There’s no denying the fact that nowadays’ society is becoming more and more diverse in terms of language, culture, religion, social and economical status. Due to increased mobility as well as recent refugee wave most communities have become international and multicultural which corresponds with concepts of unity in diversity, mutual respect and intercultural integration as some of the basic elements of European philosophy.Currently, despite the multitude of initiatives and the positive attitude of organizations in Europe, the language barrier is still a huge obstacle. English as a universal international language as well as non-verbal communication strategies could serve as a means to overcome communication problems between community members and contribute to more effective integration of migrants and refugees. Moreover, it could help educators who work locally get the chance to develop their competences by participating in international educational initiatives and share best practices with colleagues abroad. While younger generation are able to quickly respond to new trends and learn language quite effectively at schools at universities, for many adults it’s a big challenge as during their academic years the need in learning the language was not as acute and urgent as today. Therefore, we’d like to propose you to become partners in KA2 adult education project “Language is a key” which will aim at equipping educators working with adults effective methodologies and approaches in learning a foreign language as one of the basic competences nowadays.The aim of this project is to provide practical tools/ methodologies to participants which aim to improve their communication competences, both- verbal and non-verbal (skills, attitudes and knowledge) in English for social inclusion.Objectives:-To develop strategies to handle communications in English working with diverse groups of adult learners ( including fewer opportunities, adults from rural areas, migrants and refugees) -To develop English communication and non-verbal strategies to tackle cultural differences in order to facilitate understanding in intercultural and international partnerships - to discover the opportunities of CLT in adult language learning and share good practices in this field – to discover the opportunities of teaching language through drama techniques such as inclusive games, improvisation and scene studies-to learn more about social inclusion in education and how language teaching can be linked to social inclusion - To exchange best practices in relation to language teaching and lifelong learning-To provide participants with practical tools helpful in activation English language skills of diverse groups of learners-To provide information and vocabulary about mobility and Erasmus+ programmes as well as project management in order to create joint initiatives in the topic of language teaching and lifelong learning-To support design communication and dissemination activities adjusted to projects, target groups, scope of activities-To facilitate the building of long-lasting partnerships among participants’ and NGOs for future collaborationChoosing the right participants was a priority for us, as part of both dynamics group as well as the ability to produce high-quality, innovative tools.The process was based on:-requirements by all partners, possibilities in organizations and needs participants. Detailed personal questionnaires have been created on this databasewidespread among employees, volunteers in organizations. After analyzing the answer and interviews with participants in the context of their motivations, plans and dissemination of results.Each of the partners selected 21 participants and 2 trainers to participate in the whole project process. After consulting with all partners and participants and trainers, we foundthat this solution will give the best results. In each of the mobility will participate 7 new participants.The project will have a significant and positive impact on participants. Thanks to the implementation of the project, they will acquire new competences and skills contributing to their personal and professional development. Social and Personal development and enrichment, social interaction and a greater sense of self- worth and belonging is on of the main desired impacts on participants. First of all, participants will develop their English abilities, especially in the field of education and trainings.Participants will develop very concrete non-verbal artistic skills related to drama and improvisation which will lead to creation of effective communication strategies used by trainers when working with diversified target groups ( especially migrants and refugees). Apart from that, shared creative experiences lead to insights on personal exploration and development as well as create empathy which enables changing perceptions, dialogue as well as empowers young people, creating opportunities.

"It cannot be denied that today's society is becoming increasingly diverse in terms of language, culture, religion, social and economic status. Due to increased mobility, as well as the recent wave of refugees, most communities have become international and multicultural, corresponding to the concepts of unity in diversity, mutual respect and intercultural integration as some of the fundamental elements of European philosophy. Today, despite the multitude of initiatives and the positive attitude of organisations in Europe, the language barrier is still a huge obstacle. English as a universal international language as well as non-verbal communication strategies can serve as a means to overcome communication problems between members of the community and contribute to more effective integration of migrants and refugees. Moreover, it can help educators working locally to develop their competences by participating in international educational initiatives and sharing best practices with colleagues from abroad. While the younger generation is able to react quickly to new trends and learn language quite effectively in schools at universities, this is a big challenge for many adults because during their academic years the need to learn a language was not as urgent and urgent as it is today.Therefore, we would like to present to you the 24-month Erasmus+ KA2 adult education project ""Language learning to support active social inclusion"" ; which aims to equip educators working with adults with effective methodologies and approaches to learning a foreign language as one of the basic competences today. The aim of the project is to provide participants with practical tools/methodologies that will improve their communication skills, both verbal and non-verbal (skills, attitudes and knowledge) in English for social inclusion.Objectives: - To develop English communication strategies for working with different groups of adult learners (including those with fewer opportunities, rural adults, migrants and refugees) - To develop English communication strategies and non-verbal strategies to address cultural differences in order to facilitate understanding in intercultural and international partnerships - To discover the potential of CLT in language learning and to share good practice in this field - To discover the possibilities of language teaching through theatre techniques such as integration games, improvisation and stage studies - To improve knowledge of social inclusion in education and the link between language teaching and social inclusion - To exchange best practice in language teaching and lifelong learning - To provide participants with practical tools to help activate the language skills of different groups of learners - Providing information and vocabulary on mobility and Erasmus+ programmes, as well as managing projects to create joint language teaching and lifelong learning initiatives - Supporting the design of communication and dissemination activities adapted to projects, target groups, scope of activities - Facilitating the building of long-term partnerships between participants and NGOs for future cooperation Selecting the right participants was a priority for us, both within the dynamic group and in the capacity to create high-quality, innovative tools.The process was based on: - the requirements of all partners, opportunities in organizations and the needs of participants. On this basis, detailed personal questionnaires were created and distributed among employees, volunteers in organisations. After analysing the responses and interviewing participants in terms of their motivation, plans and dissemination of results. Each partner has selected 24 participants and 2 trainers to take part in the whole project process. After consultation with all partners, participants and trainers, we have concluded that this solution will give the best results. Each trip will be attended by 7 new participants. The project will have a significant and positive impact on participants.The project will have a significant and positive impact on participants. Thanks to the project they will acquire new competences and skills contributing to their personal and professional development. Social and personal development and enrichment, social interaction and greater self-esteem and belonging is one of the main desired outcomes for participants. Above all, participants will develop their language skills, especially in education and training. Participants will develop very specific non-verbal artistic skills related to drama and improvisation, which will lead to the creation of effective communication strategies used by trainers in working with diverse target groups (especially migrants and refugees)."

"The context of the project was a very clear need to work on the exploration and in-depth understanding of approaches used in non-formal education, mainly based on experimental learning in an international and intercultural context. The project assumed the enrichment of the possibilities of facilitating, creating, implementing, reflecting and evaluating educational activities as part of increasing the awareness of youth workers, educators, youth, on the aspect of ""sensitivity"" and the importance of adapting and developing educational programs that are effective and safe for participants, mainly based on activities and tools of non-verbal communication (theater, improvisation, drama) and their transformation and adaptation of the form of communication for target groups using IT tools. In the project, which consisted of 3 organizations from Poland, Bulgaria and Slovakia, 3 mobilities and 3 international meetings were carried out.Impact:-Possibility of intercultural facilitation and increased awareness and skills in the field of: giving and receiving feedback, debriefing, using the Kolb and Joplin cycles in the design, implementation, reflection and evaluation of educational activities (91% of participants)-Creating workshops and educational activities using theatrical, pantomimic, clown methods, puppet theater, improvisation, drama and their effective application in the work of a youth worker (87%)-Increase in knowledge and competences within the scope of the possibility of using, operating and creating on-line educational activities using tools based on open licenses (85%)-Increase in the level of digital competences (84%)-Exchange of inclusion-based methods through elements of formal education and its non-formal equivalent (82%)-Expand and develop educators' competences, especially in the field of effective teaching of people and target groups of young people with low skills and / or skills qualifications, including through the effective use of ICT and non-verbal communication. (81%)-Increasing awareness of the opportunities offered by European programs among target groups (73%), with particular emphasis on Erasmus +, Europe for Citizens, Erasmus for Young Entrepreneurs, ceepus, esn, etc.Activities (3 LTT, 3 TM)C1, the first of the activities took place in Poland. Together with partners and participants, we decided to ""divide"" the activity into two phases. In the first one, we focused on developing skills and competences in the field of drama techniques, the possibility of adapting work ""from the body"" to both individual and group values. C2, the second activity took place in Slovakia. The mobility was designed and implemented as an opportunity to adapt the educational offer in the field of theater techniques and their ""re-framings"" to the structures of knowledge transfer. During the mobility, we worked on the use of space, stage, acting, mimic behavior and the game of mime improvisations. C3, which has been implemented in Bulgaria (Vidin). The mobility included 3 days based on theatrical, improvisational and clown techniques, which were a very important element of ""complementing"" the process of increasing knowledge and competences in the field of adapting the educational offer, in terms of the overall specificity of techniques in the field of non-verbal communication based on various theatrical activities. In addition, the second ""part"" of the mobility was dedicated to adapting IT tools within the scope of final tutorial presentations, the possibility of implementing on-line theatrical activity, adapting the ""me as an educator"" presentation, clarifying tools and theories in the project publication and the possibility of disseminating results and work in local conditions through e-learning.Project participants - educators, youth workers, teachers, most of whom came from communities at risk of social exclusion. 21 participants took part in each of the mobility, 2 representatives in each of the TMs from each partner.The groups were the same as those specified in the grant application.The results:https://docs.google.com/document/d/1h8LfNfdWvihMiVkhp78PL8xXutbdhKMr4EP8MgvhuDc/edit?usp=sharinghttps://drive.google.com/drive/folders/1AdDt6HD2aEhk3LZfdf9CoFbHH7kqCoM9?usp=sharinghttps://drive.google.com/drive/folders/1NX8yrjtoKw1l-Ns8F55YLl0-6YCdmOzu?usp=sharinghttps://drive.google.com/drive/folders/11fS-baxyA3s_XQVdIc9c3TckNQ9nTc9d?usp=sharingwww.reeducateme.plhttps://www.facebook.com/Re-Educate-Me-118804636529144https://www.youtube.com/watch?v=nzyHHG9JnsM&list=PLkU63YXTaYqaU9ubbxZUUhw6TPFMWxR0dhttps://www.youtube.com/watch?v=gBcERKc4ARk&list=PLkU63YXTaYqYJr0ze-E2ikY66_IewOfQ1https://www.reeducateme.pl/m%C3%B3j-projekthttps://www.salto-youth.net/tools/toolbox/tool/reeducateme.2936/"

Education and training are key determinants of success in the labour market. The objective of skills training interventions for youth is to develop or update employment-relevant competences and skills. This way, youth are more interesting for employers to hire, and are generally better equipped to find and keep a decent job.The main objective is to help young migrants and refugees keep their jobs or develop pathways to employment through matching them with trained mentors that suit their needs. Supported employers to improve their cultural awareness and break down cultural barriers.The project objective is to mobilize youth refugees and migrants themselves, primarily in search of employment opportunities in agriculture, mining and other industries. At the individual level, a refugee - despite having skills and motivation to work - can face multiple challenges in gaining meaningful employment, which can feed disillusionment and a loss of self-esteem.Refugees on temporary and permanent protection visas have, by definition, demonstrated considerable resilience in the face of persecution due to their race, religion, nationality, gender, membership of a particular social group or political opinion. They have engaged the protection of Europe and, if offered the right opportunities, they can build on their strengths, address their challenges, and be part of the contribution that refugees and others in the past have made to the social, cultural and economic fabric of Europe. Being able to secure employment at a level commensurate with their skills and experience is one of the markers that we can use to assess this contribution. The evidence explored here points to persistent disparities for refugees with permanent protection visas, in terms of labor market integration, that are likely to be exacerbated for those with temporary protection visas. Work to improve equality offers a useful way for framing a common purpose to address these disparities for refugees with temporary and permanent protection visas. In the past, the rationale for improving equality has often been based on moral and political arguments. These days we also know that work to reduce inequality also makes good economic sense, not just for refugees and others who are building a new life in their country, but for all Europeans.The project will have a significant and positive impact on participants. Thanks to the implementation of the project, they will acquire new competences and skills contributing to their personal and professional development. Social and Personal development and enrichment, social interaction and a greater sense of self- worth and belonging is on of the main desired impacts on participants. First of all, participants will develop their English abilities, especially in the field of education and training.We hope that after the end of the project the materials will be multiplied at the regional level and by offering a translation of the manual in writing, using domestic and other European subsidies. Ensuring good visibility of the project during its course duration will increase the sustainability indicator as a step in the field of integration social people from risk groups (with special emphasis on groups with fewer chances / o varying degrees of exclusion).After the activities participants will develop and implement the local activities in their communities, first would be dedicated to participants of other training and to the organisations youth workers/members, where they will share their experience and competences so new people could use the methods and tools from the activities and would increase their competences.

Education and training are key determinants of success in the labour market. The objective of skills training interventions for youth is to develop or update employment-relevant competencies and skills. This way, youth are more interesting for employers to hire, and are generally better equipped to find and keep a decent job.The main objective is to help young migrants and refugees keep their jobs or develop pathways to employment through matching them with trained mentor that suit their needs. Supported employers to improve their cultural awareness and break down cultural barriers.The project objective is to mobilize youth refugees and migrants themselves, primarily in search of employment opportunities in agriculture, mining and other industries. At the individual level, a refugee - despite having skills and motivation to work - can face multiple challenges in gaining meaningful employment, which can feed disillusionment and a loss of self-esteem. Refugees on temporary and permanent protection visas have, by definition, demonstrated considerable resilience in the face of persecution due to their race, religion, nationality, gender, membership of a particular social group or political opinion. If offered the right opportunities, they can build on their strengths, address their challenges, and be part of the contribution that refugees and others in the past have made to the social, cultural and economic benefits. Being able to secure employment at a level commensurate with their skills and experience is one of the markers that we can use to assess this contribution. The evidence explored here points to persistent disparities for refugees with permanent protection visas, in terms of labor market integration, that are likely to be exacerbated for those with temporary protection visas. Work to improve equality offers a useful way for framing a common purpose to address these disparities for refugees with temporary and permanent protection visas.