<< Objectives >>The aim of the project is to provide trainers, educators and community organisers with project management tools and skills that they can use to implement participatory projects in their communities. In the seminars, participants will also have the opportunity to exchange, develop and network in a safe setting.<< Implementation >>Activities include transnational project meetings, the development of two workshop modules and their implementation in four seminars. In addition, two accompanying Project Starter Kits will be produced, i.e. compact handouts that present the contents in a clear and accessible way. The fourth activity includes work packages for the management and implementation of the project as well as activities for the dissemination of the contents.<< Results >>The final result is a workshop design that refers to the specific perspectives and needs of trainers who are affected by discrimination. These trainers and educators feel empowered by the seminars and have the skills to implement their own participatory projects and thus have an impact on society as a whole.

<< Objectives >>The objectives of the project Integration through Intergenerational Digital Learning are:1. activating older refugees and migrants (diversity) for linguistic, vocational, social and cultural education.2. imparting media skills, especially computer skills (addressing digital transformation).3. reducing barriers to education through intergenerational learning (innovative methods)..<< Implementation >>The following activities will be included in the project:Transnational working meetings.Qualification of young adults as tutors who will later be used as trainers for the older migrants themselves.Development of an online learning material for hybrid teaching.Training of the secondary target group (older migrants) by the younger tutors (intergenerational learning).Collection of used hardware (PCs, laptops, tablets).<< Results >>We want to achieve the following results:1 Qualification of 20-30 trainees (older migrants) per partner (computer skills, orientation about language, vocational and socio-cultural offers in the participating regions.) The trainees will be able to use a PC or tablet and participate in digital learning opportunities in their region).2. multilingual online learning material on which these trainings are based and which can be further used by other education providers.

"CONTEXTWe are witnessing the lack of direct interaction between people who share a common territory, especially between people in social marginalization and those with more privileges. This has serious consequences such as racism, stereotypes, xenophobia and withdrawal. Our workshops meet the need for exchange between people in a benevolent and constructive setting. They thus make it possible to re-humanize the way how ""others are perceived"" by putting people, stories and voices, on these images. We are convinced that we have a lot of richness to exchange, while the prevailing speech is based on distrust. From the training to the show, workshops are driven by exchanges and collective reflections, and by the practice and the explanation of radiophonic methods.The joint creation of a radio program is a pretext for a meeting. The microphone releases the speech. It is an opportunity to create a dialogue and to question our daily environment and to address some taboo or overlooked topics related to social inclusion.OBJECTIVESV.I.T.A (Voices In The Air) Project would like to set a new methodology to use the radio not only as a mean for self-expression and representation but also as an artistic and creative way to address topics related to social inclusion such as empowerment, equality, interculturality, identity, values and democratization process.1- The social inclusion of minority groups through empowerment and with techniques of Social Radio with the willingness of combating the prejudices and stereotypes, from their own perspective and stories. 2- To generate radio and media content to raise awareness of discrimination in society with special attention to ageism, gender inequalities and different kinds of diversity, such as sexual orientation or cultural origin by actively promote their social inclusion.3- To support individuals in acquiring and developing basic skills and key competences (by the co-construction of the radio workshops, pre and post production)4- Extending and developing the competences of educators and other personnel who support adult learners by providing a complete set of tools to easily reproduce the experience with their own groups. We will also provide them with the necessary background theory to better address key topics of Social InclusionMETHODOLOGY1. Participatory Methodologies: allow a group with diverse interests to acquire an ever greater role in the analysis of their own reality and decision -making, thus become crucial actors in their own development. 2. The Process Oriented Psychology: focuses on developing a state of consciousness; i.e. helping individuals and groups to realize how they perceive and live their experiences and learn to change their approach. 3. Radio techniques following the output of IO1: methodology consisting of a set of exercises that promote observation, critical action and pro - positive participation. The methodological arsenal of Theater of the Oppressed, Personal Storytelling, allows for individual and collective reflection and action will be helpful to work on the skills needed to communicate through Radio regards to structural social problematic, minority group conflicts and individual internalized oppression. PARTICIPANTS / Activities and ResultsThe whole project is designed in a way that the targeted group of disadvantage people feels represented and more important feels that the project belongs to them. We payed special attention on how to integrate their perspective and interest in almost every Intellectual OutputThey will be at the same time participants on the co construction of the IOs , participants and main actors of the radio workshops.IO1 : Setup Radio WorkshopsParticipants will be trained by the partner's organisation on how to prepare the technical parts of the radio workshop so they can later be multipliers themselves for their communities or others that want to reproduce the radio show experience.IO2 : Case StudiesParticipants are and the protagonist of the case studies, they will work alongside the trainer of each partner organisation witnessing the experience, testing the different methodologies, preparing and co constructing the workshops and the topics they want to addressIO3 : MethodologiesParticipant are invited to brainstorm and explore different approach on the radio field. To develop technical skills related to the production of a radio show and all the necessary soft skills to achieve it. All of this competence are transferable to other domains as for example to enter the labor market.IO4 : Repertoire for Social Inclusion Participants, helped by the trainer will find key words or topics they want to address as key factors of social inclusion. IO5 : Self Learning platformThe participants will offer their testimonies and experience as they will be the protagonist of each case study. They will disseminate their production radio shows , methods and repertoire."

"<< Background >>We saw a gap in the field of anti-discrimination work that we wanted to address with creative workshops that would attract persons to anti-discrimination workshops that would otherwise not join such trainings. We saw the target audience for the project as people who might have good intentions and are generally open to the subject but are not accustomed to reflect about such issues and need a different kind of access to the topic of discrimination in society and people who are open to the subject but don't think they need to attend such workshops on account of them regarding themselves as ""aware"" enough. We wanted to introduce this group to the topic via creative workshops using theatre, Participatory Video, and social media. Additionally, we saw the potential that is inherent in these three creative areas to engage with topics like identity, community, and communication. They offer great opportunities for participants to reflect on their own perceptions, stereotypes, and biases.Another observation in the field of anti-discrimination work was also the often times neglected question of evaluation of such workshops. With this project we also wanted to address this gap by proposing creative tools for evaluation of such workshops.<< Objectives >>We wanted to create innovative workshop formats targeted at the audience mentioned above (people who are open the the subject of anti-discrimination but would not attend traditional anti-discrimination trainings). We designed and implemented workshops using theatre, participatory video, and social media that introduced the participants to (self)reflection and critical thinking through artistic means. The linking of artistic methods and anti-discrimination work can benefit both the anti-discrimination field and the arts themselves. Traditional anti-discrimination work gains broadens the array of tools to engage even people who would otherwise not be interested in anti-discrimination trainings. And the fields of theatre participatory video, and social media can deepen their methods by inclusion of questions and matters concerning anti-discrimination. The knowledge from the creation of the workshop formats are compiled in toolkits for educators and trainers. Three toolkits guide through the realization of theatre, Participatory Video, and social media workshops for anti-discrimination. A fourth toolkit gives theoretical insight into evaluation and its aims, and practical tools for short and long-term evaluation.<< Implementation >>Throughout the project, 3 pilot workshops on ""Participatory Video against discrimination"", 4 pilot workshops ""Theatre against discrimination"", and 3 pilot workshops on ""Social Media against discrimination"" were implemented. The knowledge and experiences of these pilot workshops were constitutive for the contents of the four toolkits that were produced during the project. Tools that were included in the toolkit ""Evaluation in the context of anti-discrimination work"" were largely tested during the aforementioned pilot workshops.To disseminate the toolkits, 8 multiplier events were organised in the four participating countries.The cooperation within the partnership was solidified in two in-person transnational partner meetings. and one online partner meeting, which partly had the character of a joint staff meeting. The other 2 transnational partner meetings could not take place due to Covid-19 restrictions that affected the entire project throughout its course.<< Results >>The project produced 10 pilot workshops on theatre, participatory vide0, and social media and accompanying toolkits that enable trainers, educators, art mediators etc. to implement creative workshops against discrimination based on these methodologies. Furthermore, a fourth toolkit is available with creative short and long-term evaluation tools to be able to assess the success and effects of these workshops. The toolkits are available in 6 languages (English, German, Italian, Hungarian, Spanish, Basque) PDF on the project website and on the European Results Platform. A printed compendium that combines parts of all 4 toolkits in a printed handbook is available in limited numbers. The project website is the hub where interested people can find introductory texts on the potential of art and creative workshops in anti-discrimination work and can download all toolkits. The website is translated into the 6 languages represented in the project. Additonally, 6 blogposts in English offer more content and extra insights in to the matters dealt with in the project.To share the results with a larger community, a blogpost on EPALE indroducing the results has been published, albeit after the end of the project."

The readiness of volunteers in all countries to help in the so called refugee crisis in 2015 was a strong impulse, which has to be valued as a resource. Especially because we believe that the involvement of volunteers has a positive influence on the process of integration in general. Nevertheless, language learning is a field of action which belongs in the hand of professional trainers and were untrained volunteers should not be left alone.This project has developed tools and guidelines to support teachers, volunteers and organisation concerning the involvement of volunteers in language learning for refugees. The three toolkits emerged in this project address the three target groups (teachers, volunteers and organisations) and take regard to their specific needs and concerns.This project shows innovative ways how volunteers can be involved in language learning for refugees. The field of action includes both volunteering inside of the classroom side by side with teachers as well as volunteering in extra-curricular activities.In order to encourage language teachers to collaborate with volunteers, we have developed a TOOLKIT FOR TEACHERS. This toolkit addresses the doubt of many teacher concerning the role of the volunteers in a classroom setting. The toolkit offers a lot of hands-on material how to involve the volunteer in the classroom.A second TOOLKIT addresses VOLUNTEERS. This toolkit displays a variety of possibilities to support language learners without acting as a teacher. It is mend as inspiration for volunteers, encourages them to team up with existing structures and organisations, but it also offers tips and advices for those who would like to set up small initiatives and projects on their own.Both toolkits were tested in local projects and evaluated by external experts.With this experience we finally developed a third TOOLKIT. This third toolkit addresses ORGANISATIONS which would like to set up projects to implement volunteering in language learning for refugees. This toolkit takes into account what organisations should consider before starting working with volunteer. Another focus is on recruitment, induction and volunteer coordination. Furthermore, we showcase a number of interesting projects, as a source of inspiration how to start. This project has shown that Teachers, Refugees and Volunteers benefit on a long term from such close cooperation:TEACHER gain extra support inside and outside of the classroom. With a counterpart on their side, a more individual teaching is possible. The volunteers can overtake some activities within and outside of the classroom to further improve the learning success of the participants. The experience of this project will be adaptable also for other language classes.REFUGEES benefit from a more intensive way of language learning and most importantly get in touch with the society they now live in. Many times, newly arrived find it especially hard to practice outside of the classroom because they have no contact to native speakers (except for the teacher). Also, non-natives that already dominate the language on a high level can become valuable guides who have even more empathy for their situation.VOLUNTEERS are people who give their time and energy to help others. In supporting language learning of refugees, their contribution is visible and success is tangible. This is important for them personally, but through multiplication of this effect, it also affects the way society receives refugees on a long term.This Strategic Partnership gave five European organisations of very different size from UK, Denmark, Germany, Belgium and Austria the chance to learn together over the period of two years. All organisation had high expertise in language learning. Four out of five organisations already brought along a broad experience in the field of involving volunteers in language learning. The learning process does no stop while this Strategic partnership expires. Quite opposite, this partnership has given all partners new inputs and the chance to share learnings with a wider audience. All partners continue to work on further learning and training material. The only partner which didn’t bring along experience with volunteers to start with, managed to build up ongoing volunteer projects with more than 40 active volunteers and a volunteer coordination in the period of this partnership.