The ASIDE project intends to support inclusive education and digital skills, improving the competences in digital social inclusion of social educators and social volunteers. Our project addresses social inclusion through the definition of a portfolio of basic digital competences that are necessary for developing ICT-based social inclusion initiatives/services. More precisely, our project aims to: a) foster social inclusion improving the competences of social educators and social volunteers engaged in designing/implementing social inclusion initiative/projects (Priority: Social inclusion). b) enhance the support, participation, and learning activities of social educators and social volunteers engaged in inclusive education and digital social practices (Priority: Extending and developing educators' competences). c) improve social inclusions through digital innovation practices, innovative ICT-based methods and pedagogies, as well as online participatory models, where appropriate (Priority: Open education and innovative practices in a digital era). This project will foster synergies with researchers and professionals through the exchange of good practices between partners engaged in social inclusion activities. Taking into account the EU priorities as well as the priorities of participating countries, the ASIDE project is in line with the 2011 EU Modernisation Agenda's priority areas: 1. Strengthening the links between education, research, and social educators’ professionalization (third sector). 2. Extending and developing competences that can growth social inclusion 3. Using open and innovative practices based on digital social inclusion , namely the use of technology to satisfy social inclusion needs. Needs 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 inclusion and in the use of technology for social inclusion 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 inclusion programs since they reduce the mobility and give the opportunity of personalized inclusion paths. Nevertheless, the use of new technologies requires specific and structured competences. Target groups 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 - Associations that support social inclusions Transnational motivation The ASIDE Strategic Partnership is motivated by the following main factors: - Social inclusion, special education, social services, and social inclusion go beyond national borders - social inclusion and professional use of new technologies are European goals that need a transnational approach - our projects wants to contribute to achieve a European objective: creating new operative curricula through the active and responsible involvement of researchers and practitioners
The ASIDE project intended to support inclusive education and digital skills, improving the competences in digital social inclusion of social educators and social volunteers. Our project addressed social inclusion through the definition of a portfolio of basic digital competences that were necessary for developing ICT-based social inclusion initiatives/services. ASIDE project wanted to achieve the following objectives: - Define a basic portfolio for digital social inclusion competences at European level specifically designed for adult educators involved in social sector, employed / unemployed social educators, and social volunteers. - Share within the consortium their competences in digital-based educational programs such as competences for Adults with disadvantages, online social coaching, etc., in order to implement the basic portfolio for digital social inclusion competences. - Involve Social educators in the project activities through meetings, seminars, and online discussions. In synthesis, the project’s objectives were: - to exchange good practices between organizations active in social education and social inclusion - to increase the competencies of Digital social educators
The consortium applied for "ADULT SOCIAL INCLUSION IN A DIGITAL ENVIRONMENT" [ASIDE] project because digitalization and social inclusion in adult education is critical and highly needed nowadays and specially in Poland, Czech Republic, Spain and Turkey. Partners of the consortium have been collaborating for the past years in research and EU project implementation and have many years’ experience in adult education. A need of analysis search was implemented before the projects' planning. Furthermore, the consortium wanted to adopt best practices on digital inclusion in adult education from the partner countries in order to learn on how to deal with this emerging aspect in adult education. Our project addressed social inclusion through the definition of a portfolio of basic digital competences that were necessary for developing ICT-based social inclusion initiatives/services. The main addressed needs were: - enhancing social inclusion improving professional competences of social educators and social volunteers in a topical sector such as digital social inclusion and in the use of technology for social inclusion practices; - educators empowerment in the use of online educational processes.
The ASIDE project intends to support inclusive education and digital skills, improving the competences in digital social inclusion of social educators and social volunteers. Our project addresses social inclusion through the definition of a portfolio of basic digital competences that are necessary for developing ICT-based social inclusion initiatives/services. More precisely, our project aims to: a) foster social inclusion improving the competences of social educators and social volunteers engaged in designing/implementing social inclusion initiative/projects (Priority: Social inclusion). b) enhance the support, participation, and learning activities of social educators and social volunteers engaged in inclusive education and digital social practices (Priority: Extending and developing educators' competences). c) improve social inclusions through digital innovation practices, innovative ICT-based methods and pedagogies, as well as online participatory models, where appropriate (Priority: Open education and innovative practices in a digital era). This project will foster synergies with researchers and professionals through the exchange of good practices between partners engaged in social inclusion activities. Taking into account the EU priorities as well as the priorities of participating countries, the ASIDE project is in line with the 2011 EU Modernisation Agenda's priority areas: 1. Strengthening the links between education, research, and social educators’ professionalization (third sector). 2. Extending and developing competences that can growth social inclusion 3. Using open and innovative practices based on digital social inclusion , namely the use of technology to satisfy social inclusion needs. Needs 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 inclusion and in the use of technology for social inclusion 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 inclusion programs since they reduce the mobility and give the opportunity of personalized inclusion paths. Nevertheless, the use of new technologies requires specific and structured competences. Target groups 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 - Associations that support social inclusions Transnational motivation The ASIDE Strategic Partnership is motivated by the following main factors: - Social inclusion, special education, social services, and social inclusion go beyond national borders - social inclusion and professional use of new technologies are European goals that need a transnational approach - our projects wants to contribute to achieve a European objective: creating new operative curricula through the active and responsible involvement of researchers and practitioners