Europe was the destination of refugees in many phases of history. To integrate those as equitable members of society, Europeans had to deal with the problems that each era brought with it.Today, we perceive these problems differently. They appear downright overwhelming, because the sheer number of refugees exceeds the known amount. Nevertheless, Europe has to face these circumstances both as individual nations and as a collective to be able to include those fleeing from war into European societies.The year 2015 began with a “global crisis” in the form of a record number of refugees which held big problems for European countries. The reactions of the people in the receiving countries differed vastly. Many expressed solidarity and sympathy, but others displayed stereotypes like prejudices and xenophobia.Educational institutions can play a key-role between integration and separation of these social groups. Whilst debates on the topic “inclusion in the educational landscape” get enough freedom or rather space (European Agency/ UNESCO) and the staff relies on the intervention of intercultural competence to work with heterogeneous groups successfully, the target group of refugees gets left out. The term “Inclusive adult-education” (Kil 2012) tries to fill this gap. It comprises the accessibility of educational possibilities for all humans regardless of (…) ethnicity,(…) social or economical conditions”. Especially adults or rather older refugees feel like they are in danger when it comes to social exclusion. Therefore, the goal of OUT-SIDE-IN is to qualify multipliers for the inclusion of refugees in the Adult education. As a result, new interaction-possibilities and communication-canals are going to be created between these groups to be able to cut down prejudices and to produce attention and sensibility for the diverse perspectives in today’s migration society.To reach this goal, a needs analysis was necessary to try to create an overview about the situation in the participating countries: Italy, Turkey, Sweden, Slovenia, Greece and Germany. The analysis consisted of six national reports, of which each comprised one theoretical and one empirical part. The theoretical part disclosed information about legal status, reactions of the receiving societies, the actual situation (statistics, polls stand 2016) and the standpoint of Adult education in relation to refugees. Interviews on the following subjects were held for the empirical part: experiences and (political) viewpoints of the citizens, multipliers (of the primary target group) and refugees (of the secondary target group). Based on the results of the needs analysis, the OUT-SIDE-IN-project developed a five-module-program for multipliers, which should qualify them for Inclusive adult education with refugees.The program was implemented in all of the six participating countries, the number of the benefitting multipliers was thereby even exceeded. A total of 175 persons were able to get educated in the developed contents. After a central event, in which the five modules of the OUT-SIDE-IN-curriculum were presented and tested, an intensive phase of evaluation with selected multipliers was initiated. With the help of evaluations of the program from members of the primary target group as well as the more numerous evaluations within the diverse project-consortium, the curriculum was continuously further developed. At the end of this process, the elemental project results were brought together to form a guide or rather handbook for adult educators, which is available online. Along with it, a toolbox is provided, which next to selected material includes a language guide with welcoming formulas in the languages of the target group of the refugees.The project-consortium consisting of nine partners was able to incorporate the most different expertise in the development of the final products. Alongside adult educators, migration researchers and members of city administration, schools and universities also stand in the consortium. The diversity of the partners mirrors itself in the multiperspectival configuration of the curriculum. Interested parties, who are interested in using the OUT-SIDE-IN-products are hence free in the choice of their individual emphasis. The project results of OUT-SIDE-IN carry out the intended contribution to an inclusive adult education with refugees successfully and can be adapted to other occupational areas as well in the future.

"The primary objective of the STEER (Supporting the Transition from Education to Employment for Youth at Risk) project was to design, develop, deliver, and test a comprehensive training programme for youth workers in transition planning. Trained youth workers using the knowledge acquired through the STEER project, utilized their training to support the transition from education to employment for NEETs (a young person who is no longer in the education system and who is not working or being trained for work) and young unemployed. Thus STEER project promoted the Erasmus+ horizontal priority for “Inclusive education, training and youth” as it aimed to enhance “the access, participation and performance of disadvantaged learners and facilitating their transitions: between different levels and types of education and training; from education/training to the world of work”.More specifically STEER involved:• Designing and developing a training programme for youth workers, which included modules such as: skills for the future labour market, transition planning, psychological mentoring, developing life management and social skills, developing soft and transferable skills, and provision of career guidance and counselling.• Delivering a series of blended learning train-the-trainer seminars in each partner country, to a total of more than 180 youth workers.• Testing the effectiveness of the STEER training programme in pilot actions that involved the trained youth workers providing transition support to at least 900 NEETs and young unemployed within a four month period.The STEER training programme involved the development of an innovative e-training platform and e-portal (O5) and digital learning content (O3/O4) and guides (O4). The STEER e-training platform was based on open-source, Web 2.0 technologies, in order to ensure its sustainability, and it also adhered to the Web Content Accessibility Guidelines (WCAG) 2.0, so that its open teaching material would be accessible to both disabled learners and training professionals. The STEER dissemination and sustainability activities mainstreamed and spread the use of the e-training platform and the training programme to all relevant stakeholders at local, national, and European level. As a result, STEER was in accordance to and promoted the Erasmus+ horizontal priority for “Open and innovative education, training and youth work, embedded in the digital era”. In particular, STEER contributed ""to mainstream and spread the utilization of open and innovative education, training and youth pedagogies.” It also “supported synergies between education, research and innovation activities, digitisated quality learning content and promoted the use of ICT as a driver for systemic change which increased the quality and relevance of education, training and youth policies at all levels.”Finally, STEER advanced the Erasmus+ Youth field-specific priority of “Promoting high-quality youth work” by:- Facilitating the transition of NEETs and young unemployed to employability.- Supporting youth workers in developing skills and methods that help them provide assistance to young people facing social and financial obstacles.- Professionalising youth workers and furthering the validation of youth-work and non-formal learning by awarding the Youthpass certificate to each youth worker that successfully completed the STEER training seminars, pilot actions, and assessment.The STEER Consortium was constituted on the basis of: a) the priorities addressed, b) the partners’ expertise and experience, and c) the effectiveness of transnationality. Thus, the partnership was made up of 6 partners from 6 countries encountering different situations regarding youth work, youth unemployment, and NEETs in their respective national contexts. At the same time, all partners had previous experience in the project-related areas, such as youth work, training NEETs, initiatives strengthening youth employability, Youthpass framework, developing technologies and ICT tools for learning, mainstreaming, evaluation, and dissemination.The implementation of the STEER project was an important step towards building a pattern of professionalising youth work in comprehensive education to employment transition planning of NEETs and young unemployed, especially in the countries and regions with the highest corresponding rates. STEER project established synergies and bridges between local and national youth organisations, PES, Youth Guarantee actors, HR companies, and employers who benefited the most out of this dynamic and multiplied its effect at the local, regional, national, European levels. The long-term impact of the STEER project would be the contribution in decreasing youth unemployment and NEETs rates at all levels EU wide, thus coming closer to the EU2020 targets. The STEER project’s overall structure as well as its activities and outputs were targeted and will continue to be targeted to that end."