We started this project believing the craft sector is important both for the preservation of local culture and heritage, contributing to the uniqueness of the regions, regional appeal to its visitors, inhabitants and to the regional economy as a source of local employment, and social and economic stability and European countries have long traditions and culture of crafts. Today, the crafts sector in general in the EU faces several important problems, such as the strong global competition of cheaper products; loss of old skills and traditions; difficulties of getting into the markets; losing the customer appeal of traditional crafts' products; (lack of financial resources and economic capacity, and the most dangerous of all, the new generations don’t recognize it as something valuable. Therefore, our partnership at the beginning of the project set the two overall objectives: raising awareness of the cultural heritage of each partner country and emphasizing the importance of the craft industry in the European Union, raising the question of its importance in the economy and development of each project partner region. Moreover, the specific objectives of the project were: 1) To learn from each other about the ways of promoting traditional crafts among adults via crafts workshops 2) To exchange the possible ways for improving and extending the supply of high-quality learning opportunities in the art craft, tailored to the specific needs of individual adults 3) To raise educators' competences in teaching students traditional crafts by exchanging practice from 4 different countries 4) To disseminate the project results and raise awareness among all target groups – adult students, policy, and decision-makers at regional, national, and EU-levels, craftsmen and craft sector stakeholders, and general public thus raising awareness about each partner’s cultural identity.All these objectives set at the beginning of the projects were met until the end of the project. The participants that took part in the project were 60 employees of four participating organizations,30 teachers/ trainers from four countries, and 233 students who attended art craft courses from four partner organizations. Apart from the Transnational project meetings which we used for good practice exchange, the other activities we undertook were desk research about all topics relevant to the project, conducted surveys among teachers and students, collected testimonies among students, and a list of recommendations on all relevant topics. The list of recommendations will be available on web pages of all partner institutions and useful to all stakeholders interested in cultural heritage, its promotion, craft sector, and its importance.The results of the project are good practice exchange about the ways of promoting cultural heritage through art crafts, learning from the experience of four partner organizations about marketing strategies that we use in order to make art crafts visible, raised competences of our teachers/trainers about teaching about cultural heritage through art crafts, and the good practice exchange about tailor-made programs for specific groups of students.- The impact we succeeded in is the most visible in the:- higher awareness of participants, participating organizations, target groups and relevant stakeholders of the importance of preserving the cultural heritage, in the European context- getting knowledge of the ways and techniques of promoting cultural heritage through art workshops- practitioners now aware of the possibilities in teaching about cultural heritage- practitioners acknowledged themselves as valuable contributors to the general culture.The special impact the project has made on participants who have some educational or geographic difficulties, or some kind of physical impairment or unemployed people. They will be given the possibility to attend these craft workshops designed to suit their needs and requirements. It can bring both higher competitiveness on the labor market and a sense of self-confidence in acquiring new skills and learning about the cultural heritage in the same way.Longer/term benefits for all four partner organizations are better educational offers, more skillful teachers/trainers, quality programs, and above all better awareness of different ways of promoting cultural heritage as a way of keeping each country's identity and as a reminder to the future generations of their own past.

The strategic partnership of this project consists of Slovenian public adult educational organization - Ljudska univerza Nova Gorica, Italian social cooperative- Cooperativa Orso, French NGO - Association pour le Développement des Initiatives Citoyennes et Européennes, Croatian public adult educational organization- Pučko otvoreno učilište Zagreb and Turkish NGO educational/cultural association - Mozaik Kultur Egitim Genclik ve Doga Dernegi, with the common aims and similar development strategies. The most relevant priorities adressed by the project are: contribution to a reduction in number of low-skilled women immigrants and facilitation of the validation of non-formal and informal learning by fostering the assesment of key-competencies, including basic skills and transversal skills (particulary entrepreneurship, languages and digital skills).With that purpose there are different target groups addresed in project activities: women legal immigrants third country nationals as one of most vulnerable groups in EU area, the proffesional staff from partner organizations (trainers) with the aim to upgrade their pedagogical and management skills and some of the key stakeholders (employers, institutions with the direct connection to main target group) for developing the effective connections between education and the labour market.And so the main objective of the project named `I AM AN ACTIVE MEMBER OF MULTINATIONAL SOCIETY` (I'm active) is to promote the social integration of women who are legal immigrant third country nationals, with special intention to integrate them into the labour market. The project also wants to develop the intercultural dialogue between the mentioned target group and other EU citizens. All this was achieved by developing and upgrading the model of good practice of Slovenian partner Ljudska univerza Nova Gorica with the process of identification and validation of non-formal and informal learning and some other innovative elements. To achieve these aims 2 connected intellectual outputs were prepared: (1) Methodology and guidelines for implementation of train the trainers programme (2) Curriculum and recommendations of the programme for promoting social integration and development of intercultural dialogue with women third country nationals (stressing their integration into labour market). To develop those intellectual outputs several activities were implemented, such as 1 short-term staff training programme and pilot implementations of the new programme for immigrant women. 16 trainers participated in the staff training programme which took place in Slovenia. Pilot implementations of the new programme were then implemented in all project partner countries, so there were 5 implementations with inclusion of at 78 women-third country nationals and 27 employers who offered them the work training/ rehabilitation. 5 cultural mediators participated in all programme implementations, providing linguistic and practical support. This activity offered the main target group possibilities of integration in a new environment by respecting their charecteristics and needs. Train the trainer course and pilot implementations played a crucial role in the development of intellectual outputs. There were also 5 final multiplier events organised to help promote good practice and intellectual outputs. The first multiplier event that took place in Turkey was followed by the international project conference in Slovenia and conferences in Croatia, Italy and France.The project helped raise employability of women in Europe in the age between 20-64, especially among those with fewer opportunities by improving the level of their key competencies and skills and thus making them more compatible to the needs of the labour market and society in general. The project enabled disadvantaged groups to take part in lifelong learning programmes, career guidance and counselling. The project followed the main objectives of main European priorities listed in different strategic documents, such as European strategy 2020, EU Education and training strategy 2020, European platform against poverty and social exclusion, Erasmus+ programme, European Qualification Framework for LLL, European agenda for adult learning, PIAAC, The Treaty of EU etc.The project broadened the educational offer of involved organisations by providing a new programme for social integration process of disadvantaged groups on local, regional, national, EU and international level. This is especially important for Turkey as a new EU candidate country.

The overall goal of the project is to have more employable vulnerable (future) jobseekers. In this project we develop 2 courses regarding 21st century and entrepreneurial competencies: one for the mentioned client group and the other one for the people supporting them, being teachers, instructors, job coaches. Within the scope of the project we also do research on how we can use Open Badges to recognise and acknowledge these competencies. An Open Badge is a visual digital and reliable proof of a skill or competence that someone has acquired. It gives insight and words to what the client is capable of. This strengthens clients’ self-confidence because their competencies are made visible in a digital, transparent and open way, it creates efficient learning paths and is recognisable for stakeholders (employers - funders - governments - business partners)The world around us is continuously changing and this in an always faster manner. Globalisation, digitisation, technology, robotisation, aging and hazing, social changes in the direction of working more and longer, growth and shrinking of companies, etc. The world is changing and so does the labour market. Today 's jobs will no longer exist in a few years, others will come instead. The work is increasingly flexible and volatile. In such a dynamic labour market, it is important for all involved (both employers, employees and self-employed) to be flexible and broadly employable. People on the labour market will need a different skillset that includes generic skills (key competencies). These key competencies entail the possibility to adapt to changing conditions and learn new technical skills when needed. At this moment of the Covid-19 crisis we are all convinced that digitisation will radically change our work, social live and learning environments and we must see this as a challenge to realise a positive support to an inclusive labour market. All the above mentioned changes can be confusing if a person feels uncertain about himself and doesn't understand all mechanisms in place to help find his own space in it. For people with more support needs due to all possible reasons, it is therefore immensely important that the people supporting them have a good understanding of this society and its labour market challenges.This means we need to be equip people in search for a job with futureproof competencies that meet these needs, whether they want to work as an employee or as a self-employed entrepreneur and especially support the underrepresented groups to find out about their skills and how to improve them.Often the staff supporting them has a background that has not put emphasis on the need of unveiling/ uncovering the key competencies of their pupils/clients. They either teach them technical competencies or guide them towards a job by general questions, internship follow up, helping with job applications etc. This all is relevant too, it's just not enough anymore. Therefore it is imperative that these front officers/staff become aware of this fact, what these key competencies are and how these keep changing over the years. Not only do they need to know more about the competencies, they also need to know how they can discuss them with their clients/pupils and how to reveal the competencies (by observation, by tasks, …)The course 'Discover and reveal your clients competencies!' that we will develop will support them to improve their knowledge and skills in the support of revealing extra potential of the people they support.The course for clients is a collective way of discovering and revealing their key competencies. When the course is finished, the clients will have an overview with the explored competencies and where the client is positioned compared to what is desired. The client will make an action plan to work on desired competencies that are currently missing (or insufficiently expressed). Also they learn to express their strengths and how they can be used to benefit the job. Competencies serve as a means to increase clients’ chances at employers because they can talk about their competencies open and clear and why these are important for the vacancy available. As said in the beginning, we will create Open Badges in order to recognise and acknowledge these skills. An indirect goal we hope for is that through learning about the entrepreneurial skills, more people will consider to become self-employed when they see they do have potential.

Gender+ has developed governance and benchmarking tools for use by VET professionals to understand and improve their current approach to gender inclusion. In recent years, there has been a growing acceptance of a range of gender identities across Europe. This is evident in developments such as the greater gender and sexual fluidity found within younger generations, who now accept and identify with a diverse range of different identities, as well as through high profile campaigns such as Time’s Up and #metoo. Yet, despite this growing visibility, inequality still exists. For example, women remain overrepresented in low-paid jobs across Europe, whilst the unemployment rate amongst trans people is higher than the EU average. Issues around gender inclusion create a unique set of challenges for VET institutions. Their main target group for students is this younger, more gender fluid generation. Yet, at the same time, their existing facilities, approaches and courses have not always been designed to meet the needs of differing gender groups. Therefore, there is an emerging mismatch between student expectations and VET provision. This can be seen in the fact that minority gender groups remain underrepresented in VET, whilst certain courses also continue to be split down traditional gender lines. Similarly, although examples of training to help VET organisations address these issues exist across Europe, this training normally takes a ‘bottom up’ approach focusing on one gender group. The problem with this approach is that it leaves VET professionals unsure as to how to develop services which are inclusive for the full range of different identities now engaging with their provisions. Consequently, Gender+ has developed a complementary ‘top down’ approach which allows VET institutions to fully understand how different gender identities fit into their services, and so develop approaches which are fully inclusive to all. This has been achieved through the development of a series of governance and benchmarking resources which create a structured and supported approach to quality service design. Partners first developed a Gender+ Charter which sets out the minimum requirements an organisation needs to conform to in order to consider its provisions gender positive. This was achieved through desk and field research into current best practices and emergent trends across Europe. This Charter was then used as the basis for an interactive digital benchmarking tool which VET practitioners can use to assess their current services and then track their improvement. This is achieved through incentivised guidance and support which highlights how VET organisations can evidence and improve provisions to meet the Charter’s minimum requirements. Each organisation’s score against the Charter forms a ‘Gender Footprint’, with those organisations scoring well awarded a Gender+ kitemark and certificate. The final project output has been designed with sustainability and long-term impact in mind, as partners have produced a skills profile and resources for the development of a Gender Champion role. Through this, the project demonstrates the value for VET organisations in dedicating permanent time and resource to gender issues, something which will also help the project’s other tools continue to be used after Gender+ itself comes to an end. Throughout these activities, the project has engaged with VET leaders, HR managers and equality and diversity leaders from across Europe. This was complemented by the involvement of gender advocacy groups and policymakers. Therefore, the project has produced highly transferable resources which are able to be used in a variety of contexts across the continent. This will help Gender+ achieve a wide impact on the governance structures found across VET institutions, helping these organisations to become more welcoming and inclusive for a range of gender identities. This will see an improvement in the numbers of students from these groups engaging with VET services, helping to address the current underrepresentation of minority gender groups in VET. As a result, more people from within these groups will develop key employability skills, meaning that they are able to further their careers and become valuable members of the labour market, something which will ultimately improve social inclusion long-term across the countries involved.

Participation in adult education represents an attitude of lifelong learning which serves different objectives for a variety of people. Irrespective of the age, origin, social or economic background, adult education must be accessible, transparent and visible. However, some adults are struggling to find their way through the adult education scenery. The aim of this project was to (1) raise participation in adult education, (2) decrease the inequality in participation (matheuseffect) and (3) improve the impartial adult education information and guidance service with the task of increasing awareness, offer information, orientation and guidance (in formal, non-formal and informal learning).Thanks to a partnership between Belgium, Lithuania, Finland, the United Kingdom, Austria and Slovenia good practices and methods were exchanged through learning activities in which we visited each other’s organisation and important stakeholders in the guidance community. Each partner had an own context, vision, target groups, experiences, methods, instruments and tools in adult education information and guidance which guaranteed a broad spectre to create a strategic partnership. By sharing good practices, implementing and evaluating methods the project aimed at the creation or elaboration of a central service point (a one stop learning shop) in each organisation/country which is adapted to the local/regional/national context. The process of the project has been disseminated at different ways: study visit reports, project management team reports, information on websites (nationaly and on www.adeigus.be), flyers for potential adult learners, blogs, and national study days at the end of the project to inform the local/regional/national guidance community and to strenghten the network. This network in the guidance community seemed crucial for outreach to more disadvantaged adult learners. The dissimination activities offer the adult guidance community the opportunity to use the information and help to increase the impact of the project. Enable better quality of the one stop learning shop by improved skills and competences of counsellors and increased awareness about the existence including referrals by the guidance community both allowed (disadvantaged) adult learners to participate more in adult education. The final goal of this project was a structural anchoring of a one stop learning shop by influencing the adult guidance community, the public field and the policy level.