According to the 2107 World Economic forum Report, with regard to the overall scale of demand for various skills in 2020, 36% of all jobs across all industries are expected to require complex problem-solving, social skills —such as persuasion, emotional intelligence and teaching others— will be in higher demand across industries than narrow technical skills. Beyond hard skills and formal qualifications, in fact, employers are often concerned about the lack of transversal competences that current employees (or prospective new hires) needed to perform various tasks successfully. Main objective of the ALLsoSKILLED project is to develop and test an all-in-one learning program to help adults learners in strengthening soft skills while raising their awareness on the importance of lifelong learning possibilities, thus increasing their motivation for improvement and enhancing their employability skills in the process. The program aims at equipping adult learners with more than 35 year of age, in building up the ability to deal with change, and act with a critical and responsible stance. Raising the skills and competences of adults significantly contributes to achieving the strategic objectives of Europe 2020, as reflected in the policy cycle of the European Semester. In order to set a positive practice with the ALLsoSKILLED project itself, the partners will involve a large number trainers and employers, to ensure that the results of the project will stay available and relevant for a greater number of users in Europe. The necessity of acquiring new skills in the era of globalisation and rapid technological changes are bringing about important shifts in the way education can analyse and monitor the labour markets and in educations systems. This is resulting in the need for develop partnership between education and training providers, research institutions and cultural actors to support innovation and to increase employability and to make education and training more relevant to the world of work.The 6 partners involved in the project represent a wide range of European diversity, as they are situated in different areas of Europe (PL, IT, GR, LT, TR, SE), they represent a variety of organizations but also socio-economical contexts (towns of different sizes, economical life and culture) and most of all have different expertise and stakeholders and audience with different backgrounds and needs. The partnership will promote people’s RIGHT TO ACCESS SERVICES they need to re-engage in training thus preventing social exclusion. In this respect, the project makes a direct contribution to the 1st pillar of the “European Pillar of Social Rights in 20 principles”. (Education, training and life-long learning offering a way to engage and motivate adult learners to increase their basic and transversal skills in order to enable them to participate fully in society and manage successfully transitions in the labour market). The unemployed and job seekers can also take advantage of the products and training, as they provide a standardised method to foster employability skills and improvement. Whether education is provided in the classroom or an interactive content, adult teachers/ trainers need to learn new techniques and methods to let the learners get the maximum benefit for their learning experience, and most of all, need to learn how to compensate fast changing labour market/society’s needs with slow moving education systems. Professionals need to know how to define the best blends among online, offline, on-demand, experiential, face-to-face activities to increase participants learning possibilities, and, most of all, allowing learners to control their own timing and schedule.

The maritime industry has a shortage of qualified personnel, especially in Europe. Further employment in the maritime sector can help solve Europe's major unemployment crisis, especially youth unemployment. Throughout Europe, maritime education and training qualifications of one country have not been recognised by other countries in Europe. One major contributing factor for this shortage of qualified personnel is a lack of internationally recognised maritime qualifications and lack of entrepreneurial activities, which inhibits the mobility of seafarers and shipbuilding personnel in finding work in their countries and/or different countries, starting up the business and reducing these shortages. The SEAMAP project has addressed the need for cooperation between VET and the world of work in the maritime sector by fostering integration of maritime working life into maritime institution-based VET and enhancing the entrepreneurial skills of the people dealing with the maritime issues. This was achieved by the promotion of more work related activities in the intended VET programmes, including the innovative models of work placement, maritime career platform and entrepreneurship. The project team has identified and map available maritime jobs /placements and business start-up both at sea and ashore in partner countries. The main benefits of the project are to improve the attractiveness of the maritime industry, to provide increased mobility across, to foster the career guidance, to enhance the placement opportunities and to develop the entrepreneurial competences of the people at maritime and VET sectors. The project has four main objectives: to support internationally recognised seafaring qualifications as a response to current identified shortages of seafarers and employees at shipbuilding sector and help companies to recruit personnel who are qualified to undertake various maritime employment and placements opportunities at sea or ashore, including ship operating, ship building, maritime service sector, etc. to create opportunities for young trainees and maritime personnel to find jobs commensurate with their qualifications to develop the entrepreneurial competences at sea or ashore including maritime service sector and ship building sectors by need analysis. to create a web based platform to unify job seekers/trainees and job/placement providers in a medium which will allow both parties easier access to jobs/placements and bring employees/trainees together respectively. The platform will provide a range of support services to aid the skills development of trainees/personnel in order to find jobs which meet their qualifications and to start-up their own business (entrepreneurial competences) in the maritime sector. The project consortium consists of six major and leading maritime and or educational organisations, with most partners having many years of experience in EU projects. Most of the partners are policymakers and decision makers, with some being social partners in the maritime and educational sectors. The expected results during the project and on its completion are: - Need Analysis: Collating, Classifying and Mapping the Available Maritime Jobs (Maritime Job Profiles) - Content Development for the Platform: designing and configuring the content of the online platform – with 5 languages (English, Turkish, Spanish, Romanian and Polish) - Creating and configuring the online platform (Maritime Career Platform): www.see4sea.com - Case Study: Online Questionnaire and Need Analysis about the entrepreneurial skills in maritime sector - Elaborating the content and training material: Entrepreneurship Training Material for Maritime Sector The project has had an impact on creating opportunities for people in maritime sector to find jobs commensurate with their qualifications. As a project impact the project has provided an innovative web-based platform (www.see4sea.com) for seafarers and related personnel and shipbuilding personnel to develop their skills and ultimately find their dream job, whilst similarly catering for employers and helping them to employ the best and most qualified person for a position. Developing an innovative matching platform has reduced the skills mismatch which is the gap between an individual’s job skills and the demands of the labour market which affects all layers of society, from the productivity and efficiency of businesses to the current and prospective welfare of people in the maritime sector. As more qualified personal can be employed by the help of the platform, it will have an impact on safety at sea hence reducing accidents and loss of life, money and adverse effect on the well-being of the workforce / workplace.

"Recently, the greatest challenge has been posed by the vast inflows of migrants, refugees and asylum seekers. Their arrival in recipient and hosting countries has caused a rapid evolution in public policy, including a strong shift towards achieving integration via education and training. Especially the Syria conflict has triggered the world's largest humanitarian crisis since World War II. Humanitarian needs continue to rise, population displacements are increasing, and an entire generation of children is being exposed to war and violence, increasingly deprived of basic services, education and protection. “Land of Hope” project has offered practical solutions to the integration of the target groups: designing the “language and communication module” of the hosting country as an intellectual output and improving “refugees’ basic digital skills” including digital literacy courses so that people can use computer technology in everyday life to develop new social and economic opportunities for themselves, their families, and their communities.Short term assistance plays a role, but education has been consistently shown to provide a route to long term stability, enabling refugees, migrants and asylum seekers to:- make steps towards securing social integration, employment and financial independence of developing basic skills and key competences of the target groups. - develop and update the target groups’ key competences throughout their lives.- improve their key competences for personal fulfilment, active involvement, integration, social cohesion and employability in the host country.The project consortium consists of 7 partners which are adult education providers, public body and NGOs located in the countries which have been affected mostly by migrant and refugee flows: Turkey, Italy, Greece, Slovenia, Sweden and Poland. The project has been coordinated by Tuzla Halk Egitimi Merkezi (Tuzla Public Education Centre) which is an active adult education provider established in Tuzla, Istanbul. The other partner from Turkey is T.C. Tuzla Kaymakamligi (Tuzla District Governorship) which is the main public authority in Tuzla. The Institute of Entrepreneurship Development (iED) has involved in the project as a partner from Greece. Comune di Magenta is a local public body (municipality) in Italy. IFALL – Integration För Alla from Sweden is an NGO working for integration between cultures and counteract violence between cultures in Sweden and in another countries. The other partner from Slovenia is Terra Vera Association for Sustainable Development. The partner, Stowarzyszenie Klub Sportowy ACTIVITA from Poland has been involved actively in the partnership. In the project we have involved the target groups including migrants, refugees and asylum seekers coming for safety needs, the struggle for survival and/or work purposes. By the project we focused on the social and economic integration of refugees in the hosting countries which are involved in the project. In order to achieve the aims of the project listed above we designed a language and communication module for migrants and refugees as an intellectual output. The module was applied at the local language courses to teach basic language skills and literacy to the target groups by the project partners. Local language courses were organised by each partner in their locality in which the IO1: language module developed by the partnership was applied. The other important implementation of the project focused on improving refugees’ basic digital skills including digital literacy courses so that people can use computer technology in everyday life to develop new social and economic opportunities for themselves, their families, and their communities. We elaborated and designed the content of the module: ""Digital literacy module for the target group"" in order to improve refugees’ basic digital skills and digital literacy as an intellectual output. Each partner promoted the ""the Digital Literacy Course"" and organised it for the target groups in the locality. Two multiplier events were organised to disseminate the intellectual outputs to the wider community. The conference titled as ""Teaching the Language to Refugees and Migrants"" was organised as the dissemination and multiplier event on 25 May 2017. The multiplier event 2: Conference ""Digital Literacy for Refugees and Migrants"" was held by the project coordinator, Tuzla Halk Egitimi Merkezi on 10 May 2018 in Tuzla, Istanbul, Turkey.Throughout the Project, both language and digital literacy courses had a crucial impact on promoting the socio-economic integration of the target groups into the host society. The main impacts of the project are helping the target groups to improve the key elements; learning the language of the host country and the digital literacy to establish themselves and begin rebuilding their lives in the hosting country."

ERASMI will enable the diverse stakeholder groups in the field of migration and refugee inclusion work (amongst them e.g. community administration, public and private migrant support organisations, NGOs, VET, HEI, business organisations, volunteer groups etc.) to professionalise their staff and their organisations in order to effectuate their impact on social inclusion and will empower them to build strong multi-actor networks developing and implementing regional action plans for social inclusion of migrants and refugees.Neither the topic of migration nor the debate about it is any new – but it has agitated Europe since the climax of the so-called refugee crisis in 2015 without any sign of easing in the discussion so far. The often-populist discourse lacks rational and conceals the view on the actual facts. In the current global context, our ability to effectively integrate refugees into new host communities remains a major challenge and political priority. Building on the framework of EU-Policies and the European Agenda on Migration, the actual inclusion work is a regional social task, that cannot be a single player tournament for administration and politics. It needs to be challenged involving all relevant regional stakeholders and actors. In fact it is a regional, cross-sectional, multidimensional and multi-actor challenge - with an extraordinary high level of complexity.Municipalities already understand this and react with strategic approaches towards social inclusion. But aspiration differs from reality in a dramatic way. Yet despite the willingness of communities, a recent study reveals that innovative participation concepts and multi-stakeholder-approaches are still the exception rather than the rule (Success factors of Integration on municipal level - Friedrich Ebert Stiftung 2017).Based on our work in previous projects and our involvement in a large number of inclusion initiatives, we experience a strong demand for VET-training and learning opportunities for the staff members of inclusion actors and for organisational development. Therefore, we will build on the critical success factors for inclusion of migrants and refugees (and the corresponding skills needed) by providing best practice approaches and by developing E- and Peer-Learning Opportunities for the relevant actors (and their staff) in the field of migrant support in order to effectively equip them with the skills needed to solve complex multi-actor challenges and by building strong multi-actor networks working on concrete regional action plans for social inclusion. Specifically we will: 1-Provide actors with best practice (collaboration) blueprints in the field of multi-actor migrants and refugee inclusion (IO1)2-Develop an innovative learning framework and toolkit (IO2) empowering actors to enhance the impact of their social work. 3-Enable and empower actors to improve collaborative planning and coordination of education activities in Interagency Networks with regional action plans for social inclusion (IO3)4-To ensure wide and free access, the framework and the documented processes and lessons learned from the networks will be shared on our interactive knowledge exchange platform as OERs (IO4)In doing so, the project addresses the following needs of our target groups and will create sustainable impact for them: a) Actors / stakeholders in the field of migrant and refugee inclusion will gain a comprehensive understanding of the importance of collaboration and the tools and methods needed to establish regional networks and to develop and implement action plans for inclusion.b) Social development policy makers and funders will identify high performing best practice strategies and find tangible ways to support their uptake at national or international level.c) Project partners will acquire new strategies, tools and methods for improving the effectiveness of integration and social inclusion. They will improve their own competences in knowledge sharing and strategic relationship building and have a clear understanding of how to sustain and grow the project in the long term.d) Refugees / migrants will indirectly profit from the regional cooperation, the uptake of professionalism as well as the synergies and released resources of actors - leading to a faster and deeper inclusion.By implementing this approach in countries, that are strongly affected by inward migration (Germany, Ireland, Italy) and in Turkey, being the first reception and transit country for many refugees and migrants and by disseminating the ERASMI resources across Europe, the project makes a notable contribution to improve the inclusion of the most vulnerable in society. The project is important because we need to ensure communities are strengthened by migration and not undermined by marginalization or radicalization. We believe this can be achieved best, through empowering those who already understand this importance and by building strong networks.

In the current global context, our ability to effectively integrate refugees into new host communities remains a critical priority. Adult education has long been considered one of the most impactful and sustainable routes to integration. Yet despite the willingness of authorities, education and community organizations to be responsive to refugees’ needs, the challenges are substantial. The overall goal of PROMISE is to facilitate the optimal integration of refugees and migrants into their host communities so that both can flourish. To do this, we will work with a range of adult education providers from local authorities to community organizations, to improve the quality of learning opportunities that are available to them. Specifically we will: i) Enable service providers to improve collaborative planning and coordination of education activities in Interagency Networks ii) Increase the ability of educators to deliver effective, personalised and culturally sensitive education iii) Develop an innovative learning framework that provides refugees with opportunities for knowledge and skills development in the areas most needed for a successful transition into a new life. To ensure wide access, the framework will be shared as OERs for education providers and in a user-friendly online course for refugees who can engage in independent learning. iv) Organise the PROMISE Skills Accelerator course so that 15 educators can become competent in using the framework, implementing it in their own organizations and motivated to teach others in their region. In doing so, the project addresses the following needs of our participants and target groups and will create lasting impact for them: a) Refugees and migrants will gain the knowledge, skills and cultural “know how” they need to flourish, successfully integrating socially, culturally and professionally to their new community. b) Education providers and stakeholders will gain a more comprehensive understanding of the issues impacting the refugees as well as tools and methods for increasing engagement, improving learning effectiveness and ensuring efficiency of resource usage across actors. Networks of local actors to collaborate more effectively and be more responsive to the real-time needs of the refugees and asylum seekers that arrive in their communities. This experience of collaborative work will be instructive for future projects. c) Education and social development policy makers and funders will identify high performing education strategies for refugees and find tangible ways to support their uptake at national or international level. d) Project partners will acquire new didactic strategies for improving the effectiveness of education for integration and social inclusion. They will improve their own competences in knowledge sharing and strategic relationship building and have a clear understanding of how to sustain and grow the project in the long term. The project makes a notable contribution to strengthening our education programmes for some of the most vulnerable in society. It is notable for its ability to enable learning and innovation in service delivery between countries where refugee education programmes are in early stages and countries with much more tangible experience. Nevertheless, the timing is also fortuitous as in those countries where more established integration programmes are in place, (ej Germany, Italy and Turkey for example) the approaches now coming under scrutiny of evaluation. Overall the project is important because we need to ensure communities are strengthened by migration and not undermined by marginalization or radicalization. We believe this can be achieved, in large part, through education and two-way responsibility between refugees and their host communities.