To do so, the project will support the enhancement of existing VET national networks and the creation of new ones in four piloting countries (Italy, Portugal, Spain and Austria), with the potential to further expand in the EU thanks to the involvement of two European-wide networks.

The project activities will promote the quality and attractiveness of VET, with a specific focus on the field of Eco and Green Innovation by:

• Involving existing VET National Networks in the integration and scaling-up of innovative solutions and approaches for enhancing the attractiveness of VET, by adapting the Social Hackademy Methodology in the field of VET and organising Hackathons
• Setting VET driven Eco-innovative communities and engaging them in the co-design, incubation and sustainable exploitation of Greentech solutions
• Facilitating multi-stakeholder knowledge sharing and partnership establishment to ensure long-term impact at local, national and international levels

TARGET GROUPS

The main target audience groups of the project are:

• VET providers
• Teachers/trainers and learners involved in Initial and Continuous Vocational Education and Training
• CSOs and the wider local communities connected to the VET providers involved in the project activities
• Relevant stakeholders in the field of Vocational Education and Training, including public authorities, companies, School Directorates, etc.

PARTNERS

• EUROPEAN GRANTS INTERNATIONAL ACADEMY SRL (EGINA), Italy
• SERECO BIOTEST DI BILENKA OKSANA SAS (SERECO), Italy
• ARTS&SKILLS – FORMACAO, CONSULTORIA E INOVACAO, LDA Portugal
• ASSOCIACAO PORTUGUESA DE EMPRESASE TECNOLOGIAS AMBIENTAIS (APEMETA), Portugal
• ASOCIACION DE CENTROS DE FORMACION PROFESIONAL FPEMPRESA, Spain
• INNOGESTIONA AMBIENTAL SL, Spain
• FH JOANNEUM GESELLSCHAFT MBH, Austria
• WIRTSCHAFTSKAMMER STEIERMARK (WKStmk), Austria
• ALL DIGITAL AISBL, Belgium
• EUROPEAN FORUM OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (EFVET), Belgium

The post ENNE+ – ENHANCING VET NATIONAL NETWORKS THROUGH ECO-INNOVATION appeared first on ALL DIGITAL.

OBJECTIVES

The project partners work together to achieve the following objectives:

• Development of a comprehensive curriculum that will guide teachers and educators in the ways they may teach their students the necessary skills to thrive in the digital age.
• Design of a University course on the topic of combating disinformation and digital literacy: In addition to integrating elements of digital literacy into all initial teacher education courses, a specific course on combating disinformation, building resilience, as well as digital and information literacy will be developed as a separate course.
• Development of an e-Learning platform for the upskilling of thousands of primary and secondary school education teachers and educators that will offer the Teachers 4.0 Digital course in a blended learning format in six European languages: Bulgarian, English, Greek, Italian, Polish and Romanian.

 

 

IMPACT

The ultimate aim of the project is the delivery of a large-scale upskilling activity involving over 2.100 in-service teachers/educators and teachers-to-be in the countries involved to help them:

• acquire knowledge and skills related to digital literacy,
• update their knowledge on contemporary media used by children and adolescents,
• change their attitudes towards the role, importance and future implications of contemporary media
• strengthen their commitment to promote digital literacy in their classrooms

The project aims to create a wider impact by initiating a public debate with the involvement of all relevant stakeholders, contributing to a policy reform on digital literacy education at national and European levels, and providing a comprehensive capacity-building framework for teachers on issues relating to tackling disinformation and promoting digital literacy.

 

PARTNERS

 

 

 Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 101132893.

The post Teachers 4.0 Digital Age: Tackling Disinformation and Promoting Digital Literacy through Education and Training in European Classrooms appeared first on ALL DIGITAL.

Educating students in informatics at school is essential to equip every citizen with the necessary knowledge to participate, influence, and contribute to the development of the digital world. And there is a need for upskilling of teachers and new approaches towards today’s students, the digital natives, born in a digital world and arriving at school education already with a certain level of digital skills. 

PROJECT DESCRIPTION 

The DIGITAL FIRST project is a groundbreaking initiative aimed at shaping the future of informatics education in primary and secondary schools across Europe to match the needs of today’s children.  The project calls for a move from a traditional approach in informatics education to an innovative pedagogical approach focusing on computational thinking to help students learn how to address real-life challenges. This shift in education will encourage the young generation to be “active creators” of the digital world, rather than “passive consumers”. 

OBJECTIVES 

During two years, our project will encompass a diverse range of activities aimed at fundamentally transforming informatics education across Europe: 

• Research and analysis of the current landscape of informatics education 
• Development and piloting of innovative teaching methods 
• Defining the competencies for informatics teachers 
• Leveraging insights from learning analytics 
• Setting up an informatics teachers support network 
• Involving stakeholders through dialogue clubs 

TARGET AUDIENCE 

• Teachers: Primary school/secondary school/HEI teachers, school administrators 
• Education providers and researchers: Higher education institutions (HEIs) and other tertiary education providers for informatics teachers, pedagogical research organisations 
• Parents 
• Public bodies and policymakers: Ministries, governmental agencies, policymakers at national and EU level  
• Indirect target groups: Students, All-sized enterprises and entrepreneurs, Technology providers, Press and media, Wider community  

IMPACT 

DIGITAL FIRST will strengthen the knowledge and competences of informatics teachers in integrating informatics into primary and secondary education to promote the active and safe use of digital technology among their students. 

The project outcomes and collected data will also contribute to the improvement of national policies and EU-level guidelines to shape the future of digital education. 

STAY IN TOUCH 

Interested in staying in touch with the DIGITAL FIRST project for future news, activities and focus groups for teachers, educators, parents, NGO representatives, local authorities, and students? You can subscribe to our newsletter here and follow us on LinkedIn, Facebook, Instagram!

PROJECT PARTNERS 

The project consortium consists of 15 organisations including universities, teacher training centers, primary and secondary schools, NGOs, and a public body from Bulgaria, Croatia, Cyprus, Finland, Greece, Italy, Lithuania, Portugal, Slovenia, and Spain. 

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 101132761

The post DIGITAL FIRST: Digital Tech as the First Language: Informatics for Digital Natives appeared first on ALL DIGITAL.

The project aims to prepare:

• academics to use AI for innovative teaching and assessment, promoting students’ understanding of the interdisciplinary nature and implications this emerging technology has in various fields.
• students to leverage AI for their learning, through a complementary blended course designed for them.

In an interconnected way, this results in reducing the skills mismatch, improving learners’ forwarding skills which are put at the forefront by today and the future workforce and society.

The post INFINITE – artificial intelligence For professional and pedagogical practices in Higher Education appeared first on ALL DIGITAL.

To achieve the digital transformation of the labour market, education and training providers will need to develop upskilling and reskilling programmes that are both flexible and certified and incorporate the latest developments in key ICT areas.

CONVERT aims to design and deliver a reskilling programme in the form of short-term training modules enhancing the digital skills needed by today’s digital economy, to reskill recent non-ICT graduates and upskill junior employees (up to 2 years of working experience) towards emerging jobs or new tasks in their jobs.

The reskilling programme will be both flexible and certified using micro-credentials and it will be focusing on the digital competences needed by employers to achieve the digital transition of the labour market, including data analytics and visualisation, programming languages, AI, IoT, web development and design, cybersecurity, and data privacy. The training programme will be delivered in a blended format by certified trainers with hands-on experience.

The consortium comprises higher education institutions, vocational training providers, industry experts, NGOs and industry representative organisations, which bring the necessary expertise into achieving this objective by undertaking the following activities:

• map the digital skills demanded by employers in key ICT sectors to meet the changes steered by the digital transition;
• design, develop and pilot test an industry-oriented programme reflecting the latest developments in key ICT areas targeting graduateS and/or junior employees to equip them with the digital skills needed by employers in key ICT sectors;
• validate and certify the acquired skills through the application of micro-credentials.

Target group:

CONVERT has the following primary target groups:

1. recent non-ICT university graduates, who are interested in reskilling and acquiring specialised ICT skills to look for emerging jobs
2. job seekers from all industrial sectors of the labour market, who are interested in upskilling and reskilling in key capacity areas in terms of specialised ICT skills.
3. Junior employees (up to 2 years of working experience) Interested in upskilling, so they can undertake new tasks in their current jobs and/or pursue higher salary-paying positions within the same or different company.

Project partners:

GrantXpert Consulting Limited, Cyprus

European University – Cyprus Ltd, Cyprus 

Nicosia Chamber of Commerce and Industry, Cyprus 

Institute of Entrepreneurship Development (iED), Greece 

Kyriakatis – E. Vafeiadis O.E., Greece 

Association Of Thessalian Enterprises, Greece

CESIE, Italy  

PRIVANOVA SAS, France 

Infinitivity Design Labs,  France  

ALL DIGITAL AISBL, Belgium

The post CONVERT – Conversion programme to acquire the digital skills needed by forward-looking careers appeared first on ALL DIGITAL.

To date, though, there is a lack of strategic plans through holistic systemic approaches and practices (EC, 2022; Rumbley, 2020; UNICEF, 2021) for developing digital HE systems that are resilient and cater to the needs and well-being of disadvantaged groups. Upon the aftermath of the pandemic, the digital mode of teaching remains, in the format of blended, online, and distance learning. The European University Association’s vision for 2030 directs towards universities “designed in a holistic way to accommodate the different needs of a diverse university community and allow for flexible and blended approaches” (EUA, 2021, pp. 5-6).

To respond to the emerging needs, Digital4ALL project aims at strengthening universities’ readiness, faculty and staff’s skills in supporting all learners to equally participate in digital learning experiences.

The project will support higher education institutions in offering digital learning experiences that are inclusive and equitable for all, through appropriate strategies and practices.

Digital4All aims to:

• • Build the competences of academics, learning designers, and teaching staff in designing inclusive elearning courses.
  • Develop a Toolkit, a training course, and an online OERs repository on designing digital inclusive curricula in higher education
  • To raise awareness on the need to be inclusive in the new digital era
  • Improve the supply of quality digital higher education opportunities for all

The project supports a digital transition where participation of all students is established, especially those at risk of marginalisation due to diverse needs, with resilient educators in terms of the digital and pedagogic competences needed to provide student-centred experiences.

Main results:

• Toolkit with 25 best practices, a practical guide and self-assessment checklist
• Training course with pilot implementations with more than 100 HE staff and academics
• E-learning platform with online course and more than 50 OERs
• General awareness raising throughout EU about how to use Universal design to tackle digital exclusion in HE
• Improved competences of HE faculty and staff to follow inclusive practices during digital teaching and learning

Project partners:

Abo Akademi University (Finland)

University of Nicosia (Cyprus)

University College Dublin  (Ireland)

International Hellenic University (Greee)

Innovade Li Ltd  (Cyprus) 

ALL DIGITAL (Belgium) 

The post Digital4All – Building the capacity of universities to develop digital strategies to serve all learners appeared first on ALL DIGITAL.

Namely, adult educators will be trained to incorporate the principles of andragogy in their teaching methods, focusing on the following topics:

• Green skills and sustainability,
• Employees’ rights in teleworking in the post-covid era
• Specific digital skills for adult educators.

The training material will be further structured as a scenario-based serious-game in which the trained educators will practice the gained knowledge and skills in a 3D virtual environment, ensuring an immersive and realistic experience.

The specific objectives of the project are:

• To improve the qualifications of adult educators in providing learner-centered educational content.
• to equip adult educators with up-to-date material about current topics such as employees’ rights; green skills and digital skills enriched with the principles of andragogy.
• To foster the digital skills of adult educators through the provision of an innovative 3D virtual world learning environment in which they can perform gamified activities.

EAGLE’s main target groups are:

• Adult educators of all categories (provide formal and no-formal adult learning)- who will enhance their teaching skills and gain a deeper understanding of the significance of andragogy in comprehending educational content through interactive and engaging learning experiences in a 3D Virtual World environment resulting to become familiar with these types of learning and acquire the necessary skills to teach them to their students.
• Actors and educators related to adult learners (Career guidance experts, Tutors, Professors, Mentors, HRs, etc.) – who will reinforce their training methods toward promoting human-centered interactions and play for learning.

Main Activities:

• Creating learner-center educational content by incorporating the principals of Andragogy
• Creation of the gamified activities
• Development of the gamified learning environment
• Disseminate, Pilot Testing and evaluate the produced training method

Results:

• 3 Training Modules – written following the principle of Andragogy – focusing on digital skills, green skills and sustainability, and employee rights
• 6 Game-based Learning educational scenarios based on the training modules
• 1 3D Virtual Word Gamified Platform hosting the training modules and GBL Scenarios
• 1 pilot test with 120 testers
• National dissemination events

Project Partners:

• ALL DIGITAL AISBL, Belgium
• ISTURET, Bulgaria
• Computer Technology Institute and Press “Diophantus”–CTI, Greece
• MTÜ Euroopas, Estonia
• Business Foundation for Education, Bulgaria
• SmartUp, Spain

The post EAGLE – New educational methodology for adult educators appeared first on ALL DIGITAL.

Specific objectives:

• Develop a Joint Strategy for wider uptake of Local Digital Twins (LDTs) as data-driven decision support tools in territorial planning, based on 4 jointly developed Frameworks (Technical design, Governance, Ethics/inclusion/democratization, Training) each with communication and evaluation plan, involving all partners (frontrunners and followers), local stakeholders groups, and stakeholders outside the T4R consortium, to feed into WP2 (Pilot Actions) and WP3 (Training implementation).
• Improved democratic and inclusive decision making by 8 local and regional authorities (CITYUTR, AMS, DCC, RM, BXLCITY, ICL, SCHUTT, VMM) developing and testing 8 Local Digital Twins as decision support tools (Solutions) in territorial planning in 8 jointly developed and implemented Pilot Actions, supported by 6 innovation support partners. Joint development and implementation takes place in 4 Transnational Framework Groups (WP1) and in 4 Transnational territorial planning Thematic Clusters.
• Capacity built by joint development and implementation of a Training Scheme empowering local /regional authorities and other local stakeholders to use LDT as a decision support tool for territorial planning.

The partnership:

• City of Utrecht
• City of Amsterdam
• Dublin City Council
• Rennes Métropole
• Stad Brussel
• Intercommunale Leiedal
• City of Schuttrange
• Flemish Environment Agency
• Luxembourg Institute Science and Tech
• K8 
• Digital Flanders
• DKSR
• All Digital

The post Twin4Resilience appeared first on ALL DIGITAL.

The consortium combines:

• DIESIS
• ALL DIGITAL
• TIRESIA
• OPEN IMPACT
• SOGA
• PRIZMA

The post Social Economy Transition Skills appeared first on ALL DIGITAL.

The project will produce:

• a factsheet on gender biases in gaming education and how to prevent and overcome them, drawing on a bottom-up analysis with female students and developers;
• a handbook on how to design more gender-inclusive curricula and orientation activities in gaming education, co-designed and validated with end-users and female students;
• a toolkit with a set of creative and interactive educational tools (role play, cards, videos) to be used during orientation and training activities.

The partners:

• Changemaker Educations AB (CEM)
• All Digital
• KAAKKOISSUOMEN AMMATTIKORKEA KOULU O (XAMK)
• SINEGLOSSA
• VISOKO UCILISTE ALGEBRA (UAC)

The post NuGamers – Creative activities for gender inclusive gaming education appeared first on ALL DIGITAL.

Educators and trainers will benefit from tailored outputs:

• Training course
• Capacity building activities to share, learn from peers, take inspiration and network
• Guidelines on inclusive communication and digital learning environments to facilitate innovation and inclusion at any stage of the learning process at all levels

Throughout the duration of the project, partners expect at least 600 educators from at least 10 European countries registered in the training and at least 100 organisations, and learning centres, to join the capacity building activities benefitting from the good practices, experts and organisations involved.

Additionally, project partners will organise at least 10 webinars to expand the learning effectiveness and raise awareness campaigns on learning disabilities and their impact on education are planned to reach at least 8.000 engagements among educators, learning centres, staff members of educational organisations and the general public for a more inclusive society.

The consortium expects 200 organisations to receive the Guidelines on inclusive communication and 100 on inclusive digital learning environments to drive change across Europe.

The expected results from the 12 deliverables planned (guidelines, content based and digital tools and reports), rely on trainers’ and educators’ skill-up, increasing their educational offers to people affected by learning disabilities, especially on digital competences, and skills relevant to other fields and sectors; on innovating education, networking, supporting, exchanging of processes, formats, solutions and needs to include Europeans with learning disabilities in society, forward looking innovation in social inclusion, education, and digital transformation diversifying education considering disabilities needs.

Project Partners:

• ALL DIGITAL (Belgium)
• HELLENIC OPEN UNIVERSITY (Greece)
• IASIS (Greece)
• EUROPEAN ASSOCIATION OF SERVICE PROVIDERS FOR PERSONS WITH DISABILITIES (Belgium)
• MEDIA EDUCATION CENTRE (Serbia)

The post Accessible Digital EDUcation – ADEDU appeared first on ALL DIGITAL.

These goals will be developed through three key actions:

1. The Smart Ageing Ecosystem composed by:
   • Ambassadors’ Network
   • Training Program
   • Advisory Board
   • Strategic Plan
2. The Smart Ageing Toolkit composed by:
   • Educational Handbook/Box
   • Digital Platform
3. The Smart Ageing Pilot Campaign composed by:
   • Study of Usability,
   • Study of Impact,
   • Policy Recommendations

The project is developed by a consortium of 9 partners across 8 European countries, that was established based on a multidisciplinary backgrounds (i.e., education, design, gerontology, entrepreneurship) and a solid previous experience in the areas of health&care, digital transition and citizenship.

Partners:

University of Porto (Portugal)

FORHUMANZ (Portugal)

ALL DIGITAL AISBL (Belgium)

Edukacyjne Centrum Integracji Miedzypokoleniowej HIPOKAMP (Poland)

Izobrazevalni center Geoss d.o.o. (Slovenia)

CONNECT Latvija (Latvia)

IMS Research & Development Center (Cyprus)

Centro Provinciale Istruzione Adulti (Italy)

Volkshochschule Schrobenhausen e.V. (Germany)

The post SMARTageCARE – Toolkit for Caring and Empowering European Older Adults: Ecosystem, Handbook and Digital Platform in Digital Transition, e-Health and Citizenship appeared first on ALL DIGITAL.

Specifically, CHAMELEON aims to:

• Implement and validate a training model for young people providing a career guidance roadmap
• Develop and implement a MOOC based on the CHAMELEON framework to propose learning tools to support young career guidance in school practice.
• Develop a Serious Game, a game-based approach fostering new skills for young people to build proactive, digital and sustainable career plans, performing its practical and on-stage activity
• Provide a user-centred approach, actively involving school actors (students, teachers) as co-creator of the game
• Provide guidelines to support career paths for digital and sustainable societies in other countries, proposing recognition of the training program at the EU level.
• Bring the school education sector with the companies and universities, associations, fostering the knowledge triangle between education and innovation and research.

Target

School students, neets (school staff will be working with consortium), innovative career ambassadors

Results

CHAMELEON expects to enhance the skills needed to respond to the challenges of a continuously changing environment.

The main intangible outcome is the contribution to the student’s skills and competence to face the labour market with a proactive approach, with a high ability to adapt and contribute to the 2030 Agenda for Sustainable Development.

The main tangible outputs of the projects are:

1. Roadmap career guidance: CHAMELEON will propose a training model to engage high school students with digital, sustainability and entrepreneurial skills contributing to achieving sustainable, proactive and innovative careers.
2. MOOC: CHAMELEON will release a MOOC for high school students for learning and transferring needed skills based on three pillars. The MOOC aims to guide students in possible career paths (and to create new ones) using these skills to deal with the complex interactions among economic policies and work in an international and cosmopolitan context.
3. Serious Game: CHAMELEON will release a serious game that stands both as an autonomous tool and a highly connected game to the MOOC and integrated into it. Furthermore, the game represents practical activities of the course as a virtual lab.
4. Guidelines for School Education: this result will report the experience of this pedagogical approach in e-learning, providing an easy manual for the stakeholders that intend to implement this roadmap in their curricula and the school program. Furthermore, this output will focus on delivering policy recommendations and providing validation and certification of the training program at the EU level for high school students. This will be possible both in EU countries that require students to obtain certifications on school-to-work transition courses and in other countries that have not implemented these activities in school curricula yet.

Partners:

SMARTED srl, Italy – Coordinator

Magyar Digitális Oktatásért Egyesület (MDOE), Hungary

IASIS, Greece

ALL DIGITAL AISBL, Belgium

CreaTIC Academy S.L., Spain

Università degli Studi di Napoli Federico II (UNINA), Italy

Istituto Statale di Istruzione Superiore Vittorio Emanuele II, Italy

The post CHAMELEON – Career paths framework for High schools Aimed at Modelling innovative approaches using E-Learning in Early Orientation for Neet prevention appeared first on ALL DIGITAL.

This initiative focuses on addressing the challenges and opportunities associated with the green and digital transition in Europe, aiming to make green job opportunities more inclusive and accessible to people in vulnerable situations. The project addresses the pressing needs of the European Commission’s agenda for a cleaner environment, green economy, and digitalization, aligning with initiatives like the European Green Deal and the EU Digital Strategy. The project recognizes the urgency of supporting affected social segments, adapting labour policies, promoting mobility, and developing educational frameworks to bridge occupational shortages and skill gaps, as outlined in the New Skills Agenda and the Green Employment Initiative.

GREEN AT YOU focuses on empowering women, people with migrant backgrounds, young NEETs (Not in Education, Employment, or Training), and long-term unemployed individuals by equipping them with the essential skills needed to seize the opportunities emerging from the shift towards green and digital economies. The project is centred around five key sub-sectors within the green economy: renewable energies, sustainable construction and building rehabilitation, agriculture and food production, circular economy, and forestry.

The project will develop and pilot a series of micro-credential certified training modules based on key transversal competences across the EU Competence Frameworks: EntreComp, GreenComp and DigComp.

Partners:

Fundación Acción contra el Hambre (ACH)

Universidad Politécnica de Madrid (UPM)

Fundación Ecología y Desarrollo (ECODES)

European Grants International Academy (EGInA)

ALL DIGITAL (AD)

Next Nuova Economia per Tutti (NeXt)

ORGANOSI GI (ORGEARTH)

Additionally, GREEN AT YOU  collaborates with a network of 12 associated partners, further expanding the reach and impact of the project.

In this spirit, the project gives special attention to close collaborations with a wide range of stakeholders, including, policymakers, green jobs alliances, national and European-level organizations, relevant employers, companies in strategic sub-sectors, as well as trainers and vocational education and training (VET) providers. This collective effort is crucial to ensuring the success and sustainability of the initiative and aims to foster an inclusive economy that supports a fairer transition by actively engaging all relevant stakeholders. Stakeholders are invited to join the strategic alliance by filling in this form.

The post GREEN AT YOU – Social Innovations for Inclusive Green and Digital Jobs appeared first on ALL DIGITAL.

The project offers a series of online training courses aimed at teachers, trainers and facilitators as well as staff members of ALL DIGITAL member organisations who are providing skilling resources and training at all levels to mainly adult learners in local communities, and who are interested in integrating GenAI into their practices while taking ethical considerations into account. A basic familiarity with digital technologies and understanding of educational practices is recommended.

GenAIEdu training program, the related resources and additional services will be offered through ALL DIGITAL Academy, which ensures tracking all learning activities and verifying the completion of courses, by successfully completing the assessment tests and earning badges. The training program consist of seven self-contained courses, each lasting approximately four hours:

• Course 1: Introduction to AI
• Course 2: Introduction to Generative AI
• Course 3: Generative AI and Digital Resources
• Course 4: Generative AI in Teaching and Learning
• Course 5: Generative AI in Assessment
• Course 6: Empowering Learners with Generative AI
• Course 7: Facilitating Learners’ Digital Competence with Generative AI

The training program provides teachers and trainers with the knowledge and competences necessary to effectively leverage GenAI technologies in adult educational settings.

The courses will be offered in English language, but some learning contents will be available in other languages.

The post GenAIEdu – Integrating Generative AI in Adult Education: Empowering Teachers, Trainers and Facilitators appeared first on ALL DIGITAL.

This study aims to support the implementation of Action 9 of the Digital Education Action Plan 2021-2027 by carrying out a feasibility study of the EDSC. By exploring different scenarios for the certificate, the study will allow for the selection and analysis of the option that best responds to the needs of the EU, while ultimately generating valuable insights and recommendations for the implementation of the EDSC.

MAIN AIM

Guided by a highly participatory approach the study will aim at fulfilling the following specific objectives:

• Map the existing digital skills certification and digital competence development landscape in the EU;
• Analyse the demand for an EDSC to understand the role and added value of an EU Digital Skills Certificate and how it could support the recognition of digital skills in Europe;
• Identify the minimum requirements for the EDSC;
• Co-design the definition and operational model for the EDSC;
• Carry out a feasibility analysis of the EDSC, taking into account considerations related to demand, strategy, technicalities, finance, governance, operations and implementation while ensuring alignment with other existing European initiatives and tools in the field of skills and employment;
• Develop strategic recommendations for the EDSC implementation and define the purpose, scope and steps of a pilot of the EDSC.

TARGET AUDIENCE

Stakeholders affected by the introduction of an EDSC range from Public Authorities, over providers of education and training, providers of certifications, IT and technology developers, innovators and providers, employers, and labour market intermediaries, to recipients of certificates.

EDSC ecosystem:

1. final recipients or users of the EDSC (i.e. job seekers, students, workers);
2. employers or labour market intermediaries for which the EDSC would indicate the actual digital skills of workers;
3. certificate owners and training providers that verify and award the EDSC;
4. public authorities that would, at different levels, determine the prerequisites of the EDSC itself, the conditions at which certificate owners and/or training providers can operate and supervise them.

A consultation strategy has been defined in order to understand how stakeholder categories can be optimally engaged in the different consultation activities:

• Semi-structured interviews: One hour maximum semi-structured interviews, targeted at specific audience to collect information on various topics related to EDSC, such as existing certification schemes, national digital competence development policies and training offers, and insights on the demand and potential requirements for an EDSC.
• Large-scale surveys: Two online large-scale surveys to respectively understand the demand for an EDSC and identify gaps with respect to the current offer of digital skills certification schemes as well as the expected benefits of an EDSC; gather inputs for the definition of requirements for an EDSC; and a short survey aimed at collecting complementary information on digital skills certification usage across EU countries (e.g. usage purpose(s), key advantages and disadvantages, etc.).
• Targeted survey: One online survey targeting policy-makers and public authorities – at the different levels – from all 27 EU Member States as well as digital skills education and training providers, to gather data on the existing digital competence development policies and training offer leading to a certification.
• Working groups: Five thematic working groups will be set up along the different dimensions of the feasibility analysis framework for the selected scenario. These working groups will allow for continuous collaboration with involved stakeholders throughout the implementation of the feasibility analysis. Coordination and engagement mechanisms (e-mail consultations and the creation of a collaboration space in Teams) will be defined by the research team.
• Workshops and events: Four online sessions with key stakeholders will be organised with the aim of collectively brainstorming and/or validating project outputs. The workshops will be mainly organised to respectively co-define the minimum requirements for the EDSC, validate and select a scenario for implementation, and define the objectives, scope and implementation steps for an EDSC pilot proposal.

OUTPUTS

At the end of the feasibility study, strategic recommendations for EDSC implementation and the definition of purpose, scope, and phases of an EDSC pilot project will be defined.

PARTNERS

NTT Data – Coordinator

empirica

All Digital

Web site

https://edsc-consultation.eu/

The post European Digital Skills Certificate (EDSC) appeared first on ALL DIGITAL.

The “Inclusion Box” project aims at ensuring more inclusive education and training organisations, more inclusive education approaches and actions, through a capacity building process to better face and respond to current and future societal challenges.

The project consists of an interdisciplinary, bottom-up process, involving key stakeholders in the design of innovative training resources collected in an online platform with the goal of supporting the digital transition, access and participation in learning processes and inclusion and diversity strategies in the sector. These are key issues the consortium will work on to foster inclusive and innovative management methods and pedagogical approaches among educational staff and managers.

TARGET GROUP

National, regional, local adult educators and staff working in the education and training sector, including different profiles: managers, officers, volunteers, educators and trainers

OBJECTIVES

• To support the DIGITAL TRANSITION: Support learning providers to adapt to the digital transition
• To support the ACCESS and PARTICIPATION in LEARNING PROCESSES: Support learning providers to promote active participation and civic engagement through learning
• To support INCLUSION and DIVERSITY STRATEGIES: Support learning providers to improve and remain more inclusive and diverse

PARTNERS

• LIFELONG LEARNING PLATFORM, Belgium – Coordinator
• ALL DIGITAL AISBL, Belgium
• LEARNING FOR WELL-BEING FOUNDATION, Netherlands
• CENTRES D’ENTRAINEMENT AUX METHODES D’EDUCATION ACTIVE, France
• EUROPEAN UNIVERSITIES CONTINUING EDUCATION NETWORK, Belgium

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It is the opportunity to create synergies and bring together existing and new audiences relevant to or already engaged in implementing EntreComp. To work across sectors and partners to develop their capacity and engagement through innovative and participatory learning events, network and collaborate within online communities of practice and recognise their progress and impact through an international EntreComp Champions awards scheme.

This will serve as a concrete basis from which to establish a sustainable community and associated actions, bringing these partners together as members within an open, inclusive and democratic network organisation.

TARGET GROUP

Educators, trainers, employers, professional bodies and policy-makers across sectors.

OBJECTIVES

This project will engage, connect, grow and sustain the entrepreneurial learning community, bringing together different actors from diverse sectors who are interested in, inspired by or already using EntreComp to underpin entrepreneurial learning. In order to achieve that EntreComp Synergies will develop:

Communities of Practice

Seven thematic online Communities of Practice (CoP) will be created and facilitated by the project partners. Within these communities, members can start or join discussions, share updates and take part in community challenges.

• EntreComp for Entrepreneurial Mindsets – a community for all levels of EntreComp users looking to develop their entrepreneurial skills and mentality
• EntreComp for Digital – a community for digital skills development
• EntreComp for Circular and Green Economy – a community aligned to the European Commission commitments for a sustainable future
• EntreComp for Food Systems – a community for innovative food systems using EntreComp
• EntreComp for Women and Girls – a community not only for women and girls but also those actively working to promote opportunities for women and girls through EntreComp and entrepreneurship
• EntreComp for Social and Creative Industries – a community to integrate approaches for social and creative industries through EntreComp
• EntreComp for Champions – a community for members recognised through the EntreComp Champions scheme (Coming soon)

For more information, visit the Communities of Practice page.

The EntreComp Champions Series

The EntreComp Champions Series will recognise individuals and organisations working to develop entrepreneurial competences through use of the EntreComp Framework across different initiatives and levels. A jury of peers will select champions who will then be invited to participate in a special awards ceremony and become members of the EntreComp for Champions Community.

More details coming soon.

EntreComp Guide

The EntreComp Guide to Action for a Systemic Impact will be published in towards the end of the project, following workshop sessions to facilitate content development.

More details coming soon.

EVENTS

For more details about interesting events related to entrepreneurial education, visit the EntreComp Community Events Calendar.

PARTNERS

• PEEP
• All Digital
• EIT Raw Materials
• EIT Food
• Materahub
• Thinqi.

The post EntreComp appeared first on ALL DIGITAL.

The AI4AL project aims to facilitate the mindful adoption of AI technologies in ALE. AI4AL will develop a methodology and a tool for direct involvement of adult educators in the process of adopting AI-based technologies. The project will also offer training to adult educators on the use of the AI4AL tool and the application of AI technologies in ALE.

You can follow the project news on LinkedIn and by subscribing to the AI4AL newsletter here.

BENEFITS

AI-based solutions offer several benefits for the ALE sector:

• AI puts the educators and learners in the centre of the adult learning and education process by offering better assessment of skills and making it possible to provide resources tailored to their needs.
• AI can help adult educators save time by automation of repetitive work and standardisation of results
• Educators can keep their teaching skills up to date hanks to new resources and training opportunities offered by AI

Furthermore, involvement of educators in the development and use of AI-based solutions for adult learning is key for the wide and effective use of AI in adult education.

OBJECTIVES

The project is based on three specific objectives:

• To develop an Engagement Kit for the direct involvement of educators in the process of adopting AI-based technologies in the ALE sector, both formal and non-formal. The kit contains a Methodological Guide and an Online Scenarios Repository.
• To develop “AI4AL”, a matching tool that uses AI technologies to link the assessment of the need for basic digital skills to the offer of micro-credentials to facilitate the construction of highly personalised training offers by adult educators.
• To train educators on the use of AI4AL and the application of AI technologies in the ALE sector through a self-paced learning path.

The project will  highlight the key role of teachers and educators in the development and use of assistive technology, demystifying the supposed threat posed by AI.  And finally, the project will also contribute to the digital transformation by testing and upscaling the use of AI in  skills assessment.

PARTNERS

The post AI4AL – ARTIFICIAL INTELLIGENCE 4 ADULT LEARNING appeared first on ALL DIGITAL.

Objectives:

• Design a key soft skill model for the entrepreneurship and improvement of employability in various profiles and sectors, especially the technological-digital and STEM;
• Propose an innovative methodology for training and development soft skills using commercial video games data from players’ interaction;
• Demonstrate the developed soft skills’ model, video games methodology and intelligent software platform in target groups and assess their usefulness;
• Ensure both stakeholders and policymakers draw lessons for the decision making.

The post MEGASKILLS – MEthodology of Psycho-pedagogical, Big Data and Commercial Video GAmes procedures for the European SKILLS Agenda Implementation appeared first on ALL DIGITAL.

The partners will work together to design, develop and implement a multi-level learning journey that aims at enhancing CVET capacities in supporting digital and social entrepreneurial skills targeting youth who aspire to become entrepreneurs, young entrepreneurs and early startups. By empowering them to use digital transformation tools and models in order to either expand and improve their operations, or to initiate a social enterprise.

This will be achieved by:

• Defining the future skills needs for social entrepreneurs in the digital era, aligned with the local unique Palestinian context.
• Upskill teachers/trainers and mentors on innovative tools, online teaching techniques and pedagogies, cutting-edge technologies and trends in digital social entrepreneurship.
• Promote the co-creation of a blended course on Digital Social Entrepreneurship. To be piloted with aspiring youth entrepreneurs and early startups. Empowering them to use digital transformation tools and models in order to either expand and improve their operations, or to initiate a social enterprise.

In addition to the website, the project also has a LinkedIn page.

The post EPISODE – Enhancing Palestinian Social and Digital Entrepreneurship appeared first on ALL DIGITAL.

The project builds on DigComp. First launched by the European Commission in 2013. It has become a key reference tool for the development and understanding of digital skills in Europe and beyond. As well as a best practice of the development of competence frameworks.

The project wants to set up, test and evaluate a Hub providing the following integrated services to adult learning centres, in collaboration with other digital education stakeholders:

• DigComp Community of Practice (CoP) – builds on the existing DigComp CoP, managed by ALL DIGITAL. It offers its members the possibility to share and learn from others. Creating and stimulating synergies between different actors and sectors in the field of education and training.
• DigComp short-training and mentoring online programme – addressed to adult training providers (trainers and teachers) willing to adopt the Competence Framework in their activities.

The post DigCompHUB – Promoting the adoption of the European Digital Competence Framework for Citizens appeared first on ALL DIGITAL.

To address this skills gap, the D-PAIDEIA project set out the following objectives:

Firstly, improve the digital skills and competencies of the teachers cross-sectorally. The project aims to achieve this objective by updating the DigCompEdu framework. It provides a general reference frame to support the development of educator-specific digital competences, at all levels of education.

Secondly, support the development of Pedagogical Digital Strategies at the school level, focusing also on the aspects that emerged from the pandemic.

The post D-PAIDEIA – PEDAGOGICAL DIGITAL COMPETENCES AS A KEY ELEMENT FOR THE DIGITAL TRANSFORMATION appeared first on ALL DIGITAL.

Rapid digital transformation has influenced education, work and life and the Covid-19 pandemic has highlighted more the digital divide in some territories, especially between urban and rural areas, and the need for innovation in education to respond to these challenges.

For this reason, Our Digital Village aims to intervene in rural areas by promoting the acquisition of digital and transversal skills, preparing people to face the challenges of the future. It will do so by co-creating high-quality educational content that responds to the needs of the local context, while simultaneously ensuring the long-term transformation towards digitalization through active awareness raising on all levels of society.

Through self-analysis workshops, the intrinsic motivation to change will be explored, and the needs of each local context will be identified. These will be taken in mind while co-designing the educational materials, followed by a training for teachers and trainers to ensure their capacity to implement the co-designed activities with their learners. In the testing phase of the educational materials, ICT courses will enhance the competences of young and adult learners, while consolidating the newly acquired skills of teachers and trainers.

TARGET GROUPS

• Educational institutions including formal and non-formal educational providers (schools, universities, youth centres, NGOs), and public institutions (municipalities)
• Teachers/trainers of educational institutions and community organisations’ educational staff
• School and adult learners
• Policy makers and stakeholders

OBJECTIVE

To foster the development of digital and transversal skills of people in rural areas thus preparing them for the challenges of the future, by testing, evaluating and promoting a bottom-up, holistic and innovative approach to the creation of educational materials and awareness-raising

PARTNERS

• CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI, Italy
• FabLab Palermo APS, Italy
• DIE BERATER UNTERNEHMENSBERATUNGS GESELLSCHAFT MBH, Austria
• KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU, Greece
• DANMAR COMPUTERS SP ZOO, Poland
• CSI CENTER FOR SOCIAL INNOVATION LTD, Cyprus
• ASOCIATIA CONSULTANTILOR IN DEZVOLTARE COMUNITARA, Romania
• INOVA+ – INNOVATION SERVICES, SA, Portugal
• UNIVERSIDAD DE ALICANTE, Spain
• ALL DIGITAL AISBL, Belgium
• ASSOCIATION DES AGENCES DE LA DEMOCRATIE LOCALE, France

The post OUR DIGITAL VILLAGE – CO-DESIGNED DIGITAL EDUCATION IN RURAL AREAS appeared first on ALL DIGITAL.

In the DIGI-BREAKER vision, “comprehensive guidance and counselling are essential to  provide support in bringing people back to safe and inclusive learning or working environment (CEDEFOP, 2019).

DIGI-BREAKER proposes a multimedia toolkit that facilitates the access to relevant information for taking benefit from orientation services, and the tools that are supposed to improve the provision of services for skills and qualification, based on digital technologies. Moreover, the project aims to facilitate self-aware access to interactive job-related information, as well as new opportunities for learning, validation, and recognition of knowledge and competencies.

The project’s main target groups are:

1. Unemployed adults
2. Adult Education Providers/Employment Counsellors
3. Authorities and institutions

OBJECTIVES

DB+ will respond to the selected Adult Education priorities by:

•  supporting unemployed adults – those with low skills and qualifications – in entering new guidance and motivation pathways, built on an increase of their career management skills, thanks to the creation of a set of digital tools that will foster their self-awareness and understanding of what options they have for entering new learning or career opportunities.
• extending the competencies and tools of employment counsellors, career guidance, and adult education providers, providing them with new innovative digital solutions that could enrich the methods they use for supporting unemployed adults in finding new learning and job opportunities.

PARTNERS

• ALPHABET, Belgium – Coordinator
• FONDAZIONE MONDO DIGITALE, Italy
• ALL DIGITAL AISBL, Belgium
• IMOTEC, Lithuania
• IGITEGO, Sweden
• GLOBALNI BIBLIOTEKI – Bulgaria

The post DIGI-BREAKER PLUS – BREAKING BARRIERS AND BUILDING COMMUNITY FOR AN EFFECTIVE, SUSTAINABLE AND INCLUSIVE DIGITALIZATION OF ADULT GUIDANCE SERVICES. appeared first on ALL DIGITAL.

Thus, the project tackled a specific and not yet fully covered area of digital literacy, i.e. visual media literacy, which influences how people learn, communicate and interpret reality. A typical feature of online communication in the digital age is the pre-eminence of visual over textual communication, which requires a deeper understanding, and the start of a new dialogue among qualified Higher Education institutions, and between the academy and society at large.

The project’s main target groups were:

• First and second-level HE students, and students of any level, were equipped with more sophisticated digital media literacy and fluency competencies.
• Professors and researchers shared analytical tools and piloted the implementation of the project in their universities.
• Academic staff
• Stakeholders in the field of Education, Training, Life-long Learning, VET

OBJECTIVES

1. Raise awareness of the role played by higher education in Europe to enable the fair and resilient digital transformation, tracking disinformation and bias in visual communication through education and training.
2. Increase the digital fluency and critical consciousness about visual media of European students and faculties, both within communication study communities and transversely across subjects, nourishing misinformation-resilient behaviours and providing them with the practical skills to detect image bias as well as stereotypes in visual artefacts.
3. Enable academic staff, senior management and communication staff at the universities to develop sustainable strategies for integrating visual media literacy at all levels of course offering

PROJECT OUTPUTS

• The Report on Visual Media Literacy in Europe, which critically integrates the challenges imposed by visual media illiteracy, the competences to be developed to support visual media literacy, and a set of tools that can be used to track misleading visual information.
• The Micro-learning course in critical visual media literacy and fluency is a 50-hour online course available in English, Greece and Italian. It aims at providing participants with a deep understanding of the significance of images in present societies. Through a series of four modules, learners develop the ability to detect images and recognize stereotypes in visual artefacts. They also learn to navigate the visual landscape, discerning the credibility of the pictures they come across in their daily lives.
• The scalability and transferability toolkit containing operational guidelines and recommendations for implementing a learning offer on visual media literacy in HE.

PARTNERS

CLIP brings together four partners from three countries (Italy, Belgium, and Greece) with vast ranges of complementary expertise in education, (digital) participation and network cooperation.

• UNIMED (Unione delle Università del Mediterraneo) – Coordinator, Italy
• IULM (Libera università di lingue e comunicazione), Italy
• ALL DIGITAL, Belgium
• HOU (Hellenic Open University), Greece

The post CLIP – CRITICAL VISUAL MEDIA LITERACY AND EMPOWERMENT appeared first on ALL DIGITAL.

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The IDEAHL consortium is composed of 14 multi-disciplinary partners from 10 EU Member States, which work hand in hand with patients, citizens, and the broad socio-economic sector at local level.

ACTIVITIES

The project will first conduct an extensive mapping of health literacy (HL) and (d)HL research, initiatives, and projects in the EU and beyond. It will define best practices and champions in these fields to foster knowledge exchange and uptake of selected practices. Building on these foundations, IDEAHL will launch a large co-creation process to design and plan its EU (d)HL Strategy. The project will involve over 1,300 different stakeholders, from citizens and patients to healthcare and social services, policy makers, non-health sectors, academia, etc.

The collected feedbacks will allow to develop an inclusive Strategy to improve (d)HL for the benefit of all citizens focusing on health promotion, disease prevention, treatment and (self)-care as well as on monitoring its impact on the wellbeing, productivity and the economy. The Strategy will pay special attention to social innovation, inclusion, gender, and ethics & privacy dimensions.

Actions of the Strategy will be piloted in the 10 project countries. From the testing and evaluation of the pilots, IDEAHL will be able to put forward a common EU monitoring model and indicators for (d)HL levels.

The ultimate purpose of the project will be to empower EU citizens in using digital tools to have a more active role in the management of their own health and well-being, as well as supporting social innovations for person-centred care models.

PARTNERS

1. CONSEJERIA DE SALUD Y SERVICIOS SANITARIOS – Principado de Asturias – Spain, Coordinator
2. SERVICIO DE SALUD DEL PRINCIPADO DE ASTURIAS – Spain
3. FUNDACION PARA EL FOMENTO EN ASTURIAS DE LA INVESTIGACION CIENTIFICA APLICADA Y TECNOLOGIA – Spain
4. CONSULTA EUROPA PROJECTS AND INNOVATION SL – Spain
5. ISTITUTO PER SERVIZI DI RICOVERO E ASSISTENZA AGLI ANZIANI – Italia
6. ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY SPAIN SL – Spain
7. E-SENIORS: INITIATION DES SENIORS AUX NTIC ASSOCIATION – Spain
8. EUROPEAN INSTITUTE OF WOMEN’S HEALTH COMPANY LIMITED BY GUARANTEE – Ireland
9. INCE INIZIATIVA CENTRO EUROPEA – SEGRETARIATO ESECUTIVO – Italy
10. BEHOERDE FUER ARBEIT, GESUNDHEIT, SOZIALES, FAMILIE UND INTEGRATION HAMBURG – Germany
11. PROFESSIONSHOJSKOLEN UNIVERSITY COLLEGE NORDJYLLAND – Denmark
12. Malardalen University – Sweden
13. SEINAJOEN AMMATTIKORKEAKOULU OY – Finland
14. ADI & SALU SERSOC SL – Spain
15. ALL DIGITAL AISBL – Belgium
16. CARITAS DIOCESANA DE COIMBRA – Portugal

The post IDEAHL – Improving Digital Empowerment for Active Healthy Living appeared first on ALL DIGITAL.

MAIN AIM

The main aim is to support and empower adult learning centres across Europe, in the provision of basic digital skills and competences, specifically the knowledge and understanding of key emerging digital technologies, such as AI and IoT, and related issues, such as data literacy, privacy and protection. Both the ADA Community of Practice and the training resources (including the MOOC and webinars) aim at supporting the implementation of a joint strategy to introduce peer learning activities, exchange of best practices and experiences at European level to facilitate learning centres and organisations in cooperating for digital transformation processes.

More specifically, ADA is aimed at achieving the following objectives:

• Upskilling adult educators working in the field of digital inclusion, through the provision of high-quality online training on key emerging digital technologies and related issues.
• Strengthening the capacity of adult-education organisations in informing and educating adult citizens on emerging digital technologies (opportunities and risks to be aware when interacting with services that use these technologies), through online formative and informative webinars, resources, tools, and recommendations.
• Promoting transnational cooperation and exchange through the nurture of a Community of Practice as main hub for digital competence stakeholders from all sectors to connect and share information on DigComp and digitalisation as well as engage with EU activities on these topics.

The ALL DIGITAL Academy is strongly linked with the objectives of the Digital Education Action Plan (DEAP). The Academy sits at the cross section of education, innovation and digital. It contributes to the DEAP Strategic Priority 1 “to foster a high-performing education ecosystem” by training educators and training staff in operating confidently and digitally competent when delivering training activities with their audiences. Through the proposed training activities, the Community of Practice and the capacity building activities, the project is also addressing DEAP Strategic Priority 2 “to enhance digital skills and competencies for the digital age”, by supporting the provision of basic digital skills and competencies, including a good knowledge and understanding of data-intensive technologies, such as AI and IoT.

TARGET AUDIENCE

The first target group is educators and trainers operating within adult learning centres and/or independently across Europe that are already and/or are willing to offer educational activities on emerging technologies and related topics.

The second target group is the staff of learning centres, especially managers and decision makers, and stakeholders, policy makers and change makers across Europe focused on emerging technologies education and digital transformation.

The secondary target is European adult citizens to whom educators and learning centres address their educational activities on emerging technologies.

Objective impact on beneficiaries

ADA expects at least 500 educators from at least 10 European countries registered in the MOOC, at least 100 educators completing it and at least 300 practitioners, educators, experts joining the CoP and at least 50 resources, including reports, OERs, self-assessment tools, best practices on the platform.

The consortium expects at least 100 organisations from at least 10 European countries joining to the at least 10 capacity-building webinars; at least 100 organisations interested in receiving the Toolkit on the readiness of introducing educational activities within the learning centre.

EXPECTED IMPACT

From the 15 deliverables (reports, content based and digital tools) planned, the expected impact in short-term for educators and trainers results from their upskilling on emerging technologies and related topics, with the immediate impact in them starting and/or increasing the educational offer for European adults (secondary target) on such topics.

For learning centres, the short-term impact results from the upskilling of their staff, internationalisation of their activities thanks to the networking opportunities within the ADA digital environment, the support received in implementing educational activities on emerging technologies adopting the DigiComp framework, the exchange of processes, formats, solutions and needs (in a problem-solving perspective) within the Community of Practice forward looking innovation and overall facilitating digital transformation at local, national and international level.

At long-term, ADA project has the aim of continuously providing training activities on several emerging technologies (expanding the ADA digital environment beyond AI and the IoT); being up to date on them thanks to the Community of Practice; supporting learning centres and territories in implementing and innovating in the education field for digital topics.

OUTPUTS

Educators and trainers will benefit from the educational outputs present in the ADA digital environment:

• Online training (MOOC and OERs).
• DigComp-based resources and tools (self-assessment tools; learning and teaching methodologies and contents; hadbook for trainers; best practices etc.).
• The Community of Practice (CoP) of practitioners and stakeholders to share practices and experiences in adult education and training.

PARTNERS

• ALL DIGITAL AISBL – Belgium, Coordinator
• UNIVERSITA DEGLI STUDI DI NAPOLI FEDERICO II – Italy
• HELLENIC OPEN UNIVERSITY – Greece

The post ALL DIGITAL ACADEMY (ADA) appeared first on ALL DIGITAL.

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The TRANSVAL-EU project addresses the complex issue of validation of transversal skills. On one hand, employers place an increasing importance on transversal skills. On the other hand, transversal skills are only an implicit part of the existing validation and guidance processes.

There is a need to make the validation processes of transversal skills acquired in non-formal and informal settings explicit and to embed the lessons learned in validation and guidance policies.

TRANSVAL-EU proposes to experiment innovative approaches for the validation of transversal skills acquired through non-formal and informal learning (VNFIL) in five pilot countries – Austria, Italy, Lithuania, Poland and Belgium.

TRANSVAL-EU addresses the insufficient knowledge and awareness of counsellors and practitioners on innovative VNFIL methods and transversal competences; the limited professionalization and experience of VNFIL staff in the field of validation of transversal competences. The project builds the capacity of practitioners and counsellors, as well as, when relevant, of other stakeholders on innovative VNFIL and transversal competences; and strengthen cross-sector cooperation between practitioners, policy-makers and other stakeholders in order to build coherent VNFIL systems.

TRANSVAL-EU intends to be one of the largest European policy experiments on VNFIL. The project has 16 partners from 7 countries. The project started on February 28, 2021, it will last 30 months and is funded by Erasmus+ KA3 Policy Reform – Policy Experimentations.

The project is currently in its second year of implementation.

So far, the partners have achieved the following outcomes:

• the European state-of-the-art report “Validation of transversal skills across Europe” was published in December 2021.
• Based on the report findings, a Database of Tools and Methods for the validation of transversal skills, including all the practices mapped during the research, was set up and is freely available for others to use.
• the Common Transversal Competence Framework encompassing 11 transversal competences and their descriptors was agreed by the partners.
• together with the Framework, the Guidance and Validation Practitioners’ Competence Profile defines the general transversal competences of guidance and validation practitioners, as well as competences specifically used for validating transversal skills.
• based on a selected number of best practices, a curriculum with 6 training units was developed, together with a Toolkit (a box of educational resources and materials).
• the European Training was carried out in Perugia in May 2022.
• National training sessions with validation and guidance practitioners in Austria and Italy took place in June, while training sessions in Poland, Belgium and Lithuania are being prepared for September 2022. This is the first part of the field trials where the training curriculum will be tested.

Expected outcomes after the national training sessions:

• • Project partners in each of the piloting countries will test the tools with end users by the end of 2022. This is the second part of the field trials.
  • The final activity in TRANSVAL-EU is the translation and implementation of the project results, if positive, into the practice and policies in the field trial partner countries.

PARTNERS

1. Federal Ministry of Education, Science and Research through Austria´s Agency for Education and Internationalisation, Austria – Coordinator
2. Consortium for the validation of competences (CVDC), Belgium
3. Qualifications and Vocational Education and Training Development Centre (KPMPC), Lithuania
4. Regional Agency for Active Labour Policies of Umbria (ARPAL), Italy
5. Lifelong Learning Platform (LLLP), Belgium
6. European Institute of Education and Social Policy (EIESP), France
7. Educational Research Institute (IBE), Poland
8. 3s research laboratory (3s), Austria
9. Vrije Universiteit Brussel (VUB), Belgium
10. Nordic Network for Adult Learning (NVL), Denmark
11. Lithuanian education and science trade union (LESTU), Lithuania
12. ALL DIGITAL, Belgium
13. FORMA.Azione, Italy
14. Pluriversum, Italy
15. Chamber of Labour for Salzburg (AK), Austria
16. Austrian Institute for Vocational Education Research (öibf), Austria

The post TRANSVAL-EU – Validation of transversal skills across Europe appeared first on ALL DIGITAL.

To this end, ACTIon adapted good practices that utilise offline and online training models and tools – the Popular Opinion Leader (POL) and online participation and education tools (OPIN platform and F.I.R.E. – From Idea to Reality and Execution). Based on these good practices, two training programmes were developed:

• • • • MOLA – Model for Opinion Leaders’ Online Activation
      • DigiPAC – Digital Participation and Active Citizenship

     

Both programmes have their distinct features. MOLA was designed to be implemented over a period of 5 months, while DigPAC is a three-module programme that can be carried out over a span of 3 days – 1 day for each module. The timeframe for both programmes can be adapted to the demands of each learning environment.

The project is currently in its piloting these in formal and non-formal, community-based education settings in four partner countries – Bulgaria, Germany, Greece and North Macedonia.

The project’s main target groups are adolescents and young people (aged 14-25), youth activists, volunteers and informal peer leaders in non-formal education and community settings like youth organisations and community education centres.

ACTIon brings together six partners from five countries (Belgium, Bulgaria, Germany, Greece, North Macedonia) with vast ranges of complementary expertise in education, (digital) participation, and network cooperation.

OBJECTIVES

• To enhance the acquisition of social and civic competences, fostering knowledge, understanding, and ownership of values and fundamental rights.
• To foster digital skills and competences of digitally excluded groups (migrants and young people from disadvantaged backgrounds)
• To enhance critical thinking and media literacy among learners, parents, and educational staff.

The benchmark of the approach is highly innovative: participatory engagement of adolescents and young people from socially underprivileged regions, ethnic minority/Roma youth and young migrants/refugees that experience the greatest barriers in terms of social inclusion in the fields of health and general education, the labour market and public life.

The project’s immediate beneficiaries will be roughly 100-120 young leaders trained as role models during the piloting phase, 50-60 of which according the Popular Opinion Leader (POL) model. The trained POLs will have the capacity to reach a further 300 to 500 community peers from their immediate social environment and networks. Around 120 youth activists are expected to become engaged with education e-participation projects through the online tool and digital application (app).

The expected impact is that active and deliberate digital youth participation will help strengthen the resources of young disadvantaged learners, newly-coming migrants and Roma/ethnic minority communities, empowering them to engage in pro-active social (online) participation through self-organised piloting projects with the digital tool. Ultimately, the results of this project will inform practice-driven policy recommendations, targeted at a European level to support policy advocacy for social inclusion through (digital) citizenship education.

OUTPUTS

• • Desk research and analysis of the theoretical framework and existing educational offers and approaches.
  • Modular curriculum with two training programmes covering civic education, digital skills, media and health literacy
  • Piloting, assessment and re-adjustment of the good practice models in Bulgaria, Germany, Greece, and North Macedonia with case studies from effective piloting (Expected publication date: July-August 2023)
  • Evaluation Report: Executive summary with policy factsheet outlining the innovative value and impact potential of ACTIon models (Expected publication date: October-November 2023).

PARTNERS

• Nexus Institute for Cooperation Management and Interdisciplinary Research e.V, (nexus), Germany – Coordinator
• Health and Social Development Foundation (HESED), Bulgaria
• Open Space Foundation (OSF), Bulgaria
• ALL DIGITAL, Belgium
• Action Synergy S.A., Greece
• Coalition of Youth Organizations (SEGA), North Macedonia

The post ACTIon – Promoting active citizenship through civic education and active online participation of youth role models appeared first on ALL DIGITAL.

Digital technologies have changed the way we see and understand the world, especially for young people. Their perception and interactions have been shaped by audiovisual contents and the dynamics of the virtual dimension. Generation Z are the so-called “digital natives” – young people who grew up in the digital age. But even though they are in constant contact with technology and have access to an unlimited amount of information, they sometimes lack the abilities to analyse and evaluate the veracity of the messages they receive from the media.

In order to enhance their media literacy skills and provide them with the tools they need to understand the world they live in, to cultivate students’ critical thinking and help them understand the responsibility and the power of their voice, seven partners from Belgium, Croatia, Greece, Italy, Lithuania, and Spain have joined forces in the CrAL project. Their goal is to enhance critical thinking and media literacy among learners, parents and educational staff.

The project scales up the good practice “Creative audiovisual writing and reading”, developed and already tested in Italy, to five different education systems and contexts in Croatia, Greece, Italy, Lithuania, and Spain. In the words of Annio Gioacchino Stasi, Italian film director and educator, and author of the good practice, “the methodology is trying to show the link between images and words. We see the effects of the images that confuse, lie, destroy, and unfortunately, at times convince”. CrAL aims to create an audiovisual literacy programme that is not a training in marketing but fosters critical and out-of-the box thinking.

CrAL addresses young people (14-19 years old) by involving them in reinterpreting and producing audiovisual content. Secondary school teachers and trainers working in non-formal environments will be trained how to educate their students in creative audiovisual reading, writing and production. Parents and members of the community will also be involved as active protagonists in order to maximise CrAL’s impact on a local, national and European level.

Specific objectives of the project are:

• To provide school teachers and trainers with the necessary knowledge and skills on audiovisual education and the “Creative audiovisual writing and reading” methodology via a blended course with online video lessons accessible via the CrAL online platform complemented by f2f workshops organised by partner organisations in each country.
• To empower students (aged 14-19) in the critical reinterpretation and production of audiovisual content, promoting the acquisition of critical thinking and media literacy competences and skills

What have we done so far?

• We have designed an innovative training path for teachers and trainers;
• We have produced the training course with multilingual and multimedia educational contents for teachers (video lessons and EduPacks);
• We have trained 23 tutors in the transnational training;
• We have set up the CrAL online platform;
• We have developed a project leaflet with more info about the project.
• We organised a pilot of “Creative audiovisual writing and reading” methodology in five European countries through 1. a blended course for teachers and 2. workshops with students led by the teachers and supported by our tutors. This led to the production of audiovisual content (films) by young people.
  • 60 teachers were trained in a 5-week blended course starting from September 2022 (expected: Sep-Dec 2022);
  • 250 students (50 per partner) were involved in the creation of audiovisual contents following the course for teachers (expected: Jan-Jun 2023).

What’s next?

• We are currently working on creation of the international Community of Practice on the CrAL online platform to exploit the results and maximise the impact of the project. In addition to the online course for teachers, the platform will contain all audiovisual products developed during the pilot experimentation (expected: Sep 2022-Dec 2023).
• We will produce policy recommendations on the use of audiovisual contents for inclusive education (expected: Nov-Dec 2023).

PROJECT PARTNERS

• ALL DIGITAL, Belgium – Coordinator
• EGInA, Italy
• Istituto Centrale per I Beni Sonori e Audiovisivi (ICBSA), Italy
• Universitat Autònoma de Barcelona (UAB), Spain
• Hellenic Open University (HOU), Greece
• Centre of Technical Culture Rijeka (CTC Rijeka), Croatia
• Association Langas į ateitį (LIA), Lithuania

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Facebook: @equalseu
Twitter: @Equals_EU
Instagram: @equalseu
LinkedIn: /company/equals-eu/
YouTube: Equals-EU Regional Partnership

The EU’s Gender Equality Strategy 2020-2025 calls for a Europe where women and men, girls and boys, are equal, where diversity is a recognized asset to the economy and society, and where women have equal opportunities to participate and thrive in society. The EU has committed to improving the structural inequality between men and women, and empowering and promoting the social, economic and political inclusion of women and girls and EQUALS-EU project aims at contributing to this challenging agenda.

EQUALS-EU project aims to promote gender equity in social innovation by:

1. Building capacity through multilateral partnerships that strengthen existing and formalize new networks for social innovation and entrepreneurship.
2. Creating smart, sustainable, and inclusive social innovation ecosystems in local communities and cities in Europe and in non-European countries in the Global North and South.

These aims are complemented by the following specific objectives:

• Develop hands-on activities through interdisciplinary, inter-sectoral, innovation camps and hackathons focused on digital inclusion and with a specific focus on sustainable gender equity practices.
• Hold high-level seminars in conjunction with existing flagship initiatives at the UN and EU, including the World Summit on the Information Society, Generation Equality Forum, Women in Digital, Girls in ICT Days, and European Development Days.
• Conduct a combination of online and face-to-face mentoring, training, and lifelong learning programmes and courses focused on business and professional development and hosted by successful social entrepreneurs, advocates, and experts, including both men and women.
• Co-innovate and implement gender-inclusive policy and business development tools in conjunction with stakeholders in the public, private, and civil society sectors.
• Increase entrepreneurial competences through international academic cooperation including the development of joint international summer school, digital learning materials and tools that promote research collaboration, student mobility, and work placements.
• Inspire the next generation of innovators by elevating a new group of leaders, role models, and advocates for gender equity in social innovation and entrepreneurship.

In pursuit of these objectives, EQUALS-EU is structured around an ambitious work programme based on six work packages:

• WP1: Appraise Gender Equity Social Innovation Ecosystems (led by Swedish Program for ICT in Developing Regions)
• WP2: Create New Solutions for Gender Equity and Digital Inclusion (lead by Missions Publiques)
• WP3: Transform Gender Inequity into Sustainable Social Impact (lead by Global Universal Design Commission Europe)
• WP4: Exchange Knowledge and Transfer Technology for Gender Equity (lead by GSM Association)
• WP5: Communication, Dissemination, and Exploitation (lead by ALL DIGITAL)
• WP6: Management and Coordination (lead by OSLOMET)

The full scope of EQUALS-EU network activities covers 29 EU Members States and Associated Countries and 9 non-European countries in both the Global North and Global South.

CONSORTIUM

EQUALS-EU represents a Consortium of 19 organisations from 15 EU Member States (MS) and Associated Countries (AC). EQUALS-EU benefits from two non-European Consortium members from the Global North and Global South, which provides a rare opportunity for the exchange of knowledge and good practices and the transfer of technology and innovations.

Members of the Consortium:

• OSLOMET – Storbyuniversitetet (OsloMet), Norway – Coordinator
• Swedish Program for ICT in Developing Regions) (SPIDER), Sweden
• Missions Publiques (MP), France
• Global Universal Design Commission Europe (GUDC-EU), Norway
• GSM Association (GSMA), United Kingdom
• ALL DIGITAL, Belgium
• Kharkiv National University of Internal Affairs (KhNUIA), Ukraine
• Fondation Pour L Institut De Hautes Etudes Internationales Et Du Developpement (IHEID), Switzerland
• Latvijas Zinatnu Akademijas Ekonomikas Instituts Sia (IE LAS), Latvia
• Universitat de Valenci (UVEG), Spain
• Klinikum Der Universitaet Zu Koeln (UHC), Germany
• Middle East Technical University (METU), Turkey
• University of Haifa (UH), Israel
• BLITAB Technology GmbH (BLITAB), Austria
• Havelsan Hava Elektronik Sanayi Ve Ticaret (HS), Turkey
• Kentro Merimnas Oikogeneias Kai Paidiou (KMOP), Greece
• Centre for Science and Innovation (INTERSECTION), Serbia
• United Nations University (UNU-IIST), Japan
• Korea Advanced Institute of Science and Technology (KAIST), Korea

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THREE-D-Print project provided support for the educational and training challenges related to equipping the future workforce with relevant and needed skills to participate in the 3D printing revolution. The key focus was on providing an entry-level, easily accessible course that could motivate adults with fewer qualifications.

In THREE-D-Print we saw the (introductory) knowledge and (basic) use of 3D printing as a tool that can motivate, enable and empower adult learners. In terms of motivation and inspiration, it allows the user/learner to experience a rapid and easy materialization of the envisioned objects, it enables the production of parts that can be used in robotics training and ultimately empowers the user to master the skills that will be relevant and needed in the field of New Age Technologies. Finally, it can be used to foster creativity, innovation, experimentation and a DIY maker mentality that can be usefully employed in an entrepreneurial as well as an industrial setting.

Project partners have developed a 3D Printing Toolkit, which includes 3 main aspects:

1. INTRODUCTION TO 3D PRINTING: The Partnership has produced a guide on how to introduce 3D printing in adult education e.g. type of equipment required, 3D printers ‘best buys’, how to virtual 3D modelling in a PC and how to export the models to the 3D printer how to maintain the equipment, where to buy the materials etc. Published in March 2021.
2. TEACHING MATERIALS FOR TRAINERS: The Partnership has created a training programme on 3D printing for trainers, in order to provide them with the needed knowledge tools to develop a teaching programme on 3D printing in adult education. Published in January 2022.
3. PRACTICAL TOOLKIT FOR TEACHERS ON 3D-PRINTING: The Partnership has developed a teaching pack to enable adult educators to learn more about 3D printing and provide course materials for their adult students e.g. assignments, quizzes, general learning materials. Published in July 2022.

This was an important opportunity to give adult learners the expertise and competencies needed for societal development and individual development. We anticipate that over 1,000 institutions and adults can benefit from the outcomes of the project.

PROJECT PARTNERS

• EU15, United Kingdom – Coordinator
• ALL DIGITAL, Belgium
• I. P. CITIZENS IN POWER, Cyprus
• CEPROF, Portugal
• Polo Europeo della Conoscenza – IC Bosco Chiesanuova, Italy

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AMeLiE addresses the issue of online hate speech, a topic that is increasingly discussed in public debate. The aim of the project is to train teachers and representatives of school communities (school managers, digital facilitators, but also parents) on the specific methodology of addressing online hate speech in the classroom. The methodology goes a step further in the direction of “digital citizenship”, in line with the next Digital Education Action Plan and the Digital Decade, going beyond basic computer skills and focusing on advanced media literacy skills for those in educational roles.

The project offers an innovative approach and provides tools involving the whole educational community, in order to reach not only teachers, but also families, who need to be involved in the process of awareness of these issues and then transmit to “digital natives” that the Internet is not a reality separated from the world (Bookmarks: A manual for combating hate speech online through human rights education, Council of Europe).

The project is based on three Intellectual Outputs:

• • a blended training course for teachers including ca. 40 worksheets available upon registration on the Online Platform;
  • a Virtual Network of schools hosted on the online platform which currently has 240+ members (teachers, trainers) and is growing every day. The Virtual Network was initiated through Coaching Circles with selected teachers  and the activities culminated with the competition for School awareness-raising campaigns “Kind Speech Day” available under “School campaigns” on the online platform.
  • Policy Recommendations for policy makers and educational institutions (expected date: December 2022).

Completed activities

AMeLiE is structured on a three-level training (partner trainers -> initial teachers and representatives of the schools involved -> more teachers involved through a peer-learning path). In particular:

• • in November 2021, 12 trainers with different backgrounds, but above all experts in media literacy of the partner organisations were trained on the specific methodology of AMeLiE and on innovative techniques for training and teaching;
  • in the second phase, a core group of 25 teachers from the associated partners schools tested the methodology and used the worksheets in their classroom;
  • in the third phase, teachers invited their colleagues or people from the school community, thus reaching more than 240 people who are now part of the “Virtual Network” of schools against online hate-speech and can use the worksheets.
  • Kind speech day competition – interested schools organised Kind speech day communication campaigns, which are now being evaluated by an international July and will be awarded at an award ceremony in Prague on 29th September 2022.
  • International workshop in Prague on 28-29th September 2022.
  • Policy recommendations gathering the experience from piloting the AMeLiE methodology in pilot countries and drawing conclusions for improving policy and practice on addressing online hate speech and improving media literacy.

In addition to the partner countries (Italy, Greece, Romania and Germany), ALL DIGITAL, through its pan-European network of digital competence centres, has directly involved trainers and teachers from Serbia and Bulgaria, thus, reaching two more countries beyond the project.

The project, offering innovative pedagogical tools and approaches, intervenes at transnational level in the professional development of teachers, creating the conditions for promoting correct, aware and responsible behaviour in the virtual world. Because “Virtual is real” (from the Manifesto of Parole Ostili).

PARTNERS

• European Grants International Academy (EGInA), Italy – Coordinator
• ALL DIGITAL, Belgium
• Fundatia EOS – Educating for an Open Society, Romania
• Hellenic Open University (HOU), Greece
• Stiftung Digitale Chancen (SDG), Germany
• Parole Ostili, Italy

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Facebook:  @RayuelaH2020
Twitter: @rayuela_h2020
LinkedIn: @rayuela-h2020

Cybersecurity is one of the Commission’s priorities in its response to the Coronavirus crisis, with a constant increase of cyberattacks and different types of risks within the digital environment. RAYUELA project addresses this sensitive issue, offering a research-based response aligned with the key objectives of the Commission’s Research and Innovation framework programmes, focusing on young audiences.

RAYUELA brings together Law Enforcement Agencies, sociologists, psychologists, anthropologists, legal experts, computer scientists and engineers to develop innovative methodologies for enhanced cybersecurity. The stakeholders involved are achieving a better understanding of the factors affecting online behaviour related to cyber-criminality aiming at raising the awareness of young adults on toxic behaviours they might encounter online.

RAYUELA’s main goal is to better understand the drivers and human factors affecting cyber-criminality, thus empowering and educating young target groups to a more conscious and aware use of the Internet through gaming, in a preventive and mitigating action to reduce cybercriminal behaviour.

RAYUELA is focused on cybercrimes that are prevalent among young target groups:

• Online grooming: being harassed by adults who may take advantage of their vulnerability aiming at sex abuse, online distribution and/or live-streaming of child sex materials.
• Cyberbullying: young people turning into offenders who spread fake and/or personal information, photos to threaten and blackmail classmates.
• Human trafficking: digital communication technologies are widely used for trafficking for sexual exploitation.

The work plan includes some key activities:

• Building a knowledge base on cybercrime drivers for children and young adults.
• Technology assessment and IT threat.
• Development of an interactive story-based videogame.
• Implementation of pilot studies to collect and monitor data on users’ behaviour and online activity through gaming.
• Data analysis to identify patterns for profiling and analysis of online habits of potential young victims and offenders.
• Capacity building for cybercrime prevention and awareness: communication and dissemination actions to facilitate the prevention of cybercrime and foster awareness among young target groups.

The project will be implemented by 17 partners from nine European countries: Spain, Belgium, Slovakia, Estonia, Portugal, UK, Latvia, Greece, and Germany.

ALL DIGITAL will support the delivery of the project dissemination strategy and exploitation activities at the EU level, through its international channels, networks and partnerships.

Take part in the raising awareness campaign following the project on social media channels.

PARTNERS

1. Universidad Pontificia Comillas (Spain) – Coordinator
2. Universidad Politécnica De Madrid (Spain)
3. Tecnalia Fundation Research and Innovation (Spain)
4. TIMELEX SCRL (Belgium)
5. Bratislava Policy Institute (Slovakia)
6. University of Tartu (Estonia)
7. Polícia Judiciária (Portugal)
8. Policía Local de Valencia (Spain)
9. Police Service of Northern Ireland (UK)
10. Ghent University (Belgium)
11. Tilde Sia (Latvia)
12. Ellinogermaniki Agogi Scholi Panagea Savva (Greece)
13. UC LIMBURG (Belgium)
14. ALL DIGITAL (Belgium)
15. Zabala Innovation Consulting S.A. (Spain)
16. Police and Border Guard Board (Estonia)
17. NEC Laboratories Europe Gmbh (Germany).

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under Grant Agreement No. 882828.

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During piloting, 140 care-givers will take part in the program and improve their skills. After the training that is based on the project’s curriculum, care-givers will have at their disposal a Toolbox with exercises and a Handbook with methodologies that will help them assist their beneficiaries (end users of the project), the seniors, to create their own stories and recreate them by working together through the techniques of artistic means. The training materials (Curriculum, Toolbox and Handbook) were finalised and tested by the partner trainers in May 2022, and are now being translated into partner languages while the partners are running the training sessions with the care givers.

OBJECTIVES

• • To develop an educational material for the care-givers on how to support the elderly people they work to overcome the barrier of age and the feeling of being unnecessary and, help them in handling responsibilities. The methodology has storytelling as its base, and uses the stories as the core material which is translated into a variety of artistic forms, such as performing arts (dance/video dance, theatre/documentary theatre) visual arts (digital narration, stop motion video) and creative writing (e-book). Digital tools underpin the creative process, so that the elderly people acquire essential digital skills while creating and having fun.
  • To provide seniors with the opportunity to take over high-responsibility positions by being part of a working team, that will help them regain the feeling of being part of social activities.

TARGET GROUPS

• • Care-givers working with seniors (professionals);
  • Institutions and services working with seniors (VET organizations, counsellors, etc.);
  • Communities.

OUTPUTS

• • Focus Groups’ methodology guide for identifying needs, artistic potential and preferences.
  • Curriculum for care-givers working with storytelling techniques (expected date: November 2022).
  • Toolbox with educational exercises (expected date: November 2022).
  • Handbook with the theory and methodologies behind the techniques and the exercises (expected date: November 2022).
  • An open online platform with the handbook, the toolbox and all the IT & cultural products (expected date: November 2022).
  • Recommendations for policy makers and training providers (expected date: November 2022).

PARTNERS

• • University of Peloponnese (UOP), Greece – Coordinator
  • ALL DIGITAL, Belgium
  • IASIS, Greece
  • EDRA – Kinonikes Sineteristikes Drastiriotitesefpathon Omadon, Greece
  • IRIPS – Institut Régional d’Insertion Professionnelle et Sociale, France
  • AEVA – Associacao Para A Educacao Evalorizacao Da Regiao De Aveiro, Portugal
  • CSI – Center For Social Innovation Ltd, Cyprus
  • Asociación La Bien Pagá Espacio Escénico, Spain

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The #hackAD project fostered digital skills and competences of young people from disadvantaged background by implementing collaborative educational activities based on the Social Hackademy co-creation methodology.

The project aimed to empower young people (age 16-29) from disadvantaged backgrounds by helping them acquire and develop digital skills to find digital solutions to social challenges and improving trainers’ capacity to foster digital skills of youth at risk of social and digital exclusion. This was done through the setting up of Social Hackademy Labs and the organisation of Social Hackathons in four European countries: Croatia, France, Greece, and Italy.

The project focused on digital co-creation, technology and education for empowerment and social mobility of disadvantaged young people, through the scaling up of the Social Hackathon Umbria (SHU), a good practice implemented at local level by project partner EGInA since 2016.

The #hackAD project was implemented by partners from five European countries (Belgium, Italy, Greece, Croatia and France) and produced the following key results:

1. Social Hackademy methodology addressed to teachers and youth workers
2. Trainers Handbook for the implementation of Social Hackademy Methodology
3. Course outlines on Native Mobile App Development, Web Design, and Visual and Graphic Design
4. Social Hackademy Online Platform featuring the online training services and tools
5. At least 19 trainers working in the field of digital skills with young people trained in the Social Hackademy Methodology
6. Social Hackademy Labs established in Italy, Greece, France, and Croatia through multi-stakeholder local and national partnerships
7. At least 272 young people aged 16-29, most of which from disadvantaged background, trained in at least one of the three courses (Native Mobile App Development, Web Design or Graphic design).
8. Social hackathons organised in four project countries involving young people and multidisciplinary teams using a co-creation methodology
9. 18 digital solutions to local challenges matched to the Sustainable development goals developed by the co-creation teams during the hackathons

PARTNERS

• ALL DIGITAL, Belgium – Coordinator
• European Grants International Academy (EGInA), Italy
• Hellenic Open University (HOU), Greece
• Centre for Technical Culture Rijeka (CTC), Croatia
• Public Libraries 2030 (PL2030), Belgium
• Simplon.co France

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Twitter:  @STEAMonEdu

Follow the project news by using the hashtag #STEAMonEdu

The STEAMonEdu project aimed to increase the adoption and impact of STE(A)M education by investing in the community of practice and the professional development of educators.

The approach of the project was to nominate educators as the pillars of implementation of STE(A)M education policies and support their professional development through the developed blended training programme and their participation in a community of practice. The training programme and the exchange of experience, collaboration and creative work of the community were supported by an online peer learning and crowdsourcing platform.

As a result of research conducted by the consortium, the STE(A)M education framework, Educators’ profile and Self-Assessment STEAM have been developed, including competencies, policies, methodologies, learning objects, etc.

These findings have the core elements of the design of the training curriculum for STE(A)M educators, addressing the overall training programme: the MOOC “STE(A)M education for educators: Design, orchestration and implementation of STE(A)M education” and the blended training. The MOOC is available to everyone interested in the topic, and more than 500 people have already enrolled. Also, 50 MOOC graduates have been selected for the blended training to focus their attention on the production of learning activities templates, STE(A)M education projects and policies to strengthen their competencies in adopting and further developing and promoting STE(A)M education at both local and national level.

The project has been piloted in Germany, Greece, Italy, Romania, and Spain.

The overall project has adopted a bottom-up participatory approach when delivering:

• The online community of educators, collecting good practices and STE(A)M education policies.
• The STE(A)M education framework, including the body of knowledge, template curricula and learning activities, with a focus on diversity.
• The STE(A)M competence framework, detailing the competencies needed to design and implement STE(A)M education activities (STEAMComp will specialize Digital Competence Framework for Educators – DigCompEdu with STE(A)M-specific competencies).
• The ST(E)AM educator profile, designed on the principles of ESCO (European multilingual classification of Skills, Competences, Qualifications and Occupations).
• The training programme, targeted STE(A)M educators and delivered online on a MOOC (with OERs contents) and blended training.
• The guide of STE(A)M educational good practices.
• The guide on STE(A)M Education policies.
• The STE(A)M policy influence toolkit.
• The guide for STE(A)M education policy makers (Policy recommendations).
• The STE(A)M readiness self-assessment online tool for educational organisations that implement STE(A)M education policies based on SELFIE.

ALL DIGITAL was the lead partner of the project dissemination & exploitation activities. It also contributed to the “Establishment of European community of STE(A)M educators” through the collection and analysis of best practices and the analysis of national STE(A)M education policies and educators’ needs in Europe.

PARTNERS

1. DAISSy Research Group Computer Technology Institute and Press “Diophantus” (CTI) – Greece, Coordinator
2. ALL DIGITAL– Belgium
3. Stati Generali dell’Innovazione (SGI)– Italy
4. Helliwood, 21st Century Competence Centre – Germany
5. EOS Foundation– Romania
6. Colectic –Spain
7. Regional Directorate of Primary and Secondary Education of Western Greece/Ministry of Education Lifelong Learning and Religious Affairs – Greece

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