In Europe, at least 20% of adults have deficiencies in the field the ability to write, read, understand written text, perform simple calculations, and even more in the field of digital skills - using new technology in everyday life. Lack of interest in lifelong learning shows a primal need to target the educational activities to adults and make them aware of the existence of a learning offer or to enable them to cooperate in creating learning services tailored to their individual needs. The project entitled: Yes We Can will be an attempt to enable senior citizens with low ICT literacy to use the existing and new IT tools which will support this target group in their life-long learning process.The cross-sectoral consortium with partners from Poland, Greece, Turkey and Spain will implement the frame composed of 18 steps during the 34 months - between the September 2019 and June 2022 with the following objectives: - To support the adult/senior educators in their work through implementation of innovative ICT learning approach, based on the Freire methodology- To implement the cascade model of the education and transfer the international learning experience into the local level- To transform collected data about the adult/senior education sector into the new innovative curricula- To extend the existing traditional IT courses based on the andragogy approach into the blended classroom + online learning- To create a background for senior educatees to reach the IT tools (Computers / Smartphones + Software)- To involve various stakeholders in the life-long learning process of senior citizens through direct or associated partnership and to create the sustainable international consortium devoted to the planned results.The main scientific approach will be based on the Freire Pedagogy of the Oppressed, which will be transformed into the modern reality and used as a methodology of ICT learning together with experiential learning approach. This way, we would like to implement the new model of education. There is a big need for change, because Senior education, especially in IT is in many cases against of the andragogy approach. It is conducted in typical classrooms, with some standardized courses. Also results from this kind of courses are very low. This project will use and adapt the literacy technics of Paulo Freire into digital literacy programs which will bring an innovation in adult education field. He was using the technics called “generative themes” and “generative words” for his literacy programs. Target groups of which the project will concern will be: - Senior Adults with low ITC literacy- Adult workers designing and delivering educational programs for senior adults on life-skills in particular ITC literacy- Adult education providers such as NGO’s public bodies, training institutionsThe main project results, planned across the implementation will be: - State of the art report on senior ICT education- Publication: Adaptation of Freire methodology for the ICT needs of modern senior students- Guide for senior EDUCATORS with the adaptation of Freire Methodology in the ICT learning- Online Portal dedicated for educators - Mobile Device Application for Educatees- The Training Module for the LTT activities, basing on the Freire and Experiential Learning Methodologies, with usage of the IT tools developed in the projectThe project duration is extended with the implementation period. During this time we are going to test our key outputs (O4 and O5) with the target group, with help of our educators. We will reach the target group and start real learning process. After that we will be able to evaluate whole project in details and to state if the idea and its implementation was a success.

As new technologies and ways of communicating become increasingly central to daily life, new forms of social aggression using digital tools are emerging globally. Social networking technologies have brought about opportunities to engage in cyberbullying and place considerable pressures on families, schools and communities to remain informed and vigilant to this developing phenomenon. This is a growing menace in which schools are unable to cope with the growing tide of cyberbullying as schools and teachers lack the resources to do so. In recent years, with the explosive growth of social media and online communities, experts have blamed cyberbullying for “creating an epidemic of teenage depression and anxiety”.Cyberbullying is when someone seeks to repeatedly inflict harm on someone using technology such as computers, mobile phones, or tablets. With the continued advancement of technology and the pervasive nature of social media channels, cyberbullying continues to be all too common among teens. Over one-third (37%) of teenagers (12-17 years old) report being bullied online according to an April 2019 study conducted by the Cyberbullying Research Centre. Of these teenagers, almost a third (30%) share it has happened to them more than once. Most cyberbullying incidents are reported to occur through social media platforms such as Instagram (42%) and Facebook (37%).This project grounds its conceptual framework to address the increase and expanse of cyberbullying on four elements that are in no way ordinal:1. Remedy: Acknowledging that there is a growing problem in cyberbullying, we are setting up cyber support mechanisms which include Online Bullying aid kit and Anti-Cyberbullying Online Help desk. The Desk will give chance to the individualities seek for help where it’s easiest and most accessible. 2. Response: Multi-level anti-bullying awareness building for risk group, victims and people who are responsible for child and youth development. Works in both ways. It does not only warn the bullies but it also identifies the bullied on time, and like the bullies will receive psycho-social intervention. 3. Promotion: Another element in the framework is better promotion of positive messages, human rights, dignity, online etiquette and responsibilities. An online website for this will be made that will not only have the simple and accessible instructions and guides, an online library for resources, and a curation of positive messages and images that resist cyberbullying. 4. Protection: In order to sustain all the works, all the elements, initiatives should be protected by policies from local to international. The local policies should be integrated in schools, in local government units. Parents, most of all, should help craft these policies as their children are the most affected ones.

The project Tools and Games against cyberbullying is based on an international cooperation of involved organizations from different areas of education and their experience with target group of people in danger of cyberbullying. The project aims to create battery educational methods and outputs through international meetings and exchange of knowledge and experience, such as videos, comics, brochures, games, workshops, simulation strategy, posters, etc., that will lead to the prevention of dangerous phenomena internet violence, focusing on cyberbullying. The project will work on innovation and developement of a number of relevant outcomes applicable in every EU country. The dissemination of material will be substantiated by the project webpage, partner network, practical adult education and will offer an option to download all project outputs to everyone interested, as well. The website will be in the languages of all partners, including English. The added value to the project is the connection of organizations working with youth through the actual topic, which despite of its risk is not publicized enough nor sufficiently. The purpose of the project is to share experience in adult education, processes and procedures of all involved organizations, including internationalization of partners. Specific objectives include testing and developing the project outputs, introducing elements into their adult education, including the necessary dissemination. Irrevocably, will dispense an impulz through international mettings to project participants for their work activation, motivation, self-development, to combat burnout and a new working vigor. Since the methods of cyberbullying and risks of the Internet are evolving rapidly, the prevention must be adjusted accordingly. This project responds to the aims of Europe 2020 and Education and training (ET 2020) strategies.

“Sticks and Stones may break my bones, but names will never hurt me”. We are all familiar with this phrase. It is a common retort that parents and guardians would teach to children to prepare them for the school yard, where they may experience verbal bullying. The phrase means that while physical injury could have a lasting impact; insults, name-calling and saying unpleasant things would not affect the child’s emotions, confidence or sense of self-worth. Today, we know that this is no longer true. While children are still threatened and victimized by the ‘sticks and stones’ style of physical bullying; these ‘names’ that they are called do indeed cause hurt and have a lasting impact on their emotional and mental well-being and development. Name-calling is particularly damaging to young children, because it attempts to ‘define’ them, creating a negative self-image in their own minds, especially during these formative years of childhood when they are emotionally vulnerable. Repeatedly being called derogatory names can chip away at your self-esteem and sense of self-worth. Anyone who has ever been bullied in school can recall the symptoms – the anxiety, the sick-feeling in your stomach, the desperate need to find a reason not to go to school today; the emotional strain of feeling confused and ashamed of being the one who was picked on; and the over-whelming sense of relief when the school day ended, or the summer holidays beckoned, and you got a reprieve. These days however, home is not the safe haven that it once was for victims of bullying. With the penetration of social media into every facet of our lives came the dawn of a new day for school bullies, and the invention of cyberbullying. Through instant messaging and social networking, cyberbullies now have 24-hour access to their victims; only cyberbullies can be anonymous and relentless. Cyberbullying is no longer an emerging threat to school pupils; it is a reality for many school children across the world. The anonymity that the perpetrators of cyberbullying can enjoy online is what makes this a ‘faceless evil’, and difficult for children and parents to tackle without the support of the school community. While parents and teachers tell children not to talk to strangers online and make them aware of ‘stranger-danger’, the real threats posed to them by cyberbullies could be far closer to home. A study published by the American Sociological Association in 2016, found that youth cyberbullying is dramatically more likely to occur between current or former friends than between students who were never friends; and that girls are twice as likely as boys to victims of cyberbullying. Bullying among children is a significant public health concern that affects school communities globally. According to the last Ipsos International Study, 44.7% of parents with children aged 6-10; and 56.4% of parents with children aged 11-13 reported that their children were victims of some form of bullying; 82.8% of these bullying events occurred in school; with 19.2% also occurring online through social media. This study found that one-fifth of all bullying occurs through social media; with a further 11% occurring through online game platforms. Research also shows that bullying can start among children as young as 3, when they begin to interact with other children their age in pre-school. Indirect bullying – where children pair off and exclude others – is common at this age, and most common in young girls; with boys engaging in more physical bullying activities from the age of 7 or 8 (Haber, 2015). However, most bullying interventions only occur when children enter primary school. It is therefore necessary to educate parents about bullying, so that they can intervene from an early age and support their children to overcome these behaviours. Parents also have a key role to play in developing the resilience of their children, to be able to cope with instances of bullying.Today, most anti-bullying interventions are predominantly school-based, however research tells us that for an anti-bullying strategy to be effective, a ‘whole-school approach’ is required. It is for this reason that Sticks’n’Stones will develop a ‘whole-school’ programme for primary schools to empower pupils, teachers, school leaders and parents to tackle bullying and create healthy and safe school communities. This ‘whole-school’ model will include interactive pedagogic resources to be used in the classroom with children aged 8-12 years; CPD modules for primary teachers and leaders to complete and targeted digital resources and workshops for parents. With this approach, the project team believes that the Sticks’n’Stones project can have an impact on reducing the incidence of bullying in the primary schools where the project will be piloted.

The project QuNeCo – which stands for QUALITY NETWORK COOPERATION – aimed at creating a strong network among 10 organisations from Europe, Asia and Latin America, wishing to host/send youth with fewer opportunities for EVS. Furthermore, the project helped youth workers gain new competencies, improve the quality of youth work and enable 22 young people with fewer opportunities to do EVS in another continent. The result of the project is a stable and sustainable network of 10 organisations, 22 EVS projects for youth with fewer opportunities abroad, follow-up EVS projects, an OPC preparation toolkit, an update of an EVS supervision training module and an improved quality of youth work.No planned result is methodology how to educate kids between 3 - 6 years old about water and hygiene.The primary target group were young people aged 18 to 30, the priority had youngsters with fewer opportunities. Through EVS, they gained new personal and professional skills, increased their employability and became more open and tolerant to other cultures. The secondary target group of the project was project coordinators and EVS staff in each partner organisation which were actively involved in work with these young people. The youth workers gained new intercultural and professional experience during this project. The local community in all partner organisations also greatly benefits from the project – especially in terms of intercultural learning and tolerance. These activities took place during the project: - a kick-off meeting(10 project coordinators + experts) - EVS (22 young people) - 3 EVS supervisions in new partner organisations (KERIC coordinator + European coordinator) - Youthpass training (12 participants) Through EVS, this project helped to solve the issues connected with the community where the young people with fewer opportunities come from. By motivating the young people to change their lives, gradual steps were taken to the change of their community as such. We expect that the employability of young people opportunities on the labour market will be increased. Other themes that will be particularly addressed by the project were:  cultural diversity  prejudice, racism, xenophobia, current anti-Islamic views in Europe participation of young people in public life  the inclusion of young people with fewer opportunities  cross-sector cooperation  European, Asian and Latin American awareness  Underdevelopment of rural areasThe methods of work follow the principles of non-formal education.