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2015 starts with a “global” crises of a new record number of refugees and provides European receiving   countries with   major   challenges:   ghettos   in   the   largest   "refugee Country"  Sweden,  followed  by  populist  movements  as  PEGIDA  in  Germany  and  the  classic first  asylum  country  Italy,  violence  rise  against  asylum  seekers  in  Greece,  refugee  tents  as untenable terminals in transit countries such as Turkey and Slovenia. General  policy  questions,  are  followed  by  the  ones  of  everyday  urban  life  and  the  new coexistence  of  majority  population  and  refugees  door-to-door.  Host  societies  often  show stabilization  of  prejudices  and  reservations,  which  are  hardly  broken  on  both  sides:  as refugees’ social participation opportunities and ways of communicating are missing,  there are hardly any opportunities to meet with locals (contact hypothesis).

This seriously hampers the   social   integration   of   refugees   (2013   Federal   Office   for   Migration   and   Refugees),nourishes  new  waves  of  "foreigners  hostilities"  and  leaves  the  majority  society  unprepared for intercultural coexistence in immigrant societies. Educational  institutions  can  take  in  a  key  role  in  the  tension  between  integration  and separation  of  these  two  social  groups.  Although  the  educational  landscape  of  inclusion debates  are  running  on  (European  Agency  /  UNESCO)  and  the  technical  staff  must  rely  on teaching  intercultural  competencies  to  successfully  work  with  heterogeneous  groups,  still the  target  group  of  refugees  remain  a  left  out  space.  The  new  term  "inclusive  adult-education"  tries  to  grab  this  gap  and  promotes  a  comprehensive  commitment  of adult education for inclusion. This means the accessibility of educational opportunities for all people regardless  of  "(..)  ethnicity,  (..)  social or  economic  conditions".  Especially adult  and elderly refugees experience the threat of social exclusion.

OUT-SIDE-IN  therefore  is  committed  to  qualify  multipliers  for  the  inclusion  of  refugees  in adult  education,  offering  new  opportunities  of  interacting  and  channels  of  communication between these groups aiming to soften prejudices and to promote awareness and respect of multiple perspectives in today’s ́ immigration societies. For  this  purpose,  Out  Side  In  develops  a  5-module  program  for  multipliers  qualifying  them for  inclusive adult  education  with  refugees.  With  9  partners  in  the  6  mentioned  countries,  Out-Side-In  will  provide  needs  analysis  for target  groups,  develop  and  test  innovative  educational  material  and  methods  for  learner groups with refugees, train and support 150 multipliers for sustainable implementation and publish all project-results for public free access on this website. Out-Side-In  provides  results  that  qualify  educational  staff  in  inclusive  teaching  and  learning skills  by  creative  methods  for  moderating  groups  including  refugees,  raise  awareness  for multiple   perspectives   and   understanding   between   the   majority   society   and   refugees, reduces    prejudices    and    offers    new    arrangements    for    their    relationships,    provide opportunities  for  participation  and  learning  for  refugees.  Overall Out-Side-In  contributes  an educational puzzle that contributes its part for reaching more inclusive societies.