EPISODE aims to empower continuing vocational education and training providers to enhance the resilience, digital readiness, and growth of social entrepreneurship, micro-businesses, MSMEs, and early-stage start-ups in Palestine, with a focus on producing public prosperity. This will be achieved by defining future skills needed for social entrepreneurs in the digital era, aligning such skills to the local unique Palestinian context. The project will upskill teachers/trainers and mentors on innovative tools, online teaching techniques and pedagogies, cutting-edge technologies and trends in digital social entrepreneurship, and it will involve them in co-creating a blended course on Digital Social Entrepreneurship. The course will be piloted with youth who aspire to become entrepreneurs, young entrepreneurs and early startups, empowering them to use digital transformation tools and models in order to either expand and improve their operations, or to initiate a social enterprise.The EPISODE approach will be available for the public and transferable in interested institutions and organisations that are willing to reinforce capacity and attractiveness of continuing vocational education. Moreover, the project will provide an open online microlearning unit on Digital Social Entrepreneurship, that will be available to all interested organisations and learners in English and Arabic.The project will be implemented by UNIMED, the Mediterranean Universities Union, Birzeit University, An-Najah National University, BuildPalestine, and ALL DIGITAL. The duration of the project is two years.

"The AMeLiE project involves innovative practices in the digital age and works on the theme of social inclusion: these are two aspects of fundamental importance, strongly correlated, and which permeate our life. Social inclusion is a priority that goes beyond national and European borders, becoming a central node to be addressed in all fields and at all levels, from the institutional one to that of the various communities. The virtual world, the internet, social media, are also communities, and should therefore not be excluded from this common effort for a more tolerant, fairer and respectful society. This is why AMeLiE addresses the issue of online hate-speech, which has become particularly evident thanks to its current diffusion and popularity on social media, that is, where young people have more easily access. The project addresses this theme starting from providing innovative tools for education, in order to have a widespread and participatory methodology as well as new generations of teachers trained to actively involve young people in this common goal.In fact, the aim of the project is to train teachers and representatives of school communities (school managers, digital facilitators, but also representatives of families) on the specific methodology proposed, which goes in the direction of getting a step forward also in the field of “digital citizenship”, in line with the next Digital Europe program, thus going beyond basic computer skills and focusing on the formation of advanced media literacy skills for those in educational roles. AMeLiE’s methodology is based on the use and further development of already existing and tested good practices and is based on the principle of co-construction of the training path by learners at all levels, from trainers to teachers, from parents to students. The positive effect will be to have created a community that will not have passively learned techniques and tools but will be an active engine for grassroots proposals and solutions, in a constant process of exchange and sharing.The project foresees the creation of three Intellectual Outputs that are closely related and complementary to each other:- a blended training course, which will be able to use al the materials and possibilities offered by the interactive platform;- a Virtual Network of schools for active countering online hate-speech;- a manual of Policy Recommendations for policy makers and educational institutions.AMeLiE is structured on a three-level training phases (first addressed to the Consortium organizations, then addressed to the teachers and / or representatives of the schools involved, then enlarged through a peer-learning path, guided by facilitators), and phases of experimentation, study and analysis of the results, consequently obtaining a methodology that will be easily applicable in various educational contexts, and at different levels. This also makes the project sustainable on a temporal scale, providing for a continuous and long-term exploitation of the results produced.In particular:- in the first phase, 10 trainers (with different backgrounds, but above all experts in media literacy) of the partner organizations will be trained on the specific methodology of AMeLiE and on innovative techniques for training and teaching;- in the second phase, a group of 25 teachers and representatives of the school communities (chosen from the schools participating in the project as associated partners) will test the methodology thanks to the blended course and the use of the interactive platform of the project;- in the third phase, each trained teacher will have to involve at least 5 colleagues or people belonging to the school community, thus reaching a core of 150 people who will have experienced the methodology and tools offered, hence creating the first nucleus of what will be the ""Virtual Network"" of schools against online hate-speech.At the end of the project we estimate that the proposed activities will involve at least 3000 students from the partnership countries (Italy, Belgium, Greece, Romania, Germany), subsequently including other countries and other communities thanks to the Virtual Network and the central role of the ""pilot"" schools.The project, offering innovative pedagogical paths and approaches, intervenes at transnational level in the professional development of teachers, creating the conditions for a virtual community that will be increasingly fair and respectful of diversity. Furthermore, also involving other representatives of the educating community, we also intervene in the context of the community in a broad sense, promoting correct, aware and responsible behaviour in the virtual world. Because: ""Virtual is real"" (from the Manifesto of Parole Ostili)."

CO-SECUR aims to build knowledge and a suite of tools, including a Societal Development Plan (SDP) to foster and accelerate the adoption of social innovations and responsible innovation principles that contribute to successful, more effective, and co-produced security solutions for public spaces (with special focus on massive events and crowded places), generating trust, acceptance, increasing security, security perception, and security behavior. For that, CO-SECUR will follow a methodology of 4 phases: 1) Literature review of evidence in security and security perception; 2) Security practices mapping and selection; 3) Descriptive analysis of 72-180 case studies from 9 European countries and critical synthesis of results; and 4) Co-writing and validation of the SDP and tools involving the Quintuple helix + media through participative activities (i.e. hybrid seminars, national working groups, national workshops, public consultation at EU level). As a result, the SDP will contain a depth description of Social Innovation on Security in Europe, a compendium of good practices, and a roadmap of actions. The suite of tools will provide additional supportive material in terms of best practices on fostering smart local communities; policy recommendations on how to orientate security solutions towards RRI and social innovation involving the Quintuple helix + media; benchmarking for industry; and a summary of the innovative, transferable, and scalable Security Technologies. Partners will continue to disseminate and communicate the project progress and outcomes and organize a final Security Perception Conference. At the Conference, a Memorandum of Understanding will be launched and opened to be signed by any city/region willing to promote social innovation and RRI in the security solutions implemented in public spaces. 

The project BIBLIO addresses the skills gap in the library sector due to the digital transformation that is changing the role of libraries and library professionals. The project will facilitate the acquisition of digital and transversal skills for library professionals, in order to respond to the digital transformation by setting up a system for skill assessment, learning offer and validation and recognition.The project will start by analyzing the training needs and offers on the library sector, in order to identify a set of emerging job role profiles: for each of them, a modular VET curriculum addressing EQF level 5 will be designed, applying a specific VET methodology based on learning outcomes and on the blended learning principles, in order to facilitate the acquisition of knowledge, competences and skills based on the exploitation of various learning settings.The delivery of the VET curricula will be based on a set of digital OERs that will be developed to support the acquisition of more than 40 digital and transversal competences. Based on the training contents previously identified, project partners will develop:1) A MOOC addressed to European library professionals for acquiring the identified competences of new job role profiles2) A Specialization Training Course including face-to-face, virtual learning, project-based learning and a work-based learning phase. Training will be delivered via an online platform that stimulates sharing and exchange of knowledge, experiences and best practices. WBL phase will be based on the principle of inter-generational learning. European instruments (EQF, ECVET and EQAVET) will be applied, facilitating the recognition and validation of qualifications. Job role profiles will be mapped to ESCO and e-CF. BIBLIO will have a significant impact mostly on library professionals, unemployed people in the library sector and libraries, by enabling them to offer innovative services for users.

"Recent surveys show that the use of digital technologies by the world's population is increasing exponentially, especially among the ""digital natives"" generation. The Covid-19 crisis has also led to a further increase in the use of digital technology, particularly in schools. Furthermore, the online circulation of fake news and conspiracy theories underlines the link between digital technology and issues of citizenship, protection of democracy, public health and social justice... Thus, media and information literacy emphasises values (European, human rights...) and thoughtful uses. The consortium of the European project ""e-Media: Media literacy and Digital citizenship for All"" believes that it is important to educate young citizens in the use of technology, internet and social media so that they can use them responsibly. The objectives of this project were to1) To introduce young people to the processes of information making, so that they can be creative and responsible actors. 2) To educate in computer science and raise awareness of the algorithmic logic behind all the tools we use, in order to take power over the machines.3) Reveal the motivations of conspiracy and fake news to enable the emergence of a generation of critical citizens. 4) To promote the integration of digital skills in school curricula and to foster critical thinking, especially through the teaching of technology and science, in line with the priorities of school education. In order to achieve these objectives, our project aimed at a target audience consisting of teachers in secondary schools, all disciplines, as well as the educational community as a whole (educators and parents). We produced three educational booklets:- The first one is about robotics. It aims to help students better understand how the world works, as almost everything in our society is programmed, from our coffee machine to our lift. We think that robotics is a fun way to talk about computer language, data processing and algorithms. - The second is dedicated to media literacy. It aims to help teachers work with students on how to better use the internet, social media, and understand how to fight fake news and conspiracy theories. - The third one is dedicated to online expression, and more specifically to web radio, blogs and web TV. We offer activities to teach young people to produce their own information. We have also produced two moocs. These include a set of videos and activities aimed at fostering the appropriation of the themes covered in the first two booklets: robotics and media literacy. All these resources are available in English, French, Latvian, Italian and Spanish. Tutors have also taken part in training courses in France, Spain and Italy, and will be able to accompany teachers who participate in the moocs. The resources made available will allow teachers, and the educational community as a whole, to develop the necessary skills and competences to approach media literacy with their students and thus teach them to use digital media in a critical and responsible way."