<< Objectives >>The E-Story project aims to experiment with a new way of measuring the effectiveness of adult education. To do this, we aim to overcome classic evaluation methodologies in favour of the implementation of a tool based on an innovative solution that aims at conversation and sharing stories with end users in order to enhance participation and involvement. The methodology and related technology is that of conversational storytelling.<< Implementation >>The implementation activities of the project include research on educational contexts in partner countries. From the results of the analysis, three conversational stories will be conceived and developed, adaptable to the reference contexts, which will then be translated into the languages ​​of the partners and into English and French for a subsequent experimentation and validation action.<< Results >>The final result is an open and multilingual platform for evaluating the effectiveness of AED pathways through 3 stories that can be used by educational organizations. The project aims to increase the use and awareness of the use of innovative digital solutions of this type, with the prospect of growth and adoption of the solution and a dematerialization of survey tools among users.

"In recent years, migration has been a topic of intense public attention in the EU. In 2015, the so-called “refugee crisis” culminated in Europe and ever since then migration flows across Europe continue, with immigrants searching for a better future in the economic prosperity and political stability of the EU. According to Eurostats (2017), the immigrants' rates in the project's partner countries were: in Portugal 3,6 per 1000 inhabitants, inCyprus 24,8 per 1000 inhabitants, in Spain 11,4 per 1000 inhabitants, in Greece 10,4 per 1000 and in Italy 5,7 per 1000 inhabitants. These European countries in proportion to their population received great numbers of refugees, and organised efforts have been made through the years to smoothly integrate them in an environment characterised by tolerance and respect, which contributes to social cohesion. Building relationships with migrant communities and minority groups through intercultural communication and dialogue, as well as empathetic, tolerant and inclusive interaction, could fight prejudice and negative cultural stereotypes that exist in today's diversified European societies and enforce efforts towards an inclusive society of 'leaving no one behind"".People often talk that learning the language of the ‘host’ country is imperative for migrants to their “new” homes, both for personal and career development as well as for a good standard of life. It is the path to understanding other ways of living, which in turn opens up the space for intercultural tolerance. Learning the language facilitates working and studying in the ‘host’ country and allows true intercultural communication. In other words, multilingualism contributes a great deal to the key European values of democracy, equality, transparency, and competitiveness(https://ec.europa.eu/commfrontoffice/publicopinion/archives/ebs/ebs_243_en.pdf).Unfortunately, with the several millions of people seeking refuge in Europe, one of the most serious challenges faced by civil society is to offer refugees the possibility to learn the language of the ‘host’ country, practice, improve their language skills and feel the confidence to use it for communication purposes, therefore minimizing the communication gap and make their inclusion in the European society easier. Therefore, in the EU context, educational systems are increasingly challenged to realign goals to prepare linguistically diverse populations. Across these dynamic educational contexts, the why, the what, and the how of language education has been approached in different ways recently, exploring variations in teaching approaches and methodologies.Contemporary theatre approaches could prove to be effective means for adult educators to teach a Second Language (SL) to people of minority groups, in a fun, motivating and stimulating way and help them overcome their insecurities of using the language of the 'host' country to communicate. The use of theatre in the teaching of foreign languages is not a new approach—it can be traced back to the 19th century (Schewe, 2007), but in modern times, contemporary, alternative and creative approaches have been generated in European and international level that gives theatre and its contribution to language learning a new dimension, with creative approaches, lending meaning to language structures by letting learners experience the language in concrete situations (Giebert, 2014).In this context, an international synergy between 6 European organizations, each one having specific expertise in theatre approaches, language teaching/learning, migrants and refugees, will be developed with the same need: the exchange of best practices on teaching SL through contemporary theatre approaches for the social inclusion of minority groups in Europe of leaving no one behind. The organisations will work together, learn from each other, share best practices, having as target groups adult educators, SL educators, trainers/mentors/professionals involved with immigrants and refugees, we propose a project having the following objectives:1. To increase the professional development of the target groups through European collaboration, non-formal and intercultural learning involving contemporary theatre approaches for teaching SL by means of 6 Short-term joint staff training events for the exchange of good practices.2. To strengthen the networking among partners and bring together the best contemporary theatre practices to facilitate teaching SL towards the social inclusion of minority groups in European societies."

<< Objectives >>The main objective of the project is to promote social inclusion and enhance people with a migrant background into their host countries' societies through their inclusion in the labour market in HORECA/Hospitality sector. The project aims to integrate people with migrant backgrounds through cooking skills and training programmes that meet our target group needs.<< Implementation >>The consortium will carry out activities in which the main aim will be fostering inclusion and diversity using the culinary arts as channel. All the content will be designed with the main objective of including people with a migrant background (with less opportunities) into the labour market, via the adult education field. Furthermore, the activities will be destined to the different target groups, to ensure both of them are effectively treated.<< Results >>The project will produce the following results:- Training modules designed for trainers, in which they will get a better view on how to work with the final beneficiaries through the training modules for learners.- Training modules designed for learners, where they will learn culinary skills, but also soft skills.- A MOOC enhancing the acquisition of learning from the project, in which an employability toolkit will be added

The extent and success of integration can be measured by the degree of parity or equality of outcomes with other members of the receiving or host community. The THRIVE project will directly address this 'parity gap' across the consortium by developing educational and innovative solutions to actively bring people and cultures closer, and help female migrants realise their true civic and social potential through education. Trust is also at the heart of the matter; social inclusion happens at the local level, there is significant value in working with local authorities and communities to cultivate a climate of mutual understanding, trust, and cooperation that THRIVE will build upon.During the second half of the twentieth century, all Western European states became countries of immigration and permanent settlement. Due to a number of circumstances; income inequalities between countries, processes of economic integration and labour market shortages in host countries - immigration will remain an important feature in these, and increasingly all, European countries until at least 2050 according to many current demographic projections.(appsso.eurostat.ec.europa.eu)The proposed model for female migrant integration in the THRIVE project is being developed and piloted in 6 very different EU Member States, 3 countries with a long history of immigration – France, Spain and Germany and 3 countries more associated with emigration for whom mass immigration is a relatively recent phenomenon – Ireland, Italy and Portugal. This will help to ensure that the processes and outputs are robust and have considerable potential transferability to other countries. The EC Action Plan (2016) on the integration of third country nationals recognises the need to harness the potential of technology, social media and the Internet at all stages of the integration process. THRIVE aims to harness the potential for learning within female migrant communities that comes with 'always on, always accessible' mobile technology platforms. However, partners are of the opinion that the project will only achieve its objectives if bespoke, online learning resources are provided. Interactive infographics are a new learning concept that provide access to learning content through QR codes that can be activated through the camera in any modern smartphone. They provide the perfect framework for developing innovative learning resources that will be appealing and accessible for migrants and third country nationals. To achieve these objectives, the THRIVE project entails three Intellectual Outputs:- Compendium of Interactive Infographic Integration Resources - to build key competences to support the Civic, Social and Economic integration of migrant women- In Service Training Programme - A comprehensive intervention to support the continuous professional development of adult education and migrant support staff- Infographic Learning MOOC - An online learning platform designed for a range of fixed and mobile devicesThe extent of integration can be measured by the degree of parity or equality of outcomes with other members of the receiving or host community. The THRIVE project will directly address this 'parity gap' across the consortium by developing educational and innovative solutions to actively bring people and cultures closer, and help female migrants realise their true civic and social potential via education.The target groups are; community staff and educators, trainers and mediators workers working in formal and informal community and adult education. Community organisations and agencies looking for new ways to integrate and engage incoming female migrants and third country nationals. female migrants and third country nationals themselves looking to integrate, assimilate, understand and claim a stake in the civic and social life of their new country. The impact of this project will be significant on a number of levels; cultural mediators, community educators and social workers will gain new tools to engage often marginalised and vulnerable female learners, organisations will be empowered to take the initiative in what is a very sensitive and politically charged area, end beneficiaries will have a better understanding of their host culture and all parties will be more have a better grasp of social and civic responsibility.

The performing arts combine some of the oldest art forms and their origins can be traced back to earlier times when literacy and language were for the few rather than the masses; when the wisdom of the wise and the rule of the powerful were transmitted by stories, morality plays and in rhyme and song. The performing arts are and always have been flexible and adaptable to the circumstances and the times we live in. Through war and peace, times of prosperity and times of poverty, the performing art have performed; providing entertainment and relief from the stresses and strains of everyday life. After all, what would life be like without the Bowie's, Baryshnikov's or the Bond's of this world. Overlooking the obvious entertainment value provided by these and many other household names they have also contributed significantly to the economy. Musicians, dancers and actors along with performers in a whole list of other art forms are key contributors to the cultural and creative industry sector, which in turn is a significant contributor to the GDP of all countries in Europe. Leaving aside the financial factors, in a time of cultural diversity in Europe, traditional art forms are of ever increasing importance as vehicles for expressing one's cultural identity and underpinning that identity moving forward.Part-time work, short-term contracts and self-employment have long been a characteristic of the performing arts sector, and they are becoming even more pronounced. For performing artists, it may well be the case that, references to ‘self-employment’ or ‘part-time employment’ are euphemisms for periods of unemployment. In many countries, there are strong political and social forces in favour of protecting traditional culture, as well as an ethos of public support for the arts. However, these are curbed, to some extent, by financial pressures and are also being crowded out by the interest in audiovisual technology as a source of employment.STARDUST partners are of the opinion that building business acumen within the performing arts sector is both a worthwhile and timely intervention. The range of opportunities now open to performing artists to build sustainable careers in their chosen artistic discipline has been profoundly increased by the technological developments of recent years. There are now national and international markets open to almost every individual artist on a scale that has only previously available to a very small, select few. There is however a note of caution that must be taken into consideration as although performing artists are generally considered as a group, within the performing arts sector there are different sub-sets that will have different needs and different potential opportunities to exploit. In response to this the STARDUST consortium are proposing the development of a bespoke, multi faceted entrepreneurship training curriculum that will have specific modules tailored to the needs of 3 distinct groups, namely; Musicians; Dancers; Actors. The modules that will be tailored to suit the needs and address the opportunities for each of these sub-sets of the performing arts sector will be accompanied by a full set of relevant, more business acumen focused curriculum modules.The Performing Arts Entrepreneurship curriculum to be developed will include 8 core modules based on the most appropriate competences to be selected from the EntreComp Framework and 4 elective modules for each artistic discipline. Partners will also develop an in-service training programme for VET professionals interested in supporting the business development of performing artists. During the project life-cycle it is estimated that 6 VET tutors in each partner country will complete the in-service training while a minimum of 12 performing artists will complete the bespoke curriculum in each partner country. At the project close a Final Conference will be held in Spain when all project outputs will be presented along with audio-visual testimonials of the performing artists who participated in the project.