For some years now, Europe has been facing a massive flow of migrants with many of them coming from countries where Sustainable Development is anything but a well-known or implemented concept. Migrants often have various difficulties with their integration. They frequently do not face only social exclusion because of lack of language skills, but also cultural and economic downfalls. IN-Life wants to contribute to facilitate integration by providing language teaching/learning resources on Sustainable Development to people working with this target group and migrants themselves. The starting point to develop IN-Life teaching/learning resources on Sustainable Development and how to implement them in language teaching was twofold. On one hand, the project partnership representing adult education, integration measures and education for sustainable development, carried out a survey on the current education policy and progress of development of Education for Sustainable Development (ESD) in the context of education measures for migrant learners in four participating countries: Germany, Italy, France and Scotland. The survey included both desktop and field research on the current state of Education for Sustainable Development in the context of language provision and integration measures for migrant learners as well as on the awareness of the subject Sustainable Development among teachers and trainers working mostly in adult education and learners with migration backgrounds. The main tool used for conducting the survey was an interview questionnaire. The aim of the interviews was to set up the list of the most relevant topics of Sustainable Development. The results of the interviews gave a fruitful impulse for the development and expansion of the ideas, tools, exercises, group activities of education for Sustainable Development in the context of language provision for learners. On the other hand, the five priority action areas to advance the ESD agenda set up in the GAP – Global Action Programme and the 17 UNESCO Sustainable Development Goals are the foundation for the development of the teaching/learning resources as well as the Guidelines, with special focus on the Global Priority Action Areas. IN-Life mainly targets the following groups: •Stakeholders, leaders, policy makers and those responsible for development and implementation of integration measures, as well as education for Sustainable Development•Adult education providers, teachers and trainers, all working with migrant learners•Migrant learners, who can benefit from the new knowledge and skills gained on Sustainable Development. IN-Life develops and offers an integrated concept of language teaching with elements of Sustainable Development for the specific target group of migrant learners in the European Union and the project prepares adult education institutions to work with this target group on SD.IN-Life also intends to enhance the key competences of migrants and asylum seekers and, therefore, facilitates and promotes integration. So far this specific target group has been left out of measures for Education for Sustainable Development (ESD) in adult education. IN-Life addresses competences like communication in foreign languages, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, as well as cultural awareness and expression. The developed resources are available online and a learning platform http://in-life.eu/home/ contains the teaching and learning resources and interactive content which in turn avoids printing costs and ensures waste prevention.IN-Life delivers a valuable contribution to inclusive education and training of all citizens in Europe with making available the learning and teaching materials in German, English, French and Italian (the most common mother tongues in Europe). With its contribution to ESD, IN-Life encourages the development of a smart, sustainable and inclusive society by giving migrant adult learners the chance to acquire basic and transferable skills for Sustainable Development (SD), gaining knowledge and experience in ESD, receiving a high-quality qualification and enhancing beneficiaries’ chances on the labour market. Through that educational, social and economic disparities are reduced in a sustainable way. As a side-effect, IN-Life also strengthens the capacity of education for Sustainable Development by raising awareness and enhancing the knowledge of Adult Education institutions for intercultural dialogue, diversity and Sustainable Development.

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Population ageing is one of the most significant demographic and social trends of the 21st century, affecting nearly all the countries in the world. Increasing life expectancy is indeed a remarkable achievement of development and health care. However, it also poses obvious challenges. Older people are coming to represent a proportionately larger share of the total population, presenting social, economic and cultural challenges to individuals, families, public welfare systems and societies. The Age on stage project aims at using theatre arts, as a tool to combat social exclusion and isolation as well as stimulating active citizen participation among elderly people and make them feel part of an inclusive Europe. The Age on stage project has the objective to develop a Theatre pathway focused on life Stories of seniors participants. Theatre Lab project will introduce acting and presentation skills to help older people shape their memories into stories culminating in a public performance for peers and others in the community. Trainers will encourage participants to recall sometimes rare memories stirred by a common item, such as a thimble, or a question such as “Can you describe the first kitchen you ever remember eating in ? Do you remember the first time you used remote control for television ? The Activities of the project are:1.Development of a common theatre pathway to involve elderly and help them to exit isolation, exclusion and feeling active citizens again. Result: an attractive and professional theatre art pathway.2.pathway into a virtual dedicated web portal, which will include the curriculum, graphics and videos, interactive material, games, and a dedicated chat rooms for participants to exchange ideas and practices. Result:interactive web portal4.Short staff training to train trainers on the use of the web portal in connection with the pathway: Result: certification of skills and competences acquired.5.Piloting the curriculum with seniors in France Italy, Spain, UK, Poland. Result: final piloting report6.Learning activity for seniors Learning activity for seniors to make them acquired with the Web portal.7.Writing of a pièce called “life stories” Performed by the elderly Result: Life stories performance 8.Dissemination activities - the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, logo, information brochures, local dissemination conferences9.Evaluation and quality control. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that resultsand activities are developed. Result: evaluation reports.10.Drowning of a dedicated logo and web siteTarget groups are:• elderly people living alone, isolated and excluded, or living in care houses. The project aims at reaching more than 60 people during its lifetimein each country.• educators who will benefit from new and dynamic training materials with a proven track record and the transfer of thesematerials. The project aims at reaching more or less 100 educators along the project.• public organisation: they may deliver the pathway for edelry people living in their communities.Throughout the lifetime of the project 50 educators across 5 countries will be directly exposed to these techniques throughtheir practical application. This is likely to impact on more than 500 elderly. The products will be distributed to over 300 organisations through web sites and various partner networks.

The main Objective European of Entrepreneurship for Speakers of Other Languages (EUESOL) is to target young adult Migrants (16-40 yrs) arriving across the EU seeking to create a new life through the establishing of new business growth and development within partner organisation countries. The EUESOL Project will provide specialised Entrepreneurship Language Training Skills, Skills Mapping/Mentoring and Specialised Business Planning/Training of new Business Start-Up Programmes. We are developing the project based on results of previous successfully delivered programmes. The project is based on feedback from previous domestic and EU project dissemination and Multiplier Events where we have had requests to combine Language Training, Skills Profiling, Vocational Training and Entrepreneurship Training. Hence the EUESOL Project. It also helps to address the very high unemployment across the EU, in many programme countries BME (both domestic and migrant numbers are high within the unemployment group). Although unemployment is low, between 3.8% and 9.8% the number of BME extremely high within this figure at around 48% of the unemployed, this number increasing dramatically due to the current pandemic, with further rises expected. Also within the UK and partner countries and the number of self-employed BMEs accounts for only around 4% of self-employment businesses, a growth here addressing the predicted 25% - 30%+ drop in EU Economic Activity.Hence, through local partnership working (across project partner countries), we have identified a need for Entrepreneurship support for this target group.Partners have been strategically picked to offer an arrangement of expertise from both the Private and Public Sectors, all who have a vast knowledge and experience in supporting this specific target group. Project will provide a range of Training Opportunities to cover all aspects of Self-Employment and through the array of partners’ expertise offer a full guidance experience leading to a new EU Entrepreneur. Delivery includes the first steps in skills mapping, experiences and aspirations of migrants with a view to them establish their own new business in a selected employment sector and utilise the support of Colleges/Private Trainers/Private NGOs along with use of Government Agencies such as Skills Development Scotland and Job/Employment/Regeneration organisations along with National Qualification/Accreditation bodies to support the project. The EUESOL project will assist in breaking down local barriers within host countries thus bridging business support and local communities through training courses in partners’ languages. We address a number of EU priorities including the “Achievement of relevant and high quality skills and competences” and “Enhancing access to training and qualifications for all” through new and innovative digital (VLE) training materials accessible to all.We will work closely with other VET colleges and adult training providers to establish specific learning materials, much of which will be available on-line and on the Virtual Learning Environment (VLE) which will open doors to a more flexible learning approach. VLE materials will be developed and integrated into 4 * 20 hrs Training Packs:* Developing a Business Idea (Various Sectors)* Finance and E-Business* Commercial Aspects of Law* Environmental Development Skills for Enterprise (This will include following new Government Guidelines to ensure reduced and zero carbon emissions as laid-down by local Government and Government agencies)* Training includes skills mapping of project beneficiaries/individuals to attain suitability for new-business start-upTraining will comprise of encompass BME/Migrant Green Entrepreneurship Language Training Skills, Mentoring and Specialised Business Planning of new Business Start-Up Programmes. Training materials and material assessment materials are aimed at EQF Level 4 and provide a minimum 9 EQF Credit points. Units will encompass an aspect of Skills Assessment. Training materials will be developed as Learning Outcomes to meet all partners’ requirements and allow for further development within ECVET allowing for additional flexibility and mobility opportunities across partner organisation and countries.Partners are addressing specific gaps in training faced by new Entrepreneurs and specifically Migrant Entrepreneurs, we look at the numerous barriers faced by Migrant Workers and Refugees: Language, Business Development, Integration Skills, Support Mechanism, etc. and break down these barriers through the dedicated language/skills training to allow better integration within sectors.Partnership involves Migrant Community Groups (Established and New) to direct the training needs of BME/Migrant Entrepreneurs. Partners have highly trained staff from both Public and Private Sector providing a wide range of training skills including advisors to local Government on Migrant, Refugee matters.

CONTEXT:With schools and universities now closed across most of the EU countries in an effort to contain the spread of coronavirus, an unprecedented number of students are out of class for an undefined period. This exceptional disruption has set off a move toward online teaching that has accelerated a shift from the traditional textbook-based classroom that has been the hallmark of education in most of the EU countries since the 19th century. Against this background, it becomes clear that the majority of schools were not prepared for 100% for the implementation of online learning. Having to use e-learning on a larger scale than schools had already tried, or indeed ever expected, they have underlined several key challenges, barriers and obstacles. In daily practice, these overarching obstacles manifest in many ways, e.g. in a lack of understanding and training of VLE (Virtual Learning Environment) or a lack of infrastructural support. Whilst obstacles regarding the infrastructural support need to be primarily addressed by school administrations, principals and policy makers, the lacking knowledge and efficacy of teachers regarding the implementation of e-learning can be focused by a range of institutions such as teacher training centers, universities, further and higher education colleges.OBJECTIVES:The purpose of the EDGE project is to address the rising issue of lacking knowledge and self-efficacy of teachers regarding the implementation of digital learning. Therefore, we aim at developing guidelines as well as an innovative training path in order to support teachers in applying digital learning. The guidelines and the training path shall promote teachers' sense of effectiveness and abilities, and by that means contribute to a purposeful integration of digital technologies in education. In addition, we want to focus on how inclusive teaching and learning can be addressed within digital learning.EXPECTED RESULTS:Our project will result in three major assets1) GUIDELINES and RESOURCES to support the teachers in the use of Virtual Learning Environment (VLE) 2) An INNOVATION on line course for education professionals for an inclusive education based on digital technologies3) A PILOT GROUP OF PROFESSIONALS (i.e., teachers, trainers, education staff) trained in the use of innovative technologies and in the development and production of VLE materialsACTIVITIES:Two intellectual outputs(IOs) have been identified:IO1 EDGE Guidelines for online teaching: the guidelines will raise teachers' awareness of how technology can support online teaching and will provide practical instructions on how to select and use the most appropriate methods and respective platforms for digital teachingIO2 EDGE online course on digital teaching: an online course for teachers to improve knowledge and competencies to design, develop and deliver digital teaching.One Learning Activity (for education staff) is embedded within the full development of the IOs. The participants will be trained to be mentor for the delivery of the jointly designed EGDE online course. The same people participating to the LA, afterwards, will pilot the course in their own country. PARTICIPANTS:Besides EDGE partners, we will also involve the following participants during our project implementation who represent the direct target group of our approach: - Educational staff (including teachers, trainers, researchers), who will be trained in digital learning- School Heads, administrators, school community: the school heads and members of the Board of the School will participate in our project actions, especially in the evaluation phase- Students will be the main indirect beneficiaries as they will be the first group to benefit from the new skills acquired by their teachers- Parents will also benefit from the approach and they will be directly involved in the multiplier events which will be organized in each country.IMPACTThe EDGE project will mainly impact the target groups in term of:-Innovative insights in e-learning -sustainable networks-new experiences in education practicesIn particular at the end of the project we expect to have a: -Increased national and European understanding of an inclusive approach to e-learning-Increase in Teachers trained in online material developing and delivery of online teaching-Purposeful integration of digital technologies in education-Modern and dynamic advancement of school practices-Meeting of ALL students’ expectations, skills and abilities, -Clear vision in school leadership teams for diversifying teaching and learning processes