Digital push for creative transformation (DPCT) project aims to create a sustainable and efficient education program dedicated to young people with low digital skills working in the cultural and creative sectors (CCS). DPCT is concerned over the future sustainability of the CCS given the uncertainty generated of COVID-19 and its potential impact on CCS workers and professionals, which for the majority are young people with low digital skills. Indeed, across the EU-27, 1.3 million young people (aged 15 to 29 years) were working in the field of culture in 2019 (Eurostat, May 2020). They represented 17.1 % of cultural employment, a proportion slightly lower than the average share of all young people working in the whole economy (17.5 %) and mostly of these young people are usually self-employed (one third (32%) of the cultural workforce is self-employed, Eurostat 2020). Following, DPCT will provide innovative online course on Digital Skills and Social Inclusion for young people working in CCS, being aware that the demand for digital skills will increase. DPCT will provide young people with high level digital skills which are required to enable them to develop their capacity to operate across a range of platforms and take advantage of new and emerging markets that without digital skills cannot be approached. From the other side, without these skills and with low level of qualification they will be at higher risk of unemployment, poverty and social exclusion. So, DPCT will help them acquire a wider set of digital skills, knowledge and competences, relevant for the labour market and active participation in society.The following methodology will be applied: Plan, Do, Check, Act. This aims to constantly monitor the project advancement and to ensure permanent quality improvement. The project has been designed over 24 months to happen in 3 major consecutive phases.DPCT will make available to young people working in CCS innovative Open Educational Resources (OERs), the MOOC, meaning that young people will count on a much wider range of learning materials at their disposal. So, DPCT will be a project that will answer to the need of young people to constantly innovate and adapt their curriculum and competences to the challenges of our time.DPCT will see the realization of four outputs, five multiplier events, four transnational meetings, one blended mobility and many dissemination activities.Impacts on young people:-Develop new skills and knowledge in key concepts of digital skills applied to CCS, which is an important issue for youth working in CCS with low digital skills, mostly freelance and independent workers, which often for their precarious position lack the resources for upgrading their education and knowledge. Young people will be able to improve their career opportunities and adding new forms of digital expression to their work.-Be introduced to online digital education for CCS, the MOOC.-Become accustomed to the ongoing need to update their digital skills. Young people will get aware that the continuous technological change suggests that the need for continuous personal development may be greater in the CCS than in parts of the economy which are less directly exposed to technology.-Improve contacts with youth organizations and public bodies offering services to young people that can help them to acquire skills in CCS within their own environment.-Be able to develop a digital strategy and management plan for their professional activity.-Share their knowledge and skills with their peers through positive action.

<< Background >>Conflict and violence take many forms in the world today. There has been a sharp upturn in recent years. While a full picture for 2020 is yet to be established, UNHCR, the UN Refugee Agency, estimates that war and conflict had uprooted more than 80 million men, women and children around the world, representing the highest number in recorded history, with an estimated two billion people currently living in conflict-affected and fragile states. Even Europe, which appears to be one of the safest parts of the world, is not immune to conflict. Indeed, structural issues, such as climate change, natural disasters, COVID-19, human trafficking, limited employment opportunities for young people and marginalization - together with the growing threat of violent radicalization - challenge the idea that Europe is a secure and peaceful continent.Global reports such as “The Global Strategy for the European Union’s Foreign And Security Policy” have also clearly established links between education, conflict and peace. Higher education is not exempt. Indeed, education plays an imperative role in peace building; if a young person (learner) is educated he/she not only understands and possesses academic knowledge, but also acquires moral values, norms, etiquettes, proper code of conduct, decency and effective ways of communication; education will enable him/her to find out means to resolve the conflicts in an effective manner without being aggressive. Through an effective peace building education, young people become more effective communicators, more engaged citizens, and learn to think critically about the relationships between local and global issues. These skills are all vital to building peace in a world full of conflicts.However, much of the current educational provision is offered piecemeal, disconnected from other relevant learning opportunities. There is no clear guidance for young people on the skills and competencies they should acquire and no easy way for them to combine courses strategically. Indeed, young people who wish to learn about peacebuilding and develop their skills in this area can turn to a range of learning providers. These include formal educators, such as universities, and non-formal educators, such as NGOs. Collaboration between these two learning providers is often challenged by differences in pedagogical perspective, underpinning ethos and teaching methodology. So, the immediate consequence is that these educators are disconnected from one another, with a particularly huge gap between formal and non-formal education providers.<< Objectives >>On this line, through ILP project, a mixed consortium of NGOs (non-formal education) and universities (formal education), come together to consider why the gap between the two types of learning providers persists and what can be done to support the learning outcomes of young people looking for high quality teaching and training in peacebuilding. ILP will aim to improve the provision of teaching, learning and training within the peacebuilding sector by bringing together providers from the formal and non-formal education sectors into a community of practice, and creating innovative tools for young people and educators. ILP will enable the creation of a set of tools for young people and educators, to help educators to adopt methodologies needed for providing the necessary competences to young people to become peacebuilders. ILP direct target groups will be:-formal and non-formal educators which will benefit of a new integrated formal and non-formal learning approaches in their work of training and educate future peacebuilders; -young people who want to develop their knowledge and skills in peacebuilding, typically in preparation for their future career, further studies or to become peacebuilders.<< Implementation >>In ILP will be performed the following activities:-Dissemination & communication activities: •The setting up of project website which will contain track of all project activities and PRs.•Setup of project social media channels and online dissemination activities, logo and graphical identity; •Blogs and project newsletter;•Local dissemination events and workshops (A6) etc.-Four project transnational meetings will take place. -Five Project PRs:•A Mapping study (PR1) will offer an overview on the topic of the project and will determine the existing needs and the gaps in methodologies and competences related to an integrated formal and non-formal learning approaches in the field of peacebuilding education. Part of PR1 will be the “Key Competencies and methodology matrix” •An eLearning Platform (PR2) which will back up the Online course (PR3). •The Online course (PR3). Partners will create an educational program in the forms of online course (PR3), which will provide young people important competences in the field of peacebuilding. •The Toolkit for Educators (PR4) will provides a step-by-step guide to educators on how to develop skills, attitude and enhance young people’ knowledge.•The Alliance Roadmap (PR5) will be for those, whether they are academic and non-academic educators but also government actors, who want to develop peacebuilding education in their region, but are looking for already “tried” ways of practical implementation. The PR5 will present how formal and non-formal educational sector can cooperate for developing peacebuilding education based on ILP project experience. •-Two mobility activities (C1, C2). Following: •Blended mobility of young people (BM, C1) •Short-term joint staff training event (TE, C2) -Six multiplier events. The ILP partnership will organize six local conferences in all partner countries. Each local conference has the aim to reach the higher number of stakeholders, foster the use of project PRs and raise the impact of the project.<< Results >>Impact on target groups:Formal and non-formal educators:-Count on a full set of educational resources for supporting the acquisition of peacebuilding competences among young people through a new innovative integrated formal and non-formal learning approach. -Improved methodological and intercultural competences of the staff of the partners. -Formal educators will have new evidence for the production of new academic researches, will improve their expertise and enrich the body of knowledge on peacebuilding. -Educators will bring the new integrated approach into their professional practice. The integration of both approaches will make possible a complete cognitive experience for the youth. Young people:-Young people will have access to relevant learning opportunities in the field of peacebuilding that for the first time will be delivered to them through a formal and non-formal integrated approach.-The overall number of young people interested in peacebuilding will increase thanks to the new integrated approach.-The ILP integrated approach will contribute to change the consideration of young people by formal educators. They will not be considered anymore as passive receptacles to be filled with knowledge, but active learners to be actively involved in the learning process.-Be introduced to the online course (PR3), a self-regulated learning available as OER in English and all partners languages. By scaffolding their further development, the PR3 will not just increase the peacebuilding competences but also foster the spirit to become a peacebuilder and create a positive change in their community.

The cultural and creative sectors (CCS), crucial for the European economy and the well-being of its citizens, has been profoundly wounded by the measures taken to fight the spread of Covid-19 pandemic. The pandemic particularly threatens the future of artists, creators and cultural operators, who are severely impacted by the enforcement of social distancing measures and the consequent postponements, cancellations or closures of events, live performances, exhibitions, museums and cultural institutions. Additionally, cultural employment is precarious by nature, across the EU, almost one third (32 %) of the cultural workforce was self-employed in 2019, compared with an average of 14 % for the whole economy (Eurostat, 2020). So, the sector includes a high range of independent and freelance artists and creators, which often do not necessarily benefit from social protection and unemployment schemes.On the other hand, it is a fact that in this year of pandemic the demand for digital cultural content and e-sales of cultural goods and services have grown among EU and world populations. To address cultural needs, cultural institutions such as concert halls, opera houses, theatres and museums have made their productions and exhibitions available online. They are joined by individual artists, actors, singers, visual artists, or event musical ensembles, who stream their current or past work. Questions however remain if cultural sector workers have the capacity to go digital and continue their activity (particularly in CCS where employment is precarious) and if the digital divide as concerns equipment, the quality of connection and skills, will deepen social and professional inequalities. A digital shift is strongly affecting the cultural sector, but digital skills are usually the domain of young workers (15 to 40 years old). Indeed, it is important to consider that 57.2% (Eurostat, 2020) of cultural workforce is over 40 years’ old, so there is a high proportion of adult workers. However, mass digitization together with emerging technologies such as virtual and augmented realities can create new forms of cultural experience, diffusion, and new business models with market potential that adults involved in CCS can take advantage of. Therefore, there is a need to enhance the digital skills of adult workers involved in CCS.Digital Creative Minds (DCM) project aims to create a sustainable and efficient education program dedicated to adults learners with low digital skills involved in CCS. DCM will enhance awareness of the need for training in digital skills for the CCS and will focus on openness and inclusive in education. DCM will involve the use and development of an open online course on Digital Skills and Social Inclusion for CCS, built as a Massive Open Online Course (MOOC), an innovative adult educational program available in English and all partners languages as Open Education Resource (OER) and accessible to adults with limited digital skills.DCM partners, which will be adult organizations and municipalities will realize the following outputs:- Digital Competences for CCS guidelines- Online platform-MOOC courses-Position Paper on training investments and OERs for raising digital skills in CCSThe project will be an item on the curriculum of each organization and it will be incorporated in the learning and pedagogical activities of all project partners. The main idea of this project is to bring innovations and better quality adult work and new high level adult work services to adult learners involved in CCS. Following, the project will have direct, positive effects not just on project target group but also on partners’ organizations and their staff of adult educators as they will acquire more specialized knowledge on adult learners and on the importance to acquire digital skills to effectively work in CCS.Adult learners will be introduced to the MOOC courses (IO3), a self-regulated learning available as OER in English and all partners languages. By scaffolding their further development, the MOOC courses (IO3) will not just increase their digital skills but also increase the success rate for adult learners involved in CCS from vulnerable socio-economic classes (who can have better access to know-how).