<< Objectives >>WOMENIN aims to promote entrepreneurship among women entrepreneurs. In addition, as specific objectives we want to identify the challenges faced by women entrepreneurs, we will promote the global vision of the internationalization of women entrepreneurs in Europe, we will promote digital entrepreneurship and we will facilitate the interconnection of women entrepreneurs through digitalization.<< Implementation >>The activities that we are going to implement in the WOMENIN project are aimed at the creation of a digital training manual that analyses the challenges faced by women entrepreneurs and possible solutions to the challenges, the creation of a digital training course aimed at VET trainers where the challenges manual is explained and finally, the creation of a virtual escape room where the knowledge of the manual is established.<< Results >>WOMENIN wants to create a training manual that analyses the challenges of women entrepreneurs, create and develop a training course for VET trainers on the manual and create and use a digital escape room. In order for these three results to be achieved, the project partners have internal and external evaluation tools to develop the materials with the highest possible quality and efficiency.

Due to COVID-19 organisations across Europe have had to make rapid changes to how they operate accelerating their digital transformation which is filled with a promise of new occupations and improved quality of life for all but also points towards the risk of widening the skills gaps and greater inequality. Whilst increasing rates of youth unemployment of 14% across Europe (Statista, 2020) remains a challenge at the same time businesses of all types and sizes are struggling to fill a wide range of technology roles that are critical for future growth.The EU Digital Skills and Job Coalition confirms that 37% of EU workers have insufficient digital skills and there are clear signs that the digital skills gap is widening. By 2022, there could be almost 500,000 unfilled digital technology jobs in Europe. On the other hand, young people are described as “digital natives” with an almost instinctive skill for digital mastery. Unfortunately, young people believe they are ill-equipped to navigate the new economy and to understand the skills needed for the future, digital jobs. There is also a significant mismatch between the career aspirations of young people and reality of the jobs market due to misinformation and a lack of high quality career advice which needs to be elevated by showcasing information about future roles. The World Economic Forum Reports 2018 on Future of Jobs stresses the importance of VET career advisors in preparing young people to become the new agile learners in future workforcesby providing a high quality career advice that is essential to personal and economic wellbeing. Finally, in the light of COVID-19 the career guidance provision is becoming even more crucial and there is a need for a digital platform that can assist VET career advisors to provide a high quality career provision featuring the future digital job trends. The partnership of Our Digital Future is a response to the above described challenges and the partnership focuses on working with:The Our Digital Future project will be working with the following target group:- 80 VET career advisors working at VET institutions who provide group and individual career sessions online to young people - 16 Experts (scientists, policy makers, start ups, businesses) currently specialising in the emerging, digital jobs within space exploration, alternative energy consultancy, 3D printing oforgan/body part creation, food technology, robotics, cyber security, virtual reality design and artificial intelligence development.- 40 Other VET stakeholders and decision makers who are in position of the influence in relation to the future emerging jobs and can shape the importance of high quality career adviceand guidance.The key outcomes of the project are:- Contributing to the initial and continuous professional development of VET career advisors by providing them with an accessible information to strengthen their understanding of the futuredigital job trends in the labour market within 8 innovative sectors- Supporting the uptake of digital practices for the teaching by supplying VET career advisors with a set of resources on a digital platform and an app to deliver group and individual career sessions online featuring the future digital job trends.- Creating an opportunity for VET career advisors to exchange innovative practices with each other and share digital tools- Raising awareness among other VET stakeholders and decision makers about the future emerging jobs and the importance of relevant career advice.For that reason, Our Digital Future partnership will collaborate to create a set of innovative practices:- 32 visual infographics showcasing key trends, skill requirements, job profiles in relation to the new emerging, digital roles across Europe within 8 innovative sectors from spaceexploration to artificial intelligence development- 16 video interviews with experts and professionals specialising in the digital emerging new roles across Europe accompanied by 16 lesson career advice plans incorporating the videos andpromoting the 8 innovative sectors- 1 digital platform and 1 app with set of digital functionalities: creation of login/avatar, interactive content display, a virtual networking room.Our Digital Future project contributes to the EU Digital Skills and Jobs Coalition's pledge as the intellectual outputs created within the project are promoting the acquisition of digitalskills amongst Europeans and the project implementation will result in:- raising an understanding about future digital jobs- increasing the professionalism of provided career advice by VET career advisors to young people in an online format- influencing educational systems to develop future talent to match the needs of employers and digital economy- boosting interest and capacity of VET career advisors to promote digital future jobs

"<< Background >>The current COVID19 pandemic has highlighted the need for Europe to speed up its digital transition process in order to overcome the gap that splits Europe into two areas that aregrowing at different rates. In addition, given the growing necessity of regulating the amount and the storage of big data through the use of artificial intelligence, European institutionsrequire the development of digital competencies by European citizens. Digital transformation is a requirement for all European citizens, especially for the school system which shapesEuropean citizens. For this purpose, teachers need to upgrade their digital skills in order to keep up with the demands of a society that is continuously developing. Coding offers theopportunity to orient students towards computer science and new technologies. Besides improving logical abilities and analysis, teaching coding at school might be a powerful tool forcreative projects such as music and arts, expressing sensibility and each students’ personality. Like all citizens, teachers need to acquire the necessary digital skills for their personaland professional lives and for participating in the digital society.<< Objectives >>The activities to be implemented within the scope of this project target teachers and students wih the aim of;-To contribute to the readiness of schools and teachers for digital education processes-To create open source for Robotics / Coding lessons applied in schools-To contribute to the development of 21st century skills (creativity, problem solving, analytical thinking ... etc) of students.-To train teachers in coding teaching and to contribute to the development of their professional profiles.All participants in our project are recruited from the school environment. Since the topic of the project is universal for all groups of teachers, we will involve teachers from primary schools, secondary schools, vocational education and training and teachers from universities.The project consortium has extensive links and cooperation with many different schools in Europe, so we will involve participants from these schools. As our project has the ambition to be more international than just for the partner countries, we will try to reach out with our content also to schools with abroad.<< Implementation >>A project management plan which will be a strategically designed roadmap that monitors and guides partners towards the project progress and implementation as well as the financial parts will be prepared by the coordinator and will be shared wih partners. ROBY-CODE will be responsible for preparing project management guidebook (PMG), financial management of the project and subcontracting external evaluator. INNOVED will be responsible for monitoring & evaluating of the project. Korfez Mesleki ve Teknik Anadolu Lisesi (Körfez MTAL) will be leading the communication plan.ISTITUTO ISTRUZIONE SUPERIORE ""A. LINCOLN"" will br responsible for social media management of the project. Paula-Fürst-Schule Berlin will be responsible for leading dissemination activities.Within the scope of project both tangible and intangible results are epected. A)Intellectual Outputs1.Course Videos: (40 videos in total)2.Experiment sets 3.Experiment Booklet: (Teachers’ Book & Students’ Book) including 25 experiments4.Interactive Website5.Policy paper & Layman’s reportB) 2 LTTs will be organizedC) 7 multiplier events will be hostedD) 4 TPMs will be organised-ROBY-CODE, the coordinator, responsible for PR4 and hosting LTT1, subcontracting external evaluator, preparing project management guidebook (PMG), financial management of the project.-KOCATURK, responsible for hosting LTT2 -INNOVED, responsible for leading PR2and hosting TPM2, responsible for monitoring & evaluating of the project -Korfez Mesleki ve Teknik Anadolu Lisesi (Körfez MTAL) responsible for leading PR3, responsible for hosting TPM4 and leading the communication plan-ISTITUTO ISTRUZIONE SUPERIORE ""A. LINCOLN"", responsible for hosting TPM3 and responsible social media management of the project. -SVEUCILISTE U ZAGREBU, responsible for hosting TPM1 -Paula-Fürst-Schule Berlin, responsible for leading PR1 dissemination activities.<< Results >>In the project, it is aimed to increase the awareness and dissemination of coding and digital competence, which are increasing in importance every day when the project is completed.In order to achieve these goals, it is planned that the teachers included in the project will be included in the process, undergo training of trainers and indirectly involve the students inthe target audience. For this purpose, Arduino sets will be prepared that will allow teachers to use in their training and later in their classes. The training of the prepared sets will bedone on Arduino sets with the participation of the relevant teachers. The training received will be certified with the certificate to be given to the teachers after the training. With theinteractive web page and mobile phone applications to be prepared, teachers and students will be able to access training regardless of time and place. In this way, it will be ensuredthat the training continues continuously with the use of the internet, which is an indispensable tool of digital life.Tangible results;A)Project Results1.Course Videos:40 videos in total2.Experiment sets 3.Experiment Booklet: (Teachers’ Book & Students’ Book) including 25 experiments4.Interactive WebsiteB) 2 LTTs will be organizedC) 7 multiplier events will be hostedD) 4 TPMs will be organisedIntangible results:- Improved quality of education in distance learning process.- Improved ability of teachers in teaching coding and robotics- Innovative approach for teaching coding- Improved digital skills of teachers and students in the scope of coding- Increased professional development of teachers- Development of programming and IT competences- Dealing with structures and problem-solving- Fostering STEM in schools- Integration of innovatve learing strategies in schools- Fostering the intergation of IT aspects for learners and teachers at school- Creating awareness about future work environments and needed skills- Implentation matrials as a tool to transfer the coding approach to other schools- Creating sustainability by creating a fit to existing and future curriculum structures- Recommendations for educational policy makers- Increased skills in language, research, creativity- Increased awareness about the need for ICT training at schools in today's world- Increased project management skills for all parties involved in the project"

<< 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.

"Gender-based discrimination is present in a lot of forms in Europe. About 35% of European youngsters declare that they were discriminated on the basis of their gender (according to the European Youth Forum) and each country presents cultural standards differentiating what women and men can or should do. Furthermore, those who's sex and gender identity do not match are widely unaccepted by society and face constant discrimination and exclusion. Statistics show this is not a localised problem, but a general, international one, with no community being free of its effects, as partners also confirm.In the countries participating in the project 20 to 45% of our youngsters are still perpetuating the same stereotypes on gender, and social pressure and other forms of oppression of women are surprisingly present, with min. 30% of women we address declaring they face these.In the face of these and especially in the Covid-19 crisis we have a limited capacity to intervene as there are limited possibilities to interact in person with young people and the programmes we use were developed for in-person workshops, therefore have limited potential for being transferred to on-line; In this context the project we are presenting aims is to educate young people for embracing gender equality. It proposes a radical shift in how anti-bias education is offered to EU nationals, by switching from the traditional lectures or in-person ""trainer to trainee"" approach to peer-lead on-line workshops that use drama and digital tools as base for experiential learning. This innovative approach takes advantage of the powerful role drama can have in shaping learning experiences and also of the accessibility and scalability of on-line learning platforms. Together with the peer-lead process, these will increase cognitive load, student engagement and active learning. It also has the advantage of shorter training periods of peer trainers, a more efficient local up-scaling process, having more and long lasting impact, being a more appealing approach and having good potential for a ""viral"" effect of the attitudes we aim to improve.For this, our objectives are to:- increase the capacity of 6 European NGOs to combat gender based discrimination among young people, by creating an effective on-line resource that can facilitate this- reduce at least three manifestation related to gender-based discrimination among at least 100 young people from 3 EU countries during the lifetime of the project, using the programme.The main output of the project will be a training programme that uses on-line experiential learning in a peer-lead learning process. On the medium term, our objective is to offer free access to the peer-to-peer educational solution we will develop and for at least 100 youth-serving organisations to actively use it in the next 5 years, reaching more than 10 000 beneficiaries.The theory of change the project proposes is that by taking part in the educational programme we will develop young people from EU countries will no longer engage in gender-based oppression. Hence, in terms of outcomes, the project aims to bring positive effects to:- young people (typically the ones aged 14 - 30, with a stronger impact on the ones from discriminated genders), by improving their well-being and safety as a result of reducing manifestations related to gender-based oppression in at least 70% of them- youth and youth-serving organisations, by helping them increase their impact in their communities, as a result of putting at their disposal a modern and effective peer education programme on combating gender-based discrimination, comprising in tools and practices that allow them to offer more qualitative and effective activities for their beneficiaries;- young people who wish to be active in their societies, by supporting their active involvement and equipping them with the competencies and tools they need for promoting a positive change in their communities (as a result of their participation as peer trainers in the project).The intended beneficiaries of the programme are young people from Europe and beyond. During the life of the project, more than 150 of them will benefit from it.The programme is aimed to be implemented by networks of young peer trainers (typically 16 to 30), coordinated by youth-serving organisations. In the piloting phase of the programme, 24 young people from 4 countries will be educated to use the programme and to lead peer-to-peer workshops in their communities."