"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."

<< Objectives >>Path2EU4AE empowers access to EU programmes relevant for adult education institutions with low/little prior experience by providing an information path as an online tool for professionalization. Project managers in AE institutions can use it to assess the benefits and requirements of central EU programmes for projects, funding and international collaboration. It will enable them to decide in which cases a specific programme is appropriate and promising for their respective institution.<< Implementation >>Major activities:1.Run a process of Knowledge Creation, during which the content for the information path is researched, collected and selected; using an online survey, a development workshop and conceptual work2.Designing and implementing a conclusive online information path on basis of the results of the Knowledge Creation process; the information path will be available online3.Project Management, including planning, controlling, meetings, reporting and dissemination, e.g. on EPALE<< Results >>The main result of the project is a well-designed and conclusive information path as an online tool for professionalization of adult educators. It is supposed to help adult education institutions to find adequate (centralized) EU programmes and to estimate, which programmes fit to the needs and requirements of the institution. Based on this, the path should lead to a reflective decision for suitable EU programmes and provide underlying information about the programmes.

<< Objectives >>This project aims to achieve the detection and transfer of good practices carried out in adult training centers on topics related to the concept of Global Education, and the associated methodology; within a stable consortium that can keep on working in the future to define a Global Adult Education Program, based on the 17 SDGs and the 2030 Agenda.<< Implementation >>Various types of activities will be carried out:- Face-to-face and virtual transnational meetings.- Search for good practices in adult education centers.- Processing of the results linking the good practices detected with the curricular elements of Global Education,- Dissemination and exploitation of results among the target groups: adult centers, authorities, teacher training centers, companies and civil society.<< Results >>R1. A stable consortium of entities related to adult education.R2. Document that collects the consensual concept of Global Education, and a methodological proposal to implement it.R3. Documented compilation of good practices carried out by participants in relation to Global Education.R4. Document with improvement proposals for the introduction of Global Education in adult training.R5. Intergenerational transfer report.R6. DEC.

"The project "" Active citizenship by making lifelong learning among seniors a reality"" was carried out by 5 partners from Bulgaria, Germany, Poland, Slovenia and Slovakia during the 37-month period (01/12/2018 -31/12/2021). A total of 54 mobilities were carried out, and 27 people, including 6 carers, took part in blended mobility.The project has contributed to strengthening the quality, relevance and European perspective of adult education in the field of global education and learning practices through cooperation and exchange. The implementation of the project contributed to the acquisition and development of key competences of older people (60+), which at the same time had a positive impact on their social, educational and personal development, as well as more active participation in civic and social life.The participants of the project activities, through learning and working in an international environment, have developed intercultural competences, have been sensitized to diversity and it can be assumed that they will more responsibly and consciously promote common values, equality, anti-discrimination and social integration. These goals were achieved through the active participation of older people in the preparation, testing and evaluation of tools for the education of seniors - and used by educators and trainers who also use ICT - tools - activating and educating seniors in the field of global education related to the current challenges of the modern world.As part of the project, the participating organizations, their members and students achieved the following goals- discussed ideas on the education of seniors and the idea of lifelong learning- developed new skills and competences- educators broadened their competences and acquired knowledge on how to effectively use ICT tools- ideas for training programs and materials have been developed - seniors are motivated and encouraged to play an active role in the community- institutions and organizations participating in the project strengthened their cooperation, which will allow them to create educational programs for older people even more effectively in the future and to effectively promote lifelong learningThe implemented activities are innovative and complementary.In total, 5 International Project Meetings were carried out with the participation of an average of 11 people in each of them. The participants of the activities were the trainers and the educational and administrative staff of the participating organizations as well as persons responsible for adult education in their organizations and communities.During the project implementation, each of the partners who had previous experience in working with the elderly, acquired a new perspective on senior education, and gained new inspirations and perspectives that will improve and enrich the senior offer in the organizations participating in the project."

BACKGROUND & CHALLENGESSpecific learning difficulties (SpLDs) are often detected in early school years, yet there are still many adults in the EU who have never been diagnosed, and there is a substantial variation among Member States in the proportion of individuals documented, as well as the way those diagnosed are educated. Low-qualified adults with SpLDs, not properly supported might be consequently deterred from participating in any adult learning activities, and thus remain at an even greater risk of unemployment and social exclusion. Adult education providers should work on making available learning offerings adapted to the learning needs of all individuals, including those with SpLDs, yet they often have limited means to self-assess and improve themselves as concerns SpLDs. Recognising, in a systematic way at an early stage, the condition of learners with SpLDs and making adjustments to cater to their needs are among the most significant required support measures. On a greater scale, an integrated approach involving the design of adult learning programs and the involvement of teaching and administrative staff can have a longer lasting and substantial impact on the effectiveness of lifelong learning for adult learners with SpLDs. AIM & OBJECTIVESThe project aims to develop a common assessment framework for learning providers, which will cater for the specific needs and particularities of adult learners with SpLDs, advancing their participation and engagement in learning activities, essentially facilitating access to upskilling pathways. In order to achieve its main aim, the project sets the following specific objectives: 1) Elaborate a common approach for assessing adult education effectiveness on learners with SpLDs.2) Provide the means to assess the effectiveness of adult learning providers’ offerings on learners with SpLDs.3) Share tools and recommendations enabling adult learning providers to successfully address the needs of learners with SpLDs.PROJECT INNOVATIONΒy focusing on the assessment of adult education effectiveness on learners with SpLDs, SpLenDEd fills a vacuum and provides a basis for further spurring innovation by advancing organisational and pedagogic innovative change in the national systems of adult education in Europe. SpLenDEd can contribute to further innovative Erasmus project work in order to enhance the assessment of adult education value for SpLDs learners.PROJECT PARTNERSHIP The SpLenDEd partnership comprises 5 organisations with complementary skills: AZM, FU, POU and VHS CHAM contribute their experience in offering high-end adult education as well as using and developing monitoring and assessment mechanisms and relevant tools. They further have previous international collaboration experience and the capacity to manage EU co-funded projects. PROMEA has extensive experience in designing research methodologies and implementing research activities as well as technical capacity in project management and has major experience in projects focusing on adult education.ACTIVITIES - Identification of the key criteria for assessing the effectiveness of adult education offerings on learners with SpLDs.-Development of a Common Assessment Framework, tools, and guidelines to assess the effectiveness of adult learning providers’ programs on learners with SpLDs.-Composition of a Good practice guide on improving learning provision effectiveness and inclusiveness for adult learners with SpLDs.-Creation of an extended network of SpLenDEd adopters. - Sharing of project outputs through multiplier events, inviting target groups to uptake SpLenDEd results and to act as further multipliers.LONG-TERM IMPACT-Uptake and adaptation of the SpLenDEd Common Assessment Framework and tools by adult education providers across the EU.-Participation of a growing number of adult learners with SpLDs in lifelong learning programs that have been improved based on SpLenDEd outputs, resulting in social inclusion or persons with health issues.