The general objective was to empower migrant adults through the development, piloting, evaluation and multiplication of the PRISCILA method, trainer handbook and quality provision guide for the attainment and certification of personal, social and learning-to-learn, intercultural, and citizenship competences (3KC), based on inclusive, comprehensive and participant-centred methodologies. Three strategic objectives were pursued: - SO1, foster inclusion of migrants, refugees and asylum seekers through their active participation in the PRISCILA method and pilots; - SO2, improve the availability of quality, flexible and recognised learning through the PRISCILA Guide for Quality Provision and Recognition through Micro-credentials; - SO3, improve the competences of educators through PRISCILA resources and capacity building workshops. Activities implemented included: co-creation of the PRISCILA method based on partner expertise in non-formal adult education and competence certification; pilots for migrant learners and capacity building workshops for trainers in 4 countries; partner meetings for practice exchange; multiplier events including 4 conferences and a policy breakfast in Brussels; coordination, evaluation and dissemination
The PRISCILA project addressed the following needs. Primary needs included: accessible and affordable learning opportunities, recognition and validation of learning for migrants to become active citizens; increased availability of inclusive, comprehensive and participant-centred courses for attainment of personal, social and learning-to-learn, intercultural, and citizenship competences (3KC); increased training for adult education staff in 3KC and ability to accommodate learners in challenging situations such as lack of social network, traumatic experiences, or lack of communication skills; an adaptable assessment framework to assure quality of learning and certify 3KC attainment; and increased familiarity with methods with proven effectiveness in developing 3KC such as Theatre of the Oppressed, Dance of Democracy, Creative Interchange, and Systemic Approach. Secondary needs included: formulas to recognise migrants' prior skills upon arrival; spaces to address both basic needs and their desires and motivations; spaces to improve communication and language skills without stress or humiliation; public policies to support integration; and increased conflict resolution training for educators to deal with gender discrimination.