<< Background >>The European Map of Intergenerational Learning (a collaborative learning network on the role and status of intergenerational learning, ended in 2018) defines Intergenerational Learning as a way that people of all ages can learn together and from each other. Thus, IL is an important part of Lifelong Learning, where the generations work together to gain skills, values and knowledge. Beyond the transfer of knowledge, IL fosters reciprocal learning relationships between different generations and helps to develop social capital and social cohesion in our ageing societies. The European Network of Intergenerational Learning defines it as a learning partnership based on reciprocity and mutuality involving people of different ages where the generations work together to gain skills values and knowledge. Intergenerational learning has an important purpose which requires further exploring and embedding in our education systems (both formal, non-formal and informal) so that all members of our societies can benefit from learning across the life span.In the past one year, the recent changes in the global economy, society and culture, which have occurred due to the outburst of COVID-19, have brought to light the need for radical changes in learning and skills acquisition in all educational fields. The field of non-formal adult learning is no exception, and the need for the enrichment of adult trainers’ existing pedagogical practices is, perhaps, more evident than ever. Among other challenges, adult trainers need to enhance their ability to cope with current challenges caused by distance learning, and consequent societal pressures and inequalities, as well as to promote their learners’ creativity, innovation and active involvement in the learning process.In this context, the project Intergenerational Pedagogies for Adult Learning (INTEL) was developed to bring together a network of adult educators to facilitate intergenerational learning in fields on mutual needs, such as technology, market, wellbeing, crafting, culture and social orientation for adult learners. To be more specific, the project proposes the design and development of an inclusive, interactive and user-friendly digital tools which will enrich adult educators’ current skills and competences and equip them with competences that will allow the involvement of intergenerational learning in their educational methodology and strategies.<< Objectives >>The project INTEL was designed to address the needs of adult learners of different ages in Europe, who are facing different barriers in learning, as well as to promote inclusion, intergenerational, intercultural and inter-religious dialogue and active citizenship among young EU citizens in general.The concrete objectives of the project INTEL are the following:a) Extending and developing the competences of adult educators and other personnel who support adult learners in diverse sectors and activities.b) Promoting innovative pedagogies and methods for teaching, learning and assessment that allow the exchange of knowledge and skills among intergenerational groups including the use of digital skills in creative, collaborative and efficient ways.c) Promoting the internationalisation of adult education and the growing use of digital learning.d) Supporting the creation of flexible learning pathways in line with adult learners' needs across the EU.Overall, it is estimated that the adoption and application of intergenerational learning methods and tools in adult learning will facilitate the transmission of knowledge and skills among adult learners from different age groups, while at the same time it will enrich adult educators’ skills and competences, so that they can handle the challenges that have occurred in the field of adult learning more effectively.<< Implementation >>The project’s main objective is to bring intergenerational learning to the field of adult education in order to improve the existing competences of educators and other adult education staff and equip them with valuable educational tools, which will benefit a broad range of learners. It is estimated that the involvement of adult educators in innovative learning activities will help them expand their potential and develop innovative pedagogies that will address the current needs and requirements of adult learners of different ages and backgrounds. What is more, the implementation of those innovative learning activities through the use of innovative digital tools will improve the digital skills of adult educators and allow them to design their own training methods for diverse groups of learners. In turn, the adult educators will be able to help adult learners of different ages enrich their own digital skills and achieve better learning outcomes, that will match the needs of contemporary labour market and society at large. This is in line with the Erasmus+ priority for addressing digital transformation through the development of digital readiness, resilience and capacity among adult educators and learners alike. Furthermore, through the development of innovative methods and tools, the project aims at offering interesting and educational activities and exchanges of experiences to both young adult learners and seniors. In this way, the project will promote the Erasmus+ program among all citizens and generations and facilitate the development of a common EU identity, characterised by solidarity, active citizenship and civic engagement.Moreover, all participants will contribute to the dissemination of all Project Results through the Learning, Teaching and Training activity for the partner organisations, and the Multiplier Events and Final Conference for adult educators, adult learners, partner organisations and stakeholders. Their involvement will allow the further spread of the project across partner countries and the EU in general and form the basis for the creation of a transnational community of individuals and groups acting towards the upgrade of adult learning and the adoption of innovative pedagogies in contemporary European learning settings.<< Results >>The project INTEL aims to provide equal opportunities for learning to a broad range of adult educators and learners, through the utilisation of their existing skills and the development of new competences. It is estimated that, upon its completion, the project will have the following results and outcomes:1) Development of innovative tools and pedagogies in adult learning, based on the principles of intergenerational learning: This will be based on the collection of input from adult learners of different ages through interviews and focus groups which will take place at the beginning of the project. The objective is to map out the specific character and features of intergenerational learning and develop educational activities which will benefit younger and older adult learners alike. 2) Development and implementation of an Interactive Training Curriculum (PR1): The Curriculum will include activities designed to help adult educators improve their skills and capacities in applying intergenerational learning in their work with diverse and different groups of learners. These skills include digital literacy, as well as ways of involving people from different backgrounds in common educational activities. The Curriculum will be a valuable tool for adult educators and can be utilised by partner organisations and stakeholders as well.3) Development of an Online Platform (PR2): The platform will work as a bridge between adult educators and adult learners of different ages. The platform will also include the Curriculum activities, as well as information about adult learning opportunities in all partner countries. The platform will be used for the training of adult educators in all partner countries and will be open to the public during and after the implementation of the project. 4) Development of an Interactive Guidebook (PR3): The Guidebook will summarise the activities and outcomes of the project and will be a comprehensive resource that will work towards the objective of building the professional capacity of adult educators in the field of intergenerational learning. It will do so, by preparing relevant stakeholders, such as adult training centers and organisations to address the needs and gaps as well as move towards fulfilling their expectations as identified in consultations with INTEL’s partners in earlier stages of the project.5) Dissemination of the results and sustainability of the project: The successful implementation of the project will form the basis for the adoption of intergenerational learning methods by adult educators throughout Europe and set a good example for other organizations and stakeholders across Europe to follow. The impact of the outcome will be twofold. First, it will encourage a more inclusive approach of adult learners of different ages. Second, it will disseminate the experiences, knowledge and practices gained through the project’s actions across and beyond the network of partner organisations of INTEL

In a world that is increasingly defined by transnational mobility in almost every level, overcoming obstacles deriving from distinctions in educational systems is key to facilitating processes of economic and social inclusion and to prompting the employability of all. However, processes of recognition of learning certificates and skills are obstacles still frequently encountered by people throughout the world. In this context, OBEC primarily aims to explore the potential opportunities the innovative Blockchain (BC) technology may offer to revolutionize the educational field by simplifying and facilitating the issuing and validation of learning credentials across European countries in a unified and enforceable manner. Because BC creates an infrastructure in which certificates can be stored and issued while ensuring transparency, security and verifiability, it has the ability to bring about positive effects especially for OBEC'S target group, composed of migrants, exchange students, and people with alternative learning backgrounds (e.g. VET schools, work experience, training programs, and volunteering).Establishing a system that can guarantee trust, transparency, and reliability in a holistic manner in a transnational context is a challenge our societies must adequately address, as currently standardization of student records in Europe is still limited to institutions utilizing ECTS or ECVET. Consequently, “outdated credential systems limit our ability to create new pathways to education, in particular for those who lack access and need it most” (Joint Research Centre; Grech, A. and Camilleri, A. F., 2017). Indeed, the favoring of evidences of skills and learning achievements earned through formal education over informal and non-formal learning experiences may harm people’s ability to enroll in high-education institutions or to assess the labor market. Additionally, due to differences among national educational systems, migrants are commonly faced with long and difficult processes to recognize their certifications and skills. Such obstacles lead to delays in their integration into the host country’s labor market, also possibly rendering unfeasible the possibilities of their practicing their professions. In fact, more than 40% of the employed highly educated third-country nationals work below their qualification levels in the EU (European Commission, n.d.) This failure in promoting a fast and full integration of migrants in the labor market consequently hinders their ability to fully utilize their skills and realize their economic potential to positively impact the EU economy and societies. In this context, BC technology may offer a unique opportunity to overcome this issue of our current certification systems by creating revolutionary recognition tools in the EU. Emerging from the perception that such revolution is key to enabling people to move freely across countries while fulfilling their full economic and personal capabilities and aspirations, OBEC is a pioneer project composed of three outputs which will conduct:- A research of knowledge gaps and the current state of economic and social integration of the target group;- The development and implementation of an experimental badge system to utilize BC technology in EU systems of educational credentials within a upskilling training programme;- The composition of a set of case studies and videos, as well as of guidelines including good practices and mentor’s advice for practitioners which can inspire important revolutions in the educational context. The methodologies used to achieve these activities include desk-research, expert interviews, the elaboration of text reports, case studies and videos, and the development of digital tools for learning accreditation.Combining partners from four European countries that have different educational systems, OBEC aims at introducing the revolutionary possibilities BC can initiate within the educational field particularly by promoting the integration and prosperity of all, inspiring important changes. As a result, OBEC mainly seeks to positively impact social inclusion and employability in the EU, particularly benefiting the target groups as well as the involved European communities and economies. It is expected that OBEC will directly impact overall 215 individuals, and at least 645 others indirectly among the partner's networks. By exploring innovative digital tools to foster the notions of inclusivity and diversity, OBEC has the final purpose of contributing to the start of a process in the EU which can revolutionize the world through the creation of a barrier-free education system that can prosper through enriched diversity and increased transnational mobility.

REFUGEE INCLUSION MOVES EUROPE / RIME is a European project aimed at developing the skills of adults working to support and include refugees. RIME was born from the creation of the refugee guide, in France, produced for and WITH refugees living in the Bordeaux metropolitan area. This simple and illustrated refugee guide is intended to be very accessible to refugees. It presents their rights and their view of their status.Its success has been such that many European organisations have turned to their creators to benefit from their expertise and create guides adapted to other legal, social, economic and political environments in Europe.The COS Alexandre Glasberg Foundation has approached these European partners to develop with them tools adapted to the inclusion of refugees in Europe. The project is part of a context of tightening national policies towards refugees. In a context of rising nationalism, xenophobia and glottophobia, the partners consider that the tools, methodologies and processes of inclusion are currently too sectoralized and do not sufficiently promote the participation of refugees in the very creation of these tools.Thus, the partners, inspired by the participatory methodologies they know, propose to carry out: - A methodological matrix for the creation of a refugee guide that can be adapted in all European countries- A comic strip database designed to promote learning pedagogy for refugees and to support the expression of allophone refugees or those who speak few national languages.- Two certified training courses dedicated to the development of mentoring in order to consolidate inclusion processes in urban and rural areas.The participation of migrants in the development of educational tools is at the heart of our project. Partners are foundations active in adult education, advisory bodies, universities, adult education centres, social and vocational integration centres and NGOs. They are located in France, Italy, Greece, Sweden, Malta.The RIME project will therefore focus on developing the skills of trainers working with refugees by supporting their ability to- develop their capacity to integrate cross-sectoral integration processes- Train mentorsIt also aims to involve refugees in the creation of the necessary tools to promote their integration.The RIME project proposes- 4 intellectual productions - 1 transmedia matrix to create the refugee guide in each European country- 1 database of educational drawings dedicated to facilitating communication between refugees and non-refugees.- 1 training course with certificates for the project's target audiences (trainers and educators)- 2 learning activities- 3 dissemination events (France, Italy, Greece)These activities will bring together the following participants- Refugees- Recognized European experts in adult education (mediators, writers, artists, trainers, social inclusion specialists, education, etc.)- Managers of public and private companies active in the social, educational, cultural and entrepreneurial sector- Specialists in digital tools for the enhancement of productions- Heads of local authorities responsible for refugee integration issues The relevance of the RIME project is based on a formal and non-formal education methodology that promotes:- The development of content based on the needs of the final beneficiaries of the project(refugees) and concrete experiences in the territories- Cross-fertilization of expertise: culture, social, entrepreneurship- The creation of certified mentoring training programsThe results and impacts of the RIME project will act at all levels, from local to international, but will focus on the certification and skills development of the final beneficiaries, the Refugees. The RIME project provides tools for:- Strengthen the skills of people working with these audiences.- Enhance the life skills and know-how of refugees and turn them into mentoring and training skills- Facilitate the participation of refugees in events and mechanisms set upin communities for social, cultural and economic inclusion purposes.These impacts will be disseminated through networks in the educational, social, cultural and social economy sectors, local authorities, European and global networks for the defence of refugee rights.

"<< Background >>Soil maker, composter, soil deliverer, urban horticulturist, eco-tourist guard... are the jobs of the future that we will be able to do in our big metropolises.This project was born in Seine Saint Denis, the poorest and youngest department in France, located on the outskirts of the capital Paris. This territory is characterised by its population density (7,982 inhabitants/km²), an unemployment rate of 18%, and a cruel lack of green spaces. In addition, there are major challenges: migration, health, social and economic crises. This context calls for rapid urban mutations which, if not accompanied, can generate a massive exclusion of the most fragile people. This project proposes to accompany these changes by starting with the knowledge of these people, which will constitute the skills necessary for the jobs of tomorrow. This project responds to the needs of: - peripheral territories to develop urban agriculture sectors to accompany their transformation- precarious people to recognise and formalise their knowledge in the framework of promising employment sectors - adult education actors to better understand European initiatives in urban agriculture and innovative sectors- innovative sectors- actors in urban agriculture to promote initiatives to the general public in the framework of large-scale territorial projects.The coordinator of the project, the Halage association, develops projects of integration through economic activity in the field of the landscape and the environment. The other partners also have a precise knowledge of the public in integration and a strong experience in the field of adult education. All these partners are developing projects that aim to readjust adult education to the current challenges of employment and work.Making a resilient city involves transforming our relationship with knowledge in order to train the citizens of today and tomorrow, so that each person can reveal their knowledge and skills and mobilise them in the workplace. The project aims to build and promote new employment sectors on the basis of this invisible knowledge, which corresponds to the current urban mutations.The most vulnerable people (in precarious situations, unemployed, refugees, etc.) are always defined because they do not have: no job, no training, no health, no command of the language, no housing, no family, etc., and thus no power to act, to decide on their own life. However, if they are still active, it is because they have a life force based on skills and knowledge. Their status, which may be administratively or economically fragile, is not necessarily synonymous with a lack of knowledge. These people have know-how and heritage knowledge that are little valued, or even devalued, in the traditional training systems and which can nevertheless be assets (mother tongues, craft skills, agricultural, culinary, cultural, etc.). When identified, shared and valued, these skills can become levers of innovation for the cities of tomorrow.For example, Halage has developed an urban horticulture project based on the agricultural know-how of refugees. This project is now a great success, and the company supplies many customers in the Ile de France region with cut flowers. Halage has created a training course for adults designed to train adults in this horticultural profession in an urban environment.We want to -create jobs that are accessible to people who are far from the labour market, in the service of urban environmental issues-prefigure new sectors, build ecosystems and prepare the first employees in these sectors and meet the challenges of urban ecology<< Objectives >>NATURE is a project dedicated to the creation of new jobs in the field of urban agriculture in peripheral urban areas with the least privileged inhabitants. These jobs want to respond to the ecological challenges of these cities, at a time of Green Deal.They are built on the know-how of the inhabitants of these areas and with them in close collaboration with public authorities capable of orienting their policies of integration and support towards employment in this dynamic of ecological transition and new ways of building the city. NATURE aims to place the inclusion of adults in precarious situations at the heart of the ecological transition of European cities. NATURE is a European project aiming to develop the skills of trainers working on the training and inclusion of adults in precarious situations (refugee or non-English speaking men and women, unemployed people and people receiving minimum social benefits) in order to train them in the urban agriculture professions of the future, based on their knowledge and life experiences.Our project aims to develop the skills of people working to support and include precarious adults in the urban agriculture sector. It brings together a complementary partnership working in the following areas - Social inclusion and adult education- Research- Valorisation of tangible and intangible cultural heritage- Environmental innovationThe partners have different needs and complementary skills: - Plaine commune is a local authority that brings together 9 towns in the Seine Saint Denis department, which must harmonise its green economy policy and social and professional integration policies in one of the most disadvantaged areas of Greater Paris- Halage develops social and scientific innovation projects in urban agriculture - LABA is an organisation that works for the inclusion of refugees and people in difficulty through the identification and recognition of their know-how and culture (mother tongues)- Lai Momo develops training and integration projects through comics, a tool that allows the most vulnerable people to be portrayed without stigmatising them, and which is aimed at the most disadvantaged (allophone or illiterate people)- The University of Jonkoping identifies and analyses innovations in urban farming throughout Europe- BIA builds bridges between agriculture and culinary knowledge.The effects of NATURE impact on - Educators, mediators, actors of professional and social integration of the most disadvantaged - Workers in social enterprises (public or private) that develop innovative projects in the field of the green economy - The inhabitants of the territories (especially the most vulnerable), whose know-how is recognised and which they can in turn pass on (the 'knowers') - Adult education actors who develop new tools adapted to the needs of our territories- Local authorities developing urban ecology projects that must be inclusive to produce results.NATURE will be one of the flagship projects of the SAINT DENIS European Capital of Culture 2028 bid and will benefit from the know-how shared by GALWAY, European Capital of Culture 2020. It will therefore benefit from significant visibility on a European scale as part of a large-scale project to transform the territory.<< Implementation >>Our project associates partners with experience in running European projects (LABA, Lai MOMO, University of Jonkoping) and others who are less experienced (BIA) or not/less experienced (Halage, Plaine commune).The most experienced partners will support the others and propose rigorous implementation of our activities (output production, training activities, dissemination events, management, evaluation and communication.NATURE has been designed to produce a series of actions that give positive and immediate results in terms of developing the skills of professionals active in the integration of the most vulnerable people, within public or private companies with an environmental vocation. To do this, we will produce 1) 5 RESULTSR1: Good practice guide: Identification of innovative practices in the participation of inhabitants in urban agriculture projects / This study gathers documentary resources, in transmedia format (interactive resources), which allows the creative sector, entrepreneurship educators and mediators to understand how urban agriculture in the most fragile urban areas is a lever for resilience, inclusion and allows territories to respond to the challenges of the green economy. 30 cases collected from all over Europe, 10 interviews and 10 portraits are presented. R2: New jobs for new employment sectors for adults: identification of sectors and their needs in order to create at least 10 new jobs based on the subordinate knowledge of those who know. The overall approach of the partners is to develop job-creating economic activities accessible to people marginalised from the labour market.R3: Certifying training courses for new employment sectors: formalisation of 2 innovative courses not offered by vocational training around the new urban trades of the green economy and aimed at trainers and adults known as ""knowers"".R4 / Comic strip training manual: enhancement of the subaltern know-how of the ""knowers"" thanks to 15 comic strip training scenarios. This makes it possible to highlight the beneficiaries of the programme who do not wish to be filmed or photographedR5 / Immersive, online training toolbox: providing a catalogue of inclusive online pedagogical tools within a multilingual and interactive platform.These results are complementary: the partners share the diagnosis that the modes of transmission of knowledge are still very vertical and use similar media based essentially on the written word and an academic culture. The productions R3, R4 and R5 are intended to diversify the learning environments of the project's target audiences on the basis of the results of R1 and R2 based on participatory and shared observation and action research methodologies. 2) 5 transnational meetings. They punctuate each stage (launch/implementation of activities/completion). The partners create a management manual and share the project management tools 3) 2 training activities aimed at testing, criticizing and improving the results produced. These activities bring together more than 60 adult educators and trainers, half of whom are 'knowers' (people who participate in adult education activities by passing on their know-how)4) 5 dissemination events 5) A strong communication and dissemination strategy both internally and externally. The partners rely on their national networks and on the European networks of local authorities of which LABA is a member.6) A method of quantitative and qualitative in itinere evaluation, in order to be able to correct our actions according to the events or difficulties encountered<< Results >>In 31 months, our project will achieve the following resultsa) Raising the awareness of the greatest number of people through the use of fun and educational tools: digital toolbox, and illustration of the project through comics (remember that we are working with the Angoulême Comic Book Festival, Lyon Comic Book Festival, Bologna Comic Book Festival and Montreuil Youth Book Fair) b) Valorisation of the project, the partners, the participants and the Erasmus programme within the framework of the application for Saint Denis, European Capital of Culture and, more broadly, within a project of territorial transformation designed for the next 10 years.c) Creation of new professional sectors for the inclusion of the most fragile and non-displaceable peopled) Revelation of human wealth in the service of urban ecology projectse) Experimentation of 2 certification courses (in physical and digital format) transferable to all European territories and communitiesf) Creation of professional outlets via a network of private (250 companies reached by all the partners) and public (400 local authorities reached in particular by the LABA and Plaine Commune networks) employers able to hire the project's public on the basis of their skills in the field of urban agriculture and the transformation of tomorrow's citiesg) Transformation of integration policies and adult education methods in the field of the environment and the urban landscapeFor its implementation, the project mobilises more than 400 people in the following cities during the whole project period: Bologna, Galway, Jonkoping, Saint Denis, Bordeaux/EFFECTS: a) 60 private and public organisations active in the environment will participate in R1b) 20 public or private organisations will become the first generation of educators in the ""new professions"" of urban agriculturec) More than 200 environmental managers and stakeholders will use the Results and commit to supporting adult training in these coursesd) 400 public or social organisations will download the educational resources and use them to extend and specialise their approach through cooperation with environmental stakeholders(e) 250 potential environmental entrepreneurs will use the tools and engage in training on the new professionsIMPACTS:a) Hundreds of people, in particular adults and adult trainers will participate in the development of the new NATURE professions, receiving training adapted to their needs and those of the territories. A large number of them will participate in urban environmental programmesb) 1200 public and private environmental professionals will improve their capacity to participate in actions of inclusion and training of inhabitants and adults in precarious situations. In the long term, this will contribute to the cooperation of the public and private environmental sector with economic actors.c) 1200 public actors who wish to combine economic development and urban revitalisation and recognise that social and economic inclusion require multi-sectoral cooperation. This result is multiplied by the dynamics of the Saint Denis European Capital of Culture candidacy, which is developing a whole axis of the territory's project on the new manufacturing of the city by citizens.Our project brings concrete, tested and tangible proposals to the adult education sector."

<< Background >>The project VRIN was developed to provide innovative targeted training to both actors involved in TCNs’ (Third Country Nationals) integration and TCNs themselves as a two-way method to enhance integration in local communities. This two-way method is selected given that integration does not only depend on TCNs’ willingness to adapt to the new context by acquiring key skills (namely: communication with the local authorities, useful/everyday vocabulary, knowledge of labour access, bureaucratic and financial procedures, housing and health system hints). It also aims on the capacity building of key professionals (namely: interpreters, cultural mediators and all type of integration assistants) working in this field. The management of the massive TCN influx of 2015-2016, despite the current periodic decrease due to COVID related restrictions and concerns, has proven that it is not enough to just open borders, but also, to be ready to apply effective management after the settlement. On the other hand, the project underlines the need for innovative training tools, beyond the mainstream and traditional ones, as a means of making the process of acquaintance with the local context more interactive, interesting and attractive. Thus, the project will create VR scenarios and Gamified environments to be used in innovative training sessions with both target groups (TCNs and actors).Given the continuity of refugee crisis and the endless massive migrant influx in the European Union, the partnership of the project strongly believes that along with the traditional integration skills development methodologies (ex. language lessons, face to face assistance and cultural mediation etc.), a new approach of TCNs’ integration in the local societies must be developed. The parallel rising problem within the EU, next to the increasing numbers, is the non-mutual integration approach which is summarized in the next scheme: most countries accept an influx and then they impose a list of qualitative requirement (e.g. papers, work contract, paperwork etc.) while neglecting or degrading the quantitative procedures (e.g. healing from trauma, targeted language skill development, betterment of everyday life etc.). This is what the project names “two-way integration methodology” which is expected to become the game changer in the field. Since 2015-2016, so much attention has been given on how much TCNs want/ can adapt to the local society, but the same does not happen with how much the EU actors are ready and capable of hosting TCNs’ efforts and multiply their positive results. In brief, the project envisions an economization of time and resources related to TCNs’ integration through a parallel provision of the opportunity for TCNs and actors/ stakeholders to engage with the digital skills needed towards the 4th Industrial Revolution.<< Objectives >>The project is designed to achieve specific objectives, which will work toward the effective integration of TCNs in the partner countries and in the EU at large.In the first steps of the project, the partners will conduct a thorough field research to identify needs and gaps in TCNs’ integration and in integration assistants’ skill development gaps. All these will be included in the interactive training Curriculum (Project Result 1). The objective of the Curriculum is to provide the local communities, authorities, operators, stakeholders and training centers, among others, with a state-of-the-art tool which is aligned with the latest trends of digital evolution (VR and Gamified Environment). Next, partners will establish a “two-way” integration process through innovative and interactive training of which the ulterior goal is to smoothen up TCNs’ access to basic services and integration skills development. The objective is to develop innovative approaches to facilitate access to basic services that can be adapted to, local contexts; improved access to comprehensive health care services, social security benefits for TCNs, as well as to services facilitating labour market integration, financial services, housing and helping to provide them with affordable accommodation based on their needs. The “two-way” methodology aims at bringing not only the TCNs’ to the local context’s conditions, but also familiarising the integration actors to TCNs’ diversity. Apart from the above, the inclusion of targeted language skills in the Curriculum and the training sessions aims to open a window to TCNs’ life-long learning, in order to facilitate their integration in society and the labour market. The learning material will also be available and open to the public on the Online Platform (Project Result 2), with the objective to be used as a valuable tool for TCN’s learning and integration. Furthermore, one of the objectives of the project is to bring local and international stakeholders closer as a means of multiplying the project’s impact but also spreading its benefits. More specifically, integration assistants and stakeholders will be given the floor to express their views and, as a result, participate actively in the evolution of a project that is of their direct interest. Their views and general contribution will be included in the Interactive Guidebook (Project Result 3), which will also be disseminated to the broader public. In this way, the project partners aim to change the game in the integration of TCNs through the involvement of organisations, integration actors, stakeholders and the general public.<< Implementation >>The project includes various activities which aim at serving its purposes and facilitating the achievement of its objectives. First of all, it includes the mapping of the current situation regarding TCNs’ integration in the EU and the development of relevant strategies and training activities for TCNs and relevant actors. Such activities are expected to facilitate the development of skills and competences among both target groups and promote their mutual cooperation for integration. Secondly, the project will offer further opportunities for TCNs’ networking and integration through their involvement in the Multiplier Events and Final Conference, which will bring them together with stakeholders and local agents and give them the chance to explore possibilities for employment and further involvement in the society. What is more, the project is an excellent opportunity for partner organisations to exchange good practices and experiences and also upskill their members by participating in the relevant training activity, during which they will gain valuable knowledge and acquire new competences. Finally, the project will offer valuable tools, such as the Curriculum, the Online Platform and the Guidebook, which will be tested and used by the project consortium during the training activities, and will be disseminated to the general public during the Multiplier Events and the Final Conference.<< Results >>The project will be initiated through a state-of-the-art research to identify the gaps and the best practices regarding TCNs’ skill development procedures in the examined areas (communication with the local authorities, useful/everyday vocabulary, knowledge of bureaucratic and financial procedures, housing and health system hints) and regarding interpreters, cultural mediators and all type of integration assistants’ skills. The research will result in a consolidated, comparative EU report which will consist of the respective national reports. The project will then move on with creating a pioneer, innovative and interactive training Curriculum (Project Result 1) consisting of Virtual Reality scenarios and Gamified Environment which will address in an inclusive and amusing way the information and the skills that a TCN and a professional must possess to integrate and assist TCN integrate respectively. Workshops will be conducted using those techniques with both target groups. On the one hand, the innovative Curriculum will constitute a sustainable a replicable asset without limitations. It will be able to be transferred in any context as each scenario will contain specific info for every single context of each country (example: the avatar integration officer of a VR scenario will give different info to the TCN user depending on the partner country he/she resides in). Also, towards the end of the project an Online Platform (Project Result 2) will be developed, which will include all those scenarios in a gamified form. Furthermore, an Interactive Guidebook (Project Result 3) will be written with the contribution of all partners, which will help actors in the partner countries and beyond on how to use the project’s outputs while adapting them to their context. Through the Guidebook which will be widely disseminated to various stakeholders within and out of the partner countries but also through the Final Conference which will be organized at the end of the project, stakeholders from different countries will come closer and exchange views towards a firmer cooperation. The overall dissemination of the project will attempt to reach to all the social areas which play a key role in TCNs’ social integration but also the competent agencies and policy makers. The advantage of the digitized toolkit and the alignment of the project with the latest trends in digital training are expected to boost this effort. This is expected to raise awareness regarding obstacles faced by TCNs to access those services and the possible solutions by relevant actors across the EU.