Citizens First: Integration Training for Immigrant Women is a project partnership between 4 varied learning institutions. These organisations will develop and execute a series of activities (min. 6 training sessions per institution) to meet the varied needs and expectations of two different groups of women (200 total): a group of semi-integrated women and a group of non-integrated women. The French institution (l'Académie de Créteil) will work with a mixed group of women.The aim of this project is to offer immigrant women twofold training: as European citizens; and as members of a community with specifically identified characteristics. For citizenship integration, it is crucial to organize a series of talks explaining what a democratic state offers and requires of its citizens, taking the gender perspective into consideration. It is important for these women to know about European and national legislation, focusing on civic rights and responsibilities. As workers in a host community, they need access to information about labour laws and the job market, and the required training. These immigrant women need to access information about general health and female health matters: contraception, menopause, etc. In order to be protected and to protect their daughters against gender violence, they need to receive information about help centres, domestic abuse, and how to avoid practices like forced marriages, forced school absenteeism, etc. All this information will be provided to these women with the help of numerous stakeholders: local, regional and national-level organizations that work with immigrants. Regarding integration into host communities, the organizations want to offer social activities (when possible) in addition to training, so that students become familiar with the host community's culture and have a place to meet people. The target group at each institution will consist of: approximately 25 women between the ages of 20 and 50, who are already motivated and who have already demonstrated a certain degree of identification with the host community (by enrolling at our institutions or stakeholders), and who have at times had to overcome their circle’s reluctance regarding their active public participation. Once these women have received training and have started to identify with our civic culture, they will be able to encourage other women from their circles and neighbourhoods to come to our organizations and participate in a similar process. There will be two methodological approaches: one consisting of pair work between tutors (semi-integrated women) and tutees (non-integrated women); and the methodological approaches used in the 'Open school to parents' programme. Objectives: - to offer immigrant women dual training: as citizens; and as members of a community with specifically identified characteristics. - to teach them to be part of a group; and to be aware of the importance of working together to resolve problems. -to help these women become aware of their political, social, civic and labour rights and duties as citizens in a democratic society. -to make immigrant women aware that they can encourage other women and members of their community in the same situation to get training and to succeed. -to be aware that training these immigrant women will affect their family dynamics and their wider circles. -to turn our institutions into catalysts to ensure more integrated communities -to train immigrant women in a holistic way that guarantees real social integration and to enhance their team work. -to create a network of solidarity institutions that cooperate and become more accessible to target women's groups. -to share new methods and good practices for motivating, teaching and training immigrant women. -to improve the quality of work. carried out by varied organizations involved in the training of immigrant women. -to improve integration between participant countries via the exchange of: experiences; good practices; knowledge acquisition and new skills related to training immigrant women; and by expanding the educational offerings available to other organizations. -to benefit from the skills, knowledge and 'know how' of immigrant women, who will learn to become powerful mediators. -to make immigrant women aware that as citizens they are entitled to the benefits of European citizenship (UN’s 1948 Declaration of Human Rights). -to experience that, despite their cultural differences, the things that unite them are more important than the things that divide them. - to encourage immigrant women to open up to other women in Europe through virtual communication. - to empower women to become active project members. -to promote Interculturality, which acknowledges diversity and stresses the importance of relationships between people. - to observe / compare practices of inclusion in the partner countries and to transfer/ adapt them when relevant and put them into practice.

In March 2020, the Covid-19 crisis hit the Vocational Education and Training (VET) of the GIP-FCIP of the académie de Créteil and of his GRETA VET centers. Distance education was not any longer an option but the only possible teaching method. This shift to e-learning highlighted the major issue of accessibility, both digital and pedagogical, hitting the most vulnerable trainees and jeopardizing our inclusive pedagogical approach and therefore our trainees’ chances to professional integration and social inclusion.In this new context, the GIP-FCIP of the académie of Créteil and the GRETA VET network is facing 2 major issues :• How can distance learning become as accessible as possible, with appropriate tools and relevant training paths to ensure the inclusion of all learners ?• How can the educational teams be trained to distance education to allow a true efficient and inclusive pedagogical method ?These issues are beyond the frame of our national VET organization and the GIP-FCIP of the académie de Créteil has formed a transnational strategic partnership with 4 other education and VET organizations : Koena, a French partner dedicated to digital accessibility and inclusion of people with disabilities ; the Universitat Autònoma de Barcelona (UAB) in Spain specialized in pedagogical accessibility ;the European Certification and Qualification Association (ECQA) based in Austria,and a Canadian partner the Université TÉLUQ based in Québec and specialized in distance education for more than 40 years.In the frame of an Erasmus+ program (KA2) for innovative practices in a digital era and social inclusion, our partnership has gathered 14 people to design and carry out the IDE@ project : “Implementing a Digital E-learning @lternative”, gathering 4 VET project leaders, 6 higher education teachers, 2 VET and disabilities specialists, and 2 certification and qualification project leaders.The IDE@ project is based on 3 specific Erasmus+ KA2 program VET priorities :• Supporting the uptake of innovative approaches and digital technologies for teaching and learning• Further strengthening key competences in initial and continuing VET• Initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings The IDE@ project aims to set up an inclusive, drop-out proof distance vocational training dedicated to VET centers and trainers having to adapt to distance education with all profiles learners.In order to reach this general objective, the project will be carried out according to the following pragmatic methodology over 5 phases :- identification of the obstacles to ensure accessibility to distance training - identification of the teaching skills to be deployed- observation of successful distance learning experiences- implementation and dissemination of efficient training engineering- creation of a certification framework for trainersThe project will develop 5 tools in the field of distance VET : - A good practice guide to ensure digital accessibility for all learners ;- A pedagogical guide to set up distance learning accessibility for all learners ;- A competencies' framework to map the competencies of trainers needed for the design and implementation of distance learning accessible from both a digital and pedagogical point of view- A distance education engineering for trainers ;- A certification framework for distance teaching skills.The expected impact of the project concerns 3 circles of target groups:- trainers to help them adapt to distance training- trainees to enable them to access and successfully achieve a distance training- all audiences of the project partners and stakeholdersMajor planned impacts are :increase the capacity of the VET Professionnals to provide quality inclusive online trainingprovide better quality training to maintain beneficiary engagement and avoid dropping outtrain, qualify and certify the trainers in digital and pedagogical accessibility for online training.diversify the trainee target audience due to quality inclusive online trainingIDE@ aims to about 10 000 VET professionnals (trainers and organizations).

"Initiated in 2017 in a Europe facing increasing migratory flows, the INSERT PRO MIGRANTS project aimed to enhance migratory routes in an approach of inclusion in the host society and its professional integration. The project was carried out with the involvement of the four partner countries: FRANCE, GERMANY, ITALY, SWEDEN. The evolution of the project was confronted with a European policy in motion, with changes made particularly in France and Italy.The project addressed the migrant public, with particular emphasis on women, young people (including unaccompanied minors), people with disabilities. It aimed at improving overall support for beneficiaries with a view to sustainable integration in the host society.The general and specific objectives pursued throughout the project were to:- Promote migration pathway in the professional integration of migrants in Europe- Observe and exchange around new engineering of migrants' professional integration in order to identify transferable practices and that way facilitate the professional integration of migrants- Identify and capitalize on best practices to enable sharing experience beyond participants- Observe and compare schemes aimed at ""global"" support for beneficiaries (language training, social support, vocational training, employment and business relations)The project, in its implementation, involved a diversity of actors divided into three target groups:- expert actors involved in the field of training and professional integration of migrants (project manager / training engineer, coordinators, trainers, psychologists, etc.). This first group constituted the direct actors of the project and the participants in the mobilities.- actors indirectly associated with the project, particularly in the context of the organization of joint events (institutions, associations, training organizations, companies, etc.)- migrant actors through the numerous testimonies that brought elements of analysis and reflection in the framework of the evolution of the project.The mobilization, the diversity and the wealth of the direct and indirect actors in the project have allowed networking and the emergence of new perspectives, which contribute to the project's impacts.Four events were carried out supported by the organization as well as three transnational meetings to ensure the operational follow-up of the project. The activities proposed during the events contributed to:- to observe and compare training schemes that promote the reception and accompaniment of migrants, with particular emphasis on a comprehensive support approach- identify good practices and the feasibility of transferring the approach to the partner country- observe and share teaching methods in the context of learning the host languageThe activities proposed did not allow to observe devices integrating in company with the exception of devices developed in Germany (the EDEKA experiment) and in Sweden (the support system for the creation of a company).As part of its implementation, a resource pooling platform was opened via dropbox and shared with partner countries.To highlight the best practices of each partner, 23 fact sheets have been completed to date and will be shared in a publication planned for March 2020.In terms of impacts on organizations, we see today as examples:- a better knowledge of new training schemes integrating new training models (teaching methods, integration of social and cultural aspects, business relations, learning, etc.).- the increase in skills of the participants, their professionalization, the perspective of their daily practice and thus the development of a recognized and shared expertise- a better understanding of the political issues at local level but also at European level- the development of numerous partnerships at local, national and European level- valuing the expertise of partner structures with stakeholders- a better understanding of the needs of target audiences- knowledge of new pedagogical and didactic approaches to teaching a foreign languageNew prospects for future migrant projects were initiated at the end of the project.The project had a positive impact and nearly 11,000 people benefited from the project activities through multiple dissemination activities undertaken by the project partners and which will continue beyond the project."

"In the countries of the European Union (EU28), 44 million people aged 15 to 64 years reported in 2011 that they had a disability that limited their activities of daily living.The employment rate is 47.3% for people with disabilities, while for people without disabilities the same rate is 66.9%. In a context of massive unemployment, it is even more difficult for disabled workers to keep their jobs or to find new ones. Moreover, people with disabilities have particular difficulties in integrating into the workforce, with a high age and a low level of training. In this complex context, it is essential to be able to accompany disabled people into employment, via training, with dignified and adapted conditions of reception, support and maintenance in employment or training. It is a question of equal treatment of citizens. However, obstacles have been noted. The APASHE project aims to promote the employability and retention of people with disabilities and to create the conditions for inclusive vocational training With the APASHE project, the participating organizations (training centers, inclusive companies, health school, popular university) have shared their experiences of preparation for qualification, training, accompaniment and retention in employment for people with disabilities. Thanks to visits to companies, sheltered workshops, training centers in the countries of the partnership, meetings with the people concerned and the managers of these structures, the partners tried to understand the different systems in place, to question the differences and to imagine transfers of experiences. The good practices observed have been collected and are accessible to all on a public project space at the following address: https://cafoc.forpro-creteil.org/, tab Erasmus+ projects.Three short training events took place in France, Germany and Spain. These 3-day mobilities on site with a demanding program allowed to discover the daily work of people with disabilities in different types of organizations and with different degrees of autonomy. 30 professionals took part in these activities.Three transnational meetings took place in France, Sweden and Spain. Due to the occurrence of Covid-19, the project was extended by 6 months, but internal changes and the external context did not allow the realization of the last mobilities and transnational meeting. This project allowed a real ""intercultural"" meeting between actors from the business world and actors from the training and social sphere. This meeting has generated a number of potential projects with a mix of actors. Considerable impacts were achieved thanks to the dissemination efforts of the participants. We estimate that more than 18,000 people were reached by the project, whereas we had set a target of 5,000.At the regional level, partnerships have been established or deepened between the Ile-de-France partners . European partners are ready to engage in new projects. In the wake of the APASHE project, a strategic partnership project with an innovation component was submitted to and selected by the Erasmus+ agency, the IDE@ project - Implementing a digital e-learning alternative which focuses on digital accessibility in training. This project is even open to the international scene since a Quebec university is part of the adventure."

CHALLENGEAccess to, quality, effectiveness and benefits of adult education remains elusive for many people with health-related conditions. Learners with health issues, who are often more in need of education to increase opportunities for social inclusion and employability, actually benefit less from it, because adult education (AE) providers do not often account for associated challenges. There is a moral and social obligation to improve AE providers’ functions and provide learning offerings adapted to the needs of all, as a means of strengthening social inclusion. The lack of systematic evaluation & monitoring of impact on learners with health-related conditions prevents AE providers from designing improved practices. AE providers can significantly benefit from a systematic review of their effectiveness and from cross-fertilisation and transfer of experience on relevant policies; they need to adopt a systematic monitoring system to assess their impact on learners with health issues and develop informed quality improvement plans.OBJECTIVES1. Develop an integrated framework for AE providers that will cater for the specific needs & particularities of people with health-related conditions1. Identify the factors that affect AE effectiveness on learners with health problems2. Provide an integrated framework, for AE providers to evaluate the impact of their offerings on learners with health problems 3. Share recommendations to enable AE providers to successfully address the needs of persons with health-related issues PARTNERSHIPINDUCATE brings together 5 organisations from the worlds of adult learning provision, educational research & policy development, from 5 EU countries with different experience in monitoring AE effectiveness. PLUS is experienced in educational research, social pedagogy and research on inclusion of disadvantaged people. AGORA is an AE provider, experienced in the establishment of frameworks in AE and addressing adults from vulnerable groups at risk of social exclusion. PROMEA has extensive experience in design and implementation of research activities for education and projects targeting the improvement of adult education. ZIDINIO offers educational services to adults focusing on socially disadvantaged groups and the development of teaching tools. GIP-FCIP CRÉTEIL is experienced in adult education policies & programmes, qualification and training for people with disabilities.ACTIVITIES & METHODOLOGY1. Research on factors affecting AE effectiveness on learners with health-related conditions2. Develop an Integrated Assessment Framework & online tool for adult learning providers to measure their effectiveness on learners with health problems3. Produce road-map with recommendations for AE providers on how to successfully address the needs of persons with health related issues 4. Activities for valorisation of INDUCATE results and creation of an INDUCATE network & repository of self-assessment reports, quality improvement plans and a Memorandum of Cooperation5. Transnational training workshop on the use of the INDUCATE framework and the design of institution specific measures for improvement6. Promotion of INDUCATE outputs through 5 multipliers events in partner countries.RESULTS & IMPACT1. Analysis of factors for measuring adult education effectiveness on learners with health-related conditions to provide trainers and staff of adult leaning providers with greater understanding on needs of adults with health-related problems and help them design & deliver more efficient education programmes (4500 individuals to be reached).2. A framework and online tool for the evaluation of the effectiveness of adult learning providers towards persons with health-related issues to engage AE providers in a self-assessment process to evaluate impact of their programmes on learners with health problems and enable them to develop quality improvement plans (450 providers).3. Road-map with recommendations for adult learning providers to help them improve their effectiveness, adapting education provision to the needs of learners with health problems.4. Network of INDUCATE adopters: signed Memorandum of Cooperation & repository of assessment results and quality improvement plans to allow the exchange of practices and promote the adoption of INDUCATE outputs (60 adopters during project life).5. 5 national infodays to reach and involve target groups (300 participants).LONG-TERM BENEFITS1. Uptake and adaptation of INDUCATE Assessment Framework and Tools by AE providers in EU.2. Uptake of INDUCATE framework from national bodies involved in monitoring, quality assurance and evaluation of AE systems in Europe, with the aim to improve current monitoring techniques.3. Participation of a growing number of adult learners with health related issues in lifelong learning programmes that have been improved based on INDUCATE outputs, resulting in social inclusion or persons with health-related conditions.