<< Background >>Citizenship is always implicitly present in the way the next generation is educated and socialised.The fostering of capacities and dispositions to participate in society and democracy are of vital importance – the role and concept of citizenship education has been undermined, and a great absentee on the debate kick-start of the next generation Europe. According to the Network of European Citizenship Educators (NECE), every major study shows significant implementation gaps and inequalities in all member states, when it comes to the delivery and quality citizenship education, showing deterioration in recent years. Nonetheless, education and democratic participation have an all-encompassing, transversal, and irreplaceable role in our societies.The pandemic has been a long-lasting moment to reflect on many things – and education was one of the most important, on the particular topic of citizenship education. Government authorities have called on the population to understand and recognized how their actions can have repercussions, consequences, and implications on others, have relied and counted on their citizens to deal with pressures and uncertainty, to understand and trust on scientific information and to think critically and wisely. Without citizenship education other priorities are not accomplishable to its fullest: Recognizing that citizenship education is a critical component of, for example, the green transition to global sustainability or maintaining democracy in a digital world. It is necessary to take advantage of every opportunity to establish learning opportunities and offers, materials, resources, and practices in each of these areas where Europe aspires to be a leader. It is necessary to focus on the crucial role and responsibility the competences of citizens in democracies hold, in the type of values and quality of citizenship that democracies seek to promote. On the other hand, all of these competences of citizens always return on the long term to the governments who fostered them.The European Education Area which the European Commission is committed to building by 2025 provides a framework in which the European Union could prioritise citizenship education. The Council of the EU has identified active citizenship as one of the pillars of the European Education Area, but as not yet made proposals for reinforcing this key competence of lifelong learning. Nonetheless, in order to foster social cohesion at a time of increasing social and cultural diversity, and to have basic democratic values flourish – citizenship learning offers are irreplaceable.These core issues are simultaneously both a deep concern and great hope. Hence, this project initiative proposes an opportunity to find solutions based on accessible learning settings, equality, empowerment, and autonomy, firmly established on a holistic conception of active citizenship learning. There is, therefore, a proclaimed and overwhelming need for active, digital, citizenship education offers, that can address these issues, complement and bridge the gap between citizenship learning, agents of change in communities, and the ones that are further away from it: marginalised adults – in a shifting society. European Commission (2020). Towards a European Education Area by 2025Milanese, Niccolò (2020). A watershed moment for citizenship education in Europe. Social Europe<< Objectives >>The START POINT project has the following objectives:-Develop attitudes of personal and social responsibility of young disadvantaged adults, particularly those between 20-30 years old, in the constitution their life projects, in a perspective of training for participatory citizenship, for lifelong learning, democratic participation and community engagement;-Empower social actors and facilitators of change and adult educators in the community to work with disadvantaged adults between 20-30 years old in citizenship learning, democratic participation and civic engagement;-Develop and apply key transversal citizenship skills, such as critical enquiry, social justice, media literacy critical thinking, decision-making, problem-solving, peacebuilding, and personal and social responsibility though a tailored digital learning offer matching up to date needs;-To promote a culture of freedom, participation, reflection, quality democratic, and European shared values highlight the responsibility of each one in the processes of personal and social change.-To contribute to the development of a democratic spirit and practice, through the adoption of participatory processes in public life and in the assumption of rights and duties as a guarantee of their individuality and of social cohesion.-Build and develop skills for living and contributing in changing societies of increasing diversity, multiculturalism, encourage intercultural dialogue and civic integration;-Participate in and contribute to contemporary global issues at local national and global levels as informed, engaged, responsible and responsive global citizens, and responsive global citizens.-Make clear that citizenship is the core value that gives people the knowledge and skills to understand, challenge and engage with democratic society including politics, the media, civil society, the economy, and the law.<< Implementation >>The START-POINT consortium proposes a holistic approach to supporting citizenship learning, civic integration and democratic participation of young adults with disadvantaged backgrounds. Partners will place adult learners of all ages and community educators at the centre of the pedagogic development and design process and ensure that the opinions and perspectives of the eventual target groups inform the development process. The project work plan is designed as a series of sequential phases that will contribute to the overall objectives of the START POINT project being met. Throughout five division of the work plan, the work plan milestones are as follows:Month 1:- All partners will sign the partner agreement with KulturLife.- The team will host the first TPM in Portugal.- CSI will present the Indicative content for the community audit tools - The Project Management Plan, Quality Assurance and Evaluation Plan, Dissemination and Stakeholder Engagement Strategy and the Impact Plan will all be drafted by their respective partners.- The first press release will be shared online.- The project website, Facebook page and branding strategy will be developed by their respective partners.Month 2 – 8:- Partners will complete financial, administrative and dissemination reports in month 6.- Partners will complete quality assurance and evaluation activities.- The first newsletter will be produced and distributed.- The team will plan and host the second TPM in Finland.- Prototype modules for the Digital Citizenship learning toolkit will be developed by respective partners.- All prototypes will be tested and evaluated by Local Working Group members, project partners and members of the Project Management Committee.- INTERAKTION will lead the development of the Community Learning Programme and set the key learning outcomes to be achieved.Months 9 – 15:- Partners will complete financial, administrative and dissemination reports in month 12.- Partners will complete quality assurance and evaluation activities.- Relevant partners will complete 12-month impact assessment report, quality assurance and evaluation report and summary dissemination report.- The second newsletter will be produced and distributed.- The Audit Report will be signed-off in English, produced in English, translated into all partnerlanguages and produced in all partner languages.- The content of Digital Citizenship Learning Toolkit and the Community Learning Programme will be signed-off in English, awaiting translation into all partner languages.Months 16 – 20- complete financial, administrative and dissemination reports in month 18.- DRPDNM will develop an Exploitation and Sustainability Plan in month 18.-complete the implementation of the Local Participation Programmes;- complete quality assurance and evaluation activities.- The third newsletter will be produced and distributed.- The team will plan and host the third TPM in Austria.- plan for the C1 – Joint-staff Short-term training event in Slovenia in month 17.- deliver the Digital Citizenship Learning Toolkit for Parents to 10 adult learners.- deliver the Community Learning Programme for Parents to 10 community educators.- circulate the political action survey.- plan for the Digital Citizenship Learning Hub to be held in Germany, Portugal, Austria, Slovenia, Finland, and Cyprus. - plan for the final conference to be held in Germany.Months 21 - 24- participate in an impact assessment.- complete financial, administrative and dissemination reports in month 24.- complete quality assurance and evaluation activities.- The fourth newsletter will be produced and distributed.- The team will plan and host the final TPM in Germany.- inalise the Political Action Plan and present it in the Final Conference.- host the Digital Citizenship Learning Hub to be held in all partner countries.- host the final conference in Germany.<< Results >>The START POINT project has the following outcomes:-Develop attitudes of personal and social responsibility of young disadvantaged adults, particularly those between 20-30 years old, in the constitution their life projects, in a perspective of training for participatory citizenship, for lifelong learning, democratic participation and community engagement;-Empower social actors and facilitators of change and adult educators in the community to work with disadvantaged adults between 20-30 years old in citizenship learning, democratic participation and civic engagement;-Develop and apply key transversal citizenship skills, such as critical enquiry, social justice, media literacy critical thinking, decision-making, problem-solving, peacebuilding, and personal and social responsibility though a tailored digital learning offer matching up to date needs;-To promote a culture of freedom, participation, reflection, quality democratic, and European shared values highlight the responsibility of each one in the processes of personal and social change.-To contribute to the development of a democratic spirit and practice, through the adoption of participatory processes in public life and in the assumption of rights and duties as a guarantee of their individuality and of social cohesion.-Build and develop skills for living and contributing in changing societies of increasing diversity, multiculturalism, encourage intercultural dialogue and civic integration;-Participate in and contribute to contemporary global issues at local national and global levels as informed, engaged, responsible and responsive global citizens, and responsive global citizens.-Make clear that citizenship is the core value that gives people the knowledge and skills to understand, challenge and engage with democratic society including politics, the media, civil society, the economy, and the law.This project outcomes will be achieved through the planned project results: Firstly, an up to date, specific and comprehensive Audit Report (PR1) the will be based on a field research and provide the theoretical basis - and clear needs to respond, in which the following outputs will developed. Secondly, because nowadays, “digital” is the native environment of young adults, bridging the gap of citizenship learning only makes sense through digital design – therefore, a digital citizenship learning toolkit will be adapted and available in online format (PR2). Through the Community Learning Programme (PR3), this project will also be addressing facilitators who are potential change agents in the community, fostering the development of social and intercultural competences and intercultural dialogue in the community setting. The local participation projects will ensure the project not only analyses the possibilities and instruments for political and democratic participation of disadvantaged adults between 20-30 years old at risk of social exclusion and marginalisation on a theoretical level and provide important training and competences for adult and community educators to facilitate a democratic participation process but also realise a concrete participation Lastly, the Political Action Plan (PR4) for the development of a political action plan for empowerment and democratic participation of marginalised young adults people involving all relevant stakeholders in the partner countries.These outcomes translate in to 100 young disadvantaged adults completing the Digital Citizenship Learning Toolkit (PR2); The START-POINT consortium will gather efforts to ensure that at least half of our proposed qualitative reach for PR2 engagement will be target-group representatives with fewer opportunities in a local and national level. 60 adult and community educators will completing the community learning programme, and 18 marginalised adults having the chance to create and implement a local participation project, and a Policy Action Plan to reach a wide spectrum of decision-makers.

The understanding and awareness of culture is an essential factor in the process of integrating refugees and migrants into the host society, as culture brings people from all over the world together and unites them without having to speak the same language.In our project “EMPOWER IDENTITIES - explore the potential of creative learning” (hereafter IDE 3.0) we will concentrate on performing and visual arts that support creative learning and we will identify and exchange different art methods across Europe. The use of arts can have a positive impact on the well-being of migrants which can be a determinant of successful social integration (Fitzpatrick, F. (2002). A Search for Home. Art Therapy, 19(4), 151–158). The project will concentrate on the concept of culture as an integration mean and the use of creative learning methodologies with a focus on performing and visual art methods which has so far been underestimated when aiming to foster social inclusion.IDE 3.0 addresses migrants and refugees, but also local youngsters with fewer opportunities as social inclusion should not only be limited to the context of migration.Art methods will empower them to reflect on different impacts of their perception and the development of their identity to further foster resilience (especially important also when thinking about the global pandemic these days), they will also become more self-effective and learn how to promote their soft skills.Soft skills will include:- Awareness for one's own identity and values in order to understand one's own perception of other cultures- Rise of self-confidence and personal commitment as being involved in a co-creation process- Ability to express one's own thoughts in a verbal and non-verbal way by using art methodsOn the one hand, the key element of the project lies in exploring and identifying good practices that use performing and visual art methods to strengthen resilience and to foster social inclusion. A toolkit will be produced available free of charge containing the gathered pedagogical tools and materials for other youth workers and institutions. On the other hand, two Blended Learning Activities will give the opportunity to young people to get closer to the arts and culture both of their countries of origin but also of the countries they currently live in and to experience cultural diversity as a chance as well as to empower them to serve as multipliers and learn project based structures.They will be given the chance to experience new ways of learning as they will communicate via digital platforms, share their learning experience with peers, while becoming part of a network of young people around Europe sharing same interests. The target group consists of:1. Young migrants and refugees aged 16-24 years, but also local youngsters with fewer opportunities who need support to strengthen their identity and to build up confidence for a better social inclusion.2. Youth workers working with the above mentioned target groups, especially those who are responsible for the mentoring within their premises.3. NGOs which are dealing with the integration of migrants into society and which have already built an intercultural team or which would like to create a more inclusive team.4. Organizations in the cultural and creative sector as part of a synergy between them and respective NGOs working in the field of social inclusion. All of the above mentionned groups will be involved in different activities of the project by contributing to the creation of the toolkit, by participating in the Blended Learning Activities and by being beneficiaries of the project results.The project aims to:- Raise awareness for the need of social inclusion of migrants and refugees- Explore and identify good practices that use performing and visual art methods to strengthen resilience and to foster social inclusion- Support and encourage youngsters to experience change as a chance - Equip Youth Worker with creative learning tools + methodsAll European countries are affected by immigration and need to develop a common understanding regarding the importance of social inclusion of migrants and people with fewer opportunities into the local community as well as it is crucial to identify and establish a sustainable concept of social inclusion through art methods in formal and non-formal environments, leading to common European values and the prevention of discrimination. With our project, we will set an example of successful social inclusion through creative learning and performing and visual art methods. These methods shall be seen as a role model for other institutions and they shall motivate others to commit themselves to the social inclusion of migrants and youngsters with fewer opportunities.The project not only draws attention to the importance of art in general, but also raises awareness for the art and cultural scene, which is severely affected by the current pandemic.

In the current policy context, EU countries are facing a broad range of issues and challenges with a disproportionate impact on urban areas, for eg., social exclusion, economic disparities and losses, migration, and environmental degradation. Historic and traditional buildings and sites play crucial roles in the identity of cities, but statistics have shown that an important % of them are left aside- abandoned (2.03% in EU, 1.75% ES, 2.06% DE, 1.68 SE, and 3.34% in RO, according to EU Building Stock Observatory-EU leading in renewables). Refurbishing the sites and build non-used and left-aside environments can have additional positive effects on communities such as improving cultural landscapes, facilitating a more balanced demographic distribution of population, and providing a solid base for local economic activities.Therefore, it is necessary to create new profiles of professionals to identify and keep these buildings and sites alive, ensuring their permanent and efficient use, adapting them to the current needs of the community and of the social environment. 31.3 % of young people aged 18-24 in comparison with 17.4 % of the elderly aged 65+, in the EU are still at risk of poverty or social exclusion, 35% of the adults having attained at the most the lower secondary education level. The consequence is severe material deprivation and very low work intensity affecting 8.1 % of the EU residents. In comparison with an EU youth unemployment of 17.9%, the lowest % of unemployment was observed in DE(3.6%), while the highest was recorded in ES (42.9%). In RO, it was 4.8% in 2017 and in SE of 6.6%.As a possible solution, the partnership proposed the development of urban regeneration and artistic entrepreneurial skills for adults of the knowledge-based society in order to know how to answer to this current problem of their community: old buildings and sites left aside- abandoned and the risk of poverty and social exclusion.The project answered these problems, by developing and offering training courses, extending and developing the competencies in the area of urban regeneration and artist entrepreneurship, improving and extending the supply of high-quality learning opportunities tailored to the needs of low-qualified adults, that will help them to better fit the social and labor market needs.The project answered these problems, by developing and offering training courses, extending and developing the competencies in the area of urban regeneration and artist entrepreneurship, improving and extending the supply of high-quality learning opportunities tailored to the needs of low-qualified adults, that will help them to better fit the social and labor market needs.The partnership succeeded in reaching through its project activities all profiles described in the target group, exceeded the indicators set initially in the application form (at least 305 persons), as follows: 119 Low-qualified adults in the Pilot course (RO, ES, DE, SE, and other EU countries), 35 Educators in Urban regeneration, Entrepreneurship and Creative industries (RO, ES, SE), more than 450 Decision makers, Experts, specialists, professionals, and more than 17100 persons reached as a result of the dissemination activities at national and international level (project social media, organizational websites and Facebook accounts, project e-learning platform, EU dissemination platforms), 107 decision-makers, experts, specialists, professionals attending the 7 multiplier events organized in the project countries, 18 low skilled adults attending the 1-week training workshop in Valencia, etc.The project generated as tangible results the following:-a training package in Urban regeneration, tested in the 1-week workshop in Valencia with 18 low skilled adults-a social e-learning platform, comprising of 1 interactive EN course and 5 theoretical courses and additional training resources and materials (EN, RO, ES, SE, and DE) to ensure the proper future training of the low-qualified adults; the platform also stands as the project website-a Handbook for Training facilitators in Urban regeneration with complementary information to the training course-an assessment tool for evaluating and validating the learning progress of trainees who have in the e-learning experience-a Policy Guidelines on Urban Regeneration, developed to make the project methodology transferable and used in other European contexts and by other actors-dissemination materials – 1 leaflet, 6 newsletters, and 1 promotional video-1-week training workshop organized in Valencia to test the training course and e-learning platform-7 different Urban regeneration Camps organized, multiplier events (1-ES, 3-RO, 1-DE, and 2-SE)To legally ensure the successful realization of the project, consortium agreements have been signed by all project partners, together with addendums when changes have occurred in the partnership consortium or allotted budget. Also, the coordinator and one representative from each partner (the steering committee)-was responsible to report to the coordinator and management team all the financial and administrative tasks of the respective partner, or to monitor and approve the development and progress of the project's activities. The project coordinator ensured the smooth communication flow and project management between partners, providing all information guidelines and reporting document templates to be used, and he also implemented the Monitoring and Quality assessment and transversal activities. The Spanish partner was responsible for the Dissemination and exploitation of project results.The most important impact of the project was to raise awareness about urban regeneration and artist entrepreneurship, by developing entrepreneurial and urban regeneration skills, with artistic input, for low-qualified adults, with the purpose of making the transition from a lack of knowledge or low skills stage to a complete social inclusion, upgrading the competencies needed on the work market, in a transnational approach.The most important impact of the project was to raise awareness about urban regeneration and artist entrepreneurship, by developing entrepreneurial and urban regeneration skills, with artistic input, for low-qualified adults, with the purpose of making the transition from a lack of knowledge or low skills stage to a complete social inclusion, upgrading the competencies needed on the work market, in a transnational approach. The main tools that will ensure the continuity on a long term basis (for at least 5 years) of this impact are the Facebook profile, the eLearning platform/website, and the partners’ organizational web sites with project information. The training courses, Handbook, Assessment tool, Policy Paper, and all the other project materials will still be available on the e-learning platform as free open resources after the project completion.

"SIMPLY INCLUDED aims to raise awareness for the need of social inclusion of migrants in(to) companies and VET and to deal with diversity in a positive way. Moreover, it will promote the idea of more inclusive work placements and enhance the willingness of companies to employ migrants and refugees, as migrants should be seen as future skilled employees. Therefore, migrants need to be empowered to promote themselves and their strengths in a proactive and individualised way which will help them to integrate into the labour market.The project builds upon the former project SIMPLE which aimed to promote the use of peer learning techniques for fostering integration of newly arrived refugees into VET. During SIMPLE we found that migrants are often not reaching their own full potential but find themselves in a harsh competition with EU born citizens. Manuela Geleng, head of the ""European Commission’s employment and social policy Refugee task-force"" points out that in terms of employment refugees need in average 15 years to catch up with EU citizens. In order to provide equal access to the labour market for everybody we need to help migrants become self-effective to attain vocational education and training and employment according to their skills. SIMPLY INCLUDED will empower and sensitize migrants to recognize their own skills and competences and enable them to compete with EU born citizens which will lead to an active participation in the labour market and a more inclusive labour market. Furthermore, migrants will learn how to promote themselves in the digital application process by using digital tools.The project will provide pedagogical tools and materials for teachers which will equip them with multicultural education methods, especially creative, critical and active cooperative learning methods preventing social exclusion of migrants in VET and later on the labour market. Companies will learn and receive information about the potential of migrants and gain a better understanding of the importance of promoting inclusive work teams. The project will finally create empathy in society and promote social inclusion. The project is designed for three different target groups: 1)Refugees and migrants2)Teachers of VET who work with migrants3)Companies and instructorsAll three groups will be involved in different activities of the project by being part of the national focus groups to contribute to the creation of the IO’s; by participating in the joint staff training C1; by being beneficiaries of the IO’s. SIMPLY INCLUDED contains the production of three intellectual outputs which will be jointly developed, produced and tested by young migrants, teachers and companies and made available to the public. Two out of three outputs will focus on video production and new technologies since it will allow an easy access for migrants who are familiar with the use of social media and smartphones instead of text-intensive outputs. IO1: a multimedia video collection. The videos will contain personal stories of migrants and companies and concentrate on the positive aspects of storytelling to transfer a strong message which will create empathy within the topic of social inclusion of migrants. It will enhance the willingness of companies to employ and work with migrants and empower migrants themselves to participate actively in the labour market. The results of IO1 will be used to implement a social media campaign for social inclusion. IO2: a toolkit for VET teachers. It will focus on the creative, critical and active cooperative learning methodology and on multicultural education and enable the teachers to prevent social exclusion of migrants in VET and later on the labour marketIO3: a videokit. It helps the users to approach the process of discovering their own potential and to present it to others by using digital tools such as an application video. The project will focus on multicultural education by using creative, critical and active cooperative learning methodology which has not been used much in VET and this transfer of non-formal methodologies into formal education constitutes the project's innovative aspect.The desired impact on the large scale will be an increased awareness within society for the importance and need of social inclusion of migrants in(to) the labour market and VET. This impact will be aspired for direct and indirect beneficiaries. Beyond increased awareness and acceptance, the target group of migrants will also become self-effective and learn how to promote their skills, especially their soft skills, in a new and efficient manner by using digital competences. This will lead to a larger variety of applications in VET and an increased quality of active participation in the labour market. These impacts will help to turn Europe into a more inclusive working and living habitat."

"<< Background >>According to the European Joint Employment Report from 2021 persons with disabilities are exposed to higher risks of poverty and social exclusion and therefore require strengthened support. The new Strategy on the Rights of Persons with Disabilities aims to promote the economic and social inclusion of persons with disabilities. One focus of the strategy is on education and employment which corresponds with the focus of the Pla(i)n VET project. The proejct will contribute to the implementation of the strategy. In addition, during the corona pandemic the demand for new structures in the VET system to meet the needs of learners with special needs has emerged. This has also been identified by the involved partner organizations, which is why we want to implement the project together. All partners work with learners with special needs and also with counselors and VET teachers. In cooperation with both target groups it became clear that custom-fit instruments to support the target group in their integration into the labor market do not exist despite the existing need. So far, the partners' approach is to focus mainly on individual one-to-one support. In the pandemic, however, this format did no longer work, thus the need for digital tools suitable for this group and for the work of the partners became very clear. In particular, the use of digital tools in schools and counseling centers is urgently needed to ensure that inclusion processes can continue even when face-to-face contact is limited. A lack of such tools inevitably leads to further exclusion of learners with special needs.The following needs are addressed by the project:1.Need for digital readiness:With the beginning of the corona pandemic, learning has changed tremendously and the consequences for schools and learners became quickly visible. The greatest difficulties were the following: 1) not all learners are equipped with digital devices, 2) digital tools available are not suitable for all target groups, 3) the digital readiness was not sufficiently prepared. Furthermore, the scientists at the Institute for Special Education of the Educational University Heidelberg emphasize that learners with special needs were almost completely ignored during the discussions of the last year.2.Need for suitable digital tools for learners with special needs:Associations working with learners with special needs also see a great demand for the development of tools that enable digital participation and that take into account learners with special needs. Martin Wirthensohn, managing director of ""Lebenshilfe Kirchheim” says: ""The aim now is to develop concepts to enable people with disabilities to participate digitally - in a society that is changing more and more. Doing nothing would be a step backwards in terms of inclusion.""3.Need for digital solutions for teachers + trainers:Pla(i)n VET will contribute to enhancing the access to training and qualifications for all and support the elaboration of digital technologies for teachers and learners, especially for learners with special needs but as well for other learners (people of NEET).4.Need for inclusion according to UN Convention + EU strategy:In addition to the current challenges resulting from the corona pandemic, it has become even more essential to enable this target group to participate fully in society, meaning to open doors for them to the same opportunities for education and training and further to the primary labour market as for people without special needs.5.Need for support of labour market integration of learners with special needs:An inclusive education system is a prerequisite for equal access and opportunities. Numbers show that young learners with special needs struggle to find a job compared to their fellows without special needs. VET teachers and consultants play an important role as they support them and need to know how to use digital services and have access to them in order to foster inclusion.<< Objectives >>Pla(i)n VET aims to support young learners with special needs in the transition period between school and labour market entry. To obtain a successful bridging of this gap, the learners are empowered and given a voice within VET to decide their own path for allowing professional self-realization. By creating adequate and comprehensive material in Plain Language, a contribution to a more inclusive VET system is made. In the long term, the disadvantaged target group will be considered on the primary labour market, rendering the latter more inclusive.Main objectives:1) Inclusion: An inclusive education + labour market enables everyone to have access to education and participation. In the long term, the disadvantaged target group described above is to be integrated into the primary labour market.2) Accessibility: Following this principle, the aim is to remove barriers, to provide individual support and orientation for a better understanding of VET as well as to facilitate transitions from school to VET in times of digital learning through the use of Plain Language.3) Empowerment: To achieve this, the young adults must be equipped accordingly to use their individual potential and to achieve personal self-fulfillment in a professional context and also in a wider sense in society in general.4) Awareness raising: The awareness for the target group's needs among companies must be raised so that the transition from school to work can be successful.5) Transnationality: The project must be carried out on a transnational level, as the target group faces the same problems in all countries and therefore a European solution should be developed, in addition, all participating countries are affected by the pandemic.One key objective of Pla(i)n VET is the use and application of Plain Language for the integration and inclusion of learners with special needs linked the above mentioned accessibility. The concept of the project relies on the fact that accessibility includes overcoming language barriers and should therefore be part of an inclusive strategy in VET. Plain Language follows a certain structure, design, and expression and needs to be evaluated - these rules are firm, also on a European wide level. In our project, Plain Language is used to make content easier and faster to understand for the target group. This leads to a better involvement of the target group in decision-making processes about their professional future and simultaneously brings about a broader understanding of the use of Plain Language in VET. Furthermore, the project aims support objectives on European level:The project can be seen as supporting the achievement of European strategies. Europe has made it a common goal to both fight the corona pandemic together and implement a common disability rights strategy 2021-2030. Both aspects play a central role in our project. Overall objectives of the strategy: 1) to be able to exert human rights, 2) enjoy equal opportunities as well as 3) equal access to participation in social and economic life,4) be free to choose where, how and with whom they live, 5) can move freely throughout the EU, regardless of their support needs and 6) no longer experience discrimination of any kind.[Source: https://ec.europa.eu/commission/presscorner/detail/en/qanda_21_813] Pla(i)n VET contributes to the achievement of this European strategy, especially points 2) 3) and 6) will be supported by the objectives and results of the project. The target group should have the same access to the first labor market as all other persons in vocational education. In addition, companies should reduce inhibitions to hire people with disabilities and be encouraged to make their companies more inclusive through the videos of inclusive companies and thus dismantle discriminatory and exclusionary structures.<< Implementation >>Learning Teaching Training activity: ""Training for counselors and VET teachers on the use of digital tools in Plain Language.""The overall goal is to test and present the 1st project result. At the end of the training, participants will be able to use the digital tool in Plain Language and integrate it into their work. In addition, we want to highlight the benefits of Plain Language in VET's inclusion work and present other national tools that can be used and adapted as inspiration for their own work. There will also be a professional exchange at European level on the topics of 1) inclusion of learners with special needs in VET and 2) use of Plain Language in VET. The results will be shared as further project outcomes within the dissemination strategy. All participants are expected to present the information and spread the knowledge in their own institutions after the training and do further testing of the digital tool at local level.Transnational Project meetings:We will have three transnational project meetings. The Transnational Meetings are currently planned as physical meetings, but if a physical meeting is not possible during the project’s period due to the Covid-19 situation, the meetings will be held digitally instead via ZOOM and the content will be discussed digitally likewise.Local/national activities:1. All partners will work with focus groups for pilot testing of project results at local level;2. Offcial audit of project results in Plain Language with learners with special needs;3. Working with an ""expert team"" of learners with special needs on project results.Management: In the field of management, various activities are implemented before, during and after the project period: a) Time and Budget Management Plan b) Monitoring activities internal and external c) evaluation activities internal and external d) communication and document management e) risk management.Development of project results: 1. Research 2. Content development3. Pilot Testing I 4. Proofreading5. Technical Implemenation6. Design + Layout7. Pilot Testing II8. Evaluation + Adjustment 9. ImplementationDisseminations activities:Each partner will be responsible to identify beneficiaries and stakeholders to whom the project and the results will be presented. They will then disseminate the project's results within their own institutions, especially to all local VET schools and job agencies. Our dissemination strategy is based on concrete contacts at local, regional and European level. 1. Local and regional level: a) young learners with special needs b) Training companies, who have employed or are willing to employ people with special needs c) Employment/career advisors, VET teachers + schools2. National level: a) the ministries of VET education b) Institutes (schools) for learners with special needs c) self-help associations, foundations, job agencies and career associations 3. European level: a) agencies b) organizations, which coordinate a number of members dealing with the topic of social inclusion of people with special needs, as well as c) VET schools.The dissemination activities will include various social media and online presence activities [Facebook, Twitter, Instagram, YouTube], development of digital and print material and moving image [Project teaser] on the project. Distribution via existing Erasmus+ network of all partners/Salto Toolbox/Erasmus+ Project Results Platform. The activities will also involve agencies, associations and stakeholders working on inclusion from the beginning of the project. Multiplier Events for project dissemination on a regional level:Each partner will host one multiplier event to ensure the dissemination of the project results and their use beyond the project, existing networks and stakeholder relations are used and extended as well as new ones are created.<< Results >>Pla(i)n VET fosters the successful bridging of the gap between school and labour market by developing an e-tool in Plain Language and a multimedia platform – making information accessible and comprehensive for everyone in a digital form that ensures that the results can be used at any time and are not influenced or prevented by external circumstances.Pla(i)n VET is directed to- learners with special needs;- teachers of VET institutions and special education;- current and future employers.The 1st project result is an assessment tool helping young learners with special needs to navigate through professional VET orientation and it makes use of Plain Language. It contains information and guidance to possible VET paths in an understandable and processable way enabling the learners to understand and perceive the whole range of opportunities for their professional future. A distinctive feature is the associated empowerment process that the learners go through and thus become aware of own strengths and competencies. The tool can be used not only by young learners with special needs, but also by NEET people (Not in Education, Employment or Training), who may also be in a transition to vocational education and training and who are not working with traditional tools or are not reached by existing offers.The element of innovation in this tool is the use of Plain Language, which makes information accessible to a broad, very heterogeneous readership, following fixed rules that are common and adapted at European level. All texts must be compulsorily proofread by people with impairments only then can the document receive the sign for easy which comes from ""Inclusion Europe"" [https://www.inclusion-europe.eu/]. In fact, Plain Language is already used in learning and teaching materials but the aspect of using this instrument in the phase of vocational orientation and counselling is missing. Access to vocational education and training is only possible, and this hurdle can be dismantled, through counselling that is tailored to the target group. Even before learning content can be taught, the target group must be able to receive appropriate counselling without a language barrier.Expected impact: -Target group will have a better understanding of the VET system;-Better self-conception of one's own potential and desires;-Raised ability to make a self-determined choice for shaping one's own future;-Also intended to promote and expand the digital skills of learners and to provide a digital barrier-free tool which can support teachers in the guidance process of the learners.The 2nd project result is a compilation of encouraging short video sequences. Inclusive companies and their trainees with special needs share good practice examples. Real stories show how inclusion in a work context can look like and how to engage young people with special needs in VET and/or in the labour market. Displaying real stories through positive storytelling via multimedia creates empathy. Moving images create deep emotions in comparison to text-based information. Trust in the stories is built by showing real, authentic examples of supervisors, human resources employees and also trainees with special needs. As it is directed to companies the format chosentakes into consideration the shortage of time available in economic structures: the videos’ message has to be on point and the format is comprehensive and fast to use. Furthermore, the videos provides digital insights into job opportunities in times of limited personal contacts.Expected impact:-Empower inclusive companies and learners;-Tackle prejudices on the labour market, reduce worries and motivate companies to employ trainees with special needs;-Empathy and raised awareness for social inclusion and the target group’s needs in society and companies;-Exchange between companies about inclusion and critical reflection on own practices."