see above

"Context. Open, tolerant and liberal community for everyone irrespective of their social status, educational background, race, gender or their way of thinking is one of challenges of 21st century giving opportunities for adult educators to bring positive and long-lasting effects transferring the experiences and best practices as well as improved models of 5 European countries into local activities"".The objective was to encourage local communities to be open and tolerant towards people of social risk group (including migrants and refugees) and facilitate their social inclusion into local communities through educational activities based on project partners' experiences.Participants. 5 institutions from 5 countries: Berufskolleg Tecklenburger Land Ibbenbüren (GE) -Vocational training (secondary level), experience and competence because of long-term education of students with migrant background; Contempla Trilhos (PT) - Non-governmental organisation, experience and competence of organising workshops and training for people working working with migrants and refugees; Societe Culturelle Franco-Allemande Auvillar (FR) - Non-governmental organisation, experience and competence organising various activities (workshops, actions, cultural events etc.) ensuring the successful inclusion of the members of local community; Stord vidaregaande skule (NO) - General education (secondary level), experience and competence working with refugees’ classes as well as working for many years to integrate immigrants in local society; Telšių švietimo centras (LT) - Adult education, coordinator of non-formal adult education since 2016, looking for new opportunities and experiences for working with local communities.Main activities: 1 short-term joint staff training event and 4 transnational meetings were organised as well as a lot of organisations and communities were visited in each partner country. During the meetings, partners got acquainted with social policies and social situations of partner countries and attempted to find new opportunities to facilitate social inclusion of social risk group and migrants into local communities through adult education and this way encourage local communities to be more open for everyone. In addition, local, regional and national events (workshops, meetings, conferences, cultural events etc.) were organized in partner countries in order to share the experiences and disseminate the project ideas and results as well as to give the local communities new inspirations to act.Results: Introductive film (15 Min) – product created by Norwegian partner putting together 2 Min movies created by partners about activities facilitating the social inclusion in local communities; OPLICO Handbook includes short descriptions about social systems and situations of partner countries and the descriptions of best practices facilitating the social inclusion of people of social risk group into local communities; Training program “Strengthening Community through Social Inclusion” (18 academic h.) based on best experiences of partners was created and piloted by Telšių švietimo centras;Research on the integration of migrants, refugees and people of social risk into local communities was carried out in partner countries and “OPLICO Study on Migrants, Refugees, Social Risk Group” was prepared by Portuguese partner; Collection of articles about Values and Attitudes of an open and liberal community and the results of transnational meetings in Lithuania, Norway, Portugal and France as well as of Short-term joint staff meeting in Germany written by French partner (5 articles); All planed results were achieved thanks to the successful partnership. In each partner country, a lot of people (staff members, stakeholders, representatives of organisations/institutions) contributed to this project presenting their social system and situations of the country as well as their institutions, sharing valuable practices and experiences on integration of people with fewer opportunities.Impact on institutions and local communities: learning about various organizations and ways of thinking as well as acting in partner countries; shared successful examples of community integration through art, aesthetics, sports, culinary, love for nature as well as open and friendly communication discussions with project partners from abroad; local activities as well as the planting the OPLICO tree in Degaičiai Park fostered the community members to grow together with the community, which became more open, innovative, active, more motivated to learn and improve and to act. Training program “Strengthening Community through Social Inclusion” (18 academic h.) as well as other project results based on best experiences of partners are oriented on social inclusion through educational activities and will be used in the future working with local communities so the long-term benefit - better communication in the community and better inclusion - is expected."

In the current times of socio-political conflicts rising between bordering countries, migrants and refugees coming to Europe, economic crisis, leads to prejudice and discrimination based on gender, socio-economic classes, racial and ethnic stereotypes; promoting general xenophobia, racism, gender based violence, bulling, discrimination between social classes and sexual orientations. All this exist in schools, which represent a micro society, with all that the surrounding society has. These behaviours are usually based on social stereotypes; and although stereotypes are normal ways to simplify the world around us, if we fail to ‘see’ beyond the stereotypes, we will fall into discrimination and even violence.StereoSciFi project was implemented in schools, also because it is an environment where students are to learn, and where they spend long time every day. The students targeted (between 7th and 12th grades) are at the stage in which the peer group gets more importance and influences the most of their personality development. This stage is perfect to make them realize that stereotypes, although helpful for general interpretation of the world, should not be the only basis to act at others, and make them alert to find out about the specific characteristics of others, and accept what is different, and also that different doesn’t always mean worst.How to attract youngsters to develop their social skills related to social stereotypes? The best way is to use what they find most attractive. Considering the technological advances in world today, science is appealing to students. Also appealing to youngsters are books and films. In StereoSciFi we put all these together: we used books and films, science fiction (hard science fiction, which is based on science, especially on social sciences) ones, which portray social stereotypes and social situations that could lead to discrimination, and created activities to develop social skills in students. These activities are performed in schools: in classes, if included in subject curricula, or as extra school activity as in school workshops. StereoSciFi partnership includes 6 partners from 5 countries: PT, IT, ES, LT and PL. There are different organisations, although all are important in school education sector: HR consulting expert in creating learning materials and resources (P1/PT); public school of secondary level (P2/PT); European association expert in creating and providing activities to youngsters, and organizing events such as workshops and festival (P3/IT); professional school providing regular secondary education and professional courses in technological areas (P4/ES); training centre expert in training teachers and creating and providing tailored activities to students with special needs (P5/LT); University, its department of Education, expert in research and creation of resources and materials to school education and teachers (P6/PL). All partners are engaged in all activities and outputs, but doing different tasks according to their expertise, as follows:Project Management, lead partner is P1/PT (project coordinator); under Project Management were Dissemination Activities (lead partner is P4/ES), and project Evaluation & Quality Assurance (lead partner is P3/IT). O1 – Catalogue of Science Fiction Books and Films, including 12 books and 12 films portraying social stereotypes and situations; available to free download on website, in English and partners languages. O2 – Activities Suitcase, including 4 books and 4 films, and minimum 3 activities per book / film (3 items have 4 activities), available to free download on website, in English and partners languagesO3 – Teachers Guide, with guidelines to teachers use the catalogue and Activities Suitcase in their schools, available to free download on website, in English and partners languages.The methodology used in StereoSciFi implementation was TeamWork (all partners are involved in all activities and IOs, but according to their expertise), so teambuilding was crucial right from the start and especially developed during partnership meetings; and the involvement of target group from the start, and for this it is important all dissemination activities, and involvement of students and teachers in assessing the results, to guarantee the adequacy to target group.As main results we had the improvement of social skills in students, measured in pilot evaluation, which will turn into better social inclusion of all school students, and this will pass on to society. We had immediate impact on the participants of Pilot Actions, teachers and students, as seen in evaluation of pilot, and the large number (395 instead of foreseen 88) of participants, and their sharing experience in Multiplier events held. High % of teachers (more than 70%) stating they will use the StereoSciFi Pack. And large numbers of followers on Social Media, around 600 instead of 200 foreseen, which encourage to share the experience and reach even more users!

There is a consensus in education policy that people need digital skills in order to be able to cope with the demands of this rapidly changing every day life and working environment and to be able to reflexively cope with this digital change and in some cases even shape it. In all European countries and at the level of the European Union (European Commission, 2014), the development of appropriate professional competencies as well as the development of basic digital competencies for all citizens is therefore on the education policy agenda. Adult education institutions are particularly challenged here. They have always focused not only on the preparation for certain demands of occupation and work, but in particular on the formation of a holistic personality who lives a successful life in a reflexive, self-determined and responsible way. Thus oriented, they are necessarily connected to a mediatized and increasingly digitized world of life and work. They continue to develop their offerings in terms of content and methodology and today - at different levels of implementation - use media and digital formats for competence assessment, knowledge transfer, learning process support and educational counselling. They are supported by the adult education associations, with national initiatives and offers or also with Europe-wide impulses, offers and aids on EPALE. Without questioning the importance of these supporting activities for the development of the vocational pedagogical competence of employees in adult education institutions, some challenges and questions remain on the agenda of each adult education institution. These concern all dimensions of adult education work, starting with target-group-specific addressing and the suitability of digital formats for specific participants through to the ethical and legal framing of teaching and learning. The European area of lifelong learning, with its cultural and organisational diversity, offers a very appropriate forum for discussion and exchange of ideas, methods and practices of digital education and integration of digital media into teaching/learning processes.This project of a strategic partnership in adult education with seven institutions from the eight European countries Austria, Belgium, Czech Republic, Germany, Hungary, Italy, Lithuania, and Poland focuses on the exchange of good practice. The primary objective of this project is to enable the exchange of ideas, methods and practices of digital education in a transnational network and thus strengthen their reflective professionalism. This process of exchange, critical discussion and reflection of existing approaches and practices will be thematically structured, recorded and disseminated in its main discussions and outcomes.The impact can thus be described as the increase in experience and learning of the organisations and their pedagogical staff, which is reflected as far as possible in innovation in the institutions. In this context, innovation means the reflexive digitisation of educational organisations and educational offers in order to take older people or target groups with an unfavourable educational biography into the digital age.