"Creative Invisibles is a European cooperation project that provides tools for identifying and mobilizing NEETs and young people 'invisible' through creativity.Invisibles are young people who are not on the radar of social welfare and employment services, vocational training, educational services (formal or informal) and local authorities.Difficult to identify, we know that their numbers will increase exponentially during the COVID crisis we are going through.These young people have cultural practices, which we will call here ""street culture"", that which is outside of ""cultural institutions"" and which brings together cultural and creative activities, sports and food:Urban music, urban dance, street sports (parkours, skateboarding, basketball... ), street art, street food, fashion, creative digital practices associated with these activities.The world of culture, the social world and the world of work have experienced fractures caused by the institutionalization of these different sectors. Today, these partners need to recreate common practices to support the exit from the crisis.This challenge responds to at least two needs: - The need for the creative sector to deploy new strategies: identifying and cooperating with new audiences, communities and networks.- The need for young and invisible NEETs to find non-institutional ways to develop their projects, initiatives and enterprises.Our project is designed by 7 organisations active at European level, in the youth sector at complementary scales: - Le Rocher de Palmer (MDN) - FR and Imal (kontrapunkt)- DE have been working for decades to identify young people who are invisible in the most complex urban spaces, to fight against exclusion and to combat school drop-out by developing collaborative projects between young people and creative people.- LABA- FR and Materahub- IT build inclusive projects of territorial valorisation (tourism, territorial planning, participative projects) . They develop these projects which include young inhabitants, in collaboration with local and regional authorities.- Backslash-ES and Momentum Consulting-IR support young people's projects by proposing tools to support initiative and entrepreneurship. These tools are alternatives to the classic tools of vocational training.- EUEI-DK, online training specialistDuring the COVID crisis, these partners fought to keep the link, to continue their work with young people by proposing new formats of support to respond to emergencies. They observed and identified a number of more or less successful initiatives. Faced with the urgency and crying needs of young people, they wish to gather and share these experiences and develop the following resources for the creative sector working or wishing to work with these audiences.This project is aimed at professionals in the creative sector who work with young people (target audience) and young people (beneficiaries) in French, English, German, Spanish, Italian and Danish. It aims to renew professional practices in the creative sector and to participate in the renewal of the public and communities in this sector.It offers a cross-cutting approach, involving the social, creative and professional sectors, and provides transferable resources for the development of the skills of creative professionals: - IO1: Opportunities in Street Culture Resource Pack which includes :>> A good practice guide on the identification of the invisible, and elements for their participation in cultural and creative actions>> The identification of remarkable initiatives during the COVID period and their analysis (what works, what doesn't work with young people)- IO2: A methodological guide on the conduct of creative alliances (local authorities / young people / creative sector / social sector) and actions in terms of territorial development policy, planning, events integrating young people in territorial projects.This programme contributes to the valorisation of 'street culture' and its inclusive dimension (field of experimentation, innovation and initiative for young people). - IO3 Open Educational Resources on Street culture :At the heart of a new model for training creative actors, the resources include a first-ever dedicated curriculum, learning objectives and assessment ideas, a trainer's guide and activity suggestions, and interactive multimedia content for teaching and learning.- IO4: App. Creative Invisible :This application will offer accessible spaces and intuitive organisation of the data collected in IO1, IO2, IO3.It is aimed at creative actors and young people."

"Communication in the mother tongue"" is one of the European Union's key competences for lifelong learning. The migration crisis in Europe is bringing new students to schools, especially allophone children, who do not speak the language of their teachers. They are helpless in this situation due to a lack of training, translation and knowledge of migratory movements. This problem is of concern to municipalities that wish to develop reception policies adapted to these forms of migration, which are not comparable to previous ones (number of migrants, countries concerned, length of journeys, repeated tragedies, legislative and political tightening...). In this context, the link between mothers and their children in these migratory routes is an essential element in strengthening the chances of successful reception. The Migratory Musics project builds on this link, which is expressed notably through song, to innovate in the local reception policies implemented in Europe, in schools and in the city. This project was initiated by the Rocher de Palmer, a cultural establishment located in the priority districts of the City of Cenon and the Municipality of Bègles. In these two municipalities (among others), an action has been taken to promote the mother tongue of primary school pupils (6-10 years old) using songs, nursery rhymes and lullabies from their countries of origin. Teachers and artists have developed an educational programme involving children, their mothers, authors and musicians in order to rediscover childhood songs, an element of everyone's cultural heritage. This program is currently being implemented in about ten schools in the Bordeaux metropolitan area. Beyond the fundamental role played by Mothers in their children's learning processes, this experience reveals a set of skills developed by Mothers themselves, to be validated and valued in terms of social and professional integration. The Migratory Musics project was initiated to formalize this process, to develop it on a European scale by confronting it with different contexts. As the migration crisis is a European issue, the responses to be provided in terms of reception must necessarily be on this scale. The Migratory Musics project brings together partners from Brussels (BE), Bègles (FR) and Thessaloniki (GR): local authorities, schools, social integration professionals and cultural operators. In the 3 territories concerned, this project has a strong cross-sectoral dimension because the audiences impacted are migrant children and women (86 children - 24 migrant families) and teachers. Over a period of two years, the Migratory Musics project has enabled the experimentation of an educational system, designed with the pedagogical teams, based on ""know-how exchange"" workshops between mothers, children and professionals (from the education, cultural and social sectors). Innovative pedagogical tools have been developed (in 3 languages, English, French and Greek) to be distributed to teachers in Europe. They take the form of a disc book, podcasts and documentaries, a communication guide and a MOOC developed ""in vivo"" and presented in the form of educational and sound creations (broadcast by platforms, radios and web radios associated with the project). At the end of the project, teachers had methodologies and tools to better communicate and cooperate with allophone migrant mothers and children. These intellectual productions have been disseminated in 4 types of networks: - European education networks, proposed in particular by the EU and the Erasmus + programme - European cultural networks: LIKE, IETM, ENCC, ENCACT, Culture Action Europe, On The Move - networks of local authorities - European networks for active social inclusion on the integration of migrants in Europe 4 dissemination events were organized, in the 3 countries and one on radio waves, in order to strengthen the ownership of the project. 3 training sessions for the teachers involved have also been set up on the following themes: valuing the mother tongues of migrant children in socio-educational projects, cooperating with migrant mothers on the integration of their child and carrying out projects highlighting migrant children and their families. Evaluated by specialists in education (ESPE, teacher training) and transcultural mediation (MANA clinic, with Ecole des Femmes), the tools developed concerned more than 6,000 education professionals in the second year of the project and thus fostered the integration of families."

CONTEXTApproximately 90% of jobs today require some level of digital and both the Council Resolution on a Renewed European Agenda for Adult Learning and the Upskilling Pathways Initiative recommend adult education provision is strengthened to improve the digital skills of many millions of low-skilled or low-qualified adults who are most vulnerable in the labour market. In addition to the need for digital skills to be an OUTCOME of adult education, digital tools are also increasingly recognized as an effective MEDIUM for the teaching of all types of competences (literacy, numeracy, languages, civic participation etc.) Indeed, digital and mobile resources are ideally suited for adult education since they: - generate a significant increase in learner engagement and information retention; - extend and diversify the provision of learning and enable it to be tailored in content (personalization) and time and place (flexible or distant learners) - require no large investments in hardware (79% of European adults now own a smartphone).In reality, however, the integration of digital tools into adult education is lagging behind in France and our partner countries. France and Germany’s digital learning environment for adult education was characterized as “tentative” (and Greece “traditional”) by a 2015 Ecorys/Bertelsmann report which also noted that the most important driver of integrating digital technologies is teachers’ own digital abilities and confidence. In addition, even educators who are keen to use digital teaching face such a large number of digital and cloud-based educational tools, platforms and learning environments that it can be difficult to know where to start. OBJECTIVEFor these reasons, we have designed DIGITAL with a clear objective: increase the ability and motivation of educators working with low-skilled, low-qualified adults to use digital learning strategies and tools in order to make learning more attractive, relevant and boost their professional and personal development. ACTIVITIESTo achieve our objective, we will: a. Raise awareness of the benefits of digital learning by sharing leading examples of digital learning innovation for disadvantaged and marginalised adults through developing a Good Practice Compendiumb. Provide educators with practical guidance and tools to merge best practice pedagogy with 20 of the best digital learning resources in a DIGITAL Toolbox.c. Enable educators to grow in confidence and skills by developing the DIGITAL e-learning course.PARTICIPANTSDIGITAL involves the direct participation of:Adult education teachers and trainers, especially those working in nonprofit organizations and colleges, who need to become more proficient in digital teaching so as to remain relevant in an ever-evolving education sector;Adult education organizations, who need the vision and tools to support educators in implementing innovative teaching strategies within their organizations.Adult education stakeholders, from the public and private organizations that policy and practice, who need strategies to boost the quality and attractiveness of adult education at scale.RESULTSThe first results produced by the project will be the intellectual outputs. They include:- O1: Good Practice Compendium. A digital publication that encourages knowledge sharing and peer learning among Adult Education organizations and stakeholders by identifying and sharing leading innovative approaches in using digital teaching for adults, with a special focus on disadvantaged and marginalised adults and NEETs.- O2: DIGITAL Toolbox. An interactive publication featuring the 20 best digital learning resources, tested and tried by our team, with practical guidance on how to use them.- O3: DIGITAL Online Learning Course. A course that adult education teachers can use to strengthen their own digital skills. Uniquely, each module of the course will be taught using a different platform, thus integrating learning outcomes with the delivery mechanism.IMPACTThe overall impact will be an increase in the number of educators incorporating digital tools into their teaching/training programmes and becoming digitally competent in managing their own workflows and collaborative capacities using digital technologies. This impact will be visible: they will use more online tools, software from the cloud, and vary the delivery of the training from classroom and one-to-one, to more flexible distance training and self-led training for adult learners. In the long term, teaching professionals working in adult education will enhance their own career prospects in a knowledge based society.By improving the skills and attitudes of adult educators to increase the use of digital tools we will impact not only the effectiveness of training to individual trainees and groups, but be able to create waves of change regarding the use of digital technology in adult education as a whole.

Context:The importance of developing entrepreneurial skills in young people is well established as both a means to economic growth, as well as to enabling young people to achieve the goals they set out for themselves. With the emergence of innovative social enterprise models, now more than ever entrepreneurship programmes can empower young people to generate positive impact at individual and community level. However, while enterprise centres & VET institutions struggle to engage with young people, tens of thousands participate voluntarily in youth group activities, especially in the creative, performing & digital arts, presenting a clear opportunity to widen the impact of entrepreneurship education. The problem? The majority of youth workers, lack the knowledge, skills & confidence to teach entrepreneurship. The YEA project was carefully structured to find new ways of integrating high quality entrepreneurship training into existing youth services & structures by training youth workers in the field of creative, performing & digital arts. The YEA project set out 2 key objectives to achieve: 1.Integration of entrepreneurship training into youth services & the promotion of entrepreneurship as a transversal skill 2.Forge an effective & replicable model to provide the learning and structureParticipating Organisations:YEA was delivered by 6 orgs from UK, Ireland, France & Malta with a strong cross-sector focus:1.Dungannon Enterprise Centre (Lead) - Principal supplier of entrepreneurship education & training in Northern Ireland2.RIDC - Hub organisation working for community development & responsible for youth work services in Roscommon, Ireland3.Beam Creative Network - Youth work org engaging over 200,000 young people in arts&drama programme, exploring issues such as diversity, cultural identity & conflict resolution. 4.Momentum - Accredited enterprise training centre with a specialisation in online & blended learning5.Musique de Nuit Diffusion - Cultural centre in Bordeaux working with disadvantaged youth.6.Vismednet - Maltese youth work organisation whose programmes emphasise the validation of informal & nonformal learningDescription of undertaken main activitiesOver the course of 24 months (October 2015 to September 2017), the YEA partnership achieved its objectives through 4 key Intellectual Output (IO) deliverables: •IO1 Establishment of 4 sustainable, sector focused Regional Alliances to study & capture best practice in the development of Youth Enterprise through Arts. These Regional Alliances brought together key youth, enterprise, & social policy stakeholders to explore best practice in integrating entrepreneurship education into creative arts youth work, devising individual & collective commitments to action in a YEA Action Plan.•IO2 Creation, publication & promotion of the “Youth Entrepreneurship through Arts Tool kit” to encourage the creation of further Alliances across Europe. The “Toolkit to guide the establishment of a YEA Alliance” focuses on “how-to” strategies to mobilise a diverse group of stakeholders from youth work & creative arts orgs to work together & explore the creative arts as powerful conduits to engage young people in new entrepreneurship approaches.•IO3 Creation & publication of a course curriculum for Youth Workers, Vocational Education Teachers & Community & Economic Development Practitioners to effectively engage the young people they work with in entrepreneurship education & help them explore their innovation & enterprise skills through arts.•IO4 Development of an intensive blended learning “Youth Enterprise through Arts” online course based on open education resources. Results and Impact attained:YEA represents a new generation of project that treats entrepreneurship as a transversal skill & a mind set which empowers young people to recognise & solve problems, create value & design sustainable initiatives. Such an approach can be used in any field the young people chooses to apply it to, creating innovation in private or public sectors, at individual or community level. As a result of the project:•hundreds of young people (18-30 yr olds) strengthened their entrepreneurial mindset & acquired concrete entrepreneurial skills, manifested in the development of a proposal for a cultural project or creative initiative which were innovative, sustainable & ready to attract funding•Enterprise providers found new ways of engaging with hard-to-reach young people, often from disadvantaged backgrounds•Youth work & Creative Arts organisations acquired key skills to integrate entrepreneurship mindset & skills as part of their services•Communities experienced increase in social & knowledge capital, with young people more empowered as leaders of change in general, especially those who go on to successfully implement their cultural project.•Stakeholders in the region understand & actively support integrated approach to ensure high