"<< Background >>Digital Health Literacy is the ability to search for, find, understand, and evaluate health information from computerised sources and to apply the acquired knowledge to address or solve a health problem. The project will enable citizens to better manage their health and disease, improve prevention, enable more accurate diagnosis and care and facilitate communication with health professionals. It will also help to ensure a more equal access to healthcare, facilitating access to health information for adults with fewer opportunities and fewer possibilities to access to reliable sources on a topic of great importance such as health, especially in this time of global health emergency.The efforts of the project will focus particularly on the recognition of news and their understanding, following the EU’s hope as well, which ""has committed itself to protecting societies, citizens and freedoms from hybrid threats, including misinformation and disinformation actions"", as underlined in the 2019-2024 strategic agenda. As for the pandemic and related news, there was even a talk of an ""infodemia"" and an increase in cybercrime in relation to covid-19 (WHO): a further incentive to work to ensure that every European citizen is equipped with the skills to move safely in the online information landscape.The health emergency has exacerbated the difficulties already present, increasing the differences between those who have digital and health literacy bases in general, and those who have more difficulties in accessing and understanding complex information. As a consequence, the following emerged: the circulation of unreliable news, the growing mistrust of citizens towards the institutions and at the same time an overload of health services that have to mediate between the need of citizens to be informed and unclear information circulating on the net. This becomes particularly urgent and important in this delicate period of mass vaccination of people in all European countries.At the same time, the DHeLiDA platform will offer an open space for dialogue and discussion, joint case solutions, and direct testimony from people.From the point of view of the participating organisations, it was found that there was a need to combine elements aimed at digitisation with those related to the more specific field of information in the context of social inclusion: the project was then built on the basis of the possibilities that each partner could bring for the common objective of creating an easy-to-use tool, with highly accessible content but based on scientific rigour and advanced digital skills.Working with viewpoints coming from different contexts within the EU, namely with countries in the Mediterranean area - sharing some features, including the specificity of migration - and countries in Northern Europe, certainly allows both to evaluate how much the contents to be produced can be made ""transversal"" and to understand how much need we have to develop and deepen challenges related to the context and individual specificities. Thus, the challenge that DHeLiDA receives is to hold together a strongly international context, providing tools that can give answers also at the local level. In addition, for this reason each partner will work on the territory with its network of contacts to further involve the target group. This approach is also confirmed by the typology of expected outputs, including the ""Netiquette"" on health, which also intends to be a means to ensure the replicability and sustainability of the project.<< Objectives >>The project has as general objectives the reduction of the digital health literacy gap, which can cause social exclusion, the inclusion of potentially vulnerable target groups (especially elderly people, migrants and their families) and the development of new skills that can bring to a better social and health care, both for the individual and for the community.Bearing this in mind, the specific objectives of our proposal are the following:1) Defining a framework of digital skills in health sector (DigcompHealth) to facilitate adult educators to plan and propose flexible training courses that meet the needs of the multiple target groups of adult education.2) Developing and testing a modular and blended training path, based on the previous framework aiming at advancing digital health literacy at European level by pointing at the proliferation of virtuous processes of collective awareness, peer learning and crowsdsourcing.3) Building a set of training tools (training toolkits) including a ""European Netiquette on Health"", an act of behaviour with recommendations on how to promote health literacy for training centres and policymakers, together with guidelines for transferability and upscaling of project results.<< Implementation >>The work programme of the project is designed for the effective achievement of the general and specific objectives, including all the necessary activities for this purpose: awareness raising and collective awareness (PR1), the skills framework and training tools (PR2 and PR3), health Netiquette for enhancement, sustainability and replicability (PR3). The PR2 and PR3 constitute the central phase of the project and together provide the distinctive structure around which the entire project is built from the andragogic point of view.The methodology is the following:Phase 1: Defining the information and skills framework environment (M1-M9)During the first nine months of the project, in addition to the focus on the beginning of the project activities from a technical and administrative point of view, the partners will cooperate in the production of the first two tangible products of the project (PR): The Digital Health Collective Awareness Platform (PR1) and the DigcompHealth Foundation Reference Skills Framework (PR2).Although on two different levels, both represent an essential element for running the training and carrying out research activities planned to achieve the operational objectives of the project. In both cases, from the first months of operation, the project proposes a participatory design methodology with the active inclusion of target groups and key stakeholders, fully embracing the Commission’s suggestions on the need to develop learner-centred training courses which are highly flexible in terms of usage methods and modularity of their content.Phase 2: Development of the methodological framework and instruments (M10-M14)In this five-months second phase, the tools and guidelines will be designed to equip adult trainers in the exploitation of the previously prepared resources and their application to the reference target group: Disadvantaged adults (patients, elderly, migrants, etc.). The conclusion of this phase will correspond with a transnational training of 25 educators who will then act as multipliers of the innovation proposed by the project.Phase 3: Field Trial (M15-M21)It is certainly the most delicate phase from the point of view of operational risks and the achievement of the expected objectives. From M15 to M21 the partners will mentor the respective trainers in joint activities of exploitation of the platform of collective awareness and validation of the training toolkit. At the same time, data will be collected to review project outputs and to publish documents that will promote the sustainability of the project.Phase 4: Digital health Netiquettes in Europe (M22-M24)Within the PR3, a section dedicated to the creation of a tool for the enhancement of the project and the tools contained in the toolkit has been planned. Thus, the last three months of the project will be dedicated to putting to use the results obtained during the project and to disseminate them through the organization of multiplier events and the direct involvement of policy makers and all other stakeholders interested in supporting the initiative even after the end of the period of eligibility.<< Results >>With regard to the tangible results of the project, the DHeLiDA project is expected to:- generate an online community of active and experienced users (at least 100) in the field of digital health who will become part of the collective awareness platform of the project (PR1);- map and make available a significant number (at least 500) of articles, web pages, applications, training resources, legal texts and best practices in Europe and worldwide on the topic of Digital Health Literacy (PR1);- develop the first DigcompHealth Foundation (Basic Digital Skills Framework in Health) deriving from DigComp 2.1 with examples of use for all five areas of core competence (1-2) (PR2);- design and experiment a modular and mixed 40-hours training course which can be used by adult trainers, health workers, youth workers, and all those (3 in each partnership country = 15 in total, which in turn will train five more educators each, for a total of 90 trained educators) who support the socio-educational inclusion of disadvantaged groups (PR3);- involve as many citizens as possible from disadvantaged groups (at least 10 for each trainer involved = 900 in total) in the use of training material and the platform of collective awareness (Crowdsourcing platform);- collect sufficient data to implement an initial impact assessment on which to base recommendations and guidelines on a European Netiquette for Health (PR3) accepted and signed by at least 50 institutions providing services in the digital health sector (universities, training centres, hospitals, health centres and professional associations).The Project Results are:PR1: Crowdsourcing Platform on Digital Health LiteracyPR2: DigCompHealth Foundation FrameworkPR3: DHeLIDA Training and sustainability ToolkitIn terms of other outcomes:The progress of digital health literacy will increasingly allow greater autonomy and personal empowerment, with a gradual improvement in the quality of life. Furthermore, considering the specificity of the target group, there will also be greater equity and sustainability of public health.Specifically, regarding skills, all those who will take part in the activities of the project, will have the opportunity to:- develop skills related to navigation, information search, evaluation, relevance, participation and collaboration in a digital health environment;- understand and use open data, mobile devices, applications and social media in an informed and correct manner;- create and promote common, ethical, responsible, information and exchange spaces and digital content about health by using existing tools, resources and by reporting possible alternatives."

"Digital Girls project concept is built upon the understanding that changing young women’s attitudes towards digital jobs and learning by showing clear pathways to excellence is vital for making the study and career in the digital sector relevant to young women.Digital Girls project addresses girls and young women, aged 16-25 - NEETs (unemployed, with lower level of education, or currently not attending any vocational, higher or continuing education), or involved in the last phase of the general secondary education, with the aim to contribute to cultivating and enhancing their digital confidence, to support and encourage them in making their first steps in entering the digital world, or to help them recognize that their passive IT-user skills can be transferred into valuable competencies for the labour market. The project applies ""confidence-building"" measures and effective methodology for youth work in the field, based on combination of role models and digital storytelling.The project objectives included:-Identifying, encouraging and showcasing women in digital jobs-mapping the process for developing of digital skills suitable for the labour market-fostering an atmosphere conducive to digital confidence-changing the attitude towards digital learning through effective methods for high-quality youth workProject activities have been implemented by a consortium of 8 partners from 5 EU countries (NL, BG, CZ, GR, IE) and an European network all having significant and complementary expertise in development and promotion of high quality outputs and their mainstreaming in the partner countries and beyond.The objectives were achieved through:- Performing research for identifying different job profiles in the digital sector; 53 digital professions have been identified and described- Selecting, interviewing and describing role models – active women and girls in the digital sector, resulted in 19 role models profiles- Developing “The Role Models’ Guide to the Digital Galaxy” containing 11 films with the inspiring stories of women working in the digital sector and 19 role models digital profiles- Developing career roadmaps of 5 digital jobs/professions respectively for The Netherlands, Bulgaria, Ireland, Greece and Czech Republic.- Developing and launching the Digital girls platform (www.digital-girls.eu), providing a place and tools for introducing girls to the world of IT and digital professions.- Performing web campaign tailored for girls, reaching over 25.000 people.- Organising and conducting Girls web events ""Web tea and cupcake”, Girls only Open days in companies active in the digital market, Girls Inspiration days – national exploitation events, and Final International conferenceThe project fostered stronger links between youth associations and informal groups, educational institutions, VET providers, job orientation agencies, and cultural and emancipation centres in the partner countries and in countries beyond the partnership to achieve the expected results and ensure the desired impact and sustainability of the initiative. The main goal was to contribute to change of cultural traditions and stereotypes about women’s role in digital sector and to cultivate and enhance girls’ digital confidence and employability. This has been reached through the continuous involvement of the target groups and stakeholders. 150 practitioners and employers in the digital sector and digital training providers have been interviewed at the research stage, 19 role models have been identifies and described, 11 of them filmed, 324 young women and youth workers attended the web events, Digital Girls online platform registered over 14.300 visits. Girls, employers, youth organizations and schools, cultural and emancipation centers, policy makers have been introduced to Digital girls products in the various multiplier events in partner countries (total 328 participants) and were involved in mutual activities and fruitful discussions and planned exploitation activities of the project products. Additionally, the project was disseminated at 179 events with different stakeholders reaching thousands of people. Digital Girls products have been designed and available as free online resources so that, in practical terms, they are open for use at any level - local, regional, national, European and international, which is prerequisite for sustainability and future application."

A lot has changed over the last decade around both attitudes/perception of refugees and continuing support of multiculturalism and diversity. Populism in Europe and beyond and the rise of extremist parties in many European countries is not helping this debate where xenophobia and far of the ‘other’ is increasing. A better understanding of other cultures and more initiatives to foster intercultural education become now more relevant than before. ‘Signs’ goes North project creates an innovative model to promote cultural diversity and social inclusion. The project is based on the highly successful Signs in the City methodology for obtaining basic language, communication and intercultural skills by exploring city’s signs signs and symbols (street signs, bar, restaurant, shop, banks, post office, graffiti and anything else ‘printed' as part of a city). ’Signs’ Goes North extended this methodology with innovative features matching the urgent needs of refugees and newly arrived migrants to understand the place, the language and culture in the host country, and transferred it to the important context of migrants and refugees integration in Sweden, Netherlands, Iceland and Denmark. Project objectives focused on:• providing refugees and newly arrived migrants with the means to adapt to a place of arrival easily and effectively, help them socialise and express themselves;• providing creative mutual learning experience for newcomers and natives, fostering respect and understanding for diversity, intercultural competencies and values;• developing effectively model for the inclusion of newcomers at the municipal level;• remove barriers to integration and promote equality of opportunity.’Signs’ Goes North project developed methods and material to support emerging linguistic, communication and cultural need of refugees and newly arrived migrants, providing tailored solutions for their early integration. Project approach compromised a needs analysis: focusing on target groups need in terms of better cultural integration, a communicative competence model: embedding the target groups in the development of the products, and mentoring and peer support: partnership and community learning using the expertise of experienced partners. This approach covers the different perspectives of migrants’ integration process, and turned into a prerequisite for immediate testing and implementation¨ and future sustainability.’Signs’ Goes North developed and piloted a practical learning model “Feel the city - share the feeling”, where newly arrived migrants/refugees, long-term migrants, staff of supporting organisations and native citizens worked together locally to defining specific needs, selecting places of interest and linguistic and cultural themes in their cities, were co-creators of content and material (working in partnership with partners and experts). The model allows the newcomers to understand the local culture better and to obtain skills in team work with local comunities and natives; on the other hand, the original population understands who the refugees are, and how to include them in mutual activities.While bidging digital art and storytelling and educational content the project developed:City and Language books - “Signs i Bollnäs och Söderhamn”, “Signs in Rotterdam”, “Signs in Reykjavik”, “Vis os Vejle/Signs in Vejle” - with visual and linguistic content for the hosting cities and languages, containing photography of city signs and related survival vocabulary, language and culture guidelines and facts, communicational tips;Digital Stories of cities and migrants - 8 short films telling the stories of 23 migrants, who already experienced the integration process in Sweden, Netherlands, Denmark and Iceland, presenting a community of many cultures within the host city and migrants’ own voice and vision;Digital learning resource - freely accessible, multidevice digital versions of the books, incl. audio pronouncation and translation into English.Project ouputs influenced the integration by involving migrants in practical inclusive activities together with local citizens and stakeholders, that were integral part of the development of the products - selection of linguistic and cultural content, local workshops, filming, content development and testing, informational and awareness-raising activities, etc. Thus, migrants were provided with competences to integrate in the local society during the project life. Project activities have been implemented by a consortium of 7 partners from 6 European countries (SE, NL, DK, IS, RO, UK) all having significant and complementary expertise in development and promotion of high quality outputs and their mainstreaming in the partner countries and beyond.

<< Background >>It goes without saying that the COVID-19 pandemic had a sudden and substantial impact on the arts and cultural heritage sector. The global health crisis and the uncertainly resulting from it profoundly affected organisations and individuals across the sector. By March 2020, most cultural institutions across the world were indefinitely closed and in-person exhibitions and events were cancelled or postponed. In response, there were intensive efforts to provide alternative or additional services through digital platforms, to maintain essential activities with minimal resources, and to document the events themselves through new acquisitions, including new creative works inspired by the pandemic. One of the key aims of the European Agenda for Adult Learning (renewed in 2015) is the social inclusion and active participation in the community and society of all adults, including those with a migrant background. The project builds upon this crucial aim by incorporating to its core the European cultural heritage, and values. Its aim is to support the social integration of immigrants, and to equip educators and/or non-formal trainers who support adult learners with tools for raising awareness of the European cultural heritage, and values which are considered universal. Eurostat’s Migration and migrant population statistics (data extracted in March 2018) indicated that 2 million non-EU citizens immigrated to the EU in 2016 (https://ec.europa.eu/eurostat/statisticsexplained/ pdfscache/1275.pdf), while today, approximately 37 million persons born outside the EU reside in the EU, representing around 7% of its total population, and further flows of migration will likely remain a feature of the 21st century (Special Eurobarometer Survey 469, April 2018). As pointed out in the “Settling In 2018: Indicators if Immigrant Integration” Report (EC & OECD, December 2018), immigrants and ethnic minorities are among the most vulnerable groups to poverty and social exclusion due to the lack of policies and societal structures that could support their social inclusion. Social cohesion is a major and growing political issue, particularly in times of economic crisis, when resources and employment become scarce and the condemnation and demonization of the “other”; the heightened stereotypes; and the perpetuated binaries between “us” and “them,” constitute mainstream collective narratives that result in fear, exclusion and marginalisation of people who are considered “different.” Promoting adult learning as a means of fostering solidarity between cultures and people of all backgrounds is becoming more urgent than ever and creative non-formal and informal learning environments could play a crucial role towards this direction. Providing immigrants with opportunities to participate in cultural activities, along with local young adults, will allow them to create a network of people that could act as reinforcing agents in order to adapt themselves in a new reality. Participation in cultural activities can facilitate socialization and integration into the local community and consequently encourage active participation and social inclusion. The project will enhance the social inclusion of immigrants, mostly young adults, by developing innovative tools for educators and/or non-formal trainers who support adult learners which will facilitate the immigrants’ understanding of the European cultural heritage and values. Part of the project's material (videos with description of cultural products) will be created by immigrants themselves in collaboration with locals and under the guidance of educators and/or non-formal trainers who support adult learners. Through this process they will be able to activate their creative, cooperative and problem-solving skills. These skills are life skills and their cultivation will make an important contribution to their efforts to integrate into the local and the European society at large.<< Objectives >>The project builds upon this crucial aim by incorporating to its core the European cultural heritage to stimulate European awareness and values and making it accessible to less privileged communities. To this end, the project aspires to support the social integration of immigrant communities through their collaboration with local artists as to empower the first and make more resilient the latter, and to equip both culture professionals and adult educators and/or non-formal trainers, with tools for raising awareness of the European cultural heritage, and values which are considered universal. The intersection between the creative sector and social inclusion is of utmost importance for the consortium. Social cohesion is a major and growing political issue, particularly in times of economic and health crisis, when resources and employment become scarce and the condemnation and demonization of the “other” often result in fear and exclusion. Providing immigrants with opportunities to participate in cultural activities, along with local artists who themselves need to build resilience, will allow them to create a network of people that could act as reinforcing agents. In that sense, the project aspires to support the creative potential of people, thus contributing to the recovery resilience of the cultural and creative sectors by having European cultural heritage at the heart of the project.The project’s general objectives are therefore to:• Support the social inclusion of adult immigrants considering the underlying European values;• Stimulate their participation in civic and social life;• Encourage intercultural dialogue and build mutual understanding between new arrivals and the receiving communities;• Promote tolerance, mutual understanding, social cohesion, and support the fight against racism and xenophobia bycultivating critical thinking to people both migrants and local ones;• Develop transversal skills and competences in order to support the socio-educational and personal development of immigrants andlocals, particularly young adults.The project’s specific objectives are to:• Help adult immigrants learn about and make European values on their own;• Provide adult educators with tools in order to raise awareness on the importance of Europe’s cultural heritage, and values;• Develop (young) adults’ creativity skills through video recordings of cultural heritage products;• Organise National and European events to spread the project’s products and results.<< Implementation >>During the project lifecycle, it is expected that:- A number of approximately 120 adult educators will participate in the project's activities, e.g. trainings, experiential worshops etc, and will support the overall development of the project.- A number of approximately 300 adult migrants, refugee and asylum seekers and natives will engage in project activities, e.g. participatory video productions etc, and will have access to all outputs.- Multiplier events in each partner country and a Final Conference in Cyprus.- An LTTA activity for adult educators in GreeceOverall participatory co-creation between different actors in the project:<< Results >>The project impact is as follows: • Raised awareness of the positive impact European cultural heritage makes to society • Raised awareness of new methodologies and educational tools • Greater knowledge of the capacity of European cultural heritage and European values to address social barriers • The local communities will be more cohesive and equitable with less incidences of social exclusion and marginalization of immigrants • Adult educators and culture professionals will be better equipped to deal with future marginalization issues due to their increased professionalism affecting at the same time their local organisations • Raised awareness of policy makers of new models of including European cultural heritage in adult education teaching/learning • Raised cooperation between partners and stakeholders.The following project results are expected:1) Europe4All Digital Filmmaking for Beginners: A Practical Guide to Video Production is a consolidated set of materials and tools that guide both adult educators and all interested (young)adults (locals and immigrants alike) to create a video for cultural communication. It explains step-bystep how to support oneself in making her/his video productions, while engaging with sites ofEuropean cultural heritage.2) Europe4All VIDEO Library is a collection of minimum 24 participatory videos produced by migrants and locals together. The participants will create videos that will highlight European valueswhile exploring the host country’s cultural heritage.3) Europe4All handbook for Adult Educators is an integrated set of materials designed to give adult educators specific tools on how to use the Videos created by the teams of immigrants and localsalike in order to extensively promote the EU values and European cultural heritage and raise awareness and build capacity on these subjects among low-qualified adult learners, for theirpersonal and their collective growth.4) Europe4All Multimedia Manifesto is a set of declarations on issues important to a group of young adults both local natives and migrants, from five different EU countries. The Manifesto will highlightprinciples and suggestions for changes that the group of young adults believe should be made; it will be a communication tool to initiate debate at the global level.