Users often get exposed to security and privacy (S&P) threats when they use digital services for social networking, entertainment, banking, education, health, or home security. The factors behind digital S&P threats are numerous and interconnected, as a combined result of inappropriate software practices, bad user habits, and lack of regulatory enforcement and certification methods, among others. To define effective digital S&P policies and to establish a long-term vision, it is needed to have data, information, and a body of knowledge on privacy, data protection and the associated ethical, legal and socio-economic aspects. TRUST aWARE aims to address this situation by providing actionable intelligence and tools for the different connected stakeholders, to offer effective mechanisms to protect the freedom, security, and privacy of citizens, enhancing TRUST on SoftWARE, cybersafety, and EU’s market position. TRUST aWARE will facilitate this by delivering: - User-friendly tools to protect consumers against S&P cyberthreats (attacks, abusive practices, inappropriate behaviours of digital services) to enable them to better understand, control, detect and respond to S&P threats in a timely manner, and configuring their own S&P protection settings. - Collective intelligence for CERTs and Authorities in collaboration with citizens, CISOs and DPOs to ensure and audit that digital products and their S&P practices are transparent, secure and compliant with regulation. - Knowledge to foster S&P-by-design in software engineering by supporting developers and operators with standards and certification methods for compliance with S&P regulations. By providing tools for key stakeholders along the whole cycle (TRUST aWARE virtuous cycle), and supporting cooperation and intelligence sharing, TRUST aWARE will minimize the impact of cyberthreats, empowering users, promoting collective awareness, and encouraging trustworthy S&P-preserving digital products in compliance with regulation.

CONTEXT/BACKGROUND OF THE PROJECTThe world around us is increasingly digital. This is reflected in the current definition of literacy which identifies listening, speaking, reading, writing, numeracy and using everyday technology to communicate and handle information as key elements of basic skills required by every citizen. However, presently one out of four adults in Europe lack the necessary digital skills, impacting not only person’s opportunities in education, employment and community, but also the society and economy at large. To address this issue, six partners across Europe came up with the project IDEAL – Integrating Digital Education in Adult Literacy. The project focused on improving the digital skills of adult educators who work with disadvantaged groups and low skilled adult learners in all contexts. The main emphasis was on improving the employability, vocational learning and community learning of the low skilled adult learners. Consequently, the indirect target groups were post-18 students at risk of exclusion including immigrants, early school leavers, unemployed people, people with special needs and people with literacy and numeracy difficulties.NUMBER AND PROFILE OF PARTICIPATING ORGANIZATIONSThe project team included partners from six different countries: Finland, Ireland, Norway, Belgium, The Netherlands and Italy. Five of the organizations are adult education providers and one partner is an NGO. All partners brought specific competencies in the project. OBJECTIVESThe main overall objective of the IDEAL project was to provide guidance and training for adult educators across Europe on how to use ICT tools and digital methods to better deliver basic skills education. This was done through an integrative approach in collecting, sharing and disseminating innovative and inclusive teaching and learning practices using ICT tools and digital methods. DESCRIPTION OF MAIN ACTIVITIESProject included three types of main activities: developing four Intellectual Outputs to provide guidance and training for adult educators and share the existing pedagogical know-how of partner organizations; organizing two 5-day learning workshops in Finland and Italy; and organizing two multiplier events in Finland and Italy. During and after the project, project team jointly and all partners individually executed communication and dissemination activities. The project team also established an effective quality and evaluation system for ensuring proper monitoring and evaluation of the project management and its results.The intellectual outputs developed within the project include an Online Toolkit with Context and Needs analysis, Good Practice Guidelines and Video Tutorials. All Intellectual Outputs are available online at www.erasmusideal.com and will be integrated in the learning programs in the partner organizations.RESULTS AND IMPACT ATTAINEDThe IDEAL project team explored what kind of skills are needed in different contexts and how teachers’ competencies could be developed by sharing knowledge, experiences and good practices. Project products include materials and teaching activities for adult educators shared through online toolkit, workshops and seminars. As a result of the project, teachers and trainers have become more skilled and confident in integrating innovative digital methods in their everyday teaching context, including multimedia application, the use of video, virtual learning environments, social media and gaming. Through the online toolkit developed in the project, teachers across Europe have access to quick and easy booklets and video guides on how to teach literacy and numeracy using ICT. Project results include:-52 people participated in the 5-day learning workshops in Finland and Italy, increasing their knowledge, understanding and skills in using ICT in basic skills teaching -144 external participants in the two multiplier events in Finland and Italy-2632 visitors at the IDEAL website until 31 August 2017-More than 500 people reached internally and approximately 3,000 people externally through dissemination events, information sessions and workshopsLONGER-TERM BENEFITSPartner organizations report about major improvements in their practices related to digital integration in learning, teaching and training. The project has not only developed the competences of individual adult educators, but has also helped to ensure that strategic choices have been made in partner organizations regarding staff training plans or purchasing of ICT equipment.Participants continue to share their learning through internal and external dissemination, for example by leading workshops and communicating the results to the project target groups. This strategic partnership project also created an active European network of adult education teachers and trainers that will continue to be exploited in future cooperation projects.

In general, the flipped classroom methodology supports self-directed learning and has the potential of improving the quality of learning. However, this methodology can be challenging for adult educators with students who lack study skills, have literacy issues and/or have limited access to internet and technical facilities. This target group was our main interest as there was little existing material or guidance available on flipped learning in adult basic education context. The aim of the project was to promote the use of flipped classroom methodologies in adult education, and to create engaging and accessible content for adult learners with low digital competences and/or basic skills. In the project we produced open learning material for adult educators on flipped learning.In particular, the objectives included:- To develop practical tools for increasing adult educators’ competences in implementing and adapting flipped classroom methodology when teaching adults learning basic skills- To develop adult learners’ basic skills, particularly literacy, digital skills and independent learning skills through quality learning opportunities around blended and flipped learning- To increase the strategic and integrated use of ICT in adult education, using tools such as virtual learning environments and games (eg. Seppo, Moodle, Edmodo)- To develop Open Digital Badge process to recognise the professional development of adult educators in the area of flipped classroom and effective use of ICT in teaching of literacy, numeracy and basic skills- To network and share experiences with European adult education partners on using flipped classroom in practiceACTIVITIESThe learning, teaching and training (LTT) 4-day event benefited in total 27 participants ranging from second language teachers to vocational teachers and adult basic education teachers. Having these diverse target groups in each partner country allowed us also to change practices and ideas of how flipped learning can be adapted in different contexts to engage learners better. Partners shared their earlier expertise related to digital pedagogy and learnt new skills both through peer-learning and through external experts. The participants were accredited with an advanced level Open Digital Badge for their learning.After the LTT event, the 27 adult educators trained continued and pilot their learning in practical teaching work. These piloting activities were central in the creation and development of the Intellectual Outputs of the project: participants developed short videos for the online course (IO2) and descriptions of good practice (IO3). LTT participants also organised internal training sessions in each partner organisation to tutor their colleagues on flipped learning.Four Intellectual Outputs were developed to offer support for integrating flipped classroom approach in adult education.- IO1, Theoretical context: explores the pedagogy behind the flipped classroom method and looks at ways to adapt flipped classroom method for the target groups of adults learning basic skills- IO2, Online course for adult educators: presents cases and experiences from real-life on the use of flipped classroom with adults learning basic skills- IO3, Good practice guidelines: offers guidance to create good quality content for flipped classroom purposes in adult education- IO4, Open Digital Badge system: explains why and how to use Open Badges to accredit adult educators’ and learners’ skills and competencesRESULTS AND IMPACT By training educators, developing project outputs and disseminating the learning resources created in the project, we have increased adult educators' competence in implementing and adapting of the flipped classroom methodology for teaching adult learners basic skills (literacy, digital and learning to learn competences). The outputs provide educators with tools and approaches they can use for planning their lessons and delivering the content, and also increase awareness and knowledge of the challenges and benefits of using the flipped classroom methodology with adult learners.The project has also increased understanding of how to capture and measure impact of learning and professional development through Open Digital Badges. In total 130 Open Badges “FLIPing the Adult Classroom” related to project results were released between December 2020 and February 2021. Overall, the project reached:- 27 adult educators (4+ from each partner) trained in the flipped classroom methodology- 150 educators trained internally in our partner organisations- 244 adult learners involved in the piloting phase, hundreds more later on- Over 2300 stakeholders directly through project dissemination efforts: workshops, events or presentations - Thousands of people through the FLIP-IDEAL website, national EPALE sites, e-newsletters, and social media

"<< Objectives >>Sci-Co + acts on the Web 2.0 digital transition issues in the SciCo sector, in particular Science Museums and Science Centres, with a systemic approach through the development: of an advanced SciCo Model and related application methodologies, of new specialized professional roles, new Skills for profession operators. All integrated in a specialized Technological-Organizational System able of supporting and making the developed solutions and products usable.<< Implementation >>The professional innovation required by Sci-Co + Model and Methodologies is carried out in the development of three Specialized Courses - aimed, in particular, at graduates in scientific academic path, sciences communication, Information Sciences - and three Refresher Courses - aimed at Operators of the Science Communication sector, University Researchers and STEM High School Teachers - and in the development of a large Community of Practice for Sci-Co+ Users and Stakeholders.<< Results >>Among the highly innovative products and services of Sci-Co + there are:- the e-SciCo Model and Application Methodologies for ""remote"" SciCo- the specialized Skills of designers, authors, developers of SciCo Installations through the Sci-Co + Model- Post-graduate Curricula for Specialized Training and Refresher Courses- the Sci-Co + System and the related ICT infrastructure- the book “Sci-Co + - Models, processes and techniques for advanced scientific communication”."

"<< Objectives >>General objective: Increase the active participation of young people, with a focus on those belonging to disadvantaged groups, in the co-production of local policies for the achievement of SDGs.Specific:1. Improve the capacities of young people to participate actively in the co-production of local policies2. Promote knowledge, skills and awareness of young people about the 2030 Agenda and SDGs3. Provide tools to youth workers to promote the local policy co-production with young people<< Implementation >>1.Best practice research of good practices in youth participation methodologies and SDG localization3. Design of information and awareness content on SDGs addressed at young people.4. Short training event for youth workers.5.Creation of 4 Local Labs in two parts: Part 1 to define participatory methodology, Part 2 to co-produce local policies6. 2 Youth Exchange Forums for the exchange of experience among young people7. Organization of 4 locals multiplier events and a final a multiplier event<< Results >>4 Local Labs will be set up: 2030 Youth Vision Plans will be produced8 Youth workers will be trained80 youngsters will participate in the 4 Local Labs and 20 in Youth Exchange ForumsProducts:P1. Toolkit for young people “Shaping your city for the future”.P2. Toolkit for youth workers and local agents ""Working with young people to achieve the SDGs in cities"".P3. Set of Video pills “2030 Youth vision” P4. Didactic infographics and videos on the experience of the Local Labs"