The rapid influx of migrants from many countries in Europe evokes the need for accelerated and effective education in this field. Lack of such knowledge causes the loss of migrants, lack of ability to move in a new social environment and their behavior contrary to the accepted social norms, which in turn causes the hostility of the population of the country of residence for newcomers.This situation results in difficulties in social inclusion, in finding employment, causes a danger of exclusion and deep frustration. At the same time causes a lot of difficult situations for the host countries.The aim of the project was to exchange experiences and good practices between countries with very different and different experiences with migrants. During the project we sought to develop a model and tools of intercultural education (of a maximum universality, applicable in different national and linguistic migrants). Targeting migrants from different countries and backgrounds, bringing them closer to European values, European social norms, the rules of functioning of the democratic state and civil society. Since the ethnic diversity of migrants is very large and many of them do not know enough about the language of the country they are in, or English, the project was to develop a universal education model that could reach different groups, regardless of their nationality and language, and appropriate tools. The project was designed to improve the qualifications of adult education staff in the partner countries, who were able to familiarize themselves with good practice and receive new educational tools.3 educational organizations from Poland, Spain and Italy, including 2 non-governmental organizations (from Gdańsk - an organization with an educational profile leading to various social groups including migrants, mainly from Ukraine and Poggiardo - a business-focused organization for young adults from different African countries), and Albunol's adult education center for adult education, including a large group of North African travelers, primarily Morocco.During the project (successively in all participating countries), 3 partner meetings took place (successively in all participating countries), exchanging experiences, acquainting themselves with the migration situation in the country and with educational practices, and working on a model of education and educational tools . The education model included the following modules:1.Prepare educators and teachers2.Welcome workshops for newcomers3.Intensive learning of the host country language4.Simultaneous with language education, cultural and practical education led by active metrics in pleasant forms5.Selection, adaptation to the labor market in the host country - vocational education, professional activation by educational methods6.Involve in social life.7.Educate the community where immigrants liveEach partner worked on educational tools in his country, working with a group of migrants in his city who participated in testing tools, assessing their suitability and effectiveness. During the meetings a discussion on the model of education was held and finally common principles and assumptions were established. For partners from Spain and Italy this is a collection of experience so far, something completely new in Poland. New educational tools for immigrants have been prepared - urban games, cartoon films and comic book elements. These tools are simple and varied because of the level of immersion in the immigrant's language and the time spent in the host country. Prepared and tested in Poland and Spain, may be subject to substantive and linguistic adjustment used in any other country.The adult education staff of the partner organizations have improved their skills in intercultural adult education, expanded their knowledge of the migration situation in each participating country, improved their skills by contributing to the development of education and learning tools, and deepened their professional experience and developed their creativity and ability to work international team. The organizations participating in the project have adopted new good practices, gained new educational tools, and benefited from improved qualification of personnel. The impact of the project on the immigrants involved was also favorable. Testing of educational tools was an educational experience for them - participants acquired new knowledge needed in new life. Participation in a project in which they actively participated, where they were asked for their opinion and had their comments taken into account, had a significant positive effect on their well-being in the host country - they felt equitable and respected. Migrant communities have acquired a new educational offer. Using it positively affects their understanding of the host country's situation and functioning properly under new conditions. Derivative of this is better relations with local host communities.

<< Background >>In the 21st century, we are surrounded by complex and ill-structured issues such as combating global climate change, preventing the spread of coronavirus, animal testing for medical purposes, consumption of GMO foods, establishment of nuclear power plants and cloning. Such ambivalent issues are called socioscientific issues. Due to its controversial nature, individuals entering the decision-making process on these issues make decisions by thinking through many sources of evidence such as the media, family, other people, the discourses of scientific authorities and personal justifications. Risk perceptions, misunderstandings and short-cut bias (eg affect heuristic) used in this process inhibit effective decision-making. For example, today many people are hanging back the Covid 19 vaccination process due to disruptive factors such as misunderstanding, media manipulation and risk perceptions. Governments and policymakers aim to make decisions on controversial global and local problems such as pandemics, global warming, consumption of GMO nutrients and vaccine safety by fairly evaluating sources of evidence and questioning the reliability of multiple sources of evidence.Our project emerges from four necessities stated as below;1.Skills such as argumentation, critical thinking, empathy, moral reasoning etc, which will enable them to make effective decisions when faced with problems related to SSI, are very low among adult educators and adult learners.2.Lack of adult learning environments and learning tools that will enable them to be SSI literate for the solution of such problems.3.Many EU and international organizations (OECD, Council of Europe, WEF, UNESCO) have stated that 8 key skills within the lifelong learning program and 21st-century skills such as critical thinking and responsible decision-making, management and negotiation, cooperation and teamwork, conflict resolution, global awareness, tolerance etc are essential competencies in order to integrate into learning environments (EU, 2018). Adults should be included in these learning activities.4. In the context of SSI, no project that targets and develops individuals' lifelong learning competencies (SSI literacy) has been encountered within the Erasmus Platforms.In the context of Lifelong learning education and policies, such challenges and issues hinder adults abilities to adopt 21st-century skills studied under socio-scientific literacy.<< Objectives >>Improved low-skilled adult learners performance, self-efficacy, and motivation of adult tutors and a demonstration of practice that will competently address socially sensitive and controversial socio science-related issues; improvement of skills for using digital tools, and raised effectiveness to develop learners’ key competences in the context of ALE.We want to empower multi-dimensional and cross-sectoral cooperation to unite per partners strengths,making up their shortcoming and covering their multi-cultural needs and creating harmony in the context of Adult Education.18(expected) new modules available under Learning Resources90 low-skilled adults achieve literacy etc.60 Adult Educators equipped in the Context of SSL(Including LTT event)200 experts at 6 national multiplier events2000 adult educators generally/indirectly informed4000 members of the public engaged social media+web accountsTherefore, after completion of our project, we specifically expect to achieve,*Upskilling/Upgrading Skills such as high-order thinking, critical thinking,evidence-based reasoning and entrusting the information sources play an important role in coping withcomplexity and change in today's society.*Promotion and development of the hand-tailor learning paths for adults to increase socio-scientific competencies*Develop an adult-centered approach to socio-scientific education, facilitating inquiry-based teaching, collaboration and active learning.*Empowers two main groups of adult education which are adult educators and adult learners to become change-makers in their communities.<< Implementation >>Such an innovative project on adult education to achieve these objectives, the project will produce 4 project results, 6 Multiplier Events (E1-E6), and a LTT Activity (C1) which are consolidated by horizontal activities running throughout the project: Management and Implementation, Exploitation and Use of Results Dissemination plans Social Inclusion plan Quality monitoring and Evaluation, Sustainabilitywhich also produce tangible outcomes as a means to the achievement of project objectives and delivery of the planned results.Activities occurred in project itself are,Monthly web-meetings4 Transnational MeetingCommunication and Cooperation activitiesRegular DisseminationSocial Inclusio of low-skilled dults though Learning Training Teaching event- and National Conference for Public Understanding of Science-6 Multiplier events<< Results >>SSL4 Adult project that strives to upbuild a capacity for the Adult learning environment(ALE) by reskilling and upskilling key competencies of adult educators, adult learners as well as adults with fewer opportunities in partner countries. In this way adults' key competences such as digital skills,deal with complexity, problem-solving, argumentation, critical reflection, justification skills,moral-based reasoning and decision making will be upgraded in the context of socio-scientific literacy, and they will become equipped with 21th-century skills.The development of socio-scientific literacy and related skills will be reflected into adult educator's and adult learner's daily life and professional work environments,more importantly simplifying these processes in order to promote public understanding of Science will provide equality of opinions-chances-opportunities at the same time. In order to achieve project-specific objectives and results SSL4Adults partners have been united in their expertise and organizational human resources by involving such an innovative project and its first kind in terms of adult education.With this project, partners will produce four cross-curricular and interdisciplinary project resultsPR1-Socio-scientific literacy(SSL) for adult/Step by step frameworkPR2-Socio-scientific literacy (self) assessment toolPR3-Learning Resources(OER”s) - Training toolbox materials for low-skilled AdultsPR4-Socio-Scientific Literacy e-Learning environment-Learning Management System(LMS)Other ResultsWork Package 1 Project Management and ImplementationWork Package 2 Quality Monitoring and Assurance SystemWork Package 3 Dissemination Plan and Promotional MaterialsWork Package 4 Risk Management PlanWork Package 5 Engagement and Use of Results PlanWork Package 6 Social Inclusion and Sustainability*A set of Quantitative and Qualitative performance indicators*

Our project joins the Europe2020 Strategy in its proposal to reduce dropout rates, is a pathway to offer a second chance to the effort and ability of students who dropped out of school, thereby allowing their return to the education system to complete their studies and improve conditions for finding a job. Our target gruop is young people in Europe who are at particular risk, disadvantaged, immigrants,.... so they can stay in the mainstream school system in order to obtain basic qualifications, with special emphasis on training, language teaching, new technologies and employment as an important resource for socializing and having the opportunity to access the labour market or access a vocational training class. Our main objective is: Giving a second chance to students who left the studies for several reasons, allowing the return to the educational system of these people to complete their studies and improve conditions for finding a job. 6. Institutions: 1 a center for continuing education that focuses on the recovery of people and their reintegration into the education system. 1 social joined to the baboral life leadering the FP (profesional qualification). 1 Organization of qualification, accreditation or certification. 1 European NGO specialist in production of materials and immigrants integration. 1 organization of the civil society specialist in facing to the premature scolar abandon and a center specialized in the professional qualification We develop activities mobility, formation professorship and student body that answer to the design of improving the levels of acquisition and integration in the curriculum of the basic competences, the development of new approaches to strengthen the educators' formation, the digital integration and languages in the learning, the promotion of an European space of qualifications, the impulse of innovative projects directed to reducing the differences in the results of learning that concern the student body of disadvantaged environments and finally we are going to stimulate the development, the use of approaches and innovative tools. Contents are: - General theoretical and methodological framework. - Consequences and impacts generated by the truancy. - Study and analysis of early school leaving. - Educational Policies to reduce early school leaving. - Good dropout prevention practices. – Possibility to get a degree from age 16 - Key Skills - Professional qualification - innovative educational experiences - Educational Tools- Learning languages -Strategies to promote better an intercultural dialog - Processes of diversity inclusion. The methodology is based on the learning between equal, and the collaborative work across practices of success already confirmed and educational innovative experiences. We have considered to be offered some proposals from the import of these successful educational practices of the different social institutions. The results devolped are: 1.-Manual management 2-. A study of premature abandon school system. 3.- Institutional programs that are applied in every participant country. 4.-Examples of good practices: a. - prevention of scolar absenteeism, b. - The access to other levels of educational system c. – To promote active citizenship 5.-Reduction and improvement the programme of school failure in our institutions. - formal and not formal learning. 6.-To obtain collaboration of Town halls, institutes, equipments of orientation and teacher training colleges in the participant regions. 7.-Examples of good practices related to educational innovative experiences in education 8.-Strategies of intervention to disadvantaged groups. The impact of the project resides in the work with young in risk of social exclusion whose goal is to make easy the social, labor, educational and formative normalization of the living conditions by having favored the traffic and / or the permanency to normalized resources: formative, labor, on the base of itineraries of insertion. Institutions to European level centre on such a specific question how it is: 1.-The elimination of the school failure in Europe this way to contribute to an intelligent, sustainable and of integration growth 2.-To facilitate the exchange of good practices between European countries. The long-term benefits are: 1.-Set measures established directed to fight against the educational abandon in young people with the purpose of offering a new opportunity to take again their studies in order to obtain a title that improves the capability of getting a job. 2.- The creation of a network of learning that will last after the project.

Taking into account the growing number of migrants in Europe, where the majority struggle with limited financial resources, and also the higher number of dropouts in the formal language courses, this project aims to improve and facilitate their access to second language studies, by providing them the opportunity to participate in Language Voices language cafés, which are based on voluntariness and informal meeting but are also systematically organised. As such, at the same time that they are gaining access to social, informal, environments of the resident country, they will be integrating a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. Adding to this experience, and order to provide a rich, multicultural and contemporary experience this project will provide: 1) a preparatory training, handbook and teaching materials similar to the equivalent of a “free franchise handbook” so that the multilingual Language Voices concept can easily and successfully be replicated with minimum effort throughout the EU or anywhere else in the world; 2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland that will maintain the website and the activities after the project is finished. Hence, this project aims to have a three-fold objective: 1) to mitigate some initial barriers, viz. opportunity, access and cost, hindering many with language study needs or desires to begin or continue language studies; 2) to facilitate the proliferation of easily accessible, non-committal, low cost but well structured language training opportunities and material; 3) provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.