Context/background:This project was based on the long-standing experience of the participating organisations in developing training courses for end users and training e-facilitators, as well as on the identified needs for developing training courses on coding and mobile devices in telecentres. These too topics were demanded by the end users, and were especially relevant for young jobseekers. E-facilitators (educational staff in telecentres) needed to be prepared for teaching these courses. The partners had been experienced in developing a comprehensive curriculum with 11 modules for capacity building of e-facilitators in two previous projects. Objectives:The overall objective of this project was to improve the delivery of key digital competences in telecentres. This objective was two-fold: on one hand, we wanted to develop the digital competences of unemployed youth people through innovative introductory courses on coding and mobile devices. On the other – to enhance e-facilitators’ competences by training them how to deliver these courses. Number and profile of participants:We involved 17 e-facilitators from 4 countries who participated in blended learning mobility including face-to-face training and online learning experience. They were trained to teach coding and mobile devices according to the curricula for e-facilitators, which was developed for this purpose. Additionally many other European e-facilitators did benefit from the online learning resources, which was part of the curricula and was made available on the CodeMob online platform, presented at the final event, and described in the final Toolkit. More than expected, 125 young job seekers took part in the pilot trainings in four countries, led by the trained e-facilitators.Description of activities:The activities were related to the achievement of the main intellectual outputs:- Needs analysis and mapping of existing curricula for teaching coding and mobile devices;- Drafting of needs analysis and existing curricula reports;- Developing curricula for end-users on each topic;- Developing curricula for e-facilitators on each topic;- Carrying out the face-to-face training course for e-facilitators;- Carrying out the online learning activities for e-facilitators;- Organising curricula validation workshop with other Telecentre Europe members;- Carrying out pilot trainings with end users;- Stock-taking, refining of the curricula and producing the final outputs;- Developing and publishing a 'How to?' Toolkit for other organisations; - Organising a final event for valorisation and exploitation of the two courses.Methodology:CodeMob achieved its objectives by designing two new courses on coding and efficient use of mobile devices for telecentres. Each course followed the same approach and consisted of two parts: 1. Training curriculum for end users and 2. training curriculum for the e-facilitators to train them how to teach those courses in telecentres. Each course was developed by two field partners – one in charge of the training curriculum for end users and the other of training materials for e-facilitators. E-facilitators were trained in both courses during a one-week face-to-face training and a follow-up online training course. The development of the curricula was preceded by a needs analysis and followed by a validation workshop and piloting with end users. Both courses were piloted with end users in all four participating countries (Belgium, Croatia, Spain and Hungary). Results and impact:The main results of the project are two training courses – on coding and on the use of mobile devices – and the benefits that come with them. The project equipped the four partner organisations with structured programmes for teaching coding and mobile devices, which were added to their training offer. E-facilitators increased their capacity of teaching coding and mobile devices and exchanged good practices with other e-faciltiators teaching those topics in telecentres. The project increased the knowledge of unemployed young people (the end users of the courses) on the two topics, equipping them with new skills, which would help them to find employment, and possibly motivate them to pursue an ICT career by giving them a “taste” of the numerous possibilities that ICT offers. Potential longer-term benefits:The long-term desired impact of the project on the European level is that telecentres are recognised as innovative trainings hubs, capable of catching up with the latest developments in digital economy and teaching digital skills as transversal skills in an accessible way to their specific target groups.

The unemployment rate for youth in the EU under the age of 25 is at staggering 22.9%. Such extreme unemployment has a negative effect on their future employability and self-esteem, increasing their risk of poverty, deskilling and social exclusion. It affects the role the young people have in the society and presents an economic burden on state finances, producing a negative effect on economic growth and productivity. As one of the key issues in the EU, youth unemployment is often discussed without sufficient participation of the young people themselves, which adds to the feeling among the youth that their situation is given, and that the causes and the scale of the problem are too great and too far removed from their sphere of influence. This feeling leads to a loss of motivation and active participation in the society, further increasing the threat of cultural, economic and social exclusion.Through an innovative training program in mobile journalism, the project from the beginning has been trying to contribute to the empowerment and active citizenship of young people, increasing their capacity for political and social participation. Through the creation of the European Youth News Exchange (Y-NEX) service, the project enables young people to connect with the general public, express their opinion and have an influence on the political and social processes affecting their lives. The first project objective was to develop a new training program in mobile journalism and MOOC in mobile journalism.The MOJO program consist of six modules: 1) Media Literacy and Human Rights, 2) Mobile Journalism Technology, 3) Mobile Journalism Storytelling, 4) Mobile Journalism Production, 5) Intellectual Property Rights, 6) Digital Entrepreneurship. Each module present a 16-20 hour learner workload in blended learning format, with maximum total program duration of 120 hours. The second project objective was developing the European Youth News Exchange (Y-NEX) as a service which draw on the news-gathering and production resources of all the youth trained in mobile journalism, and is used for dissemination and exchange of news in text, photo, audio and video formats - created by the youth, for the youth. The first project target group of the project includes youth workers and staff active in education, which were trained as trainers and act as multipliers in youth empowerment.The second project target group includes high-school pupils, students, trainees, volunteers and unemployed young people who were trained in mobile journalism. The project aims at training 18 trainers who have been included in pilot the mobile journalism program with 150 youth participants in partner countries. The project consortium has been formed by civil, private and public sector organizations from Croatia, Belgium, Ireland and Spain, including a national public broadcaster and three higher education institutions. As such it was good combination of experience in education and training, youth-work, project management, media and information literacy, audio-visual production, information and communication technologies and cross-media publishing. The planned duration of the project was 24 months. The whole project has been implemented in 3 stages.Stage 1 focused on the production of the Mobile Journalism Curriculum.Stage 2 was dedicated to training the trainers and the production of the Mobile Journalism MOOC. Stage 3 focused on launching the Y-NEX service and piloting the program with the youth, who were included in news production and dissemination through the Y-NEX service and social media as the final learning outcome. Implementation of the project empowered young people for participation in society and active citizenship. The developed training program is being used by the project partners in their regular training activities, while the developed MOOC is available to the general public, both promoting and fostering citizen journalism. The new Y-NEX service enabled youth to create, publish and disseminate news, providing an open service for citizen journalism and cultural exchange. After the project implementation is completed and the funding from the Agency for Mobility and EU Programmes ends, all three intellectual outputs will continue to exist and be functional. The promotion of European Youth News Exchange was through a final project conference in Croatia with three multiplier events in Belgium, Ireland and Spain. These forums hosted more then 155 participants (due to approved budget for event organisation) interested in mobile journalism but also exploitation of MOOC and the European Youth News Exchange. Youth/student media and national public broadcasting services in project countries were included in dissemination of the project results, as well as distribution through the European Broadcasting Union’s Eurovision network and European Association of Regional Television, reaching millions of viewers throughout the EU.

Youth e-Perspectives on Migration is one of our favorite projects. Why? Because it is about young people, digital skills and media literacy, about refugees and migration, mutual understanding, history and future. All at the same time.This strategic partnership was designed as a response to the current refugee crisis in Europe and the fact that young people need up-to-date digital and media literacy skills to be able to use digital technologies to address the social issues around them. It is based on the experience of the three organisations working in the field (MAKS vzw, El Teb and Telecentar) in running digital skills trainings for young people. The idea came from the realisation that young people should be empowered to be active players in current societal issues, in particular the current refugee crisis, and that digital technologies can help them better understand the issues, engage and look for solutions. The idea was to create a methodology for a short training course combining digital photography, storytelling and online platforms. The topic was migration and the refugee crisis. So, what does the methodology include?FindYoung participants learned different ways to “find” a story. An online magazine on refugees and migration was created with FlipBoard, combining and comparing different sources of information. Participants then learned how to make a story through photography. They visited a refugee facility and took interviews from representatives of organisations working with refugees on the field.TellWith all this experience as a background, they then worked on their own personal digital stories related to migration. And guess what!? They all had one! Together they applied what they had learned to create a picture of migration, reflecting on how they see it through their own eyes.ActLast, but not least, they learned about the digital opportunities to raise awareness and start an initiative online, using for example social media platforms not only for posting pictures of their whereabouts, but bringing their friends’ attention to something meaningful. They learned to write a blog and express their ideas.Thus, they approached the topic from many different perspectives, at the same time acquiring valuable technical and digital skills such as video editing, sound and video recording, using advanced features of professional cameras, or their mobile devices.This was not all done during the 6-day training in Croatia, but also through online collaboration through the project training platform, facebook group and google shared drives.The project has 3 phases. During the 1st phase, partners developed the draft training methodology basically combining the three workshops (Digital Photography, Digital Storytelling and Online Platforms) and established the online platform. In parallel, we looked into our experience, reflected on it and developed a handbook for youth engagement, which help us to reach and attract youth, and can also help other organisations who (want to) work with this target group. It's a very practical document. Then partners selected the young people for the training and organised preparatory sessions for the selected participants.Phase 2 is the blended training, where the methodology was tested with 25 young people. The training consisted of up to 4 preparatory f2f meetings at local level with each national group of 8 young people; 6-days of face-to-face training and follow-up activities on the online platform. There was an online screening of the video stories that the young people finalised back home. Upon completion of the training, young people with support & mentoring from the partner organisations at the local level organised peer-to-peer info events in their city, where they demonstrated what they have learned and created.In the final stage of the project, we took stock of our experience during the training and updated the methodology to make the different parts work better together. Based on our experience, we also developed the Guidelines for other organisations. Results and impactThe main expected results of the project are increased digital and civic competences of the young people and their understanding of migration and the refugee crisis, as well as the enriched skills of the facilitators. The project increased not only their knowledge on using digital media, equipping them with new skills, which will help them to express themselves and address the problems around them in a critical and constructive way, but it also improved their analytic, personal and intercultural skills, and most of all, their self-confidence and mutual respect.

"With the project Generation 0101 project consortium tackled unemployment as one of the most relevant youth problem in Europe today. Interrelated with this issue, there is a growing need for placing a stronger emphasis on the development and recognition of ICT skills in order for people all over Europe to become better educated and more competitive in the job market. Objectives of the project were to increase competitiveness of young people in the job market and thus helping in fighting unemployment in Europe, while emphasizing the importance of ICT for professional development and employability in digital industries, stressing the value of non-formal and informal learning and raising of civic engagement of youth workers and young people in partner countries.Project consortium consisted of 7 organisations from 6 countries: Centar tehničke kulture Rijeka (Croatia), Asociacija ""Langas į ateitį"" (Lithuania), Associazione Centro Studi Città di Foligno (Italy), Cyprus Community Media Center (Cyprus), Izmir Universitesi (Turkey), Latvijas Informācijas un komunikācijas tehnoloģijas asociācija (Latvia) and Telecentar (Croatia). Partner organisations had great experience in raising digital skills of young people, while some were also coordinators of National Coalitions for Digital Skills and Jobs. Out of 6 countries involved in project, 3 countries had Digital Agenda consolidated in national documents and 3 countries didn’t recognise importance of integration of objectives of Digital Agenda into existing or newly developed strategies. In order to define in detail needs of digital market and youth, research was implemented. Main goal was to analyse educational needs in each country and important challenges which has to be tackled if countries want to respond on needs of digital market. Research revealed that countries with integrated goals of Digital agenda already allocated funds for raising digital skills of youth, but also citizens in general, and already responded on the need of digital market, while other countries are facing bigger gap between skilled workers and market needs. According to the results, seven educational modules were developed and 322 young people educated to be eJournalist, speakers on Community Web Radios, web designers, video editors, coders, mobile apps developers or advanced users of online collaboration tools. Materials developed are adjusted for onsite learning, but also for self-studying and last from 20 to 40 hours. In addition, learning is based on practical skills development and it results with project which can be added to personal portfolio. By the end of education, 142 projects were created from scratch by young people and 19 projects which were directly requested from NGOs, CSOs and other organisations important for community development. Methodology of Hackathon showed its usefulness for testing digital skills of young people while having positive impact on local community.Long-term impact of the project is sustained with open educational resources developed and available on www.generation0101.eu, their adjustment for integration into formal educational system and by projects (digital solutions) created for national and local organisations."