<< Objectives >>With this project, it’s aimed to eliminate the prejudices and fears of female students towards STEM fields and to create added value for the country's economy by increasing the share of the female population in the qualified workforce. Within the scope of the project, it is aimed to implement the “STEM4GIRLS” mobile application, which is described as a need by the young people who are the addressees of the problem and to increase the interaction between female students and women who become pro<< Implementation >>Within the scope of this project, a mobile application named “STEM4GIRLS” will be developed. A festival with international participation will be organized in order to promote the developed mobile application and make it widespread in partner countries. In order to introduce the mobile application to more people, seminars will be held in Ankara, Elazığ and İzmir.<< Results >>With this project, female students who are interested in STEM fields but do not tend to these fields in education life due to social prejudices will be encouraged and their fears about these fields will be prevented. By encouraging young women who have been educated in STEM fields but continue their careers in non-STEM fields, the loss of trained workforce will be prevented.

"<< Background >>The world of work has changed fundamentally in recent years. It is increasingly digitized and globalized and demands mobility and flexibility from employees. Then there is the current crisis, which has hit all of Europe and the world hard. The social consequences of the Corona crisis hit women with children particularly because they take on most of the childcare during the pandemic and defer their own job or qualification-related activities. The group of women with a migration background who were already socially weak, poorly qualified and unaccustomed to learning before the crisis threatens to be doubly left behind in the area of digital knowledge and qualifications because the pandemic exponentially increases the use of digital applications and the need for corresponding qualifications and future job market opportunities of these women continue to decline rapidly due to a lack of further training. Affected are women who have recently arrived in the country as well as women who have resided in Germany for a long time and who have not yet managed to integrate into the local labor market. Due to the widespread and urgency of this problem, an approach is to be tested with the bundled competence of 6 European partner organizations to motivate the target group of underqualified women with children in such a way that they want to expand their digital skills and take part in courses that firstly give them digital skills for everyday life and, secondly, to impart digital knowledge for the job and thereby enable them to have a professional perspective.<< Objectives >>The implementation of the project measures should achieve the following goals: 1. Target group 1 Low-skilled women with a refugee or migrant background who (have to) neglect their own advanced training, especially in the area of digital skills, and therefore have no or only difficult access to the German labor market due to bringing up children and traditions (and currently also increasingly due to the corona epidemic) Acquired, familiarized and empowered to use this knowledge professionally through qualifications that are tailored to their needs and their circumstances. So that women can take advantage of these offers, their children or their families are involved through parallel offers; conversely, the child-related offers serve as a “lure” for those women who initially have little self-motivation. As a result, the participants acquire the digital skills required for a professional activity today. Overall, this prevents relative dequalification, strengthens their self-confidence and increases their employability. 2. Target group 2 In the course of the project, people in the second phase of life who are interested in working as voluntary ""senior experts"" and especially in supporting the above target group will be identified and qualified as learning guides. They accompany and advise the participants with regard to course participation and with regard to taking up a job and thus make an important contribution to stabilizing participation and achieving the job-related qualification goals. 3. Sustainability of the products The qualification modules developed in the project for the participants and their families (product I.1 basic module, I.2 advanced module, I.3 family module,) will continue to be offered after the end of the project by as many of the German and international partners participating in the project as possible within their own fields of activity ; Through suitable transfer formats, efforts are also made to win over other national and international sponsors (educational institutions and voluntary organizations) for the sustainable implementation of these offers. In order to ensure the implementation of the qualification modules at a high level, a seminar for the future sponsors (product III.1) and a guide (product III.2) for implementation in the respective programs will be developed and offered as part of the project. 4. Sustainability of the learning support So that a sufficient number of learning guides are available to support the participants after the end of the project, an internationally coordinated learning unit for the learning guides (product II.2) will be developed, tested and made available to all interested parties during the course of the project. 5. Networking In order to continuously optimize the participant-related work and to develop further internationally usable products in the future, the project aims to intensify and consolidate the exchange of experiences in this regard. To this end, it initiates the establishment of an exemplary carrier network in the Dortmund area and encourages the establishment of an international network between the project partners and other interested organizations.<< Implementation >>As part of the project, the following products and formats are being developed and implemented for the following addressees: For the participants: • Product 1 Module 1: Basic learning module for women ""everyday use of digital devices • Product 1 Module 2: Advanced module for women ""Professional computer use Basic"" • Product 1 Module 3: Family module - small, sustainable mint experiments that help children and mothers and fathers to better understand digitally and learn together • Open webinar for women on the two modules to discuss the content internationally with the target group For learning guides: • Product II M.1: Learning unit for learning guides, ""The little mentor's certificate"" • Open webinar for learning guides to evaluate the teaching units for learning guides • Product II M2 teaching concept for the international workshop • Workshop for learning guides in Italy for intercultural exchange and discussion of the work of learning support • Product II M 3: Tool for better communication between participants and learning guides. For education providers and voluntary organizations: Transfer • Product III M.1: Seminar for voluntary organizations and educational providers to be able to teach the products described above in their facilities • Product III M2: Guide for inserting the modules for interested institutions The project partners from 5 countries work together to develop these desired results in a collaborative and collaborative manner. Division of labor, because each project partner assumes responsibility for the content of at least one of the concepts to be developed and prepares initial proposals for this. This coordination function is assigned to the partner who has the most experience in the area addressed. Cooperative, because each of these responsible parties has one or more other project partners who form a working group with them. In order to spread the existing experience as evenly as possible, it is planned that each project partner should work on at least one element from each of the three product groups mentioned above. A total of 5 international partner meetings are held every six months for joint project planning, to get to know the partners, to control the content of the measure and to intensively discuss and ""adopt"" the concepts developed by the working groups. The 2-3 day meetings, in which 2 experts from each partner take part, take place in turn in the participating countries. The final conference at the end of the project will also take place in Germany. After the discussion and ""acceptance"" of the developed concepts by the project plenum, the modules are tested in practice. The respective country-specific conditions are used in a targeted manner to test different approaches and to draw comparisons. For example, the target group of women in the partner country Italy consists mainly of refugee women, in Germany of refugees and migrants (some of whom have been resident here for a long time) and in Poland more of women migrants from other Eastern European countries. Additional knowledge is gained by inviting representatives of these different (sub) target groups as guests to the international partner meetings, where they can also exchange ideas with one another and with the project partners about suitable formats for their advanced training. The entire measure is continuously evaluated by the Ukrainian partner.<< Results >>For women who have never been employed or have been out of work for a long time and have no experience in dealing with computers, a basic module “everyday computer use” is offered. In this course you will learn the basics of private PC operation, you will also be taught essential knowledge of everyday life and introduced some low-threshold professions. The course lasts four months and is carried out as close to your home as possible. From the ranks of the participants in the basic module, a group of women emerges who have further professional and technical interests. For these and other women who already have professional experience and / or private experience with the PC, the advanced module “Professional Computer Use Basic” is offered. It introduces women to the use of the office package and, depending on their needs, can include other aspects of professional preparation (e.g. application training). The course immediately follows the beginner's course so that its graduates can take part and take the next qualification step straight away.For the children of the participants of all courses, a family module takes place in parallel, which is supervised and organized by the project partner Kitz.Do. It includes experiments that are also suitable for normal rooms, so that the children and mothers can learn side by side. During the holidays, more complex work camps take place in the KITZ.do rooms. The children and their parents have the opportunity to try out a scientifically and technically oriented play program. This opens up further access to their interests and at the same time offers the opportunity to repeat basic skills such as writing and arithmetic again through fun experiments. you will learn about programs that you can use to protect yourself from malware and other risks. In addition, the children receive further information about possible professions in the Mint area. Not only do the mothers and their children work together on the experiments, the fathers are also involved if possible in order to increase the acceptance of women's learning and to further improve family structures. By attracting them and by offering a meaningful offer for the children, it is possible to win over women as the actual target group for participation. By attracting them and by offering a meaningful offer for the children, it is possible to win over women as the actual target group for participation. Another important result of the project is the recruitment of volunteer learning guides who support the women in solving the questions and problems that arise in connection with the qualification and to support them in their professional orientation. The learning guides are qualified for this task by the international learning unit developed in the project (""The Little Mentor Certificate"") and are supported in networking internationally, exchanging their experiences with colleagues from other countries and thereby developing themselves and their work ."

THE AIM OF THE PROJECTThe aim of the project is to develop, implement and disseminate innovation in the form of a MODEL of MOBILE SOCIAL EDUCATION (MmsED) in higher education. Its attribute is organizing the teaching process in motion, outside the university walls, with the participation of stakeholders from outside the academic community (citizens, representatives of institutions and organizations, activists, people at risk of marginalization).This model combines three important features of the educational process: (1) MOBILITY; (2) PARTICIPATION; (3) INCLUSION.The listed features relate to both the content and form of the designed teaching tools and classes. Based on the tests we assume that the organization of didactic classes in motion, with the active participation of students and other people, promotes better preparation for social life, including the role of an active citizen.We also assume that thanks to the introduction of the MODEL of MOBILE SOCIAL EDUCATION, the didactic offer, compared to the traditional model, will be more (1) CURRENT; (2) ADEQUATE FOR NEEDS; (3) ATTRACTIVE for class participants.THE MODEL of MOBILE SOCIAL EDUCATION consists of three modules: (1) RESEARCH WALKS; (2) STUDY VISITS; (3) EDUCATIONAL GAMES ON THE MOVE.WHO IS INVOLVED IN THE PROJECT? Institutions and organisations from 9 countries (Croatia, Czech Republic, France, Italy, Poland, Portugal, Romania, Turkey, United Kingdom) - 8 universities; - 2 NGO's; - 1 enterpriseNUMBER AND PROFILE OF PARTICIPANTS AND PERSONS INCLUDED TO THE PROJECT - about 345 persons in total1. Key persons in the project team - academic teachers, entrepreneurs and social activists - about 35 persons.2. Participants of the training course MOOC on the Education on the Move - teachers, educators, students - 300 persons.3. Participants of pilot classes - teachers, students and invited stakeholders - about 100 persons.4. Participants of dissemination events - teachers, students, activists, officials - about 300 persons.THE PROJECT INVOLVES THE FOLLOWING ACTIVITIES1. Conducting research on mobile methods2. Exchange of good practices in the field of mobile social education. 3. Conducting pilot classes evaluated by the participants.4. Preparation of instructional videos (to make a common instructional movie).5. Development of the student's handbook6. Developing a guide for academic teachers (teacher's toolkit).7. Developing the training course MOOC on the Education on the Move.8. Conducting partner meetings and disseminating the resultsTHE PROJECT PLAN FORESEEN• 5 meetings • 6 Intellectual outputs• 11 dissemination momentsTHESE ARE THE INTELLECTUAL OUTPUTS DELIVERED DURING THE PROJECT IMPLEMENTATION (O1-O6)I. Three books published• STUDIES ON THE MOBILE MODEL OF SOCIAL EDUCATION (O1) - a collection of jointly created scientific texts (theoretical, methodological, empirical) on the subject of mobile, participatory and inclusive methods and their application in academic didactics. Studies will provide a common intellectual basis for project partners and other institutions and people using the developed model. • STUDENT'S HANDBOOK (O3) containing descriptions of good practices in the application of innovative educational tools in the field of social and humanities education. The handbook shows how students can use these methods in future professional practice. • TEACHER'S TOOLKIT (O4) - containing tips on how to use methods by teachers (walks, study visits, educational field games).II. Other outputs• INSTRUCTIONAL VIDEOS (O2) - containing tips on conducting classes using a) study visits; b) research walks; c) educational field games.• A NEW PROGRAM CONTENT (O5) - innovative forms and tools of social and humanistic education.• the MOOC on the Education on the Move (O6) - online course for those who want to know how to conduct activities based on the education on the move.POTENTIAL LONG-TERM BENEFITS1. DEVELOPED AND STRONG NETWORK OF INTERNATIONAL COOPERATION - to create new projects together.2. INCLUDING and USING new content of the CURRICULA of selected academic subjects - innovative forms and tools of social and humanistic education.3. INCLUDING new subjects related to the use of innovative forms and tools of social and humanistic education.4. USING PUBLICATIONS WHICH ARE RESULTS OF THE PROJECT IN ACADEMIC EDUCATION (by students and the teachers).5. INFLUENCING THE PARTNERS INSTITUTIONS by adapting and implementing good practices to the teaching practice.