The final aim of the project was to enhance integration education offers & to reduce the risk of social exclusion among migrants by creating new language learning opportunities & by supporting language trainers in their professional development. It had 3 main objectives 1: to improve the competences of educators leading to overall improvements and effectiveness in provision of migrants’ adult education: 373 trainers were offered the chance to improve their competences as educators or to test the developed materials during the project life span. 2: to create upskilling pathways for adult migrants improving thus the accessibility of adult language provision to vulnerable groups with unfavorable preconditions to learn: 354 migrants improved their language skills in the innovative language courses that considered emotional aspects of learning empowering them to practice and enhance their language abilities while working on their positive experiences in Europe. 3: to promote social inclusion while migrants exchange personal experiences: 372 personal experiences have been shared in a digital map as a result of migrants experiences in the classes by using storytelling activities that focused on positive incidents across Europe.
The risk of social exclusion among migrants in Europe is high. Language skills play a fundamental role in the community integration process thus most EU countries include language courses in their regular integration programs. However, the benefits of the courses remain non reachable for a large group of migrants. E.g DE registered ca 50% drop outs in the BAMF Report '21. The Commission is aware about this problem & has urged in its Action Plan on Integration ('21-'27) to enhance the language learning opportunities & to include tailored programs that will cover different learning needs. Still, regular integration programs in Europe continue focusing on traditional receptive learning experiences & trainers are too overwhelmed to experiment with new methods. By recognizing that traditional language courses may not adequately address the diverse needs of all learners, the project sought to develop alternative learning paths that are both accessible& engaging for the most vulnerable learners. Further, it wanted to actively support& upskill trainers during& beyond the project's lifespan, by raising awareness of the importance of learners' emotional dimension & creating free supporting guiding pedagogic materials that consider them.