D.I.S.I. – Digital Innovation for Social Inclusion Erasmus Project

Project Title

D.I.S.I. – Digital Innovation for Social Inclusion

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Inclusion – equity; ICT – new technologies – digital competences

Project Summary

The phenomenon of social exclusion due to poor literacy skills had always seemed to us quite alarming at a European level – not only statistically but in our daily field work and partner discussions. Considering demographic trends over the past several years, with third country and internal EU migration, the situation presents elevated risks for our European socio-economic cohesion. Many external and intra-EU migrants have low literacy skills which limit their possibility of integration and their exercise of citizenship rights, with evident risks also for overall social security.

Although recent external migration figures seems to decrease, all DISI partners held regular discussions and tried to find a way to intervene in an innovative way by presenting practical solutions and tools able to facilitate literacy acquisition efforts. Addressing this context remained a leading force throughout DISI. Moreover, the situation the project addressed remained common for all partner countries (and in our opinion for all Europe), hence the need to tackle it at a transnational level.
We traced the rising number of nationally existent literacy courses in L2 while attempting to encompass and share reflections on current learning and teaching models at a European level.
Traditional methodologies proved not always adequate or sufficient to respond to the growing need of migrant people, while ICT in such courses has been statistically (and empirically) reported at levels not able to fulfill their complete potential (if used at all).

We tried to synthesise a practical and systematic approach to fight illiteracy and to improve reading (and writing/typing, even calculating) skills among adults.
We confirmed our initial observations that for the target group addressed by the project (adult immigrants and refugees) an additional level of marginalization exists, resulting in a digital divide. This new challenge for teachers and practitioners evoked the need to embed ICT in all approaches and tools, taking it into account when developing educational plans or new social policies in order to have a real impact. In developed countries and societies, new technologies have become essential parts in citizens’ life. And despite this, many practitioners and teachers often reported lacking the necessary competences or adequate instruments to cope with this new challenge.
Therefore we confirmed and sustained our instrumental Objectives:
1) We exchanged and compared experiences and case studies carried out in the partner countries about ICT-supported teaching methodologies used in L2 (called iL2) with illiterate or low educated adult migrants.
2) We developed an Analytical Gridwork starting from best practices identified and using the case study methodology. The comparative Gridwork has been able to highlight and help us evaluate innovative elements, similarities and differences, strong points and weaknesses, thus comparing methodologies and highlighting possible further development in technological terms (tools, application, etc.). Main emphasis for us remained the use of ICT in teaching adult migrant people at risk of social exclusion. After the initial research (secondary and some primary) we developed a Methodological model and concise guidelines for teachers and practitioners (as well as a video-tutorial) on how to use ICT in literacy courses and in teaching languages as L2 to adult migrant people with low – or no – educational levels.
3) We piloted the methodological model and guidelines in all 5 partner countries.
4) A crucial element was represented by the MOOC (Massive Open Online Course) we developed. It is addressed to teachers with view of facilitating their training on the use of ICT in language classes with the above mentioned target group.
5) We actively disseminated the Methodological model and Guidelines, as well as the final version of the MOOC through strong online presence, in addition to the National events in all partner countries, as well as the Final European Conference. Events were addressed to adult education staff, researchers and stakeholders able to further promote the use and potential of ICT in iL2 education.
6) We evaluated the impact of all analyzed case studies and assessed their effect on social inclusion of illiterate or low educated migrant people. Throughout DISI we highlighted those elements which should be further integrated and developed to guarantee good learning results and reduce the digital gap.

The project remained in line with priorities stated initially: “Promoting citizenship and common values of freedom, tolerance and non-discrimination through education”: i.e. Paris pt.2: “ensuring inclusive education for children and adults which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, conviction, belief and lifestyle, while respecting the rule of law, diversity and gender equality”.

EU Grant (Eur)

Funding of the project from EU: 155502 Eur

Project Coordinator

ASSOCIAZIONE FORMAZIONE 80 & Country: IT

Project Partners

• asmoune
• MERSEYSIDE EXPANDING HORIZONS LIMITED
• ADAMASTOR – ASSOCIACAO CULTURAL
• KWB Koordinierungsstelle Weiterbilund und Beschäftigung e. V.
• CONSIGLIO NAZIONALE DELLE RICERCHE