The INAR training courses would favour engagement (Well structured Cooperative learning tasks are very active and involve all participants), empowerment (after the training session the participants will be empowered to speak out against any form of racism or discrimination in their environment and will have strategies and ideas about how to react when they experience racist attitudes or behaviors towards others), amplification (participants share their voices within a group), development of positive attitudes (group-working and listening skills, self-esteem, putting yourself in other peoples shoes and motivation). Further, they will be sensitized to the concept of ER from which will flow a clear understanding of the more often recognised forms of racism.It is important to note that it is not envisaged to separate hard to reach or resistant individuals into a special 'remedial' cohort, rather the training would be a cross group event which ensures the disengaged become engaged and the unfamiliar starting point for discussion and elaboration will have the benefit of allowing the disengaged or resistant to regroup their ideas and positions thus protecting self esteem and providing a 'clean slate' for their thinking and then acting and speaking.The INAR project takes in to account the main principles of liberal constructivist education being addressed to unmotivated adults/ from vulnerable social groups. The project will facilitate the access of adults to education motivating and empowering them. Well structured cooperative learning tasks favor engagement, empowerment (a rigorous but enjoyable process gives participants control over a project), amplification (participants share their ideas within a group), development of positive attitudes (group-working and listening skills, self-esteem and motivation). Furthermore the project considers social integration and the access to liberal education and it aims to provide to unmotivated.INAR can give a contribution to the decisions taken by the EU Council on the role of education and training in the implementation of the Europe 2020 strategy, especially in response to the aims of the EU Platform against Poverty initiative that want to provide support and open up opportunities for non-traditional and disadvantaged learners and in response to the Agenda for New Skills and Jobs which aims is to develop a strategy for improving access to Life Long Learning.The project intends to enhance the social competencies in adults reinforcing the social and personal skills trough a pathway addressed to reconvert the approach of adults to education. The personalized learning can contribute to guarantee an easier access of adults to the multicultural, pluralistic labor market.
The genesis of the INAR project was in a previous project ERAW, where ICI and other partners identified the high incidence of Everyday Racism in the workplace and concluded that there was a need for tools, training and awareness of the issue. Hence INAR sought to provide the tools and training support with the underlying ability to raise awareness of Everyday Racism (ER). Taking ER as a core issue and direction of training permitted the production of materials and concrete activities that avoided many of the problems of traditional forms of this training by using no blame, co operative methodologies which aimed to capture and interpellate to those individuals who previously were either hostile or apathetic in their relationship with these issues. Further, there was a desire to minimise insecurities felt by trainers in such training and suggest and support how to aviod or handle conflicts in a clear and supportive training suite of materials that provided an all round package consisting of a 4 and an 8 hour module, a handbook for trainers that not only outlined the activities and rationales for the modules but also support for developing specific courses dependent on the demographics the trainer might encounter in terms of age, workplace situation, specific issues etc. Thus trainers can tailor an outline into something that specifically meets their needs and advises them what to consider in doing so. This is further enhanced by a video of both the training being given and scenarios of situations that could arise during such training. The videos are linked in the handbook via QR codes to enable easy navigation for the user. Additionally there is a game that can be played on a users facebook page which shows myths and facts surrounding issues of migration and refugees which was informed by research into media in partner countries with facts from reputable sources. With the exception of the game all materials are in all partner languages and are accessible from each partner website, EU platforms, INAR website, INAR Facebook page, Gutenberg and Youtube. The objective was to provide materials for workplace or organisations to provide training which seeks to address individuals who are hostile or apathetic to such training but as part of a mixed cohort in a safe atmosphere with activities that seek to make clear cognitive shifts rather than a tick and train methodology which does not capture such participants nor does it neccesarily provide sufficient input for participants to shift towards being advocates themselves in tackling ER and other forms of racism within and without the workplace. In doing so the objective to reduce ER in the workplace will be met. The INAR training course utilises engagement through structured Cooperative learning tasks, empowerment, amplification and the development of positive attitudes. It took into account the main principles of liberal constructivist education being addressed toward unmotivated adults often from vulnerable social groups. Furthermore the project has considered social integration and access to liberal education. INAR contributes to the decisions taken by the EU Council on the role of education and training in the implementation of the Europe 2020 strategy, especially in response to the aims of the EU Platform against Poverty initiative that wants to provide support and open up opportunities for non-traditional and disadvantaged learners and in response to the Agenda for New Skills and Jobs which aims to develop a strategy for improving access to Life Long Learning.The project intends to enhance the social competencies in adults reinforcing the social and personal skills trough a pathway addressed to reconvert the approach of adults to education. The personalized learning can contribute to guarantee an easier access of adults to the multicultural, pluralistic labor market. The lead partner for the project was InterCultural Iceland specialists in education and training with a focus on anti racism. Chancengleich in Europe from Germany an NGO specialists in equality and migration, Coalition for Racial Equality and Rights from Scotland, specialists in promoting racial justice and Centrul Judetean de Resurse si Asistenta Educationala Vrancea in Romania, specialists in psychological pedagogical issues.