Women In Diaspora communities as champions of learning to live TogetHer

"The idea of WIDTH is inspired by the experience of previous projects, in particular Live & Learn and OED (EAEA database): women portrayed in videos come from ""diaspora communities"", eg. the new Syrian communities in Europe, the Turkish communities, the Congolese communities, etc. and show their path to successful inclusion through adult education. The videos also show how these women use their experience and knowledge for informal or non-formal learning activities in their communities. These women can be seen as champions of ""learning to live together"", one of the basic principles of education according to UNESCO. The project starts from the following hypothesis: current politics are perhaps too much focused on newly arrived migrants. Most inclusion strategies and initiatives are targeted at these target groups; however, there are diaspora communities across Europe with members who have lived in host countries for life or for the most part. How can adult education make a change in these communities? Women can be a link between traditional societies and their communities (for example through meeting with other women in their children's schools, in medical centers, etc.) and adult education can enable them to become ambassadors of 'inclusion? Starting from this national and European context, the project aims to intervene with vulnarable people: women outside the socio-labor circuits, migrants (from under-employees, women, new arrivals) who are not able to face the challenges posed by the knowledge society , with the consequence of heavy repercussions on the civil participation and on the economic and socio-health wellbeing of the subjects, but also adults to be reintegrated into the labor market and young people with poor training or unemployed. The needs expressed by this population are therefore connected 1) with paths of knowledge of the language and culture of the host country, in order to improve the linguistic skills for social, cultural, working, to better integrate into the social context and fulfill the obligations of law; 2) skills aimed at increasing employability and strengthening active citizenship for subjects with greater skills. It is therefore a question of favoring the integration and social inclusion of migrants and other disadvantaged persons, especially women, through training in the linguistic, civic and socio-working areas thanks to proximity devices, facilitating access and information, in connection with educational networks for adults with other territorial institutions. The project also intends to equip the teachers with a kit of innovative tools, which promote the design for disadvantaged training activities, through orientation and support tools, to foster the development and recognition of adult skills. In this way, we will invest in improving the effectiveness and quality of the learning methodology, within targeted training paths, including through new technologies. Three groups will constitute the main participants of the action: 1) 270 migrants especially women, towards which the factor of education (both in the sense of favoring the increase in access, and the subsequent use in terms of inclusion factor of the diaspora communities) will be most effective. 2) 60 migrants or disadvantaged persons, especially women, for each territory subject to experimentation, which belong to a level of literacy at least B1, B2 or more that have matured needs for greater qualification and work placement 3) 20 educators, in whom an increase in skills is expected in the treatment of disadvantaged subjects also using IT methods. Public opinion especially youth ( at least 1800) sensitized through succes stories and the awareness campaign Results and impacts: Increase of the linguistic / civic / social relationship / employability skills of about 270 people, including at least 60% women; increased autonomy of community and personnel of migrant women identified in the aforementioned contexts; improved accessibility of the local services network, in particular of the CPIA and of the institutions connected to the network with them. Increasing the skills of adult educators for the recognition and enhancement of migrants' skills with a view to learning to live together. Increase of network functioning and governance of local systems connected in the educational, social, work, training and health dimension."