The GRIT-project is an innovation project with a focus on school education that aims at reducing early school leaving. It is situated in the following 5 European countries: Belgium (Karel de Grote University College), France (IRIV Conseil), the Netherlands (University of applied sciences Rotterdam, WDKA), Portugal (ISCTE- Insituto Universitario de Lisboa), Poland (University of Warsaw)). The concept of ‘growth mindset’ is central in the project. A growth mindset is a conviction that intelligence – and more broadly talent – is not a fixed personal characteristic, but that intelligence and talent are malleable. Repeated empirical educational research has demonstrated how important students beliefs´ are in order to be successful at school. Students are often threathened by low self esteem or do not feel prompted to envision success at school for themselves. In particular the role of a growth mindset seems to be beneficial for target groups of students who are at risk of academic failure. In this project we focus at students in sensitive urban areas. Urban areas are particularly sensitive to problems which lead to academic failure. Through developing the growh mindset of students at risk we aim at fostering their success at school. Moreover, we aim to enable teachers to develop students´ growth mindsets. Even though the importance of 'growth mindset' is academically widely recognized, the practice of developing students' growth mindset is relatively new in Europe. In particular the role of teachers in developing students' growth mindset needs carefully designed programs. To do so the GRIT-project aims at designing five intellectual output. Each of them developed by another participating partners. The Netherlands IO1: A toolkit for teachers to practice growth mindset in order to develop their students' growth. Belgium IO2: A guideline (protocol) for teachers to increase students’ resilience based on a testing of the toolkit (IO1) using the ‘growth mindset approach’. Poland IO3: A hands-on training for educators to learn this pedagogical & innovative approach to enrich their professional practice. Portugal IO4: A guideline (protocol) - based on tests of the training - to teach teams of educational professionals how to implement the 'growth mindset approach'. France IO5: An e-book for different stakeholders involved in the struggle against early school leaving (ESL)– in order to explain the GRIT approach to educational professionals (micro-, meso- and macro-level) and to reflect on its potential to fight ESL. The GRIT-project started in September 2018 and ended in June 2021. The Belgium team coordinated the project, assisted by IRIV (France). The project was written and will be developed in a collaborative spirit in which the partners each represent a mutual added value for each other. The team exists of partners which all have important previous experiences upon which we want to build to successfully accomplish the project. These previous experiences consist (among others) of: growth mindset interventions, individualized learning trajectories, work in sensitive urban areas, talent development in non-academic topics, intensive in-service teacher training programs, non-formal and informal learning, structural educational reform planning,… Each intellectual output has been developed by one of the project partners. Then the outputs were tested and subsequently further amended by all project partners. Three transnational project meetings and two international training actvitites were organised to foster this collaborative process. Moreover a collaborative platform Dropbox was used to share documents, and Zoom video conferences were used to discuss among all partners in between these project meetings and training activities. This methodology aims at validating the developed approach in order to be applicable in all participating countries and abroad. The results of the GRIT-project will be disseminated in multiple ways. In each country multipliers events will take place in order to disseminate the results of the project to all targets groups (individual educational professionals, school management and teacher educators, educational policy makers and relevant stakeholders).

On a European level, the integration of migrants in their transition in the labour market of the host country has been a main priority for political debate and policy initiatives in a growing number of EU member states. A main concern for professionals in charge to support migrants is to be equipped to address the diversity approach- the profiles of the public they address is more and more diverse.Professionals with a diverse profiles (in their professional path- social workers, educators, teachers, in their status- paid staff/volunteers, in the territory they are working on- rural/urban territories…) are not well equipped to support migrants themselves also diverse (in age, gender, countries of origin, languages…) to overcome the many obstacles they are faced to in the labour market. In particular professionals need to adapt to diverse demands expressed by their public (migrants) including linguistic, social, professional support but also and above all transversal competences.The main reasons for preventing migrants from a fair and efficient inclusion in the labour market are mainly: a lack of recognition of their experience including knowledge, competence and skills. It leads to a process of deskilling highly demotivating. Most of the time, it is uneasy for them to be able to justify a relevant working experience in the host country as they work in the “black market” (undeclared) or the work they do is irrelevant with their genuine qualification. The acquisition of the host language is a main obstacle even more difficult with this lack of recognition of their previous knowledge or competence. A vicious circle is easily built –that leads to social and professional exclusion.A main aim of the DiverPass project is to support the setting up of, an access to, upskilling identifications and screening, learning offers adapted to individual learning needs, recognition of flexible modes of learning and through the validation of skills acquire through informal and non-formal learning on the basis of suggested voluntary activities to migrant learners as relevant professional experience that may open the way to a qualification through a VPL process. The DiverPass project addresses: professionals/educators with various profiles (paid staff /volunteers, in urban/rural territories, with diverse educative background) working with migrants in order to support them in identifying and acquiring key transversal competences and therefore enhance their transition into the labour market Another public gather migrants with various profiles –low & highly qualified (at least a level of education equivalent to the Baccalauréat), male/female, junior/senior (at least 18 years), all types of status- refugees, asylum seekers, economic migrants, family reunification…) to facilitate the Valuing of Prior Learning (VPL) on the basis of their work experience and skills acquired both in their native countries and in the host country.The DiverPass project aims at supporting professionals/educators to tackle the following issues: a lack of recognition of qualifications and professional competences of the migrant learners they are working with (reference: Key competences framework, EC, 2006 & 2018) ; a high diversity among migrants in terms of status (administrative diversity), education (levels of education), reasons for migrating (economic, political, family gathering, studies…) ; a high diversity as well in the skills and competences required for professionals especially as they are also diverse in terms of status (volunteers/paid staff) and qualifications (in social work, teaching & training, migration issues…) ; and a lack of relevant training and methodology to combine a formal learning- for instance to assess a linguistic level (Common European framework of reference for Language- CEFR, since 1991) with a non-formal & informal learning (based on a voluntary experience)To achieve its objectives the DiverPass project intents to design : a training for migrant learners (IO1) to better equip professionals to support migrants in their social and professional integration ; a mentoring for trainers to apply properly this training among professionals with various profiles (paid staff and volunteers)- (IO2) to meet the special issues they are faced to- answering the expectations of public with various profiles ; and a guidance for anyone working with migrants (IO3) in order to enhance a key competence approach taking into account the diversity approach with a focus on diversity and mobility , combining formal, non-formal and informal learning (Bologna process & Copenhagen process).A main innovation of the DiverPAss is to enhance a relevant competence strategy among both educators and their learners (with migrant background), combining formal/non formal/ informal learning based on a voluntary experience to be expressed in terms of competences- mainly KC2- multilingual competence and KC6- Citizenship competence.

"Early school leaving (ESL) is an obstacle to economic growth and employment. In 2012, nearly 5.5 million young people between 18 and 24 years had not finished upper secondary education and were not in education and training. On average, the unemployment rate of these early school leavers is 40.1%, compared to 23.2% overall youth unemployment in Europe. Tackling early school leaving is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. (EC, 2013). The struggle against early school leaving (ESL) has become a main priority of EU countries especially in the “Strategy Europe 2000”. It combines prevention and mediation focusing on a main goal: each youngster should be able to have all chances to build a future and therefore to succeed in life. Involving all the members of the Educative community, together with public authorities, should allow to offer alternative solutions to each youngster facing difficulty at school.In order to struggle against ESL, extra-curricular activities have been offered outside school, mainly in sensitive urban areas (suburbs, areas characterized by high level of unemployment, single parents, high level of drop outs). Children and youngsters are proposed different kinds of activities allowing them to learn a language, mathematics or any other discipline through games or social activities. The idea , in complement to school, is to give self -confidence and hope to youngsters who feel lost and abandoned by school. These activities combine different profiles of ""educators""- teachers (at chool) work in close relation with volunteers and paid professionals. Diverse pedagogical approaches, different but complementary, have been implemented. This alternative approach may re-engage youngsters who might be faced to difficulties at school to find their way back to school by testing other pedagogical methods with adults (professionals in associations or local authorities) who are not supposed to assess their work but to support them in improving the assessment they will receive at school. This ""detour strategy"" has been enhanced in educative activities offered outside school (through games, sport, cultural activities...) to bridge the gap between informal and non formal learning (outside school) and formal learning (at school). A pionner project, initiated on a European level - the SAS project , 2012-2014- focussed on Volunteering as an alternative pedagogy to re-engage youngsters who might be faced to ESL.The Schola project aims at designing :1. a tool and method for professionals -teachers at school and educators outside school- in order to support them to be able to identify and assess the skills and competences acquired and/or to be developed by youngsters through a volunteering and therefore to support their work among youngsters facing difficulties at school or already early school leavers. Inspired by the Key competences for lifelong Learning (EU, 2006), basic and transversal skills will be identified and assessed on the basis of the experience acquired by youngsters facing difficulties at school through a voluntary experience with a link with skills & competences required at school2. a mentoring for professionals will combine theoretical and practical content- a knowledge on Early school leaving (ESL) and the strategies offered to struggle against it ; an explanation of the roles played by the different educators ; a reminding of the different types of learning (formal, non-formal, informal) ; making work together on the ground different profiles of educators (teachers inside school and professionals outside school) ; a transfer of the experience acquired the first year among professionals 3. a final ebook will be published as pedagogical support for the Schola strategy to be spread among the networks built in the 5 countries gathering the feedback of the participantsThe Schola project addresses educators in the broad sense - professionals and volunteers working with youngsters facing difficulties at school or already drop outs. The project will be carried out transnationaly as the outputs of the PISA study have proved the useful impact of transnational comparison to promote and implement educative policies. The Schola gathers countries with different educative backgrounds where non formal and informal learning is differently taken into account such as France and Belgium where some efforts have been made to enhance non formal and informal learning (at least amoing adults) and Poland, Italy or Slovenia where formal learning is still the main reference for assessing learning outcomes of pupils/students."

"The Europe 2020 strategy is the EU’s agenda for growth and jobs for the current decade. That is why the key policy component of the Europe 2020 strategy is poverty reduction. By setting a poverty target, the EU put social concerns on an equal footing with economic objectives. Achieving the target to reduce the number of disadvantaged people of poverty risk and social exclusion will depend on successful implementation of other priorities of the Europe 2020 strategy, such as providing better opportunities for employment and education. Keeping in mind the framework of the Strategic partnerships of the Erasmus+ programme, the specific priorities in adult education aim to reduce disparities in learning outcomes affecting disadvantaged learners. That is why the Key Tutors project wishes to promote the development, testing and implementation of innovative practices in the field of adult education: to develop basic and transversal skills among adult learners from disadvantaged backgrounds.6 partners from 5 countries (France, Spain, Lithuania, Finland and Poland), with actors in the field of adult education, working with learners far away from training and / or employment, worked collectively during two years.The Key Tutors project addressed two main publics, while taking into account the diversity of professional profiles and context of the partners and the tradition of adult education in their different countries.1. ""Direct"" Target public: Tutors (trainers & professional educators) working with learners away from training and / or employment on a temporary or permanent basis in associations, local authorities and small and medium-sized enterprises (SMEs) 2. ""Indirect"" target publics: Learners who are temporarily or permanently removed from employment or training, employed or not ...The Key tutors project has thus trained European trainers and tutors to evaluate and improve the key competences that are essential for the professional and social integration of their adult learners. The project reached nearly 120 trainers and tutors: social workers, socio-cultural animators, psychologists, trainers, etc .; and more than 300 learners encountering difficulties in accessing training and employment: employees and job-seekers from the field of socio-educational activities, migrants, home-care professionals, vulnerable families in rural areas, unemployed young adultsThe Key Tutors project was based on learning-in-action for tutors who are responsible for designing, testing and validating tools, teaching methods and practices to assess the key competencies of adult learners and thus promote the acquisition of these key competences. The project included national and transnational activities.The national activities consisted of 3 ""learning in action"" - sessions organized in each country for at least 10 tutors and 2 phases of experimentation with adult learners with particular difficulties of access to employment or training.At a transnational level, 2 European seminars (transnational training sessions) organized in Finland and Poland have made it possible to work on the results of the experimentation and to validate the tools.Three European meetings in France, Lithuania and Spain enabled good management and exchanges between the partners.These activities resulted in the development of an educational tool and approach for tutors working with learners away from employment and training to promote the key competency approach.Indeed, thanks to the project Key Tutors, tutors and trainers have at their disposal:- A tool & process for identifying and assessing key skills of learners away from employment or training. Each partner has experienced a combination of a basic key competence / cross-cutting or complex key competence (Eight Key European Framework Competencies published by the European Commission and the European Parliament, Brussels, 2006) chosen according to their field of activity.- A methodological guide to support learners far from employment or training in their return to the job market, taking into account their profiles (education / status) and their professional environments (private, public, non-professional, lucrative or associative ...)."

"<< Background >>""Europe offers tremendous opportunities to anyone wishing to move in order to get ahead. Yet Europeans are remarkably static."" EMoCC’s starting point can be summarized within this observation made by the EC (https://ec.europa.eu/eures/public/job-mobility) and by the subsequent question: WHY is European mobility so low despite of the huge efforts carried out by EC to promote it, and WHAT can be done to support it?The benefit of a greater force mobility, both occupational than geographical, does not need to be explained, believed that it contributes to economic and social progress, a higher level of employment, and to balanced and sustainable development; moreover, it enables smoother and efficient adaptations to labour market changes and can be a catalyst for both a closer political integration in the EU and the social inclusion of disadvantaged individuals. Job mobility is clearly a complex topic, involving major crucial issues such as unemployment, labour shortages and skills-mismatches. EMoCC doesn’t claim to give a solution to such large problems, but to start a reflection on some of the key factors that may contribute to their solution.EMoCC's applicant strongly believe that one of the underlying reasons is to be found in the still insufficient and/or vague knowledge of mobility related topics amongst European professionals providing job advisory and career counseling. Even before, generic training provision in career counseling itself is extremely diversified among Member States and often accessible only at tertiary level education. Moreover, within many context, job guidance services are often informally delivered by operators who never went trough training in career counseling. Yet, competent career counselors are deemed to be precious allies of individuals struggling in their professional paths and choice processes. On the other side, job is not only for earning money but is also a carrier (“career”) for personal development and individual reasons inspiring or hindering professional mobility have to be adequately investigated and addressed by supporting counselors to make the most of their guidance.<< Objectives >>EMoCC project combines the two sides of the medal (counselors and clients) by addressing three specific objectives.The first one, to provide a thorough understanding of individual factors that may prevent or obstacle individual mobility choices. The second one, to provide basic training in career counseling to a variety of professionals who, within ""dispersed delivery networks"" and often without specific training, provide guidance services to individuals with a mobility and / or migratory background or who are wondering whether to move to another country.The third one, to provide specific training on mobility related topics to trained and expert career counselors.<< Implementation >>Three main activities will be carried out by the EMoCC project.1. A qualitative and quantitative study on individual skills and attitudes towards mobility will be conducted in 4 Member States to better understand the WHYs behind individual mobility choices, successes and failures. In particular, these aspects will be enquired through one Work Mobility Skills and Attitude Scale questionnaire (administered to altogether 1920 individuals) and one Attitude Toward Moving qualitative research (consisting of 160 interviews and 16 focus groups)2. A Massive Open Online Course (MOOC) in career counseling for job mobility, for all those professionals providing counseling services within mobility contexts without having gone through previous training. It will include a Toolkit and provide a 30-hour training course to be tested on 120 professionals altogether before being released as OER in its final version.3. A Massive Open Online Course (MOOC) in mobility for all those trained and/or competent guidance experts who want to become more competent also in mobility-related topics. It will include a Toolkit and provide a 30-hour training course to be tested on 120 professionals altogether before being released as OER in its final version.<< Results >>The first project result will be a REPORT on the qualitative study carried out on JOB MOBILITY PERSONAL SKILLS AND ATTITUDES. To fullfil training need of career counselors working on mobility issues with their final client, it's first of all necessary to have knowledge and understanding of which and to which extent personal skills and attitudes may prevent or impact on mobility choices. The outcomes of the research will be embedded in the subsequent MOOCs trainings.The second project result will be a MOOC providing ADEQUATE TRAINING IN CAREER COUNSELING for all those professional who within ""dispersed delivery networks"" provide career guidance even though they never went through a formal training (called within the project Career Counseling Providers, CCPs). At the end of it trainees will have gained fundamental knowledge on main theories and methodologies to carry out a quality career counseling.The third project result will be a MOOC providing SPECIFIC TRAINING ON JOB MOBILITY for Career Counseling Experts (called within the project Career Counseling Experts, CCEs). At the end of it trainees will have gained fundamental knowledge on the main topics to address and most relevant tools and services to promote and support mobility choices within career counseling services."