<< Background >>The risk of social exclusion among the migrant population is worryingly higher than among nationals. Civic integration is more than just learning a language, however, language skills are determinant for the successful integration process. Without speaking the respective national language, it is hardly possible to gain a foothold in a new country.Germany is worldwide presented as one of the most open & immigration-friendly countries in Europe. It offers a very extensive integration program with up to 1200 lessons of general languages courses & 800 for professional needs. Most migrants, refugees & Germans with poor language skills have access to most of these courses. Despite this large language tuition offer - includes more than 10 different types of courses- a significant group of migrants & refugees remains excluded in the program. The situation around Europe is even worse. The 1st evaluation of the German integration courses (EvIk ‘19) reports that it is still very questionable to what extent the courses adequately take into account the wide range of people with very different educational backgrounds. There is clear evidence that refugee women have worse preconditions for learning. Women take part in the courses less often than men, a significant group of them is excluded from the current official program, only 22% of women with children under the age of 4 attend the courses (BAMF 2019: 27). The exactly same tendency is observed in the regular migrant language offers delivered by partners of this consortium. 2019 almost half of the 272 million people worldwide not living in their country of birth were women, according to the Eurostat ‘19 migrant women represented more than 50% of the newcomers population in Europe & the proportion is expected to increase. However, (refugee) women hardly exist in the public debate. Migrant women are facing challenges & barriers as both migrants & women; a double disadvantage that excludes them from social participation. There is an urgent need to tailor the language learning opportunities & to create a real added value for this target group in Europe. Social cohesion plays a fundamental role in the integration process. Integration means a development & a two-way process in which people in a society jointly develop an understanding of how they want to live together. Migrant women are usually isolated from the host community. In Germany only 12% of women have daily contact with Germans (compared to males at 27%) -Liebig OECD. For family & structural reasons many migrant women misjudge their opportunities in the host country. Women’s space for own development is mostly inexistent in the role models they have learned in their home countries. This consortium’s aim with the project is to promote education, to enhance tolerance & to motivate trainers & learners for a lifelong learning strategy focussing on the needs of one of the most vulnerable groups: migrant women. A prerequisite for the implementation & development of effective services for newcomers is a good knowledge of their situation & needs. Partner of this consortium deal with the target group & they know the difficulties women face to enrol in a language program & to increase their social interactions. Feeling Home offers a new language learning path for women that cannot attend regular courses (R1). It motivates, empowers & gives women a voice recognising their values & building their sense of belonging to the host society. At least 175 migrants & teachers will directly benefit from the project but it needs to be transferable & adaptable to peers outside the consortium. Every fourth trainer is regularly emotionally exhausted & even shows burnout symptoms currently. The pandemic situation is saturating our trainers & there is an urgent need for supporting tools. The manual & open learning space for language trainers working with migrants offers ready solutions that easily enhance teaching strategies in vulnerable groups(R2).<< Objectives >>Refugee/Migrant women have disadvantageous preconditions for learning. On average, women have a lower level of schooling&vocational training & are more vulnerable than men. In addition, due to childcare responsibilities, women are less likely to have access to integration supported linguistic offers & are therefore less likely to learn the host language. According to studies metioned above this is not a marginal phenomenon it affects a larger group. Work experience shows a similar experience around Europe. The lack of opportunities to learn the local country’s language is consequently creating a situation where a significant group of migrants & refugees is being excluded from comprehensive participation in the society. This project primarily aims to achieve a reduction in the risk of social exclusion of migrant women in our society. To reach this goal it creates a new informal language learning program to be piloted by 25 teachers with 150 migrant women in 5 European countries (PR1). Feeling Home gives participants the chance to improve their linguistic skills while simultaneously enhancing their integration process. At least 150 migrant women have the chance to listen, read, write&talk in the local language. The informal course format offer women the possibility to combine their familiar responsibilities with the learning program. Further, it gives women a voice to share their perspectives&needs in their host countries & it creates an innovative city guide that fills the spaces with new identities. A documentary film about the creation of the city guides, the guides themselves & the several events to exchange & promote the results will invite participants to share the experience of the project & to understand the city as a space with many different perspectives & identities. It promotes an understanding of how different cultures can live together & feel part of the same reality benefitting the goal of social inclusion across European cities. Beyond that, Feeling Home aims to improve the competences of educators for the delivery of informal training including digital skills. Undoubtedly, Covid-19 is immensely shifting how we are designing & implementing educational programs at any level. Racy transformations, restructuring in the shortest time, digitalized trainers overnight & insecurity in the teachings; this pandemic situation is definitely saturating the education system. A study carried out by the DAK in Germany (11 ’20) reflects that every fourth trainer is regularly emotionally exhausted and even shows burnout symptoms. Feeling Home addresses the urgent need to support the trainers & to create learning paths in line with the current needs of the participants. It offers specific supporting tools for language trainers working with migrants. At least 25 trainers create pilots in R1 with more flexible learning paths in line with their learners’ needs, improve their teaching competences & collaborate at the European level with peers. R2 maps, analyses & describes informal teaching strategies & best practices so teachers can easily use them in programs with vulnerable groups. The open learning space & the manual also devote part of its content to the promotion of the DigCompEdu framework & to digital ready solutions for the programs. It brings the European frameworks for digital competences closer to the language trainers & maps from simple motivating gaming strategies to complex open online learning platforms describing implementations of digital tools in language programs. At least 530 participants of the multiplier events, over 1000 institutions involved in the delivery of integration services (newsletter receivers) and several thousand followers (SM channels & websites) will be regularly informed and invited to share the experience of the project resulting in awareness of the value of the development of innovative learning paths adapted to vulnerable groups & improvement of professional competences.<< Implementation >>The main project objectives are two:**1-To increase language learning opportunities for migrant women by creating a new informal pedagogical approach to thereby enhance their integration possibilities in the host countries**2-To support overwhelmed language trainers working with migrants & vulnerable groups with new methodologies, best practice examples & an extensive repository for free materials and digital toolsIn order to successfully reach these goals Feeling Home creates 2 main final project results and implements several activites:**Level I: General Management & implementation of the project with responsibilities (For detailed project management see section Management)General Management (DE)Communication Strategy (DE)Interim & Final Report (DE)4 Newsletters (DE, SE, ES and EL) creating; (IT) layoutPromotion (IT)Quality (ES)Sustainability and Exploitation (SE)Technical Support (EL)2 ME per Partner country with 20 physical and 33 digital eachHost meetings: Meeting 1 (DE physical)Meeting 2 (digital DE)Meeting 3 (EL physicial) Meeting 4 (digital DE)Meeting 5 (ES physical)Attend meetings all; physical 1 person/country + inviting 1 person/country online; Digital meetings 2 persons/country **Level II: Main activities for R1 & R2 with responsiblities: (For detailed project results see section Project Results)Result 1 (R1)Leading: DEParticipants: 150 migrant women (25/country) + 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actions6 Trainers’ focus groups local level3 Trainers’ focus groups international level 10 local events with migrant women10 excursions with migrant women5 international digital events with migrant women (participation per country min. 2 women)Create a curriculum for an informal language course embedded in the task of creating a city guide from migrant women’s perspectivePilot the courseCreate a city guide (digital format) each country one (5 languages)Create 5 films of the experience (5 languages)(Stakeholders/external trainers are to be regularly invited to get involved in the activities) Supporting migrants with individual coaching sessions if necessary, linguistic support, extra activities involving children in the guide developmentResult 2 (R2)Leading: ELParticipants: 25 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actionsPedagogical Support DEGraphics for the Manual: ITFinal English Reading for the Manual: ES3 upskilling events for trainers on creating moodle activities (DE)6 Trainers’ focus groups national 2 Trainers’ focus groups internationalCreate a digital Manual on the methodology of course R1, including materials, teaching activities, best practice examples (6 languages; nationals + English)Inset the content of the manual in an interactive learning platform creating several activities for migrants’ language trainers to improve their teaching skills, create a repository of digital materials for distance language teaching and a section with links to specific tutorials for language teaching and distance learning (Materials from former projects)Create a section on the DigiComEdu Framework6 languages (national + English)Create a section for migrants, a learning space so they can up&download material and exchange experiences.<< Results >>By creating new & alternative learning paths for those that cannot attend regular language learning offers we reduce the risk of social exclusion of vulnerable groups in our society. Result 1 of the project is the creation of an informal language course tailored for migrant women, who due to family roles &structural /cultural reasons are not able to attend regular language programs in the host countries. The language learning activity is embedded in the experience of creating a city guidebook. This guide maps spaces in the host communities that migrant women are mostly missing from their host countries. The course offers newcomers opportunities to exchange with peers at national & international level and to share their experiences also in their mother tongues. They are empowered to communicate, to enhance their social activities & to share their needs. Within the informal language program (R1-Act.1) the participants & trainers create 2 additional results with an individual added value for themselves: **- An innovative digital city guide that presents the city from a new welcoming perspective (R1-Act. 2)**- A film about the project experience (PR1-Act. 3) Beyond that, the implementation of the informal course improves the teaching skills of the trainers involved in the project. The second result focuses mostly on trainers (T2) and is composed by two elements: The teachers' manual (R2 Act.1) presents teachers’ experience accumulated in the project life & previously acquired knowhow related to informal teaching environments. The manual is the teachers’ instrument to improve their teaching skills at various levels. The experience of this course implementation should be carried out by as many institutions as possible working with migrants. So, R2 offers an open digital learning space (R2 Act. 2) for practitioners/NGOs supporting migrants to replicate the course & apply the methodology adapted to their targets’ needs. Project Result 1 / R1Act1: In the INFORMAL LEARNING LANGUAGE COURSE participants discuss, plan, develop, create & share the organization of the city tours & city guidebook. This is the reference framework for the development of the city guide, the experience exchange events & the final films. Each country creates its own course. Total 150 migrants, 25 teachers involved and 5 languagesAct2: THE CREATION OF CITY GUIDES is the task participants need to accomplish during the course. Each guidebook (1/country) presents at least 10 top places. The focus does not lie on the space but on the cultural needs the spot is covering for the migrant. The guide describes the city from a new perspective offering a more diverse & inclusive added value to it. 5 guides &languages. Act. 3: Films describing the experiences of the migrant women during the development of the guides (5 Films&languages) Project Result 2 / R2: Act. 1: THE TEACHERS’ Methodology Manual creates 2 types of supporting material for trainers working with migrants:First, for the needs of non experienced language trainers delivering language trainings to migrants using informal teaching methods. It presents strategies to teach languages to heterogeneous groups using an informal learning pedagogy. Includes methodology, best practices piloted in R1, maps activities including teaching materials. Second for more experienced still overwhelmed language trainers searching for digital solutions for the distance learning situations. Both sections promote the DigiCompEdu Framework. Act.2: THE OPEN LEARNING SPACE is an interactive learning platform (moodle) addressing the needs of the migrant organisations & trainers working with migrants searching for impulse, examples & guidelines for the implementation of alternative informal learning options for their target groups. Further, it includes a repository of digital resources for language training This digital open learning space is created in 6 languages (5+ English). 175 active users.