"Migrants arriving in EU face linguistic, cultural and social barriers that make their integration slow and stressful. These new types of learners also present a challenge to educators. In MMM project new educational tools/approaches were offered to migrants and educators.We developed an innovative approach for teaching of literacy, mathematical skills, ICT skills and social competences, tailored to migrants. Our practice saw a migrant exclusively in a passive role of a learner and has proven relatively inefficient so far. For this reason we focused on the migrants' active participation. Migrants living in local communities for a longer period of time who know both: the culture of the host country and life experience of new immigrants, have been placed in the role of curriculum designers and programme providers. During a 40-hour programme we trained 3-5 migrant mentors in each country. The migrant mentors were well integrated migrants who then in a 96-hour pilot programme transferred their knowledge to the newly arrived migrants. The mentors helped new migrants obtain basic knowledge of host-country language and basic skills needed for learning/integration. By using migrant languages they explained often abstract concepts more directly and efficiently. In this way the migrants were able to put new knowledge in cultural and social context. New migrants then took part in a 32-hour evaluation in the workplace to test their new skills in real life environment.The entire process was closely monitored by guided reflection. Migrant mentors and partner staff followed determined guidelines to observe key elements of the mentoring and evaluation process and they incorporated their observations into intellectual outputs. With questionnaires they assesed various aspects of the pilot programme. 5 intellectual outputs were created:-MMM Teaching Plan-MMM Migrant Mentors Training curriculum-Guided Reflection and Tips for Educators -Guided Reflection and Recommendations for Employers-Efficiency StudyBefore the end of the project we saw the first sustainable effects. The training of the migrant mentors and the implementation of the pilot were carried out at the Werkstatt-Berufskolleg in Unna. The work of migrant mentors is now part of their curriculum. Now already the 3rd generation of migrant mentors has started their training. They have time and an office to give advice. In the 2nd half 2019 of the school year more than 100 new refugees came for this peer consultation. The umbrella organisation of the Werkstatt-Berufskolleg has further developed the MMM idea. The city of Unna has traditionally welcomed migrants for more than 50 years. A memorial path to the former flats of the first migrants is to be developed, and a so-called ""stumbling block"" is to be walled into the path at the houses of these first migrants. One can follow this path with an audio guide or be guided by former migrants who tell the stories of these families. These guides are trained in the methodology of the MMM project.In Germany the Bundesinstitut für Berufliche Bildung, Bonn, showed interest in MMM and in the future INIBIA will report in Bonn about it. At the Slovenian multiplier event CPI Institure of the Republic of Slovenia for Vocational Education and Training showed interest in MMM. Both Slovenian and German institutes are developing a catalog of skills for national vocational qualification of a migrant mentor, so the lessons of MMM are crucial to this. Cooperation at national level in both countries was established and a step towards the secured national funding of the state approved qualification was made. Other organizations from both, educational and employment sector, also expressed their and intention to make use the intellectual outputs. Two articles about the project in E-novičke, an expert newsletter of Andragoški center Slovenije, also aroused the interest of experts. We had productive debates with them about the proper terminology of the outputs and agreed on further cooperation.At Italian multiplier event there were many requests from stakeholders for more information. Two Italian entrepreneurs requested a meeting to discuss the possible implementation of the guidelines in their company.Every year EUROCULTURA hosts about 250 students from EU and non-EU countries that serve as interns in local enterprises. They have a network of over 120 companies. From January 1st 2020, EUROCULTURA will provide all existing and future partner companies with results developed in the the project (IO4). Next step will be to reach an agreement with the local Crafts Chamber to provide the guidelines to all business in the province of Vicenza (25.214 enterprises). The results of pilot training will benefit foreign students, who are learning Italian according to the methodology developed in the project. The migrant mentors’ curriculum will be implemented by some Italian NGOs EUROCULTURA is cooperating with."

Project Play with us! educational game in the following versions: mobile off and on -line, for people interested in self-employment, especially from disadvantaged groups. Educational undertaking of a vocational school from Germany, vocational activation association from Slovenia, network of organizations supporting disabled entrepreneurs in Murcia, Social House in Pecs and educational company from Poland. Organisations from different countries and of different nature have combined their common experience in educating disadvantaged people in the labour market who want to become economically independent or start a new career through self-employment. Five organisations use their experience to create a mobile educational game with clear and easily assimilable content. The game is to guide and educate the entrepreneur before starting his own business. The game will include such issues as: civil rights, social and psychological aspects of business activity, support from financial and non-financial instruments of the European Union, freedom of movement of people, services and goods on the Community market and entrepreneurs' rights.

creICTivity aims to strenghten the ability of adult educators/sector to use creativity in the learning process to increase effectivenes of ICT learning and, consequently, (practical) creativity of the learners – vulnerable adults with low ICT skills. Creativity is seen as something only gifted people have and largely neglected in (adult) education. In reallity everybody can be creative if their creativity is nurtured. Practical creativity is manifested as ability to solve problems. It has strong connection to critical thinking, ability to analyse information and learn, plan actions, adapt to situations. ICT is an excelent way to increase creativity and learn an essential skill at the same time, because it presents problems that allow creative solutions.creICTivity is a 2-year project that brings together 6 partners from Slovenia (Društvo za izobraževanje in socialni razvoj), Poland (NAVICULAM Sp. z o.o.), Germany (Institut für Internationale Bildungs- und Arbeitsmarktprojekte), Croatia (Učilište Magistra), Spain (Neotalentway S. L.) and Turkey (Tokat Gaziosmanpasa University). 169 million or 44% of Europeans between 16 – 74 lack basic ICT skills and 19% of them have zero skills. Lack of ICT skills is strongly linked to (low) education, socio-economic status and older age. They are victims of the digital gap and digital exclusion which will impact EU negatively, economically and socially: 9 of 10 future jobs will require some ICT skills thus a large number of work-age adults will be unable to compete in the job market. They will not be able to find information on education, active citizenship, health, social activities etc., preventing them to become productive members of society, affecting the economy, democratic processes, health systems etc. around EU. Specific group are migrants who are largely without even basic ICT skills. This slows down their ability to learn the language, find information, find jobs and the process of integration significantly.To address this issue we will closely examine the concept of creativity and its applications in (adult) education. We will also explore the needs of low ICT-skilled adults. This will help us create an approach and methodology blending creativity with the needs of low-ICT adults regarding ICT.The main methodology of the project is the Design thinking method which uses empathy to understand the challenges that people face and finds comprehensive solutions through designing and testing tailored solutions. Another core principle that we follow is the creativity-based learning approach. Following this approach, we will create results that will engage the learners, make them active contributors to the learning process and ultimately help them contextualize ICT in a way they can understand and use in their daily lives. This process will also foster their creative potential that will manifest in a better ability for critical thinking and real-life problem solving.There will be 2 results:1. creICTivity framework and methodologyIt will be created after a study of obstacles, fears, motivations and expectations the low ICT-skilled adults have in regard to ICT learning and study of creativity from the perspective of ICT mentors. Here extensive experience of all partners will also be useful. It will present our findings about their needs in regard to ICT learning and propose creative methods and strategies for educators on how to motivate and engage them to achieve better learning outcomes and foster their creativity.2. creICTivity learning modulesThe modules will be constructed as a series of logically connected ICT challenges which will foster creative thinking and when »solved« provide the learners with useful ICT skills and an ability to put what they have learned in context. The modules will be tested by 2 ICT Challenge mentors and a group of adults with low ICT skills. The testing will be evaluated and then the final version of the modules will be created.The aim of creICTivity is also to give ICT educators an opportunity to look at the ICT teaching from a different perspective, to understand and acknowledge the value of creativity in the learning process and use it to connect more with their learners, engage them and foster their own creativity as well as the creativity of the learners. creICTivity has the following overall goals and objectives:Our goals:- identify the needs of low ICT-skilled adults regarding ICT learning and address them through creative learning methods and approaches- increase the capacity of low ICT-skilled adults for creative thinking and its application in daily problem solving.Our objectives: - increase the ability and capacity of adult educators/sector to better understand and use creativity in ICT education and highlite the importance of creativity in (adult) education in general- increase the effectivenes of ICT learning in adults using creative methods- combat effects of digital gap and digital exclusion.