"Despite the European Union's efforts, it is an undeniable fact that social behaviors - prejudices, stereotypes and cultural views continue to tend to exert a negative influence, with women facing challenges in different areas. At the same time, the current structures, both economic, professional and social as well as exponential technological and scientific development, have created and demanded a wide range of needs and a diverse set of skills, demonstrating the importance, role and necessity of non-formal education and learning to empower and support vulnerable social groups and people living in exclusion.This program, entitled «Support & Empower Women Autonomy through Non-Formal Learning Exchange» (NEFELI), with a total duration of 28 months and start date 01-09-2019, is a Transnational Strategic Partnership in the field of education for the exchange of know-how on methodological approaches , non-formal learning methods and techniques developed and / or developed by its partners with a view to creating a network of adults active in empowering and supporting women's personal, professional and entrepreneurial autonomy, and to raise public awareness of these issues.The specific objectives of the project are:-the education and training of trainees of each partner-a review and enhancement of the literature on the role that non-formal learning can play in supporting and empowering women-designing and implementing multiplier actions to raise public awareness of the deficiencies and needs identified-the promotion of diversity in the ownership of common values ​​such as gender equality and the elimination of discrimination for the social and occupational integration of women who live under conditions of exclusion or belong to vulnerable social groups- adopting a more positive attitude towards European ventures and EU valuesThe results of the project are expected to be:- the exchange and transfer of know-how, methods, approaches, non-formal learning tools that each partner has created and developed through actions and European-national programs through 2 education, teaching and training activities (mixed learner mobility)-the development of a non-formal learning support and empowerment learning book with a particular focus on women living in exclusion and / or women belonging to vulnerable social groups-the development of a website and a forum that will form the basis of the program for the creation of a network of trainees to support and empower women, as well as four actions to raise public awareness- creating newsletters in each country's media (at least 8), creating pages on social media (facebook, twitter), and posting articles relevant to each stage of the projectEach partner organization is responsible for a part of the project, assuming responsibilities and tasks that have been divided into partners' expertise, while this project will place particular emphasis on the implementation of 2 transnational education, teaching and training activities, enhancing the participation of a total of 28 participants with the participation of 12 participants with fewer opportunities with the basic criteria are women or adults without a university degree and / or have low or non-formal qualifications and / or live under the poverty line of their countries, usually running the risk of exclusion and having difficulty participating in formal social, political and economic lifeThis program builds on the foundation that achieving true equality is a human, not a woman's right, by providing a comprehensive overview and exchange of different methodological approaches, methods and techniques of non-formal learning that each partner organization has developed / developed to support and empower women , aiming at the use of this information for the better ""equipping"" of both the educational members of each partner as well as in the operation and improvement of his own training methods the partner organization.The plan and its implementation are expected to have a positive impact on a graduated level towards all those involved by improving the skills, skills, perceptions and attitudes of both people involved and organizations. This project has as a direct result the creation of a network of organizations and adults who, using diverse methods, tools, non-formal learning approaches, support and empower women, especially women living in exclusion and / or belonging to vulnerable social groups."

The digiUP project is based on the Digital Agenda results for 2014, the priorities of the Adult Education Agenda and contributions from previous research studies such as Includ-ed; as nowadays it is necessary to address the digital competence learning in Europe specifically among disadvantage groups in order to avoid the social, educative and labour exclusion of most of them, and also among the workforce in a context of economic crisis situation. The digiUP project aims to improve the digital competence among disadvantage groups in Europe by implementing the SEA “interactive group” - heterogeneous grouping in the classroom - in ICT courses aimed to achieve the five areas of digital competence: information, communication, content-creation, safety and problem-solving. It is addressed to the disadvantage group identified in the Digital Agenda Report as the most vulnerable (aged 55-74, low educated, unemployed, retired and inactive people) focusing on migrant and Roma who are those suffering more educative and employment exclusion at this moment in Europe. The project will be based in a participative and intergenerational approach. The digiUP will also benefit adult educators and institutions providing them innovative and successful tools and contributing to improve and increase the high quality educative offer to adult people in ICT area; the project will also offer to policy makers with responsibilities in adult education, basic skills, Roma and migrant inclusion, active ageing and active citizenship a concrete proposal, and a methodology, to achieve improvements in all of these areas. The digiUP project brings innovations to the current situation because is based on the international scientific community recommendations; because digiUP project will be leaded by the main target group through the creation of National Coordination Committees – as decisions bodies - and its working groups will be an active part of the coordination project teams and also will be able to develop the methodology, the main project contribution. The main outputs of the project are: The digiUP Methodology - a methodology on how to implement interactive groups in digital competence learning courses- ; the digiUP Interactive Guide - addressed to adults educators and adult education providers about how to implement the methodology created -; and the digiUP Training Courses – addresses to adult educators and other stakeholders to facilitate the implementation and to know in depth the interactive guide-. Also activities to disseminate the main outputs at National and European level will be held by the Project Consortium as well as a Final Conference. The project will be assured through and internal evaluation and external evaluation through the creation of a Quality Evaluation Group. Through the project, almost 80 adult learners at risk around Europe will enhance the digital competences at the end of the project because of the digiUP Methodology, and 60 educators, adult providers and volunteers will be trained to impart ICT learning to learners from disadvantage group; in summary the present project will provide an innovative education solution for a mainstream problem and will also improve the quality of formative offer of adults at European level based on scientific bases and various assessments throughout the project duration.

<< Background >>Our capacity to access, have a critical understanding of and interact with media has never been as important as it is today. According to the Flash Eurobarometer (2018), 85% of europeans think that disinformation is a problem in their country and 83% consider that it is a problem for democracy. Most europeans trust the information they receive through traditional media like radio, TV or newspapers, but only 47% trust online newspapers. In order to fight disinformation it is essential to train citizens to be critical so they can analyse and verify the information they receive. The EU Commission released a joint communication in 2020 warning about the increase of disinformation during COVID-19, and that this can have grave consequences for our societies and democratic institutions. It highlights that this “can directly endanger lives and severely undermine efforts to contain the pandemic” as disinformation spreads “Conspiracy theories that may endanger human health, harm the cohesion of our societies and may lead to public violence and create social unrest” as well as “Illegal hate speech”, “Consumer fraud” and “Cybercrime”. Over 50% of Europeans believe they have been exposed to disinformation online, according to a recent Eurobarometer survey (March, 2021)Given its cross-border dimension, the adverse effects of disinformation in the EUI require a coordinated and long-term approach to respond to the challenge at both EU and national level. It is also necessary to highlight the importance of adult education as a means to counteract disinformation through media literacy. Media literacy has been defined by the EU Commission as the capacity to communicate in all media and access, analyse and evaluate the images and words, which constitute a very important part of our information society.As more daily tasks are carried out online, from applying for a job to paying taxes or booking tickets, using the Internet has become an integral part of daily life. The report ICT for Work: Digital Skills in the Workplace (2016) shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation like farming, health care, vocational training and construction. Between 2011 and 2016, the use of ICT increased in more than 90% of workplaces and in 2016 a 93% of European workplaces used desktop computers and 94% used broadband technology to access the Internet.However, according to the Eurostat (2018) an 11% of Europeans have never used the Internet and a 6.72% of Europeans have no information skills (2017). Information and data literacy is one of the key components of digital competence and is defined in the European Digital Competence Framework (2018) as the capacity “to analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content.” The 2021-2027 EU Digital Education Action plan stresses the need for a quality, inslusive and accessible digital education. The group of Europeans with no information skills is made up mostly of people aged 65-74 years old, people on low incomes, the unemployed and the less educated. This is an important need to be addressed at a European level, given that digital competence and media literacy have never been as important as nowadays and their lack contributes to the exclusion or partial exclusion of these people from society. These groups are also the most vulnerable in front of disinformation and, therefore, they will be the target group of our project. Since digitization is on the rise in the labor market and there is a need to tackle disinformation across Europe, this inequality is a challenge that needs to be addressed and adult education has an important role to play. In order to give a practical answer to this problem, disinfoEND aims to develop the digital and media capacities of vulnerable adults, with a special focus on adults aged +55, unemployed and low-educated.<< Objectives >>Therefore, the disinfoEND project will:1. Strengthen social inclusion and active digital participation in society of vulnerable groups, especially adults with low levels of education, unemployed and aged +55, with the implementation of he Dilalogic Media and Digital Literacy Gatherings in different contexts: 3 different countries (Spain, Italy and Romania).2. Transfer the Dilalogic Media and Digital Literacy methodology to tackling disinformation in adult education with an intercultural and intergenerational approach, in diverse topics such as health, migration, ethnic minorities, gender violence, etc. (PR1)3. Offer an innovative Toolkit (PR1) co-created with vulnerable adults that supports inclusive and participative ICT and Media Literacy training through the implementation of SEAs with a participatory, sustainable and dialogic approach. 4. Promotion of common EU values and critical civic engagement and participation, by developing social and intercultural competences, critical thinking and media literacy of vulnerable adults. 5. Training of adult education professionals and volunteers on how to combat disinformation in their ICT courses and/or courses in other areas of knowledge, using the DMDL methodology. PR2 will develop staff competences that lead to overall improvements in provision, targeting and effectiveness of adult education in the field of media literacy, with an innovative and evidence-based methodology.6. Increase the quality educational offer in the digital field oriented to digitally excluded groups.<< Implementation >>PROJECT RESULT 1: disinfoEND Toolkit on how to implement Dialogic Media Literacy Gatherings to counteract disinformation in adult educationA Toolkit for educators on how to counteract disinformation in adult education. The toolkit will consist of 2 deliverables (A curriculum and a methodology) and a testing phase (pilot course)1. disinfoEND Methodology: We will Transfer the Dialogic Media and Digital Literacy (DIMELI, e-Quality) Methodology on how to use Dialogic Media Literacy Gatherings (DMLG), to learn how to think critically and have the ICT and ML competencies needed to specifically counteract disinformation (on topics like health, migrants, culture, ethnic minorities, gender violence, etc.). 2. disinfoEND Curriculum: With the specific content DML programme needed to tackle disinformation in adult education, in topics like Health, Migration and ethnic minorities, Gender Violence and others that the adults participating in the pilot course choose. It will also include concrete activities with usable materials for implementation and evaluation of the curriculum and methodology3. disinfoEND Pilot course: A testing phase with a pilot course to develop participants’ critical thinking will be implemented in 3 countries (Romania, Spain, Italy). It will have a duration of 64 hours in 4 months.PROJECT RESULT 2: disinfoEND MOOC course for educators on how to implement Dialogic Media Literacy Gatherings to counteract disinformation in adult education.The objective is to train educators and adult education volunteers on an innovative methodology to teach ICT and ML competences while promoting critical thinking, in order to tackle disinformation. The DML methodology in which they will be trained will be both evidence-based and co-created with vulnerable adults; to which DML the courses these professionals implement will be targeted. The course will have a total duration of 20 hours and participants will have 1 month to complete it (Dedication of 5h x week). It will be implemented in 3 countries (Romania, Spain, Italy).The materials of the MOOC course (video lessons, questionnaires with answer key, interactive activities) will remain available on the project’s website, for them to be freely used beyond the project’s life. They will be available in all the languages of the consortium (Spanish, Italian, Bulgarian, German and Romanian) and English. The platform used will be Coeus, Moodle Learning Management System or Wordpress.NATIONAL MULTIPLIER EVENTS AND FINAL CONFERENCENational MEs will be held in all participant countries (Spain, Italy, Romania) and Final Transnational Conference will be held in Belgium, in order to let people know about the project and its results and multiply its impact both at national and EU level.<< Results >>1. Digitally empowered vulnerable adults by providing a quality training on digital and media literacy, which is going to increase the level of digital and media competence among the target group, and as a result is going to permit the target group to increase the level of inclusion and participation in society.2. Acquisition of new skills by vulnerable adults; to identify disinformation and analyse critically all the information they receive, which will in turn contribute to better informed citizens, who will have the resources needed to critically analyse information and to contrast it with diverse, reliable sources.3. Promotion of EU common values, such as human rights, freedom and equality, as well as other related topics like the right to be informed about the scientific evidences in health, education, gender violence, etc. and combatting prejudices against migration, ethning minorities, among others. 4. Transferring two Successful Educational Actions (SEAs) Interactive Groups and Dialogic Gatherings to Media Literacy in order to tackle disinformation among vulnerable adults, with an inclusive, democratic and evidence-based approach. The project will adopt an educational model based on the democratization of training activities and focused on providing participants digital fluency. This is going to generate dynamics of cooperation and collaboration between people at risk of social exclusion, members of the participating organizations, and other organizations outside the consortium. The results will also be disseminated in other educational levels asides from adult education.5. Better trained professionals and volunteers in adult education organisations. Professionals and volunteers from the partner organizations will be trained in PR1 and, in PR2, educators and volunteers from other organizations will be trained as well. They will be trained on how to implement DMLGs to tackle disinformation addressed to vulnerable adults aged +55, unemployed and with a low level of education, with a democratic approach based on dialogic learning and the SEAs Interactive Groups (IGs) and Dialogic Gatherings (DGs). Therefore, they will be trained in an innovative teaching method, as well as on how to better motivate, guide and advise vulnerable adults in the learning process in order to surpass the digital breach (both in their personal lives and in competencies needed for work, especially after COVID-19, as there is a growing tendency of virtual and remote work). After the course, they will also be able to apply this approach in other fields aside from ICT or Media Literacy courses (Social Sciences, literacy programmes, science literacy, etc.). This MOOC course will also be open to other professionals and volunteers working in other fields, for example in the youth training/education sector or secondary education, to create synergies and amplify the impact to other sectors.6. Co-created tools and resources for ICT and Media Literacy training, focused on how to create a collective understanding of information and to contrast information in order to tackle disinformation. A Toolkit (with a methodology, curriculum and concrete activities) to implement DMLGs with a democratic approach and based on dialogic learning, IGs and DGs will be made (PR1), both tested in a pilot course and improved and co-created with the participation of women from the disinfoEND project. These resources will be available with a Creative Commons license free for download on the project’s website and they will also be uploaded to the Erasmus+ results platform. These tools will be transferable to other fiends of education.

The European Union has the challenge to advance towards more responsible and impacting science, looking for innovative links between science and people. Making science more attractive for young people, enrolling citizens in research or promoting formal and informal scientific education are, for instance, some of the objectives under the Horizon 2020 programme. Likewise, the European reference framework points out the need of developing key competences for lifelong learning of the adult population including the knowledge of fundamental and scientific concepts, principles and methods. The European reference framework suggests that these knowledge and competences may make adult learners more critical and able to make complex assessments of situations in everyday life, for instance taking into account ethical issues when assessing the impact of technological progress in their families and communities.Based on the necessity to develop adult learners’ scientific knowledge, the ScienceLit project has developed a methodology for the transference of scientific knowledge to adults with low skills and in disadvantaged situations who participate in non-formal educational programmes. There are no current projects that provide scientific literacy to adult learners, especially to those who are low-educated or are at risk of social exclusion. For this reason, the specific objectives of the project are: - To facilitate the access to scientific knowledge to adult people, especially to those in an at-risk situation, providing them with the tools that they need for their scientific literacy; tools that enable them to understand, interpret and analyze the scientific knowledge independently and autonomously. - To develop the ScienceLit Interactive Guide to transfer scientific knowledge to adult people.- To connect European Science institutions with the Adult people at risk in order to contribute to set science closer to society. And to develop key competences (literacy, numeracy) by participating in Successful Educational Actions like Scientific Gatherings.The project is directed to four target groups. The main target group is adult learners with low skills and in disadvantaged situations, more concretely, adults above the age of 55 and young adults at risk of age 18 to 34. The project uses the dialogic communicative methodology that incorporates participants as part of the project team. This means that adult learners traditionally excluded from the areas of education and science have been key speakers and participants in the project. The other three target groups are: adult education educators, professionals and volunteers; adult education providers and schools; and public administration and decision makers.The key innovation of the project is that it applies a Successful Educational Action (SEA), an educational action that has been scientifically tested to always have effective results, to the field of science. The SEA used is the “dialogic gathering”. The first main output of the project, the ScienceLit Interactive Guide, explains how to implement “Scientific Dialogic Gatherings” so that they can be implemented in adult schools across Europe. It is available on the project website, which contains audiovisual materials on how to organize and participate in a scientific dialogic gathering. The third output is a training course for educators and volunteers on scientific dialogic gatherings.The ScienceLit project has been led by Agora (Spain), a community-based NGO with 30 years of experience in the implementation of SEAs. The team is also composed by two community-based organizations with a long tradition of work with vulnerable groups (Slovenia and Greece), a federation of centres of adult education with access to multiple centres, organizations, and public institutions at the European level (Spain), and a big research institution on adult education (Germany). The main results are the acquisition of basic competences by adult learners and the promotion of the independence and autonomy of vulnerable collectives of adults. This project opens a new line of work in adult education, in the field of Science Literacy.

CONTEXTThe concept of mental health has progressed during the last decades. Currently, according to the World Health Organization, a good mental health is related to mental and psychological well-being. In the last years, diverse perspectives such as education have incorporated to this concept. In fact, the Mental Health Action Plan (MHAP) 2013 – 2020 mentions the importance of providing “a comprehensive, integrated and responsive mental health and social care services in community-based settings” and the need of basing the strategies and interventions on scientific evidence and/or best practice. During the last four years, Agora has applied a Successful Educational Action, Dialogic Literary Gatherings, to a new context: mental health services users, with the aim of supporting the rehabilitation process as well as the social inclusion of all the participants. The great results among participants in Barcelona pointed out to an opportunity to transfer this activity and its benefits to other organisations in Europe. OBJECTIVES1. Contribute to the social inclusion of the adult users of mental health services2. Improve some of their basic skills and competences as well as the wellbeing 3. Offer a tool to support the process of mental health advancement and promote the accessand transition to further educational activities and opportunities of the participants4. Obtain evidence of the impact and benefits of DLGs on mental health users in order toencourage other centers to implement them5. Train professionals and volunteers to act as moderators of the DLGs with mental health users6. Raise awareness between policy makers and stakeholders about the importance ofincluding Successful Educational Actions, like DLGs, to support the mental health process and promote the social inclusion. PARTICIPANTS- Mental health users older than 18, especially those from vulnerable groups (low socieconomic status, low level of education, unemployed, etc.)- Mental health and adult education professionals- Stakeholders and policy makers working in mental health and adult education ACTIVITIESOUTPUT 1: Case studies and scientific article about the impact and benefits of DLGs on mental health usersIn order to obtain evidences, we will implement DLGs in 3 different European organisations in Spain, Greece and Bulgaria.OUTPUT 2: MOOC course on how to implement DLGs with mental health usersWill be implemented online by 10 adult education and/or mental health professionals from each participant country.OUTPUT 3: Dialogic Policy Recommendations and Manifesto about the impact and benefits of the implementation of Successful Educational Actions with mental health usersWe will carry out a participative process in partner countries to elaborate them. Education and training policy makers, the whole mental health and education community and mental health users, will be part of the participative process and everything will be agreed between all of them using egalitarian dialogue METHODOLOGYThe project uses the dialogic methodology and Dialogic Literary Gatherings. They were defined as one of the Successful Educational Actions within the framework of the INCLUD-ED project Strategies for inclusion and social cohesion in Europe from education (2006-2011), a study carried out by 15 European research institutions and focused on successful educational actions (SEAs) with evidence of their impact on academic achievement and social cohesion. RESULTS, IMPACT AND BENEFITS 1. Improved educational and instrumental skills, as well as better communication skills and critical thinking2. More self-confidence and self-esteem and therefore, better future expectations3. More active participation in society and community activities4. Increased demand and take-up of adult educational opportunities by mental health services users5. Increased number of organisations implementing SEAs like DLGs6. Raised awareness among policy makers and relevant stakeholders about the importance of incorporating SEAs like DLGs to support the mental health rehabilitation and social inclusion