<< Background >>According to The Updated OECD Youth Action Plan successful engagement of young people in the labour market and society is crucial not only for their own personal well-being and economic prospects but also for overall economic growth and social cohesion. Factors other than age affect their needs and vulnerability, including the country and region in which they live, as well as their age and gender; educational attainment; geographical location; family status and income; disability/medical condition; unemployment history; and access to transport conditions. However, in all countries, disadvantaged young people face an increased risk of high and persistent unemployment, poor quality jobs when they do find work, and a high risk of social exclusion. Specific attention to these groups is needed to ensure they receive the support they need to thrive in life. At the global level, the labour force participation rates of youth (ages 15-24) tend to decline. The “Global Employment Trends for Youth” report released by the ILO in March 2020 showed that while the youth population increased from 1 billion to 1.3 billion in 1999-2019, the size of youth in active labour markets receded to 497 million from 568 million.Especially, the global economic crisis and the Covid-19 pandemic has created even greater challenges for youth. Young people are facing the risk of early school leaving or the risk of being out of the education, and many of them find that the only work open to them involves poor working conditions and low wages. They suffer disproportionately from growing inequalities and decreasing labour force. The most common variables leading the risk of being youth with disadvantaged background: age and gender; educational attainment; geographical location; family status and income; disability/medical condition; unemployment history; and access to transport. Turkey’s late 2018 economic recession not only ended a period of increasing employment levels but also slashed more than 700,000 jobs. These losses affected young people (15-24) in terms of a tougher labour market and can be measured by increases in their NEET rate (21.9 to 23.5 per cent, 2018-2019) and unemployment rate (20.3 to 25.4 per cent, 2018-2019. Just when the economy had started growing again the COVID-19 pandemic arrived to Turkey bringing the NEET rate further up to 27.1 per cent as of November 2020. The “Youth and COVID-19: Access to Decent Jobs Amid the Pandemic” report conducted in Turkey (available below) notes that 77% of the young respondents from Turkey and 61% of young refugee respondents report that COVID-19 has adversely affected their job search. The youth further report that available jobs have diminished, and negative responses to their job applications have increased.Moreover, since 2010, youth participation in the labour market has been one of the main concerned issues in the EU policy agenda.1 Youth unemployment is more affected by the fluctuations in economic activity than adult unemployment thus it has gained a great importance as the labour market force in both the developed and the developing countries since the global recession leading to a significant increase in youth unemployment rates. In Turkey, youth labour market is characterized by high levels of unemployment and inactivity. The Effective Job Orientation Support By Visualizing Potentials project intends to provide young people having disadvantaged background with opportunities to improve their key competences through non-formal learning methodologies, in order to boost their employability and participation in society as strongly emphasised by the 2020 Council Recommendation framed by the European Commission. The project consortium consists of the partners having experience working on the fields of training and counselling, that enable us to implement a holistic, resilient, and well-organized methodology with all young people regardless of their educational and vocational background easil<< Objectives >>The main objective of the project is to enable young people having disadvantaged background to increase their vocational and professional skills through the methodology of career counselling based on symbol scenarios called planning road map and life road map or other scenarios. Project activities aim to all young people with disadvantaged background, especially those young people who are from rural areas or face geographical obstacles and are looking opportunities for building a roadmap for their career and education paths. Moreover, young people will receive support that are relevant not only to the labour market, but also for increasing social inclusion and active citizenship, and decreasing discrimination and obstacles they face in their life. Moreover, trainers, career counsellors and educators will be able to develop innovative approaches and pathways for young refugee and migrants to facilitate their access into the labour market and to get practice the methodology based on symbol scenarios to adopt them to use their daily practices. •To enable youth workers trainers, career counsellors and other actors working vocational orientation to discover what a competence-based approach is and its applicability in the context of youth work.•To introduce the ETS competence model for youth workers working internationally and to link it to their personal youth work practice.•To explore competence self-assessment tools.•To facilitate disadvantaged young people to discover ways and tools for professional development.As long-term project objective, decision makers will be informed about importance of dissemination of the project methodology at national levels, and they will be encouraged to take concrete steps and bring solutions on inclusion of young people having problems with health and well being, barriers to studying or working; difficulties managing money; the absence of a safe and comfortable place to live; and difficulties feeling involved and respected in society<< Implementation >>PR1 “ELO 4 Youth” Blended Learning Approach and AccreditationThis Intellectual Output is based on creating a profile of Competencies for the professional Counsellor with competencies which are needed for a professional orientation method in youth work in the different countries.PR2 Youth Workers F2F raining Curriculum and Toolset based on Symbol WorkWithin the scope of PR2, the training for professionals in ELO4Youth is essential for the implementation of the methodology and Toolset.PR3 Professionals Distance Training Course DevelopmentThis PR is based on transferring the learning of the f2f method from PR2 to online content and in this way make it available for more people, also those trainers who will not be able to join a f2f training.<< Results >>Work methodology and counsellors training within this specific approach already used in Austria is expected to extend impact in several counsellors’ professional fields: it is expected to be applied by counsellors within other counselling processes, universalizing this approach in professional counselling in different countries. The train-the-trainer course for youth workers in VET providers, NGOs, Youth Centres, and schools will be structured following the principles of ECVET as one coherent unit of learning outcomes that can be recognised, transferred, and accumulated in the framework of ECVET.The train-the-trainer course will be assigned ECVET credits, after comparison with qualifications and training programmes, existing in the partners countries.For facilitating the process of recognition of the learning outcomes of the train-the-trainer course, ELO4Youth will produce a Europass Certificate Supplement that will accompany the training certificate, detailing the learning outcomes acquired in the course.The use of ELO4Youth method for youth workers and youth intervention provision will lead to the identification of skills and competences that the young people possess through non-formal and informal learning. The project will produce an implementation and recognition plan with concrete guidelines on how these learning outcomes that have been acquired through non-formal and informal learning can be recognised in the different countries involved. The recognition will be achieved by established tools in the partners’ countries (e.g. Europass, ECVET, Youthpass) and will be proposed to include into action plans of national strategies in this field.

"<< Background >>Illiteracy is an invisible problem that is present throughout Europe and in all partner countries. It is an obstacle to people's autonomy, to accessing their civic and social rights, but also to accessing qualifications, returning to work and adapting to changes in companies. Support for people suffering from illiteracy depends to a large extent on the ability of each person, in his or her own place, to be aware of the problem of illiteracy, to listen, inform and guide correctly the people concerned, who are often very far from the proposed solutions. Given the specificity of this illiterate public, the pedagogy of the WIFI project will be centred on the needs of the beneficiaries and will establish a link with the professional and/or training project. The observation of the partnership is that there is more and more demand for training illiterate adults, in fact we are confronted with applications from people that we cannot welcome directly in training courses because they are illiterate. We observe that the job market in construction and personal assistance (especially in rural areas), but also in other professions, is under pressure in all partner countries (France, Italy, Spain, Austria, Sweden). In general, illiteracy is a barrier to employability, mobility and access to training and requires adapted teaching methods. Moreover, the approach will also aim to fight against the loss of self-confidence due to illiteracy and for employment. We want to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.The project proposes to create thematic workshops for illiterate adults. The idea is that through manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) the target group can increase their basic skills and get out of a situation of illiteracy. The aim is for them to have a first professional experience accessible to their level and allowing them to work on their initial skills through experience and to develop them in order to access vocational training or qualifications at a later date.This will increase their chances of integration and will eventually enable them to enter a work integration enterprise, a training course leading to a qualification in construction/personal care, to start a basic training process, or even to enter the job market directly.The main objective of manual activities is not to discover trades or sectors of activity. It is a question, by this means, of approaching in a transversal way the domains and its subdomains of targeted competences. The pedagogical approach is not centred on a trade, but on the skills acquired to combat illiteracy that are essential to illiterate adults. Thematic workshops will be the common thread of the WIFI project. We plan to address several needs:1-Strengthen training systems to meet the challenges presented by literacy learning and training and the associated adult public. 2-Put learners in a working and successful situation during their learnings. 3-Enhance their ability to learn in non-academic learning settings.4-Professional development of VET teachers, trainers and mentors in training creation:Improve trainers experience and information for their trainings (Involvement in their job, new eye on their mission, & in the construction of the training. There is a need to tool the trainers to respond to the needs of the trainees.5-Reduce inequalities at all ages and throughout life and to allow everyone to get access to trainings, education and work.6-General needs-Raise awareness of the illiteracy and its management in educational institutions-Dynamization of the training-strengthening sustainable employability and entrepreneurship<< Objectives >>For the WIFI project our main aims we wish to achieve is to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.Through the tools developed, the trainers will be able to help them to:-Acquire the right behaviours to adopt in a group and in society: to find their place in a group, to live in a group and to carry out missions on behalf of the group, for the group and not just for themselves,-Be autonomous and ""efficient"" in the investigation process, to acquire the right behaviours, the right reflexes,-Discover and acquire the different behavioural attitudes and their meaning in terms of behaviourThe workshops created in the project will allow the learners to put themselves in a working and successful situation in order to:-Contribute to the restoration of self-confidence by enhancing the skills and potential of each individual and improving daily life-Participate in the professional and social promotion of people by reducing the obstacles to professional and social integration-Initiate a process of mitigation -Enhance their potential by encouraging initiative, autonomy and collective commitment-Reactivate a desire for insertion and progressive socio-professional integration-Make access to training less dramatic in order to reconcile some trainees with the teaching and learning systems-Create social and economic links -Confront a production objective and enable them to succeed while making individual progress-Allow the expression of a choice of orientation/training and to encourage the trainee's personal project in order to help them build a coherent, pragmatic and sustainable individual pathway-Measure their motivation to carry out work for a collective interest -Help them access a professional sector in tension at a manoeuvring level -Encourage the development of written, comprehension and oral expression skills and reduce apprehension about learning the language and in contextFor the trainers it will create:-Awareness of illiteracy and the transversal skills evaluation method-Dynamization of the training-Involvement in their job, in the construction of the training with a new eye on their mission,-Taking into account the individual needs of the participants and their expectations -Developing an individualised training programme, based on the person's profile and personalised training objectives -Making people responsible for their own learning, by promoting self-assessment practices, by taking into account the pace and learning strategies of each individual, and by setting aside time for individual work -Formalising the monitoring of people's progressInnovate in adult education and training and bring forward our training centres and trainings:The project will support the uptake of innovative approaches to curriculum creation and the use of digital technologies in daily teachings and trainings. The learning process is based on the bottom-up principle what means that the learner is first participant in its learning process. The inclusion of the Innovate in vocational education and training and bring forward our Vet centres and trainings:Adapt our adult education and training programs, but also our trainees to new market labour needsWe aim at the initial and continuous professional development of teachers, trainers and mentors in their training creation and work-based settings, as well as through the development of effective field based, open and innovative education and pedagogies, as well as practical tools.<< Implementation >>We will proceed by 4 steps:A study circle ( peer learning and conception experience) will lead to a peer learning and conception experience involving at least 12 experienced persons in the illiteracy field (teacher/trainers and coordinators of each organism as well as external stakeholders, for example from associated partner or national illiteracy organisations. The partnership will create a research matrix to conduct a study circle to analyse the needs for skills evaluation and to define the objectives of the explanatory needs form the target group and the workshop methodology.It will be aimed at sharing analysis and regards on skills needed to be developed and the barriers that need to be overcome during the WIFI project outcomes. As well it will define national, transnational problematics that are faced by each partner and establish a list of suitable trainings and work placements in each country for people after the workshop.A skills map in terms of precise indicators and descriptors to evaluate someone making the illiteracy workshops on the skills map. In fact, people will first place themselves knowing only the descriptors then an external person such as a trainer will accompany the person to make a second positioning using their self-evaluation and adding his expertise. This procedure will allow to qualify progress made during the thematic workshops but also help the trainee to explanate themselves their progress.WIFI workshop. It will contain the creation of several in-situ workshop exercises taking into account the 8 EU basic key skills. Each exercise will target several skills so it will match the skills map from IO2 and lead to a coherent evaluation of acquired skills during the workshops besides giving opportunity for literacy learning in a work setting.The content of this workshop will enable trainees and participants to gain literacy, soft skills, first professional skills and to obtain the basic skills necessary for integration in a certified training or basic work. A WIFI model based on 4 workshops with manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) containing precise curricular activities and exercises targeting illiteracy. Tutors will pilot and experiment the skills map, tool set, exercises and workshops, and guide the illiterate adults throughout their learning experience and pilot the experimental workshops.Those 4 Activities conducted by the 5 partners will produce the results necessary to respond to the needs we identified above. The detailed description of each activity and output can be found in the output section. The project action will be carried out at European level in 5 countries in different national contexts, characterised by different educational policies and needs.The project is led by Osengo, with 5 partner organisations: Euroform, Osengo, Caminos, Compass4you, Folksuniverstat. Researches for examples will be conducted in all EU countries and results published in English and each partner countries language.<< Results >>We will have 11 major results:1.National reports of the study circle containing concrete objectives, needs and definition of the developed approach2.Needs analysis in each country 3.List of trainings and workplaces suitable after the workshops4.Transnational Report on illiteracy5.Toolset model6.The skills competence map with descriptors and indicators for each skill and level7.Explanatory interview guidelines8.Model defining evaluation objectives and methods.9.4 Workshop models with exercises 10.Guidelines on using the methodology11.1 Pilot reportThe output files will be accessible to all and free.Results expected during the project (mainly for internal use by the partners) include: -Partnership contracts -Project management tools-Project schedule -Project Gantt chart -Interim and final reports to French Erasmus+ National Agency -Quality management plan -Dissemination strategy In addition, we will also expect to have the following dissemination results:-Additional stakeholders and networks to be contacted for dissemination during the project: minimum 200 per partner organisation (in their respective country and in the rest of Europe) -Trainers: 50 in each partner country, during the project-Other stakeholders in illiteracy fields and recipients of newsletters: approximatively 2000-A final event to present the achieved work of the project to at least 40 people in the illiteracy sector in each country.At the end of the project and after: -the project will continue to be disseminated and project results used and available to target groups -an additional number of members of target groups will know about the project and project results; -the national and European communities of practice (trainers, training organizations, educational institutions, decision makers) working for illiteracy will have at their disposal an innovative and effective methodology; -additional teachers, trainers and school staff members will improve their capability to use the WIFI practices and tools."

CONTEXT OF THE PROJECTCooking Cultures aims to establish an innovative approach with the intention to support low-skilled migrants to acquire the typical and soft skills needed to work in the Culinary Sector. Grounded on the facts that a high number of migrants work in the Culinary Sector in the EU as well as that interest on ethnic cuisines is on rise, the project focuses on targeted training opportunities which will offer better career perspectives to migrants away from undeclared work and exploitation. Besides, employability is one of the most efficient ways for Migrants' successful Integration into the recipient EU societies.Under this scope, the project has set the following objectives: O1. To identify the specialties within culinary sector where migrants could be better fit and potentially contribute with their own culinary traditionsO2. To support low-skilled migrants in order to acquire the necessary hard and soft/intercultural skills and competencies so as to be able to access the ever demanding culinary sector O3. To assess migrants' prior learning and determine a renewed skillset that corresponds to the existing demands of the Culinary SectorO4. To develop training programmes and materials targeted to the needs of migrants and their tutors.O5. To offer better career perspectives to migrants who work or wish to work in the Culinary SectorO6. To increase migrants' employability in the Culinary Sector and streamline it through formal channels of employment, offering a higher protection level away from undeclared work. O7: To enhance migrants' integration into EU societies through their inclusion into the labour market.The main results could be summarized in:- R1. Identification of special training needs of low-skilled migrants, focusing both on typical and intercultural skills required per country to address observed gaps in the currently offered training programmes - R.2. Design and implementation of a self-assessment tool to be used by migrants as a method to evaluate their current skills, competencies and non-formal qualifications in the Culinary Sector;- R. 3. Development of a typology of qualifications and soft skills which migrants lack but they are of paramount importance within the Culinary Sector;- R.4. Development of migrants-oriented training materials;- R.5. Design of an online platform, responding to the needs of a digitally-skilled migrants audience; - R.6. Development of two-folded training courses; one for tutors/trainers specialized in the Culinary Sector and experienced in educating migrants and the other for low-skilled migrants currently or potentially working in the Culinary Sector;- R.7. Organization of two pilot training sessions for the above described groups to assess the effectivess of the developed training courses;- R.8. An increased systemic impact through the engagement of stakeholders; - R.9. A career pathway for migrants that wish to work on the Culinary Sector and do not acquire the necessary qualifications or are in need of additional onesAt the piloting phase, our goal is to engage 3 tutors per organization (15 individuals in total) to participate in the pilot trainings for tutors and 100 migrants per country (300 participants in total) to take part in the pilot trainings for migrants.IMPACT ENVISAGEDLocal Impact- Low-skilled migrants will be offered new training opportunities with the intention to improve their perspectives for better career opportunities in the Culinary Sector. This way, we are going to provide a clear way out of precarious jobs and marginalization. - Local communities and microeconomies will be benefitted by the intercultural exchanges and by migrants' workNational Impact• Employability of low-skilled migrants will be fostered• The access of migrants to normal jobs and social security will contribute to increasing social security funds and combatting social security contributions' evasion.- Migrants integration into the labour market and their collaboration with nationals will contribute to knocking down stereotypes and fighting racism- Standardization of hard and soft/intercultural skills needed, will further enhance the existing market trends and generate new income at national level.European Impact- A common understanding is going to be established on the necessity of customized training materials and programmes for migrants in order to facilitate their inclusion into the labour market- The project will contribute to the European dialogue on Migrants' Integration, supporting the argument that one significant factor for successful integration is the access to normal, dissent and secure jobs and the effective inclusion into the labour market - and Culinary Arts is a prominent sector towards this direction.- New policies for migrants integration can be designed, using evidence provided as an outcome from our project.

The aim of the PRISMA project was to discuss and exchange promising practices about active strategic inclusion of migrant communities in the decision processes as regards programme planning in adult learning organisations. This has been done between the partner organisations and other institutions and networks in the field - particularly migrant and refugee self organisations and networks - that were incorporated to the partner organisations at regional/national level. The identified good practices has been shared between the partners. Background of the project was that plenty of adult learning institutions across Europe are addressing migrants as beneficiaries. As regards social inclusion of migrant communities, there are still obstacles to be overcome: Migrants are often seen as recipients of education in the fields described above. What is often lacking is a real active participation throughout the portfolio of adult learning activities, like political, social education etc., addressing migrants as both recipients and providers of knowledge. To improve effective adult learning strategies towards migrant communities, it is necessary to actively include migrant communities in the mid and long term development of adult learning programmes. This is crucial for a successful inclusion in the educational field, since particularly in adult education mechanisms to include learners into strategic decisions are rarely applied. Basing on a common understanding about opportunities and limitations in the active strategic inclusion of migrant communities into strategic planning, the project consortium developed a catalogue of criteria to identify good practices in the strategic involvement of migrant communities in adult learning. On the basis of these criteria, the project partners developed a grid for assessing good practices, which has finally been further developed into a self-assessment form for adult learning providers. With the help of this assessment form, adult learning institutions will be able to check their level of active participation of migrants and migrant communities towards the strategic inclusion into programme planning. Besides, the use of the assessment form can foster self-reflection on these issues within organizations, thus contributing to the organizational development. The grid offers an opportunity to a deeper understanding of the organizational stat-of-the-art as regards migrant inclusion in programme planning. Both assessment form and grid have been tested by the partners individually in several local organizations and projects. The tools developed in the project can be downloaded on the project website, on the EPALE resource centre, and on the Erasmus+ project results database.During the project lifetime, the partner organizations met three times in person (in Germany, Lithuania and Cyprus, while due to the pandemic restrictions the last 2 project meetings were held virtually. In the project meetings, representatives from local organisations (migrant organisations and adult learning providers) were involved in order to discuss and contribute to the project outcomes. Further online gatherings between the meetings were held to ensure the quality of the partnership activities.

<< Objectives >>The main MILIMAT objective of this project is to raise training and awareness of farmers and migrant workers in the agricultural sector, so that they are able to lead and manage these new multicultural teams in a professional and responsible way, to ensure a labour and social integration in farms where codes of conduct based on diversity, equality and respect are followed to guarantee the rights of all workers. Supported by a cooperative platform for communication, management and mutual planning<< Implementation >>Based on our previous needs analysis, on the National Reports and the Transnational Analyses Report-TaR (WP2), on the knowledge and experience of the partners, and on the Manual of Best Practices (WP3), the consortium will design and develop dual training materials for migrant workers and farmers (WP4) that will be hosted on the corresponding training platforms (WP5/R5.4.) in conjunction with the MILIMAT collaboration platform (WP5/R2.2) founded on the MILIMAT Code of Good Conduct (WP5/R5.3).<< Results >>The project results are:-WP1: Management-WP2: R1: Workshop; R2: NRs; R3: TaR; R4: Database; R5: TPM1+VM1-WP3: R1: Best Practices; R2: Case Studies; R3: Good Practices Manual; R4: Extended Database2; R5: TPM2/3 + VM2/3-WP4: R1: Training Modules; R2: Self-Assessment Tool; R3: Introductory videos; R4/5: VM4 + TPM4-WP5: R1: Requirement Document; R2: Code of Good Conduct; R3: CWP; R4: Training System; R5: Pilot Test; R6/7: VM5 + TPM5 -WP6: R1: Dissemination M R2: 5 Diss. Conferences.