The project is first and foremost envisioned as an empowerment process. It is structured towards social inclusion along two axes:

1. Acquisition of tools and skills which are key to self-sufficiency in the current knowledge economy, particularly digital literacy, and the ability to create and shape narratives on forced displacement, which are key to enable refugees' sense of mastery over their life courses;

2. Development of innovative practice in education, specifically adult education, in an increasingly digital economy and information-centred society. Experience shows that traditional learning and teaching are not always adequate to the needs of refugees, particularly upon arrival. Innovation is thus a first-order need when training curricula are designed

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Best practices catalogue

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Project Objectives and Main Focus

This document presents the results of the mapping implemented in Greece, Italy, the
Netherlands, Portugal, and Spain regarding initiatives, institutions (bodies) and good practices
that exist, are being or have been implemented at a local, national, and European level, in the
field of refugee integration, empowerment, and/or upskilling through non-formal education,
focusing on digital literacy.


The findings of the mapping process are foreseen to contribute to the Transnational Knowledge
Sharing and Capacity Building on the Empowerment and Inclusion of Refugees, aiming to
inform, raise awareness and accordingly equip host societies towards refugee empowerment
and integration at a socio-labour level.

The See.Tell.Listen Project is an innovative attempt to give refugees a voice in the current

European context, empowering them through increasing digital literacy competences via non-
formal educational approaches. Taking into consideration that at a European level the need for

refugees’ integration is mainly perceived in a socioeconomic framework, the refugees’ well-
being beyond material reception conditions usually remains on the margins.

The Project aims to give a voice to people who have experienced loss of control and mastery
of their own lives and to promote reskilling and upskilling through non-formal education in the
context of increasingly digital economies and societies. By accordingly training staff and
refugees in methods that promote the co-creation of digital stories, refugees can progress
towards full creative independence and acquisition of control over their own individual and
collective route.