Considering troubled political situation in the Middle East and Asia , immigration has grown rapidly in recent years in Turkey and Europe.Therefore, additional tools are needed in order to integrate the immigrants and refugees arriving in Europe .The core of successful integration is language learning, herein, mobile applications are successful educational resources that can be targeted at the immigrants as a large percentage of them are digitally literate and interested in new opportunities in their new countries. In the framework of this project, we focus on establishing a language-learning solution, this enables the refugees/immigrants to study and learn said language and get familiar with the culture and conception of their new country.This mobile application will be ready for download on the application markets free of cost. Our target group will be the immigrants in Turkey and European countries. LanGo smartphone application will provide refugees and immigrants the advantage of learning the native language of the country in advance after the residence permit has been granted. Other immigrants who have already been living and working in their new home country will benefit from the LanGo applications as well. The application will consist of 5 target languages ( Turkish, English, Dutch, French and Greek ) and at least 6 support languages. These languages will be the most widely spoken by the immigrants in each of the partner countries.The LanGo phone app will include the subjects that are necessary for the first adaptation in the new country including illustrated vocabulary to facilitate recognition and audio visual content to engage users in innovative ways. The topics will involve country-specific concepts to assist integration in each of the partner countries. Our intention is to generate a free basic language course that is easy and fun to use and can be marketed towards end useres with smart effective and creative forms of dissemination. The major impact of the app on the project partner countries is based on prospect. The impact will be significant on region, nation and European-wide scale.The ratings of the applications on the app markets and amount of downloads will measure the projected impact, and the feedback from users is essential to ongoing improvements.Project LanGo is divided in key phases in order to organize and plan project activities and events, and implement the project outputs. Project meetings and other project management activities are anchored in the phases according to topic, expertise of the partners and goals. General phases of implementation are: Project monitoring and EvaluationQuality Assurance & EvaluationFinancial reporting andDisseminationLanGo will also go through the following phases specifically:Intellectual OutputsMultiplier EventsPilot SessionsTransnational meetings and Online meetingsAll 5 project partners have extensive expertise working with projects, both language- and immigrant-related, and all have a large network of contacts that will be utilized.

Against a backdrop of rising inequality, cutbacks in public services, and marginalisation (and/or radicalization) of disadvantaged young people, the project will make a significant contribution to the EU’s Youth Agenda of active, engaged, connected and empowered young people. Social innovation empowers young people to shape the world around them. Young social innovators develop key competences such as creativity, problem solving, empathy and communication which they apply in ways that develops their active citizenship and connection to their local community. Digital technology can take social innovation to the next level: “Digital technologies pervade every part of our lives. We need to understand how they work in order to make the world work better. But we risk another generation growing up as passive digital consumers rather than confident digital makers.” (Young Digital Makers, 2015, NESTA) However, currently our youth organizations are poorly equipped to engage young people in digital social innovation.In response, Young Digital Social Innovators aims to empower young people to become confident social innovators making the most of digital technology available to them. To do so, we will modernise youth work curricula and practice so that digital social innovation (DSI) can be taught to a high standard across a wide range of youth-serving organisations. Hence our project involves the following stages and outputs: i)Increase awareness, understanding and commitment to YDSI in the youth sector by evidencing its contribution to empowerment, integration and competence development via the development and dissemination of an “All-you-need-to-know” Guide to Digital Social Innovation for Young People (IO1).ii)Strengthen the capacity of youth-serving organisations to teach YDSI by boosting educators’ knowledge and providing easy-to-use tools. The Young Digital Social Innovators’ Toolkit (IO2) will guide youth educators through useful tools/apps for social innovation, highlighting their specific strengths and appropriate pedagogic strategies. The Young Digital Social Innovators’ Framework & OERs (IO3) will provide an integrated set of resources for introducing DSI activities into youth programmes in the short term.iii)Maximizing the number of young people learning and carrying out YDSI projects by sharing our model via an online course and interactive platform (IO4).Within the project lifespan, at least 500 youth educators, organisations and stakeholders will use the IOs, gain knowledge of emerging models of Digital Social Innovation (DSI), develop new skills, and be more equipped to integrate YDSI into non-formal youth programmes. At least 80 youth organisations will use the OERs to facilitate YDSI skills development and project implementation with at least 600 young people, while at least 2,500 young people will access the online course and platform, strengthening their YDSI skillset and leading to hundreds of innovative community projects. As a result of the project, youth educators and youth-serving organisations will become more digitally proficient organisations who are more responsive to the needs of young people in the 21st century. At stakeholder level, the project will generate attitudinal change, as YDSI is understood to be a valuable part of youth development and not a niche field, and a policy change as stakeholders disseminate and support the integration of YDSI to the youth-serving organisations they work with.Thanks to the improvement in the relevance and quality of learning opportunities, young people, especially those facing disadvantage, will strengthen their key competences and move beyond digital literacy into digital making and the applied use of technology. Over time, participating young people will be more engaged, connected and empowered: both improving their personal and professional development, they will make a greater positive contribution to society around them.

E-CAFE addresses some of the key areas of actions of the EU: Providing high quality learning opportunities for low-skilled/low qualified adults, supporting an entrepreneurial mindset as well as social inclusion.Individuals are increasingly forced to take over greater responsibility for advancing their competence and their careers. This shift from a traditional educational system and company directed learning environment to a more individualized focus poses particular challenges for low-skilled adults and migrants (ECIE 2019 – 14th European Conference on Innovation and Entrepreneurship). The potential of these groups in terms of business start-ups is undisputed - but they need targeted support to meet these challenges.E-CAFE makes an important contribution in this respect. In terms of a comprehensive, integrated and sustainable approach, the project not only develops target group-specific learning resources for the development of an entrepreneurial mindset and viable business concepts, but also creates inspiring learning environments with low entry barriers, positive role patterns and peer-to-peer learning.Experts are increasingly speaking of a renewed impending economic crisis. This crisis will hit the European economy - which has just largely recovered from the previous crisis - particularly hard. This is particularly true for low-qualified people, being especially vulnerable in this regard. While entrepreneurship support justifiably occupies a special position in European policies, special attention should especially be paid to the group of low-qualified adults.Based on our daily experience and many projects with adult education, social and economic inclusion bodies, start up consultants and support infrastructures, we are realising a great demand for this topic area. To achieve this, we have adapted the successful methodology of Language Cafes developed and sustainably established by our project partner BURGED to the context of Entrepreneurship. Building on this, we will develop a set of resources which picks up the target group at their respective level of knowledge and converts innovative learning concepts into simple language and makes them adaptable without hurdles.To guarantee the widest possible use, we involve adult education organisations, trainers, NGOs and support structures (incubators, chambers e.g.) in our work and enable them to professionalise themselves and their services. Specifically, we will:1- deveopl a comprehensive toolbox, which presents state of the art methods for the development of an Entrepreneurial Mindset and for business model development and designed in a supportive simple and easy to understand way (IO1)2- Establish 4 Entrepreneurship Cafes, providing a target group specific, inspiring, low-threshold learning environment and develop a blueprint handbook that enables other organisations beyond the participating partner regions to implement the methodologies (IO2)3-Develop an interactive APP (IO3) working as both, content dissemination platform as well as interactive exchange and calendar/location tool, ensuring wide and free access of all produced resourcesIn doing so, the project addresses the following needs of our target groups and will create sustainable impact for them:a) Low Qualified Adults as future entrepreneurs will develop an entrepreneurial mindset and gain the relevant knowledge to develop business ideas and implement sustainable business conceptsb) Adult education organisations, trainers, and support structures such as chambers or incubators are put in a position to sustainably professionalise their services and increase their impact. c) By actively supporting potential founders in setting up their companies, we create an important impact for the regional economy. Against the background of networked value chains across the EU this will also impact the economy at national and EU level.d) Project partners will acquire new strategies, tools and methods for improving the effectiveness of their services. They will improve their own competences in knowledge sharing and strategic relationship building and have a clear understanding of how to sustain and grow the project in the long term.The results of the project are basically universal and, in combination with our multidimensional impact and dissemination strategy, will have a sustainable effect beyond the partner regions.

One of the growing sectors of digital government is about open data as an extraordinary tool to detect main trends, de-structuring aggregated data, empowering citizens to understand how funds, actions, public decisions of decision-makers are implemented and eventually implemented. In Europe, the Public Open Data service infrastructure implements one of the key actions included in the Commission communication on Open Data of December 2011, and many are the actual platforms where open data are stored and easily accessible. However, there is a spread lack of culture/competencies in converting open data into useful service and a real support element for inclusive decision-making. This is particularly referred to all those people who have a leading role in local communities, namely: public decision-makers, cultural practitioners, non-profit leaders [from now on public makers]. Open data mining, services, manipulation can create operating platforms for citizens, entrepreneurs as well as public makers to adopt strategic decisions and make more our societies more transparent and inclusive. There is a ramping discussion about refugees, but much of the democratic debate about accountability has been left apart in favor of social emergences. At the moment, open data usage is very limited and fragmented in Europe with diverse examples of good practices, but also their total absence in any curricular activities. What is more, a comprehensive strategy about open data has proven in some countries to create bottom-up movements of citizens and public makers involved in peer-to-peer learning and investigation, creating concrete ICT tools to support public administrations, to understand how local project are run and developed and how money is actually spent. Public decision-makers, cultural practitioners, non-profit leaders [from now on public makers] have a great role to start strategic change, but they need professional training within an adult education sphere of up-skilling. The project Open data e-learning platform and digital tools for participatory decision making [OpenMakers] is an adult strategic partnership focused on digital active citizenship that aims to foster the usage of open data among public makers supporting their local work through innovative training in digital literacy combined with open data learning/usage. OpenMakers aims to broaden ICT competencies and skills of public admins, non-profit leaders, young professionals, project managers etc. creating sustainable and needs-focused learning patterns, enabling non-profits/public bodies/informal ICT groups to act at the local level through open data interpretation and management. Three are the most important results of the project: 1. An innovative, comprehensive and simplified step-by-step web-program (OER) on digital financing to run on a platform in order to guide through simplified graphics and monitoring/validation mechanisms in terms of open data learning and experimenting. (O1) 2. The creation of learning material for trainers (O2) and for target users (O3) and its conversion as an e-learning course that it is suitable for public makers. In particular, O2 material will strengthen the digital and open data knowledge of trainers, making them prepared in a field that it is generally left aside in terms of activities. A pilot testing phase will be defined through a triple pattern: - C1 training of trainers, targeting educational staff of each participating organization, in order to reach common outreach & standards. It will be connected to the methodology work of IO1 and to the practical outcomes of O2 & O3. - C2 training of learners: this training will focus on the final users and it will be crucial in order to pilot test learning methodologies, define local activities, etc. - Local activities referred to a blended-learning test of O3 material throughout the e-learning platform (O4), putting together trained educators and users and multiplying the educational effects. The overall methodology is inspired by the living lab approach, so that the actual learning is connected to concrete local actions about open data experimenting and implementation as democratic tools, promoting ad-hoc services. Substantially, introducing open data should make citizens and public makers change the way they normally think and interact, also in terms of changing the perspective of accountability and digital citizenship.

“Through Enterprise” (TRUE) was based on the premise that we must do more to enable the social and economic integration of newcomers to our societies. TRUE partners see this in our daily work and it causes us concern: ow number of courses on enterprise in community organizations and specifically low rates of participation from foreign born females in enterprise training. Entrepreneurship training has increasingly shown to be a useful mean of combining skills training with integration: when taught as a transversal skill, it can be a path to business creation, employment, involvement in community initiatives or simply problem solving and self-esteem. Working with VET partners from both community groups and entrepreneurship training providers our specific objectives are to create:IO1 A “Reach and Teach” catalogue, a guide for VET providers to improve engagement and understanding - achieved a total of 624 downloads and direct distribution across all languages. This surpassed our target of 550 downloads and direct distributionIO2 A set of Open Educational Resources, which helps organisations to integrate new and effective approaches to inclusive education.Hugely successful VET course which saw us develop 9 modules instead of 6 with the investment of our additional intellectual output days reallocated from meeting and multiplier events. The TRUE Curriculum contains 9 modules to a very high standard (as verified through pilot testing) a learning framework including outcomes and assessment guides, and a pack of multimedia learning resources designed to be used by trainers in classroom scenarios to teach women from immigrant or ethnic minority backgrounds an engaging and usable entrepreneurial skillset. In all, there have been 13,400+ downloads of some part of IO2, • The course/elements of the English course were downloaded 4221 times with the learning framework education guides downloaded 355 and the learning resource pack downloaded 339 times • The Italian course was downloaded almost 3000 times, the Swedish course was downloaded over 2,500 times and the Turkish course almost 3,000 times.IO3 A multilingual online training course is available in 4 languages builds professional capabilities and self-confidence for female migrants and refugees directly empowering them to engage with their new local community. The online courses are very interactive with quizzes, additional resources and a discussion facility for learners to engage with. It has been created in the Ted-Ed platform, hence it has a very good reach. Pilot testing shows that we surpassed all the measurement metrics for satisfactory learning outcomes content is very useful, very relevant and the content as user friendly. Our web stats show the online course access has exceeded 3,000 learners. Our Multiplier Events events were obviously affected by COVID restrictions, including the impact of staff sicknesses. However, 4 of the 5 events were able to proceed in total more attended by 138 people through online events in UK Ireland initially and 40 people were able to attend an in-person multiplier event in Turkey. Our dissemination activities again surpassed our expectations, our website www.throughenterprise.eu and social media channels achieved visits of 18,760 people to engage with our materials and information exceeding the target of 10,000. TRUE has benefitted and yielded tangible results for our target groups: - MIGRANT WOMEN who were previously excluded or marginalized in the labour market, are empowered to unlock their professional and personal capabilities. Some will go on to create businesses, many will use their entrepreneurial skillset for other employment, social or community benefits. - VET COLLEGES, ENTERPRISE CENTRES and other education providers have gained greater awareness regarding the importance of inclusive entrepreneurship education and new and improved resources to cater to the needs of migrant women through the lens of inclusion, diversity and intercultural integration. - COMMUNITY ORGANIZATIONS (WOMEN FOCUSED, MIGRANT SERVICES etc) have the resources to understand the value of entrepreneurship skills thanks to new relationships with VET organizations and will be able to refer beneficiaries to the open, online course as an immediate path for training and career development. - PROJECT PARTNERS have been the first to benefit from the ability to integrate new approaches to inclusive education and their work in synergy with organisations from other sectors. Staff have a greater appreciation of the more modern, professional environment and are also more capable of work on high scale international collaborative projects. - WIDER STAKEHOLDERS from across the VET, community and migrant services sectors were exposed to new forms of inclusive entrepreneurship education and are more likely to commit to more practical strategies for improving inclusion and diversity on a wider level.