The area of digital literacy is a new and evolving concept within society and there is a growing recognition that schools are not preparing our youth with these core skills. The aim of the project was to provide teenagers across Europe with opportunities to develop a range of digital literacy skills; to provide them with a virtual space to showcase their work and to network with peers; to expose them to the wide range of possible careers in this evolving sector and to identify pathways they can follow into further education and future employment in the field of digital media. Project objectives were: 1. Set-up and run a ‘Creative Lab’ in each partner country engaging a group of youth learners and their tutors. Evaluate and assess youth’s needs and skills in terms of the digital media. Introduce them to the variety of digital media jobs through meetings with business representatives.2. Produce a structured Digital Pathways Programme that develops a range of digital skills that can be delivered in any informal learning setting across Europe.3. Develop CPD Materials for Digital mentors so they are empowered to lead and facilitate the learning workshops.4. Organise Workshops and study visits to partner countries for digital mentors. 5. Validate the Digital Pathways Programme and CPD materials for Digital mentors with youth learners across all partner countries, placing a strong emphasis on young people creating and sharing their work and ideas online.6. Provide youth across partner countries with meaningful career guidance engaging representatives from the industry, schools and parents. 7. Disseminate the project outcomes across EU member States. The project assisted 57 teenagers in Ireland, Germany and Poland developing their digital competences outside of the school setting and developed a robust teaching model that supported young people’s learning in an out of school setting, in their community. The focus of the project was on young people creating digital artefacts and in the process developing skills - both technical and soft skills. There is evidence that schools across Europe struggle to provide such learning opportunities so there is a real need to provide them in non-formal learning spaces. Based on that the following two outputs were developed over the two years of the project aimed at youth organisations, tutors and learners: 1. Digital Pathways Programme The programme consists of: a set of learning modules, a set of ‘taster sessions’ and a set of digital artefacts. The structure allows young people to work together and develop digital skills in areas such as film making, game development, animation and social media. During these ‘taster sessions’ they have a chance to explore some specific areas of digital media, as well as engage with people from across the digital media industry. In this way, young people can link their ‘fun’ out-of-school activities with the real world of work.2. CPD materials for Digital mentors.The project developed a set of CPD materials for Digital Mentors to support them in preparation and delivery of Digital Pathways programme. The CPD materials provide guidance on developing strategies and approaches that have already proven successful in engaging young people with digital media. The materials showcase how Digital Mentors can support young people to learn and develop digital media skills in collaboration with their peers, both in face-to-face settingsand online.The project outputs are freely available in English, German and Polish languages through the project webiste: www.digitalpathways.euThe target groups for the project were:• Youth organisations• Youth education providers• Youth tutors and practitioners• Digital media industry representatives • Policy Makers• Research Bodies and ExpertsDigital Pathways has involved partners from Ireland, Germany and Poland. In Ireland, the project has been coordinated by H2 Learning and involved the Digital Hub Development Agency (DHDA) and the National College of Art and Design (NCAD). In Germany, the project has involved MFG Baden-Württemberg mbH, Public Innovation Agency for IT and Media while in Poland the project partner was the Krzyzowa Foundation that implement various projects, including artistic, educational, civic and sports and training for the youth, teachers and youth leaders.

OERup! took up the need of promoting and fostering successful implementation of practices with OER in adult learning institutions in Europe, with the aim of raising awareness of the value to be derived from OER, as well as supporting an OER-friendly environment in education institutions to increase the uptake of Open Education practives. The core of OERup! was the development of a training package consisting of a blended-learning training concept and material on the topic of OER, addressing European adult education institutions (its management, staff and teachers). This training package which is now available on the OERup! Platform http://oerup.eu informs about the general principles, and new developments of OER with a special focus on pedagogical concepts on how to integrate OER production and use in the lesson plan, take up necessary specific tools and skills needed to create OER, and explain on the basis of good practice examples how OER can be successfully integrated in the business concept of an adult education institution. Complementing many current EU initiatives that focus on the uptake of OER by policy means (e.g. POERUP, OEREU), OERup! has taken this approach one step further and addressed its target group directly hands-on. Adult education institutions (with or without experience in the uptake of OER), Adult education stakeholders, but also Higher education institutions were integrated in the development of the training in three steps: First of all in the regional need analysis, including desk research and particularly round table workshops; secondly in the training-review meetings; and finally through the uptake of single OER business model cases, developed and implemented in selected institutions and supported through online coaching by the consortium. Main results of the project were:- 1 in-depth need analysis, summarizing the state of the art, best practices, existing policies and current use and development of OER in adult education on the regional and European level, - a training package consisting of different relevant modules, delivered and tested in a blended-learning concept in Baden-Württemberg (DE), Timisoara (RO), Leicester (GB) and explained in a guideline, - a collection of existing good practice examples- a train-the-trainer guide on how to conduct a similar training on OER in adult education- a guideline to provide support and practical ideas on how to start or to further implement Open Education. All these results are made publicly available in all five partner languages on the OERup! training platform http://oerup.eu under the open license CC BY-SA 4.0 which allows other adult education institutions or trainers to retain, reuse, revise, remix and redistribute the products. The consortium that has taken up this ambitious task came together from five different European countries bringing different valuable angles and perspectives on the uptake of OER to the table. MFG, the Innovation Agency for Media and Creative Industries Media Baden-Württemberg, from Stuttgart (Germany), NIACE, the National Institute for Continuing Adult Education, from Leicester (United Kingdom), and IREA, the Romanian Institute for Adult Education, from Timisoara (Romania) who work closely with private and public adult education providers and their staff within their regions, having an in-depth insight into their daily challenges and needs; SOPHIA, a strongly internationally oriented research and innovation organization based in Rome with expertise in promoting innovative teaching methods; and finally the Open University of Catalonia (UOC) with its expertise in the production and inclusion of OER in Higher Education. Results and impacts:OERup! has been designed to have a strong long-term impact on European education in the future in various ways: The finished training package can now be used and reused by a large number of adult education practitioners to learn about OER and its benefits, as well as to gain new abilities, acquire techniques and new digital skills and receive first-hand tips and tricks to successfully take up OER in their daily work. Nevertheless, it’s still a long way to go as implementing an OER strategy in an organisation or integrating OEP in one’s training concept is also linked to a cultural change. In order to successfully take up OER in the European regions, it is highly important that the framework conditions are set, so educational institutions are capable to grasp the opportunities open learning methods and ICT provides. Raising awareness of the sustainability and potential of OER in adult education among national governments and their education departments and making them understand the current situation and challenges of adult education providers, should influence their lifelong learning policy and help them stimulate the uptake of OER by policy means.