<< Objectives >>The EU Green Business Challenge-toolkit, created in a strategic partnrship, allows youth work organizations to easily create a high impact event to fight climate change by working on the circular economy. Moreover, we actively stimulate the development of green (and digital) skills and capabilities of youth work organizations through the toolkit which is accessible to youth from all EU nationalities and backgrounds. We want to collaborate with youth work org. and make a serious impact!<< Implementation >>The most important activities involve:- Design the planning, preparation, implementation, and follow-up phase in such a way that it leads to the desired results and a toolkit that helps youth work org. to improve work.- Testing the toolkit through a pilot in collaboration with youth work organizations from the region- Further exploit the partnership to guide youth work organizations during the implementation of the EU-GBC-toolkit- Help boost the green economy, develop and teach green skills<< Results >>The result: an innovative toolkit for youth work org. needed to develop green skills & env. issues. Inclusion and diversity are supported through the toolkit content. In collaboration with, among others, Claim Your Future, Spark The Movement, we see to it that the toolkit is disseminated and events are organised. We will develop our own (green) skills and capabilities in this field thus become able to support the work of youth work org. Together we can make the switch to a green economy possible

<< Objectives >>The overall objective of ‘Digital Upbringing’ is to develop and implement an education project supporting parents, subsequently their children and educators to develop the digital competences needed to safely navigate the digital world. This project will support the horizontal areas of ‘digital transformation’ and ‘inclusion and diversity’ stated in the Erasmus+ Programme Guide (2021).<< Implementation >>Digital Upbringing will implement 5 Work Packages. These include the development of a number of new resources, establishment of new partnerships and delivery of WP1: Project Management and ImplementationWP2: Digital Competence Framework for Parents and GuardiansWP3: Digital Upbringing Community PartnershipsWP4: Intergenerational Digital Learning ProgrammeWP5: Multimedia and Dissemination Campaign<< Results >>Digital Upbringing expects the following results:- A consortium with increased capacity to deliver family learning programmes focused on digital transformation - A Digital Competence Framework for parents, practice resources and short videos- Establishment of Digital Upbringing Community Partnerships with a Blueprint and Toolkit- Intergenerational Adult Education Programme with guides and resources- A Digital Upbringing Media Campaign with Podcasts and Videos

<< Background >>In the 21st century, we are surrounded by complex and ill-structured issues such as combating global climate change, preventing the spread of coronavirus, animal testing for medical purposes, consumption of GMO foods, establishment of nuclear power plants and cloning. Such ambivalent issues are called socioscientific issues. Due to its controversial nature, individuals entering the decision-making process on these issues make decisions by thinking through many sources of evidence such as the media, family, other people, the discourses of scientific authorities and personal justifications. Risk perceptions, misunderstandings and short-cut bias (eg affect heuristic) used in this process inhibit effective decision-making. For example, today many people are hanging back the Covid 19 vaccination process due to disruptive factors such as misunderstanding, media manipulation and risk perceptions. Governments and policymakers aim to make decisions on controversial global and local problems such as pandemics, global warming, consumption of GMO nutrients and vaccine safety by fairly evaluating sources of evidence and questioning the reliability of multiple sources of evidence.Our project emerges from four necessities stated as below;1.Skills such as argumentation, critical thinking, empathy, moral reasoning etc, which will enable them to make effective decisions when faced with problems related to SSI, are very low among adult educators and adult learners.2.Lack of adult learning environments and learning tools that will enable them to be SSI literate for the solution of such problems.3.Many EU and international organizations (OECD, Council of Europe, WEF, UNESCO) have stated that 8 key skills within the lifelong learning program and 21st-century skills such as critical thinking and responsible decision-making, management and negotiation, cooperation and teamwork, conflict resolution, global awareness, tolerance etc are essential competencies in order to integrate into learning environments (EU, 2018). Adults should be included in these learning activities.4. In the context of SSI, no project that targets and develops individuals' lifelong learning competencies (SSI literacy) has been encountered within the Erasmus Platforms.In the context of Lifelong learning education and policies, such challenges and issues hinder adults abilities to adopt 21st-century skills studied under socio-scientific literacy.<< Objectives >>Improved low-skilled adult learners performance, self-efficacy, and motivation of adult tutors and a demonstration of practice that will competently address socially sensitive and controversial socio science-related issues; improvement of skills for using digital tools, and raised effectiveness to develop learners’ key competences in the context of ALE.We want to empower multi-dimensional and cross-sectoral cooperation to unite per partners strengths,making up their shortcoming and covering their multi-cultural needs and creating harmony in the context of Adult Education.18(expected) new modules available under Learning Resources90 low-skilled adults achieve literacy etc.60 Adult Educators equipped in the Context of SSL(Including LTT event)200 experts at 6 national multiplier events2000 adult educators generally/indirectly informed4000 members of the public engaged social media+web accountsTherefore, after completion of our project, we specifically expect to achieve,*Upskilling/Upgrading Skills such as high-order thinking, critical thinking,evidence-based reasoning and entrusting the information sources play an important role in coping withcomplexity and change in today's society.*Promotion and development of the hand-tailor learning paths for adults to increase socio-scientific competencies*Develop an adult-centered approach to socio-scientific education, facilitating inquiry-based teaching, collaboration and active learning.*Empowers two main groups of adult education which are adult educators and adult learners to become change-makers in their communities.<< Implementation >>Such an innovative project on adult education to achieve these objectives, the project will produce 4 project results, 6 Multiplier Events (E1-E6), and a LTT Activity (C1) which are consolidated by horizontal activities running throughout the project: Management and Implementation, Exploitation and Use of Results Dissemination plans Social Inclusion plan Quality monitoring and Evaluation, Sustainabilitywhich also produce tangible outcomes as a means to the achievement of project objectives and delivery of the planned results.Activities occurred in project itself are,Monthly web-meetings4 Transnational MeetingCommunication and Cooperation activitiesRegular DisseminationSocial Inclusio of low-skilled dults though Learning Training Teaching event- and National Conference for Public Understanding of Science-6 Multiplier events<< Results >>SSL4 Adult project that strives to upbuild a capacity for the Adult learning environment(ALE) by reskilling and upskilling key competencies of adult educators, adult learners as well as adults with fewer opportunities in partner countries. In this way adults' key competences such as digital skills,deal with complexity, problem-solving, argumentation, critical reflection, justification skills,moral-based reasoning and decision making will be upgraded in the context of socio-scientific literacy, and they will become equipped with 21th-century skills.The development of socio-scientific literacy and related skills will be reflected into adult educator's and adult learner's daily life and professional work environments,more importantly simplifying these processes in order to promote public understanding of Science will provide equality of opinions-chances-opportunities at the same time. In order to achieve project-specific objectives and results SSL4Adults partners have been united in their expertise and organizational human resources by involving such an innovative project and its first kind in terms of adult education.With this project, partners will produce four cross-curricular and interdisciplinary project resultsPR1-Socio-scientific literacy(SSL) for adult/Step by step frameworkPR2-Socio-scientific literacy (self) assessment toolPR3-Learning Resources(OER”s) - Training toolbox materials for low-skilled AdultsPR4-Socio-Scientific Literacy e-Learning environment-Learning Management System(LMS)Other ResultsWork Package 1 Project Management and ImplementationWork Package 2 Quality Monitoring and Assurance SystemWork Package 3 Dissemination Plan and Promotional MaterialsWork Package 4 Risk Management PlanWork Package 5 Engagement and Use of Results PlanWork Package 6 Social Inclusion and Sustainability*A set of Quantitative and Qualitative performance indicators*

<< Background >>Over the past ten years, the EU has seen a great amount of migrants and refugees coming to live within its Member States. The first issue to be observed is that the MS tend to see the integration of these newcomers as a challenge rather than an opportunity. Economists agree that the presence of immigrants is highly valuable for European economies and will help to counterbalance the ageing European population. The integration of migrants in the labour market is thus vital. VET education is an important framework for the inclusion of the most disadvantaged groups in society and more especially migrants. VET institutions themselves are not always adapted to the needs and specificities of migrants, and women migrants in particular. This specific group may encounter various obstacles including cultural differences, linguistic barriers or specific discriminations because of their gender.According to an OECD report (2019), Unlocking the Potential of Migrants, host countries have a tendency to misunderstand migrants’ professional potential and skills, while migrants themselves are not sufficiently aware of what VET education has to offer to them (Jeon, 2019). Additional efforts need to be made to adopt a gender sensitive approach since women and men with a migrant background have different needs. Another report published by the European Institute of Gender Equality (EIGE, 2019) reminds us that “currently, most EU and Member State policies on education and training have been designed using a ‘one-size-fits-all’ approach that does not distinguish between the different needs of women and men”.Applying the Theory of Change to VET education environments will help address these problems in a structured, effective and sustainable manner. A proven method like the TOC is needed here because of the complexity of the change that we need to achieve. Indeed, the issue of inclusion needs to be tackled on two levels, simultaneously dealing with the inclusion of third-country migrants in VET and an adaptive and gender-specific integration of women migrants in this sector.The idea of InclusionToC is to use the Theory of Change (TOC) to foster the inclusion of under-priviledged groups such as migrant women in VET education. The TOC is a reliable, standardized method with the advantage to engage all project participants in a co-creation process, namely involving target groups in changemaking.Indeed, the TOC is “a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context.” One strength of the TOC is that it focuses on long-term goals. VET staff and trainers need an approach encompassing long-term goals in order to improve the inclusion of women migrants in VET centers and in society in general. The other strength of this method is that it is participatory. Therefore, both groups of stakeholders—VET trainers and women migrants who currently are or are interested to become VET students—will be involved in designing the inclusion strategy. It is crucial to favour a participatory approach to take in account the women migrants’ specific needs and personal objectives during the inclusion process in order to avoid a forced integration that would discourage them from participating in educational programs.What this project offers is the maximum involvement of migrant women throughout the process, and also an innovative tool for all VET institutions.<< Objectives >>The goals of InclusionTOC are to:-Foster the integration of women migrants in VET education-Make VET education more attractive and welcoming for women migrants-Agree on common long-term solutions to tackle obstacles to education such as linguistic, social and cultural barriers-Agree on solutions related to the specific problems that women migrants encounter due to their gender-Make VET a safer and more attractive space for the most vulnerable groups such as women migrants-Prevent isolation of women migrants through a progressive inclusion in the VET centers -Empower women migrants in their learning journeys-Expand migrant women’s employability chances-Offer a concrete training material on soft skills which will be beneficial both on a professional and personal level-Create an environment of inclusion and acceptance-Create a core of migrant women who after the training can work as role models in their communities, assisting younger women in their educational journeyThe specific objectives are to:-Upskill VET staff and trainers to use the TOC-Upskill migrant women by enhancing their soft skills and leadership competences-Raise VET staff and trainers’ awareness about the obstacles related to the intersection of migration and gender inequality- Help VET organisations use a participatory method (involving VET staff and migrant women) to apply TOC in VET institutions- Empower migrant women and enhance their soft and leadership skills, to work as role-models in their own communities<< Implementation >>The project can be divided into 4 stages:1) PreparationPartners are going to conduct the research, which includes desk research, a survey and focus groups. The results will be the basis for the development of the training course for VET organisations. Partners will also develop the specifications for the digital platform and the methodology for participatory design using TOC for inclusion of migrant women, which is going to be utilised in the digital platform. Partners are going to elaborate on the project management plan, the quality plan, the evaluation methodology and the dissemination and exploitation strategy. The project's graphical identity is going to be built, as well as the website and social media accounts. 2) DevelopmentIt includes the development of project outputs. These include, the curriculum and learning materials for the training course, the development of the digital platform, the development of the self assessment tool and their translations and finally the development of the training guide for migrant women on leadership and soft skills. Partners will deliver the 1st periodic financial report, the 1st semester report and 2 newsletters. Partners are going to work on dissemination of the project, through presentations of the project in workshops, animation of social media and other networking activities.This stage will end with the organisation of the 1st set of multiplier events (E1- E6). These events will be held online, and their objective will be to disseminate project results achieved and attract and engage VET organisations for the implementation phase. 3) Implementation This is the actual implementation of TOC in VET Institutions. All partners are going to deliver the training course to staff from a VET organisation in their countries. A Learning activity will be organised in Greece, where representatives from the VET organisations who participated in the course, as well as representatives of the partner’s organisations, will be trained on the familiarisation of TOC and the digital platform and also on how to assist migrant women with the development of leadership and soft skills. This stage is the actual implementation of what has been developed. All partners are going to deliver the training course to staff from a VET organisation in their countries. The implementation of TOC in VET institutions that has just started will actually take place. This is an intervention, where partners are going to guide and help VET organisations implement the TOC methodology into their organisations, for the design and development of inclusion strategies and practices, for migrant women. Partners are going to offer guidance, support and organisasie workshops. Partners are also going to facilitate the process by guiding VET organisations on using the platform. To engage more the VET organisations and ensure that they will implement the whole procedure, a Memorandum of Understanding will be signed between partners and VET organisations. This stage also includes the organisation of the training for women migrants on leadership, soft skills and self development. At least 5 women with a migrant background, enrolled in the VET organisation which participates in the implementation of the TOC, will be trained and will be empowered in order to act as role-models in their own communities4) FinalisationResults are going to be improved according to evaluation and they are going to be finalised. A final impact analysis from the implementation phase will be produced by the partners. The second wave of multiplier events is going to be implemented in partner countries, as each country will host a conference. The multiplier events are going to be held face to face and their objectives will be to disseminate the project results and outputs, in order to maximize impact. Furthermore, partners are going to elaborate on the exploitation and strategies to ensure the sustainability of project results.<< Results >>The project will develop 3 main results:Training course - Inclusion of migrant women using Theory of ChangePartners are going to firstly implement a European wide research, on practices implemented by VET organisations for the inclusion of vulnerable groups of people, especially women with a migrant background. The research will also include the organisation of focus groups, which will involve all target groups, including migrant women enrolled in VET education. The next step will be the development and implementation of a course for VET teachers and staff, on the importance of applying inclusion policies in VET and the use of the Theory of Change. The training course will end with the organisation of a learning activity and exchange of good practices among VET staff who participated in the training. The second part of the result will be the implementation of theory of change in VET institutions. Partners are going to guide and mentor VET organisations implementing TOC and apply changes into their organisational structures and practices. 2. Digital platform: Participatory design using TOC for inclusion of migrant womenThe second result of the project is the development of a digital platform for the participatory implementation of TOC for the development and application of inclusion strategies in VET organisations. The digital platform will be used by VET organisations and will foster the participation of all target groups involved in the process, which are VET staff, VET teachers, VET management, VET students and migrant women enrolled in the organisation. The platform will also include a self-assessment tool for VET organisations, which will help them assess their existing inclusion practices, while it will also help them assess the results of the implementation of the training programme (Result 1). 2 self assessments of VET organisations are going to be organised. One at the beginning of the intervention and one at the end. 3. Training guide on leadership, self development and empowerment of migrant women A guide designed for migrant women, offering theoretical and practical information on soft skills, leadership, personal development, self-awareness and empowerment. The main scope of the guide is to provide to migrant women an updated and modern educational tool, motivational, inspirational, and engaging, focusing on the enhancement of their soft skills, and leadership competences, aiming to empower them and make them believe in themselves more. The more confident the women, the more eager they are to search and find their professional path, ensuring a more stable financial future and personal development. The 3rd project result, also includes the organisation of a training for migrant women, based on the training guide, which will help them work as role-models in their own communities.The outcomes from implementing the project activities will be:- awareness raising about the importance and benefits of using inclusion practices for migrant women in VET education.- raising of attractiveness of VET education and transformation of VET organisations into safer spaces for the most vulnerable groups such as women migrants- application of long-term solutions related to the specific problems that women migrants encounter due to their gender identity- capacity building and upskilling of VET staff and trainers on how to use TOC to apply inclusion practices into their organisations- empowerment of women migrants’ soft skills and leadership skills, enhancement of their willingness for self-development- improved chances of employability for migrant women- improvement of everyday life issues for migrant women- empowerment of women migrants who will be able to participate in the process of bringing institutional changes in VET organisation, through their participation using TOC

<< Background >>The project will bring together schools, Wikipedia foundations and language organisations in minority language regions of Europe to use Wikipedia as a tool to teach digital literacy, social engagement and language skills. There are too few Wikipedia articles on women, and too few in minority languages. Pupils will be guided through the process of researching women who are not yet featured on Wikipedia and writing articles on them in their national and minority languages to redress this balance. In the process they’ll gain vital digital and research skills plus added confidence in using their minority language, as well as contributing to the online presence of their language.WikiWomen therefore addresses some truly European and global challenges for the coming years: the need for digital skills and literacy, the position of Europe’s smaller and minority languages, the need for multilingualism to be mainstreamed across school curricula, and the importance of gender equality, not only in society but also in the information we access. These are pressing topics in all three of our partner regions (Friesland, the Basque Country and Ireland) and far beyond. Although our project is firmly anchored in Europe’s minority language regions, it could not be achieved without transnational cooperation. Our partners and their regions each bring vital experience and expertise which make the project possible. For most Europeans in the 21st century accessing information is no longer a problem. Generations growing up today are used to the idea that they have the world’s information constantly available via the smartphone in their pocket. However, this overwhelming amount of information creates new skills which need to be learnt: how to find trustworthy information, how to verify information found online, how to find relevant information you need and where to find information if it’s not available digitally. Digital competences are vital for coming generations, not only for future academic careers and job perspectives but also as informed citizens who will not easily be fooled by misinformation, widely known as “fake news.”Writing a Wikipedia article offers a great way for pupils to learn these skills, using and citing both online and offline sources, as well as themselves seeing the process of publishing work online which itself will serve as a source of information for others. It is of course open source and accessible to all, making it a highly transferable tool for education.In many languages, for example English, Dutch, Irish or Basque, less than a fifth of the biographies on Wikipedia are those of women. (https://whgi.wmflabs.org/gender-by-language.html) With data from Wikipedia being increasingly integrated into the digital tools that we use, such as Siri or Google, it’s increasingly important for smaller and minority languages to boost their presence on the site to remain relevant in a digital age. Luckily, the open-source nature of Wikipedia means that we as individual users can affect real change. For example, the Welsh language Wikipedia has achieved gender parity in their biographies. Regions such as the Basque Country and Wales have been working integrating Wikipedia into minority language education for a number of years, so there is experience to build on at a regional and European level.Europe’s minority languages have around 40 million speakers and form a significant part of our linguistic and cultural diversity. They can be considered as intangible cultural heritage but are of course living languages within their communities and core to the identities of their regions. Minority languages are often spoken in limited contexts and can be marginalised in favour of the larger, national language – for this reason it’s important to promote minority language use and skills among future generations.<< Objectives >>The project aims to:- Use Wikipedia to equip pupils with the digital and research skills they need to navigate a world with vast amounts of information at their fingertips and empower them to actively use their minority language and see its relevance to their lives and societies, having themselves contributed to its online presence. - Ensure that secondary schools and their teaching staff have the skills and resources they need to teach minority language skills, digital skills and research skills in a comprehensive approach using Wikipedia and in collaboration with regional GLAMs and language institutions. - Make GLAMs and language institutions aware of the opportunities that Wikipedia can offer them in their work, in particular their educational outreach work with schools, by equipping them with the practical skills and inspiration they need to achieve this.- Create a greater and broader online presence of minority languages and strengthen the use of the language to discuss contemporary social issues. - Strengthen the collaboration between schools and other organisations such as GLAMs and Wikipedia foundations, as well as the international links with other likeminded regions. By using Wikipedia to bring together digital skills, other school subjects, social engagement through a focus on gender equality AND their minority language, pupils will develop their language and digital skills as part of a joined-up, multidisciplinary programme. This target group is well represented through our educational partners who will work directly with them throughout the project and beyond.Multilingual schools in minority language regions need materials and ways of working which are tailored to their specific context and are constantly looking for ways to bring language learning into more educational areas. In many ways, these schools also have additional advantages which can be better harnessed– strong regional ties and a relatively smaller ecosystem of GLAMs and other external institutions to enrich the curriculum. We aim to equip multilingual secondary schools with the materials and new ways of teaching they need to combine digital and research skills with their minority languages, as well as new ways to working within their regional context. For the pupils, and indeed teachers, participating in the project activities, the chance to actively engage in transnational mobility will offer them a valuable understanding the language contexts in other European countries, alongside intercultural, international and language skills. This is vital for placing their minority language in a truly international context, understanding that their region is one of many in Europe facing the same issues and with the same opportunities. Galleries, libraries, archives and museums (GLAMs) are a treasure trove of information and in minority language regions they are particularly vital guardians of regional and linguistic cultural heritage. In these regions they are often supplemented by language institutions who work on the preservation of the regional language as community language. They have enormous potential for education, particularly in terms of research skills and regional identity. However, they are not always prepared for bringing digital skills into their school engagement. The combination of Wikipedia as a free, open-source learning resource plus language and research learning can be a fantastic solution for GLAMs. Ultimately, we hope that the project will inspire other minority language regions across Europe to adopt a similar approach and contribute to the creation of a digitally literate, multilingual generation of Europeans who can access the information they need in the language of their choice.<< Implementation >>RESULT DEVELOPMENTThe core of our project is developing professional, transferable and relevant results which will ensure we have a lasting impact long after the project funding. Each of our results corresponds to our core objectives: the pupil materials, the schools toolkit and the GLAM toolkit. The pupil materials are aimed at equipping pupils with the digital literacy and research skills they need, as well as empowering them to actively use their minority language. The schools toolkit will be produced to ensure that school organisations and teachers in minority language regions have the knowledge and confidence to use Wikipedia in a broader approach to language teaching as well as intensified collaboration with regional GLAMs, creating a more sustainable programme. The GLAM toolkit offers GLAMs and language institutions practical knowledge and an action plan for working with Wikipedia, minority language and schools in their educational outreach programmes and beyond. The project has also been designed to make maximum use of the project period, with three cohorts of pupils (one per academic year which falls within the project period) benefitting from project results. This will ensure the WikiWomen programme is truly embedded in our three regions upon project completion. TEACHING AND LEARNING ACTIVITIESOur Wikipedia Bootcamp in the first months of the project lays the groundwork for the rest of the project implementation, enabling the teachers in our project to implement the pupil activities which are planned for the remainder of the project. The Bootcamp is also vital input for our second project result, the schools toolkit.The pupil activities contribute not only to our first core objective but are invaluable for the production of our pupil learning materials. This will start with the piloting of the first, core version of the materials in the second semester of the academic year 2022/23, including during the first European pupil Wikithon. During the piloting, further materials will be developed. This will be piloted in the academic year 23/24, including during the second Wikithon. Based on these two pilots, materials will be refined and expanded to create a definitive version and WikiWomen pupil programme which will be implemented by all educational partners in the academic year 24/25 launched by the final Wikithon to help boost uptake and pupil engagement. In this way, the programme has become embedded across multiple academic years and cohorts in educational partner organisations, ensuring a sustainable implementation once the project is over.The Wikithons are also vital in building connections between regional GLAMs and our project partners, aiding in the development of our GLAM toolkit but also working on our core objective of strengthening the collaboration between schools and other organisations such as GLAMs. PROMOTION AND SHARING ACTIVITIESThe promotion and sharing activities of the project, including multiplier events, will allow the project results to be shared far beyond the project consortium and therefore contribute to achieving project objectives on a higher level. The European launch in June 2024 will be a particularly valuable moment to reach out to other minority language regions and show GLAMs, Wikipedia organisations and schools from across Europe the value of our programme.<< Results >>INTANGIBLE OUTCOMESWe aim to create a new generation of secondary school pupils who are equipped with the vital digital and research skills they need for the future, empowered to work and produce content in their minority language, and engaged with social issues such as gender equality and the wider position of their language community. A generation who understands the power they can have as individuals through digital, open-source platforms like Wikipedia in broadening access to information, hopefully having a sustainable impact on the minority language they speak. Secondary schools, GLAMs and language institutions across Europe’s minority language will use Wikipedia as a tool to achieve this.We recognise that this cannot all be achieved within the lifespan of one project, but we see this project as a first step towards this and this is the vision which all of our results and activities work towards. PROJECT RESULTSThe project will create tangible products or “results” which help achieve the project’s aims and leave lasting tools which can be used even once the project is over. The results will also be promoted in other minority language regions, increasing the potential impact of the project.The first result will be a pack of learning materials for secondary school pupils with various activities to guide them through the WikiWomen programme: first selecting a female figure who interests them, learning how to research both online and offline, putting these skills to the test to research their female figure, learning how Wikipedia works, then bringing this all together to create a Wikipedia article about their selected figure in their minority language. The second result will focus on the needs of teachers and school leaders, introducing them to the ways in which they can use Wikipedia to teach digital, research and minority language skills and guiding them through the process of carrying out a pupil project with local GLAMs and language institutions using Wikipedia.The third result will focus on the needs of GLAMs and language institutions, giving them the tools and inspiration they need to successfully use Wikipedia as a tool to work with schools and engage with their region’s minority language. OUTCOMES UPON PROJECT COMPLETIONAlongside these very tangible results, there will be a number of further outcomes:- A generation of secondary school pupils (by the end of the project, three pupil cohorts in three regions) who will be empowered to use Wikipedia to expand and deepen the online presence of their language using their new digital, research and language skills;- A European network of empowered secondary school teachers who support one another in the implementation of innovation in their teaching, initially within the project partnership but then more broadly as more schools adopt the schools toolkit;- Strong collaboration between GLAMs, language institutions and schools in our three partner regions and beyond around this topic;- Increased awareness more broadly of the important role that Wikipedia can play in teaching digital and language skills in an accessible, cross curricular approach.