"The goal of our project is to create an educational escape game focused on interculturality and the fight against prejudices and stereotypes.In a context of rising nationalisms in Europe (Brexit, euroscepticism etc.), our project wishes to work on the rapprochement of cultures in order to help the construction of a Europe which is not only economical and political, but also with a human dimension.In our view, intercultural learning can not be taught, it should be something that someone experiences. Indeed, it is by encountering and exchanging with the other that we become aware of a stereotype and that we can learn to know and understand each other, to break down stereotypes and prejudices. In order to offer adequate intercultural learning support, we are convinced that it should be based on the principle of ""Learning by doing” in a playful way. That's why we chose the escape game as support to achieve our goal.The target groups are:-Young people in general: volunteers, students, trainees, apprentices, pupils, learners, but also young people with fewer opportunities, NEETs (through partnerships at a local level with associated partners) -Organisations working with young people in various contexts: school, informal learning etc. at a local level-Youth workers, staff active in education, training: partnerships set up with local structures will reach both young people and their tutors.Considering the context, the identified outcomes are following:-acquire knowledge about each other,-be aware of erroneous beliefs and stereotypes,-overcome the anxieties towards the other,-reduce the feeling that the other is a threat,-change a vision of the other,-unit people around a common goal.In order to carry out this project, 3 partners with different fields of expertise are committed:-Association Odyssée is an association involved in the fight against stereotypes and prejudices with some years of experience in the management of KA1 and KA2 European projects and in setting up activities aimed at intercultural learning;-Leeds Trinity University is a university involved in European programmes which developed pedagogical escape games and has available resources about the communication management of a project;-Kuryboslab is an association with an expertise on the building of educational escape games for young people and youth workers as a tool to develop social, personal and other competences in a non-formal context and with experience in the management of European projects.In order to achieve our goal, we will implement the following methodology and activities:-Propose a methodology and make it validate by experts (Escape Roomers Community) and a Youth Committee Board. The final version (IO1) will be published online with a free access.-Collect content about interculturality/stereotypes through focus groups with young people (30 young people from various nationalities) in order to get a common reference framework about stereotypes and prejudices and determine the pedagogical objectives of our escape game-Experimente the Escape Game with a total amount of min. 12 young participants and 3 youth workers in order to validate the final version-Launch the final version of the escape game during the multiplier events involving participants of the escape game experimentation (young people and/or youth workers), local partners and local authorities representativesWe want our escape game and its methodology to be transferable to other organizations and their networks after the project’s end to get more impact on a larger scale, therefore we will produce a methodology guideline and a ready-to-play Escape Game which will be freely accessible.We believe that our project can be a good mean to, little by little, at various scales and with various types of public, make people escape from their stereotypes, give them a new vision and make them learn about others and in that way contribute to build a more tolerant society."

"The project ""Inclusion and Integration in Europe for experts in the pre-school education, youth and social work"" is a strategical partnership of 5 institutions from Germany, Ireland, France and Greece, which are active among others in the adult education. The idea is to jointly work out structures and necessary prerequisites that enable inclusion and integration. Structures and necessary prerequisites that enable inclusion were investigated and identified. Important was the mutual exchange of previous findings and the development of a handbook which summarises our 2-year cooperation and inclusion ideas. One change to our grant application was, that we concentrated on the topic of inclusion, integration was only to look at in comparison to inclusion.The handbook was drawn up in our common working language, English. Contents were provided by each institution, the summary and publication production was done by the coordinating institution. Colleagues from the Irish organisation were responsible for proofreading and stylistic touch up.Each institution makes the handbook freely available electronically on their website. It is recommended to prepare a translation in each organisation's native language and to provide both (English and native language) also in print formats, so that a wider audience can inform themselves about the project, its results and the topic inclusion and integration.The project has led professionals working with children, adolescents, adults and families to adopt a prejudice-conscious pedagogical attitude. With the help of good examples from other European countries, the experts gained new ideas and insights on the subject of inclusion, one's own obstacles and scruples were dismantled and intercultural competences strengthened. The participating institutions created inclusive offers and modified with the help of self-reflection already existing offers so that they are inclusive.The project activities were divided into the preparation and follow-up of transnational meetings, the transnational meetings with the project partners and the meetings with the participants for developing and implementing methods and instruments for inclusion and integration and for carrying out self-evaluation based on the index for inclusion. In the project's preparatory phase, all project partners used this material to illuminate the stand of inclusion and integration in their institution.Within the project 5 transnational meetings took place: the kickoff (with a public event) in December 2017 and the final meeting in September 2019 in Leipzig, the 2nd meeting in February 2018 in Kilkenny/Callan, Ireland, the 3rd meeting in September 2018 in Rethymno, Greece and the 4th meeting in April 2019 in Bordeaux, France. During these meetings, discussion rounds, visits to institutions and observation of effective inclusion methods in practice, video work, lectures and presentations on instruments of inclusion and informal collegial exchange were used as methods. At the end of the 2-year project we consider a strong partnership with the other institutions with whom we would like to cooperate in the future as well, e.g. 15 social workers of the FAIRbund e.V. will visit the KCAT institution in March 2020 as part of a further training course and with the partner Odyssée a further training trip on the topic ""Intercultural work with refugees and migrants"" will be organised for 8 kindergarten teachers from Leipzig day-care centres. The Greek partner organised a 2weeks internship placement for vocational students of the Johanniter Academy this October who worked in kindergartens, schools and institutions for disabled or disadvanteged children.In our partnership, all employees were given the opportunity to participate in the project and to contribute to the development of a common concept about incluson. We would like to share our findings and results with other institutions and open our facilities for consultations, for example."

The issue of the comprehensive language development at vocational training institutions (VTI) as well as the language promotion integrated in the specific vocational subjects has become highly relevant in terms of educational policy nationwide due to the vast heterogeneity in classes during the transition from school to profession and due to the lack of knowledge on the teachers´ side being subject teachers and subject experts. Beyond that, VTI at the international level face similar challenges, not least by the entering of a multitude of young refugees into the vocational education and training (VET) system.In everyday situations of vocational schools, it is particularly the specialized subject teachers who are trained and qualified in terms of the didactics of their professional subject, although lacking concrete potential solutions to ways for promoting the language skills of their students. The key element of the issue is characterized by mutual misunderstandings on both the teachers´ and the students´ side. Studys (for example Baethge 2014, Efing 2014, Siemon et al. 2016) emphasize the positive effect of a direct connection of linguistic and vocational learning processes. On the basis of a pilot project of the EU Service Center of the Münster District Administration having been implemented in November 2018 in cooperation with Stockholm University, our project addresses the problem of relevant language skills both of non-native and native speakers within the context of a professionalization and support of teachers involved in vocational training institutions.

EquALL(ING) - Equality in Adult Education Lifelong Learning (Intersectionality and Gender) - Igualdad en el Aprendizaje a lo largo de la Vida Adulta (Interseccionalidad y Género) is a two year term exchange of best practices project. Its aim is improve the gender equality un lifelong learning (adult education). Due to that, it will focuse on sharing experience about:1. Gender equality analysis with an intersectional approach for adult education: sharing experiences, design of a brief guide to identify, analize and intervene on unbalanced situations based on a complex approach, taking into account that diversity axes don't act indenpendently, but interrelated-2. Best practices decalogue in gender equality with an intersectional approach: contrasting experiences, identifying the elements that build up a good practice when working gender equality, describing best practices in gender equality with an intersectional approach in adult education and trainers training, using mainly creativity and art as expression channels.3. Identification of teachers competences in equality and intersectionality: contrasting experiences, identifying competences in equality and coeducation that are pertinent to Adult People Educators, who is working with widely differente profiles (age, etnhic, skills, socioeconomic levels...), getting to know training models for trainers that have quality criteria, have been tested and evaluated.4. Design of a model/program of training for trainers: guidelines for the instructional design.7 partners: 1.- Centro de Profesorado Territorial Ángel Sanz Briz – España – ES2.- CPEPA Cella – España – ES 3.- Orient Express – Austria - AT4.- Centro Provinciale per l'Istruzione degli Adulti 2 Bari – Italia – IT 5.- Association Odyssée – Francia - FR6.- TOPCOACH SRO – Eslovaquia - SK7.- Ljudska univerza Celje – Eslovenia - SIThe project includes student mobilities and learning teaching training activities.

"The idea of this project was born thanks to the cooperation of several institutions dealing with formal and non-formal adult education from different European countries. Thanks to the analyses carried out in our institutions we have noticed the problem and the need to better support people in acquiring and improving basic skills and key competences. Therefore, it is extremely important for us to change and enrich the methods and forms of work from traditional to blended learning and to make the courses offered by our institutions more attractive. We want them to be adapted to the changing realities of the 21st century, so that everyone, regardless of age, place of residence or wealth, has equal access to them, and thus has equal opportunities for education. We have been thinking about the possibility of introducing blended learning into the methodology of folk high schools for a long time, and the current difficult educational situation caused by the Coronavirus pandemic has strengthened our belief that this is a good idea to explore and implement. The aim of our project is to determine whether blended learning is a working technique that can be successfully used in institutions such as folk high schools and other institutions working in the formula of a folk high school; and to increase and develop the key competences of educators in adult education institutions with a special focus on teachers working in folk high schools, which have so far based their work on the traditional Grundtvigian concept. This project is to open the door to new opportunities, tools and working methods for teachers from our institutions, which will translate directly into the development of the curriculum, which will include a catalogue of courses, enabling teachers to conduct classes with the use of on- line forms and remote teaching, and making it easier for adult learners of our institutions to access paths to improve their skills and raise basic competences. The project is therefore addressed to teachers working in adult education institutions, participants in six pilot courses from different European countries and to adult education organisations.The project involves eight institutions from different European countries. Most have experience in implementing Erasmus+ projects strategic partnerships, while organisations with less experience will be able to acquire and develop their skills in this field. We expect that about 500 participants will participate in the project directly and indirectly. These will include educators from all partner schools, project coordinators, people directly involved in the project, course participants and people involved in dissemination activities. They will all contribute directly and indirectly to the achievement of the project's results. In the course of the project we plan to develop the results of intellectual work in the form of 6 pilot courses with their evaluation carried out in the partner countries, a set of course programmes and a methodological and didactic guide for adult educators with a special focus on folk high schools. An extremely important result for all partner institutions will also be an increase in didactic and digital competences among the teaching staff, an increase in the number of interested persons and participants taking part in courses offered by the Radawnica Folk High School and other partners, as well as the development of partnerships with other schools dealing with adult education in Poland and Europe, with particular emphasis on twinning institutions from Finland and Scandinavian countries. It will also be a good solution in the case we are currently experiencing - a general pandemic or ""only epidemic"", because it will allow us to continue learning without the need to suspend classes and postpone the duration of courses. We believe that this project will increase interest in adult education and folk high schools both in Poland and in Europe."