Newly arrived migrants to the EU along with their families demonstrate a series of complicated needs during their inclusion process. The European Adult Education Providers (AEPs) still need to respond to a diverse range of learners from different ethnic, cultural, language or religious backgrounds. Inclusive education requires the participation of all stakeholders (teachers, parents, policy-makers, NGOs, etc.) to resolve policy, attitude, environmental and resource barriers that might exclude vulnerable learners within each unique situation.Taking under consideration the above arguments, the Digital Inclusion project aimed to:• Strengthen the cooperation and networking between AEPs, research centres and public bodies from countries most affected by the refugees’ crisis;• Test and implement innovative practices in the field of education and training of specific target groups;• Better prepare and deploy the education and training of professionals for equity, diversity and inclusion challenges in the learning environment;• Promote the integration of refugees, asylum seekers and newly arrived migrants and raise awareness about the refugee crisis in Europe;• Encourage the utilization of Open Educational Resource (OER) to give access to education and digital training tools to migrants, refugees and asylum seekers.The project's objectives have been achieved by implementing the planned activities transnationally, as the cross-border cooperation is a key factor towards the resolution of the refugee crisis at national and European level. Multi-disciplinary and inter-agency approach in various activities were adopted by emphasizing on inclusive education and training of migrants and refugees, in collaboration with experts from countries most affected by the crisis.The consortium gathered together 8 organisations from 6 European countries, each of them with specific expertise in the Adult Education field. Transnational cooperation between public and private sector was formed to ensure sustainability of the project outputs. The whole project duration was 24 months, calculated in order to implement correctly the planned action and achieve the project objectives. Main activities were the development of Intellectual Outputs, trainings, dissemination events, creation of cross-border cooperation Network, web portal and project social group.The partners involved directly in local trainings, using OER, 150 migrants, refugees and asylum seekers with a legal status in the 6 project countries. Key professionals in the AE field, such as: adult educators, social workers, mediators, coaches and career counselors were addressed by training material produced with free access in 6 European languages. Total of 139 participants assisted to the celebrated international multiplier event in Madrid, and total of 176 people attended local/regional/national multiplier events, implemented in the 6 partner countries in the final Project phase. The project website received approximately 13.000 visits until the end of August 2018, and the cross-border cooperation Network has been joined by 37 organisations - members from 8 countries for the same period. These outputs will continue to be in place for at least 5 years after the project end.The methodological approach taken by Digital Inclusion was of common decision making procedure, adopting the initiative of regular exchange of information aiming to ensure that all consortium members were involved in the project’s progress, being aware of specific strengths of particular partners. The working methodology established an organic approach where the local and transnational activities were in constant exchange and nourished each other at various stages of the project, while the planned dissemination ensured its success and sustainability.The results and outputs of the Digital Inclusion project have introduced innovative education and training methods according to the ET 2020 framework. The OER developed will provide training opportunities for refugees/migrants not only residing in the 6 partner countries, but also to those in other European regions, thanks to the dissemination strategy targeting AEPs from the 28 Member States in the following 5 years. Crucial innovative element was the overall assessment of the acquired skills by a test, which the learners from the target groups have to pass to obtain ECTS credits. The delivered certificate is valid for all European countries, as part of the life-long education, being essential for the migrants' continuous professional development in the European Union.Project's added value on a long term process will be the reduction of low-skilled migrants by providing high quality digital training in different European territories. The Digital Inclusion Project was complementary to the efforts of the European Commission to undertake activities aimed at inclusion, combating radicalization and supporting migrants and refugees in their integration process.

"JOB LABYRINTH moves from the assumption that there is a direct link between Unemployment, Poverty and Social Exclusion according to whom, as a result of growing unemployment, young people are experiencing increased levels of poverty and social exclusion (2013 Council POLICY PAPER ON YOUTH EMPLOYMENT), and that joint efforts are needed to link ""promotion of a high level of employment, fight against social exclusion, and high level of education and training""(2010 Council guidelines for employment policies). Nevertheless, progress to meet EU 2020 targets on employment is uneven, and poor on poverty reduction: in 2013, 122.6 million people in Europe was at risk of poverty or social exclusion, while EU youth unemployment was 22.7% (Eurostat 2012); JOB LABYRINTH moves from a deep analysis led at EU and national levels which revealed how Italy, Spain, Hungary and Slovakia scored highest and persistent long-term unemployment, though law average of youth and jobseekers participating in activation measures, suggesting how ALMPs are not effective, and how this gap would be even more remarkable for NEETS (22,7% in IT and 21,1 in ES -EuroFound 2015) and different groups of vulnerable youth, including migrants and hard to reach people, who, lacking of self esteem, out of mainstreamed educational and guidance services, will be hampered to participate to their own human and social development. The project calls up and engages multi-actor core partners with complementary expertise, including regional policy actors, educational providers in 3 different settings, body providing assistance to policy actors in ALMPs, and experts of guidance, e-services and game-based learning environments. JOB LABYRINTH will build a comprehensive framework integrating active ALMPs, PES and guidance e-services in multiple settings as master-keys to enhance vulnerable youth access, participation and performance to inclusive education, training and youth, and to facilitate their transition to work and activation as job seekers. Moving from effective EU co-funded tools and practices, JOB LABYRINTH will further enable the potential of gamification to improve attractiveness of mainstreamed services and to foster youth engagement as active learners and job seekers, endorsing a multipronged strategy aiming to:1. Develop learner-centered and game-based e-solutions (the JOB LABYRINTH GAME and CoPs) to raise youth awareness on ALMPs measures, attract and activate in particular NEETs, disadvantaged and vulnerable youth.2. Increase cooperation between VET, employment and guidance providers, building staff capacities to deliver individual skills assessment, counseling, and qualifications through “tailored services”.3. Mainstream in formal and non-formal settings (VET, education, youth work, public-private JPOs) open guidance e-services, integrating them into the JOB labyrinth game.4. Endorse a long-term networking process to engage in the JOB LABYRINTH Community of Practices public-private stakeholders to foster integration of enhanced and improved services for guidance, counseling and job insertion, to provide quality based education, training and employment oriented opportunities particularly addressed to vulnerable youth, whose self reliance and transversal competences as rights holders and active job seekers have been strengthened.The following activities will be realized:I. A comprehensive Capacity building path to enhance skills and competences of staff and, through their action as multipliers, to national providers involved into the Community of practicesII. A thorough networking building processes among private and public stakeholders active in the field of ALMPs and employment services, enterprises and employers associationsIII. Moving from best practices, e-services and gamification approaches, an attractive ICT environment will mainstream effective tools, information on ALMPs, web based guidance to build youth transversal competences and soft skills as active job seekers, guiding them in real life experienceIV. Impact assessment, wide and targeted dissemination strategy to facilitate a possible handover of JOB LABYRINTH to institutional actors and key stakeholders, EU networks and bodies active to promote ALMPs, and to provide guidance on youth employment strategies:The JOB LABYRINTH Community of practices will directly target and impact on about 1290 young learners and job seekers with different degrees of vulnerability; on 664 trainers, educators, youth workers, operators and staff providing guidance, counseling and employment services; on 300 enterprises, employers' associations and agencies, on local and regional offices and policy actors responsible for the design and implementation of ALMPs and effective employment strategies who will join the community."

UNEXPRESSED TALENT (UT)contributes to reduce the phenomenon of social and educational exclusion of young people (14-24 y.o.) by means of their active participation in civil society and increased personal accountability. Literature points out that one of the main indicators of uneasiness, often resulting in school dropout, is linked to an insufficient level of social inclusion and a scarce participation in democratic life as well as a general lack of the so called soft skills allowing young people to make the most proper decisions about their personal and professional life. The main problems identified at the beginning of the project, are: 1. Lack of a structured analysis on formal and non-formal education organizations: a scientific-based analysis in order to understand the origins of young people uneasiness and to recognize the alerts of such risks; 2. De-motivation of young people: the high percentage of young NEET is often caused by a lack of coordinated strategies aimed at intercepting, motivating and giving them the confidence and hope in the future; 3. Unexpressed talent: young people in discomfort situation often possess capabilities and a social capital which are not properly exploited by the formal education system or in the environment they live in. Such reasoning has led the partners to identify 3 specific objectives: 1. To conduct an analysis in formal and not formal education agencies to determine the phenomenon according to quantitative and qualitative indicators; 2. To motivate young people involving schools, municipalities, associations and project stakeholders to jointly face problems and target common solutions; 3. To connect formal and non-formal education agencies for the purpose of improving both systems. In this regard, UT has tackled social uneasiness of young people in difficulty by developing a model of inclusion in active citizenship (CSOs, etc.) by fostering transversal skills and empowering youths by becoming more aware of their unexpressed talents. Such empowerment actions, matched with commitment in civil society dynamics helped better level of integration both at educational and, if relevant employment. Led by a European network specialized in training and inclusion of people at risk, TANDEM PLUS (FR), the partnership is made up by diverse but complementary partners, covering 7 different countries (BE, FR, ES, PT, IT, SI, HR) bringing together nine partners whose expertise ranges to different topics as: non-formal education, tools for vulnerable people, effective transversal skills assessment, scientific research on social issues, compared social analysis, development and test of tools with social impact, services to vulnerable groups as migrants and foreign students, social inclusion. Starting with a research phase, the project has provided inputs for development of different strategies for talent appreciation, and has developed a user-friendly assessment tool targeted to teachers, families and youngsters to identify their specific kind of uneasiness or exclusion risk. Following the preliminary research and alert tool, the partner developed a multidimensional model (output4): expressing talents. In the rationale of the project, this entails a 6-step comprehensive path, made up by a set of methods and tools that aim at creating links between formal and non-formal education stakeholders to support the empowerment of youth, especially for young people between 15 and 25 years of age, to foster autonomy and self-recognition of skills to make talents easily emerge and consequently build strategies to express and promote them with enhances awareness of the wider context in which they live and with the support of a more structured collaboration of territorial organisations. The model has been the result of codification and evaluation of tools such as “Unexpressed toolkit- IO 3” and “alert tools – IO 2” that has been tested first with educators and operators of formal and non-formal education during a Joint Staff training week in Madrid and then, after finalization, tested on about 200 youths in each of the 7 countries. The evaluation of the model and its tools (IO 5) has shown that the partners have increased their organizational skills and network at both local level (especially with schools and other local CSOs) and learned and benefited a lot by the transnational cooperation to improve staff skills and methods to be applied to their ordinary work with youth, which will have a positive impact on future work. The evaluation also highlights the overall positive impact on the youths involved in the pilot experimentation of the model, with achievement of the target numbers and increased awareness of talents. The final recommendations, which embed lessons from the experience, provide guidance for further actions for different stakeholders. The recommendations represent a roadmap for further work in the field.