The aim of UNICORN is to reflect on the identified needs and gaps, add own organizational challenges, search for practices and not only improve the work within the participating organizations, but also provide all adult education providers a road map they could follow. The path will focus on increasing the impact, outreach and dissemination capabilities within European Adult Education and create potential training plans for increasing the social media skills of educators. Regarding an article on EPALE, social media skills are underdeveloped but have concrete advantages:1. Flexibility - Social media platforms are open 24/7. Students can access learning whenever and wherever they want. There is potential for teachers to be able to respond to students in real time, solving problems instantly.2. Stimulating collaboration - social media platforms are ideal for collaboration in learning.3. ‘Real-world’ connectivity - social media is embedded in our everyday worlds, helping in making learning ‘real’ for people.4. Involving learners in finding and sharing resources - the real-world connectivity of social media has the further effect of being able to involve learners directly in finding and sharing resources.In this ecosystem UNICORN wants to explore, review, discuss, apply and test practices to discover better paths on how to address and reach the intended target audiences, helping to extend and develop the competences of personnel and organizations working in adult education.In order to achieve this main goal the implementation phase of the project will lead to 6 main results:Result 1: Elaboration of at least 50 smart practice evaluations on creating impact through communicationResult 2: An input and one Impact TrainingResult 3: An interactive map of “European practices on creating impact” Result 4: Pedagogic guidelines.Result 5: The UNICORN eBook on helping non formal adult education to increase impact.Result 6: Action Plans to integrate the practices into the impact strategies of the partnerUNICORN is a project focused on the exchange of smart practices. Thus, the transnational meetings structure the project and are the most important face-to-face activities. They will have several purposes and should last at least two days. Each partner will host one meeting.During the meetings, the partner will send staff working on the administration of the project, the project management but as well staff involved in smart practice assessment, editing and teaching.The smart practice assessment is based on the ‘Eightfold Path analysis’ developed by Bardach:1. The partnership develops a realistic expectation by getting to know the field.2. We analyze practices and compare them with a criteria catalogue.3. We test the practice.4. We create a SWOT analysis and reflect on the transferability.5. We document and review the practices with recommendations on where and how to use them.Pedagogic Methodology of the input and impact Training.The design of the trainings will be based on Kolb's experiential learning theory, represented by a four stage cycle:- Concrete Experience - a new experience of situation is encountered- Reflective Observation of the new experience- Abstract Reflection - gives rise to a new idea, or a modification of an existing concept- Active Experimentation - applying the reflections to the world around them to see what resultsThe input training will be more “frontal”, while however following the experiential learning design.

The aim of CONCRIT is to work towards a socially cohesive Europe, which requires self-confident, fully informed and educated citizens. In Europe many small solutions exist isolated - or are created over and over again- without being connected. CONCRIT aspires to connect those needs.In the initial assessment, the partners identified needs, which can be answered by a general learning path that should address challenges as lacking insight of how participation works, the general disenchantment of marginalised communities from politics and digital exclusion. The educators seek learner driven tools, way to build a community and to de-construct discriminatory stereotypes. The learners need digital learning tools/ methods which engage and work with different communities and developing storytelling and group narratives as a method for civic education.The partners are:Comparative Research Network, Germany (coordinator);Berliner Senatsverwaltung für Bildung, Jugend und Familie, Germany;Miejski Osrodek Pomocy Spolecznej w Gdyni, Poland;Cartias der Erzdiozese Wien, Austria;Peoples‘ Voice Media, UKLaboratorio per le Politiche Sociali, Italy. TThe direct target groups of CONCRIT are adult educators, volunteers and community worker focused on civic education. The indirect are learners, members of the marginalised communities and on a deeper level all European citizen.Community Narration utilizes personal stories and community narratives as an entry into the evaluation process. The process attempts to reduce hierarchies between the “consultant” (e.g. facilitators, educators, social workers) and the community involved. The community narratives consist out of personal stories, however stories and narratives are intimately tied with one another. Each community has a unique set of narratives that are a source of growth, and a way for a community to creatively find its narratives. Telling stories is an enjoyable and enriching experience and community members feel like becoming understood from the outside. Understanding personal and community narratives helps all stakeholders to better understand the community. This community narration could be easily used to teach and understand critical thinking.The project will be combined out of 5 phases and will produce 3 intellectual outputs. The input phase is a desktop-research on smart practices in teaching digital narration principles and media literacy. The results will be presented at Transnational Meetings and facilitators will be invited to test them in a peer-review lab.During the Creation phase, the intellectual output will be created. The collected practices, methods and experiences are reviewed and used to co-design two learning paths.During the adaption phase the partners will work with the general learning path and create the locally working adaptions. At the end of the phase all paths (1 general and 6 local) will be ready to be tested.In the Testing and reflection phase 2 impact trainings will be organised, where the developed paths will be applied to local stakeholder. In the sharing phase, the paths will be presented to the public in multiplier events. The reviewed smart practices will be published in a digital repository and in a series of multiplier events. CONCRIT will create:1.A training plan (learning path) on how to include digital storytelling and media literacy in broadly general civic education, which is flexible for various target groups and communities, which their specific challenges and perspectives2.A training plan (learning path) on how to adapt the previous path to the different situation. The path will contain 6 sample plans developed and tailored for the needs of the 6 partners plus instructions on how the paths might be altered and adapted.3.A Digital repository/Map which will collect methods and tools of teaching digital literacy – available for any interested citizen in Europe.Next to these we plan to deliver the following results:1. Development of a sustainable strategic partnership for ongoing collaboration and sharing of smart practices2. A website to support community narrators, organisations and facilitators.3. A report on civic education methods to involve disadvantaged communities through media literacyWe expect that adult facilitators will gain a new tool to train and teach and empower the communities. The general learning path will provide easy hands-on tools, providing innovative methods, which will motivate the learners to stay involved and feel empowered. In the adapted learning paths, the learners will learn how to get involved, strengthen their awareness on social and political processes and make them aware of their rights as citizens. Teaching approaches as critical thinking or the construction and de-construction of narratives strengthen the self-confidence of the learners. They will have a stronger personality and a strengthen sense for local, helping to fight back radicalization and exclusion.

There is growing consensus that public services can be improved through experiments which bring together service providers and their users. This proposal is for H2020-SC6-Co-Creation-2016-217: Applied co-creation to deliver public services. The CoSIE project contributes to democratic dimensions and social inclusion through co-creating public services by engaging diverse citizen groups and stakeholders. Utilizing blended data sources (open data, social media) with innovative deployment of ICT (data-analytics, Living Lab, Community reporting) in nine pilots, the project introduces the culture of experiments that encompasses various stakeholders for co-creating service innovations. The CoSIE project has two overarching aims: i) advance the active shaping of service priorities by end users and their informal support networks, ii) engage citizens, especially groups often called ‘hard to reach’, in the collaborative design of public services. The aims are divided into six objectives: 1) develop practical resources grounded in asset based knowledge to support new ways for public service actors to re-define operational processes, 2) produce and deliver nine real-life pilots to co-create a set of relational public services with various combinations of public sector, civil society and commercial actors, 3) draw together cross-cutting lessons from pilots and utilise innovative visualisation methods to share and validate new ideas and models of good governance, 4) apply innovative approaches appropriate to local contexts and user groups to gather the necessary user insight to co-create services, 5) ensure sustainability by establishing local trainers for animating dialogue and collating user voice, embedded in community networks, 6) mobilise new knowledge from piloting and validating by creating an accessible, user friendly roadmap to co-creation for service providers and their partners. The project will be implemented as a joint venture with 24 partners from 10 EU countries.

“We are all digital natives” stands for a new way of thinking about education and lifelong learning. In Europe, learners need to know how to act and live with digital reality. Younger users need to achieve digital responsibility. Older learners and workers need to be introduced to and made proficient in the navigation of the digital world in order to qualify them for jobs needed today. The biggest challenge to become and stay a “digital native” is faced by teachers and trainers in all education sectors, in formal and non-formal education. For them it will in future be increasingly important to keep pace with the latest digital methods and technologies in order to keep their curricula up to date. This project will therefore defined and compared, published and promoted good practice examples of digital methods used across all education sectors across Europe. In this way it can be ensured that everyone becomes a digital native.The project held 5 transnational meetings at which each partner prepared 2 good practice examples of digital methods, based on an evaluation grid, providing criteria for good digital teaching. The practices had been documented in a eBook which is for free downloadable (http://www.comparative-research.net/fileadmin/user_upload/mb/digital_natives/We_are_all_Digital_Natives_Collected_Practices.pdf). Based on the good practice analysis and intense discussions inside the partnership and with stakeholders and decision makers the partnership formulated nine recommendations on how to develop good digital training/teaching:1. It’s about you, not the technology 2.Teach how to learn and manage change 3.Open the classroom to the world4.Break down barriers of knowledge and perception5.Make your class sustainable6.There are no experts in the digital world 7.Connect the offline and online world8.Digital tools are a compass - digital tools help to navigate the digital world. 9.Let the voices of your students be heardMore details can be read here: http://www.comparative-research.net/fileadmin/user_upload/mb/digital_natives/Policy_Recommendation_DINA_ENG.pdf

CONTINUE will support young people suffering from social exclusion to tackle the specific challenges of post-COVID times in terms of staying connected and integrated into European communities. For youth on the margins of society, COVID emergency raised multiple complications such as:- increase of their financial, material and health related vulnerabilities;- loss of their existing connections to the institutions, social care system, job opportunities & decrease of their chances of social integration;- lack of some basic skills and capacities in digital communication cutting them from their social, educational and economic connections.CONTINUE intends to:· understand the main difficulties of marginalised youth during COVID-19 and their vision about the main challenges of post-COVID times. · create a digital framework for supporting a smooth transfer from offline to online exchanges between young people, youth organisations and governance structures· capacity build for young people to delivery local social actions · enhance dialogue between stakeholders, policy makers and youth and improve relevant policyCONTINUE will directly involve young people with migrant and other marginal backgrounds to enhance the interaction between individuals, their communities and the pan-European levels. The main outcomes will be:1. Community Reporting insights and curated results presenting the problems of young people from their perspective 2. Local and pan European participatory and co-design events for discussing needs, local actions, policy recommendations3. Local social actions implemented by the youth4. Pan-European policy recommendations5. CONTINUE online platform will be created for sharing tools, exchanges and learningCONTINUE will be realised by a Consortium working with marginal youth groups, experienced in youth education, community-based activities and co-created policy recommendations.