The ASIDE project intends to support inclusive education and digital skills, improving the competences in digital social inclusion of social educators and social volunteers.Our project addresses social inclusion through the definition of a portfolio of basic digital competences that are necessary for developing ICT-based social inclusion initiatives/services. More precisely, our project aims to: a) foster social inclusion improving the competences of social educators and social volunteers engaged in designing/implementing social inclusion initiative/projects (Priority: Social inclusion).b) enhance the support, participation, and learning activities of social educators and social volunteers engaged in inclusive education and digital social practices (Priority: Extending and developing educators' competences).c) improve social inclusions through digital innovation practices, innovative ICT-based methods and pedagogies, as well as online participatory models, where appropriate (Priority: Open education and innovative practices in a digital era).This project will foster synergies with researchers and professionals through the exchange of good practices between partners engaged in social inclusion activities.Taking into account the EU priorities as well as the priorities of participating countries, the ASIDE project is in line with the 2011 EU Modernisation Agenda's priority areas:1. Strengthening the links between education, research, and social educators’ professionalization (third sector).2. Extending and developing competences that can growth social inclusion3. Using open and innovative practices based on digital social inclusion , namely the use of technology to satisfy social inclusion needs.NeedsThe main addressed needs are:•enhancing social inclusion improving professional competences of social educators and social volunteers in a topical sector such as digital social inclusion and in the use of technology for social inclusion practices;•educators empowerment in the use of online educational processes.We underline that, nowadays, the empowerment in the use of online educational processes is crucial. The current literature shows that the new technologies can be relevant in social inclusion programs since they reduce the mobility and give the opportunity of personalized inclusion paths. Nevertheless, the use of new technologies requires specific and structured competences. Target groupsSocial educators, more precisely social educator students and social educators engaged in volunteer activities or employed in social services institutions/organizations, are our main target group.Our project also involves other target groups: - Vulnerable social groups- Social services- Educational institutions- Associations that support social inclusionsTransnational motivation The ASIDE Strategic Partnership is motivated by the following main factors:-Social inclusion, special education, social services, and social inclusion go beyond national borders -social inclusion and professional use of new technologies are European goals that need a transnational approach-our projects wants to contribute to achieve a European objective: creating new operative curricula through the active and responsible involvement of researchers and practitioners

The partnership conducted this project because they fight with similar issues when it comes to their teaching staff: the teachers being newly hired are not well prepared within university studies, so the partner institutions fight quite often with long induction of their teaching staff; the fluctuation of personnel is high, so partners must continually invest in the development of their staff; teachers lack some knowledge, which are essential to provide qualitative services: especially using audiovisual methods in the classroom, soft skills and pedagogical skills. These are the main reasons, why our project is based on the following MAIN OBJECTIVES:- bring innovation in the linguistic education of adults by developing digital of skills of short term training event participants with at least 40%;- increase the soft skills of short term training participants with at least 30%;- increase pedagogical skills of short term training participants with at least 40%;- increase the quality and efficiency of language teaching at regional level by transferring the know-how gained at partnership level to 60 other teachers from outside the partnership;The main TARGET GROUP of our project are language teachers of partner institutions, but those from outside our institutions are also going to be targeted via dissemination activities. 12 teachers will take part in each of the 6 training events of the project. These teachers will share their best practices with 60 other teaching staff from outside our partnership via transfer of know-how local training events. 2 presentations undertaken by each partner will ensure, that the project reaches 60 teachers from inside the partnership as well.The project will have an immediate IMPACT on teachers and adult education institutions.Teachers involved in linguistic education will: be able to offer more innovative and efficient educational programs for their students; be able to use digital methods much safely; be able to use audiovisual methods as means of bringing innovation in the language classrooms; be able to motivate their students learning and bring a positive attitude; be able to offer content-based content within language classes; be able to offer flipped classrooms and to manage much better their classrooms; develop the soft skills which were considered the most important for them. The six partner institutions will innovate their education systems, will better respond to the current needs on the market, will be able to involve digital tools in teaching, will be much more competitive on the market. Moreover, the quality of their language services will increase considerably since they will have a much developed teacher team. By involving teachers in transfer of know-how local training events, we will be able to extend this impact for outside our partnership, since the involved teachers will go back in their institution with a much wider baggage of knowledge and competences.In order to achieve these results, partners are going to implement four ACTIVITY packages throughout the project: project management and implementation; implementing 6 training sessions, one in each partner institutions; implementing transfer of know-how local training events; dissemination and exploitation activities.The main topics of the training events will develop three types of skills/competences:- digital skills: educational apps and online resources to create audiovisual materials for the classroom; video pod-casting; digital safeness- soft skills: leadership skills for teachers; inter-and-intra personal communication; teamwork and problem-solving; social and emotional intelligence- pedagogical skills: CLIL methods for language teachers; flipped classroom; classroom management.