"CONTEXT:Pathological streamining is a new phenomena which is becoming ubitiquous in the Internet. Popularity on youtube, social media allows for streaming pathological behaviours which is based on causing the harm to the other people is becoming very popular and widely watched by the Youth in the European Union. Young people have unlimited access to the internet. In order to prevent the dangerous activities in the internet, they need to understand the dangers of antisocial behaviours which are widely promoted and monetized by large companies such as Youtube. Patostreaming can be defined as: ""Malicious content on the internet is defined as materials, that can cause negative emotions for the recipient or whichpromote dangerous behavior "".GENERAL OBJECTIVE:The general objective of the ANTI-PATOSTREAM project is the exchange of best practices in order to start shaping a basic educational framework for digital critical skills literacy in the youth sector at a European level, integrating the expertise of partners engaged in different topics related to technology for avoiding harmful content. We will also explore different methods of educational practices such as peer learning, participatory learning, and online learning.SPECIFIC OBJECTIVES:•to exchange best practices between organisations active in digital critical skills focusing on methodologies, conditions, content of digital literacy in youth education•to exchange best practices around developing and implementing a educational prevention programm against the harmful content in the web.•to contribute to efforts in increasing competencies of low-skiled youth on digital skills literacy, that is, providing them with accessible training on how to improve their digital critical skills•to identify and strategise around future EU funding and new opportunities to develop a European wide standardised prevention programme on ""harmful content for the youth"" that can be scaled throughout the EU •to promote collaboration of project consortium with other stakeholders such as local municipalities, corporations, youth organisations, etc. and increase their impact NEEDS:• Dangers of harmful content (i.e. pathological streaming) (Youth digital critical literacy skills and ethics of technology)• Accessible relevant online digital critical skills / educational resources for youth and youth educators with the best practices on educational prevention; • Effective way to share innovative ANTI-PATOSTREAM content and knowledge with other practitioners (scalability, reusability of already developed content/materials)TARGET GROUP:The main target group of this project is represented by the youth with special focus on the low-skilled youth from marginalized neighbourhoods. According to the reports on harmful content, this is the youth which is mostly endangered because of lack of role models in the social environment"

Game industry is highly advanced technologically sector. Involvement in games development, no matter if at professional level or as a hobbist, provide the person with important skillset which is important for their digital skills. Apart from the knowledge of the selected programming languages, the game creation involves a lots of other skills such as: creativity, innovativeness and as well knowledge of marketing, sales and promotion in Internet. The typical users of gaming products are youth without higher education who lives in the small-sized cities or villages (Report State of the Polish Gaming Industry, 2017). At the same time the most of the creators in the industry posess at least bachelor’s degree or higher title in the computer programming or gaming production (Study.com report, 2019). In the EU most innovative countries such as Scandinavia, there is a lot of educational support also for non-higher education students who would like to participate in the sector, mostly in through the use of non-formal methods of education, courses and other types of non-degree educational intervention. Typical show-case story is of Markus Persson who is a creator of the Minecraft and one of the richest people in the EU in the IT industry. Bacically he was a NEET and spend most of the time with his mother at home unemployed. His mother finally found him a informal course where he was introduced to the game industry and he followed with the course of C ++ which was the kickstart of his future career in the game development. Our project aims at enabling the NEETs also to consider the careers in gaming sector which offers lucrative and stable jobs. Objective:The general objective of the GAMEON project is to exchange of good practice in the informal educational pathways to the gaming industry for the NEET group.The specific objectives are:• to exchange best practices on how to bring NEETs to high-tech industry of gaming;• to create the show-cases of successful people (like Markus Persson) who made it in the industry without formal degree;• to visualize the alternative pathways for the gaming industry with the use of informal learning approach;• To promote a non formal approach in game training;• To provide understanding of the educational pathways for non-degree students (in this case NEETs) to the gaming industry;In our course we would like to focus on NEETs and youth who are not in higher education and would like to consider their career in the game development but they do not know how to enter it without degree. The project focuses on exchange of good practices between partners on the topic of attraction of NEETs to game development industry and the specific results of the projects are(RESULT 1) report on the best practices of bringing disadvantaged youth and NEETs into game development industry with show-cases.(RESULT 2) repository of free online resources which will guide the participants into the basic level skills of game development.(RESULT 3) Educational pathway to game development for NEETsThe project targets primarily: nr. 110 youth workers, youth organizations and social educators dealing with NEETs who will test the RESULTS 1,2,3 nr. 50 young people NEETs that will be testing the RESULTS 1,2,3. All of them be a participants with the fewer opportunities.The participants will be involved:50 people youth workers, public policy authorities, social policy centers and other stakeholders will participate in the GAMEON conference60 people youth workers, public policy authorities, social policy centers and other stakeholders will participate in the GAMEON local workshops (15 per country)min 50 NEETs will test the RESULTS 1,2,3.In order to select and involve the above-mentioned target groups, after the kickoff meeting, the project partners will provide stakeholders agreements with youth organizations, for ensuring the involvement of target groups from the very beginning of the project.The criteria for selecting the participants are:- Interest in the project’s topics and availability in being committed with the project’s activities- Significative presence of youth workers’s working with NEETsn (if cooperation on instititutional basis for example with social welfare centers)- Previous collaborations between the youth organizations and the project partners is considered an added value- Interest in ICT and gaming industry Rationale for transnational cooperation:- Project brings partners with the unique set of skills in the IT industry: VR/AR, AI technologies (Sumy State University), digital skills and coding training (INERCIADIGITAL), project management in IT (Eduvibes) and two partners who have a broad experience in working with NEET (APE and AKTEK). The scope of the project can be attained only in such wide consortium

"<< Background >>The world of work has changed fundamentally in recent years. It is increasingly digitized and globalized and demands mobility and flexibility from employees. Then there is the current crisis, which has hit all of Europe and the world hard. The social consequences of the Corona crisis hit women with children particularly because they take on most of the childcare during the pandemic and defer their own job or qualification-related activities. The group of women with a migration background who were already socially weak, poorly qualified and unaccustomed to learning before the crisis threatens to be doubly left behind in the area of digital knowledge and qualifications because the pandemic exponentially increases the use of digital applications and the need for corresponding qualifications and future job market opportunities of these women continue to decline rapidly due to a lack of further training. Affected are women who have recently arrived in the country as well as women who have resided in Germany for a long time and who have not yet managed to integrate into the local labor market. Due to the widespread and urgency of this problem, an approach is to be tested with the bundled competence of 6 European partner organizations to motivate the target group of underqualified women with children in such a way that they want to expand their digital skills and take part in courses that firstly give them digital skills for everyday life and, secondly, to impart digital knowledge for the job and thereby enable them to have a professional perspective.<< Objectives >>The implementation of the project measures should achieve the following goals: 1. Target group 1 Low-skilled women with a refugee or migrant background who (have to) neglect their own advanced training, especially in the area of digital skills, and therefore have no or only difficult access to the German labor market due to bringing up children and traditions (and currently also increasingly due to the corona epidemic) Acquired, familiarized and empowered to use this knowledge professionally through qualifications that are tailored to their needs and their circumstances. So that women can take advantage of these offers, their children or their families are involved through parallel offers; conversely, the child-related offers serve as a “lure” for those women who initially have little self-motivation. As a result, the participants acquire the digital skills required for a professional activity today. Overall, this prevents relative dequalification, strengthens their self-confidence and increases their employability. 2. Target group 2 In the course of the project, people in the second phase of life who are interested in working as voluntary ""senior experts"" and especially in supporting the above target group will be identified and qualified as learning guides. They accompany and advise the participants with regard to course participation and with regard to taking up a job and thus make an important contribution to stabilizing participation and achieving the job-related qualification goals. 3. Sustainability of the products The qualification modules developed in the project for the participants and their families (product I.1 basic module, I.2 advanced module, I.3 family module,) will continue to be offered after the end of the project by as many of the German and international partners participating in the project as possible within their own fields of activity ; Through suitable transfer formats, efforts are also made to win over other national and international sponsors (educational institutions and voluntary organizations) for the sustainable implementation of these offers. In order to ensure the implementation of the qualification modules at a high level, a seminar for the future sponsors (product III.1) and a guide (product III.2) for implementation in the respective programs will be developed and offered as part of the project. 4. Sustainability of the learning support So that a sufficient number of learning guides are available to support the participants after the end of the project, an internationally coordinated learning unit for the learning guides (product II.2) will be developed, tested and made available to all interested parties during the course of the project. 5. Networking In order to continuously optimize the participant-related work and to develop further internationally usable products in the future, the project aims to intensify and consolidate the exchange of experiences in this regard. To this end, it initiates the establishment of an exemplary carrier network in the Dortmund area and encourages the establishment of an international network between the project partners and other interested organizations.<< Implementation >>As part of the project, the following products and formats are being developed and implemented for the following addressees: For the participants: • Product 1 Module 1: Basic learning module for women ""everyday use of digital devices • Product 1 Module 2: Advanced module for women ""Professional computer use Basic"" • Product 1 Module 3: Family module - small, sustainable mint experiments that help children and mothers and fathers to better understand digitally and learn together • Open webinar for women on the two modules to discuss the content internationally with the target group For learning guides: • Product II M.1: Learning unit for learning guides, ""The little mentor's certificate"" • Open webinar for learning guides to evaluate the teaching units for learning guides • Product II M2 teaching concept for the international workshop • Workshop for learning guides in Italy for intercultural exchange and discussion of the work of learning support • Product II M 3: Tool for better communication between participants and learning guides. For education providers and voluntary organizations: Transfer • Product III M.1: Seminar for voluntary organizations and educational providers to be able to teach the products described above in their facilities • Product III M2: Guide for inserting the modules for interested institutions The project partners from 5 countries work together to develop these desired results in a collaborative and collaborative manner. Division of labor, because each project partner assumes responsibility for the content of at least one of the concepts to be developed and prepares initial proposals for this. This coordination function is assigned to the partner who has the most experience in the area addressed. Cooperative, because each of these responsible parties has one or more other project partners who form a working group with them. In order to spread the existing experience as evenly as possible, it is planned that each project partner should work on at least one element from each of the three product groups mentioned above. A total of 5 international partner meetings are held every six months for joint project planning, to get to know the partners, to control the content of the measure and to intensively discuss and ""adopt"" the concepts developed by the working groups. The 2-3 day meetings, in which 2 experts from each partner take part, take place in turn in the participating countries. The final conference at the end of the project will also take place in Germany. After the discussion and ""acceptance"" of the developed concepts by the project plenum, the modules are tested in practice. The respective country-specific conditions are used in a targeted manner to test different approaches and to draw comparisons. For example, the target group of women in the partner country Italy consists mainly of refugee women, in Germany of refugees and migrants (some of whom have been resident here for a long time) and in Poland more of women migrants from other Eastern European countries. Additional knowledge is gained by inviting representatives of these different (sub) target groups as guests to the international partner meetings, where they can also exchange ideas with one another and with the project partners about suitable formats for their advanced training. The entire measure is continuously evaluated by the Ukrainian partner.<< Results >>For women who have never been employed or have been out of work for a long time and have no experience in dealing with computers, a basic module “everyday computer use” is offered. In this course you will learn the basics of private PC operation, you will also be taught essential knowledge of everyday life and introduced some low-threshold professions. The course lasts four months and is carried out as close to your home as possible. From the ranks of the participants in the basic module, a group of women emerges who have further professional and technical interests. For these and other women who already have professional experience and / or private experience with the PC, the advanced module “Professional Computer Use Basic” is offered. It introduces women to the use of the office package and, depending on their needs, can include other aspects of professional preparation (e.g. application training). The course immediately follows the beginner's course so that its graduates can take part and take the next qualification step straight away.For the children of the participants of all courses, a family module takes place in parallel, which is supervised and organized by the project partner Kitz.Do. It includes experiments that are also suitable for normal rooms, so that the children and mothers can learn side by side. During the holidays, more complex work camps take place in the KITZ.do rooms. The children and their parents have the opportunity to try out a scientifically and technically oriented play program. This opens up further access to their interests and at the same time offers the opportunity to repeat basic skills such as writing and arithmetic again through fun experiments. you will learn about programs that you can use to protect yourself from malware and other risks. In addition, the children receive further information about possible professions in the Mint area. Not only do the mothers and their children work together on the experiments, the fathers are also involved if possible in order to increase the acceptance of women's learning and to further improve family structures. By attracting them and by offering a meaningful offer for the children, it is possible to win over women as the actual target group for participation. By attracting them and by offering a meaningful offer for the children, it is possible to win over women as the actual target group for participation. Another important result of the project is the recruitment of volunteer learning guides who support the women in solving the questions and problems that arise in connection with the qualification and to support them in their professional orientation. The learning guides are qualified for this task by the international learning unit developed in the project (""The Little Mentor Certificate"") and are supported in networking internationally, exchanging their experiences with colleagues from other countries and thereby developing themselves and their work ."

"<< Objectives >>We would like to contribute to the prevention of radicalization among young people and prepare a better future for societies. The main aim of our project is to strengthen the capabilities of youth workers to enable them to act efficiently on the prevention of radicalization. The specific objectives of our project are as follows:*Prepare a report that clarifies the problem and offers solutions *Present the ""Perception of Youth Workers in Europe towards Radicalization"" report to policymakers.<< Implementation >>There will be transnational project meetings in France, Spain, Lithuania, and Türkiye• The first month, France,• The sixth month, Spain,• The 13th month, Lithuania,• The 18th month, Türkiye,• The 23rd month, Türkiye,A couple of sessions to divide the workload among the project partners and the determination of criteria for participant selection for the LTT activities and multiplier events. The follow-up of the dissemination activities will be carried out in these meetings.<< Results >>We will enable communication between youth workers and create a platform where youth workers can form a network in different countries. The outcomes:1)EARN-PORTAL: It will provide a digital platform for stakeholders who have been working on radicalization. It will remain and run by the Diplomacy foundation after the project. 2)Perception of Youth Workers in Europe towards Radicalization Report3)The Best Practices Handbook4)Combating Radicalization with Rehabilitation Guide5)Academic article"

ACCELERATE has a simple but ambitious aim: to improve the teaching of art and design at higher education in a post-pandemic Europe through the development of innovative methodologies, tools, platforms, and resources for accessible immersive learning. It will do so by bringing together art and design lecturers, educational researchers, and learning technologists from the UK, Ireland, Poland, and Ukraine to reflect on the impact of COVID-19 and to explore new possibilities for pedagogy and digital innovation.In March and April 2020, 95% of European universities moved to online distance learning. The shift was as deliberate as it was profound—despite the enormous social upheaval, university teaching carried on—but impact was unevenly distributed, varying by country, university, and subject. Practice-based subjects such as art and design were particularly hard hit with a fifth of European students reporting that their university had not been able to move practical classes online (as opposed to less than 4% who reported that lectures had not been moved online). Nonetheless, as the experiences of art and design institutions and faculties across Europe testify, practice-based lecturers and students demonstrated remarkable ingenuity in adapting existing online platforms and tools to ensure a continuity of learning amidst tremendous uncertainty. These experiences in turn informed preparations for 2020/21, with practice-based subjects currently offering a 'blended' learning approach mixing in-person and virtual teaching or, once again, delivering their learning entirely online.ACCELERATE will draw on the spirit of practice-led creative innovation that art and design lecturers have been invoking since March. It will focus on the potential transformative role of immersive technologies (that is, augmented, virtual, and mixed realities, also known as extended reality (XR)) in the teaching of art and design while recognising that many learners face significant challenges in engaging effectively with XR technologies: disabilities; complex personal circumstances; low quality devices; poor and unreliable internet access. It proposes to create a new prototype platform (Intellectual Output 4) for accessible immersive teaching in art and design that aims to democratise XR technology rather than limit to those with the best equipment and the fastest connections. The collaborative development of this immersive ecosystem—open-source, scalable, sustainable—as a gateway for art and design lecturers and students with little or no previous experience of XR technologies will be informed by a considered evaluation of the impact of COVID-19 on art and design teaching at the partner universities (Intellectual Output 1), the co-drafting of a methodological guide (Intellectual Output 2) and the co-designing of a standalone online training course aimed at lecturers (Intellectual Output 3); it will be populated by teaching materials including co-created case studies (Intellectual Output 5) that will draw on the shared expertise and perspectives of the project partners. By engaging with the layered complexities of XR accessibility and immersive learning, ACCELERATE has the capacity to be genuinely pioneering in its pedagogical and technological outcomes and to find new ways of engaging with art and design students from disadvantaged and underrepresented groups.All the intellectual outputs will be shared publicly. The immersive ecosystem and case studies will maintained well beyond the end of the project, allowing lecturers and students from other universities across Europe and beyond to experience the benefits of immersive learning as well XR developers to use, enhance, and extend the immersive ecosystem itself.