<< Objectives >>1. To cooperate with partners in Greece. 2. To participate in training, to be able to provide social services in the context of digitalisation better in the promotion of non-formal education, information, media literacy and inclusion for people with disabilities and people with fewer opportunities with social exclusion and trauma. 3. Improve the skills of the Fund's non-formal education and social service providers. 4. Overcoming the challenges of the post-pandemic time. 5. To help women over 55<< Implementation >>1. Strengthen the partnership with representatives of Greece who have been providing non-formal education services for 30 years. 2. Conduct trainings in Greece, as well as distance trainings organized in Lithuania. 3. Strengthen and develop the information system for persons with disabilities and improve educational methods in line with the requirements of the digitalisation environment. 4. Organise a campaign to promote the project. 5. Prepare for other related projects and expand the network.<< Results >>Strengthening the partnership is a benefit of the project. Preparation for new methods of non-formal training, information and communication. Improvement of the information system, which the Fund has been developing since 2018 and is aimed primarily at informing, strengthening and improving the information of people with disabilities, and continuing to communicate with representatives of the already established network.

<< Objectives >>The young believe that traditional careers such as law, health, teaching and engineering are outdated and would prefer a more tech focused job path such as social media influencer in Fashion,Music,Sports,Beauty, Nutrition,Arts, etc.With the Covid19 lockdown many people shown that working or studying from home is realistic.We would create a Vocational Virtual Academy for new Social Media Influencers offers the best education in new digital workplace and to increase job opportunities for youth.<< Implementation >>We will search and select young participants interested to the social media marketing career, we organize a digital training program and invite the Top Social Media Influencers to be our testimonial in the hall of fame of the Vocational Virtual Academy website and give tips with a short video how to start and how becoming a successful influencer. We will involve stakeholders as universities and will open a study cooperation and establish together the best practices and guidelines for this job.<< Results >>Youth unemployment is significantly connected with less digital skills and this project identify an innovative youth profession. We will educate the participants to produce content (writing, filming, photography, etc.), to learn the importance to network, the financial and marketing awareness, how to promote their knowledge, talent for, how to approach in the web the companies and provide their services of influencer. The results will be their new activities and put its in the website of Academy

In many European countries various programs, laws and policies have been adopted to fight against social exclusion of people with disabilities in all fields from home one to working one. It suffice to think about EC Council Directive 2000/78/EC of November 2000 -Article 5 which supports the idea of creating a reasonable ambience for all disabled people guaranteeing compliance with the principle of equal treatment in relation to people with disabilities. Social exclusion of people with disabilities, especially for those with mental disabilities, alongside with all possible prejudices that employees and managers may have or develop, tends to worsen their mental health and compromise also their ordinary life, affecting the way they are perceived by the others and the way they perceive themselves in relation to the others. In the working field it is frequent to find situations in which human resources managers and employees don’t know how to relate with people with mental disabilities creating a difficult and hostile environment for their disabled colleagues and not considering potentialities of their presence and of their work in the enterprises. For this reason, Work in progress steams from the necessity educate employees and human resources managers to respect and correctly relate with people with mental disabilities in working field with the objective of giving birth to a more inclusive and warm environment. How it is possible to realize this new environment? Work in progress aims at the creation of three principal outputs: a conceptual manual ( available in english, italian, greek and polish), that will educate and inform employees and human resources managers to all needs, limitations and skills of people with mental disabilities, alongside with a training course, at local level in each partner country, that will give the possibility to experiment what learnt and with an app that on the one hand, will contain the manual and post -training course exercises to verify knowledge acquired by participants; on the other, will be also the guarancy for dissemination for both previous outputs. Long term life of the project will be guaranteed by the online format of the app that gives the possibility to obtain an easy and more involving way of learning on the one hand and continuity in it on the other. Moreover, Human resources managers and employees, at the end of the course can share what they have learnt with their enterprises, increasing the spreading of the project and its impact; training course contents are based on the practical application of what learned at theoretical level through the manual, so also manual concepts will be spread and more and more employees and human resources managers will access the manual contents and the training results. Innovative aspect of “Work in progress” is that it combines this three important outputs that can offer a complete approach to the problem of the exclusion in the working field of people with mental disabilities, creating, as said before, an “in fieri” system. Main target group of the project will be therefore employees and human resources managers of enterprises, while indirect one will be people with mental disabilities. Project will be spread at local, national and international level thanks to a website of the project and the app that will be available at any time for both IOs and Android system and for all devices. We will involve through 4 different multiplier events at local level, staff member of organizations, staff members of partner organizations and all other interested stakeholders (enterprises at local, regional and international level, municipalities, VET providers and researchers, etc). We are a consortium made by 4 partners ( Multikultura, CEIPES, MBM training development centre and IDEC) coming from 4 different countries and realities, experts in the field of training courses, long life learning, web and app design skills, consulting and coaching ones.

GLOCALIZATION refers to the local-global context: act locally but think globally and is getting more actual in the era of overconsumption. FAST FASHION is a really good example of overproduction and -consumption. FAST FASHION is nowadays dominating our western society. The wardrobes have been filled up with cheap clothes, which can be purchased anywhere, typically in bad quality, and they become obsolete quickly. Extensive marketing campaigns of huge fashion chains, cheap clothes and constantly changing collections attract especially young adults and make them believe that they need new clothes to feel integrated socially, to feel hip or even to feel more sexy. Gen Y and Z prefer fast fashion because of its low price.The negative environmental and social impacts are outstanding: fast fashion is really environmental polluting, and child labor is employed in this industry. People with higher intercultural sensitivity will become more confident global citizens, since their understanding of cultural difference becomes more sophisticated. All these cultivate the need to educate the youth. It appears among the Sustainable Development Goals (SDG4.7, 12.8. and 13.3). The EU launched a new circular economy action plan in 2020 emphasizing the role of textiles. The EU Youth Strategy also emphasizes the Sustainable Green Europe. All these show that fast fashion questions must be handled. The Fast Art – Slow Fashion project puts fast fashion into the context of the triad of sustainable development (environment, society, economy). Thus, the Fast Art – Slow Fashion project aims to cultivate awareness of the youngsters about the contribution of fashion to climate change and social justice by using creativity and building on learning by doing, learning by design, learning by feeling and action-based learning. By providing interactive and creative elements, young adults would be attracted to the topic and sensitized in a playful and positive way. Creativity and art are used to face a social challenge. As a result of the project, creative digital contents including video series (showing different decision-making situations), animated videos, podcasts, infographics in relation with fast fashion are prepared with the engagement of the youth and with the participants of the project partners. The project partners organize a four-round long, online creative competition for the youth about fast fashion. Solving the tasks of the competition needs creativity from the participating groups. The Fast Art – Slow Fashion project is implemented in a cooperation of 4 partners from 3 countries of the EU and led by the Hungarian EKO. The partners have experience in making digital materials, approaching a topic in a creative way, and they represent each pillars of sustainable development according to which fast fashion is approached: MASZK (HUN) represents the social pillar and is responsible for the creativity and artistic approach in the project; EKO (HUN) represents the social and economic pillar; while IDEC (GRE) and Aiforia (GER) are responsible for environment. These synergies contribute to exploiting our resources.

<< Background >>EC public consultation on the Digital Education Action Plan (2021-2027) showed that 95% of respondents believe that pandemic marks the point of no return on how technology is used in education. Yet, the promise of digital education to be fulfilled. Teachers are pointing out that the biggest challenge during online education is to engage students. It is especially true when we speak about primary students. One of the reasons they mention is the lack of relevant, interactive and easy to use online content. Research in Lithuania conducted before the pandemic showed that 95% of 1-5 years olds have at least half an hour of screen time each day. In the same study, 40% of parents said that their children use the internet, i.e. YouTube (https://www.mediavaikai.lt/). The numbers increase with age. No coincidence that out of the 10 most paid YouTube stars in 2019 two are below ten years of age.The two main project target groups are the primary education TEACHERS and PRIMARY STUDENTS. TEACHERS need relevant knowledge, useful ready-made teaching materials and various educational tools. TALIS survey shows that less than 40% of teachers were ready to use digital technologies in teaching. Teachers require various tools for several purposes. First, they need support for digital student engagement. Secondly, knowledge and tools related to media and information literacy which they can adapt and use according to their own needs. Last, but not least - help for integrating MIL skills into the subject curriculum. PRIMARY STUDENTS need attractive online learning methods in order to keep their attention and focus. Building strong student-agency in primary classes will benefit students in later stages. It will strengthen their capacity to act as autonomous learners. Media and information literacy skills and their acquisition should be tailored to their experience and connected with their life situations. Else, it will not be relevant. PARENTS’ role in digital learning is also changing. They are the ones who must provide support for their children. In this project, PARENTS will not be a separate target group, but their impact and need for help will not be underestimated.<< Objectives >>The objective of the project is to create a toolbox with a twofold purpose: digital education engagement (including pedagogical material for teachers, best practices, etc. and also basic content for data privacy, effective communication with students, etc.) and media and information literacy (including online, offline and mixed material tailored to specific age group and their needs, integration with other subject guidance, ready syllabi for lessons, etc.) parts. It will help effectively facilitate the learning of critical thinking skills. Project activities are built around co-creation exercises in which teachers will be involved in the creation, testing and improvement stages.The Toolbox will consist of three key components:1. Teacher needs-based tools, easily transferable and implemented in activities with children at school (engagement and media and information literacy);2. Training content to support teachers;3. A digital space for teachers to learn from one another and share their best practices or initiate joint activities, projects related fields.<< Implementation >>Project activities are built around co-creation exercises in which teachers will be involved in the creation, testing and improvement stages.The objective of the project is to create a toolbox with a twofold purpose: digital education engagement (including pedagogical material for teachers, best practices, etc. and also basic content for data privacy, effective communication with students, etc.) and media and information literacy (including online, offline and mixed material tailored to specific age group and their needs, integration with other subject guidance, ready syllabi for lessons, etc.) parts. First of all, partners will map already existing experiences and teachers' needs in each partner country. The objective of this task is to gather resources on digital education engagement and teaching media and information literacy in primary education and identify good practices and tools already in use. Based on results partners will develop the initial version of tools (alpha version), making sure it reflects the diverse needs of teachers Then, partners will prototype an initial set of tools (minimum viable product) and will try out the tools under real conditions at a very early stage of design, in order to correct and adjust them progressively. After that, partners will expand the toolbox version - in accordance with the tools, the consortium will develop two guidelines. The guidelines for student engagement and the guidelines for teachers and schools’ administrators (specific instructions to guide them to systemic implementation of media literacy in school through administrative and multidisciplinary approach). Thus, the Beta version will be ready to test. The consortium will also pilot this version in schools and based on collected feedback will develop the final version of the Toolbox. To support teachers the consortium will develop an online training module. Before developing the first version of the training module, partners will conduct a survey on teacher needs. It will include an inspirational collection of best primary students engagement practices and material that explain the main aspects of media and information literacy enriched with primary students compatible examples. Then based on the produced report the initial version of the training module will be developed. Partners will test the relevance of the training content and format (digital training course). For testing, the consortium will select a diverse group of teachers, with different experience in the topic. Based on collected feedback partners will develop the final version of the online training module. Also, self-check tools for teachers to evaluate their engagement methods and for schools regarding media and information literacy learning and teaching will be developed.Moreover, digital space for the learning community will be created. The community of teachers will be formed to foster the sharing of good practices for developing media and information literacy skills and encouraging cooperation with colleagues. To better disseminate and sustain project results, partners will organise media and information literacy and learning engagement (MILLiE) convention.<< Results >>Main project results: (outputs):media and information literacy tools (online and offline)primary student engagement toolstraining material for primary student engagement in online/virtual learning and media and information literacyopen badgesthree media and information literacy and learning engagement (MILLiE) conventionsproject websiteteachers-practitioners contact baseat least ten press releases and articlespolicy brief for policymakerssix open educational resourcesMain outcomes:- training of 60 teachers in MILLiE conventions- 12 case studies and best practices from piloting and testing- improved collaboration and co-creation skills for teachers- more engaging and inclusive teaching methods for online education- increased motivation of pupils- an international community of primary teachersExpected impact:- teachers feel more competent and prepared to work virtually or blended- pupil attainment increased- raised awareness of media and information literacy importance in primary education- increased awareness of the necessity to integrate media and information literacy education to primary schools among policy-makers- heightened awareness of teacher training institutions to adapt media and information literacy skills provision for future teachers and provide the necessary focus on engagement.Impact on TEACHERS. The targeted teachers will benefit from the resources and tools to be offered and from the training content, that will be tailored to their specific needs. They will also have an opportunity to further stay in touch with an online community of teachers from different countries. Examples by their peers and exemplary success stories of creative and effective education can provide and strengthen the needed motivation and foster them to adopt more innovative pedagogies and afterwards share their experience. Moreover, teachers will have a need for continuous professional support, whether it will be encouragement from school administration or opportunities to use online learning material. Last but not least, teachers will be able to show to their classes that the technology and the digital world have an impact on their future and that the students - from an early age - can benefit by obtaining all the necessary skills for distinguishing valid and accurate pieces of information on the internet. Impact on STUDENTS. Students will be able to acquire necessary literacy skills for finding, analysing and evaluating information. Their civic engagement skills will be promoted within a familiar environment (both social (classroom) and digital (familiar platforms) and tools to express their voices on issues that matter to them and to help them assume a constructive, positive role in their communities. Moreover, it is expected that students' motivation and engagement will increase, resulting in higher academic achievement.