The aim of the PRISMA project was to discuss and exchange promising practices on the active, strategic inclusion of migrant communities in decision-making processes related to programme planning in adult learning organisations. This was done in cooperation between partner organisations and other institutions and networks, in particular migrant and refugee self-organisations and networks that were brought into the work at regional and national level.

The background was that many adult learning institutions in Europe work with migrants mainly as “beneficiaries”, while real participation in strategic decisions and programme development is often missing. Migrants are usually seen as recipients of language, civic or vocational training, but only rarely as co-creators and providers of knowledge in areas such as political and social education. PRISMA therefore focused on how to involve migrant communities in the mid- and long-term development of adult learning programmes, recognising that meaningful inclusion in education requires mechanisms for learners to participate in strategic decisions.

Starting from a shared understanding of opportunities and limitations in the strategic inclusion of migrant communities, the project set out to:

• Develop a catalogue of criteria to identify good practices in the strategic involvement of migrant communities in adult learning institutions.
• Transform these criteria into a good-practice assessment grid, and finally into a self-assessment form that adult learning providers can use to:
  • Check their own level of active participation of migrants in programme planning.
  • Stimulate self-reflection and organisational development regarding migrant inclusion.

The overall objective was to provide practical tools that help adult learning organisations move from “migrants as recipients” to “migrants as partners” in strategy and programme design.