Equal opportunities for young Europeans is an important question if we want to build a strong Europe. Unfortunately it is not like that today and this project is initiated as a step towards it. With focus on creating more equal opportunities in the involved classrooms, with the help of digital support, we can support the transition towards the European goal. By sharing good practities and work with teachers knowledge and mind-set about using digital support, we want with this project create classrooms within the participant organizations, where barriers as language or special education needs, can be passed more easily.The digital knowledge and mind-set among the 20 teachers involved will be worked with through common teacher training activities in the participants organizations. Training activities with four focus themes that will be worked with through an arrangement with 4 steps; theoretical background, planning, implementation in classroom and evaluation. The four themes are 1. Using the the puils' digital tools in the classroom 2. Education with support of pictures, 3. Pupils' study techniques (with help of digital devices and media), 4. Feedback to students by digital devices. The themes are chosen out of the involved participants strengths and weaknesses, as well as they together cover 4 important part of the daily education in school ; preparation, lesson, home-work and formative judgement. Three short-term joint staff trainings events will be hold, where the 6 supervisors in the training activities have the opportunities to share good practice and develop the activities together. At one of the short-term joint staff trainings the involved principals will participate, due to an extra focus on the important of leadership, to make the digitalization transition possible, successful and sustainable. A seminar will also be hold together with represents from higher education, about what skills a teacher need to have today, to promote academic achievement with digital support. All three short-term joint staff training events will also include at least 3 classroom observations, where the participants will observe with support of an common observation sheet. The lesson will afterwards be summarized and discussed together with the teacher in charge, to create a discussion about how digital support is used now and how it could be used. Finally there will at every short-term joint staff training events be held two lessons, where the teachers giving the lesson in a foreign language, with support of pictures and digital tools as translate software. This to create a discussion about how language barriers can be passed, with digital support. The main goal of the project is to develop the knowledge and the mind-set among the involved teachers, by sharing good-practise and common training activities. This together with the outcome of seminar about what digital expectations we should have on teachers in this decade, will support the principals and the involved organizations in their digital transition and help them towards a more equal education.

Digitalisation shapes European citizen's work and life, the economy, society and politics. It is both often mentioned but rarely understood. It encompasses a) technological change through 3D printing, roboters, artificial intelligence, algorithms, etc. b) social change through deindustrialisation, disruption, unemployment, the creation of jobs, new and ongoing skill requirements, other communication practices including cyber-mobbing, life styles and attitudes, c) political change in terms of 1. new ways of mobilisation, information and participation but also fake news, Hacker attacks and cyberwars; 2. a structural change of the public sphere due to social media, blogs and the shrinking influence of 'traditional' media (newspapers, tv), 3. the poitical strategy to frame the digitalisation by setting laws and rules, etc. Digitalisation resp. the socio-economic and political transformation of the industrial and post-industrial societies is a European challenge. It can not be 'managed' by a state / society alone. As European countries are connected through the European Internal Market, there is a need to develop common strategies for analysing the developments, fostering critical understanding and strengthening digital competencies. This also matters adult education. Especially disadvantaged learners and parents are challenged by these radical changes. Educational offers shall focus on providing appropriate information reflecting the issues in a multi-perspective way. Moreover, digital learning does not only take place by better using the devices like smartphones or enjoying the 'Internet of Things'. It also requires a social context (seminars, workshops, etc.) for learning on digitalisation. The project resulted in a wiki on the described three dimensions of digitalisation, see http://digiwiki.weltgewandt-ev.de/. It contains both information on various issues related to digitalisation and teaching inspirations for trainers to arrange a common “analog” learning on these topics. The wiki's contents were discussed during one 'real' transnational project meeting and through online exchanges. The didactical parts were applied and tested in two 5-day workshops (LTTA) and parts of them presented in local events. The workshops gave the opportunity of exchanging good practises in teaching on digitalisation for adult learners, for intensive networking and intercultural learning between partners with various professional backgrounds.

The genesis of the INAR project was in a previous project ERAW, where ICI and other partners identified the high incidence of Everyday Racism in the workplace and concluded that there was a need for tools, training and awareness of the issue. Hence INAR sought to provide the tools and training support with the underlying ability to raise awareness of Everyday Racism (ER). Taking ER as a core issue and direction of training permitted the production of materials and concrete activities that avoided many of the problems of traditional forms of this training by using no blame, co operative methodologies which aimed to capture and interpellate to those individuals who previously were either hostile or apathetic in their relationship with these issues. Further, there was a desire to minimise insecurities felt by trainers in such training and suggest and support how to aviod or handle conflicts in a clear and supportive training suite of materials that provided an all round package consisting of a 4 and an 8 hour module, a handbook for trainers that not only outlined the activities and rationales for the modules but also support for developing specific courses dependent on the demographics the trainer might encounter in terms of age, workplace situation, specific issues etc. Thus trainers can tailor an outline into something that specifically meets their needs and advises them what to consider in doing so. This is further enhanced by a video of both the training being given and scenarios of situations that could arise during such training. The videos are linked in the handbook via QR codes to enable easy navigation for the user. Additionally there is a game that can be played on a users facebook page which shows myths and facts surrounding issues of migration and refugees which was informed by research into media in partner countries with facts from reputable sources. With the exception of the game all materials are in all partner languages and are accessible from each partner website, EU platforms, INAR website, INAR Facebook page, Gutenberg and Youtube.The objective was to provide materials for workplace or organisations to provide training which seeks to address individuals who are hostile or apathetic to such training but as part of a mixed cohort in a safe atmosphere with activities that seek to make clear cognitive shifts rather than a tick and train methodology which does not capture such participants nor does it neccesarily provide sufficient input for participants to shift towards being advocates themselves in tackling ER and other forms of racism within and without the workplace. In doing so the objective to reduce ER in the workplace will be met.The INAR training course utilises engagement through structured Cooperative learning tasks, empowerment, amplification and the development of positive attitudes. It took into account the main principles of liberal constructivist education being addressed toward unmotivated adults often from vulnerable social groups. Furthermore the project has considered social integration and access to liberal education. INAR contributes to the decisions taken by the EU Council on the role of education and training in the implementation of the Europe 2020 strategy, especially in response to the aims of the EU Platform against Poverty initiative that wants to provide support and open up opportunities for non-traditional and disadvantaged learners and in response to the Agenda for New Skills and Jobs which aims to develop a strategy for improving access to Life Long Learning.The project intends to enhance the social competencies in adults reinforcing the social and personal skills trough a pathway addressed to reconvert the approach of adults to education. The personalized learning can contribute to guarantee an easier access of adults to the multicultural, pluralistic labor market. The lead partner for the project was InterCultural Iceland specialists in education and training with a focus on anti racism. Chancengleich in Europe from Germany an NGO specialists in equality and migration, Coalition for Racial Equality and Rights from Scotland, specialists in promoting racial justice and Centrul Judetean de Resurse si Asistenta Educationala Vrancea in Romania, specialists in psychological pedagogical issues.

"The Survey of Adult Skills (PIAAC,2013) showed that 20% of the EU working age population has low literacy and low numeracy skills, while OECD (2019) establishes that “supporting adults with low skills to upskill and reskill is imperative for a future of work that is both more productive and inclusive. It helps individuals to increase their employability and ultimately their social inclusion”.In this context, the partnership lead by CJRAE Vrancea aims to extend the services provided by partners to the beneficiaries through integrating one innovative training for trainers that work with low skilled adults; this training, based on research data and expertise of all partners, will be tested and validated in real training context in the period of implementation and will be used by all partners to train the trainers working with low skilled adults. The project also aims to promote institutional development through at least one new working procedure in each partner organization, based on exchange of good practices with the partners, procedure that will be tested within the implementation period and will guide the future trainings with low skilled adults. Through the activities implemented within the project, the partners aim to contribute to the common development of competencies and knowledge of staff involved in training the low skilled adults through exchange of good practice and innovation, and to contribute to the internationalization of activities of all partners.The partnership foresees at least 20 staff members to be involved in identifying the needed competencies to train low skilled adults through international research (IO1) and innovating a methodology for training of trainers working with low skilled adults (IO2), building on their experience and expertise. Also, 14 staff members will attend a short-term joint staff training event to validate the training methodology and develop their skills of implementing it. All participants are experienced trainers with expertise in working with low skilled adults. To multiply the results of the project, the partnership foresees a multiplier event - International Seminar ""Training the trainers to work with low skilled adults"" – organized in Romania for developing specific professional skills to trainers of trainers and trainers of low skilled adults, managers of training institutions from Romania and abroad. Also, for the multiplication of project results, each partner will organize at least one training for trainers and at least one training for low skilled adults. Presentation at international conferences in adult education and articles in educational journals will inform the theoreticians and practitioners about the results and possibility to use them in their activity. The participants will develop their skills linked to their professional profile, skills for international cooperation and implementation of transnational projects, English skills and intercultural skills, will increase the quality of their training activities using our innovative methodology and will increase their job satisfaction and motivation for participation in future international projects. The partner organizations will provide better quality trainings by using the intellectual outputs of this project, will benefit from a more modern, dynamic, committed and professional environment inside the organization, based on the new staffs’ skills and their job satisfaction and interest for projects, will have an increased capacity to operate at EU level and develop their international projects team. The primary target groups (trainers working with low skilled adults, managers of adult training institutions, staff in partner organizations, youth-workers and teachers from second chance programs) attending the activities for multiplication of results will have increased professional skills to better respond the needs of their beneficiaries, increased interest into adapting our resources or developing their own resources to provide better trainings, will have better knowledge and understanding of EU practices in training the low skilled adults and a more positive attitude towards international projects (and EU values). The result of our project can also be used by secondary schools and VET institution, adapted to train the teachers working with underachievers, strengthening cross-sectorial cooperation and the quality of the results. All participants in this project (staff members and beneficiaries) will have a greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in their training groups. On medium and long-term, the project will contribute to enhancing the quality of training for the trainers working with low skilled adults, as all interested training institutions and independent trainers will have full and unrestricted access to our developed resources (research & methodology for training) that they can use or adapt."

"CONTEXT/BACKGROUNDEuropean Council recommends ""Strengthening guidance and counselling supports students’ career choices, transitions within education or from education to employment” and anticipates that ""ICT will change what, how, where and when people learn"" The need for online resources at national / regional level is confirmed by the insufficient number of career counselors in the region, many schools sharing the same specialist and the access for those resources being limited. OBJECTIVES1. development and usage of ICT tools and OER in CC for an open and flexible counseling and facilitating the access at educational resources;2. development of an efficient system of CC, with all the necessary digital resources.NUMBER AND PROFILE OF PARTICIPANTSThe participants in the project will be mostly career counselor and trainers in this field (with the exception of software developers): around 50 participants from al partners involved in developing the intellectual outputs and other activities and 39 participants in teaching and trening asignments. ACTIVITIES- Management and implementation – selection of staff involved in the project, quality assurance, budget control and time management, risk management, acquisitions, accountancy and financial reports, archiving, reporting to the National Agency and European Commision- Intelectual outputs: analysis of CC needs, online platform for CC, CC guide, self evaluation instrument, digital resources for CC, curricula and methodology for CC.- 3 Short-term joint staff training events and 3 Long-term teaching assignments- 4 multiplier events (2 in Romania, 1 in Cyprus, 1 in Latvia)- 4 transnational project meetings (2 in Romania, 1 in Cyprus, 1 in Latvia)- Dissemination activities (within the institutions involved in the project, in other institutions, public events and mass media coverage, publications and scientific events, graphic materials and online dissemination).METHODOLOGY - In the preparation phase: establishment of an efficient communication network, organizational upgrades, informative activities, selection and preparation of participants, specific rules and financial regulations.- The implementation phase will begin with the analysis of CC needs that will direct all the other activities: developing the intellectual outputs based on internal expertise and exchanges of good practices during training and teaching assignments, and the process will be evaluated and redirected during the transnational project meetings.- The follow up phase will mainly consist of the multiplying events and direct activities with the target groups: pupils, adolescents not currently involved in formal education, teachers, career counselor, school managers, decision makers and policy makers, representatives of public institutions, including NGOs.- The dissemination phase will mainly consist in the dissemination activities previously mentioned.- The closure of the project will refer to establishing the specific tasks of each partner in the sustainability period, reinforcing the partnership and inviting mew partners, planning additional activities and new project to further develop the CC services provided. RESULTSThe main results of the project are the already mentioned intellectual outputsOther result are: 1. at institutional / organizational level: developing innovative strategies to implement CC activities based on the intellectual outputs and on the experience and expertise gained from the project;2. activities with the beneficiaries: implementing the methodology developed through this project and the OERs in at least 20 schools in all participating countries, with at least 1000 pupils, 100 teachers and 100 parents and family members attending;3. at inter-institutional level: partnerships with similar institutions and schools to use OER and ICT in CCIMPACT- impact on the participants: improved competences regarding CC and usage of OER and online tools for career guidance activities; broader understanding of practices, policies and systems in education, especially regarding CC across Europe; - impact on the participating organizations: innovative approaches to addressing their target groups by providing: more attractive CC programs, in line with individuals' needs and expectations, use of ICT-based methodologies; - impact on target groups: increased access to scientific CC information and resources, with accent on digital resources, OERs and online platform; increased level of digital competence, especially regarding OER and online platform; increased possibilities to develop more flexible CC programs using OERs. THE POTENTIAL LONGER TERM BENEFITS- new innovative practices and new policies for career guidance and counseling- new partnerships and projects to further enhance the results of this project"