<< Objectives >>Project objectives:- increasing digital competences of employees working in social-care service organisations- developing an e-learning opportunity tailored to target group needs- verification of a model of training the social care employees by e-learning developed at European level-overcoming the barriers of digitalization in non-IT professions by involvement the group of employees in social care to tailored made course<< Implementation >>The partners are going to implement these activities:A1) DEVELOPMENT OF E-LEARNING FOR TARGET GROUP - Development of the content of e-learning- Programming of e-learning- kick-off meeting and 1 transnational meeting during project development A2) PILOTING OF E-LEARNING BY TARGET GROUP, EVALUATION, MOBILITY - Pilot testing of the created e-learning by target group- Evalution report - Learning mobility in the Netherlands- Promoting activites- Final project meeting<< Results >>Expected results:- partners develop a new learning opportunity for adults: the e-learning focused on increasing digital competences of social workers; e-learning will be freely available at KEEP UP project website in 4 languages (English, Dutch, Czech, Lithuanian) as an open learning and self-training tool for the target group- 45 participants (social workers) from 3 EU countries trained in digital skills- 6 participants will take part in learning mobility in the Netherlands

<< Objectives >>-enhance VET schools´ participation in EU communities - increase students technical and digital competences reflecting current digital transitions and labour market needs- implement the innovating learning approach (incorporating 3D printing and work-based learning) into VET schools -foster VET schools´ engagement into learning activities focused on promoting common EU values- raise students´ awareness about EU unity and diversity (EU Cultural-Craft Heritage)<< Implementation >>A1) Establishing the community and the on-line platform-creation of the international community-establishment of the on-line community platformA2) Development of 3D printing models-video with instruction manual -students ´results at asigned topic of a 3D model referring to EU cohesion: EU Craft Heritage including the procedures for printing will be incorporated into digital community platformA3) Sharing students’ results, testing and spreading the community<< Results >>- established international digital community gathered on the topic of 3D printing development: the on-line community platform composed of 4 project partners and 12 VET schools from CZ, Bulgaria, Slovenia and Greece- instruction video (in 5 languages: EN, CZ, BG, GE, SL)-12 projects of 3D models on the topic of EU Craft Heritage developed by students- created 3D projects incorporated into digital platform including the working procedures (translated into 5 languges)

<< Background >>The Covid pandemic has accelerated digitization transformation and affected all sectors. The extent and use of digital technologies vary across sectors, but it is getting more and more important. Coronavirus pandemic has accelerated digital skills demand in non-ICT-related occupations. Digital competencies and skills became the basic skills in today´s world. But many adult learners and NGO workers (especially the elder generation) are afraid of digital transformation. They consider the topic of digitalization as younger generation tools and learning possibilities. NGOs workers as well as adult learners with which they cooperate, either employee, members, or volunteers, encounter a wide range of difficulties related to the lack of basic knowledge in recent and highly relevant digital spheres. Therefore, it is necessary to strengthen adult learners and NGO workers (especially the elder generation) digital competencies and explain them in an understandable way the root of digitization, the basic principles, and its benefits. According to the analysis, workers of project-associated partners institutions and other NGOs, both in Lithuania and in partner countries face similar problems. A lot of institutions lack professional workers with the competencies necessary for digital marketing specialists.During the COVID-induced lockdown of 2020-2021, the pandemic situation resulted in layoffs and salary cuts. A lot of employees everywhere began feeling stressed about their careers. It became apparent that without upskilling or specialization, survival will be difficult in certain sectors. The absence of the necessary digital skills can have a number of adverse socio-economic impacts on the labour market. Therefore it´s necessary to enhance the digital competencies of adult learners and NGO workers (especially the elder generation) and prepare them for the upcoming requirements of labour market and increase their chances of employability and keep sustainable jobs in the future. A similar situation is in other project partner countries, as well as in all EU.<< Objectives >>The aim of the project is to support adult learners and NGO’s workers to improve their digital marketing capability and skills and better understand ways in which they can be supported in transforming themselves to be more competitive in the labour market.Project objective:- To develop educational materials for adult learners and NGO’s workers in digital marketing.<< Implementation >>These project objectives will be met by carrying out the following activities:1. Development of the O1. Microlearning courses2. Development of the O2. A Digital Toolbox of Best Practice Examples (Videos and Online Handbook)3. Development of the O3. A Learning portal4. Organizing piloting of O1. Microlearning courses and O2. A Digital Toolbox of Best Practice Examples (Videos and Online Handbook)5. Organizing evaluation of the project and its products.6. Organizing dissemination activities including multiplier events<< Results >>During the project three intellectual outputs are going to be developed and piloted:1. Microlearning courses: 3 Micro-courses. They will be developed in EN, LT, SI, CZ, and NL languages.Each of the microlearning courses will have 5 topics, where each topic will include from 10 to 15 learning units / lessons / microlearning “nuggets”. 2. A Digital Toolbox of Best Practice Examples (Videos and Online Handbook) will consist of:1. Video testimonials of partner organizations and other NGOs. 15 videos (each of 15-20 minutes).2. Online Handbook of Best Practice Examples, with practical tutorials of the best digital tools, services, and frameworks. ~50 pages.3. A Learning portal - a web-based software system that enables to access online microlearning courses (01) and Digital Toolbox of Best Practice Examples (02).At the outcome the following results are expected:- at least 100 trained NGO workers from Lithuania, Netherlands, the Czech Republic, and Slovenia, completed online learning micro-courses, ready to apply gained knowledge and skills in their organizations, also spread the knowledge at the local/national level, and pilot the developed outputs and collect important data, which will be useful to tune intellectual outputs accordingly and making them available for other users.- at least 500 well-trained adult learners from Lithuania, Netherlands, the Czech Republic, and Slovenia, completed online learning micro-courses, ready to apply gained knowledge and skills in their organizations, or new workplaces.

"The ART project makes part of the international museum world and other cultural / religious institutions accessible to a Europe-wide target group: pupils between the ages of 8 and 16years old. It is evident that no or hardly any travel is possible due to the COVID-19 virus, this has an effect on the mobility of everyone, but also of students and teachers. But also students do not always have the opportunity (time), interest (mind-set) and resources (money) to physically visit multiple locations in a short time.With the ART VR method,the (museum) ""world"" opens up for them. With the ART method we teach students the ability to think critically and to form an opinion. Essential to teach this, in addition to all othersubjects, in primary and secondary education, which is currently too little or not done in an innovative way (An internationalization chain from primary education to world citizen and theprofessional field (2015), Coelen , R.). How can you better teach primary and secondary school students about the changing world we live in than through an innovative, modern andappealing way? The ART project connects Virtual Reality (VR) methodology to world citizenship and art education. VR makes it possible to simulate a 3D world that completelyencloses us. It looks like we are really in a different place while we don't have to leave the building. Through various recordings of museums, (temporary) exhibitions, historical and / orcultural buildings (of a religious nature), students not only get a beautiful picture of different museums, all kinds of art and history. But through the ART project, they are also offeredvarious assignments and explanations and are taught about their own active contribution to global citizenship in 2021. They are given the in-depth knowledge that is needed in ourintercultural society, including the appropriate knowledge and skills. VR + global citizenship; A wonderful combination that brings the world from far nearby, by using an innovativeinstrument. This gives the student a better understanding of the world around them, how people interact with each other, how they can solve problems and how they give meaning totheir existence. That orientation here does not stop at the national borders. Creating knowledge, but above all also tolerance, better understanding and respect is a very important goalhere.Starting the ART project also requires professional development for the teachers involved. Creating, integrating and embedding VR technology in education requires specificknowledge, including coordination with the specific context of the ART project, namely global citizenship. How should teachers integrate this into current education and how should they motivate colleagues and experts from the professional field to contribute? This will depend on various factors, such as the diversity of the student, their level, the relationship ofthe discipline with other disciplines and prior knowledge.So, a distinction can be made in the project between the types of participants. On the one hand, the students (8-16 years) of the schools are involved as participants, who make the tests (O2) and start using the learningmaterials within the pilots (O4). In addition, there will be teachers and / or educational experts who participate in the needsanalysis (O1), participate in the tests (O2) and the realization of the platform (O3). They will also participate in the C1 course and thus be involved in creating, but also plotting theactivities (within pilots, also part of O3).• directly involved teachers and / or educational experts (participation needs analysis / development of teaching materials / pilots and in the C1 training / pilot): 5 x 5 (partners) = 25• pupils from the schools (min. 2 schools; 1 in primary education + 1 in secondary education) directly involved through tests / pilots: 100 x 5 (partners) = 500The experiences gained by the students in the ART project give them a certain attitude, which they will hopefully adopt outside the classroom. The project not only has an impact onstudents and the world around them. After all, they learn more about history, art and culture. It also has an impact on the education system in general - using an innovative tool andadding it to current tools to learn things - and the teachers who are taught how to use such a method in their offer.Finally, we want to disseminate the ART project's mind-set, methodologies and VR technology at European level (partly through the organization of Multiplier events). We have paidspecial attention to forming a consortium with which we can test this in a wide range of educational environments. In addition, we have selected partners with a strong national and EUnetwork to help disseminate our intellectual outputs, which will ensure greater recognition of the this will ensure greater recognition for the results of the project and possible transfer and implementation to non-partner countries."

<< Objectives >>The project aims to strengthen the digital and psychological readiness of employees to switch to remote or hybrid work.Objectives:1. Develop structured, consistent, visualized learning materials and tools to develop the digital competencies needed to work effectively remotely.2. To create a set of tools for developing emotional resilience, which will help to overcome the challenges of working remotely.3. Develop an open distance learning course for self-training and self-assessment.<< Implementation >>Learning materials will be developed to improve the digital competencies required to work remotely and to develop psychological resilience (video lectures, filmed educational videos, practical assignments, self-tests). An interactive e. learning environment that enables self-directed learning and self-assessment, with open distance learning courses in EN, LT, CZ, NL. In the pilot group training, knowledge and skills will be improved by 150 adults from 3 EU countries (LT, CZ and NL).<< Results >>1. Developed an open interactive distance learning course, enabling the development of digital skills required for remote work and increasing psychological resilience.2. Improved digital competencies of the project target group required for remote work and enhanced psychological resilience - 150 adults.3. Strengthened project implementing organizations. Improved digital competencies of employees, enabling more efficient and high-quality participation in cooperation projects.