Europe was the destination of refugees in many phases of history. To integrate those as equitable members of society, Europeans had to deal with the problems that each era brought with it.Today, we perceive these problems differently. They appear downright overwhelming, because the sheer number of refugees exceeds the known amount. Nevertheless, Europe has to face these circumstances both as individual nations and as a collective to be able to include those fleeing from war into European societies.The year 2015 began with a “global crisis” in the form of a record number of refugees which held big problems for European countries. The reactions of the people in the receiving countries differed vastly. Many expressed solidarity and sympathy, but others displayed stereotypes like prejudices and xenophobia.Educational institutions can play a key-role between integration and separation of these social groups. Whilst debates on the topic “inclusion in the educational landscape” get enough freedom or rather space (European Agency/ UNESCO) and the staff relies on the intervention of intercultural competence to work with heterogeneous groups successfully, the target group of refugees gets left out. The term “Inclusive adult-education” (Kil 2012) tries to fill this gap. It comprises the accessibility of educational possibilities for all humans regardless of (…) ethnicity,(…) social or economical conditions”. Especially adults or rather older refugees feel like they are in danger when it comes to social exclusion. Therefore, the goal of OUT-SIDE-IN is to qualify multipliers for the inclusion of refugees in the Adult education. As a result, new interaction-possibilities and communication-canals are going to be created between these groups to be able to cut down prejudices and to produce attention and sensibility for the diverse perspectives in today’s migration society.To reach this goal, a needs analysis was necessary to try to create an overview about the situation in the participating countries: Italy, Turkey, Sweden, Slovenia, Greece and Germany. The analysis consisted of six national reports, of which each comprised one theoretical and one empirical part. The theoretical part disclosed information about legal status, reactions of the receiving societies, the actual situation (statistics, polls stand 2016) and the standpoint of Adult education in relation to refugees. Interviews on the following subjects were held for the empirical part: experiences and (political) viewpoints of the citizens, multipliers (of the primary target group) and refugees (of the secondary target group). Based on the results of the needs analysis, the OUT-SIDE-IN-project developed a five-module-program for multipliers, which should qualify them for Inclusive adult education with refugees.The program was implemented in all of the six participating countries, the number of the benefitting multipliers was thereby even exceeded. A total of 175 persons were able to get educated in the developed contents. After a central event, in which the five modules of the OUT-SIDE-IN-curriculum were presented and tested, an intensive phase of evaluation with selected multipliers was initiated. With the help of evaluations of the program from members of the primary target group as well as the more numerous evaluations within the diverse project-consortium, the curriculum was continuously further developed. At the end of this process, the elemental project results were brought together to form a guide or rather handbook for adult educators, which is available online. Along with it, a toolbox is provided, which next to selected material includes a language guide with welcoming formulas in the languages of the target group of the refugees.The project-consortium consisting of nine partners was able to incorporate the most different expertise in the development of the final products. Alongside adult educators, migration researchers and members of city administration, schools and universities also stand in the consortium. The diversity of the partners mirrors itself in the multiperspectival configuration of the curriculum. Interested parties, who are interested in using the OUT-SIDE-IN-products are hence free in the choice of their individual emphasis. The project results of OUT-SIDE-IN carry out the intended contribution to an inclusive adult education with refugees successfully and can be adapted to other occupational areas as well in the future.