The project worked to open Opera’s educational departments exploring the huge potential of Opera theatre and its immersive, cross-arts and engaging experience for meeting specific learning needs, in particular those of migrants who need new approaches to be actively involved in the community of European shared values.The project has experienced an innovative approach based on Gardner’s multiple intelligences theory (MIT) to work with Opera’s and Art’s educational projects. The implication of the theory is that learning/teaching should focus on the particular intelligences of each person. Another added value of MIT with regard to inclusive and intercultural education is that it emphasizes the cultural context of the learning process as it shows that every culture tends to emphasize particular intelligences. The project objectives were to:- Develop and test new learning methodologies to be applied to migrants, combining creativity, interculturalism and performing arts;- Apply multiple intelligence theory and practice in the educational and intercultural arts projects developed by the Opera educational departments focusing on the application to cultural and linguistic integration of migrants through Opera repertoire;- Innovate and increase the educational offers of the educational department of Opera houses for the new audiences of a multicultural Europe;-Rethink Opera houses as place for social innovation and open / intercultural / inclusive education Main target group of the project have been Opera educationalists, educators working in Opera houses educational department. Indirect beneficiaries of the project have been migrants which have been involved in pilot processes to test the methodology developed by the project. In particular, the project involved:- 21 Opera educationalists that took part in the training week in Matera, European Capital of Culture 2019- 130 educationalists that have been involved as testers on the social learning platform and 180 users that regularly are using the community online;- over 100 migrants and local communities involved in the 10 pilots of the training methodology and processes developed in the last phase of the action;- 188 participants to the project multiplier events Project activities started with the development of the competence framework (IO1) for Opera educationalists to become facilitators of cultural and linguistic integration.Based on the framework, the partnership developed a training model and package based on MIT and Opera repertoire (IO2) and has tested it during pilot application that happened during the 5 days training event for Opera educationalists in Matera (February 2019) and national pilots involving directly migrants, happened in the last months of the project. Migrants have tested together with Opera educationalists the methodology of the project, during small projects focused on making Opera and Arts as a learning tool for cultural and linguistic integration.To support the training model and create a cooperation platform, the partnership has developed the Social Learning Platform and produced an Open Source Transmedia Manual that are tools open for contributions from all over Europe and from other arts practitioners and educators using creativity for learning. Open Source Manual - (IO4) is a tool available for all those actors working in the Opera sector but not just them as being open to contribution and experience the IO4 is also targeting all those professionals developing training activities through arts and culture and all those that are working on the application of multiple intelligence theory to education.In order to make the project methodology transferable and used in other European contexts and by other actors, the project has developed with its IO5 a policy/manifesto structured by the European networks involved in the initiative to invite other organizations to follow the path opened by the partnership and transfer/receive its outputs.Local communities have been involved in the multiplier events and will had access to Opera houses. The project tried to reduce the distance between these places and the wider public in a process that, by fostering integration of migrants in European communities will also ensure audience development and social innovation.The partnership has been selected in order to ensure to the project the right mixture of competences able to develop, test, disseminate the methodology, the tools, the procedures the action aims realized. An innovative and high quality creative partnership comprising specialists in: creative and cultural industries; Opera houses; theatre companies; intercultural education, and multiple intelligence applied to arts education, migrants integration thus laying the ground for a positive cross-fertilisation among the fields of non formal learning, arts education and migrants’ cultural integration.

Approximately 90% of jobs today require some level of digital skills and the Renewed European Agenda for Adult Learning and the Upskilling Pathways Initiative recommend adult education provision is strengthened to improve the digital skills of many millions of low-skilled or low-qualified adults who are most vulnerable in the labour market. However, even in 2020, a digital gender gap persists across Europe - “gender inequality in the digital sphere is a result of the persistence of strong unconscious biases about what is appropriate and what capacities each gender has, as well as about the technologies themselves.” Women, especially those from migrant backgrounds, face higher levels of gender stereotypes and discrimination which reduce their motivation and access to the digital training. Teach Digital thus has a clear objective: increase the ability and motivation of educators working with low-skilled, low-qualified women from migrant and ethnic minority backgrounds to use cultural and gender appropriate learning strategies and digital tools in order to make learning digital more attractive, relevant and boost their professional and personal development.The project focuses on 3 target groups:I) Adult education teachers and volunteers, especially those working in non-profit organisations.II) Adult education organisations/stakeholders who need the vision and tools to support educators in implementing innovative teaching strategies within their organisations. III)Migrant&ethnic minority women who need greater motivation to participate and complete digital skills training to boost employability skills.IO1 TEACH DIGITAL TOOLBOX- a publication that introduces the main tenets of andragogy for adult education to educators (the TEACH part of the toolbox), including teaching strategies and case studies proven to be particularly effective in working with women from a migrant & EM background. Secondly, up to date research and case studies on the use and value of digital tools in Adult Ed (the DIGITAL part of the toolbox), incorporating a guide on 10 free tools/apps most useful for adult education, highlighting their strengths & andragogic strategies. IO2 DIGITAL ROUTE FINDER:This interactive, online tool will present indicators of digital competences in easy-to-understand language with clear illustrations, thus helping migrant/EM women to identify their current level of digital competence in each of the five DigComp areas. Adult educators will be able to use the tool in online and blended formats, and results will be presented visually. As a result, participants can acknowledge their relative strengths& weaknesses and thus understand their “path” to improved digital competence, and adult educators can create a path through the subsequent resources that tailors their activities to suit groups’ specific needs. IO3 ESSENTIAL DIGITAL SKILLS FOR EMPLOYMENT OERS: will be a focused yet flexible set of OERs which adapt existing best practice in women’s andragogy for use with migrant & EM women in adult education settings. Resources will include andragogic guides to help adult educators use innovative approaches that are true to the principles of adult education (group work, experiential learning, problem centred) & ready-to-use activities which reflect migrant & ethnic women’s areas of interest, & are thus more likely to ensure higher engagement & completion rates. The OERS will be organised around the five main digital competence areas (as outlined in DigComp) & signal an approximate level in relation to the eight proficiency levels (Digcomp 2.1):Through our rigorous user testing & dissemination process, the project will then produce the following results within its lifespan:a. 240 adult education orgs & at least 480 adult educators will download/access the (IO1 Teach Digital Toolbox) They will better understand the gender gap in digital skills’ development for adult female learners from migrant & ethnic backgrounds &adapt their teaching approaches &activities to reflect the unique gender &cultural challenges these women face. b. At least 400 women from a migrant or ethnic minority background undertake the Digital Route Finder, determining their level of digital competence in the 5 DigComp areas & mapping their route to improved digital competence.b. 36 adult educators implement the IO3 OERs with 120 migrant & ethnic minority women, building their digital competences across five key areas.Over time & as the outputs continue to be introduced & implemented in participating countries and further afield, Teach Digital will create lasting impact:a. 1000s of migrant and EM women will gain the knowledge and skills they need to engage proactively with digital technology & broaden their digital skills, helping them access improved employment opportunities.b. 100s of adult educators and orgs will be better equipped to address the risks & opportunities of digitalization, providing higher quality education.

INSPIRE project supports sustainable and inclusive development of European rural areas by promoting social wellbeing and inclusion of rural dwellers and vulnerable groups. In particular, the project contributes to advancing in a multi-dimensional way the concept of social inclusion in rural areas, and supports the access to high-quality social services by rural citizens through a series of awareness-raising, capacity-building, and pilot deployment activities that focus on social entrepreneurship in a set of 7 different pilot territories (e.g., coastal, rural, peri-urban, mountainous). To realise its objectives, the project provides a novel territorial typology of rural areas, sets up and operationalises "Smart Village labs", and enhances governance frameworks and informed policy making through E-Democracy and user-innovation techniques, to eventually deliver a dedicated Rural Social Inclusion Policy Dashboard.

The significance of migration as a social, political and broader public concern has intensified significantly. Migration is increasingly seen as a high-priority policy issue by many governments, politicians and throughout the world. As well as migration projections and scenarios that are essential for appropriate planning and effective policymaking, a deeper understanding of the root causes and drivers of migration and of their interrelation with people’s propensity to migrate is needed. Enhancing migration data is a crucial step to advance migration governance since better data is needed in order to accomplish sustainable social and economic development and national migrant data strategies are required to inform good policies. The project’s overall objective is to improve understandings of changing nature of migration flows and the drivers of migration, to analyse patterns, motivations and new geographies. Moreover, HumMingBird aims to calculate population estimates and determine emerging trends and future trends and accordingly to identify possible future implications of today’s policy decisions. Correspondingly, migration scenarios will be developed in a more forward looking manner that takes into account both quantitative and qualitative perspectives of different migration actors that might have an impact people’s decisions to migrate and consequent trends that will have an impact on our societies. Global scenarios will base on not only a realistic understanding of the drivers and dynamics of migration but also on the effects and effectiveness of past migration policies. Projects ambitions are to identify the uncertainties and reappraise, to explore the reasons why migration predictions may not hold and to demonstrate non-traditional data sources for migration research.