"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly."" (source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB). According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner countries of the project this concerns 7.5 million adults in Germany; 2 million in Greece; 1.2 million in Hungary and 3.8 million in Romania. Unfortunately, there are no valid figures concerning the literacy rate of Roma. Experts say that the share of functional illiterates among adult Roma in the partner countries is 40 to 60 per cent. For this reason, Curricula for alphabetisation courses for Roma were developed in the Strategic Partnership „RomABC goes Europe!“ that consider their special needs. However, the envisaged improvements in reading and writing competences fell too short because functional illiteracy is also reflected in calculating, in dealing with ICT and in the capacity to act in every-day-life. Therefore, the further development of the Curriculum for raising the literacy rate of adult Roma with the emphasis numeracy and IT basics were the centre of our follow-up project. Besides, the development of a Handbook for trainers, a basic vocabulary and subject-relating vocabularies, the education of trainers in the frame of a Pilot Training and the elaboration of the concept for according Mobility Projects (KA1) were other parts of the project. „RomABC - the next dimension!“ was implemented by partner organisations from Germany, Greece, Hungary and Romania and aimed particularly at the reduction of functional illiterates among adult Roma, at increasing of their employability and at raising their share in adult education measures. With that, the project contributes concretely to the implementation of the EU Framework for national strategies for the Roma integration until 2020 and the national strategies of the partner countries as part of the Europe 2020 strategy including the European Agenda Adult Education, particularly the raising of the employment rate and the reduction of the part of Roma that is threatened by poverty and social exclusion."

According to the Eurobarometer, 83 per cent of the Europeans think that fake news threaten democracy; 73 per cent of Internet users are concerned that fake news in the internet have a negative influence on the elections to the European Parliament. However, in the age of digitalisation it is much more relevant that hate speeches and disinformation manifest the stronger in the collective opinion the more often they are published. If the same contents are then even coming from different sources, the risk, that they are considered as true or that a great mass of Internet users accepts them silently, gets higher. In all partner countries the amount of hate speech and disinformation – spread in the Internet – is increasing, with an upward trend. Unfortunately, particularly disadvantaged groups of persons, such as refugees, Roma, members of national minorities, Jews, Muslims or Homosexuals, are in their focus.Consequences are an increasing social exclusion and discrimination; the self-confidence of the concerned people gets lower, their fear grows; the number of verbal and physical attacks rises; prejudices and stereotypes are sizing. Finally, this leads to the fact that the right of free development is more and more limited for those target groups. Without a doubt, the initiatives that have been started by the EU and the laws that were enforced by several partner countries are a step in the right direction and have an according impact in practice. But they help the concerned people only in a limited way because they are only applied when the damage is already done. Therefore, our project „Pro Dialogue” aims at initiating a social dialogue at the local/regional level of the partner countries that combats the reasons for hate speech and fake news. On one hand, it shall be based on verified information and facts, be led rather rationally than emotionally and exclude abuses and insults. On the other hand, it shall bring concerned and involved people together and ensure that they do not speak about each other but with each other. In that, emphasis are subjects that are oriented on the daily life and that have a direct impact on the living together in the local community. Therefore, the project partners from Germany, Bulgaria, Greece, North Macedonia, Romania, Serbia and Hungary will generate the following results together:1. Curriculum for the education of Dialogators including training material2. Toolkit for Dialogators 3. Trained Dialogators4. Trained multipliers 5. Practise test (dialogue activities) and optimisation of the Intellectual Outputs6. Blended Learning Course for the education of Dialogators 7. Concept for Mobility projects (KA1) for the education of Dialogators 8. Dissemination and exploitation of the results

"<< Background >>„…They steal like ravens, are not willing to work and a people of restless nomads…“ – if it comes to Roma we are quick with prejudices. However, much heavier is the fact that they can be mobilised at any time what is not only reflected in regular riots but also in their actual living conditions in a sad way. They are still the poorest, the most unemployed, the least educated and the shortest living Europeans.With estimated 10 – 12 million members, Roma are the biggest ethnic minority in Europe. Almost 5 million live in the partner countries of the project. A relevant reason for the permanent discrimination of Roma is their low education level. Therefore, the disadvantages in the education sector that is a central field for the social integration and rise particularly of such a young population are the most obvious. A real segregation exists. In the new strategic frameworks of the EU for the integration of Roma, a row of objectives is fixed. Until 2030, the actual equality, the socio-economic inclusion and the reasonable participation of the Roma shall be achieved (Factsheet of the European Commission, October 2020).<< Objectives >>RESUME would like to contribute to those ambitions objectives in the partner countries concretely by achieving - an improvement of the access of Roma to education and lifelong learning; - an avoidance of drop-outs from education measures;- a promotion of the equal quality of education offers for all learners; - an improvement of the learning success of Roma; - the visualisation of the damages done by discrimination and segregation in education.<< Implementation >>Activities of the project are:- the joint elaboration of the project results by the project partners in the frame of transnational thematic work groups- Workshops ""RESUME"" for stakeholders from all fields of education- Intercultural trainings for education staff belonging to the majority- Education of 48 Roma Inclusion Mediators- Implementation of a 12 months Test Phase in the partner countries with a scientifically attended evaluation- European Conference for experts and stakeholders from other European countries.<< Results >>Results of the project are:1. Curriculum and training material for the education of Roma Inclusion Mediators.2. Online-Toolkit for Roma Inclusion Mediators supporting their practical work.3. Illustrated Romanes primer for children and adults.4. Training material for the training of trainers who will educate the Roma Inclusion Mediators.5. Training material for the intercultural training of education staff belonging to the majority.6. Training of 16 staff members of the partner organisations (partly Roma themselves) as trainers for the education of Roma Inclusion Mediators.7. Education of 48 Roma Inclusion Mediators in the partner countries. 8. Intercultural trainings for 80 kindergarten and school teachers, adult educators and vocational trainers.9. Use of the newly acquired knowledge and skills by the Roma Inclusion Mediators in the frame of need-based and appropriate mediation activities.10. Dissemination and exploitation of the project results."

In the EU, 6 million young people between 18 and 24 do not have a finished VET or another secondary school. Consequently, these youngsters face deprivation and unemployment, which in turn influences the social and economic development of a country. Especially migrants and Roma face these difficulties. Furthermore, these groups face discrimination at the transition from general school to VET, as well. The ET 2020 strategy now aims at reducing the dropout rate to below 10% by 2020. The EU project PREDIS - Prevention of Dropout of VET through Inclusive Strategies for Migrants and Roma helps in reaching this goal.1. The project partners developed a Blended-Learning Course (BLC, 10 month) for vocational education trainers, teachers and other multipliers. This form of further education is much more lasting than other forms of training: The contents, participants learned during the time of presence in their respective national contexts or other European countries can be practiced in everyday work during the online-phase. The final follow-up course fostered evaluation and reflection. Over the whole course, participants were assisted and supported by all PREDIS partners.2. A toolkit was developed for Course Textual. It consists of a triad: Background information, pedagogical knowledge and innovative methods as well as Empowerment regarding the secondary target (migrants/Roma). In detail it deals with: a) background information about structural parameters of Roma and migrants, b) approaches in questioning own stereotypes, c) intercultural and conflict management competences, d) Empowerment strategies for trainees to strengthen their key competences, e) new approaches for successful labour market integration and finally, f) new methods for a better transition into VET.3. The basis of the project consists - among other things – of an empirical needs analysis. Interviews with trainees, vocational training personnel and further experts ask for reasons for the high dropout rates of migrants and Roma. The results of the analysis gave initial indications for the conceptualization of the modules. 4. A Handbook was written and published in five languages. It includes the toolkit with all modules and a reflected summary of the BLC. An extensive edition of the toolkit was produced, which addresses all themes in more detail and includes important themes that could not be addressed in the Handbook due to space constraints. It is available in English. The Handbook and Toolkit – as well as all other relevant products and publications – are available for free downloading and sharing on the homepage as well as on other platforms. Additionally the participants qualify as multipliers so that the outcomes of PREDIS can be used all over Europe. Thus, PREDIS contributes to the professionalization of vocational training in Europe. 522All project outcomes and activities are conceptualized in transnational teams and are evaluated and, where necessary, modified. All six project partners (Leibniz Universität Hannover, University of Vienna, Inspectoratul Scolar Judetean Buzau, Liceul Tehnologic Economic Elina Matei Basarab, Znanstvenopaziskovalni Center Slovenske Akademije Znanosti in Umetnosti and Universita Degli Studi Di Trent) have long-time experience in project work and are familiar with developing trainings for pedagogues, teachers, trainers and other multipliers. Further, extensive expertise are in place in the area of migration, integration, interculturality, abandonment of VET and inclusion. Besides, the Romanian vocational schools also specifically work together with Roma trainees. Extensive public relations, in particular involving educational authorities make the outcomes and conclusions accessible to teachers and educational stuff; processes of reflection with colleagues and educational policy makers are promoted in order to initiate structural changes and the establishing of new approaches. PREDIS reached 522 experts with its ten multiplier events. It will be established within university curriculars of the participating universities, who are heavily involved into VET-teachers training. Participants evaluated the products as highly relevant ans useful.

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly."" (source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner countries of the project this concerns totally 13.8 million adults. According to experts the share of functional illiterates among adult Roma there is 40 to 60 per cent. Comparibly high is the share among the 25 to 40 year old Roma. Thus, often functional illiteracy is the reason for the hindered access of Roma to education and employment. It also hinders the maintenance or increasing of their employability.Before the project, in the partner countries alphabetisation measures are offered nationwide for the majority population and partially for migrants, but not particularly for Roma. However, this is necessary to consider their special needs in the improvement of their reading and writing skills. Existing offers lacked co-ordination and interdisciplinary co-operation in the planning and implementation. Binding respectively uniform quality standards were completely missing. Therefore, the development of Curricula for the increasing of the literacy grade of adult Roma as well as the modification of quality standards applied in the Free State Saxony for alphabetisation measures funded by the ESF and the elaboration and implementation of co-ordination concpets for alphabetisation measures were in the centre of our project. The created products were tested in practise and optimised. In an according training, 24 adult education experts were enabled to use them for the first time already during the project. ""RomABC goes Europe!"" was realised by partners from Germany, Hungary, Romania and Portugal and aimed particularly at the reduction of the number of functional illiterates among adult Roma, the improvement of their employability and the increasing of their participation in adult education measures. With that, the project contributed concretely to the implementation of the EU Framework for national strategies for the integration of Roma until 2020 and the national strategies of the partner countries as part of the Europe 2020 strategy including the European Agenda Adult Learning, particularly the increasing of the employment rate and the reduction of the number of Roma concerned by poverty and social exclusion."