The overarching objective of 'Learning Inclusion in a Digital Age. To Belong and Find a Voice in a Changing Europe' is to develop country specific and pan-European cultures of learning inclusion and active citizenship in digitally joined-up educational eco-systems incorporating education policy and society (Level 1), the education sector and its institutions (Level 2) vulnerable adult minorities and educators, professionals and learners (Level 3).A range of innovative cultures of learning inclusion utilising distant, online and blended resources are created for the growing number of vulnerable adult minorities in Europe, particularly migrants and refugees. This group face health, employment, gender, cultural and educational challenges on arrival and even as second or third generations grow up in Europe. This is compounded by lack of access to the skills and competencies required to become socially included. All European societies face the risk that vulnerable adult minorities will remain spectators in society without the lifelong capacity to be active citizens capable of clearly expressing their needs, identities and sense of belonging. In LIDA, vulnerable adult minorities understood as refugees and migrants, and their teachers and associated professionals engage with these issues and learn how to create cultures of inclusion and a particular kind of voice expressing belonging and active citizenship supported by digital learning resources, such as digital narratives. The LIDA project outputs and resources are: policy and scientific publications, social media, digital stories, a repository of distant, online and blended resources, digital handbooks and reports. They are shared on an open assess, multilingual LIDA project website maintained after the project. Relationships built with associated partners, including European Association for the Education of Adults, UNESCO’s network of Learning Cities and Smart Cities Associations in European countries ensure the scalability, impact, sustainability and future dissemination of the project.

"The world is struggling with consequences of unsustainable growth and we cannot keep on avoiding to face those issues. If we want to ensure bright future for future generations, we need to change the way we think and reconsider our values. Education for sustainable development plays a key role in this and must be introduced into curricular in all countries. The AIM of the project ""Jump into sustainable lifestyle"" is to intensively disseminate and adapt innovative practices of education for sustainable development in the Baltic states: Lithuania, Latvia and Estonia. The main objectives are: 1. To adapt a methodology, which has been prepared by PERL to the needs of partnering countries (LT; LV; EE). 2. To improve competences of mainstream education teachers by organizing training seminars allowing to share good practices and learn new competences on education for sustainable development. 3. To put into practice the adapted PERL methodology and widely disseminate practices of education for sustainable development in partnering countries. The methodology will be tested for 4 months in 4 pilot schools in the Baltic countries (LT, LV, EE). 4. To improve the quality of education for sustainable development in partnering countries. Education for sustainable development consists of acquisition of knowledge, attitudes and skills necessary for functioning in today's society. Moreover, it is aiming to contribute to the individual's ability to manage not only his or hers own life but also effectively manage nature resources. Baltic countries organizations are non-formal education centers in 3 partner countries. Each Centre coordinated the implementation of PERL methodology in 4 pilot schools in their region, a total of 12 schools. The methodology was distributed in other schools in partnering countries through created JSL website http://www.s-education.org/ . This website created in 4 languages: English, Lithuanian, Latvian, Estonian. Toolkit with all the active methods is available online and you can download it in all languages, some parts or full toolkit. You can also use pictures from images bank as education material. The methodology is free and can be use flexible according to the teachers/educators needs. The project team strongly believes that the project ""Jump into sustainable lifestyle"" had a great value in improving the quality of education for sustainable development in the Baltic states."

Recent years have seen profound and enduring changes to the global labour market. It has never been more important for graduates to be prepared for diverse careers, or for university support staff to be ready to advise and guide them as they transition into employment. Numerous reports and studies highlight the importance for employers of entrepreneurial and creativity competences among the graduate population from which they recruit. There is a growing requirement, beyond the technical knowledge gleaned from education, that graduates bring a range of ‘soft skills’ to bear on workplace challenges, chief among which is the capacity for creative problem-solving. At the same time, the number of graduates entering the labour market remains high across Europe. To navigate this highly competitive environment successfully, students need to understand the context in which employers operate, to learn how to shape their skill-sets to meet employer needs, and to communicate their skills and the value of their experiences to an array of employers, potentially across multiple sectors. The Erasmus+ Strategic Partnership KA2 project ‘CRE8® Europe’ (2018 - 21) was formed with the aim of developing a transnational event programme to address these issues around student employability and competence development. Led by Karlstad University, the project consortium comprised Inland Norway University, Jaume I University and Lucian Blaga University of Sibiu. The methodology for the programme produced in the project is creative problem-solving in a workshop format, with additional activities to develop complementary skills and expand participants' professional networks. In the pilot delivery, equal numbers of undergraduate and master's students were drawn from each partner, with a good mix of institutions and disciplines represented in the cohort. Four teams of five students were given a scenario with which to demonstrate their problem-solving skills. The teams had a set time to develop and pitch their solution to a jury. These were ‘real world’ scenarios, sourced from partner alumni in companies and the public sector, who also sat on the jury. The jury provided feedback on the pitches and chose a winning team. During each of the four week-long events, multiple CRE8® workshops were held at partner institutions, each covering different employment sectors and scenario types. These were complemented by ancillary activities, such as creativity development exercises and pitch training. The rationale for the project being undertaken as a transnational enterprise was to gain a more complete, European, view of good practice on student skills support. While there are shared challenges around graduate employability across Europe, the precise focus varies between countries, and so different areas of national expertise develop. A transnational project allowed the sharing of good practice in these areas, with the creation of a programme stronger than one based on a single national experience. The materials produced during the project may be found, together with other resources and outputs, on the project website (https://www.kau.se/en/cre8-europe). The intention is that the programme will be embedded in the training provision of the CRE8 Europe® partner universities, and all materials have been made available for it to be fully reproducible at other universities now that the project has concluded. A range of ongoing career-tracking surveys will add to the continuous improvement and evaluation of the CRE8 Europe® model post-project.

The innovative resources developed in the ReGap project provide opportunities for migrants and refugees to feel a sense of social inclusion as they identify with digital stories of the different characters portrayed in the resources. The inclusion in the learning environment of the resources constitutes a necessary precondition for migrant and refugee success in online anytime anywhere learning. The knowledge and skills developed as the online resources completed supports the societal inclusion of the migrants and refugees: they have a greater chance to be successful in employment and education sectors, along with enhanced understanding of gender cultures and legal and citizens rights, as well as in access to use of health and social services as required. Reducing the Educational Gap for migrants and refugees in EU countries (ReGap) was launched in 2017. A year which saw the arrival of 2.4 million non-EU immigrants in EU countries, and more than 800,000 people were granted citizenship. The challenge has and always will be to offer meaningful, accessible and sustainable inclusion in employment, education, health and social protection services, along with an accompanying personal sense of mutual belonging and well-being shared by new arrivals and host populations. Central in this endeavour is the need to build mutual understandings of different cultures, languages, gender practices and histories. Many challenges are faced by migrants and refugees to Europe, such as language barriers, knowledge of labour markets, limited access to health care and social protection systems and disconnection between law and practice. Also, lack of digital literacy is an obstacle for many refugees and migrants, at the same time as digital technology and Internet have turned out to be promising tools for education for this target group. ReGap developed and trialled seven open access e-learning courses that are culturally and gender sensitive, using examples and adapted specific to each country in which the resource(s) are offered: Macedonia, Italy, Portugal and Norway. The courses met needs in employment, health, education, social security, gender and knowledge of justice systems and citizenship regulations. Each included an introductory component to create socially shared participant identity and belonging and enhanced ICT skills. The courses can be fully online or blended with face-to-face activities. Focus groups and trials with migrants, refugees, teachers and professionals were completed (18 focus groups with 101 participants, trials with 323 participants in total). An instruction video and handbook for teachers and professionals has also been produced. All resources – courses and instructional materials – have been translated into five langugages (English, Italian, Norwegian, Portuguese and Macedonian) and adapted to the situation and regulations in each of the partner countries.The ReGap methodology has built knowledge, skills and created social inclusion and well-being through digital storytelling; integrating in particularly migrants and refugees’ own stories as part of the learning resources. A key objective has been to listen to migrants and refugees who have co-participated in the development of these stories. This methodology has raised motivation to enrol and complete these courses and confirms the importance of participants feeling social inclusion and wellbeing as they identify with the portrayal of the digital stories, issues, characters and important knowledge and skills communicated.The ReGap project partners are nationally and internationally renowned for their work in the field of adult learning and the development of innovative e-learning for different stakeholders. They are Centre for lifelong learning at Inland Norway University of Applied Sciences (coordinator), recognised for the delivery of sustainable and cutting edge online resources; the Department of Human Sciences at LUMSA University, Italy, who are educational researchers and multimedia learning specialists; the Centre for Research and Intervention in Education in the Faculty of Psychology and Education Sciences (FPCEUP) at the University of Porto, Portugal, are experts in learning science and community oriented project delivery and the Association Community Development Institute (CDI) in Macedonia are an NGO who have been heavily involved in migrant and refugee projects for many years.

"BACKGROUNDAll VIPROS partners educate students, whose artistic skills and careers are closely connected with the relevance of the tools and work practises they employ. The partners, therefore acknowledge the impact technological changes have on the Creative Industries’ workforce. We understand the importance of responding to new circumstances and absorbing innovation.VISIONVIPROS will contribute to more correlations between Arts and STEM fields in the education of graduates headed for the Creative Industries ( CI ). The rationale for increasing such STEAM collaborations, is that collaboration and knowledge exchange with STEM fields better equip the Arts to innovate, manage disruption and work in environmentally sustainable ( ES ) ways.FRAMEWORKVIPROS has identified the inherently STEAM driven field of ""Virtual Production” ( VP ) as an optimal framework for cultivating innovative practices. With its convergence of Film, TV, Games, AV-Tech. skills, VP is a crucible for STEAM collaboration and innovations, which will elevate creativity, decrease cost and induce positive attitudes towards more ES production routines.OBJECTIVES:From the project's intended impacts, below objectives are derived: Obj_1:Research VP skill requirements / gaps & STEM + Arts work practices to map innovation potential & anticipate future skill needsObj_2:Study, define, validate and describe Virtual Studio Sets’ ( VSS ) “state of the arts” Good Practises and innovation potential in collaboration with STEAM researchers, VP experts & CI professionalsObj_3:Develop, trial and quality assure CI facing HEI ( CIHEI ) Courses & Didactic MaterialsObj_4:Provide open access to VSS Good Practices, CIHEI Courses, Didactic Materials and ToolsObj_5:Build VIPROS recognition, collaborations and audiences through continuous disseminationObj_6:Ensure VIPROS sustainability by implementing courses in partner curricula & via long-term HE /CI business partnershipsPARTICIPANTSAll partners educate CI facing students and understand needs and potential in the “knowledge triangle” between STEM + Arts research, enterprise and education. Between them, they provide the project: Production Design, VFX, Cinematography, CGI, 3D animation and Game Engine programmes, as well as access to professional studios / equipment, VR and Motion Tracking researchers and labs.Current partners are:- Abertay University- Academy of Dramatic Art / University of Zagreb- Norwegian Film School, Inland Norway University of Applied Sciences- Truemax Academy- Epic- Nordisk Film- British Film Institute- NO National Broadcaster, NRKKEY ACTIVITIES & RESULTSA core activity for VIPROS is production of 7 Intellectual Outputs ( IO ), required for attaining the project’s objectives and rendering its intended impacts. Correlating with the production and quality assurance of the IO we arrange 8 Learning, Teaching, Training Activities ( LTTA ) and 6 Multiplier Events ( ME ) to raise attention and harvest feedback from target groups in Film, TV, Games, AV-Tech., -enterprise and -education.METHODOLOGYThe project results are developed iteratively. For each iteration the IOs’ evolve and solidify in dialogue with two parallel processes: knowledge exchange and quality assurance. Throughout the project, IO production teams and stakeholders evaluate progress and exchange knowledge via LTTA. To optimise IOs’ alignment with recipients’ needs, project target groups are involved in the IOs’ quality assurance via participation in Labstudies, course trialling or ME. IMPACTSIntended impacts are:Imp_1: Increased VP research and knowledge production in collaborations between CIHEI and VP industry leadersImp_2: CI Businesses & Professionals are able to observe, explore and test methods for employing the artistic-, practical-, financial- and environmental benefits that VP/VSS offersImp_3: Fewer skill gaps between STEM + Arts at CIHEI and more graduates who can contribute to CI enterprises’: competitiveness; ability to innovate and; employment of ES work practicesImp_4: Key CI oriented Funding Bodies & Sector Interest- & Knowledge- Organisations absorb VIPROS insights and consider VP’s potential in strategies, R&D- /innovation- initiativesEFFECTS & LONG-TERM BENEFITIn consequence of the impacts, projected effects are:Eff_1: Improved conditions for innovation in the “knowledge triangles” between Film, TV, Games, AV-Tech., -research, -enterprise and -educationEff_2: CI appreciation of artistic-, commercial- and societal value of ES aware innovations The long-term benefit of impacts and effects is assumed to be strengthened EU CI competitiveness. VP pushes the envelope for AV ideas that can be realised, decreases the efforts required to produce them, and benefits from growing consumer and policy support for CO2 reduction"