<< Background >>Over four in five employers state English is by far the most important foreign language in industry (https://op.europa.eu/en/publication-detail/-/publication/6e68f7e0-dd4a-11e6-ad7c-01aa75ed71a1). However, one third of employers find it difficult to fill positions due to applicants’ insufficient foreign language skills. In fact, a Council Recommendation of 22nd May 2019 states national governments should support VET providers to better align language learning with the foreign language needs of occupations that they train students for (https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN). It’s not only language skills deemed crucial in the labour market, though. A European Commission report on ‘Promoting Adult Learning in the Workplace’ states that people entering the workplace should acquire a combination of transversal core skills, English foreign language skills and specific skills needed for a job (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). These transversal core skills include (among others) problem solving, communicating, leadership, and collaboration (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). How, though, can we develop VET learners’ foreign language and transversal core skills more effectively?<< Objectives >>Research advocates for a task-based learning (TBL) approach, which argues language teaching should be delivered through the context of ‘real-world’, authentic tasks. In doing so, language proficiency and transferable skills develop due to the approach’s ability to facilitate language learning through relevant task performance that aligns with a learner’s existing language knowledge (Long, 2015). A needs analysis identifies relevant target tasks the learner will have to do in the foreign language, which are then broken down into pedagogic tasks. A syllabus is designed around this sequence of pedagogic tasks and is implemented according to certain methodological principles, which include encouraging inductive and collaborative learning, and a focus on linguistic form. What about materials design and assessing learning outcomes, though? This project sets out to not just address these points through creation of a materials bank and a teacher training course that among other things covers material design and learner assessment, but to ultimately foster greater employability prospects for VET learners.<< Implementation >>This very innovative project will focus on providing language teachers all over Europe with the knowledge and tools that are necessary to effectively implement a task-based syllabus within their own teaching contexts. This will involve the design of a task-based syllabus, the design of a materials bank which will support the implementation of the task-based syllabus, and the creation of a teacher training programme which will be adapted to the needs of those active in the tourism sector. It will equip teachers and trainers with the skills needed to both successfully implement a task-based syllabus and convince other stakeholders of the importance and relevance of a task-based approach to English foreign language learning. Through greater targeting of support for these teachers using this approach towards English foreign language learning, those active in tourism industry will be better able to acquire the language and soft skills required by sector and or in the workplace of their selected vocation. The desired outcome is that they will then be able to achieve higher levels of employability, showcase their businesses and be more resilient to crisis situations due to the fact that they will have a core set of foreign language and transversal competencies that make them a far more lucrative asset in the European labour market.<< Results >>The project is looking to achieve the following results, and they are describe and justified in much detail in the project results sector, so we are laying out here some different aspects of their use and value:1. TBL tasks for tourism: A comprehensive identification of jobs in tourism as well as needs analysis and identification of series of target tasks. It is of key importance to teacher and trainers to have a clear view of the needs analysis to help them easily create lessons.2. TBL pedagogical syllabus with previously identified target tasks that will be synthesised to a series of pedagogical tasks and then be organised into a syllabus. The design of the syllabus will also involve the creation of a series of example materials to support the delivery.3. TBL training course that will help VET language trainers deliver a task-based syllabus. This course will be delivered in a training session towards the end of the project, and those trained will then be accredited to deliver it to trainers in their own contexts/countries.There is one learning, teaching and training activity planned, lasting 3 days in Barcelona (Spain). This is of criticial importance for the success of the project. Also it is important to have a list of participating staff, who have the potential to use the tools developed, and thus have maximum impact measured by the changes in their teaching practices and the number/variety of learners they influence.

In order to counter a high percentage of adult learners who abandon language courses prematurely due to a lack of motivation and engagement, the L2 Lifestyle project sought to equip foreign language teachers with the tools needed to address this problem whilst promoting the EU's core values of multilingualism and lifelong learning. As such, the project was implemented through a partnership of six organisations based in five different EU countries. The project was led by YORK ASSOCIATES and through a transversal approach that involved learners, teachers and school management, aimed to:1. Extend and develop the competences of language teaching professionals so that they can integrate soft skills content and apply a range of motivational co-coaching techniques as part of a new approach to foreign language teaching practice;2. Foster an improvement of results in language courses and provide language students with not just new language skills but also more effective soft skills when using foreign languages, including, for example, Emotional Intelligence, so that they can benefit from their newly-developed interpersonal skills when seeking employment in an increasingly competitive job market; and3. Encourage a sustainable institutional learning approach through working closely with the academic managers of training institutions, which ensured that language teachers as well as their students in Europe will benefit from this project for many years to comeThese aims were achieved through six organisations - York Associates (UK), I&F Education (Ireland), Stowarzyszenie ARID (Poland), CPIP (Romania), and Babel Idioma y Cultura and Diamond Building (Spain) - developing a set of Intellectual Outputs, which were:- IO1: ‘MOTIVATE THE L2 MOTIVATOR’ - this involved developing a training system for language teachers in order to enhance the effectiveness of their language classes by providing them with specific knowledge, adapted to language teaching, in the fields of coaching and interpersonal soft skills, including Emotional Intelligence and Neurolinguistic Programming (NLP)- IO2: 'L2 MOTIVATION TOOLKIT’ - this involved developing a toolbox containing several activities for the language classroom that enabled language teachers to include soft skills and techniques of coaching, Emotional Intelligence and NLP in the process of language learning- IO3: 'TRAIN L2 MOTIVATORS' - this involved developing a training system that enabled academic managers of language institutions to assist their language teachers with the effective use of the Toolkit activities in the classroom. It also enabled these managers to train new teaching staff in the L2 LifeStyle project's other intellectual outputs.The L2 Lifestyle project has had a direct impact on language teachers, language training institutions, and also adult language learners. For foreign language teachers and language training institutions, the project has empowered them with innovative tools and methodologies to support them in guiding and motivating adult learners and promoting core EU values of multilingualism and lifelong language learning. And for adult language learners, the L2 Lifestyle project has led to not just their increased motivation with regards to language learning, but also increased competencies in their interpersonal soft skill development. By creating these training tools as well as the practical toolkit for language teachers, teacher trainers and academic managers, the consortium has achieved the overall objectives of the project as well as establishing long term benefits in the form of tools for effective and lifelong language learning for a multilingual society in Europe.

It is well documented that minority ethnic groups experience higher levels of poverty, social exclusion and greater barriers to accessing health, education and social services and equality of access to employment than majority indigenous populations in most European countries. Intercultural Mediation is an internationally recognised tool for overcoming the barriers to key services such as health, social protection, education, justice and law enforcement and also for overcoming the barriers in the workplace context, all of which are very often experienced by people from minority ethnic backgrounds. The practice of intercultural mediation involves a trained Intercultural mediator facilitating cross-cultural communication and mutual understanding between service users +/ workers from minority ethnic backgrounds and service provider and/or employers with the objective of achieving a high quality of service, participation and outcome for each party. Intercultural Mediators can work in a wide range of services. These include health and social services, education, judicial and law enforcement agencies, business and other employment, public administration. Their role is to :•facilitate cross-cultural communication and mutual understanding between migrant service users and service providers / NGOs / public administration/ employment bodies; schools and other educational establishments•empower migrant service users to communicate their service needs more clearly and effectively and participate more equally in their new societies, taking culturally related nuances into account •assist service providers deliver a culturally competent and culturally sensitive service•Promote diversity and equality of participation in the work place•advocate for migrants and their families.The aim of this project is to share and further refine and customise, the learning, training and practice of Intercultural Mediation which has already been developed by the lead partner, Culture Connect, with four other EU partners by:•Customising the methodology to the particular country and organisation culture and needs of each partner•Delivering training programmes in Intercultural Mediation to a small number of participants from minority ethnic backgrounds in each partner country.•Evaluating the effectiveness of ICM in a range of services. educational institutions and places of employment•Devise and publish a web- based Guide to Training and Guidelines for Best Practice in Intercultural Mediation•Developing an internationally recognised certification system for the training. +•creating, promote and test a new standard for a professional role of Intercultural Mediator within each partner countryThe project will work closely with migrant participants, with NGOs supporting migrants, with service providers and educators and with employers in the development, implementation and ensuring the long term sustainability of the projectExpected results during and after the projectThe project will create a systemic, comprehensive and empowering solution to overcoming the barriers encountered by people from minority ethnic backgrounds / refugees / migrants in access and outcomes to a broad range of essential sectors within mainstream society: health and social services; education and entering and equality in employmentIt will also raise awareness of these barriers amongst a range of health, social service and education providers, employers, and other key actors with whom the project impinges on and promote a commitment to dealing with them. The project will also leave a legacy of tangible results:•A maximum of 3 trained and experienced mediators in each country•An internationally tested and evaluated methodology for training Intercultural Mediators equipped to work in a range of sectors •A set of guidelines for the selection of participants •A code of practice for Intercultural Mediators•A professionalisation of the role of Intercultural Mediator The project will be designed and implemented by five partner organisations, from five different corners of EuropeCulture Connect, Drogheda, IrelandFundacia Diversity Hub, Krakow, PolandYork Associates, York UKRuni, Sofia BulgariaCentrul Pentru Promoverea Invataru Permanente Timosoara, RomaniaThe partners are engaged in a range of training and capacity building actions aimed at the integration of migrants and refugees and promoting interculturalism in their respective organisations. They will bring their very diverse skills and expertise to the project. Potential Long Term Benefits:•Empowering refugees and migrants and developing their social capital•Creating a broader awareness of interculturalism across society•Promoting cultural competence in education, health and social service, the workplace•Project outputs including the training programme, code of practice, job description for Intercultural Mediation will be available for wider use after project finishes

The Dyslexia Compass aims to combat the negative implications of undiagnosed dyslexia on children’s and older students’ cognitive development, and consequent unnecessary strains on national education systems. It will do this by creating a pan-European consensus on diagnostic tools and thresholds to measure literacy and phonological fluency across languages and national perspectives of dyslexia, including differentiation for different orthographies (in the case of non-alphabetic languages where migrants and refugees are at risk of being ignored). In doing so, it will equip teachers with diagnostic tools and guidance on operating to measure reading and literacy levels in a unified and aligned way across European countries. In this way, more accurate numbers of dyslexic students will be available, opening more doors to funding, intervention, remediation, and preventive measures. As such, the Dyslexia Compass project will take significant steps towards reducing the impacts of the ‘Matthews Effect’ on development, mental health and inclusion of dyslexic children, especially those from migrant or disadvantaged backgrounds. With no reliable figures because of the diverse nature of measurement, research into the condition will be problematic. Not only does the diversity of measurements cause uncertainty in terms of what rates of dyslexia may be, they cause uncertainty in what dyslexia itself is. If you know what dyslexia is, you should be able to measure it. Different methods of measurement indicate different views of the nature of dyslexia. If you don’t know what dyslexia is, researching its impact upon social inclusion, health and education becomes problematic at the very least. Without such a standardised measuring tool, no reliable data about the prevalence, depth, or remedial effectiveness of common dyslexia tools including preventive measures, will be available. Without transparency, funding for dyslexia - as well as more accuracy for funding and targeted remediation and research - is less achievable, further reducing innovative and integrated approaches to standardized measuring; and so there will be fewer and fewer opportunities for pupils from disadvantaged and migrant / refugee backgrounds with dyslexia to have access to inclusive education practices and opportunities later in life. Social divisions will inevitably widen. The phenomenon described by Seligman (1967) of learned helplessness creates an environment of educational failure that is both harmful and unnecessary. We also know from the Matthews Effect that an undiagnosed case of dyslexia will produce academic, intellectual, and social inequality, vastly increasing the likelihood of that child not transitioning successfully from primary to secondary education, or further. If pupils aren’t identified and helped early, then their other cognitive faculties will be harmed. This in itself will harm the ability to identify dyslexia because different children from different orthographical systems will have been identified at different ages, meaning measuring reading fluency against other cognitive faculties will become complicated and possibly incommensurable.Our methodology will be to firstly understand in greater detail exactly what measurements are prevalent current in the EU, taking into account national and regional understandings of what dyslexia is, orthographic depth, national and regional languages, and reading comprehension. This will result in a comprehensive European report describing and classifying current tools used to measure dyslexia. The report will be used as a departure point for the next stage of the project, which will look to establish clarity on the more effective tools to measure dyslexia. The result of this stage of the project will be a training guide on the various tools, how to properly implement them, and the recommended threshold for proper / improper literacy to establish someone as dyslexic. The final step of this stage of the project is to introduce a translation guide to the manual to facilitate the translation of one measurement from a tool in one European language to another. This final step will mark a significant point in the project’s development and move the European understanding of dyslexia into previously unknown territory. The last stage of the project will see the consortium embark on the task of analyzing the results of the previous stage, the characteristics of each tool and its measurements, thresholds and results, with the aim of creating a singular tool to measure dyslexia across regions, nations, ethnicities and languages.

The Purpose of 3R (Respire, Remember, Respond) Emotional Intelligence for reducing recidivism project is to improve the social adaptability and resilience of offenders and ex-offenders, to promote their reintegration to society, and as a result to reduce recidivism. In this sense, Emotional Intelligence interventions, should be given to prisoners who will be released within 6 months. To complement this measure, a social adaptability survey should be given to offenders within at least 3-6 months of their release.The project plans to show the importance of the application of Emotional Intelligence tools and strategies for inmates who will be released within 6 months in order to reduce the levels of recidivism. The project will have a double line of intervention, both with inmates and with people who support the inmates in their attempt to reintegrate into society: guards, wardens andsocial workers, but also NGOs in the off-prison monitoring.This program is doubled focused. On one hand, it will work with inmates and on the other one people who make up the support systems for inmates in their reintegration in society. For prisoners it seems desirable to offer a comprehensive program which will help inmates learn how to integrate emotional intelligence practices into their everyday lives, for example, have training sessions focusing on stress handling, self-awareness and self-regulation. In parallel to this program for inmates, another should be offered for people whose role is to support the inmates in their attempt to reintegrate into society.These include guards, wardens and social workers (in prison monitoring), but also NGO and other kind of organizations (off prison monitoring) taking into account the extreme importance of the follow up in the first months after releasing.3R project will develop, pilot and implement a framework of methodology, tools, learning programs and recommendation for both targets. The goal is to endow the inmates to be aware oftheir options to design a different and new future from their last months in prison and their immediate release, the assumption of responsibility and the making of decisions and actions thinking in their reentry in society.The overall objective of this project is to introduce a training method based on Emotional Intelligence against violence and aggressiveness as working tools in penitentiary centers in order to break the circle of recidivism. Our method is to start at grass root level, and therefore our target group is involved in all the steps of the project.Specific Objectives1) Map the emotional intelligence introduction in the CJS (Correctional Justice System) of partner countries.2) Adapt the based learning experiences identified as positive practice within the partnership.3) Develop the 3R learning system for CJS clients and, in a second step, train professionals working with them (pilot in country partners throughout a Lifelong Learning initiative);4) Expose - at least - 140 inmates and 42 CJS staff and NGOs across the partnership to key competency-based learning experience.5) Stimulate the community reintegration of prisoners and offenders, applying the strategies previously experienced.6) Raise the awareness of involved local communities in the importance of Emotional Intelligence as a tool in the reintegration of inmates and offenders.7) Integrate the transferred 3R methodology in partners national training practices (for inmates and their reintegration programme).8) Bring into focus the value of 3R methodology as well as the sustainability of the methods and products resulting from the project, by offering at EU level advice on how the gaps in avoiding recidivism can be filled by key competency training.Results- Final products• A list of 10 main emotional skills needed by inmates in their attempt to reintegrate in society.• Two training pills and two learning tools (toolbox) for each of those previous defined skills.• A list of 10 main emotional skills needed by guards, wardens and social workers in their everydayrelationship with inmates and their support to the reinsertion.• Two training pills and two learning tools for each of those previous defined skills.• Information note on the project and links to online resources.• A website for the indefinite maintenance of the on-line course and contact details of tutors.