<< Objectives >>In connection with the constant pursuit of digtalization of every sector caused by the dynamically changing reality we would like to equip adult educators with unique digital skills and boost digital literacy of seniors through tailor-made and needs-specific training materials and lesson plans aiming to incorporate digital storytelling and participatory videos into regular practice of facilitators conducting activities with older people, mainly in a transgenerational context.<< Implementation >>Main activities:- Promotion- Project Management- 5 Transnational Project Meetings; at least 8 complimentary virtual meetings- E-training for adult educators/ facilitators working with seniors- Development of project outputs: Booklet with intergenerational activities including methodology/ MOOC with teaching materials and lesson plans- Piloting of teaching materials/ lesson plans - Dissemination and Exploitation of project results, incl. multiplier events- Overall evaluation<< Results >>- PR1 – Booklet with intergenerational activities including best practices; methodology with pedagogical guidelines, case studies, examples of creative indoor/outdoor activities in a transgenerational context, a list of digital tools to be used in work with seniors and youth- PR2&3 – MOOC for educators working with seniors (PR2), along with training materials/ lesson plans (PR3) to be used in an intergenerational context with the use of digital storytelling, participatory videos and storyboards

<< Objectives >>The project will increase the environmental sustainability and accessibility of adult educators by building their capacity and providing them with effective tools to support sustainability and accessibility in their practices. It will promote the inclusion of learners with special needs. It will raise awareness about the importance of environmental sustainability and social inclusion in adult education, and the ways everyone can contribute to these large goals through taking small steps.<< Implementation >>A self-assessment tool will be developed and tested to measure whether the practices of adult educators are green and accessible, and a report will be produced with the results. An online educational platform and common guidelines for educators on becoming sustainable and accessible will be created. A pool of trainers will support adult educators and they training webinars will be held for them, according to a created methodology. Events, a conference and communication activities will be held.<< Results >>Adults with special needs will have increased access to adult education programs and better learning outcomes. The programs will have a reduced environmental impact and integrate environmental sustainability into teaching, impacting the attitudes of learners. Participating educators will increase their capacity to become more sustainable and inclusive. Awareness will increase about the importance of these issues, and there will be more synergy between and within the education and other sectors.

<< Background >>The recent COVID-19 crisis, increased the numbers, with over a half of YP across the globe showing signs of depression and anxiety (Youth & Covid-19 survey in 112 countries). Fear, worry and stress are emotions that YP are likely have felt in the recent 2 years, undoubtedly affecting their mental health. Furthermore, based on the survey, many YP have seen their futures impacted by the pandemic, as many national economies were collapsed. This led to constant fear and worry about their future career prospects which could have long-term, negative results if not addressed.However, the mental health crisis on YP has been building for a long time before the pandemic. A study of WHO, revealed a decline in YP’s mental well-being from 2014 -2018. It is estimated that 4% of 15-24 years old, recognize that they might suffer from chronic depression, while 14% of the European youth between 18-24 feel anxiety. Importantly, half of all MHP in adulthood turn out during or before adolescence period (WHO Europe). Indeed, the transition to adulthood even though it is an interesting period of our life, is also critical and transformative time since it is full of challenges, which can trigger of anxiety and worries.In addition, while YP are experiencing MHP in a higher level than other age groups, they are often reluctant into seeking professional help either because they may not recognise what is happening, or they feel ashamed. It is estimated that only 10–15% of YP with mental health problems receive help from existing mental health services (WHO 2005). While organizations are developing programmes for promoting YP’s mental health, these programmes tend to be deficit-oriented, emphasizing on YP’s problems, leading them to focus on what is wrong rather than what is right. From a professional’s view, this can increase stigmatization and reduce YP’s motivation to take care of their selves. Therefore, youth programmes should focus on helping YP to concentrate on how they can solve their problems and what they can do in order to prevent from having any. Moreover, although it’s evident that well informed YW on the mental health can deliver distinctive outcomes for YP, many YW find it difficult to open discussions with YP on mental health issues, maybe because they do not have the skills/knowledge to initiate these kind of conversations. If YW can encourage YP to talk about their emotions, they can reduce the existing social stigma around mental health which makes it harder for them to recover. Based on the above, and the fact that the Mental Wellbeing and end stigmatisation of MHP, for achieving social inclusion of all YP, is one of the most important priorities of the EU YOUTH STRATEGY, the project aims to promote positive mental health in YP by improving their knowledge around mental health and equipping them with skills to take care and maintain their mental wellbeing.<< Objectives >>The project aims to:•Normalize MHP by encouraging YW and YP to talk about them, share experiences, and being there for others when help is needed •Equip YW with the needed knowledge, skills and attitudes to address the needs of YP regarding mental health issues.•Help YP to better understand their emotions, talk more about mental health issues, and develop resilience.•Reduce social stigma and normalise conversation around MHP;•Promote healthier attitudes and behaviours in the long-term as YP will be equipped with skills and competences during adolescence enabling the avoidance of mental health issues in their adult life;<< Implementation >>1.Organization of 2 group discussions with YP for collection and analysis of data-PR1: It is planned that 30 YP (20 for CY) per country, will participate (Total: 200 YP). Participants will be selected from the existing networks of the partner organisations. Main aim of both activities is to assess YP’s Mental Health Literacy level, skills for coping with stressful situations, attitudes towards people with MHP (social stigma) and record the main MHP they might face. 2.KNOWLEDGE PACK: Based on the identification of the Associate Partners each partner will select 2 Advisory Experts (Mental Health Professionals with experience in working with YP) who will participate in an ONLINE PEER REVIEW Activity for evaluating and providing feedback on the produced PACK (Total: 12 experts – 2 per country). 3.C1-Train the TRAINERS: 2 YW per country will participate in the training activity for 7 days (2 traveling) and be prepared for the utilization of the developed Project Results and setting up the YouthMINDS CHALLENGE, organised in SP.4.YP and YW will participate in the scheduled execution of the GUIDEBOOK in PR5 for the PILOT TESTING of PR1, PR2, PR3, PR4. Following the C1 activity, 20 YP selected by each partner organization will attended the YouthMINDS CHALLENGE which will be run for months in each country (each partner will decide the exact dates based on availability of YP and YW) by the trained YW and the support of the host organization. The CHALLENGE will include: a)A 30 hours training workshops for YP utlizing the developed project results combined with outdoor activities (in the park, beach, on the mountains) for helping YP to realise their intellectual and emotional potential and be prepare to deal with mental health issues, promote mental health and wellbeing, healthy lifestyle, reduction of social stigma etc. b)During the course, YP will need to register in the PLATFORM, join the e-LEARNING and e-COMMUNITY and complete some quizzes in their free time. c)Download the InnerYOU APP, proceed to self assesment and create their own PERSONALISED ACTION PLAN to be performed. d)Selection of 5 YP and 2 YW to accompany them, for the C2 Blended Mobility of learners in PL.e)Three weeks following the pilot testing, a focus group will be organized for inviting YP to evaluate the Smartphone APP and provide their suggestions for improvement etc. 5.NATIONAL CONFERENCES (E1-E6): 30 YW and YP will attend the local conference in each partner country. (Total. 200). Partner organization will try to reach direct and indirect target groups though:-Newsletters (4) will be online distributed to YP, youth organisations-national youth councils, schools, teachers, trainers, NGOs, and other actors in order to be actively involved in the project work. (Total receivers of newsletters: 1400, 200/country email addresses)-Social media will be used to involve people in project's outcomes. (Total at least 350/ 50 per country). All the material developed will upload to Facebook page of the project in order to enhance their dissemination.-Other national events, e.g. MENTAL HEALTH DAY, ERASMUS+ DAYS, EU YOUTH WEEK, etc where the project will be presented (Total visitors 10.000)It should be noted that the above estimates do not include all categories of persons obtaining information on the project and its activities, whose number will not be feasible to be recorded, e.g persons visiting the PORTAL without being registered, persons indirectly obtaining information through the SALTO etc.<< Results >>The main Project results that are expected to be achieved during the implementation phase are: •InnerYOU SMARTPHONE APPLICATION addresed to YP, with personalized Action Plans including a set of physical and relaxation activities to be performed at a weekly basis, which will help the user to build emotional strength and to cope with stressful situations etc. The plans will be based on each person needs and characteristics with the aim to improve their mental health state. •an innovative KNOWLEDGE PACK combining text, audio, image and video dedicated on enhancing YP’s MENTAL HEALTH LITERACY. The PACK will include various creative resources and tools such as e-books, podcasts, educational videos, e-quizzes focused on increasing awareness of YP on mental health conditions, treatment, healthy lifestyle etc.•An ACTIVITY PACK for YW, aim to help YP to develop/improve/mantain their social and emotional skills, as social-emotional development is highly linked with positive mental health and can support individuals in coping with stress, dealing with different emotional states, improving personal relationships etc. •A CLOUD-BASED PLATFORM addresed to YP, YW and other educators/trainers/professionals working with YP with three main functionalities: e-Learning (with all learning material ), the e-COMMUNITY (where all participants will be linked, experts, volunteers, YP, YW etc.) and the HELP DESK. •A GUIDEBOOK addressed to YW and youth organizations with the essential methodology, roles and responsibilities of participants, requirements, SWOT analysis, procedures, guidelines and tools for setting up the YouthMINDS CHALLENGE for ensuring project’s exploitation and sustainability and the pilot testing of all the produces IOs.During the project and after its completion, the partners expect that both YW and YP, as well as partners’ organizations, will gain experience and knowledge from this collaboration:•YP will be more aware on Mental Health issues and wellbeing.•More prepared YW to address mental health issues and strengthen young people’s social and emotional development•by reducing social and self-stigma•More educated YP and YW on Mental illness resulting to the reduction of social stigma, which eventually will promote social inclusion of YP with Mental Health IsuuesThe project will include all the necessary results to be coherent and successfully implemented. In complementing the PRs the partners will also deliver the following results:- Project Management Plan that will include specific initiations and guidelines on project management, time and resources allocation, communication process and the quality plan.-Quality Assurance plan covering the overall course of the project to make sure all activities are undertaken in an effective way leading to desired results - 1 Dissemination, and 1 Exploitation and Sustainability Plan that will outline and set an action plan for all the dissemination activities of the project- Minutes following each partner project meetings (4 F2F and 6 Skypes)- Reports (e.g. activity, financial, dissemination) as requested by the partner agreement and the management plan based on which the progress and final reports will be based on to showcase the development of the project in comparison to the Gantt ChartOther results to be produced, during and at its completion are:- Project logo, website, FB- 6 Multiplier events in the framework of the dissemination and exploitation of activities in each country.- Creation and distribution of dissemination material (posters, informative videos etc.)- 4 Newsletters developed and disseminated after important project milestones to be translated in all partner languages, distribute to stakeholders- 156 users to access the YouthMINDS PLATFORM by the end of the project (2 youth workers, 20 young people from each partner country) and download the InnerYOU Smartphone App - 350 posts to be uploaded on social media within the project duration

CONTEXTInternet, social networks, digital media and smart devices in general have transformed in a relatively short period of time many aspects of people’s private, professional and social life. Yet many people aged 65+ is lacking to a great extent the necessary digital skills to be able to be fully actively and participative in civic and social spheres and processes. Statistics show that it is precisely the elderly in particular who at the highest risk of digital exclusion as well as that the acquisition of ICT and digital skills can contribute to address fundamental societal challenges, such as the demographic change and the new social risks, i.e. poverty, social exclusion or unfair access to social protection, by the adoption, of ICT and digital technologies and this societal transformation. Ensuring that older people have the opportunity to take an active part in the society is very important to make our societies more inclusive. To do this, we can help older people to express themselves by analyzing and systematizing their concerns and real needs. No citizens actually exist unless they have a voice in public life, unless they have real and active access to participatory and social progress. With new, innovative methods and learning materials produced for and with the contributions of the elder, DIGITALISE ME aims at building a stable and replicable educational offer and improving the provision and supply of quality learning non-formal and informal opportunities tailored to the needs of older adults that educators and educational providers can implement in their countries. While, at the same time, bridging the efforts coming from educational providers, organisations working with older adults and public bodies into unified and more targeted actions that move towards the same direction: provision of better quality education and opportunities for a higher quality and more inclusive daily life of seniors.GROUPS TARGETED: The project will target directly: -Older learners, seniors in general-Adult educators: social workers, teachers, mentors, professors, etc.-Staff working in public administration or seniors’ organisations Indirectly, the project will target other project stakeholders, namely educational centres and other organisations working in the field of adult education; public bodies active in the field of culture and heritage (NGOs, civic organisations, museums, libraries, etc.); policy makers in the field of education and social and civic participation (public bodies staff, managers and heads of departments, etc.)ACTIVITIES AND RESULTS “Digitalise me” envisages the development of three main Intellectual Outputs: IO1: Elaboration of a “Digital Living Basics Pack”: a transversal mapping of Basic Digital Competences needed for a higher and better social and civic participation.IO2: Development of the programme and learning materials of the blended training course “Basic Digital Skills for social and civic active participation”IO3: Training, organisation and monitoring of study groups of older adults led by educators/mentors. BENEFITS The developed learning materials will address the specific needs of seniors, which will, on the one hand, promote their participation and persistence in lifelong learning activities, their basic digital skills and their social inclusion, and, on the other, the educational competences of educators and other staff working directly with seniors. There will be diagnosed the basic skills needed for them to be sufficiently digitally competent to have a higher quality life and new and innovative educational materials and methodologies developed with such an aim. DIGITALISE ME will support during and after the project’s life-span the extension of professional competences of adult educators working with seniors while reducing disparities between their capabilities and the ones required to participate in different social and civic life processes. Through an educational initiative launched by multi-sectorial partnership (education centres, public bodies, third age universities, civil organisations, etc.), DIGITALILSE ME will be a motor for the professional development of adult educators and partner organisations’ competences to discover and develop new methods and techniques to improve basic digital competences of seniors while motivating and fostering their active participation of social processes. A transversal approach to address such issues in cooperation among organisations, institutions and public bodies working with the elderly is essential to ensure the creation of safe and comfortable learning paths towards a successful boost of their digital competences.

"6 partners will exchange best practice to develop a common understanding of positive parenting, attachment theory, positive practices and simulations in parenting awareness to up-skill those working with young people in order to address the Europe 2020 agenda regarding poverty and social exclusion in terms of addressing early school leaving and improvement of academic attainment in young people. Aim: to create a best practice training resource (BPTR) representing a synergy between partners from different cultural backgrounds, working in different fields of education, training and youth. The BPTR will be useful for those working in Higher Education, Youth Work, School Education and in a health and youth related setting.Objective: to create a resource of best practice non-formal parenting awareness training and support for young people in each partner language. This resource will include a comprehensive evaluation of the different practices exchanged and exploited during the lifetime of the project. At each partnership meeting (6 ), the host partner will present 2 one-day workshops of best training practice: how to help young people explore issues around parenting, pregnancy, Perinatal Mental Health and parent-child bonding (attachment theory). Each workshop will include a contribution from a young person about their experience having been the recipient of the host's workshops prior to the meeting. This resource will be presented to 240 attendees at events held July 2021.Context / Background:Early School Leaving and Low Academic Achievement is a priority of the Europe 2020 agenda, in terms of addressing issues of poverty and social exclusion. Poor early attachment underpins poor emotional resilience and other factors that contribute to early school leaving and social exclusion. “Attachment theory states that a strong emotional and physical attachment to at least one primary caregiver is critical to personal development. John Bowlby first coined the term as a result of his studies involving the developmental psychology of children from various backgrounds: https://www.psychologistworld.com/developmental/attachment-theory”.6 participants:PADM (UK): working in perinatal mental health and fostering emotional resilience in young people.BUCOVINA (Ro): working with the School Inspectorate of Suceava.IRIS (Po): Foundation Institute of Social Re-Integration supporting new reforms in non-formal education.OPENEUROPE (Es): education and training centre offering informal and non-formal learning opportunities to young people and youth workers.European Development Foundation (Bg): works for civil society development, supporting innovative practices, education and training of children and young people.Kilcooley Womens Centre (NI, UK): Works primarily with socially disadvantaged women, children and families, to help improve their life chances and deliver high level outcomes.Description of Activities:Each partner will bring 2 persons to each externally hosted learning activity/transnational meeting; each will host a learning/transnational meeting. All partners: recruit and deliver to 60 PAFYP trainees and 600 young people in total.Methodology:Each partner will prepare 2 one-day workshops in presenting their best training practice; emphasis being on ""bite-size"" learning activities that can be practised, taken away, implemented and evaluated prior to the next round of learning activity.Evaluation to take place immediately after each meeting. Partners will share their learning with colleagues who will evaluate the shared learning. Each participant will complete learner diaries following each partnership meeting to record impact of the learning on their own personal and professional development. Local delivery of the workshops (translated into own language) will also be evaluated in order to address ""fitness for purpose"".Results:Short bite-size learning workshops; implementing the workshops upon return from the partnership meeting and evaluating them will build substantive records regarding the impact of widening participation of the workshops within partners' own working practices, and further afield to stakeholders in the field of youth. Impact:We will present an evaluated resource of shared best training practice at the final local conferences and make available on the project web site. Partners will make recommendations and complete a report of activities regarding impact of the learning packs with impact on young people's mental wellbeing measured using Warwick and Edinburgh Mental Well Being Scale (WEMWBS). Each partner will form a local stakeholder committee to build bridges between people in need and our specialised services to support future sustainability initiatives.Longer term benefits:We will explore the potential for developing an accredited common training programme mapped to the EQF. Long term, the outputs of the project will be embedded in the daily practice of each partner."