Skill IT is a transnational European adult education innovative strategic partnership which aims to develop, design and implement inclusiveness strategies for enhancing basic skills, in particular digital skills for specific adult groups -– adults with low level or no qualifications, those in low skilled occupations, unemployed, migrants and economically inactive, older people and least skilled. Skill IT will:a) address the issues of low levels of digital literacy and competency amongst adults who are disadvantaged and at risk of exclusionb) address stagnating participation in adult learning in EU countries through inclusive strategiesc) strengthen the partnership between local and regional organisations in partner countries working with the target groups of adult learners; d) increase digital competence and literacy amongst the hardest to reach groups in 7 partner countries using an innovative transnational approach involving local and regional adult education organisations, teachers, trainers and the adult learners themselves;e) improve and extend access to learning opportunities in accordance with Europe 2020, ET 2020 and Erasmus+ goals. Skill IT transnationality allows adult learners from different target groups and staff from partner countries to cooperate innovatively in order to design and develop an innovative ICT Education Model which will be tested within the 7 partner countries: Northern Ireland; Turkey; Czech Republic; Italy; Greece; Spain; Croatia.Partners will be involved in identification of the needs of their target groups-adults with low level or no qualifications, those in low skilled occupations, unemployed and economically inactive, migrants/refugees, older people and least skilled in terms of digital skills. ICT modules will be developed is response to these needs. Implementation and delivery of the ICT modules will involve the use of peer mentoring and partners will be involved in the identification of peer mentors within their target groups to complete a peer mentoring training course. All partners will be involved in the implementation of the ICT education model. Skill IT will be produced in an online tool box for future use by teachers, trainers, organisations and adult learners.The overall results of the project are:- Development and implementation of effective strategies to meet the digital needs of disadvantaged adults- Enhanced adults learners' ICT literacy and competencies- Promotion and cooperation between adult educators to increase disadvantaged adults participation in lifelong learning- Enhancement of transnational cooperation and networking between partner organisationsThe Skill ITproducts are:1) A Digital Needs Analysis Report of adults form the target groups within partner countries - 2) A ICT Competency profile in a table detailing the expected knowledge, skills, competencies and learning outcomes of the ICT educational model.3)Peer Mentoring Training Course for adults based on the competence profile including curriculum, course design and implementation 4) Production of ICT educational model - curriculum, course design and implementation.5)Skill IT Toolbox with guidelines, methods, training modules to enhance disadvantaged adults digital literacy and competency6) Promotion of exchange of experiences, further adapations of the innovation and transnational networking by integrating the local stakeholders of each partner in the project7) Skill IT website with all productsThe Skill It project will enhance the digital skills of adults who do not traditionall engage in ICT Training through lack of skills, fear or ability and are at risk of exclusion. Skill IT will create new inclusive opportunities for increased participation in lifelong learning activities. Skill IT will reconnect groups at the risk of exclusion to learning, to the labour market, to public services encouraging them to become more active citizens within their countries.

"In society today opportunities to harness the pervasiveness and potential of media applications for developing key competences of marginalised groups are plentiful. What stifles the development of new educational interventions, in many cases, is the unpreparedness, even reluctance, of educators to engage in new environments that undermine their perceived role as educators. There are now a wide range of ubiquitous learning environments that are accessible and user-friendly and offer potential learning opportunities for marginalised groups that are attractive and engaging. In this evolving education landscape the old 'sage-on-the-stage' model of institutional based provision is no longer the only educational act in town. Adult and community education programmes, free from the shackles of institution based provision, are often places where real educational innovation takes place. These programmes differ significantly from formal education and according to the Eurydice Report in 2014 ""adults are much more likely to participate in non-formal learning activities than in formal education and training...the take-up of non-formal education and training is nearly six times higher compared to formal education"". There is a significant lack of appropriate in-service training to support the CPD of educators and nowhere is this more apparent than in the adult and community education sector which is traditionally the poor relation where investment in CPD is concerned. Although there has been significant progress in the last 5 years ESL remains a significant problem in many Member States. Research shows that the prospects for early school-leavers throughout the remainder of their lives are bleak. They face significant difficulties in finding work and are more often unemployed and dependent on welfare benefits. There is also a cyclical element to early school-leaving with children of parents with low levels of educational achievement more likely to leave school early themselves without appropriate qualifications The DIME consortium has: - developed a bespoke in-service training programme for adult and community educators that supports them to use digital media production and digital media platforms as robust, pertinent and highly attractive learning environments - developed a comprehensive suite of digital media embedded learning and enquiry-based learning key competence resources for use with marginalised young adults in formal and non-formal settings. - provided a series of virtual learning and collaborative environments that bring adult and community educators in 8 countries and young marginalised adults in 8 countries together to support exchange of best practice, stimulate collaborative endeavors and raise awareness of cultural diversity. The key target groups were adult and community educators for whom a bespoke in-service training programme was developed and the young marginalised adults they work with to develop key their key competences.24 adult educators completed the in-service training programme at the transnational training event in Italy. A further 80 adult educators, 10 per partner country, completed the first iteration of the in-service training programme developed. A minimum of 20 marginalised young adults in each country were engaged in the audio-visual production training to develop their key competences before the end of the project life-cycle. This resulted in 160 marginalised young adults from disadvantaged backgrounds who have been distant from education and training being re-integrated into lifelong learning. The Dime consortium held 8 Short Film Festivals, 8 National Campaigns and held a Final Conference in Belfast.Social networking sites are the new ‘street corners’ where young people hang-out and digital media has filtered right down through the ranks of young people regardless of their social, economic or educational status. Providing appropriate training for adult and community educators to support them in harnessing the interest in digital media among their marginalised target groups is an innovative and worthwhile pursuit."

<< Objectives >>4 partner organizations wants to carry out the project by creating an international cooperation platform, which brings together designers, craftsmen and masters of applied arts - adult educators - , as well as organizers of adult education, to develop traditional and innovative knowledge and skills, digital competences, intercultural exchange, and to improve and develop the organization of the adult learning process in the field of creativity.<< Implementation >>The following activities are implemented during the project:* Organized 3 short-term mobilities in Estonia (Räpina), Latvia (Gulbene) and Turkey (Kaş), providing 3-4 days learning program for adult educators, as well as organizers of the educational process* Organized knowledge transfer activities for the local community after returning from each mobility* Developed project results - training programs, as well as a virtual exhibition about the achieved in the project<< Results >>* Organized 3 learning mobilities (24 participants), increasing the knowledge and skills of adult educators in the field of art, applied arts, design and digital skills, promoting the quality of the educational process and raising awareness of the operation of creativity centers* Organized 6 knowledge transfer activities (60 participants), promoting and diversifying the adult education offer in the local community* Created a virtual exhibition and 3 learning programs for adults

The topic of health concerns both individuals and society as a whole. While everyone wants to be healthy there is a strong connection between income levels and where you live with your health and life expectancy. The rising costs of health care, including for diseases that could actually be prevented or better managed means that societies and economies have an interest in promoting better health. To be and to stay physically and mentally healthy is linked to knowledge about living a healthy life at all stages. Central to achieving this is having access to health care and understanding health information. Health literacy is a basic competence and needs to be recognised as such. Health literacy is the capacity of people to access, understand and apply information, so that they can make informed choices related to their health. In a Report by the European Health Forum in 2014 an alarming 47% of the population in eight EU Member States were reported to have insufficient levels of health literacy; 43% of adults surveyed had difficulty in grasping the notion of disease prevention and 51% of adults were found to struggle with the concept of health promotion or the ability to advance their own health. Health literacy levels have an impact on the efficiency of healthcare systems. People that have low health literacy tend to go to the doctor more often, to be hospitalized more often or to take inappropriate treatment or prescriptions. Furthermore, they are less inclined to take preventative measures. Fostering health literacy of all citizens is beneficial for society at large as it reduces costs for public health systems which can, then, work more efficiently for those really in need of care. Nowadays, the internet provides not only a vast array of health related websites, but increasingly also becomes the first information point for health issues. It eventually leads to self-diagnoses of illnesses and diseases based on this information. However, the information provided in fora and on online consultation websites has to be dealt with carefully, as not all information on diseases, illnesses, their symptoms or their treatment is correct and corresponds to the scientific state of the art in medicine. There were 4 intellectual outputs completed over the 27 month implementation period as follows: IO1- a bespoke Lay Family Health Advisor curriculum to train local residents as health literacy tutors IO2 - an Induction Training Programme to support the delivery of the new Lay Family Health Advisors curriculum IO3 – a digital toolkit of health literacy resources addressing positive mental health promotion; diet and nutrition and preventative measures for healthy living IO4 - a suite of online tools and resources to include an e-learning portal and a suite of social media platforms facilitate interaction between the newly trained lay family health advisors

<< Objectives >>We aim to provide information about environmental awareness and recycling to our target audience thanks to our project, to the audiences we can reach thanks to our partners, to everyone who is interested in our project thanks to erasmus+, to increase the sensitivity of our target audience to the environment, and to make this a part of our culture in the long run.<< Implementation >>Recycling workshops will be establishedParticipants will be given briefings on waste reductionThe modules on waste and recycling in non-formal education will be enriched.More efficient cooperation will be made with local governmentsWaste will be separated more efficiently within the institutionOur staff will be trained in English at A1 and A2 levels and their language proficiency will be improved.Our activities will be shared on social media.<< Results >>1 Raising individuals consuming consciously and do the least harm to nature while consuming and to make this awareness permanent2 To enhance the language skills of the participants3 Recognizing and analyzing environmental awareness in different cultures4 To carry out educational activities to include individuals with social and cultural differences5 To assess our waste more efficiently, to enrich our recycling workshops6 To ensure permanent cooperation owing to our network with our partners