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.

Access to lifelong learning as a principle of equal opportunity, in accordance with the 1st key principle of the European Pillar of Social Rights, as recalled by the Council of the European Union in its recommendations of 22 May 2018, is the basis of our ambition to enable all detained persons to acquire the knowledge and skills needed to reintegrate a position in their own society once released.Providing a common thread to all educational actions, social integration is therefore seen as the very reason of the presence of our French teaching structures intervening in a prison environment.Despite an educational context which is heavily impacted by damaging discontinuities in life courses and due to multiple factors (among others, high turnover rate of people, large heterogeneity of learners, numerous constraints inherent to the operations inside a prison) the same requirements and the same references as those used in a free environment remain all the more essential to provide the learners with a central role, aiming at offering equal opportunities and ensuring the relevance as well as the quality of the training offer.This is why teachers inside prisons, even more than in an open environment, are expected to contribute to a constant restructuring of the proposed training offers by ceaselessly updating their own training and their teaching practices.The present project of establishing a time of reflection and a collective, firmly European work in a partnership context will allow to provide educational responses that are expected to minimize the negative impact of the discontinuity of the learning course on detainees.The European partners that are resolutely included in the process of this ambitious project are:- The Teaching Unit of the Auergne-Rhône-Alpes Region (France)- The Department of Education of the Penitentiary Center of Gherla (Romania)- The Nelson Mandela Adult Public Education Institution (EPAPU) of the A Lama Prison (Spain).- The CPIP, non-governmental organization, aiming at cooperation and innovation in the field of penitentiary action (Romania)What is expected through this two-year collaborative work is a collective attempt during six transnational meetings aiming at:- strengthening our respective and mutual knowledge of the existing penitentiary systems in the different countries,- identifying their implementation arrangements in educational purposes,- opening to our partners the doors of our classes, observing and co-animating teaching times,- facilitating the exchange of true experiences, and drawing up an inventory of the efficient teaching practices,- having a comparative look on the methods of dealing with learners in the partner countries in order to collectively build concrete recommendations regarding our professional, tutorial, teaching and organizational practices, with the aim of helping to provide a beneficial learning path for detained persons, along with a view to their social integration.What is expected to come out of this work will be materialized through the writing, experimentation, dissemination and exploitation of two tools:- a catalog of good practice compiling sessions and educational sequences that can be immediately reused in the teaching process used in detention,- an educational kit for the attainment of training schemes in a prison indicating the various stages of individualized training of detainees by teachers and educational teams, thus issuing recommendations in order to best position the student as a protagonist in charge for his/her own curriculum.We remain convinced that the mutual enrichment of daily practice in the classroom, the dissemination, sharing and sustainability of the innovative results of this project will hopefully be the decisive impact in terms of optimized management of the detainees' continuous training, a key element in one's reintegration.Our common working program will become by all means the basis of many even larger educational and organizational expectations. It will then constitute the crucible of their future collective pursuit, for the benefit of detained persons, via a subsequent and ambitious innovative project that will hopefully become enlarged to other partners, in the framework provided by our European Union.

In the context of the project every single activity got an extremely important contribution at the level of partnership and led to the achievement of wider benefits of family learning. The ''starting point'' of the FamSkill project was based on the challenge of basic skills which was one of the main topics on the New Skills Agenda launched by the European Commission. In the background of the FamSkill project was carried out a genuine research on the ''educational stage'' of reading and writing skills, as well as numeracy and digital skills. It was identified a major risk of unemployment, poverty and social exclusion in the profile of low skilled adults. Thus, there was an urgent need to address family learning as an alternative positive model approach to help adults to re-engage with learning. The participation in the education system and in basic skills programmes was even lower than expected. In this way, a solid partnership with extensive knowledge in European projects had been identified. The AHEM (Turkey) as the coordinator of the project together with the COMU (Turkey), CPIP (Romania), DOCUMENTA (Spain), CIK Trebnje (Slovenia) and MANKO (Poland) worked intensively for 2 years in a permanent collaboration to achieve all the objectives of the FamSkill project. The main objectives of the FamSkill project were to: - contribute to the upskilling of adult's basic skills;- increase capacity of relevant stakeholders (schools, NGO's, other educational organisation) to support and promote the implementation of family learning programmes;- provide evidence and example of good practice for the decision making process.The objectives mentioned above were met in an extremely useful way based on the content and materials developed for all three Intellectual Outputs. The undertaken activities required the involvement of representatives from the main target group of the FamSkill project. The profile of the participants involved in the activities of the project met all the necessary requirements. Below are mentioned the activities in which the low skilled adults, schools and education practitioners, decision makers were involved:- Intellectual Output 1 ''Inquiry on perceptions and perspectives towards family learning'': participation in the completion of the feedback questionnaire, interview grid and focus group session. - Intellectual Output 2 ''Family learning curriculum'': participation in the development of the content for the training curriculum based on Bloom's Taxonomy model on three main dimensions: ICT skills, numeracy, reading and writing. It required feedback and content analysis to fit the ''missing'' learning needs.- Intellectual Output 3 ''Resource pack for parents and educators'' : participation in the development of content for the Guide for parents and Guide for educators. Based on the feedback received regularly from the representatives of the target groups (educators and parents) there were created extremely useful learning and teaching materials.- interactive platform to support family learning and foster a collaborative online environment as part of the IO3: participation in the choice of design and structure to be easier for those interested in using the platform. In terms of number and type/profile of participants the consortium took into account all the necessary requirements. In this way, the main following numbers were achieved during the lifetime of the FamSkill project:- 2 staff members from every partner organization;- a total number of 327 participants in the implementation of the IO1 (as stated in every national report);- a total number of 104 educators and at least 150 adults who participated in the pilot training activities (as stated in every national report);- a total number of 157 participants in total who attended the raising awareness workshops organised by the AHEM, CPIP, MANKO, CIK Trebnje and DOCUMENTA (as stated in the national report and list of participants for the ''Raising awareness workshop'' - ME);- 10-15 trained trainers who took part in the staff training activity.The most visible impact was seen at the level of:- own organization and internal systems. There was an increased capacity of staff to support and promote family learning, but also to support low skilled adults.- direct target group representatives involved in the main undertaken activities (parents, low skilled adults);- organisations (schools, educational centers) selected to participate in the pilot training activities;- key actors and stakeholders by providing them with a comprehensive methodology and resources to enhance family learning;- decision making process at local, national and European levels by providing strong and reliable evidence for further policy making in the field;- final beneficiaries by improving their access to relevant adult learning provision.

The covid-19 pandemic and lockdown context has dramatically outlined some issues faced by youth at large and moreover by children living in situations of precarity and/or migration. As underlined by the European Parliament’s Committee on Culture and Education : “The primary lesson from the crisis is that inclusion and equal opportunities must be at the heart of the EU’ s future education and training policies”. (Press release, 23.09.2020). Nowadays, image education is crucial and programs need to be tailored to the various contexts of audiences. Through image education, EduKino wants to promote basic skills for children and professionals, in compliance with the desire of the European Commission to foster the development of key competences at all ages.EduKino project situates itself at the cross-road between multiple problematics faced by:_youth in vulnerability: difficult access to digital tools, the internet, few tutoring capacities at home, little access to cultural and artistic life;_the professionals who work with them in educational context or medical-social facilities: difficulties to find tools or methodologies, lack of exchanges and limited time to implement projects;_the professionals of the artistic and cultural sector: need to adapt their activities (Covid-19), difficulties in reaching these very socially and economically isolated audiences.EduKino focuses on 3 axis:_Image education: as a didactic tool for the social inclusion of children, but also for active citizenship through involvement in the cultural life of their city and their inclusion in all social spaces._Cooperation between professionals: networking and exchange of practices encourages the development of each person's skills and enables the development of methodologies adapted to the problems faced by the public._Replicability: the elaboration of tools and methodologies for education professionals and image education professionals will enable everyone to appropriate & apply them in their respective professional practices and contexts.The partnership gathers 7 partners (3 image education structures, 4 organisations working with vulnerable youth) from 4 countries (FR, PT, RO, UK). 94 vulnerable children (such as Roma children, from deprived backgrounds, migrants, with educational issues) and 78 professionals (teachers, educators, professionals from artistic and cultural sector) will take part. A total of 500 people will be reached by the project.Objectives are:_Encourage recovery and resilience for cultural, artistic and educational actors, by strengthening their ability to collaborate and adapt their modes of action in a way that shows their understanding of the audiences they meet_For the children: 1) initiate an intellectual work around image and its production, and to open them to a field they know little about but crucial to their citizen life, 2) strengthen their self-confidence by leading them to value and share their knowledge and skills through playful workshops leading them to acquire new skills_for teachers and educators: opportunity to gain skills to raise awareness and accompany children and their families to the uses of image and audiovisual media.The IOs are:IO1_ Intersectoral cooperation methodology: through a collection of best practices and workshops, creating a comprehensive and adaptable methodology for cooperation between various actors to support inclusion of young people in precarious or migratory situations.IO2_ Image education program: test a year-long program of image education that is modelled to the issues faced by young people in vulnerability and foster exchanges between professionals.IO3_ Capacity building program: support education professionals to face new challenges and audiences raising awareness to the multiple issues faced by vulnerable children, promoting strategies of intersectoral cooperation to facilitate implementation of inclusive projects such as image education program and training to image education.IO4_ Awareness raising campaign and capacity building for children: to strengthen the capacities and self-esteem of the children, acquire new skills and aptitudes, they will present their audiovisual productions (IO2) and be the main actors to define and drive an awareness campaign directed to a wide audience.Expected results are :_ Production of reusable and replicable tools in the field of image education_ Acquisition of knowledge and skills in image education and intersectoral cooperation for professionals_ Children will develop life-lasting skills in image education and related field and a sense of belongingProductions are: 4 TPM, 2 STJSTE, 5 ME, 5 image education programs tested, 7 campaign events, 1 training, 4 modules, 1 booklet available in the languages of the project.The project will create long lasting skills and tools for children and professionals and is highly replicable thanks to the methodology and training modules available on Epale or eTwinning

"The realization of the project ""Be without prejudices"" accomplishes a number of goals; in the first place, participants in the training program acquire basic knowledge and skills for recognizing and responding to discrimination; they are acquainted with their own rights, but also commitments; they are able to implement in practice the Law on the Prohibition of Discrimination; and Law on the Protection of Equality in Institutions for the Execution of Criminal Sanctions. By fulfilling the objectives of the project indirectly, it contributes to the social inclusion of vulnerable and marginalized categories of persons deprived of liberty, through qualitatively improved communication and creation of an atmosphere that achieves the reintegration and re-socialization of convicted persons. Particularly important in the realization of the project are partnerships for institutions from the Republic of Romania, the prison in Timisoara (Penitenciarul Timisoara) and the Center for Promoting Lifelong Learning, as well as other partners, where the exchange of experiences, good EU practices in protection against discrimination and applied innovative learning programs in line with the concept of lifelong education. It is the project that seeks to provide institutional national and supranational support to the acquisition of knowledge and skills to upgrade the basic knowledge of officials in prisons in the Republic of Serbia, who are not trained enough for such a sensitive area of ​​treatment, such as discrimination. The aim of the project is to, through theoretical and practical aspects of the project realization trainees (prison staff) in the biennial adult education cycle are mastered by mechanisms: 1) recognizing and responding to discrimination in their workplaces and social environments from which they come; 2) acquire knowledge to identify and respond to discrimination in prisons, and 3) master the mechanisms and techniques for overcoming discriminatory and conflict situations.The project is expected to:Maintaining the first international scientific-professional conference on ""Recognition and Response to Discrimination in Prison Institutions;Publication of the collection of papers on discrimination in prisons with the working title: ""Second Chance - recognize and react to discrimination"".Publication of a manual for the sensible treatment of prison staff with the working title: ""Sensitive Oriented Operational Work"" for prison officers and other members of the security system, both in the Republic of Serbia and in the countries of the European Union.Creation of an English-language film on recognizing and responding to discrimination with the working title: ""Second Chance"".Implementation of the system of how to report CALL discrimination through and the introduction of an institute of advocates for protection against discrimination in prison institutions.Certification and introduction of training programs for identifying and responding to discrimination in the Center for training prison employees as a teaching subject with the working title: ""Human Rights and Discrimination"" for all newly employed in prison institutions.The global importance is in the availability of the film ""Second Chance"" in English, which will be featured on the Internet, as well as a krog international scientific-expert conference whose English language collection will be available in pdf form on the Internet google scholar and platforms.The general social and regional significance lies in the expansion of European culture, the system of values, tolerance, multiculturalism, the spread of awareness of discrimination and inequalities.The national importance is that the knowledge base in the field of protection against discrimination is being eradicated, that the institutions for the implementation of criminal sanctions will be provided with a manual of innovative content and the first handbook of this type in the Western Balkans, as well as with the introduction of the Human Rights and Protection from Discrimination Center training and improvement of personnel of the Administration for the Execution of Criminal Sanctions of the Republic of Serbia provides ongoing education in this field.The local importance is that every trainee from almost 30 different cities of the Republic of Serbia will share the knowledge and perception that will be achieved with the completion of the training program in their micro environments, which will be able to paint pictures of other shoes, understand other problems and understand that Different are the wealth of one society. Finally, they will receive applicable knowledge that will enable them to respond better and deal with the vulnerable and marginalized categories of convicted and convicted persons from the ranks of persons with disabilities."