"The aim of in.education was to increase the educational participation of people with a disadvantaged educational background through developing and testing three different strategies. Three curricula were developed and tested with the participants.“IO 1 – The sensibilisation and education offer for persons close to educationally disadvantaged people”: The socioeconomic environment has an influence on the educational pathways of individuals, including on whether educationally disadvantaged people can be reached at all through traditional educational methods. An innovative outreach concept was therefore developed as part of the project. Members of exemplary social environments of the target group were identified and then participated in awareness raising and education offers. These were intended to activate the participants as new multipliers. They should then inform educationally disadvantaged people from their social environments about educational offers and formats and motivate them to participate. Addressed as new multipliers were individuals with a migration background, workers’ councils, volunteers in organisations or churches or councillors of e.g. long-term unemployed people with no specific knowledge of educational disadvantages. As implementing modes, workshops were tested in different designs or modern forms such as webinars. The experiences and results were summarised in a manual: ""Workshops for New Multipliers. Experimental and Experimental Investigations in Europe"". The entire outreach process was evaluated and published: ""New Strategies to Involve Educationally Disadvantaged People in Adult Education Activities"".“IO 2- Curriculum for the collection and validation of informally acquired educational competencies”: In this part of the project, the team focused on the individual level. It developed educational offers for educationally disadvantaged people with basic education problems. In these offers, the collection, description and validation of informally acquired competences was strictly implemented. Through this genuine resource-oriented approach, it was demonstrated that consistent empowerment directly causes educational participation. Approximately 70% of the participants in the educational offers developed in the project subsequently attended other educational programmes, reaching from the completion of compulsory education to the attendance of language or basic training courses to labour market-related educational programmes. Participants were: Single mothers of different ethnic origins and ages, physically and mentally disabled persons, individuals with no specific language skills in the education language of the respective country, young adults from structurally weak emigration regions largely without perspectives, etc. 44% of all participants were motivated to participate in these programmes through the sensibilised new multipliers of IO 1. Experiences and results were published in Manual 2: ""New Strategies to Involve Educationally Disadvantaged People in Adult Education Activities"". The evaluation was made available in the publication: ""(Re)engagement of disadvantaged learners with education through validating informally or non-formally acquired competences"".“IO 3- Trainings for adult education providers to increase their implementation skills as regards less educated people”: The core questions of the intellectual part of this project part was: Which competencies must an organisation develop in order to ensure the successful participation and quality of results for educationally disadvantaged people? Starting from the conditions of the implementation of the programmes in IO 1 and IO 2 and the results of a project-based background study (interviews with education managers in the UK, Ireland and Austria), trainings for employees of adult education institutions were developed and implemented. The content ranged from questions regarding the selection and inclusion processes, diversity-led interactions in the classroom, validation of competencies, recognition of deficits to aspects such as group composition and to questions of educating education staff. Country models, recommendations and conclusions are available in manual 3: ""Training for providers of adult education to increase their competence in the performance of offers, in which educationally disadvantaged people participate. Results and reflections"".The background study with the title ""Necessary prerequisites at the organisational level for (re) engaging disadvantaged learners in education."" was also published.The products contain information on the process, the content and the methodology. Recommendations were formulated and conclusions drawn and they provide insights into the accompanying scientific process. They are available for download on the websites of the partners, e.g. on www.isop.at/in.education."