The project DIGI.JOB.ID is a partnership of six European partners in VET who contribute to Europe 2020 and ET 2020 goals by:- developing open learning modules for creating interactive, digital CVs with VET learners, apprentices and graduates using a range of social media platforms in order to demonstrate competences of learners developed in work based learning processes for creating and positive professional identity and for job application processes. Students reflect what they have learned in their training and can demonstrate this on the labour market, develop digital skills and presentation skills, learn about how to use social media safely and thoughtfully for professional purposes and hopefully impress employers with their skills and competences and thus gain employment. The learning modules created to equip learners from different VET areas with the necessary skill to do this will be tested with 90 learners in six countries. In order to facilitate European recognition they will be aligned to European transparency instruments (ECVET / EQF) and will be shared as open educational resources.- developing a train-the-trainer module that enables teachers and trainers in work based learning to use social media for presenting the outcomes of work based learning processes. So teachers are equipped helping their students in gaining adaquate jobs. The train-the-trainer module will be tested with 72 teachers and trainers in six countries and will be shared as open educational resource.Overall aims of the project DIGI.JOB.ID are:- Enhancing transition from education to the world of work for young people- Enhancing ICT and digital skills of young people and their teachers and trainers- Developing transversal skills like reflection skills, presenting skills and communicating skills- Preventing NEETS and raising employment- Promoting work based learning in VET- Validation of learning outcomes in VET- Promoting the development of positive professinal identities- Promoting outcome based education and training- Contributing to the development of open educational resources - Enhancing the use of European transparency instruments (ECVET/EQF)

Racism and discrimination are not new phenomena and although publicly condemned, are often privately tolerated in online contexts. They have undergone a transformation from visible to more latent forms and are manifested in popular social networking sites (hereafter SNS). Youth, the main users of these sites, are particularly affected by and exposed to racist and discriminatory messages, that in forms of images, videos, comments, are circulated in SNS. Users can be easily mislead, since “cloaked” (disguised) forms of discrimination are hidden in false, “politically correct discourses”, like “I am not a racist, but... “. While taking into consideration how these sites constitute a powerful form of non-formal learning, recognizing how youth in particular are challenged by online racist contents, this project is directed towards providing guidance for vulnerable community members who are more likely to face discrimination (i.e. migrants, certain ethnic and cultural groups, young people at risk of social exclusion, their parents and educators) and for everyone willing to act against these conducts, such as NGOs, media content providers, community managers, local and national authorities. The previous ICUD project turned out to be a significant success and made good social impact . Its evaluation is published here “Internet: Creatively Unveiling Discrimination” http://www.collage-arts.org/wp-content/uploads/2014/05/Quarter3.pdf). This project will consist of similar stages as the original one although consist of different partner countries and take shorter period of time (12 instead of 24 months). The project will use the methodology of the original ICUD to prepare the participating youth workers to learn and use and share the antidiscrimination pack. The project is aimed:-to share methodology worked out during the project INTERNET: CREATIVELY UNVEILING DISCRIMINATION (I:CUD) called ‘antidiscrimination pack’ which has been done by CEPS SOCIALS PROJECTS (http://digitaldiscrimination.eu/);-to enable and support young people to become active and responsible digital users;-to assess and reflect on their own use of technology, make changes, challenge and combat digital discrimination.The project provides a practical guide on how to unveil masked discriminatory practices: to show a way of becoming creative “prosumers”, who do not just passively “consume discriminatory contents” but actively produce material counteracting such conducts. There are 3 accumulative phases of the project, the framing research process (1), the action pilot process (2) and the communication and dissemination process (3) can be understood as logical steps in order to prepare our youth workers to learn, test the antidiscrimination pack and later share it, an integrated and interactive tool that includes reflections of people working with youth and young people themselves.Phase 1- based on the rules set by the original project the partner organizations collect theoretical frame and case studies within their interdisciplinary groups (teachers, social workers, youth trainers, community managers) to discuss and work out possible ways of acting against and combating discriminatory material in SNS. During this process the methodology of the second phase will also be outlined by the P1.Phase 2– based on the research done in phase 1 the partners test the original antidiscrimination pack. They learn themselves to use it and organize creative and empowering activities with young people aged 15-30 at risk of social exclusion, members of communities who are marginalized and are more likely to be exposed to discrimination online or face-to-face. Participants of the pilot groups will receive training followed by digital sessions, during which they can express their thoughts and reactions in form of short videos. In this way the project gives voice to the mainly affected and integrates their ideas in a practical tool designed for actions. The original anti-discrimination pack can be in this way also improved by new ideas and experiences. The original antidiscrimination pack enriched by our amendments (Anti discrimination Pack 2.0 – further called AP) will be accompanied by a new web platform that will include recent case studies floating in SNS, short videos, collected by the partners and a methodological guide divided into a theoretical frame and an integrated practical part with concrete steps to be followed.Phase 3 foresees a 4-month dissemination process during which local dissemination events will take place across the partner countries as well as follow-up trainings provided by participating youth workers. These actions will be organized and attended by altogether 15 youth workers from PL, DE, ES, UK and CY and tutored by 2 educators from the mentoring CEPS from Spain and 1 facilitator from Dramblys. Within the project frameworks will be organized i.a. 3 transnational meetings of staff and a training event for youth workers involved.

Across Europe, exhibitions are used as a common educational practice to enhance learners’ critical thinking, problem solving and reflection. Although visiting exhibitions has positive learning value in a diversity of structures (outdoor, museums, temporary exhibitions, etc) or settings and on a large variety of topics (art, history, sciences, etc), it is by definition a learning process that remains fairly passive as the experience is based on following a path of discovery decided by somebody else, the museum curator. This passive aspect is not optimum as a learning process and creates major differences in the reception and the integration of the learning: some students, often the most successful or the ones with the highest cultural capital, might engage while it is very frequent to lose many others that do not connect by themselves with the exhibition. With the evolution of knowledge and of the population, it becomes obvious that it is essential to provide young people with more meaningful experiences and learning.That is why we are convinced that it possible and useful to make the exhibition an active experience. At the same time, we wish to benefit from the development of technological means such as the multiplication of terminals and publication of classical art work online, to allow learners to be the designers of their own exhibition using digital tools in a meaningful and innovative non-formal approach to learning. The goal of the project is therefore to put the learners truly at the centre of the exhibition development process to maximize their learning and interest through a project-based learning activity: co-curating an exhibition. Indeed, developing and (co)creating an exhibition is a comprehensive process that adds value in young peoples’ learning and personal growth, as it offers real opportunities to acquire and use knowledge to generate ideas and present things in a unique way. Accordingly, VX Designers’ objective is to create a methodology to make the most of exhibitions as a pedagogical tool to develop student’s skills in an inclusive way (specific learning disorders, cultural differences) and to provide teachers and students with the tools to create their own virtual exhibition for learning. Our target is learners who would benefit from learning through the exhibition design and curation experience, and teachers/trainers, whose skills we wish to support and strengthen in order to facilitate this innovative approach to the teaching and learning process. Project partners decided to focus on secondary education students and teachers, and make a positive impact through this project’s activities and results on young people’s skills and key competences needed on the XXIst century market, such as searching for creative solutions, planning and analysing, problem-solving and digital skills. In practice, we intend to reach these results by developing a set of tools that will support teachers in implementing an innovative pedagogy with the use of exhibitions, and provide them with guidance and training material to help them create exhibitions to facilitate their student’s learning and needs. Also, the project has the ambition to equip the teachers, educators and museum professionals with tools and knowledge that will allow them to invite the young members of their audience to the process of creating co-curated exhibitions while developing their technical and ICT skills and encouraging inclusive digital exhibitions creation for practical use tailored to their classrooms’ needs. To do so, VX Designers project will produce the following OER:1)Exhibition and school guide2)Exhibition generator Platform3)User guide for virtual exhibitions creation 4)Pedagogical guide5)The exhibitions design and their pedagogical sequencesAll the OER will be developed, tested and adapted during the project. As all OER will target teachers and learners, they will be translated from English into the 4 languages of the partnership (French, Polish, Greek and Spanish). They will also be verified by specialists to ensure that they are as inclusive as possible for learners with specific learning disorders and will be tested in diverse environments and with different social, economic and cultural backgrounds to ensure cultural accessibility and inclusiveness.

<< Background >>The need analysis (made in 2018), when the project was presented, highlighted as the main issue for social exclusion the racism and related hate speeches. During project implementation, it turned out that youngsters today feel that it is more important for them and for social inclusion that EU policies protect people against bullying, cyber bullying and LGBTQI discrimination and address violence, and equality.<< Objectives >>To reduce education gap by introducing innovative methods and tools elaborated with direct involvement of TGs; To improve competences and awareness on citizen education for secondary level teachers and students; To promote and increase non-cognitive skills in education system; To enhance knowledge on media and social media role by directly involve students, teachers and representative from media; To generate and widespread peer education on social and civic competencies<< Implementation >>In January 2020 partners started with coordination tasks and WP2 inquiries. The delay related to COVID19 were catched up starting from 2021. First TPM in presence in July 2021 and online meetings in between. WP3 started in November 2020 and WP4 in August 2021. WP3 and WP4 directly involved TGs and on July 2022 the EU Values Camp allows the ending of RAINBOW Campaign with hashtag #AcceptanceIsTheFuture. The last part of project lifespan was devoted on dissemination and upscaling activities.<< Results >>All WP1 and WpP2 outputs were delivered. WP3 started after WP2 analysis and trainings were continuously updated according to formal and informal feedback coming from the implementers. WP4 ended with the creation of the RAINBOW Campaign. The Campaign is the most important output realized by the project because youngsters, teachers and role model had working together in intergenerational positive approach by giving voice to their European common values realized it.

There is an urgent need in Europe to overcome social forces and tendencies that lead to conflict, division and social alienation. Across the generations, in communities most affected by the economic downturn and the isolation forced upon them by the Covid-19 pandemic, people with creative talent are feeling marooned and isolated. The European Community and Participatory Arts movement is characterised by a critical social engagement where practising artists practising artists in fields of performance, music, dance and drama, writing, the visual arts, creative and digital media empower the public to make and participate in the arts (Matarasso, Comedia, 1997, 2016). This practice, led by ‘artists as educators’ in non-formal and informal settings, fosters community integration and social cohesion by breaking down boundaries – between countries, social groups, young and older; between faiths and cultures; between artists and audiences. Social Action Projects are multi-stage educational processes and structured learning outcomes, developed through voluntary and community service in neighbourhood settings, based in the idea that people are willing to participate to help others in need in their communities; and that there is value and benefit from learning about social issues in local and global communities (Office for Civil Society). Motivate to Create (M2C) combines the traditions and values of these Europe’s Community and Participatory Arts (CPA) practice with Social Action Projects (SAPs) generate a suite of integrated learning activities, tools, resources and courses for adult and community education. It is a new Strategic Partnerships for Creativity that brings together 6 partners from 5 countries (UK, ES, HR, IT, SK) drawn from a range of partners active in adult education, the creative and cultural industries and community development. Its purpose is to foster creativity and nurture talent, generated through participatory artistic and creative processes, supported by innovative, case study-based learning methods that will draw out the expression and creativity of all groups and ages in society, to act as a catalyst to for changes within a community through ‘place based’ neighbourhood development. In doing so, M2C addresses three key priorities of the Erasmus+ programme: (a) Skills development and inclusion through creativity and the arts (b) Common values, civic engagement and participation and (c) Social Inclusion.M2C is a 24 month project that will test and validate the approach with a transnational community of practice, directly engaging 30 community learning practitioners, 150 adults of all ages, including young adults (18-25) targeted at disadvantaged communities and underrepresented groups. Participants will be enabled to come together in task teams and determine, design, plan, implement and review their SAPs. They will be supported through the M2C methodology to explore how creativity, multiculturalism and stimulating intercultural engagement can equip and empower people to be successful innovators in their environment to unveil opportunity and tackle unprecedented societal challenges.The COVID-19 crisis has led to many in the cultural and creative sectors losing their employment due to the consequences of lockdown and restrictions. Both the sector and those it supports through artistic and cultural expression have a critical role to play in the post-pandemic recovery in society. By the end of the project, the M2C project will generate three new multilingual Intellectual Outputs that are highly transferable, namely:IO1 Methodological Concept –an innovative and transferable method and practice for creative, andragogical approaches in non-formal adult education settings;IO2 The M2C Online Learning Curriculum –an interactive, elearning environment for (I) Creative and Cultural Educators, (ii) Community Developers and (iii) Community Leaders as a ‘Train the Trainer’ programme;IO3 The M2C Community Leader ‘Pocket Guide’ – provides accessible, digital resources from an online platform for enhancing social capital, social cohesion, integration and democratic participation.These IOs will equip Europe’s community education workers and community artists with innovative methodologies, resources and techniques to develop their knowledge and capability to structure and support communities through intergenerational social action project-based learning. Ultimately, M2C will impact more widely in the dissemination and sustainability of its results as a response to the calls of Eurydice, ET2020 and the OECD for active, interactive, critical, collaborative and participative learning for adults and to address citizenship education, offering a unique solution to foster social inclusion, active citizenship, cultural awareness and learning while creating a new practitioner network across Europe.