Get it Right is a project implemented in partnership between Romanian Youth Movement for Democracy (RYMD), Donegal Youth Service (Ireland), and Inter Alia (Greece). The Project focus is on media literacy and providing an opportunity for young people to examine the concept of Fake News. The main aims of Get it Right have been to develop skills and competencies of youth workers in the field of media literacy; to cultivate new abilities, such as critical thinking, text interpretation/analysis, responsible use of social media, with a view to raise awareness among people from the European countries about the importance of media literacy. In doing so, the project involved hundreds of trainers, youth workers and young people who participated in the development of the methods described below. Spanning 28 months, from 1st September 2018 to 31st December 2020, going through the challenges of the global COVID-19 pandemic, the project has involved participants from Romania, Greece and Ireland and it was structured starting from the needs of the beneficiaries, going to developing, testing and promoting the final result.In the first part of the project, the three partner organizations have realized a field research in order to find out media literacy education practices, the online behavior of the young people, and the main risks they are facing when they use the internet. In the second part, the course was developed in accordance with the findings of the research, this phase going side-by-side with testing the educational methods developed. 18 trainers, youth workers and youth leaders (6 from each participating country) have been informed in media literacy and taught to use the developed course, and a total of 194 young people aged 14 to 35 participated held experimental laboratories in order to test and review it, with special attention being accorded to the young people from with lower opportunities, such as young people from rural areas, young people with health problems or LGBT. More than 20000 people were informed through the online channels about the projects' activities, results and learned about became more aware of the importance of the evaluation of the information using relevant strategies.This Media Literacy non-formal learning guide is the main outcome of the Get it Right project. The course handbook offers a selection of 32 non-formal learning methods to enhance media education among young people. The descriptions of the methods provide the duration, group size, materials needed, concrete steps to do the work questions for Debriefing & Reflection, Learning Outcomes, and other additional resources. We hope that the course handbook will help trainers, youth workers, teachers and any interested person or organization working in media education to contribute to the raising of the level of critical thinking of future generations.

"The partnership recognises that there is a need to digitalise youth work, specifically delivering digital youth work & upskilling youth workers' digital competences. The concept of ‘SMART’ youth work recognises that digital media & technologies open great potential for youth empowerment, enriching opportunities for enhancing their personal capabilities & competences & providing opportunities for connectivity & interaction with others.The EU Commissions 2018 ‘Developing Digital Youth Work’ report focuses on the strategic development of digital youth work, calling for all member states to “provide strategic financial investment in digital youth work, allocating resources to youth worker training, development of innovative digital youth work methodologies, working time, infrastructure, & devices/technologies to be used with young people.Growing up the digital era, young people in Europe spend an increasing amount of their time consuming digital media & technology (video streaming, messaging, blogging, gaming, etc.) This can provide a place for young people to learn, to share their experiences, to exchange their views & to actively participate in society. However, within the youth sector, there is inadequate coverage of digital youth work delivery, despite recognition that technological developments open great potential for empowerment of youth, by enriching opportunities for enhancing their personal capabilities & competences & providing opportunities for connectivity & interaction with others. Likewise, dramatic youth unemployment & NEET figures, suggest a need to embrace tailored initiatives for youth entrepreneurship as a way out of unemployment, inactivity & social exclusion. Youth entrepreneurship is high on the EU political agenda as a tool to combat youth unemployment & social exclusion as well as stimulating innovation among young people. Yet, despite the high policy interest in youth entrepreneurship, only a small 6.5% of young people between the ages of 15 & 29 opted for self-employment (EuroStat, 2016). Furthermore, in 2016 a total of 13.7 million young people were in neither employment nor education or training (NEETs). This in turn is creating significant economic & social issues across Europe such as high youth unemployment, disengagement among young people & failing economies. The Digitize Enterprise project will thus simultaneously target two issues; the insufficient integration of digital youth work & the lack of effective youth initiatives that foster young people’s entrepreneurship & employability competences. The Digitize Enterprise Project will address these policy recommendations, through the development of a toolkit of bespoke digital resources (101), targeted at youth practitioners to support the effective delivery of non-formal youth enterprise . The toolkits digital ‘learning nuggets’ will include a mix of resources (interactive games, infographic resources, podcasts, bite-sized eLearning videos, interactive case studies, business blogs) that can be integrated into existing youth work activities including group work, discussions, role plays & energizers . For young people, Digitize Enterprise will create The ‘Digitize Enterprise Virtual Learning Lab’ (102), an interactive game-based tool, designed to enable young people to take control of their own digital learning & entrepreneurial competency building. The learning lab will provide gamification and social engagement solutions to enable young people to influence and measure their own entrepreneurial and employability skills. The tool will provide a ""digital motivation layer"" to the gaming elements such as points and digital badges, allowing young people to build an e-portfolio overtime to showcase their skills and validate their accomplishments. The ‘players’ i.e. young people, will master various levels of ‘micro-challenges, a series of simulated exercises designed to create awareness around key principles of entrepreneurial and employability. Additionally, the ‘Digitize Enterprise’ professional development programme(103) will address the training needs of youth leaders, ensuring they have the skills & knowledge required to deliver digital youth work. OBJECTIVES ‘Digitize Enterprise’ aims to collectively design, test & implement new digital tools & materials to foster youth enterprise skills & enhance the competences of youth-workers embrace digital youth work. 1.To create & pilot a ‘Digitize Enterprise Youth-Work Toolkit’ incorporating a suite of media-rich digital materials aimed at enriching the delivery of non-formal youth enterprise learning. 2.To develop & test a ‘Digitize Enterprise Virtual Learning Lab’, an interactive game-based tool, designed to enable young people to take control of their own digital learning & recognition. 3.To drive the delivery of digital youth work & upskilling of youth workers' digital competences to support their motivation & capacity to implement smart youth work."

The primary aim of the pilot project is to create structures which will enable young people, 18-25, who have been identified as being at risk of becoming marginalised through non participation in both formal and informal modes of training and education to re-engage with the world of work and education. This pilot project with three EU partners, Ireland, Finland and Italy, is intended as a first phase in a longer project which will see the development of an accredited programme which has been codesigned by the youth participants working in partnership with the service delivery professionals to create pathways into employment and further educational opportunities. The project ethos is grounded in the principles of inclusive participation and empowering young people to play a full and active role in shaping the decisions that impact on their lives. This will involve the creation of learning pedagogies and teaching methodologies which will employ an innovative approach of codesign whereby the young people will have been involved in a real and meaningful way at every stage of the programme, from programme development through design to delivery and assessment.The pilot project comprises the following activities:1. The development of a suite of protocols to underpin the selection and recruitment of young people who will participate in the pilot phase. These protocols will include a complete project overview contextualised to reflect the needs of targeted subgroupings, guidelines which will frame the parameters of the project and provide loose structures within which the group’s activities can occur. 2. The recruitment of the participants employing strategies which reflect current best practice This will reflect the diverse range of socio-economic backgrounds, education capabilities and cultural identities which exist in the targeted youth population. 3. The development a work programme for the young people based on self-reflective learning principles.4. Delivering the work programme to the youth panel employing proven youth work practices in an informal learning environment.5. The development of a suite of protocols to underpin the selection and recruitment of professionals who will participate in the pilot phase. This will reflect the diverse range stakeholders who are active in both the employment of young people and the delivery of training and educational services to the targeted youth population. 6. The recruitment of the professionals which will involve discussions with representative bodies, professional associations and state agencies.7. The development of a work programme which will reflect the complexities and challenges faced by the teaching and training professions in engaging with young people who have not successfully participated in training or education schemes.8. The organising of a series of national workshops which will allow the Youth Panels and the Key stakeholders to engage in a process of discussion and code sign.9. The facilitation of a trans-European exchange which will bring together young people and professionals from the three partner countries to share the learning from activities at each national level.NB We have not altered any of the text which was pre-entered!

"<< Background >>Access of young people to culture as actors or users is an essential condition for their full participation in society. Access to culture can reinforce awareness of sharing a common cultural heritage and promote active citizenship open to the world. Involvement in cultural activities can allow young people to express their creative energy and contribute to their personal development and their feeling of belonging to a community. Referring to the Eurobarometer study, respondents were askedhow many times, if at all, they had taken part in various cultural activities (cultural consumption) over the last 12 months. 82% of those aged 15-24 had gone to the cinema in the past year, compared to 24% of those aged 55 and over. A quite important gap was also to be found for other activities such as attending concerts or reading books. In general, participation in artistic activities tends to be lowerthan cultural consumption. Participation rates are higher amongst the youngest age groups: dancing is the most frequent activity (29% amongst those aged 15-24). At the same time, studies indicate that disadvantaged young people also face fewer opportunities to access culture (according to their own perception, this would be mainly for lack of time, lack of money or geographical limitations). In addition, different national reports the following elements have been identified to be related to time and money constraints, attitudes, lack of transport, geographical disadvantages and the incompatibility between cultural offer and the interests of young people.Creativity and innovation, related to the life and the future of young people, are strongly connected to the new technology, the creative use of Internet, and the way young people accumulate, analyse and disseminate information and knowledge. The digital cultural environment is a key factor in today’s youth culture and its impact is still largely not exploited.In addition, the COVID-19 crisis has hit the cultural and creative sectors particularly hard. On the other hand, according to the study carried out by ILO (2020), even before the onset of the crisis, the social and economic integration of young people was an ongoing challenge. Now, unless urgent action is taken, young people are likely to suffer severe and long-lasting impacts from the pandemic. The above mentioned study finds the impact of the pandemic on young people to be systematic, deep and disproportionate. Another study, developed by UK Youth (2020) ""The impact of COVID-19 on young people & the youth sector"" highlights that there has never been a more important time for the organisations that support young people and transform their lives. On the other hand, the youth sector is adaptable and is constantly changing to meet the needs of young people. The diversity and flexibility of organisations supporting young people means that we are already seeing how the sector is quickly responding to change the way they deliver in order to try and continue to support young people. The study highlighted what is needed for youth organisations to survive this crisis, to adapt their services in the short term and be able to mobilise and respond when the pandemic is over.<< Objectives >>The present project aims to transfer the idea of HearMe project to new countries, by involving small local museums and youth organizations in Meram, Konya, Albacete, Amsterdam, Nicosia, Donegal and Preveza. Thus, based on HearMe project outcomes, the project will update the methodology developed with new insights and resources for youth participation and engagement, that will lead to GET2ACTION training programme which will be integrated into an online platform, that will provide an interactive map of local resources for youth participation, including an updated methodology on how to involve and bring museums and culture closer to younger audiences. The objective of the training programme is to enable the target groups to access a new training model designed to provide them with the knowledge and skills to improve their professional competences working with young people in order to foster their civic and cultural participation. The training programme on the one hand, aims to train the museum workers on the developed methodology and on the other hand, to train the youth workers to act as intermediaries with museums and cultural organisations, introducing with the methodology and exercises developed.<< Implementation >>GET2ACTION aims to build the above mentioned training programme and collaborative learning environment addressed to museum workers, youth workers and young people, integrating an interactive map, the developed training programme (methodology and exercises) as well as collected local resources addressed to young people to foster and encourage their civic and cultural participation (working towards and introducing new forms of entertainment and leisure).GET2ACTION Creativity Lab will contain different tools to promote collaborative learning and include basic contents that will be updated and adapted by the users. Instruments for networking and on-line collaboration, access to a wider types of contents, links to other similar initiatives, rooms for innovation will be the base of the platform.In addition, a joint staff training will be organized in Greece, addressed to youth and museum workers, working in the field of civic and cultural participation promotion among young people. The training is aimed at providing tools and resources for the youth and museum workers to improve their professional and personal competences. During the the training programme, the participants will be introduced with the updated BrickMe methodology. The Building Resilience Innovating Co-Creation Knowledge Methodology (BRICKME) implements a holistic approach in an intriguing way for all ages and embraces the following methodologies and techniques that will be introduced to the participants of the training mobility: Lego Serious Play, Journey Map, Johari Window, Hero´s Journey, Design Thinking and Business Model You – that will not only provide with necessary tools to interact with young people and approach cultural organizations and museums, but also will improve their creativity, empathy and other personal skills.As a result, throughout the 4 day training programme, the participants will be equipped with necessary knowledge and tools to work with young people and cultural organizations to further strengthen synergies and future local initiatives in the field of youth participation and local heritage promotion.<< Results >>The project is intended to build a training programme and on-line learning environment for youth and museum workers in order to improve their professional profiles and thus, operational and innovation capacity of youth and cultural sector organizations.The final outcome of the project will be a training programme based on BrickME methodology. BRICKme is an integrated methodology for a personal journey. The acronym stands for Building Resilience Innovation Co-creation Knowledge Methodology. It combines the best of different methodologies such as LEGO® SERIOUS PLAY® open source, Design Thinking, Business Model You®, SCRUM, Agile and Systemic Constellations. BrickMe methodology implements a learning process that develops player’s first skills, e.g. creative thinking. The versatility of the BRICKme methodology enables bottom-up or top-down implementation. Multiple combinations are possible, and the HearMe Project proved it could be implemented successfully in different ways.On completion of the project, the effects of our dissemination and sustainability strategies will continue to be felt and will be reinforced by the follow up work of the consortium.Hence, we can expect the following long term results:- increased volume and quality of learning and collaboration between organizations, enabling the development of more systemic solutions and sustainable investment in youth initiatives.- increased application of pedagogical, research and innovation capacities by youth and cultural organizations to real world problems and new groups of learners.- project partners consolidate expertise in a matter of strategic interest to them, strengthen networks locally, nationally and at European level and improve outreach and training services."