IN4MARE Project

The AIM of the project is raise learning demand by development of smart outreach tools in adult education target groups.

Project has three specific OBJECTIVES:

1) design methods for adult education institutions and provide knowledge to participant organisations staff on how to inform, inspire and engage adult learners in communication

process;

2) test innovative communication and marketing tools within project partnership and demonstrate the best practice to adult education sector;

3) promote smart outreach.

The project involves 7 adult education institutions from 5 countries across EU who unite their knowledge and experience to reach the project objectives.

The main ACTIVITIES are:

1) three short-term training events to exchange experience, learn on how to engage adult learners in communication process and learn how to build up a smart outreach campaign;

2) piloting of the outreach campaign to test tools and methods and find innovative solutions;

3) share the lessons learned and compile 2 intellectual outputs: publication "Instruction package on how to involve adult learners" and webinar "Smart outreach: practical tools and

tips".

4) promote the smart outreach approach via dissemination and 5 national multiplier events.

By these activities following RESULTS AND IMPACTS expected:

1) 67 staff members whose main task is connected with communication have participated in the project activities and has improved their knowledge and skills on how to involve,

inform, inspire and engage adult learners into communication, has got practical experiences on smart outreach campaign implementation and improved skills to demonstrate the best

practice. With new competences the organisations has improved communication with adult learners.

2) at least 115 persons from adult education institution has received new knowledge and skills about smart outreach and thus the organisations are able to improve communication

with their target groups.

3) by these improvements adult learners, especially marginal groups of learners has suitable communication channels and improved access to trusted information and what are

preconditions to raise adults learning demand.

The project will develop and promote smart outreach approach for adult education in close cooperation and networking to achieve both project aims but also serve efficiently adults

needs for lifelong learning in local, regional and EU level.

Project Outputs

The project proposes the following intellectual outputs will be developed and piloted directly with the target group by the project team to achieve these objectives:

IO 1: Peer Leadership Programme - this programme will comprise 4 modules that will support young people to develop the knowledge, skills and attitudes they need to become leaders in tackling poor mental health among their peers.

IO 2: Self-help Cartoons and Resources - this suite of positive mental health cartoons and self-help resources will support young people who are cut off from service providers and counsellors, to access resources that can help them to develop positive mental health habits. They will also be used by newly trained peer youth leaders in their local mental health promotion activities aimed at their peers.

IO 3: Safe Space Stories Video Library - this library of Safe Space success stories will act as inspiration and motivation for young people who are currently experiencing mental health problems, but who are looking for support and guidance to overcome these issues. Producing the video case studies will also empower the young people engaged in their production to tell their story of overcoming negative mental health and developing positive behaviours and habits.

Project Partners

There are 4 partners:

Tartu Kutsehariduskeskus (Tartu Vocational Education Centre) was founded in 2002 through a merger of 4 different VET schools. We have about 2700 students in initial vocational training, plus more than 3000 adult learners attending various courses annually. With these numbers Tartu VEC is the biggest vocational education and adult training provider in Estonia.

Estonian Non-formal Adult Education Association (ENAEA) is non-profit, non-governmental organisation. ENAEA is the national umbrella organization for non-formal adult

education organizations as providers of courss. ENAEA has 58 member organisations. ENAEA is a strategical partner for Ministry of Education and Research, member of European

Association for the Education of Adults (EAEA), Nordic-Baltic Network of National Adult Education Associations and Basic Skills Network.

The focus of ENAEA is to insure that Lifelong Learning in Estonia supports learners’ needs and participants’ active involvement in study process, assuring the accessibility in learning for all.

KNOW AND CAN ASSOCIATION is a non-governmental organization, founded in 2007 in Sofia, Bulgaria. It works on national and European projects, career counseling,

personal and professional development, soft and entrepreneurship skills trainings, programs, courses and activities in the sphere of non-formal and informal education

and trainings.

The Association is also a member of IVETA - International Vocational Education and Training Association. The network includes vocational skills training organizations,

business and industrial firms, and other individuals and groups interested or involved in vocational education and training worldwide. IVETA is dedicated to the advancement and

improvement of high-quality vocational education and training throughout the world.

COOPERATIVA SOCIALE PROMETEO ONLUS deals with the social and cultural integration of disadvantaged groups through different educational programs and active policies

conducted together with the Municipalities of the new province BAT and with the Government of the new Province Barletta-Andria-Trani.

It promotes inter-cultural dialogue, offering new learning opportunities, with the purpose of providing a new personal promotion and development model that can offer to the weakest

categories of people within the labour market/society the opportunity of a positive and decent re-entry into the social and economic framework.

Prometeo Educational organizes activities fostering competencies for the labour market for young people, adults and employees.

CIAPE carries out training activities to develop and validate soft skills, as well as competences required in the future labour market.

The organization is:

-recognised European expert in Work Based Learning

-coordinator of the European Network for Quality Apprenticeship

-recognised European organisation for the training of trainers

-high qualified experienced in EU, national and regional projects management

-developer of innovative ideas to ensure the accessibility of learning to a wide range of target groups, such as students, seniors, professionals and groups at risk

-active member of CEDEFOP -European Qualifications Framework - Credit Transfer In VET and of the Quality Assurance in VET communities

-skilled in learning methods calibrated to learners’ exigencies and in the management of in service training courses and study visits

-involved in several Projects concerning entrepreneurial education, new job profiles, social inclusion, sustainable environment and innovative learning media (mobile learning)

-active player in the field of European Voluntary Service

Helsinki Business College is the most versatile and the largest provider of secondary vocational education and training in Finland; in Business and Administration, and in Information and Communication Technology. Helsinki Business College was established in 2009 in a merger of two well-known and recognized colleges, Helsinki Business College and Finnish Business College. Both parent colleges had been founded among the first business colleges in Finland. The new college is run by the limited company Helsinki Business College Ltd, owned by the Foundation of Finnish Business College and the Helsinki Region Chamber of Commerce.
Helsinki Business College has about 3000 students, of whom 2200 are day students and others are in adult trainings. All students study in the fields of Business and Administration or Information and Communications Technology.

Magenta Consultoría is an educational and European projects' consultancy set in 2003 and specialised in the promotion of gender equality and social development at regional, national and European level. We work with people of all ages and specially people at risk or from vulenrable groups. We work in the field of school, youth, VET, high and adult education not only directly with learners, but also with professionals. Our programmes are mainly focused on the following areas of expertise

* Gender equality and violence prevention.

* Youth: social integration, labour orientation, entrepreneurship promotion, quality leisure, healthy habits and drug prevention, active citizenship, emotional intelligence and social

abilities, conflict resolution, etc.

* Effective communication, information and marketing skills.

* Entrepreneurship skills.

* Leadership and management skills.

* Social integration.

* Access to the labour market and entrepreneurship promotion.

* Psychological and physical health: cognitive stimulation, emotional intelligence programmes, social abilities projects, coaching processes.

* Literacy, empowerment and key competences.

* ICT and technologies

The project is clearly connected with the priority of Increasing learning demand and take-up through effective outreach, guidance and motivation strategies. Project wider aim is

targeted to increase learning demand among adults by creating new and inclusive ways to communicate with potential adult learners and thus support demand and motivation to

participate in adult education.

Manifest for adult learning emphasize that adult education transforms lives and provides new opportunities. It opens up new job opportunities, provides the pathway to learning, helps

early school leavers return to education, activates people’s artistic and cultural passions and leads to health and well-being. From basic skills training to second chance schools and

language learning – adult education provides many opportunities to improve individuals’ lives but also to equalize societies on a larger scale and to create fairer societies as well as

more economic growth. We see great demographic shifts across Europe, with an ageing population which is living and working longer. In order to tackle demographic changes, Europe

needs citizens that stay healthy and active as long as possible. The Manifest main policy recommendation is "Recognize adult learning and education as a key strategy for Europe."

Also European cooperation in Vocational Education and Training to support the Europe 2020 strategy states that the VET has a responsibility to respond to broader societal

challenges, particulary to promote social inclusion. The aim is to empower all people of working age to participate in economic and social life through accessible and equitable training

opportunities. Both the training opportunities and empowering of people are important to raise actual participation in lifelong learning.

In our contemporary society adult learners are not any more homogeneous group of persons interested to learn. Adult learners include immigrant groups, other socially disadvantaged

persons who need basic skills and training but also persons willing to boost their career path or combining hobby and education. Thus the efficiency of increasing learning demand is

up to understanding real demand, reaching to those groups, informing and motivating them. This broad picture can't be done without proper knowledge and tools. Thats why the

second priority is to extending and developing competences of staff of adult education institutions, including educators, communication specialists, adult information, advice and

guidance specialists or leaders of adult education organisations. Access to training and exchange of good practices and tools is the key factor to up-skilling existing staff and leading

them to new and innovative practices. Manifest for adult learning says "Learning workers, employees, entrepreneurs and volunteers are more innovative and productive – this makes

companies more competitive and successful. Digitalisation, internationalisation, service orientation, flexibilisation: all these megatrends on the labour market have one thing in

common: they raise and change the requirements for competencies of employees.... Professional competencies need to be updated regularly and meta-competencies such as social

and communications competencies become essential." Also staff of the adult education providers are adult learners and their training is one of the most easiest ways to be more

successful on providing quality service for others and thus meet also the aims of Manifest.

The project results will give positive impacts in several levels to fulfill broader objectives of lifelong learning and adult education. Mainly the project helps to promote adult education

opportunities and lifelong learning as such, develop effective outreach by inclusive communication and motivation. Secondly, the project have positive impacts also because of training

staff and providing them opportunities to participate in adult education.

Safe Space Project

Safe Space – Peer leadership to promote positive mental health among marginalised young people is an Erasmus+ project that will be implemented between February 2020 and January 2021.

The Safe Space project aims to develop and pilot a new approach to supporting young people to overcome their mental health issues and to develop healthier habits and behaviours. Through a bespoke peer leadership programme, the project team will support local youth leaders to become advocates of positive mental health among their peers. The chances of success for any proposed intervention can be significantly increased if the positive mental health message is delivered by a credible voice from within the youth community. The aim of the Safe Space project is to design and produce a full suite of educational resources that will support prevention and early intervention activities on a local level. These resources will focus on understanding what causes and affects ill mental health, what protective and risk factors can determine a young person’s mental health and how young people can support their peers with local mental health promotion campaign.

Project Objectives

Safe Space Project aims to train youth leaders to support prevention and early intervention measures on a local level among their peer group, as a means of tackling youth mental health through a bottom-up approach.

The Safe Space project specifically addresses three issues:

(1) Empowering young people to recognise the signs and symptoms of poor mental health in themselves and in their peers;

(2) Engaging marginalised young people in developing healthier habits, behaviours and routines to promote positive mental health through appropriate resources aimed at prevention and early intervention;

(3) Building the skills and competences of young people to become peer leaders to promote positive mental health.

Project Outputs

The project proposes the following intellectual outputs will be developed and piloted directly with the target group by the project team to achieve these objectives:

IO 1: Peer Leadership Programme - this programme will comprise 4 modules that will support young people to develop the knowledge, skills and attitudes they need to become leaders in tackling poor mental health among their peers.

IO 2: Self-help Cartoons and Resources - this suite of positive mental health cartoons and self-help resources will support young people who are cut off from service providers and counsellors, to access resources that can help them to develop positive mental health habits. They will also be used by newly trained peer youth leaders in their local mental health promotion activities aimed at their peers.

IO 3: Safe Space Stories Video Library - this library of Safe Space success stories will act as inspiration and motivation for young people who are currently experiencing mental health problems, but who are looking for support and guidance to overcome these issues. Producing the video case studies will also empower the young people engaged in their production to tell their story of overcoming negative mental health and developing positive behaviours and habits.

Project Partners

There are 4 partners:

P1 UK Ballybeen Women’ Centre (Co-ordinator) www.ballybeenwomenscentre.org

P2 Ireland The Rural Hub www.theruralhub.ie

P3 Italy Prometeo Onlus www.prometeonlus.ie

P4 Estonia Youth in Science and Business Foundation https://www.ysbf.org/

Target Groups Addressed

A report published by OECD found that 75% of all mental health illnesses emerge between the ages of 15 and 25 years. There is a need to engage young people in tackling this issue, if they are to overcome the threats and negative impacts that poor mental health can have on their overall well-being, their personal development, their goals, expectations and active participation in civic and social life.

The project team will work directly with young people in their communities, to empower them to become local peer advocates in promoting positive mental health and to tackling this scourge on the progress of our youngest generations.

DIME Project – Digital Media: A Bridge to Inclusion

In society today there are great opportunities to make use of media applications for developing key competences of marginalised groups. There is a wide range of learning environments that are accessible and user-friendly and offer potential learning opportunities for marginalised groups that are at the same time attractive and engaging. However, the educators are often unprepared, or even unwilling, to engage in the new environment, because it undermines their perceived role as educators. They have difficulties accepting that in this evolving education landscape the traditional model of institutional based provision is no longer the only one.

Adult and community education programmes are the places where real educational innovation takes place. They are free from the shackles of institution based provision and considered more useful and convenient by adult participants. Despite of these facts, there is still a significant lack of appropriate in-service training to support the continuous professional development of educators and nowhere is this more apparent than in the adult and community education sector.

DIME project partners realize that the support for those in need of education is only possible through supporting the education providers. The emphasis should be put on the role of the teachers, who might feel endangered by the technology. They need to be ensured that nowadays their role is even more important than it used to be in the past. Social networking sites are the new ‘street corners’ where young people hang-out regardless of their social, economic or educational status. There is a great need for qualified and open-minded educators who will be able to get noticed and listened to in the online world.

Being aware of those phenomena the DIME consortium will:

• Develop a bespoke in-service training programme for adult and community educators that supports them to use digital media production and digital media platforms.

• Develop a comprehensive suite of digital media embedded learning resources for use with marginalised young adults in formal and non-formal settings.

• Provide a series of virtual learning and collaborative environments that bring adult and community educators and young marginalised adults in 8 countries together to support exchange of best practice, stimulate collaborative endeavors and raise awareness of cultural diversity.

Key target groups of the DIME project are adult and community educators for whom a bespoke in-service training programme will be developed and the young marginalised adults they work with (early school-leavers in particular) to develop their key competences.

The project consortium consists of 9 partners:

• Ballybeen Women's Centre (UK)

• Kas Halk Egitim Merkezi (TR)

• The Rural Hub (IE)

• Callidus obraznovanje (CR)

• Reintegra (CZ)

• Cooperativa Sociale Prometeo Onlus (IT)

• The Center for Training and Research INNEO (PL)

• Innoventum Oy (FI)

• Schweizerischer Verband für Weiterbildung (CH, associated partner)

The DIME Project runs from October 2017 to September 2019

Methodology of Principles for Delivery at Prometeo Educational

1. Research: Basic digital skills

According to the report published by Istat 2016 the percentage of families using broadband connection (ADSL, Fiber network) has increased up to 67,4%. Furthermore 98% of companies have at least 10 workers using Internet to work.

According to the report, in the last three months, 85% of people use the Internet for cultural contents, 57,8% use social networks, and 33% have published some creative contents on web.

Differences between people surfing on the net arise also from cultural level: in the last 12 months 90,7% were graduated people, 93,5 were directors, business men and professionals. The percentage decreases among people with an upper and/or lower secondary school diploma (60,3% and workers 73,2%). These individuals will be part of Prometeo’s target group as well as unemployed people. Even if we are living in the fast changing world of the Internet of Things, in Italy only 28,3% of people has got advanced digital skills. The majority has basic (35,1%) or low level skills (33,3%). There is also a niche (3,3% without any ICT skills at all). The age of people plays an important role too: young people between 16-24 have advanced digital skills in 40% of cases, still the majority of differences are related to the cultural level; the lower is the cultural level of the person, the lower are skills in using ICT.

1. Target group and barriers to participation in learning

Prometeo Target group is made up of adults who had only achieved lower secondary and primary school education. The data collected throug the questionnaires show a high percentage of adults who had only achieved primary education. Due to the lack of skills in using ICT of our target group, Prometeo will need to find alternative channels to promote SKILL IT at the beginning.

Being not aware of the potential of ICT represents a barrier to get to know the several possibilities of courses and ways to learn. Dissemination events are intended to be one of the most powerful tools to attract more learners to Prometeo. It needs not to be overlooked that Prometo can take advantage of the word of mouth channel. Indeed, on 10^th May 2017 Prometeo disseminated SKILL IT project in the framework of "Garanzia Giovani" courses.

Garanzia Giovani is a concrete support for NEET willing to enter into the labour market.

The word of mouth these young people will generate among their families will definitely help in disseminating the project within Prometeo’s target group.

Along with Italy’s training programs aimed at developing a community of young and old people fully trained and capable to use ICT tools, Prometeo will improve the way of teaching SKILL IT model thanks to NIC and POST NIC courses we have been running for several years.

The ICT courses provided for unemployed, low skilled people will need to be completely free. Laptop as well as written materials will be provided by Prometeo, learners will be asked just to bring their own smartphone.

Usually, following the line of NIC and POST NIC, teacher will gradually proceed from basic knowledge to a more advanced one. Basic concepts of what is and how a computer and a smartphone work will be provided before starting with the ICT model developed by SKILL IT.

Digital literacy needs to be improved regarding the ability of identifying, understanding, valuating and creating information with digital technology.

1. Implementing the Skill ICT Model in Italy

The ICT model will be implemented in the context of unemployed people with low and upper secondary school diploma, therefore we will consider several key points to assure a successful delivery to our target group.

These are as follows:

• Context

The place where ICT courses are taught has been conceived as a non-formal school. Considering the age of our target group, context needs to be informal, friendly, and participatory. Learners should not feel judged by the trainer, but supported throughout the learning path. The digital learning opportunities will be available even for parents of young people attending the other courses Prometeo organises.

• Holistic Approach

The delivery of the ICT model will take a holistic approach to learning. We are aware of the level at which the technology has become part of your life. The curricula developed should be adapted to the specific needs of every learner. Moreover, the holistic approach will improve critical skills as well as confidence in learners with and without technology.

Prometeo will:

• Support its target group with a competent staff;

• Provide digital training for everyone for free;

• Allow a flexible timetable of digital learning related to the target group’s needs;

• Access to resources e.g. ICT facilities, essential skills support e.g. literacy and numeracy.

• Pedagogy

Tutors and peer mentors delivering the learning will have specific teaching experience within a community of unemployed people. They will be available to find ways of communicating in an easy and interesting way. They will have empathy and will understand difficulties people who are not long used to study can face. Appropriate tutors will be sourced and trained.

• Identification of Needs

SKILL IT model will be adapted to Prometeo’s target group as well as to the national target group (created on data collected through Istat Report).

We will focus on:

• Needs of the group.

• Specific need of each learner.

• Each learner will have a profile sheet where trainers will write down previous digital skills and the process of learning.

• Needs will be reviewed at the end of the course to identify achieved goals and new needs.

• Accreditation

Accreditation of learning will be integrated with the Italian’s law system. Considering the nature of our target group: unemployed people with low level of qualification, will be important to give a certificate to increase people’s confidence.

Alternative methods of accreditation will be examined: where there will be the lack of some qualifications useful to take the full accreditation it could be accredited by specific exams.

1. Monitoring and evaluation

During the sub ministration of ICT model there will be constant monitoring and evaluation. Each profile sheet will be recorded into an online database in order to be aware of the progress of each learner. Regularly a quantitative analysis will be conducted by tutors to check the general progression of the course, learners and the SKILL IT model itself.

1. Progression Routes

Giving the chance to learn digital skills to unemployed people and to the ones who left school ages ago can be an incentive to renter into the education world. Stimulating the curiosity for digital skills will help the target group in their private life as well as into the reintegration into the labour market.