According to Eurodesk (2018), young Europeans of 15-29 years spend an increasing amount of their time-consuming digital media from social media applications to have fun, learn, make friends, and be informed about the news. However, research shows that the most popular false information pieces in social media attract more attention than real, while false and inaccurate information spreads widely and quickly across the web, reaching out to a large population via social media (Kumar & Shah, 2018). According to a study of the Directorate-General for Communications and Technology, the spread of news that intentionally misleads readers has become an increasing challenge for the functioning of our democracies, affecting people’s understanding of reality. For this reason, the Commission’s Work Programme 2018, an agenda for a more united, stronger and more democratic Europe, countering fake news is one of the proposals for Europe’s Digital Single Market. Importantly, COVID-19 is grinding much of society to a halt, young people have entered uncharted territory.Thus, SPOTit aims to respond to this challenge by supporting the development of media literacy skills of young people (18-35 year-olds) in order to be able to make informed decisions on the information they come across on the social media services by harnessing the powerful open-source technologies for vlogging which are popular among youth today and via the development of innovative digital resources. Moreover, the project foresees and put emphasis on the development of crucial 21st-century skills to young people and specifically critical thinking, communication, collaboration, sense of democracy, civic participation and active engagement. To achieve the above, Forwardspace put together a cross-sector consortium to develop resources and provide training to youth workers and in extend to young people to empower them on media literacy topics, so to enable youth to become critical readers and active participants in consuming digital information (e.g.discriminate between high-quality information, marketing hype, and harmful junk).During the implementation of the project youth workers will be empowered to support young people become critical thinkers and develop a series of videos that will teach young generations how to debug fake news that they encounter online (e.g.viral videos, scams, hoaxes). Project partners will also create a user-friendly e-learning platform with digital resources including the design and development of digital escape rooms for young people which includes working with facts and myths, intentional error, and PIN code methods, to figure out the quizzes and riddles addressed the topics of the project presented to them, a professional MOOC, and a training package on media literacy for youth workers.The project’s objectives are to:1.Educate and support youth workers and trainers’ acquisition of media literacy competences by developing learning resources and innovative tools using non-formal education2.Empower young peoples’ capacity to use media literacy strategies for spotting fake news, and make responsible choices about the world of news around them3.Inspire youth workers and youth organizations to integrate the strategic use of ICT tools and open-source software in youth education, training and youth systems to combat disinformation and fake news4.Enhance young people’s skills such as critical thinking, communication, and digital skills, with the use of innovative digital tools and resources5.Increase the quality of youth work in Europe by modernizing the teaching practices of youth workers through the use of innovative approaches that are in line with young people’s daily habits and needs.The target groups of the project are youth workers, youth officers, volunteers who are actively involved in the field of youth, and young people (18- 35-year-old). The project’s implementation will be based on a youth-oriented participatory method that will allow youth workers to interact with young people and volunteers expanding their horizons in terms of media literacy. For that reason, during the project, a SPOTit Youth Committee will be established.Through this project, youth workers are expected to develop skills and competencies on media literacy using the latest ICT tools and open-source software. Thus, they will improve their professional profiles, they will gain access to innovative approaches of teaching youth and integrate good practices on their daily teaching activities through the modernization of their instruction. Also, young adults (18-35 year-olds) will enhance their media literacy skills and develop their digital competences as they will be engaged in the practice of vlogging and in innovative e-learning practices. SPOTit aims to reach directly and indirectly 2,000 individuals during its lifecycle and more than 5000 people at long- term.

BACKGROUND: Coworking is a new model that involves individuals working independently or collaboratively in shared office space. However, coworking is not only about providing office space for startups, self-employed persons and other. Coworking usually performs two more important functions - there is always educational program provided as well as socialisation program. Hence coworking is a unique mix of 3 very important features: at first - it promotes and help entrepreneurship, including social entrepreneurship ( especially in rural areas); secondly - it bring new educational elements into community, where it operates; thirdly - it always helps in terms of social integration, especially important in rural areas. The rationale of coworking is its triple effect, which can stimulate positive and sustainable effect of socialisation (inclusion), education and entrepreneurship. These elements are critically important in a youth sector, especially in rural areas. OBJECTIVE: Introduce coworking concept to he youth centres in the rural areas - hence, stimulate entrepreneurship and educational possibilities of youth through coworking concept. The project aims to fosters entrepreneurial attitudes, stimulate key competencies and provides new models of business operations in rural environments. NEEDS: The work conditions shift from the office based o the flexible and freelance.It is expected that coworking spaces will be “new models of work” in the context of the ‘collaborative and ‘sharing’ economy (Botsman and Rogers, 2011). Hence, coworking is an alternative way of working, where working environment is shared and coworkers become sustainable entrepreneurs. In the supportive environment they receive also new contacts, social skills, empowerment and education. The most obvious change in the working behaviour is found within youth sector. Hence, youth centres has to become a combination of youth centre and coworking space. At the moment, the lack of relevant knowledge, support and infrastructure is one of the main barriers for proper development of coworking in rural areas and small towns. With more than 7.500 spaces in operations across Europe (2015), coworking is by far the largest bottom-up community based network of entrepreneurs. Neelie Kroes, European Commissioner in charge of the Digital Agenda, has acknowledged coworking as a model which can support the development of digital entrepreneurship in Europe and beyond. The project addresses specific problems related to youth unemployment and self-employment in rural areas: - the need to reduce start up costs (office rent, secretariat costs, room meeting, ICT tools, etc.); - the need to combat the sense of isolation, need for social engagement and civic activisms within relevant social network.; - the need to stimulate self-employment and entrepreneurship by stimulating key competencies. TARGET AUDIENCE: - primary target group: youth living in a rural and small towns. - secondary - youth workers/youth leaders. MAIN ACTIVITIES/RESULTS: 4 Transnational meetings organised in partners countries. 1 Guideline with suggestions how to coworking within youth sector and distributed to wide network of stakeholders. 2 Trainings organised to obtain and share knowledge. 1 Coworking space started in Latvia as role model. 1 Dissemination events organised with at least 30 participants. At least 15 articles about the project will be published in the project partners websites, describing 3 most important processes in the project. 1 network of established among partners with aim to continue cooperation BENEFITS/IMPACT: The main impact expected to have a wider visibility and support towards coworking as a method to integrate in a youth centres to empower youth. Foster development of better infrastructure for entrepreneurship, foster availability of education in youth sector. More specific impact is expected as: - wider acceptance of coworking concept at European level in rural territories as part of the youth work; - improvement of essential support towards educational needs in rural areas in youth sector; - increased amount of empowered youth in Europe; - availability of new coworking spaces integrated as a part of the youth centre in Latvia and abroad.

"According to the European Skills, Qualifications and Occupations (ESCO), there are a series of group works considered as ""Elementary Occupations"" (EO) (ISCO-88 and ISCO-89: sales/service elementary occupation, agricultural, fishery, mining, construction, manufacturing and transport, cleaners, helpers, street/related sales, services workers…). While EO's relevant areas of work are increasing its demand, with a growth of 8% in 10 years that is expected to continue, most of EU countries is reporting a surplus of workers in EO. It is expected that between 2015 and 2025 around 11.8 million EO job openings will appear on the EU, especially due to retirement (CEDEFOP, 2018). However, most of EO workers hold low or medium level qualifications; one of the main issues in EO is the increasing impact of certain skills in the future of the occupations. The project consortium has studied the context of elementary occupation workers and the needs from that labour sector, reaching the conclusion of the need to provide learning on digital literacy in companies, allowing their workers to improve the employability and give them the opportunity not only to become competitive in their concrete labour market but also access new, higher job positions.DIGITAL GURU intends to provide SMEs, employers and HR managers with innovative methods for an effective workplace learning management. The main objectives of DIGITAL GURU are:- Improve the conditions of effective workplace learning, including voluntary engagement, extensive contact, study time, and sustained formal and informal opportunities for acquiring and improving skills- Improve digital and literacy skills of low qualified adults- Extend the supply of high quality learning opportunities tailored to the needs of low-qualified adults to enhance their literacy and digital competences- Progress towards higher qualifications- Attract adults who would not participate in other forms of learning- Improve job satisfaction on low-qualified positions- Reach people who are not normally involved in continuous education or training- Promote Education and Culture in Lifelong Learning to raise shared values, especially at the European Year of Culture HeritageThe main target of the project will be SMEs, employers and HR Managers who usually deal with Elementary Occupation workers and offer them training. This main target will receive training on how to provide digital skills to the secondary target, which are low qualified adults working on EO (according to ISCO division).All major expected results are listed & detailed in the Intellectual Output and Training activities of the DIGITAL GURU project and are part of:O1. DIGITAL GURU Methodological toolkit for employers/HR managers on how to foster encouragement and motivation for professional and personal development, by using on-the-job activities with low-qualified adults.O2. Curriculum Programme for employers/HR managers digital literacy skills development. O3. Innovative DIGITAL CLASSROOM LAB for PILOTING on digital literacy skills in-company for employee's in low qualified positions/elementary occupation (ISCO).O4. Creation of an online environment and assessment tool used by employers and employees for IO2 and IO3 innovative training programme and IO1 toolkit."

The cultural and creative sectors are an economic and societal asset and provide an important contribution to the EU GDP. The New European Agenda for Culture and Work Plan for Culture (2019-2022) underline the importance of cultural and creative sectors for innovation, job creation, cohesion and well-being of societies. The creation of this supporting ecosystem is more than ever crucial now after the Covid-19 onslaught. The outbreak of the pandemic has already threatened the future of artists, culture and creative professionals (ACCPs).The pandemic crisis has made ACCPs unable to continue their activities, unless they have the possibility to follow different business models. The cultivation of entrepreneurial attitude, the upgrade of the role of innovation in business, the orientation towards digital cultural offer and presence on the internet, and the promotion of collaborations could support ACCPs to survive from the pandemic crisis and be prepared for the new era after the pandemic. It is believed that the pandemic crisis will spur the digitalization of culture and accelerate the digital shift, while competition in the digital markets will call for more plural products. Survival in the new era will be based on new business models, digitalization, collaboration, innovation, adaptation, flexibility.Under this scope the ArtCRelief project aims to cultivate the entrepreneurial and business mindset of ACCPs in order to survive through the crisis and be prepared for the new conditions that will follow. The main project’s objectives are to:a)Create a comprehensive, multidimensional training for ACCPs adaptable to local/national contexts and needs imposed by the pandemic crisis;b)Cultivate the entrepreneurial and digital mindset of ACCPs;c)Provide ACCPs with knowledge about new business models, based on the digitalization of culture and use of ICT for the promotion of creative products;d)Promote ACCPs active motivation in order to become more cooperative-oriented, embracing social entrepreneurial models;e)Create an attractive and easy-to-be-used training material for ACCPs in order to acquire the necessary knowledge, skills and competences that will prepare them for the after pandemic era;f)Create a tailor-made virtual community space for education sharing/exchanges purposes as well as for the development of collaboration and innovation culture between ACCPs and other stakeholders; g)Raise awareness among policy makers, stakeholders and other organizations, involved in education & training as well as in arts, culture and creative sectors.Seven organizations from Mediterranean, Balkan and Baltic countries with experience in adult education training programmes’ design and delivery, business consultancy, academic sector, ACCPs sector, as well as organizations supporting digitalization and social innovation, and a research organisation active in the field of culture are members of the ArtCRelief partnership. Four of them are newcomers in Erasmus+ Strategic Partnerships. The consortium plans to involve 50 stakeholders and 38 individuals from the main target group of ACCPs, unemployed, employees in CE or self employed, in the development of the project activities and reach more ACCPs and other relevant stakeholders through multiplier events (265) and dissemination. At least 12 will be ACCPs with fewer opportunities. Through the dissemination activities carried out by the consortium and the associated partners it is estimated that more than 10.000 persons will be reached.The activities foreseen are:a)The development of the ArtCRelief Training approach consisted of learning outcomes, training content and training methodology;b)The development of the learning material for the preparation of ACCPs for the new era after the pandemic crisis;c)The development of an e-learning and collaboration space platform for ACCPs.ArtCRelief will apply a combination of active, collaborative, experiential, reflective and transformational learning, employing project work, team work, design thinking, problem solving and other process-oriented, adult learning techniques. Such a combination has never been developed so far. The project approach is based upon 4 logical steps: RESEARCH – DESIGN – TESTING – STREAMLINING. Products will be tested in a piloting phase adapted and presented in multiplier events. Activities have been designed in a goal-oriented and sequential manner.In the long run, it is envisaged that wherever the new training approach is implemented a notable improvement in the creation of entrepreneurial skills and knowledge about new business models will be developed among ACCPs.

"<< Background >>The service sector accounts for more than 70% of the EU output and jobs, so the future growth path and overall development of the economy and labour markets depend on it. Global consumption patterns are becoming unsustainable, and society faces serious environmental challenges, from rising global resource demands to climate change, water scarcity, threats to biodiversity and air pollution. At the same time, growing sustainability challenges already pressure businesses to consider the environmental impacts of their growth and adopt new sustainable business models. In light of this, service design thinking is becoming increasingly important in this rapidly growing service-based economy. Design Council (UK) states that one unit of money invested in service design brings back twenty units of turnover. The main problem why service design methodology is not used by family and micro-enterprises is the lack of knowledge and the fact that the involvement of an external service designer is generally costly. These types of enterprises do not implement service design as a strategic tool due to the lack of general understanding. The lack of the use of service design strategies is a common characteristic of family and micro-enterprises in many European countries. Products and services are usually designed by managers or owners, or persons without training in service design. EU is moving with its Green Deal intensively closer to an environmentally friendly economy. While new business models are being created, it is important for family and micro-enterprises to have the knowledge on how to adapt in this changing business environment while creating their services in a more environmentally friendly way. At the same time, it is important to focus on growing the sustainability of their businesses. Also, VET providers have little practical experience in teaching service design and the training effect remains short. An innovative approach to directly help family and micro-enterprises in creating greater value through service design methodology. SeDiHUB allows family and micro-enterprises to develop their strategic management perspective: design thinking methodology integrated into strategic and tactical planning of an organization's growth and providing services in a more sustainable and environmentally friendly way.<< Objectives >>SeDiHUB aims to upskill micro&family enterprises to employ SD to develop sustainable and digitalized services and is structured into the objectives below: To raise awareness of micro&family enterprises about SD so as to develop customer-oriented services in a sustainable and environmentally friendly way in the digitalized economy To provide knowledge, skills, competencies to micro&family enterprises required to develop customer-oriented services themselvesTo provide VET providers with a methodological approach of using new tools and online learning resources to teach SD when environmental issues and digitalization options have been taken into accountTo create a training material specifically for micro&family enterprises, accompanied by the necessary guidelines and tools for developing services To create an online learning platform to develop SD thinking among micro & family enterprisesTo create a micro&family business hub where stakeholders can learn how to apply SD, matchmake and create joint services-To raise awareness among policymakers, stakeholders involved in the business development ecosystem on SD thinking necessity as a crucial point of creating added value in the service, digital economy and sustainable development<< Implementation >>Activities are planned through a service design method using a double diamond approach to design a qualitative project result according to the target groups' needs. The methodology of the horizontal and the vertical approach is used for the smooth running of the project. Project activities: 1. Project management, evaluation - horizontal activities. 2. Production of results, implementation of the training activity - vertical activities. 3. Dissemination & multiplier events - horizontal activities. The double diamond process parts are: discover, define, develop, and deliver. By using Service design methods in the SeDiHUB , we can ensure that the project's final training approach, training material and online platform meet the needs of the project's main target groups (micro&family businesses, VETproviders). R1 activities are part of the SD process in double diamond called ""discover and define"". Through R1 activities, we deliver the project's goal of creating tailor-made training content for micro & family businesses. Following sub-activities are performed: Mapping theoretical foundation and training needsDevelopment of the desired learning outcomes and curriculum according to EQF Development of the training methodology and assessment of the SeDiHUB Compilation of the training approach Executive summary and translation into all partners languages R2 activities are based on ""define and develop"". The input of activities comes from the outcomes obtained from R1. In order to achieve the project objective, an LTT activity is needed to develop tailor made training courses for micro and family businesses. During the LTT, training for all project participants on service design and tools is provided. First structure of the content of the training is developed. After the LTT meeting, all project partners have a unified overview of how the content is developed in R2 and R3. In addition, guidance material for VET providers is developed to ensure the attainment of the project's objective in providing them a methodological approach. Following sub-activities and LTT event are planned: Training material each based on the principles of distance learning, online learning and service design theoriesTranslation of the training material to all partner languages In designing R3 activities, we proceed with – ""develop and deliver"". The development of R3 helps to achieve the project's goal by creating an online learning platform as a self-directed learning tool for the development of service design skills among micro and family businesses as well as to VET providers. Following sub-activities are planned: Online platforms needs analysis, functionality designDigitizing service design toolsDevelopment of the gamified resources Online platform content management, testing, training material, tools uploading.Piloting online platform and making improvements R4 will be the ""deliver"", focusing on producing a comprehensive guide for the creation of a micro&family business hub for the further exploration of the exploitation of the training approach and results. The guide will be a set of digital toolkits, relevant to the needs of the target groups and recommendations on the further use of the SeDiHUB training model and products. Following sub-activities are planned: Focus groups, contacts with stakeholdersDeveloping guidelines, templates, material relevant for each of the target groups needs Translation in all partner languages<< Results >>The SeDiHUB results will be freely accessible online and presented at multiplier events and other promotion activities, while the associated partners are encouraged to recommend them to their contact networks. The results are made available online free of charge to all actors involved in micro and family enterprises training, consulting and support, and the development of the service economy and sustainability.Expected results of the SeDiHUB: R1. A multidisciplinary training approach and modular curriculum including training methodology and assessment for micro and family enterprises' up-skilling on developing sustainable business and environmental services through SD in the digitalized economy.R2. Training resources specially designed to address the needs and to study styles of micro and family enterprises to develop sustainable business and environmentally friendly services through SD in the digitalized economy. The training material will serve the principles of distance, online and self-directed learning, and SD theories and will be structured into: notes, videos, case studies, simulation scenarios, good practices and a depository.R3. An online learning platform specifically designed for micro and family entrepreneurs, that provides an excellent overview of the SD process and tools, enriched with an online SD toolbox and gamified resources.R4. A comprehensive guide, in the form of a set of digital toolkits, for the creation of a micro&family business hub and further exploitation of SeDiHUB results by VET/other training providers, organizations providing support to micro& family enterprises, business consultants, micro &family businesses. EXPECTED PROJECT OUTCOMESParticipating organizations -Development of new synergies and increased capacity in working at the EU level with organizations from different fields -Innovative educational approaches built on active, transformative, and digital learning to address business sustainability and production of environmentally friendly services through SD in the digital economy Micro and family entrepreneurs-Improved knowledge on developing services on their own, following SD principles and steps.-Improved knowledge about sustainable business models and increased awareness on SD benefits towards the development of sustainable business and environmentally friendly services in the digitalized economy-Increased sensitization about environmental friendly services and sustainable development -Increased awareness on service design as a way towards customer-centred service developmentVET providers and VET trainers-Knowledge and skills related to SD and its value in addressing sustainability and environmentally friendly services in the digitalized economy -Competences to guide VET students on how to conceptualize and take over the control of the SD process to provide sustainable business solutions and environmentally friendly services-Ability to promote active, transformative learning, and novel training activities - Creation of SD and sustainable development cultureBusiness Consultants-Knowledge and skills related to SD and its value in addressing business sustainability and develop environmental friendly services in the digitalized economy -Creation of SD and sustainable development culturePolicymakers & other relevant stakeholders -Awareness-raising about the need to create more supportive activities for family and micro-enterprises to increase their added value and sustainable development."