The European Union faces a migrant and refugee crisis which requires pulling together effective and innovative intercultural and social entrepreneurial literacy processes for empowering leader immigrants and refugees to be part of the solution and the decision making processes involved in creating sustainable communities, in their host country and their country of origin.The OECD survey of adult skills 2013 (PIAAC) states that England and Northern Ireland have some of the highest proportions of adults scoring at or below Level 1 in numeracy among the 17 participating EU countries (24.1% of 16-65 years old or around 8.5 million people). Bearing both studies the project aims to develop, equip and skill up adult educators to work with leaders from the Horn of Africa diaspora communities to overcome key barriers to their inclusion and participation in their communities. At the same time to develop a sense of care and responsibility towards new migrants and refugees groups, especially those with developmental disabilities. All these demands require an ethical and entrepreneurial contextualised education and training, which faces and challenges discrimination, stigmatisation and isolation of these cohorts, including those with physical and cognitive disabilities who are not visible in society. This contextualised education and training is based on human development-centred approach which deals with human scale development needs such as: subsistence, protection, affection, understanding, participation, recreation, creation, identity and freedom. An ethical, cognitive, experiential and relational learning and teaching model should serve to effectively engage adults in their education and training. The model enables to release migrants and refugees capabilities to create their own solutions, and the appropriate conditions to tackle the challenges facing within their hosting communities and within their communities of origin. General aim:The project aims to facilitate the exchange of inclusive, intercultural and social entrepreneurial training models among 4 countries: Sweden, Spain, UK and Turkey It also aims to design innovative outputs and ideas based on an ethical, cognitive, experiential and relational educational model for enhancing basic and advanced skills and key competences of adult educators working with migrants and refugees communities (or clans as in the case of Somalis) leaders, including those with disabilities. Specific aims: a) Develop the following innovative outputs: Output: Phase I: A Migrants and refugees as rebuilders curriculum A human centred curriculum to be built by the adult learners identifying, deconstructing, analysing, redefining their needs having as a benchmark the matrix of existential and axiological human needs developed by Manfred Mac Neef and based on Sen´s capabilities themes: Capability towards political freedoms, economic facilities and social opportunities towards social cohesion and social entrepreneurship: Personal level: Capability for individual transformation, Professional level: Ethical Governance against corruption (EG) based on a social entrepreneurship values: common good, reciprocity, mutuality, social justice, Societal level: Livelihood, skills for life Focused on financial literacy: How to balance my needs with how to manage my money, how to manage my savings for enhancing numeracy, accountability, savings skills. Output: Phase II: Migrants and refugees as rebuilders self-assessment competences frameworkA self-assessment competences framework for migrants and refugees as rebuilders based on a value-based societal entrepreneurship competence framework (ethical, cognitive and experiential), specifically addressing the key challenges of social and community enterprises and entrepreneurs:• Ethical stance (combating corrupted practices).• A participatory culture, governance and facilitative leadership. • Social marketing (changing behaviour) and access to markets.• Funding for social enterprises and community enterprises. • Individual and social accountability and impact. Output: Phase III: Migrant and refugees as rebuilders : Micro level indicators of social integration Adult educators design social cohesion and integration indicators of migrants, refugees at micro social level. Having the benchmark of the Migrant Integration Policy Index (MIPEX.eu). This tool will help us to identifyand prevent the radicalization of migrants and refugees, as it will give us a scan about how and where integration works and is not working.Target audiences: From Sweden, Spain and TurkeyDirect: adult educators of migrants, refugees, asylum seekers Indirect beneficiaries: migrants, refugees, asylum seekers, including those with developmental disabilities.
Context/background of the project: 1) The European Union faces a significant influx of migrants and refugees which requires synthesising effective and innovative intercultural and social entrepreneurial processes to empower them and the decision-making processes to create sustainable communities in their host countries and their countries of origin. 2) The Cross-border Intercultural and Societal Entrepreneurs' partnership, representing cross-sectorial educational fields, undertook this 3-year project to respond to this need, and set the following general and specific aims: General aims: 1) to enhance the skills of adult educators working with migrant and refugee communities to overcome barriers to their inclusion and participation in the host communities, through a 5 Life-Skills educational programme aligned with the UN Sustainable Development Goals 2) to develop a sense of care and responsibility in host communities towards migrants and refugees 3) to facilitate the exchange of inclusive, intercultural and social entrepreneurial training models developed in four countries: Spain, Sweden, Turkey and UK. Specific aims: 1) Output 1: An online curriculum for adult educators entitled ‘Migrants and Refugees as Re-Builders’ based on a 5 Life-Skills programme: i) Sustainable livelihood: The art of covering fundamental human needs and rights; ii) Affection and belonging: The art of caring and accepting to be cared for; iii) Prevention and protection: The art of promoting human security; iv) Understanding and engagement: The art of developing critical and constructive thinking and engagement; v) Participation and social entrepreneurship: The art of enhancing socio-economic value for communities. It uses, as a benchmark, Manfred Max Neef’s matrix of existential and axiological human needs, and Amartya Sen´s capabilities themes of political freedoms, economic facilities, and opportunities for social cohesion and social entrepreneurship, at three levels: personal, professional and societal. 2) Video testimonies of migrants and refugees to illustrate each Life-Skills training area: 3) Output 2: Competence Self-Assessment (CSA) framework for adult educators to evaluate their progress in delivering training to migrants and refugees, specifically addressing the key challenges on i) Life Competence: the need to know how to navigate everyday life; ii) Autonomy Competence: the need to be independent and interdependent physically, spiritually and emotionally; iii) Relatedness competence: the need to belong meaningfully to a community. 4) Output 3: Social Micro-Indicators (SMIs) for inclusion and economic engagement - Adult educators’-designed indicators of social cohesion and integration of migrants and refugees at micro-social level, using the Migrant Integration Policy Index (MIPEX.eu) and indicators of the Sustainable Development Goals as benchmarks. This enables a scan of the degree to which integration initiatives are working according to location. Number-profile of participating organisations; 4 organisations providing services to migrants and refugees: Initiatives of Change UK, charity, provides training in trust-building; Progestión Association, Spain, provides wide variety of services; Kista Folkhögskola, Sweden, community college providing courses; Migrant Research Centre, Hasan Kalyoncu University, Turkey, undertakes research and provides courses and other services. Description of undertaken main activities; O1: Curriculum for Adult Educators of migrants and refugees; O2: Competence Self-Assessment (CSA) framework (hard-copy and digital) for Adult Educators; O3: Social Micro-Indicators (SMIs) tool (hard-copy and digital) for assessment of effectiveness of training on social cohesion and economic integration. Results and impact attained: 1) Holistic Educational Resources comprising innovative tools for adult educators working with migrants and refugees 2) All educational resources are available in 7 languages: English, Arabic, Somali, Spanish, Swedish, Tigrinya, Turkish, and in Braille in English 3) Interactive Tools to enable adult educators to assess both their training of migrants and refugees, and their contribution towards inclusion and economic engagement 4) International organizations working in the field of migration have shown interest in using the resources in their educational programmes 5) Local authorities have shown interest in using the SMIs to assess the effectiveness of their policies for social cohesion and inclusion of migrants and refugees 6) The Resources give adult educators and migrants and refugees an opportunity to build training modules together that respond to their needs and desire to work to meet them. Longer-term benefits: This educational model enables migrants and refugees to create their own solutions to the challenges they face within their communities, with the host communities and in their countries of origin.