ESTAL is an Erasmus plus project, Key Action - Learning Mobility of Individuals; Action Type
- Short-term projects for mobility of staff in adult education
Four trainers/educators from Instytut Badan i Innowacji w Edukacji - Poland participated in a structured course that was held in Udine - Italy.
The structured course was planned by taking into consideration staff needs, and provided valuable benefits to participants, both professionally and personally.
More information about the project.
ISEC: Improving social educators’ creativity (Project No 2020-1-IT02-KA204-079781)
Creativity is a term that is difficult to define and measure. Nevertheless, creativity, according to Ken Robinson (2015) is connected to imagination and innovation. Recently (2016), the International Labor Organization (ILO) reported that the majority of new work opportunities in the last decade had been generated in the informal and digitally-based economy while the World Economic Forum argued that creativity is one of the top three skills workers will need in the near future.
Experts claim that, due to the break of new products, new technologies and new ways of working, workers are going to have to become more creative in order to benefit from these changes.
Accordingly, the ISEC project aims at creating a Strategic Partnership to exchange knowledge and experience on how creativity and digital technology interact in the educational environment and can contribute to enhancing Social Innovation.
Partners will create a model of the multiple dimensions of creativity as well as they will develop an educational framework for promoting creativity in Digital Social Innova-on (DSI) scope.
Indeed, over the last two years, DSI has grown significantly while DSI projects and initiatives have multiplied, catching the attention of policymakers, governments, and civil society organizations alike. With the break of new products, new technologies and new ways of working, workers are going to have to become more creativity in order to benefit from these changes.
More information about the project.
YDSI: Digital social innovation for young people...
YDSI is an Erasmus plus project Strategic Partnership (2017-2019)
The YDSI project aims at empowering young people (especially students in social sciences and volunteers) in digital social innovation thinking and practices at a European level professionalizing them in a lifelong learning European perspective.
The general objective of the YDSI project is the definition of a basic educational framework for youth online social innovation education at a European level integrating the expertise of partners engaged in different topical social educational practices such as peer learning, participatory learning, social learning, and collaborative learning.
The specific objectives are:
• to exchange best practices between organizations active in social innovation focusing on methodologies, conditions and best-practices of social innovation thinking
• to increase competencies of young people on digital social innovation providing them with advice and guidance on how to design and developing social innovation ideas and proposals exploiting EU funding and opportunities available on the Web
• to create a comprehensive list of good practices on the topics of digital social innovation and social entrepreneurship
• to create a network of organizations active in digital social innovation and promoting their collaboration with social enterprises
The YDSI project addresses the following needs:
• professionalization of young people in a topical sector such as digital social innovation thinking and social entrepreneurship
• their empowerment in the use of online educational processes
Addressed target group
The project’s target group are students, and young people engaged in social volunteer activities or employed in social services institutions/organizations.
The YDSI Strategic Partnership is motivated by the following main factors:
- social education, social services, and social innovation go beyond national borders
- social digital innovation and professional use of the new technologies are European goals that need a transnational approach
- our project wants to contribute to achieving a European objective: improving the active involvement of young people in the development of high-quality non-formal and informal educational programs at a European level
- participation to this European project will provide partners with the opportunity for sharing investigations conducted separately as well as for confronting ideas, practices, and methods of digital social innovation; thanks to this project, they will create a network and increase their capacity to operate at a transnational level.
DSI: Digital social innovation: new educational competences for social inclusion..
DSI is an Erasmus plus project Strategic Partnership led by Ecoistituto (2018-2020)
The principal objective of the DSI project is the definition of a basic portfolio for digital social innovation competences at European level specifically designed for students in social educator study programs, employed/unemployed social educators, and social volunteers.
All partners already developed educational programs addressed to social educators and used digital resources in their educational activity with vulnerable social groups.
Accordingly, partners will share their competences in digital-based educational programs such as competences for children with behavioral disabilities, online social coaching, social telerehabilitation of vulnerable social groups, etc., in order to implement the basic portfolio for digital social innovation competences.
On this purpose, they will select, analyze, and comment the best practices and methodologies about the use of digital technologies in designing, implementing, and running social innovation solutions. Social educators will be involved in all the project activities through meetings, seminars, and online discussions. A short term learning event will be organized involving educators and experts.
In synthesis, the project’s objectives are:
• to exchange good practices between organizations active in social education and social innovation
• to increase the competencies of social educators
• to define a basic portfolio of competences for social educators and social volunteers in digital social innovation practices at European level
• to create a comprehensive (and commented) list of topics and practices essential for digital social innovation initiatives/activities
• to create a network active in digital social innovation
The main addressed needs are:
• enhancing social inclusion improving professional competences of social educators and social volunteers in a topical sector such as digital social innovation and in the use of technology for social rehabilitation practices;
• educators empowerment in the use of online educational processes.
We underline that, nowadays, the empowerment in the use of online educational processes is crucial. The current literature shows that the new technologies can be relevant in social rehabilitation programs since they reduce the mobility and give the opportunity of personalized rehabilitative paths. Nevertheless, the use of new technologies requires specific and structured competences.
Social educators, more precisely social educator students and social educators engaged in volunteer activities or employed in social services institutions/organizations, are our main target group.
Our project also involves other target groups:
- Vulnerable social groups
- Social services
- Educational institutions
ESEC: Exstending Social Educators Competences (2018-2020)
ESEC is an Erasmus plus project Strategic Partnership led by Janusz Korczak Pedagogical University in Warsaw, Poland (2018-2020) (2018-2020)
Despite the numerous examples and variety of parent training courses (see the multifarious social coaching offers), evidence-based guidelines for designing, implementing and running online parent training programmes for parents of children with behavioral disabilities are not available. Moreover, parent training techniques are not widely studied by students in social pedagogy and social worker study programs.
The ESEC project will provide social educators with the notions needed for designing and running parent training courses in an online environment. It will realize an innovative parent training programme for parents of children with behavioral disabilities in order to extend and develop the current competence and skills of both social educators and support teachers.
The ESEC project main expected results are:
- evidence-based guidelines for designing, implementing and running parent training programmes
- a 2.0 educational programme that tackles all issues, theoretical and practical, related to parent training and includes a training course for parents of children with behavioral disabilities
The training course is an application of the evidence-based guidelines since the ESEC project foresees that learners will use the guidelines to design, implement and run a parent training course for a specific group of parents (parents of children with behavioral disabilities), under the supervision of experts (special pedagogues, social pedagogues, psychologists, social anthropologists, and expert in social media).
The ESEC training approach focuses on teaching techniques, as well as on indirect and direct teaching strategies and on relational practices. Indirect teaching strategies are aimed to increase social responsiveness of parents. The learners’ preparation will consist of didactic and hands-on training in using the parent training techniques.
The ESEC consortium is formed of 5 partners will complementary expertise in teaching and learning. It includes 2 HE institutions, 1 foundation, and 2 NGOs.
ELISE: Eliminating Social Exclusion (2019-2021)
Often, parents of children with special needs choose not to venture anywhere. They frequently avoid
travels since they are unaware of how to get the accommodations they need during the journey. On
the other hand, companies that offer travel services, especially micro-companies, don’t know the
needs of families with children with special needs.
The principal objective of the EliSE project is supporting parents of children with behavioral disturbs
realizing an educational parent-training module for “fair traveling” in European countries and an
Accordingly, the primary target group of this project is represented by social educators that will be
trained on how to train parents of children with behavioral disturbs (parent-training).
For this purpose, our project aims at improving the competence of educators in the field of special
education as well as to teach them on the use of parent-training techniques.
The other target groups involved in the EliSE project are the families of children with special needs,
parents' associations, social services, NGOs involved in special need education, and companies that
deliver travel services.
Target groups’ representatives are involved in the project’s activities through training activities,
meetings, seminars, and online discussions. One short-term learning event will be organized
involving selected persons from the target groups (social educators and parents) and experts.
The Consortium is formed of six partners from six different countries, Latvia, Italy, Poland, Bulgaria,
Greece, and Turkey.
The EliSE project will provide partners with the opportunity to share investigations conducted
separately in the field of special need education as well as to confront ideas, practices, and methods
in the sector of social integration. Thanks to this project, they will increase their capacity to operate at
a transnational level.
This project foresees four IOs:
1. IO1: Model representing the various aspects which characterize travels of families with children
affected by behavioral disturbs (months 1-6)
2. IO2: Online collaborative learning infrastructure (months 3-11)
3. IO3: Blended learning module for educators: “Supporting families with children affected by
• Design of the module (months 6-8)
• Implementation of the module (months 7-11)
• Pilots (month 12-18)
4. IO4: Toolkit for Fair Traveling and Policy recommendations (months 17-24)
The project's impact includes:
• more active participation in society (social educators, parents, children, and stakeholders);
• improved competences, linked to professional profiles (social educators);
• better understanding of practices in education and training (educational institutions);
• more strategic and integrated use of ICTs and open educational resources (OER) in education and
training (for educators, parents, and educational institutions);
• reinforced interaction between practice, research, and policy (educators, Parents’ Associations,
Policymakers, Travel services companies).
Finally, our project can contribute to support migration of families with children with special needs
offering them information on childcare inclusive settlements and guidance.
DICCMEM: Development and Introduction of a Communication Competencies Model for Enhancing and Maintaining a Business Mentor Network (2019-2021)
Rezekne Academy of Technologies (RTA) in cooperation with partners plan to implement an applied
research project: Development and Introduction of a Communication competencies Model for
Enhancing and Maintaining a Business Mentor Network. The expected results of the project focus on
achieving the objectives of Priority 7 of the Smart Specialization Strategy (Latvia) or RIS3:
identification of the existing resources of territories and their specialization, proposing prospective
economic development opportunities and directions, int. al. leading and prospective business
directions in the municipal territories. According to the NACE Rev. 2 classification of economic
activities, it corresponds to Section J: Information and communication.
The aim of the project is to examine barriers to communication competencies between mentors and
mentees and propose solutions how to enhance and maintain the business mentor network by means
of communication technologies. The project is interdisciplinary because, according to the OECD
classification, it directly relates to such fields of science as economics, entrepreneurship,
communication as well as information technology. The project involves the following research
studies: a technical and economic feasibility study and an industry research study.
Project activities: Technical and economic feasibility study on the communication competencies
model for the business mentor network; Theoretical literature studies, an examination and
comparison of mentor work specifics in Latvia and abroad; Interviews with business mentor network
participants (mentors and mentees); Interviews, questionnaire with experts; Mobility, experience
exchange with foreign countries; Development of a smart communication competencies model for the
business mentor network; Development of an effective communication and collaboration
methodology for the business mentor network; A pilot group of mentors and mentees for assessing
the effective communication methodology; Creating mentoring handbook; Publishing original
scientific articles in journals or conference proceedings included in Web of Science or SCOPUS (or
other) databases Development of a joint monograph; Development of network between partners.
In order that a mentor can act, communication is necessary, which is key to successful
entrepreneurship. Regardless of whether communication is internal or external, horizontal or vertical,
all the forms of communication in the entrepreneurial environment help to increase efficiency and
improve organizational performance. The key purpose of communication is to ensure that a message
is comprehended in a way it was initially intended in order to reach the audience. That is why
communication could be both verbal and visual – it is a continuous process, during which interaction
occurs among the communicator, the channel, the message and the communicates. An essential
element in communication is the communicative effect or response, which indicates whether the
message has reached the audience and whether the communication objective is going to be
The target group represents several fields: Research and academic environment: scientists,
students, academic personnel in social sciences, as well employees engaged in research;
Entrepreneur environment: entrepreneurs from all countries, who wish to participate in business mentor network activities as mentors and mentees; enterprise stakeholders – employees, customers,
business partners; entrepreneurs as users of the communication methodology for the business
mentor network; Society: the society as a whole, as entrepreneurship in a region affects every
resident through creating new jobs, improving the economic situation in the region, which increases
the purchasing power of residents, amounts of taxes paid to the local and national governments.
Methodology and division of work will be symmetrical, where similar activities for development of
intellectual output is going to be implemented in parallel in the participating countries. More in detail,
the expected impact on the participant organizations is: more than 20 staff persons will be involved in
the project; employing research staff; improving competence in communication field; enhancing
international relationships; further collaboration in research.
Project will apply competence-based approach and assess their quality, impact and relevance. This
can contribute to higher quality of education and training and support permeability between the
different education and training pathways.
The expected results of the project would therefore be effective solutions to developing the business
mentor network in all countries:performed study on a communication competencies model; designed
a smart communication competencies model and a methodology; developed mentoring handbook;
original scientific articles published in journals or conference proceedings.
SMM4WIN: Social media marketing skills for fostering the inclusion and employability of young people with disabilities
The " SMM4WIN - Social media marketing skills for fostering the inclusion and employability of young people with disabilities" paims help young
people with disabilities get new skills in social media marketing as a tool for professional work, self-realization and communication, promotion of their
own personal brand and career development, through an advanced educational initiative based on: Peer training in order to motivate young people in
learning tasks; Advanced structured laboratory activities; A smart learning environment.
The proposal is aimed to achieve of the specific objectives:
• Foster the social and economic inclusion and employability of young people with disabilities, self-employability in Social and Business Services
• Equip young people with disabilities with knowledge and relevant skills in n social networks marketing relevant for their social and professional lives
and enhance their civic skills. This is realize through researching, creating and teaching the developed course, creation of e-learning materials
package and placement it on open resource for the general public.
• Promoting inclusiveness in social and economic life, demonstrating the achievements of people with disabilities, in order to improve public
perception, overcoming the stereotypes associated with the positions and opportunities of a person with a disability in the labor market.
Project Target Groups
• People with disabilities from the NEETs category who require social adumting, motivation for learning and professional orientation (18-35 y.old)
• Young people with disabilities who need SMM skills to promote their personal brand / professional growth / career building (18-35 y.old)
• Young people with disabilities who want to work in the field of SMM (18-35 y.old)
• Representatives of NGOs and Social Services who help people with disabilities and responsible for SMM organizations.(without age restrictions)
- Young expert in SMM and Young social educators and social workers unemployed or employed who are interested to be a tutor/researcher in this
SMM4WIN aims at realizing an innovative and transnational training program on social networks marketing supported by a 'smart learning
environment'. Our training activities will be interactive and intensive (both face-to-face and virtual). They will be carried out with the contribution of
young social educators and social workers as well as with the involvement of representatives of social enterprises, public social services, and social
service users. We will realize transnational youth SMM4WIN laboratory activities as a concrete example of the use of a “smart learning environment”.
SMM for WIN:
• Work (SMM skills for employability of young people with disabilities)
• Inclusion (in public life)
• Novate (actual skills in the digital field).
The SMM4WIN project will produce the following concrete results:
1. Report on Research “Young people with disabilities in social media” (IO1).
2. Smart learning environment and Youth DSI SMM Community platform (IO2).
3. SMM Training program: implementation, running, and reporting (IO3).
4. Recommendations for policy makers and handbook for SMM (IO4).
The project Consortium is formed of 4 partners from Poland, Italy, Latvia, and Ukraine. It involves higher education institutions and NGOs.
ASL: Adult self-learning: supporting learning autonomy in a technology-mediated environment (2029-2021)
Recently (2016), the International Labor Organization (ILO) reported that the majority of new work
opportunities in the last decade had been generated in the informal and digitally-based economy.
Accordingly, the ASL project supports the setting up of, and access to, upskilling pathways through
an advanced educational initiative based on:
- An online collaborative environment designed to motivate adult people in learning tasks
- Structured learning activities following the Pattern-Based Learning approach
The ASL project will also extend the learning opportunities for individual low-skilled or low-qualified
adults. We will develop innovative digital social education practices through the realization of an
intelligent and proactive learning environment that analyze the learners' activities.
The concrete aims of the project are:
1. To teach learners to acquire new skills and competences using learning innovative practices and
2. To develop a functioning collaborative learning environment to help them identify skills gaps and
needs and to collaborate locally and independently for joint capacity-building.
The ASL project addresses the following primary needs:
• To provide new competences to adult learners using digital resources;
• To stimulate/motivate adults in acquiring competences that can improve their career and
• To promote self-learning;
• To empower people growing their skills in using digital collaborative technologies;
• To integrate educational practices such as peer learning, online participatory learning, digital social learning, etc.
• To provide people with advice and guidance on how to learn using digital resources.
Adults who need to improve their competences to continue to work are the primary target group. This class, usually, corresponds to people 50-55 years old and includes people who are low-qualified and low-skilled.
The Consortium is formed of six partners from Turkey, Italy, Latvia, Poland, and Greece. They have great competences in adult learning, which are complementary, and are experts in European
Ecoistituto is conducting research in the following fields:
- Vernacular architecture (Coordinator: prof. Francesco Chinellato, Udine University)
- Friuli Venezia Giulia tradition
- Digital social innovation (Coordinator: Gilberto Marzano)
- Social inclusion of people with Autism Spectrum disorder (Carlo Scaini)
- Cyberbullying (Coordinator: Gilberto Marzano)
- Programs for (Coordinator: cognitive disabilities)