"During the last years, and especially from 2016, when this project was requested, the problems of adult migrant persons to achieve a real inclusion in Europe have worsened, according to the latest studies published by renowned international agencies and institutions. The increase of racist speech and extremist movements, added to processes of de-structuration of the EU has impacted the possibilities for real inclusion of migrant and refugee persons.All of this makes the results obtained after two-and-a-half years of hard work by the entities participating in the project ""TERRITORIAL LANGUAGES AS AN EMPLOYABILITY TOOL FOR ADULT PEOPLE"" even more important as a mechanism to build a richer, stronger, and more diverse EU. These materials began to be spread, as advised in the Mid-term Evaluation, in the first Multiplier Event held in November 2017 among multipliers, adult education centers, political authorities, and the beneficiary group itself, and started to yield good results, showing that they are an effective tool to achieve the inclusion of adult migrants.These migrant adults (from outside Europe, from other EU countries, or refugees fleeing from war in Africa and Asia) face multiple difficulties to access the labor market, among which is their limited knowledge of the languages of their foster region, which usually derives in severe barriers for their social integration and the creation of solidarity networks that make it easier to find a job. Thus, social and educational integration in their foster region has proven essential to increase the chances of finding a job. The knowledge of territorial languages can facilitate social integration, and is a curricular advantage that increases the employability of adult people.In order to achieve this, we have created during 30 months a high amount of results and materials that are reaching all the proposed objectives. The high quality Intellectual Output that has been one of the main points of the work done is highlighted among them: the MULTILINGUAL VIRTUAL E-LEARNING ENVIRONMENT FOR MINORITY LANGUAGES FOR INCLUSION AND EMPOYABILITY. This Intellectual Output is a virtual environment that proposes several digital tools for the inclusion and training of adult people through the learning of the minority languages of the participating regions, designed to increase the employability of adult persons.Along with this Intellectual Output, an exchange of experiences among the entities has also been carried out, plus multiple campaigns to promote the wealth and value of the cultural heritage of Europe and the regions it contains, and a guide of learning methods of minority languages for migrant persons (a guide that establishes educative methods using ICTs adapted to learning).In order to do this, we have held 4 Transnational Meetings that have allowed us to exchange good practices in innovative adult education, language education, the use of ICTs in the learning process, and their influence in the increase of employability. Virtual meetings to coordinate and distribute teamwork have also been held, as well as several national activities for the creation of results, diffusion activities, and three Multiplier Events to spread and increase the impact of the Intellectual Outputs of the project.All of this has been done through a collaborative methodology in which the distribution of tasks and responsibilities, and the exchange of the best innovative practices between the partners was done according to the principles of participation and equity, trying to benefit the most from the experience of each partner in all the areas of work. During all the time that the project has been active, but also after its end, a strong strategic partnership has been built, comprised by entities of very diverse sectors (companies, cultural associations, public institutions, educational entities…) that have improved their networking capabilities to implement an effective action for the training of adult persons that increases their employability and inclusion through the use of multilingualism, digital competences, and the benefits of ICTs. This is an effective work that will continue in the future, increasing the impact and developing new projects in diverse areas.We are achieving an important impact at the regional and European scale, especially thanks to the implication of ELEN (who represents 42 linguistic communities in 21 European states, and has a consultant status for the European Parliament, the European Council, the United Nations, UNESCO, and OSCE)."

The number of blind or severely visually impaired children between 0 and 6 years old is relatively small, but the impact of these first years of visual impairment is critical to establish their future possibilities of inclusion. Multiple studies carried out on children who suffer from mild to severe visual impairment have shown that generating care mechanisms as early as possible is essential for them to reach adequate maturity and achieve full inclusion in their family, school, and social environment.This early attention to the child with visual impairment must begin before age 4 and must be aimed at providing stimuli matching their level of development, and based in each individual case. It must be an enriching and compensating mechanism with the objective of facilitating varied non-improvised situations with specific stimuli that allow development in various areas: motor, cognitive, social, language, and personal autonomy.Historically, this specific training for children with severe visual impairment was mainly carried out in family or controlled environments for specific training, isolated from standard pre-primary schools. Nowadays, however, the social inclusion of students with visual impairment in ordinary schools is a priority.However, this transit is not easy, and it generates serious distress in the student with obstacles, their teacher, their center, and their family, since it is usually based on specific adaptations that are only “patches” that try to overcome these serious barriers, but without generating educational processes that include students with low vision in equity: the inclusive classroom model.With this ambitious objective, in 2018 an intersectorial European network was created, comprised of REDTREE MAKING PROJECTS COOP.V., the federation ANIRIDIA EUROPE, the associations ANIRIDIA ITALIANA, ANIRIDIA NORGE and ALBA, and the company SMALLCODES SRL, with the objective of developing materials and tools to facilitate the inclusion of children with low vision in pre-primary education through the design of applications adapted to their learning, and digital training materials for teachers in formal and non-formal education.We created two highly innovative and ambitious Intellectual Outputs that could answer to the needs identified:- O1. VIRTUAL TRAINING COURSE FOR THE TRAINING OF TEACHERS AND PRE-PRIMARY EDUCATION CENTERS IN THE INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT IN THEIR CLASSROOM.- O2. VISAPP - ORIGINAL ICT TOOL FOR THE INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT IN THE CLASSROOM.Along with these two Intellectual Outputs, we have developed multiple tangible and intangible results that complement them and enhance their impact: a methodological guide for the adaptation of a pre-primary schools into inclusive schools for students with low vision, a flexible and innovative methodology to train pre-primary education teachers, a user guide for the APP, and the constitution of an intersectorial network that allows the exchange of experiences and knowledge, and achieves significant improvements and impact on the inclusion of the beneficiaries.This project, framed in the school education sector, was originally planned for two years, but had to ultimately be extended to 36 months, ending on August 31st 2021, in order to be able to overcome the obstacles caused by COVID- 19 and thereby guarantee its quality and expected impact.Throughout the project, 4 Transnational Meetings were held (Spain, Italy, Norway, and a 4th virtual one), various activities for the creation of materials were carried out, periodic meetings, dissemination and evaluation activities, and 3 large Multiplier Events for the presentation of the results.To date, the project has had a high impact on pre-primary education, especially on its students with mild to severe visual impairment, and on the training of teachers at this level. The European Commission and EU Member States (EU “ET 2020 Thematic Working Group on Early Childhood Education and Care (2012-2014)”) have recognized that access to inclusive and high quality ECEC services is beneficial to all. These benefits include a wide range of individual and social improvements, so we hope that the impact of this project will not only be significant but also sustained over time.

During the last years, a strategic and intersectoral partnership of 6 entities (REDTREE, ASOCIACIÓN DE JÓVENES MUSULMANES EN VALENCIA, GIOVANNI MUSULMANI ITALIA, SMALLCODES, EUROPEAN LANGUAGE EQUALITY NETWORK and GRETA DU VELAY) concerned for social inclusion and education has developed the project “VIRTUAL INCLUSIVE EDUCATION FOR ADULT PEOPLE: VOLUNTEERS AND REFUGEES”, with the objective of developing an impactful educational tool capable of not only achieveing the objectives proposed in the official curriculum, but also of increasing the interest of the students and improving their living conditions.Adult education and training are often hampered by the lack of clear and stimulating goals for these students; this happens either because it is not adapted to the real needs of students, or because it has no practical consequences for their daily lives.This is why VIVAR has been created: an e-learning platform capable of promoting an effective learning for adult persons, thanks on the one hand to the exclusive programming of the platform, which is able to identify the previous knowledge of the users and adapt its contents to them, and on the other hand because it seeks to solve real and daily needs of the users.In order to achieve this, VIVAR promotes the education of adults through volunteer work with migrant persons. Volunteer social service can be the activity that encourages adults to improve their education, and it opens up job opportunities in the 3rd sector. With the collaboration between social organizations that work specifically on these issues and adult education centers, a practical educational process has been created to allow adult users to develop the skills and knowledge necessary for volunteering (from the development of basic skills, basic knowledge of English and Arabic, and digital skills). These contents have been created in close collaboration with migrants and refugees, one of the beneficiary groups of the volunteer activity.But this project also directly promotes the inclusion of migrant and refugee persons, offering them the tools for their integration through an e-learning platform that adapts to their specific needs, in their native languages, which develops not only their basic skils, but also provides the necessary guidelines and knowledge for their inclusion in Europe. These contents have also been developed in close collaboration with migrants and refugees, and with experts in the field of volunteering.Thus, the VIVAR platform proposes an intelligent virtual and telematic learning system, capable of defining the user profile (their previous knowledge, languages, needs...) and creating personalized learning paths to allow them to volunteer to develop skills (both basic and specific) and certify their learning by allowing NGOs to guide their learning process, in turn becoming tutors of refugees with the support of organizations with experience in education.This system also includes specific educational modules to improve the inclusion of migrants and refugees through the development of their basic skills -reading, writing, math, and digital skills-, certifying their learning in a document endorsed by the partner and collaborating entities.During these years, a sustainable strategic partnership was established that is achieving good results in the fields of education and inclusion, where not only these 6 partner entities are active, but also more and more collaborating entities that are getting new users to use the platform and that more entities benefit from and disseminate this result to enhance the training of volunteers and adults. All of this has been done thanks to the 5 Transnational Meetings held, 1 large Multiplier Event, various dissemination activities among expert multipliers in the beneficiary groups, various national activities for the development of the results, multiple evaluation activities carried out in adult education centers linked to Greta du Velay (France), and 4 pilot tests with each of the beneficiary groups.In short, we have developed an impactful tool with a great future ahead that is being implemented by dozens of European entities (adult education centers, NGOs and companies) and has currently issued more than 80 certificates that have allowed these adult students to improve their educational training, qualify for higher degrees, facilitate their inclusion, and offer new avenues for their socialization.

The project “LEARNING HELPING: INCLUSIVE EDUCATION OF ADULT PERSONS THROUGH VIRTUAL VOLUNTEERING” builds on the experience gathered since 2017, when a strategic association was created to promote a new method of learning for adults based on encouraging users to achieve educational objectives as a means to develop useful volunteering and promote the social inclusion of migrant and/or refugee adults.However, the learning of adults who try to become volunteers or achieve full inclusion in the host country does not just need digital educational tools and training courses in which the user receives information and knowledge, but also innovative learning to develop their competences while putting them into practice to help those who need it most. They need an adapted LEARNING BY DOING methodology to learn, so we propose an innovative training methodology consistent with the official curriculum for adult learning, where users learn formal contents through digital volunteering that places them in appealing situations and motivates them to learn as they also promote the inclusion of other students and themselves. They will learn by doing, through unique and unforgettable experiences (translating letters of refugees, helping NGOs…).To achieve this, we propose a methodology that can be implemented through the Intellectual Output O1 – “LEARNING BY DOING, LEARNING HELPING: METHODOLOGICAL GUIDE FOR COLLABORATIVE AND INCLUSIVE LEARNING BASED ON DIGITAL VOLUNTEERING”, a guide that will develop an innovative digital volunteering methodology for the inclusion and learning of adults with barriers through a motivating and attractive LEARNING BY DOING process, which generates learning in couples of two students of a similar educational level but with very different life experiences (for example, a migrant adult with one born in a Europe) that will promote the learning of both through mutual aid, based on the modern “PEER TUTORING” methodology.Along with the Intellectual Output, we will develop the tangible result “VIRTUAL VOLUNTEERING LAB: LEARNING BY DOING, LEARNING HELPING”, a digital environment that will facilitate the implementation of the O1 through specific tools to create a transnational and effective educative experience. From the creation of user profiles used to make compatible virtual study pairs, to the management of a collaborative volunteer program between adult education centers and NGOs, going through a learning certification system, virtual communication tools (messaging, file sharing…), and a toolbox that collects the materials generated by other users, the VIRTUAL VOLUNTEERING LAB will help you understand what to do. In this digital space, the adult students themselves will generate itineraries or routes through which the student will carry out digital volunteering activities that allow them to develop their educational skills through the educational methodologies developed in the guide.To create these results (along many other tangible and structural results), an intersectorial and complementary European network has been gathered, with entities expert in the creation of educational materials for groups at risk of exclusion such as REDTREE (Spain) and ELEN (France-Europe), an entity expert in computer programming and ICTs for learning, SMALLCODES (Italy), adult education centers integrated in the GRETA DU VELAY network (France), also adult volunteer entities that work directly with migrants and refugees to enhance their social inclusion, like AJMV (Spain) and GENERAZIONE ZERO (Italy). The participation of the organization that manages one of the refugee camps in Lesvos and develops adult training services is especially noteworthy: LESVOS SOLIDARITY (Greece), who will ensures a major impact on the target groups, and contributes significantly to the inclusion of these persons who have left everything they had to flee from war, hunger, or poverty.Experts, teachers, and members of the partner entities from the beneficiary groups will develop, for 24 months and in 4 Transnational Meetings (Spain, Italy, France, and Greece), activities to create results, virtual meetings, pilot tests, many dissemination activities, and two major Multiplier Events (Valencia and Lesbos - Greece) that will have the participation of more than 185 multipliers in total.Thanks to this project, we hope to achieve a significant impact on the training processes of adults, but which will also have a great impact on achieving a more inclusive society, aware of the issues of refugees and migrants.

In 2017 more than two million young people in Spain were in poverty, almost two million in relative poverty (29.6%) and another 600,000 in severe poverty (9.5%), according to the Report on Youth Poverty in Spain of the Council of the Youth of Spain (Consejo de la Juventud de España). Likewise, the data shows that 37.6% of young people were in that same year at risk of social exclusion and that their geographic distribution is not homogeneous, but rather they are concentrated in certain rural or precarious areas.For these young people from disadvantaged areas at high risk of exclusion, the VET studies can be an effective and accessible way to improve their employability possibilities and build a better future becoming key agents for the development of new productive models in the EU.However, even getting a prestigious VET degree, aimed at professional training, does not ensure that these young people overcome their barriers, access to the market or provide them with real possibilities of emancipation.In spite of the obstacles that they have had to live, these young people can have a great motivation to overcome their barriers, contributing dynamism, enthusiasm and very important skills ... if they develop certain digital and scientific competences. However, to achieve inclusion these young people need support, which is why the VET STUDENTS İNTO TECHNOLOGY COMPANİES project is proposed with the aim of promoting the access of these VET students to the technological innovation sector.This project will include the realization of two intellectual results of great quality and great capacity for replication:- O1. ON YOUR SIDE: VIRTUAL ASSISTANT FOR EUROPEAN MOBILITIES IN TECHNOLOGICAL CENTERS. A digital educational software that will accompany the VET student at risk of exclusion, throughout the mobility process. This result will allow the students to feel protected during their mobility, find resources to help them when they have problems and feel that their teacher and tutor are with them, as well as maps of mobility destinations, the opportunities offered, as well as the culture of the region and linguistic tools. This assistant will also allow them to implement the collaborative work. - O2. CUSTOMIZED DIGITAL COURSE FOR LABOR TRAINING AT A TECHNOLOGICAL CENTER.The second intellectual result will consist of an innovative virtual structured course specifically oriented to the students to develop specifically the competences of the VET training curriculum related to the digital and technological field. In the event that the student participates in the proposed mobility, a personalized itinerary will be generated, adapted to the needs of the workplace where he / she will carry out the mobility, taking into account the characteristics of the student.The culmination of this project will be the creation of the PROGRAM OF TRAINING IN HIGH-TECH COMPANIES, a network of mobilities for students at risk of exclusion to carry out internships in technology companies. An opportunity for these young people not only to have a real job experience and put into practice everything they learned during their VET training and following the materials proposed by this network, but to promote a new emancipatory experience for them (living autonomously, managing their salary, knowing other cultures and generating healthy friendship networks with other European students) that helps them achieve their inclusion and motivates them to fight for a better future. The project will last 24 months, and in addition to 4 transnational meetings, various national activities for the creation of results, virtual activities, and a large multiplier event, 7 student mobilities to test the results created will be performed.High impact results, not only for students from disadvantaged areas, but also for VET centers (which will improve their internationalization and the opportunities of their students) and technology-based companies (which will access students trained specifically for the technology sector who have developed scientific thinking). But they also have a great capacity for transferability, generating tools that can help all students who participate in mobilities of the E + Program even if they are not part of the network of the technology sector.