"If you want to participate as a fully-fledged citizen now and in the future, and also want to be successful in the (future) labor market, then digital skills are an absolute precondition, in addition to language and reading skills. The DESI Index 2020, provided by the European Commission, reports that only 58% of Europeans have at least basic digital skills (meaning 42% don’t even have basic skills), despite the fact that the job market demand for ICT and digital competences is growing. Therefore, children must acquire these skills from an early age. This applies not only to basic ICT skills, but also to competences referencing the conscious and critical use of digital technology. Unfortunately, also here a additional social divide is looming. Research shows that the skills indicators are strongly influenced by socio-demographic factors. Therefor COLIBLITE was aimed at multicultural- and low-income areas and families. Children from these families often have no personal and suitable digital devices, and their parents often have low education, insufficient digital skills and insufficient financial resources to support their children in their (educational) online environment. This causes problems not only concerning bullying and filter bubbles, but also regarding difficulties in their studies and in their future careers. This required combined educational efforts in- and outside school as well as at home. Of all the educators around children and youngsters: schools, libraries, community centers, sports clubs and parents groups. However, during year 1 of the project, COLIBLITE national and local research showed that not only parents, but also many educational professionals often do not have the basic digital skills and competences needed to support their children and students in their online world. In order to promote and teach the necessary digital citizenship skills to children and youngsters, COLIBLITE developed and coordinated neighborhood approaches, methodologies and actions. This involved schools, libraries, youth work, community centers and parents from an MLF background. They focused on building so called ""educational triangles"" consisting of a school, a library, a social organization or community center and, preferably, a parents’ group. Libraries had a central role in the project. In year 2 each participating educational partner was made ”digitally literate” in terms of policies, skills and competences of the staff. After this the cooperation between staff of the partners organizations was improved by organizing joined meetings, training and by the exchange of knowledge between educational professionals. In parallel learning materials were developed for inside and outside school lessons and activities. Also parent information events took place. Development of lesson plans and outside activities were based on co-creation by using existing free (online) materials and experiences from elsewhere. In addition teachers were supported in and outside school by media coaches. After the transnational evaluation in year 2, the local COLIBLITE activities were deepened and/or extended and disseminated by creating new educational triangles in other neighborhoods and with other schools. COLIBLITE partners also made efforts to make the COLIBLITE approach part of school-, library and municipal policies. Unfortunately COVID made it, because of the lock downs, almost impossible to organize final conferences and to evaluate certain activities with partners form the educational triangles. During the 3-year project period 3091 children, 500 educational professionals and 250 parents were involved in the COLIBLITE activities. National partners aimed at different age groups and had to work in quite different educational environments. However each national partner worked based on the transnationally agreed principles and competence- and skills schemes. Transnational discussion took place in annual conferences and regular webinars.Final COLIBLITE products(1) 4 national research reports on national digital literacy policies for schools, libraries and youth work.(2) 4 local action plans, based on findings during and conclusions of national research as base for the local educational triangles.(3) Several lesson plans on training of professionals, schoolprograms for children and training of cyber parents(4) Transnational online toolkit with tips, tricks and examples of good practice.IMPACT(1)All COLIBLITE partners created a digital literacy agenda in their organization. (2) The COLIBLITE methodologies have been implemented and disseminated. The teachers now work together and with other ""external"" collogues to find the best practices of introducing the digital approach in their learning methodologies. There is also more cooperation and mutual support in executing and connection activities for children and parents in and outside school(time).(3) During the COVID lockdowns many of the COLIBLITE objectives were put in practice and the lack of competences with educational professionals and the absence of digital devices in low income families became acutely apparent during the processes of distance learning.(4) COLIBLITE methodologies proved to be key to solve problems and to make educational professionals and organistions aware of the need of sustainable policies and cooperation. (5) The trainings with the parents and the teachers have improved their understanding of certain digital competencies that were only mentioned during the community building workshops."

The four Regional Development Agencies, ERVET, ADA, KAINUUN ETU, IVACE operating in the North and in the South European Regions (Italy, Turkey, Finland, Spain), dealing with innovation support programmes, implementation of Structural Funds Regional Operative Programmes (ROP ESF, ERDF 2020) and experienced in social innovation policies and programs want to deepen their knowledge and find joint solutions to challenges hindering the development of social economy. Thus, they want to promote new approaches able to overcome a fragmented approach to policies supporting social economy and the innovation and competitiveness of social enterprises. A new policy mix, taking into consideration social, economic and environmental aspects (Agenda 2030), would be able to overcome “silos policies” and to create a favorable ecosystem for social enterprises. They will work together with regional public and private social economy stakeholders to analyze beneficiaries’ needs and promote new policies and actions. Already existing approaches and best practices will be shared in a mutual learning process among Regional Development Agencies, and related regions, that will be enlarged through EURADA and ERRIN networks for more effective and targeted regional and European innovation programs for social enterprises. Moreover, partners, accordingly with INNOSUP general scope, choose to focus on social innovation as it is “required at the interface between public services and private enterprises” with a view to jointly learn and discuss about public and private partnership and co-design approach

The Digital Generation Gap in Migrant and Low Educated Families (DGGMLF) is a transnational consortium of like-minded organisations and experts in the fields of media, digital literacy and human rights. Initiated in September 2014 and completed in August 2017, the project was developed and managed by Mira Media, ERVET – The Territorial Development Agency of Emilia-Romagna Region, ActiveWatch and Migrants Resource Centre.Mira Media and its partners work in multicultural and socially marginalized neighborhoods in Utrecht, Amsterdam, London, Bologna and Bucharest with schools, migrants, Roma and low educated families on media literacy and education related issues. They observed the growing attention for safer Internet use and digital skills in general, but also noticed an apparent lack of attention and information for Migrant, Roma and Socially marginalized families (MRS-parents). Based on a joint investigation the partners found out that MRS parents are not always able to support their children in their use of internet as they themselves do not always have the appropriate skills, knowledge and experience. Existing information on internet use of children is not appealing to them and sometimes not understandable because of the language use (that is not user-friendly and culturally relevant).DGGMLF provides MRS-parents with alternative pathways to improve their knowledge, competences and skills by giving them new opportunities to access adult education. The partners reach out to MRS-parents who normally do not participate in activities organized by mainstream society and provide them support to cope with their educational challenges regarding the internet use of their children and the basic digital skills needed to participate in the digitized era.All four partners have conducted a national research on the internet use of MRS-children and their parents. Existing educational projects and services have been analyzed in order to pick up lessons learned and successful methodologies, while intercultural media and digital literacy policies of local administration and schools have been described. Special attention was placed on identifying the communication lines to and with the MRS-communities in the neighbourhood areas. Furthermore, available digital facilities and existing educational initiatives on media literacy, digital skills and language have also been mapped.Based on this information, the participating organisations established local networks with schools, community centres, libraries, mosques and MRS-communities and other relevant stakeholders. The project activities have been developed from within the communities at locations familiar to the target groups – this is different from most of the existing approaches in which educational activities were organized and offered in central locations for which individuals can apply. DGGMLF put emphasis on organising many of the meetings with parents in locations which are trusted and frequented by them.The project identified and involved expertise from within the communities by training 48 coaches with a professional intercultural background and who could communicate with parents in their own languages. These media coaches facilitated 107 educational meetings with MRS-parents, as well as 109 follow up workshop and digital skills courses. From within the group of MRS-families who participate in project activities, DGGMLF encouraged the more digitally skilled parents to become cyberparents by assisting the media coaches during workshops and getting involved in the development of local support structures. 119 cyberparents were involved in project activities. By coaching intercultural media professionals and MRS cyberparents, DGGMLF engaged expertise from the community which offered intercultural support to local schools and adult education centres, and, at the same time, providing accessible and familiar services to MRS families. For the purpose of building sustainable support in the neighbourhoods, DGGMLF also laid the foundation for developing 13 digital support points in cooperation with local stakeholders, media coaches and cyberparents where MRS-parents can go for assistance on digital-related aspects.Overall, more than 1100 migrant, Roma, marginalized and low educated parents have participated in DGGMLF activities (information meetings, internet safety/media literacy programs and digital skills workshops). Almost 5200 educational professionals, policy makers and other professionals in the field have been the indirect target group.Transnational cooperation was an opportunity to learn from different national approaches, to exchange and develop materials for specific MRS communities which can be used in similar contexts across Europe.

Go SIV project aims at improving the support provided to SMEs innovation processes by testing and developing a model of innovation ecosystem named “Smart Industrial Villages” (SIV). In specific, the “Smart Industrial Villages” approach refers to a process of renovation of small and medium sized industrial areas located in the suburbs or within urban that were planned according to old models and included both small industrial enterprises and craft activities. Go SIV has the aims to respond to specific needs (renovate the industrial areas; qualify the SMEs located in the area, respond to new criteria of urban quality). It also has the aims to develop and test an innovative model for refurbishment of industrial and craft areas promoting inclusive and participatory processes, the best synergies with public transport, accessibility, commercial and recreational use, activating new «smart» services, proposing forms of circular economy and sustainability. Through this, promoting the functionality of the local areas as innovation ecosystem, new forms of innovation and entrepreneurship in a proactive way as suggested by the call “for a better innovation of SMEs” of the work programme 2016-2017. The project will use the peer learning methodology promoted by the INNOSUP-05-2016-2017 topic, involving different regional development and innovation agencies with complementary expertise about the topics relevant for the “Smart Industrial Villages”. The partners will exchange knowledge and experience, and will develop proper local case studies (obtaining a process of “learning by doing”). The joint work of project partners together with the peer learning will produce a Design Options Paper for the implementation of local initiatives intended to develop a “Smart Industrial Village” and related innovation support services, and will promote an enhancement of the role and the effectiveness of development and innovation agencie as innovation intermediaries as expected by the topic.