"The UN Convention on the Rights of Persons with Disabilities has clearly stated that inclusion should also apply in adult education: people with a disability should be able to participate in adult education in the same way as all other people. The project ""All inclusive - adult education and inclusion: new cooperative approaches ALL IN"" creates innovative products that are intended to support adult educators, to implement adult education in a practical and needs-based manner. To achieve this, five of the nine partners are implementing model inclusion with the help of an inclusion advisory board on site. These advisory boards are made up of people with disabilities and experts in the field of disability aid. Course offers are developed, implemented and evaluated together. After the start-up phase of ALL IN, courses are implemented in the model locations until the end of the three-year project period. This is summarized as a result in the brochure ""Transfer Model Inclusion"". In addition, these results are transferred and further developed by other institutions applying the recommendations. The brochure is intended to stimulate and motivate people to realize inclusion themselves and provides specific instructions, help and tips for their own further education and learning. In addition, it goes into the special features of the target group ""People with Disabilities"" as well as the special management and organizational aspects in adult education (in particular financing, marketing, networking and cooperation, didactics, mobility, offer development etc.).In order for inclusion to succeed, it must first be determined where the special needs of the target group lie, which special local structures, providers and offers already exist in this sector. To this end, the project is developing a special analysis tool to collect the relevant data. Another - central - result of the project are learning materials for the non-formal education of adult educators, in which the results of the model implementation in the project are presented. In addition, there is a guideline for management for adult education institutions and a policy paper, since inclusion is in many ways not only an organizational but also a political topic, for example with regard to the legal framework or financial support.Inclusion is implemented in some adult education institutions (e.g. in the German adult education centers in Bamberg, Stuttgart or, to some extent, in Cologne). There are also guidelines and concepts for making educational facilities for adult education accessible. The main goal of ALL IN is to realize inclusion together over a longer period of time, cooperatively with people with disabilities and experts from the field of disability aid on the spot, to create further education material for adult educators and to disseminate the knowledge from it in a European context. Crossing sectoral borders and networking between disability aid and adult education is an innovative step in many regions.The project initially targets the group of people with disabilities, i.e. H. all those who are prevented from attending courses at adult education centers, training institutions, academies etc. due to physical or mental, intellectual impairments. This means that e.g. courses can be attended by visually, hearing or mobility impaired (e.g. by using appropriate aids or interpreters), or that courses are designed in such a way that they can be used equally by everyone (e.g. in the area of creativity), or that courses are developed especially aimed at people with disabilities (e.g. in basic education). Target group-specific educational work and program development is a necessary common working method in adult education, even if inclusion is specified.Adult education is a public task and should therefore be accessible to all groups. In this sense, the project serves the overarching goal of social participation and basically includes all people who have difficulties in attending courses due to different barriers. This also affects people on the margins of society, the poor, single parents, migrants and refugees with no language skills, etc. This initiative also takes this into account. The project - and hence the acronym ALL IN - is intended to contribute to bringing this ideal of non-discriminatory adult education closer: everyone should be included."

The project partners, the Katholische Erwachsenenbildung im Lande Niedersachsen e.V. (KEB) from Hannover, Pro Educatione from Transylvania and Fundacja na Rzecz Studiów Europejskich (FEPS) from Wroclaw, have been engaging questions regarding working migration for a long time. This concerns theoretical aspects of the phenomenon as well as the institutions practical work in adult education through language courses, intercultural trainings and vocational training. The project partners realized, that in the last years, debates surrounding work migration have focused heavily on the structural dimension of the phenomenon. Through such a scope, the personal experiences of working migrants are systematically excluded. Consequently, questions of import go unanswered. E.g.: How do working migrants perceive their situation? Which requirements do they see as necessary to foster their successful social inclusion? Through the project „Narratives of Working Migration as Tools for the Assessment of Education Demands“, the project partners will engage these questions. They agree, that working migration requires an overall European approach in education which aims at social inclusion. The project comprises of two stages: In the first phase of the project, narrative-biographic interviews are to be conducted with working migrants in Germany, Poland and Romania. Interview partners shall include persons planning to move abroad for work, as well as persons already working in other countries and people who have returned to their countries of origin after working abroad. The interviews aim at assessing educational requirements for working migrants. The findings of this survey shall be published as part of a study which will be made available to the public. This study will, in the second phase of the project, serve as the basis for a curriculum which adresses the educational requirements identified through the analysis of the Interviews. This curriculum, which will presumably be comprised of components addressing language skills, legal, political as well as cultural aspects, will be taught by the projects partners, constantly improved and accompanied by comprehensive teaching and learning materials. The central intellectual output of the project is the curriculum with the accompanying learning and teaching materials. This output enables all institutions for adult education in Europe to engage working with the socially disadvantaged group of working migrants. Thus, a wide range of barriers hindering participation can be dismantled and social inclusion can be fostered. Besides this practical approach towards working migration, the project will also engage the political aspect of the issue through a multiplier event. Together with members of the European Parliament Committee on Culture and Education and the EP Committee on Employment and Social Affairs, the European dimension of working migration shall be discussed. Furthermore, it shall be determined which European education strategies are promising for working migrants. Through this event, the project seeks to inform the policies of the European Parliament and to sustainably impact institutions of adult education. By way of a project homepage, providing the findings and materials created through the project, a long term contact shall be established and maintained with interested institutions in the field of education. These institutions will be asked to share their experiences with the curriculum and to contribute to a best-practice-compilation, as well as the continuing improvement of the teaching and learning materials. Through this, the notion of working migration as task for an overall European education practice shall be consolidated. This shall contribute to an empowerment of working migrants, which enables them to actively participate in the society they work in.

In the EDREF-project, overall 9 partners exchanged about the question, which concepts, methods and approaches are offered especially successful and expedient in pedagogical work with refugees in the different institutions. We have learned exciting concepts and approaches and we have recognized, how important the professional exchange – also transnational – is. The core of this project of good exchange have been three project meetings in Munich, Vienna and Stockholm. When planning the project, we were very much concerned to integrate local cooperation partners, volunteers and refugees, because who else could tell better what is needed?As a result, the participating institutions implemented the newly acquired knowledge into their work at home. Here are some examples for the implementation:-Münchner Bildungswerk has been planning and developing the project „Schatzfinder“. This project is designed as follow-up to German language courses and it is organized as guided equal educational offer for the participants. Methodological approach is the concept of study circles – a method, the Swedish partners presented to us.The concept of „Elternchat“, which is carried out successfully in Katholisches Bildungswerk Vorarlberg , will be part of a further training with the project partners from Sweden. In exchange the Swedish partners will offer a further training for the methods of study circles.-During the project period KBW Vorarlberg (Hans Rapp as the chairman of the ARGE Vorarlberg Erwachsenenbildung) organized an excursion of the heads of Vorarlberg´s adult educators to Sweden to study organization, methods and impacts of the study circles in Sweden. The excursion will take place from October 25th to 27th 2017.-KEB RLP is looking for a way to establish study circles especially in basic adult education. They have brought that on the agenda of a conference of adult education leaders in November 2017 with the focus how to find ways to integrate that in the adult education system in Rhineland-Palatinate.Furthermore, we have defined keywords, which for us are especially important when working pedagogically with refugees.-Regarding people with flight background: keywords for us are: simplicity, ease of access, closeness to daily life, resource orientation.-Regarding educators/facilitators etc.: keywords for us are: resource orientation, diversity approach, suitable framework conditionsAs we think that, many of our member institutions have developed offers, which follow these key words, we are inviting them to share these offers with others.More information you will find at the project website at www.edref.eu.Project partners:German institutions:KEB Deutschland, KEB Rheinland-Pfalz, Münchner BildungswerkAustrian institutions:Forum Kath. Erwachsenenbildung, Kath. Bildungswerk Eisenstadt, Kath. Bildungswerk VorarlbergSwedish institutions:Studieförbunden, Folkuniversitetet, Studieförbundet BildaThe project was coordinated by KEB Deutschland.Please contact us for more information: keb@keb-deutschland.de The project website at www.edref.eu will at least be opened until the end of October 2018. Then we will decide upon the further procedure. The texts that were published on the website (meeting reports, questionnaires, keywords) will in any case be accessible after this period through the coordinator of the project.

The content of the project was parents' education as an education partnership according to pedagogics of M.M.Schörl . (1912-1991)Schörl pedagogics was further developed in the area of Goslar and Hannover and has been existing there since then and almost forgotten in Austria, specially her partnerhood between parents an nursery school teachers. As present results of brain research are confirming Schörl's pedagogics the specialist department BEF has started with experience exchange.With this project currently experience of project partners were exchanged, whereas with Montessori COOP Bozen an institution of this pedagogics could be involved in order to compare Schörl`s approach.During the exchange meeting in Hannover a workshop was organised with the brain research specialist Nicole Strüber about conditioning of the infantile brain by parents and a module of the Schörl certificate training course was presented. Also a sitting in classes program at nursery schools/Schörl kitas using Schörl pedagogics wasperformed. The program concentrated on the exchange of educators and parents: mutual strengthening during the sometimes difficult everyday life of educators is important for developing social and emotional capabilities of children. Mutual accusations and finger pointing should be avoided. The child and its parents with their requirements and abilities take the center stage. This intermediary task is essential for educators at nursery schools/kitas. Nicole Wilke and Kerstin Zühlke, who had developed the certificate training course according to Schörl pedagogics together with Alexandra Jürgens-Schaefer, and who performed it as well, gave insight into parents`work according to Schörl: Schörl did not try to evaluate parents or to change them, but she directed her positive view to children also to parents. She has initiated a respectful and appreciating attitude towards parents. As a consequence participation principles and tools shall be implemented for parents in the respective institution.This is pioneering also for a social-political attitude and positioning and for the future of Europe.*„Only thinking yourself makes you clever“-instructions for parents, how they can let happen and observe the discovering and researching activity of their children. During the exchange meeting in Hannover especially in contact with parents in Schörl kitas it could be observed, how this attitude is actually filled with life and being in dialogue with parents it was shown at Montessori COOP Bozen, that their approach is a similar one. *Letting parents see, which framework conditions are required so that children can develop creativity. For example using unstructured material like clay. Natural materials like leaves, twigs etc. The exchange meetings in Hannover and Bozen have shown „real life“ and the interaction between educators and parents. *Role plays as a method of solving conflicts and interacting and processing of burdensome life situations of the child.Parents, who have recognized the value of role play let their children have role plays also at home, and they recognize, that adult places (for example the living room, the kitchen etc.) are also appropriate for children and not necessariliy childrens`places (nursery room, play room) *Producing of a parents manual:The parents`manual was produced as a brochure in three copies for the languages German, Italian, English and shall be published until the end of the year 2018 also in the languages Russian, Turkish, Farsi and Arabian. *The special department BEF could organise and perform a workshop based on contacts with adult education within the framework of the International Pedagigical Work Conference 2018. Especially in that field creativity and education partnernship were emphasized. When starting the project it could not yet be expected to be invited to the specialists´ conference. The invitation was sent out due to Schörl pedagogics activity of the special department within Erasmus+project. *Brigitte Hutterer, leader of the nursery school at Pernersdorfer Platz in St. Pölten, which is consisting of several groups, attended the exhange meeting in Hannover as a specialist and she has now started a Schörl pedagogics project in her own nursery school, which is concentrating on educational partnership. *BafEP St. Pölten has now started on its own an Erasmus project about Schörl pedagogics and sitting in courses at kitas in Hannover based on the Days- of -Schörl, the kick-off meeting of the project with the revealing of the monument and the exchange meeting in Hannover, where 8 students have taken part in. *In all 3 exchange meetings specialists of elementary pedagogics, scientists, students of elementary pedagogics and interested parents have participated. *Additonaly the special department BEF could participate at the International Montessory Workshop Emmersdorf 2017 with a Schörl exhibition. *The special department BEF shall organise Days of Schörl Pedg.

"According to the European Declaration of the Right to Literacy, published by the European Literacy Policy Network (ELINET) in 2016, nearly 55 million adults in Europe lack basic literacy skills, leading to an increased poverty risk, social exclusion and limited possibilities of civil and cultural participation, lower chances for lifelong learning and personal development.Poetry, as a cultural universal and form of communication existing in all countries and among all cultures, can be a particularly interesting means of strengthening the communicative abilities of adults learning to read and write and opening up space for individual growth.The project ""Poetry-based Approach in basic education for Adults"" (POETA) aims to contribute to the self-development and empowerment of people being ""on the way to the written word"" (as opposed to the common term ""functional illiterates""), including first- and second language learners.The approach is intended to offer a complementary or an alternative to traditional concepts of literacy and basic education, which are focused on the integration of people into economic processes and argue in a deficit-oriented manner.In cooperation with culturally diverse European partners, an innovative and holistic concept for working with poetic texts in basic education, presented in an e-book, is to be developed, explored and integrated into teacher training via MOOC. The project aims to develop various creative approaches such as •Intergenerational approaches•Digital storytelling•Music- and art-based approaches•Neuroandragogical approaches.Teachers, trainers, course leaders and planners in adult basic education will benefit from the knowledge and material created by the project. Subsequently, learners in adult basic education programs such as newcomers, elderly people, second chance school attendees and migrants are to be reached by the poetry-pedagogical approach.On a regional, national and systemic level, the project’s general aim is to make a valuable contribution to the increase in literacy, to raise public awareness of the issue and to initiate a general change in attitudes towards the needs and resources of learners. During the 31 months run of the project, the consortium will organise five transnational meetings of all partners, which will be hosted alternately in their countries and cities of location.A short-termed Learning, Teaching and Training Activity bringing all partners together serves the purpose of sharing and further developing the participating teachers’ expertise with regard to existing experience in poetry education work, in specific approaches or in working with specific target groups.At the end of the project, every partner will hold a Multiplier Event in his respective country, reaching out to relevant regional, national or international stakeholders. The main intention is the initiation of a professional discourse of this innovative concept and to disseminate it, but also to broaden this innovative approach and transfer it into good practice.We expect two high quality intellectual outputs: A MOOC for trainers and teachers and a poetry-pedagogical concept to be published in e-book for adult basic education practice, policy and research and interested professional audience. These two products will be developed in a participatory process by all partners. They contribute their existing expertise with regard to specific target groups or approaches in terms of content or creativity, but also jointly develop new expertise and competences. The project process will be designed in such a way that these multicultural, multinational, but also multidisciplinary competences will result in a participatory process that values diversity and leads to a new holistic, transcultural understanding and concept in andragogy. The e-book will be made available free of charge to all interested parties beyond the project period and contribute to the establishment of resource-oriented approaches in basic education for adults.Another decisive factor is the intention to have the English e-book / concept translated into the three native languages of the participating organisations – German, Spanish and Greek. The ambiguity of meanings, from which poetry lives like no other literary genre, can be resolved differently in the respective mother tongues.The partner consortium consists of five European organisations, whose cultural and professional diversity, specific fields of experience and methodologies open up a multi-perspectival space in which creative approaches in basic education can be introduced and jointly developed:•Katholische Erwachsenenbildung Rheinland-Pfalz, Landesarbeitsgemeinschaft e.V. (Germany, project coordinator)•das kollektiv, kritische bildungs-, beratungs- und kulturarbeit von und für migrant*innen (Austria)•European Learning Centre (Spain)•SYNTHESIS Center for Research and Education (Cyprus)•Kalamata Second Chance School (Greece)"