<< Objectives >>The INFORMED project is aiming to increase both soft and digital competences to adult students so as to be digitally competent on how the digital media and algorithms work today, to be skeptical of what they read and watch and strengthen cooperation between key stakeholders to proactively address disinformation.<< Implementation >>- Workshop preparation (Activity 2)- Workshop Implementation, Evaluation and Outputs (Activity 3)-Community building (Activity 4)<< Results >>-An e-booklet including all learning materials produced and presented during the workshops -Two practical, online handbooks acting as a companion on how to better learn from the learning materials-A e-guide with practical tips and steps acting as a checklist for an adult who would like to increase both soft and digital competences so as to be digitally competent on how the digital media and algorithms work today to proactively address disinformation.

<< Background >>The Covid-19 pandemic is having repercussions in all areas of social, economic and educational activity, forcing the closure of educational institutions throughout Europe. According to the European Data Portal (2020) only 10% of EU countries had a more robust digital learning capabilities to offer educational materials outside the educational institutions. The sudden closures of educational institutions and the forced transition to distance learning have not allowed the time required to plan or reflect on the potential challenges and opportunities of e-learning. According to the World Economic Forum (2020), although it is too early to judge how reactions to COVID-19 will affect education systems around the world, there are signs suggesting that it could have a lasting impact on the trajectory of learning innovation and digitisation. Nevertheless, countless sectors are suffering to adapt and find new ways to overcome the educational and social crisis that COVID-19 pandemic has brought. NGOs, CSOs and education institutions education did not escape to this challenge, which show the unpreparedness of the entire educational community for a scenario in which technology can be an instrument that facilitates the learning process. Furthermore, it is important to note that the coronavirus pandemic and its wide-ranging implications have accelerated digital skills demand in many occupations, especially non-ICT ones. Effective use of digital skills has proven to be a driver of resilience, helping workers and entire organisations adapt to the new realities shaped by the pandemic. According to CEDEFOP (2021) Strengthening digital competences is a priority area for both EU Member States and candidate countries. While there are many activities focusing on initial vocational education and training (IVET) learners, more extensive progress needs to be made in continuing VET, addressing the digital skill gap of adult citizens. In addition, training teachers, trainers and professionals in the social inclusion and innovation field in in digital competences so that they can effectively support learners, is often an underdeveloped part of national skill systems. Technological innovation and digitalisation have the potential to transform learning fundamentally – not only by equipping the population with digital skills so they can work and engage in active citizenship, but also by improving access to learning, as made evident by the pandemic<< Objectives >>Educational institutions, CSOs and NGOs throughout the EU should be able to rely on professional preparation programmes to ensure that they are prepared ed to use technology in meaningful ways. These professionals should have the access of preparation programmes with a solid understanding of how to use technology to support learning. In fact, they need to know how to use technology as a support tool for their professional development (Foulger et al., 2017). Since there is the need to have a coordinated response to help educational and social institutions to acquire digital skills, which are needed to keep pace with this fast-changing landscape, where is important to cultivate digital citizenship along with a broader set of digital skills that can facilitate participation and support students in maximizing opportunities and minimizing risks in the digital world (Jackman et al, 2021), the DIGI:GO project aims to support adult educators, VET providers, teachers and other professionals from the social and education field in the incorporation of online tools to enhance teaching and learning; how to use educational technologies to deliver training in hybrid environment, and how to use the best pedagogical approaches that will prepare them to effectively deliver a tailor-made training programmes with their target-groups.According to OECD (2020) expanding adult training provision through online environments would have significant advantages, by reaching a wide number of learners through a cost-effective solution of learning during the pandemic. However, OECD states that for online learning to represent a valuable alternative to face-to-face instruction, there would be the need to provide high-quality up-skilling opportunities for educational institutions to shift their training offer to online delivery. There is the need to include the technological element in educationalpolicies. Otherwise, all those who are excluded from digital and technology competence are condemned tomarginalisation. Digital exclusion - and consequently social inequalities are increasing. Preventing the learning crisis from becoming a long-term catastrophe needs to be a top priority of the entire EU educational community.<< Implementation >>The DIGI:GO proposes a wide range of activities that will be implemented throughout the 24-month projectlifecycle. The proposed PROJECT RESULTS are: Toolkit of Digital Skills Development (PR1), led by PROPORTIONAL MESSAGE with the support of all partners; In-Service Training Programme (PR2) led by SYNTHESIS with the support of all partners; E-Learning Platform (PR3), Led by SYNTHESIS with the support of all partners; Policy Paper (PR5), led by SYNTHESIS with the support of all partners. LEARNING, TEACHING, TRAINING ACTIVITIES: a short-term staff training event will be held in Cyprus to deliver PR2 to adult educators, VET providers, teachers and other professionals from the social and education field from each partner country. MULTIPLIER EVENTS: (i) The DIGI:GO Learning Lab aims to: a) Present and showcase the Project Results developed: PR1; PR2; PR3 ; b) To enable the engagement and interaction with the target-groups and stakeholders with the developed resources; c) To promote the creation of new community dynamics and synergies, seeking new spaces for the exchange of professional and educational practices. The DIG:GO Learning Labs will be held in M22 in all partner countries (ii)The Final Conference will be held in Germany aiming to present the operational and policy recommendations gathered by the project consortium to policy and decision-makers.PROJECT MANAGEMENT TASKS: Risk Assessment and Management will be led by iserundschmidt GmbH with the support of all partners; The Promotion Strategy will be led by CARDET with the support of all partners: The Quality Assurance Strategy and Management will be led by THE SQUARE DOT TEAM with support of all partners; The Impact Planning and Management will, led by PROPORTIONAL MESSAGE with support of all partners; The Exploitation Strategy, will be led by EXEO LAB with support of all partners.PROJECT MEETINGS: There are 4 transnational meetings scheduled in M1, M9, M18 and M24. The transnationalmeetings are scheduled to meet all the important project implementation phases. TPMs will be supported by ONLINE MEETINGs in M3, M6, M11, M14, M17, M20 and M23.<< Results >>The key actions to achieve the project results are: - The development of a Toolkit of Digital Skills Development (PR1) that aims to support the development on key digital skills that are aligned with the Digital Competence Framework for Citizens 2.0 (DigComp) as follows: 1: Information and data Literacy. 2: Communication and Collaboration. 3: Safety. 4: Digital Content Creation.- The development of an In-Service Training Programme (PR2) The DIGI:GO In-Service Training Programme aims to provide adult educators, VET providers, teachers and other professionals from the social and education field a tailored training experience on innovation on educational technologies and hybrid learning systems. PR2 has a clear modular structure as follows: Toolkit of Digital Skills Development (PR1) - Implementation and Assessment Strategies.2. Foundations of E-learning and Distance Education.3.Learning Management Systems. 4. Innovative Pedagogical Methods, Techniques and Resources in Hybrid Learning Environments. - The development of a E-learning Platform (PR3) which will enable full access of PR1, PR2 and PR3 in bite-sized units. - The development of a Policy Paper (PR4) which aims to provide operational and policy recommendations based on the analysis of the results of the transnational project, for decision and policymakers in the adult education and social innovation field. We believe that in education, as in other spheres, it is important to analyse the implications of either the combination of European and national priorities, guidelines and political institutions, and on the creation of a European education sector and policy.By the end of the project:90 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the piloting development of The Toolkit for Skills Development (PR1)12 adult educators, VET providers, teachers and other professionals from the social and education field will attend the LTTA that will be held in Cyprus.12 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the Local Working Groups.120 target-group representatives will attend the DIGI:GO Local Labs that will be held in each partner country.35 target-group representatives will attend the Final Conference in Germany.

<< Objectives >>By implementing the project, we aim to:-Empower young people to overcome the fear of failure, change their view on mistakes in life and help them cope with the effects of losing-Equip youth workers with innovative approaches and tools for empowering young people and developing their self-confidence-Provide a supportive and accessible eLearning system in small learning units for a more engaging, inspirational, and motivational learning process<< Implementation >>The main activities are:-unique Educational Content allowing youth workers to empower young people to overcome fear of failure by applying digital storytelling and comic design-Training program for youth workers to be implemented in youth-focused organisations-Online Educational Resource for youth workers for a more flexible and engaging learning process-E-learning system containing self-help tools for Young people-Video tutorials providing how to apply digital storytelling and comic design<< Results >>-FoFYC Educational content will provide essential knowledge on applying digital storytelling and comic design approach as a capacity-building tool to overcome challenges and enhance self-confidence.-FoFYC training program will encompass all developed results and support them with additional training materials Online Educational Resources for Youth workers will include nano-learning content.-FoFYC e-learning system for Young People will be an innovative and easily accessible eLearning resource

Human activity is overloading our atmosphere with carbon dioxide and other global warming emissions, which trap heat, steadily drive up the planet’s temperature, and create significant and harmful impacts on our health, our environment, and our climate. Still, children/students get only theoretical and scarce knowledge which leaves open doors to the conventional energy sources. Renewable energy is available everywhere and the technologies of application are mature and relatively simple. It is vital that young people develop a solid understanding of renewable energy’s power and its various possible applications. The project has been a great start for youngsters to learn more about all types of renewable energy, and grow up more informed about the vital role of renewable technologies in changing world’s energy future. The center of this project and event concept is the exchange of knowledge with a high degree of participation and co-creation. The project aims to: - increase young people's competence in renewable energy through innovative and creative learning- Train young people to be able to organize their community for launching a local renewable energy initiative with bottom up approach - Train young people to be able to select the technologically, agriculturally, economically, socially and environmentally best fitting option for their community. The project was planned to be completed in 4 phases. Yet, as a result of difficulties experienced by the partners such as traveling challenges, closure of schools, and overall government restrictions, due to the coronavirus outbreak, 4th phase has been canceled.1st Phase - Kickoff and coordination meetings: 1.Ankara-TURKEY, 2.Bonn-GERMANY, 3.Barcelona-SPAIN, 4.Vienna-AUSTRIA2nd Phase - Production of IOs: There are four IOs in this project; - Information, educational kits and training documents, used during training of young trainers and educators, and during the renewable energy events. - Peer learning methodology, used during the peer learning activities. - Informative media, used for the dissemination of the project during each activity - E-learning module used during the training3rd Phase - Learning, Teaching and Training Activities:University students were trained by the experts from Bilkent University and Viyana Technical University. Approximately 15 young trainers were planned to participate to science trainings, we achieved to train 31 young trainers. There have been learning teaching activities in 4 different cities such as Çanakkale, Trabzon, İzmir and Iğdır. First day of the activities were held at high schools for high school students and teachers. Second day of the activities were held at education faculties of the universities for education faculty students which are the teachers of tomorrow. Third day of the activities were held at renewable energy plants according to regional relevance with university students. There were students and teachers from 22 different high schools, 4 different universities. 31 Young Trainers, 500 high school students, app. 20 high school teachers, 462 university students at education faculties attended to training activities, 170 students attended to technical tours.Since we established renewable energy, peer learning methodology and e-learning tools, this will be a model and hub for youth to learn more about these concepts. Under the professional experience and coordination of the Ankara Provincial Directorate of Environment and Urbanization, the experience of European partner organizations, the technical knowledge of Bilkent University, and the participation of TERA Ankara, a well-organized and meticulously structured training program on renewable energy has been put into use.Young students have been intentionally selected to be trained as the main target group for the project. Because we thought that the education of youth is more crucial compared to the other groups in order to spread the vital importance of renewable energy usage from generation to generation in a sustainable way and to ensure a solid understanding of its technology. Additionally, we have also selected the teacher candidates who study in education faculties in related cities as a target group in order to meet the sustainability goals of the project, so that, they will also educate their students in the future raising them promoting renewable energy mentality.Moreover, academic studies realized within the project scope will be a resource to be used by students and other academicians permanently for years after the end of the EU funding.All the intellectual outputs composed by the experts have been being published on the official website of the project (www.renewableenergyforyouth.org ) and they are downloadable in any time for those who want to know about the field and need to use them.

<< Objectives >>Aims: foster social awareness on ableism and the challenges it creates for differently abled people, preventing discrimination and fostering inclusion; empower Young European citizens with disability to become socially/politically active, promoting their advocacy activism regarding disability policies through collaborative/participatory strategies; train youth workers on these strategies; develop networks to foster awareness and inclusive intervention; influence policymaking in the area.<< Implementation >>Project activities: network development (70 institutions); welcoming event (15 participants per country); international working group with 2 online meetings and 1 LTTA Activism Against Ableism for differently abled youth (21 participants); piloting sessions for the handbook and in-service training (5 participants per country); LTTA Activism Against Ableism for youth workers (14 participants); Multiplier events in 6 countries (15 participants per country); Final Conference (40 participants).<< Results >>Results: Network with stakeholders; participatory methodology Activism Against Ableism - AAA; Handbook and In-service Training AAA; policy paper AAA. Outcomes: partner/associated Institutions and other stakeholders using/disseminating the methodology for engaging youth, handbook and training course for youth workers, policy paper; fostering empowerment, agency and political/civic engagement of differently abled youth; youth with disability advocating for their social/professional inclusion.