A lot of the European countries have a long history of welcoming migrants in their societies starting from the post-war period and until today. The versatility of the project partners and their valuable experience has been gained through exploring different approaches for inter-cultural communication and integration.However, there is no singular “migrant culture” and trying to integrate people with migratory background means operating in a varied field of different cultures, languages, traditions and religions. The project is targeted at the migrants arriving in Europe and their integration into society through education with a focus on entrepreneurship. The general aim of the project was to develop adaptive training methodologies for adults in order to increase their motivation to learn and to counter their feelings of resignation and apathy. Thus, methodologically the project will be learner and staff/trainer oriented. The project will focus on disadvantaged areas and migrant groups. The results will mainly concern development of methods and techniques used in implementation of the training programmes for migrants with the aim to foster new local culture and through the training facilitate their communication with the local inhabitants. The main results expected from implementation of the project will include:(1)Training programme (90 hours-long, consist of 6 modules) on entrepreneurship tailored for migrants elaborated, tested and made available on-line through an e-platform so that it could be used freely after completion of the project;(2)24 teachers from each country were trained on the newly developed training methodology for working with migrants (4 teachers x 6 partner countries) (3)Experience gained from partner countries regarding the procedure/plan of the integration process of migrants carried out in their country/region. At each project management meeting and training event the hosted country introduced the situation related the imigrant life condicions, culture, problems seeking the job ect. Each host partner organised the visits with the representatives of imigrant instituts.(4)60 persons - learners will participate in testing the developed programme and the teaching methodology (10 learners from each country x 6 countrie)The project lasted for 24 months and involve a total of 6 different organisations, i.e., schools, adult training centres, associations and an enterprise from Latvia, Germany, Italy, Luxembourg, Portugal and Turkey.

"MM-Maths for Minis The background and working context of the project is the fact that Europe 's prosperity is based on the economic and technical innovation capacity of its citizens. In order to secure a sufficiently qualified specialist base in mathematics and natural sciences as a prerequisite for Europe's economic competitiveness for the future, the educational opportunities and resources of young people for the so-called MINT area (mathematics, computer science, natural sciences, technology) must finally become better and earlier be used. In almost all European countries, there are so far only few successful attempts to motivate individual target groups for the mathematical and scientific area. It is therefore finally necessary to provide more effective teaching materials and teaching methods that are suitable to interest as many target groups as possible in the MINT area (eg girls, certain immigrant groups, disabled children and other socially disadvantaged groups) early on for mathematical phenomena in the long term to bring about a corresponding educational interest. The aim of this strategic partnership is to strengthen the focus on mathematics in the area of early childhood care, education and development of young people throughout Europe. The applicant owns exhibition ""MiniMathematikum"". The concept of the ""MiniMathematikum"" has meanwhile been tried and tested for many years. The touring exhibition from the Mathematikum in Gießen has already proven in practice that it gives children between the ages of four and eight years the opportunity to enthusiastically explore mathematical phenomena. It also lends itself as a basis for a discussion on the reorientation of mathematics education. In a two-year program with European partners, we will exhibit and operate the MiniMathematikum in each partner's country after intensive preparation. Participating partners will systematically monitor the young visitors / classes of the exhibitions and develop insights into what additional conditions must be created to make certain groups more enthusiastic about mathematical phenomena. Each partner will focus on the observation of defined target groups: gender aspects, children with a migrant background, Sinti and Roma, disabled children etc. Visiting the traveling exhibition creates additional incentives for children to engage in non-verbal communication with each other, which educators use as an important tool for integrating children. The network partners exchange the results and impressions and disseminate them in a variety of ways. Particular importance is attached to the regional training events, because in this way pedagogical specialists can be addressed directly and the use of the results can be directly ensured. The intensive support provided by the IBE for short-term joint staff training events also ensures the emergence of transnational networks."

PROMOTING DIVERSITY ORIENTATION IN ADULT EDUCATIONAdult education institutions offer their services in a changing and diverse society. Therefore, students and employees in adult education organisations come from heterogeneous groups. The goal of DivCap was to promote inclusion and diversity in adult education (AE) at two levels: at the personal and organisational level. Support structures were established in AE institutions to enable them to successfully deal with the diversity within their organisations. In this way, a contribution to anti-discrimination and inclusion was made, and equal access to AE offerings was promoted. DIRECT TARGET GROUPS and participants were staff and managers of AE organisations. During workshops, case studies and pilot projects, in each of the 7 partner countries two organisations and their staff were involved. INDIRECT TARGET GROUPS were disadvantaged learners, in particular adult migrant, who were the final users benefiting from the more inclusive access. Furthermore, through a variety of dissemination activities, involvement of stakeholders and key persons in the field of AE and related areas, in total more than 43.600 persons could be reached.Undertaken ACTIVITIES and RESULTSKnowledge of and awareness for diversity issues was enhanced at two levels. At the level of staff in the involved organisations, the goal was to improve the personal competencies of the employees in dealing with diversity. Here, an “Applied Diversity Awareness (ADA)” workshop was tested in three pilot workshops. This ultimately resulted in a modular curriculum. The modular design aimed to meet needs in different settings. The approach of the workshop design is to deepen the cognitive understanding of diversity through concrete personal experiences; learning was initiated through different exercises, the “Diversity Walk” (a field visit) and reflection sessions. Profound work was furthermore completed at the level of the organisation. Here concrete measures to promote inclusion and diversity at an institutional scope were implement. In each country, the partner organisations worked together with a second educational institution that was committed to making concrete progress in enhancing diversity. This means that across Europe 14 educational institutions were involved in total. In the first phase, a special questionnaire was developed to analyse the organisations in terms of their diversity orientation. The questionnaire consisted of several subsections, which cover relevant areas for determining the diversity status. Additional to the English version, the questionnaire is available in Croatian, Dutch, German, Greek, Italian, and Spanish.The questionnaire and further models were used to conduct case studies to analyse the organisations in terms of their diversity orientation. The reports contained the findings of the analysis and recommendations for the implementation of concrete measures. These recommendations addressed different areas such as mission statement, human resource development, employee competences, or public relations. The most important results were summarised and used to create a tool kit for the analysis of an organisation and initiation of change processes. The tool is available in the form of an online tutorial on the website.In the second phase, concrete measures were implemented in pilot projects. The results of the change and learning processes in the 14 AE organisations were documented in reports. In the documentations, the processes were described as well as good practice examples, developed tools, lessons learnt and statements of persons involved. Different categories were pointing to areas where concrete measures were implemented: Human Resources, Structural change, Diversity competences of trainers, Diversity sensitive public relations and Adaption of educational offers. Furthermore, a video series was created, portraying 7 institutions and showcasing how each of them addressed the respective topics and the experiences they gathered on their way to becoming more diverse and inclusive. The experiences and findings in the 14 institutions were then distilled into overarching principles for the implementation and design of diversity processes in educational institutions. Guidelines for diversity processes were developed, as well as recommendations of managers and staff. All reports and handbooks can be found on the DivCap website. The video series was published on the DivCap YouTube channel. This will ensure that AE institutions across Europe, that are interested in introducing diversity orientation, can profit from the experiences gained. All tools and checklist, generalizable recommendations and guidelines as well as the curriculum of the ADA Workshop, were tested and are available for other organisations for transnational use. Furthermore, the structured documentation of the workshops, case studies and pilot projects serve as inspiring examples for other organisations.

CONTEXT AND BACKGROUND. In 2015/16 high numbers of asylum seekers entered the European Union. This challenge requires different instruments for fostering their long-term integration. Mainly instruments are focused on the satisfaction of basic needs. But for a long-term and sustainable way of integration and for reducing the risk of exclusion and the related social problems on one hand and using these resources for reducing the lack of qualified employees on the other an early access to preparation and training for the job-market is essential. Frameworks for the process of recognition as refugee and integration are compulsory in the European Union. Based on those standards transfer of experience and knowledge about appropriate methods of integration in the CVET should be a benefit for all: the participating and involved organizations as for the refugees as well. The European Union tried to establish obligatory rules for the distribution of asylum seekers but in reality some European countries do not accept them. Showing in the good practices that integration in the job-market works also in countries with economic problems is a benefit for Europe.The main OBJECTIVES have been the collection of good practices showing appropriate measures for the integration of asylum seekers/refugees in the CVET and at least in the job-market. It based on an exchange of good practice in study visits and in written documents. They have been evaluated in terms of efficiency, sustainability, transferability and quality. For having comparable results and facilitating the reading of the booklet common templates are used. For understanding the good practices in the national and regional context country analysis of all partners’ countries have been provided also.For facilitating the access to the booklet general information has been translated in all partners’ languages.Beside of this main objective regional and European networks of organizations dealing with the integration of refugees have been established.All of these activities have one common aim: to expand and to improve the activities undertaken for the integration of asylumseekers/refugees in the further education and finally into the job-market. THE PARTICIPATING ORGANIZATIONS: We chose 7 partners out of 7 countries presenting a range of different kind of VET/CVET providers, adult education centers, NGOs and university dealing with the integration of refugees in the job-market. The partners’ countries are those which receive numerous refugees and which are meeting the challenge to integrate them. Some of the partners collaborated in former European projects others are new. All partners are experienced in projects and are well integrated in networks. This made way to a very balanced approach and allow for a maximum possible target group.The MAIN ACTIVITIES of the project have been(o) Collection of Good practices: The partners visited different organizations and gathered all the information about the good practice in a common template. The good practices have been evaluated by the whole partnership and 40 of them have been chosen for being published. Some of the good practices have been visited by the whole partnership in study visits.(o) Development of country analysis: An overview on the situation of refugees, the legal frameworks and the offered measures for their integration in the participating countries has been compiled using a questionnaire for getting comparable results (resources: national reports and UNHCR).(o) Development of booklet and accompanying information In the overview of GP we recognized the very different approaches. Considering that later users may be interesting in specific ones we decided to organize the GPs not per country but per category. We identified 7 relevant categories. Overview by country, editorial and closing words completed the content of the booklet. To facilitate reading and understanding of booklet one page of general information and overview has been translated in all partners’ languages.RESULTS AND IMPACT:Finally 40 good practices out of the 7 countries have been selected concerning the different categories. These categories show that for different steps in the process of integration different approaches are available and useful. The good practices organized in these categories and the country analysis have been published as a booklet on the website and distributed to good practice providers and stakeholders. The booklet is accompanied by general information translated in the partners’ languages for facilitating the access.This collection of best practices fosters the efforts and identify possible barriers to educate and train refugees and to integrate them in the job-market. It helps to network under the aim to develop successful measures in a good quality and to make possible the transition between different stages of guidance, training and job.

"The REMO project was developed and implemented in front of a VET policy background covering 4 crucial issues in European VET policy: 1) ET 2020: mobility of learners and staff as well as quality in education are two core issues stipulated in the ET 2020 strategy of the European Commission and huge efforts are required to improve the situation in initial VET mobility on quantitative and qualitative level. On quantitative level, the European Commission has set a benchmark of 6% of all learners in initial VET to be participating in transnational mobility schemes in VET, where whole Europe and especially also the participating countries in the REMO project are quite far away2) Quality in VET: the Bruges Communique and other strategic policy developments in VET which clearly enforce the need of quality education and especially also in VET 3) Co-operation between VET and the world of work: a better and closer co-operation between these two players is in the core interest of the European VET policy and the role of companies in VET should be strengthened which becomes crucially evident during mobility placements in VET4) Transparency of skills: the possibility to accumulate learning outcomes in different countries in VET and have them recognised for the VET qualification should become possible and real. In front of these four strategic issues in VET policy the REMO project has developed a cross-regional network of organisations full dedicated to the improvement of initial VET mobility processes through:a) the development of quality assured process descriptions for the organisation and implementation of initial VET mobility actions (based on the worldwide accepted quality standards of ISO 9001 as well as fully taking into account the requirements and tools of ECVET)b) the development of an online platform for matching needs and demands in initial VET mobility on a cross regional level c) the establishment of a sustainable network of quality VET providers, organisers, hosting / sending organisations in initial VET mobility as trustful basis for quality mobility actions. The REMO project and its partners envisaged the following objectives: -) Improving mobility in lifelong learning and especially in initial VET to reach the benchmark of 6%, -) Raising the quality and efficiency in VET and especially in mobility in initial VET with appropriate and ""down to earth"" tools, -) Fostering the co-operation between VET institutions and the world of work especially on a regional and cross regional level and-) Improving transparency of learning outcomes by using European transparency instruments on a broad level The project partnership consisted of 7 organisations from 6 neighbouring countries which emphasised a lot the cross-regional dimension of the project and the added value behind. The partner organisations had a complementary structure and represent VET providers, NGOs, mobility hosting /sending and intermediary organisations, public organisations, the world of work, social partners and contained a specialist organisation for the certification of process quality against the standards of ISO 9001:2008. With the consortium we were finally able to fully reach the project objectives and core intellectual outputs which are: a) Research study: investiating the needs of hosting/sending organisations, learners and VET institutions about quality in initial VET mobility and defining the structure and content of process descriptions for VET mobility processes b) 14 ISO 9001:2008 and ECVET compliant process desriptions based on the 10 core processes in mobility from the European Quality in Mobilty Charta c) an online platform matching offer and demand in initial VET mobility and linking hosting/sending organisations, VET organisations, learners and stakeholders d) a legal network structure for an association maintaining the results and using them for initial VET mobility beyond the lifetime of the project. The target groups of the REMO project were: 1) VET organisations (VET schools and training centres) involved in initial VET and organisation and implementation of mobiltiy programmes2) Potential hosting and sending organisations in initial VET (companies, NGOs, public authorities, associations etc.)3) VET learners in initial VET interested in learning mobility abroad4) Political decision makers for VET on local, regional, national and European level5) Wider stakeholders interested in the promotion and quality assurance of transnational VET mobility The project followed a strong sustainability strategy which finally lead into the establishment of a legal network structure (the REMO association) at the end of the project process and so forming the basis for the sustainable and long term impact of results on the target group."