Written by Digital Inclusion

TG 1

All partners have focused on newly arrived migrants, refugees or asylum seekers who have received any legal status in EU partner country. They have been selected locally, in collaboration with the social services and entities authorized by the State to provide help and support to these target groups.
In addition to that certain partners have worked with social excluded groups with whom they serve on daily basis, such as: homeless (Association of Saint Andrew, IT), Roma and Sinti (USERLA, BG), refugees and NEETs (HBZ, DE), third country nationals (UNic, CY) and adults from rural areas, migrants and socially disadvantaged (DGSSIS-CM and CSE, ES).
The partners consider as important to go on providing the above mentioned groups with new learning opportunities to improve their digital skills, to promote their inclusion to the labour market, their active participation in the social, political, economic and cultural life in the societies they live, as well as to promote self-employment solutions.

TG 2

The project has also addressed key professionals, such as: adult education providers, social workers, trainers, mediators, coaches and career counselors. They were selected through the partners' networks and databases available in the adult education and migration fields.
It is critical to note that according to the national laws and policies of participative partners, the definition and background of the professionals differ, as well as the education and training methodologies they use to support systems and contexts.
This is exactly why these professionals were involved in the Digital Inclusion Strategic Partnership: to respond to the European market-related challenges, they should be able to disseminate best practices, implement innovative practices and together address policy objectives, challenges and needs of the adult education field, such as: how to foster the provision and the assessment of key-competences, including basic skills and transversal skills, particularly entrepreneurship, languages and digital skills.

TG 3

Staff from the partners' organisations, such as teachers, career counselors, social workers, adult educators, as well as similar professionals from third organisations at national level were involved in various activities with the aim to improve their competences in innovative practices in the field of AE with regard to migrants, refugees and asylum seekers. 
Such actions have resulted in the overall quality improvement of the teaching and learning methods used for the main target group.

TG 4

An additional indirect group that has benefited from the project’s implementation was the one of Policy makers.
The communication plan aimed to provide a coherent information to that group, aiming to understand the benefits of digital adult learning for migrants, refugees and asylum seekers as part of their active integration process.

TG 5

The general public has been also considered as important for the Digital Inclusion project's added values; the dissemination activities aimed to increase the awareness about the vulnerable, socially excluded groups, which the project supports.

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