Project Summary EN

8 Key findings from the research included: • Participatory approaches are an essential methodology for the Project in terms of curriculum design and delivery, taking a learner-centric focus to identify the personal priorities of learners; • Engaging learners in a blended learning environment will need to be proactively supported as whilst migrant women use social media, their more general ICT skills are weak; • Childcare will be a barrier for engagement therefore this should be considered in the design (timing, location) of training implementation; • Language learning is seen as key to integration and should be considered, however this is not to be the focus of this project specifically; • Recognition of prior learning and the skills and talents that exist within the target groups (need to harness these skills), therefore the curriculum should use an asset-based model; • Cultural barriers and social hostility need to be addressed through the training; and • Accreditation is only likely to be achieved in the UK and Ireland due to the bureaucratic systems that exist in many of the partner countries, but the learning outcomes should still be mapped onto existing accreditation models. The research identified a range of existing resources that could be used to assist with training course preparation, including social and civic inclusion methodologies with relevance to transferability in the areas of learning requirements, course content and learning outcomes. Recommendations were also made to inform the future delivery of resources, including specific training needs identified. The National and Summary Research reports are available through the Resources tab on the project website at http://www.integrateproject. eu . The research findings included 2 Learning Outcomes Matrices developed, one each for the Migrant Integration Expert (MIE) Curriculum and the Train-the- Trainer Courseware and which have acted as a benchmark for the development work undertaken.