The rapid influx of migrants from many countries in Europe evokes the need for accelerated and effective education in this field. Lack of such knowledge causes the loss of migrants, lack of ability to move in a new social environment and their behavior contrary to the accepted social norms, which in turn causes the hostility of the population of the country of residence for newcomers.This situation results in difficulties in social inclusion, in finding employment, causes a danger of exclusion and deep frustration. At the same time causes a lot of difficult situations for the host countries.The aim of the project was to exchange experiences and good practices between countries with very different and different experiences with migrants. During the project we sought to develop a model and tools of intercultural education (of a maximum universality, applicable in different national and linguistic migrants). Targeting migrants from different countries and backgrounds, bringing them closer to European values, European social norms, the rules of functioning of the democratic state and civil society. Since the ethnic diversity of migrants is very large and many of them do not know enough about the language of the country they are in, or English, the project was to develop a universal education model that could reach different groups, regardless of their nationality and language, and appropriate tools. The project was designed to improve the qualifications of adult education staff in the partner countries, who were able to familiarize themselves with good practice and receive new educational tools.3 educational organizations from Poland, Spain and Italy, including 2 non-governmental organizations (from Gdańsk - an organization with an educational profile leading to various social groups including migrants, mainly from Ukraine and Poggiardo - a business-focused organization for young adults from different African countries), and Albunol's adult education center for adult education, including a large group of North African travelers, primarily Morocco.During the project (successively in all participating countries), 3 partner meetings took place (successively in all participating countries), exchanging experiences, acquainting themselves with the migration situation in the country and with educational practices, and working on a model of education and educational tools . The education model included the following modules:1.Prepare educators and teachers2.Welcome workshops for newcomers3.Intensive learning of the host country language4.Simultaneous with language education, cultural and practical education led by active metrics in pleasant forms5.Selection, adaptation to the labor market in the host country - vocational education, professional activation by educational methods6.Involve in social life.7.Educate the community where immigrants liveEach partner worked on educational tools in his country, working with a group of migrants in his city who participated in testing tools, assessing their suitability and effectiveness. During the meetings a discussion on the model of education was held and finally common principles and assumptions were established. For partners from Spain and Italy this is a collection of experience so far, something completely new in Poland. New educational tools for immigrants have been prepared - urban games, cartoon films and comic book elements. These tools are simple and varied because of the level of immersion in the immigrant's language and the time spent in the host country. Prepared and tested in Poland and Spain, may be subject to substantive and linguistic adjustment used in any other country.The adult education staff of the partner organizations have improved their skills in intercultural adult education, expanded their knowledge of the migration situation in each participating country, improved their skills by contributing to the development of education and learning tools, and deepened their professional experience and developed their creativity and ability to work international team. The organizations participating in the project have adopted new good practices, gained new educational tools, and benefited from improved qualification of personnel. The impact of the project on the immigrants involved was also favorable. Testing of educational tools was an educational experience for them - participants acquired new knowledge needed in new life. Participation in a project in which they actively participated, where they were asked for their opinion and had their comments taken into account, had a significant positive effect on their well-being in the host country - they felt equitable and respected. Migrant communities have acquired a new educational offer. Using it positively affects their understanding of the host country's situation and functioning properly under new conditions. Derivative of this is better relations with local host communities.