The ReGap project aims to extend high quality culturally sensitive open access learning resources to adult migrants and refugees of both genders in EU countries. The project promotes the Erasmus+ principles of equity and inclusion, social belonging and acquiring the knowledge skills necessary to take part in employment, health, social security and schooling on an equal footing with EU citizens. Objective The project reduces the education gap for migrants and refugees in European countries who will be well-prepared to secure employment, health, education and other opportunities, including gender equality and understanding the judicial system and citizenship rights. Number and profile of participants; The ReGap project partners are nationally and internationally recognised for their work in the field of adult learning and the development of innovative e-learning for different stakeholders. They are: - INN University College (Norway): Centre for lifelong learning - LUMSA University (Italy): The Department of Human Sciences, the working group on Educational Research and Multimedia learning - University of Porto (Portugal): The Faculty of Psychology and Education Sciences (FPCEUP) and The Centre for Research and Intervention in Education (CIIE) - The Association Community Development Institute (CDI) in Macedonia. Description and methodology of activities; Seven e-learning resources and an introductory resource covering social belonging ICT skills will be produced ReGap. A key methodological aspect is the active involvement of the adult migrant and refugee target group in all stages of the project, from all partner countries, and as members of the Advisory Board. Adult migrants and refugees are of particular value during the needs analysis stage because one of the aims of the project is to ensure its capability of fulfilling the learning needs of migrant and refugees and the educators and other professionals who will use these resources. The adult migrant and refugee target group are involved in piloting sessions, a crucial factor in the overall evaluation of the ReGap e-learning courses, in terms of preparedness for the challenges they will meet in different arenas, such as health, labour, education, gender and so on. The final motivation and self-efficacy levels are also important. In order to map, review and benchmark the gender and cultural needs of adult refugee learners focus groups will be undertaken in Norway, Italy and Macadonia and Portugal, where adult refugee learners comment on their gender and cultural requirements in the aforementioned areas, health, education, labour and so on. Results, impact and longer term benefits 1. To develop and offer e-learning 7 courses that are culturally and gender sensitive, using examples specific to each country in which the resource(s) are offered, 2. To develop, trial and evaluate e-learning course resources meeting key needs in employment, health, education, social security and knowledge of justice systems and citizenship regulations, 3. To develop e-learning courses that include an introductory component to create socially shared participant identity and belonging and enhanced ICT skills, 4.. To trial the delivery of the e-learning courses fully or in mode by teachers and professionals for those with lower ICT skills. 5. A short e-learning video with subtexts in different partner languages and English; along with a handbook in partner languages and English to be used by educators and other professionals. 6. To disseminate the e-learning resources regionally, nationally and internationally within and beyond project partners and the EU 7. Dissemination: Each partner will link the ReGap project website to their respective institutional web-sites. ReGap will be disseminated through monthly update and information to; a) local migrant and refugee associations and adult learning training organisations b) regional and national migrant and refugee associations in the 4 partner countries c) to international associations, such as the European Council on Refugees and Exiles (ECRE) and to adult learning organisations, such as the European Basic Skills Network (EBSN).
The innovative resources developed in the ReGap project provide opportunities for migrants and refugees to feel a sense of social inclusion as they identify with digital stories of the different characters portrayed in the resources. The inclusion in the learning environment of the resources constitutes a necessary precondition for migrant and refugee success in online anytime anywhere learning. The knowledge and skills developed as the online resources completed supports the societal inclusion of the migrants and refugees: they have a greater chance to be successful in employment and education sectors, along with enhanced understanding of gender cultures and legal and citizens rights, as well as in access to use of health and social services as required. Reducing the Educational Gap for migrants and refugees in EU countries (ReGap) was launched in 2017. A year which saw the arrival of 2.4 million non-EU immigrants in EU countries, and more than 800,000 people were granted citizenship. The challenge has and always will be to offer meaningful, accessible and sustainable inclusion in employment, education, health and social protection services, along with an accompanying personal sense of mutual belonging and well-being shared by new arrivals and host populations. Central in this endeavour is the need to build mutual understandings of different cultures, languages, gender practices and histories. Many challenges are faced by migrants and refugees to Europe, such as language barriers, knowledge of labour markets, limited access to health care and social protection systems and disconnection between law and practice. Also, lack of digital literacy is an obstacle for many refugees and migrants, at the same time as digital technology and Internet have turned out to be promising tools for education for this target group. ReGap developed and trialled seven open access e-learning courses that are culturally and gender sensitive, using examples and adapted specific to each country in which the resource(s) are offered: Macedonia, Italy, Portugal and Norway. The courses met needs in employment, health, education, social security, gender and knowledge of justice systems and citizenship regulations. Each included an introductory component to create socially shared participant identity and belonging and enhanced ICT skills. The courses can be fully online or blended with face-to-face activities. Focus groups and trials with migrants, refugees, teachers and professionals were completed (18 focus groups with 101 participants, trials with 323 participants in total). An instruction video and handbook for teachers and professionals has also been produced. All resources – courses and instructional materials – have been translated into five langugages (English, Italian, Norwegian, Portuguese and Macedonian) and adapted to the situation and regulations in each of the partner countries. The ReGap methodology has built knowledge, skills and created social inclusion and well-being through digital storytelling; integrating in particularly migrants and refugees’ own stories as part of the learning resources. A key objective has been to listen to migrants and refugees who have co-participated in the development of these stories. This methodology has raised motivation to enrol and complete these courses and confirms the importance of participants feeling social inclusion and wellbeing as they identify with the portrayal of the digital stories, issues, characters and important knowledge and skills communicated. The ReGap project partners are nationally and internationally renowned for their work in the field of adult learning and the development of innovative e-learning for different stakeholders. They are Centre for lifelong learning at Inland Norway University of Applied Sciences (coordinator), recognised for the delivery of sustainable and cutting edge online resources; the Department of Human Sciences at LUMSA University, Italy, who are educational researchers and multimedia learning specialists; the Centre for Research and Intervention in Education in the Faculty of Psychology and Education Sciences (FPCEUP) at the University of Porto, Portugal, are experts in learning science and community oriented project delivery and the Association Community Development Institute (CDI) in Macedonia are an NGO who have been heavily involved in migrant and refugee projects for many years.