<< Objectives >>Peer4Inclusion advocates for the design of a methodology and a course based on Peer Mentoring, whose objective is to train migrants (economical and humanitarian) and refugees already integrated in the host societies as Peer Mentors who will guide and support the process of social and labour inclusion of other migrants that are in the integration phase. Existing migrant communities have experienced the transition in the host society and are well placed to guide newcomers through it.<< Implementation >>Planification. It has included the joint design of its objectives, expected results and timing.Preparation. It includes all the activities necessary for the correct implementation of the project Implementation It has been designed to lead to the development of the main resultsEvaluation. It includes a set of activities aimed at supporting partners monitoring that the planned objectives are achievedDissemination. It includes the main project achievement promotion activities<< Results >>The main product will be the Peer4Inclusion Training Toolkit. Based on a methodological framework for the application of Peer Mentoring models in Adult Training, this toolkit includes OERs resources for training the future Peer4inclusion Mentors, so that will incorporate training for Peer mentors to be trained on key concepts to understand and improve key competencies to become Peer Mentors, and to become familiar with the tools they will use in the practice of Peer mentoring.

"Although nearly half of the migrants are women and according to GlobalStat approx. 65% of them are between 20 and 54 and willing to work, there is a much bigger emphasis put on the issues of migrant men. Migrant women demand special integration services: they are more vulnerable as their problems are aggravated by particular issues, and their situation is worsened by problems women are facing in general. In addition, the current economy decline as a result of Covid19 makes it extremely important for professional to acquire competencies that are relevant to dealing with migrant women.Searching for labour market integration tool we found, that- there is a great need for such services among professionals as there is a demand for it among their clients- there is no available toolkit that educators can learn and use to effectively help migrant women to integrate into the labour market- lack of knowledge on complementary services also hinders the helping processThe GENERAL OBJECTIVE of the project is to contribute to the achievement of the ""Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion"" priority of the Europe 2020 Strategy.1. The EU and national level SPECIFIC OBJECTIVE is to contribute to the quality development of the widely and free available, innovative competence development practises in the field of labour market integration of migrant women.2. The specific objective on the organizational level is to improve the quality and the offer of specific services provided for educators and migrant women and to use new approaches to address these target groups.3. At the level of participants, the specific objective is to expand and develop the competence of trainers who are / want to be active in the field of labour market integration of migrant women.INDIRECTLY, we aim at widening the international network and management experience of the involved organizations and to contribute to the labour market inclusion of migrant women.To support management activities FIVE 2-day TRANSNATIONAL PROJECT MEETINGS will be organized.IO1 - DATABASE of services available for migrant women in the partner countriesIO2 - Development and testing of integrated cultural and linguistic integration toolkitIO3 - Development and testing of a LAbour MArket Integration ToolkitA 3-day joint staff meeting will be organized for the partners' staff to gain insight in and practise the use of the developed tools2 multiplier events will be organized in each country.Strong focus will be given to dissemination and exploitation of project results.The DIRECT TARGET GROUP of this project are educators be it a consultant, coach, social service provider, volunteer etc. who are helping migrant women's integration. Migrant women as adult learners willing to get a job and to develop their labour market competencies form the INDIRECT TARGET GROUP.1. Educators who will participate at LTTA and will do the testing. (8 people)2. Educators to join the multiplier events (120-240 people)3. Migrant women (at least 200 women)The project will have an impact in each local area, country and on EU level. There will be more innovative competence development practises in the field of labour market integration of migrant women free available.The quality and the offer of specific services provided for educators and migrant women will be improved: a training program for trainers and 3 new tools will be introduced in helping migrant women's integration.New professional cooperation, personal contacts will be made among the partners and their staff who haven’t worked together before.The competence of trainers who are / want to be active in the field of labour market integration of migrant women will be expanded and developed : they will be able to use 3 new tools and will have a better insight in migrant women's needs and characteristics.Migrant women's labour market integration skills and key competences will be developed as well.As an impact on the long run - a wider international network will be created through disseminating the IOs all over Europe, and through getting in contact with developers of good practises (IO2)- new management tools will be seen through our project activities and adoptable ones will be built into the operation of the partner organizations' operation - during the integration of the new tools theThrough dissemination activities we also support the emergence of an inclusive and supportive social environment, besides we also bring professionals’ and other stakeholders’ attention to the problem.With this project we will have a direct positive effect on integration: we help migrant women to get a job, to earn money, to be able to provide their families, their children and to socially integrate. By the labour market integration of migrant women, the attitude of the majority of society can be formed as well."

According to official numbers based on Eurostat, the European Union saw a record of 1,2 Million asylum seekers in 2015. This unprecedented number of people - many of them will be officially acknowledged as refugees and gain unrestricted residence permits - poses an exceptional challenge in terms of integrative measures to be taken in different policy areas, predominantly in education, labour market access, health issues, and family reunion. Moreover, providing sufficient and adequate housing is not only a must to accommodate refugees, their families, and additional EU movers, but needs to be done right to prevent ghettos and exclusion on the one hand, and to grasp opportunities on the other. Unlike school or the workplace, peoples` places of residence as such are undeniably the site where integration and learning from each other happens, 24 hours a day. Issues of providing inclusive housing in the context of migration, which means a certain percentage of the flats in (newly built) residential complexes and areas should be (built for and) inhabited by newcomers, have been widely discussed in recent years in the participating countries and many exceptional examples have already been realized taking into account the needs and interests of their (future) inhabitants, which means they are implemented following a participative approach involving people right from the beginning of the planning process and when living together finally.The notion of inclusive neighbourhoods being intercultural learning environments is multifaceted and needs to be explored and charted to subsequently being able to describe, develop, and mainstream sustainable learning opportunities.The main purpose of the project proposed therefore was to involve relevant stakeholders (residents with or without migrational background, adult educators, social and community workers, architects, city planers, city council representatives) to exchange know-how and experiences on inclusive approaches in building and/or providing inclusive neighbourhoods and identify and discuss criteria that make a residential area a place for facilitating successful intercultural learning.The project evolved around a series of 5 transnational workshops with altogether more than 100 participants from the target groups mentioned. At the beginning criteria for quality of inclusive neighbourhoods were discussed and defined. Based on these,14 examples of good practice were described accordingly. Results were made available over the project website (inclood.org), social media (Facebook and Instagram), and the final documentation, which is available at the website in English, Italian, German and Swedish in the form of a PDF document. Diverse dissemination activities garanteed a wide impact of INCLOOD`s activites and results.The project specifically aimed at:- exchanging know-how and experiences on participative approaches in creating inclusive neighbourhoods- identifying and discussing criteria for inclusive neighbourhoods to be places for successful intercultural learning- collecting examples of good practices for inclusive neighbourhoods being successful places of intercultural learning- discussing and recommending innovative learning opportunities in the context of inclusive neighbourhoodsPartners involved:inspire - Verein für Bildung und Management, Austria, www.inspire-thinking.atSpeha Fresia Società Cooperativa, Italy, http://www.speha-fresia.eu/enFolkuniversitetet Uppsala, Sweden, http://www.folkuniversitetet.se/uppsalaSoziallabel, Germany, http://soziallabel.de/SVEB, Switzerland, https://alice.ch/en/The geographical range (Sweden, Germany, Austria, Italy as partners, and Switzerland as associated partner) of the partners involved was essential for a successful project delivery and can be considered most relevant under the context chosen (refugee and asylum situation in Europe, housing situation of refugees and asylum seekers). Results are very likely to serve as a model for other European countries in successfully encountering the question of creating inclusive neighbourhoods. The project information and reports will be available on organisational and the project websites as well as our social media channels over the lifetime of the project, giving the opportunity to other multipliers to take inspirations from our common experience and potential outputs.

<< Background >>The prevalence of Autism Spectrum Disorder (ASD) has continued to increase by 200% over the last 20 years. According to ASDEU (2018), the European Parliament project on ASD, one in 89 children is diagnosed with ASD in the European Union. Care and dialogue for ASD is consequently moving consistently higher in the social agenda. For the professionals that work most often with people with ASD, there is a need for their training to match pace with this emerging and future need of our society. One of the relevant key groups of professionals, are healthcare workers, as they can be the ones to interact early in their lives and frequently with ASD individuals, as they are 50 times more likely to visit a healthcare professional and 4 times more likely to end up in the emergency room (CDC). However, research suggests (Austriaco et al., 2019) that the perceived general knowledge of ASD is low for healthcare professionals and VET students. The unique characteristics of the ASD population pose a unique challenge for healthcare professionals to manage. The exposure to a new environment a person with ASD must face during a consultation, the lack of verbal communication and the repetitive behaviors can become barriers to medical diagnosis and management during the visit. Lack of skills and relevant training for the healthcare professionals can lead to late diagnosis and intervention, poor management of ASD patients in need of healthcare services, and, thus, a low quality service provision by healthcare professionals.However, currently there is no VET specialization for healthcare professionals on autism. Some online courses are offered for healthcare professionals, but they are either introductory and information sessions or available only in EN and paid courses. Moreover, there are very few resources on how to treat ASD adults, in comparison to ASD children. The close links of healthcare provision to ASD individuals, involves not only the patients and the healthcare professionals, but also most commonly ASD patients’ families and/or communities, healthcare facilities and staff, and other social services. This in turn adds a challenge on how not only curricula need to be updated and professionals upskilled, but also how the way VET is practiced in such a setting may require a more collaborative and connected stakeholders approach.<< Objectives >>The project aims at providing healthcare professionals (nursing & midwifery professionals- ESCO 2221 & 2222) with a new, innovative and accessible learning opportunity on ASD. More specifically, the project’s objectives are:- to support innovation in VET by offering a new specialization in ASD- to upskill healthcare professionals on ASD - to raise awareness on the importance of ASD training for healthcare professionals - to respond to the increasing need for ASD specialized healthcare professionals<< Implementation >>The project is going to implement the following activities: - Desk research on skills’ gap of healthcare professionals on ASD- Field research with interviews with professionals & interviews with families and individuals with ASD per country - Collection of cases for treating ASD patients- Mapping and identification of the specific learning needs of healthcare professionals on the topic of ASD- Mapping & inventory of existing curricula on ASD for healthcare professionals - Creation of the curriculum outline, teaching methodologies and curriculum plans- Development of the educational material and interactive training resources for trainers - Profile definition of learners - Organization of a short joint staff training - Creation of the piloting methodological framework - Networking and identification of participants for the pilot implementation with the participation of ASD individuals - Reporting on the pilot implementation - Collection of the experiences from project implementation and development of a step-by-step roadmap on how VET institutions can adopt the project methodology and results in their organization<< Results >>The project results of the project are described in detail in the next parts of the application. In summary the following project results are foreseen for the project: R1: Curriculum for healthcare professionalsR2: Trainer toolkit for VET trainersLTTA: Joint staff training on how to deliver the training sessions for healthcare professionalsR3: Training sessions for healthcare professionalsR4: Roadmap on how to implement ASD training in VETApart from the above mentioned, the project will also have results relating to dissemination: - 1 Dissemination & Exploitation Strategy and Toolkit, with an outline for the approach, the public identity, the target groups and channels of the project. - Moreover, a website of the project will be prepared and the project flyers, publication templates, press release templates etc.Lastly, at the end of the project it is expected that the project will have the following outcomes: - Enhanced capacity of healthcare professionals on how to manage & diagnose ASD individuals in their practice- Better accessibility to high quality healthcare services for ASD individuals and their families- Better understanding of the skills’ gap of healthcare professionals

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.