The 24 month RESONATE project aims to connect Regional Social business iNcubaATors from Austria, Spain and Italy in a nEtwork to exchange knowledge on their current practices in relation to providing training, mentoring, coaching activities to social entrepreneurs in their regions (surroundings of Graz, Milan and Barcelona). Social entrepreneurship is key for employment creation, economic growth and it also enhance social inclusion and tackle societal challenges through business initiatives. Entrepreneurship is one of the 8 key competences for life-long learning defined by the European Institutions. Social business incubators support social entrepreneurship through providing not only services, such as office spaces, consulting, but have an important role in developing attitudes, transfer knowledge and improve skills through non-formal learning opportunities. These organisations have diverse offers from 2-3 hours coaching to several month long intensive mentoring programmes. These training sessions cover several topics that help the creation of new social ventures and the strengthening of existing ones. Social entrepreneurs can learn how to develop new ideas, build business models, measure their impact, administer a new company or become self-employed and be prepared for investment. Short-term joint staff trainings are planned in order to share and discuss good practices and develop competences of 12 trainers, coaches, mentors of the participating organizations. Different methods will be shared in order to improve capacities within the three social business incubators to provide higher quality, more modern training activities, coaching, mentoring to social entrepreneurs. This will be also directly disseminated within the national and international network of the organisations, but RESONATE project has also a long-term objective to make this strategic partnership possible to grow with the involvement of other international partners as members. Joint staff training sessions will have similar structure in each country with special thematic focus building on the complementary expertise of the organisations: 1. Interpretation of social entrepreneurship, regional eco-system mechanisms, policy support and recognition of non-formal learning.2. Finance market, relations with investors, investment readiness programmes and impact assessment.3. Good practices in relation to engagement of social entrepreneurs as learners and training portfolio and methods.After each training session a working paper will be published on the RESONATE website and will be shared within the professional community through EPALE, Erasmus+ as well. Dissemination of results will not only be web-based, but opportunities to meet local stakeholders and disseminate project results will be ensured at workshops on the last day of each training activities. Indirect target groups of the RESONATE project are those social entrepreneurs that operates in the three regions and those people of disadvantage background for whom these small business work for. They will also get information on EU policies, funding programmes and Erasmus+ future opportunities for themselves. The project will directly result in a small transnational network of regional players in the field of social entrepreneurship with a potential to grow at European level. RESONATE project focuses on providing transnational peer-learning activities for social business incubators that provide their training services to social entrepreneurs operating more as a business rather than a non-profit organisation. The planned impacts of the project are mainly expected at staff, organisation, local and regional level; however project participants will seek the opportunity to channel the results to EU policy making. Planned learning outcomes for participants are better understanding of the different regional social entrepreneurship eco-systems, its organisational and financial aspects, impact assessments, creation of training portfolio and usage of different methods, enhanced knowledge on supporting decision-making. Participants' competencies in relation to the use of innovative tools within their training, mentoring and coaching activities will be also increased. It is expected that participating social business incubators will improve their organisational capacities and training opportunities. Social entrepreneurs as the indirect target of the RESONATE project will benefit from a more modern, adequate to the 21st century challenges training methods and trainers, mentors with higher expertise. All over by developing the key competences of social entrepreneurs will help them to better start up or scale up their businesses and be able to reach higher impact within their operating field, being that either helping people with fewer opportunities, tackling environmental challenges or contributing to the 17 Sustainable Development Goals by the United Nations.

Confronted with the limits of the current economic model, several new approaches toward a more sustainable economic development are emerging : industrial ecology, circular economy, collaborative consumerism, functional economyThe functional and cooperative economy model (FCE) appears today as the one that offers the greatest coherent prospects taking into consideration what is at stake regarding sustainable development and the most complete in terms of integration of social, environmental, economic, and governance dimensions.It is however complex and difficult to grasp with the mindset associated with the usual economic system .This economic model is still quite recent and as such requires from both the executives , management and consultants of any given firm to master its new concepts, its new thought processes, its real economic and societal impacts to be in a position to propose the necessary innovations that will lead to a new economic model integrating at the core of a firm’s strategy what is at stake in sustainable developmentConsequently, in this project we propose to conceive and create pedagogical tool kit aiming at instilling awareness & the discovery of the functional and cooperative economy, for consultants, SMEs owners & executives , professional organizations, labor unions and of Agenda 21, of sustainable economic development of local & territorial European entities/communities managers.The CREPE-EFC partnership comprises the following research and intervention entities : Atemis- France, Fondazione Giacomo Brodolini- Italy, study council & consulting firms specializing in sustainable development: Ecores-Belgium and Dinamia-Spain. All the partners interact with firms and terrritories to improve their economic, social and environmental performances.A pedagogical tool kit to foster awareness to EFC in order to develop consultants CSR/SD professional skills and habilities of this new economic model, which shall comprise :- an animated film to develop wide ranging awareness to this new model-Theoretical document on the new CFE model-To illustrate the theoretical document, videos on case study of 6 companies already engaged & practicing the CFE- to solidify, focus on certain key concepts of the CFE : In the form of short video clips- To start acting on one’s own territory, a list of CFE resources will permit the partners to identify available resources and ones to be developped to set CFE in motion on one’s territory.-All these pedagogical resources will be available free of charge on the european pedagogical resource center (website) and accessible In French,Spanish, Italian, Catalan & EnglishOnce the knowledge transfered to consultants, economic agents, (companies, agents of social & sharing economy, professional organizations, labor unions, consular agencies), public agents (local & regional entities), at the national & european level will be in a position to both develop the model within SME and at the same time contribute to give to the CFE model, the european dimensionnecessary to its deployment-To create a european community of researchers/consultants in the functional and cooperative economy to develop in their sphere of activity, many territorial dynamics engaged in CFE, subsequently these consultants will be in a position to become members of the EFC European Institute, devoted to the professionalisation & exchanges on the CFE

<< Objectives >>MAAT specific objectives are promoting evidence-based urban policy making anchored in the real needs of the population, in particularly women, with a intersectional gender lens; supporting the educational and personal development of young people; promoting cooperation, quality, inclusion and equity, excellence, creativity and innovation at the level of organisations and policies in the city planning; and promoting non-formal and informal learning and active participation among young people.<< Implementation >>In the scope of MAAT project, twenty Youth Policy Labs (in Italy, Cyprus, Romania and Serbia) will be implemented, a non-formal gamified education programme for youth, national round-tables for pains identification; an European learning activity with youth workers, a set of webinars to foster strategies in Youth work and a set of project communication and promotion activities.<< Results >>MAAT results:Youth Policy Labs' Research & MethodologyReport on Youth Policy LabsNon formal education programmeStrategies and Resources for Youth WorkersMain outcomes:Higher awareness to the issue of gender non-inclusive cities from an intersectional perspectiveBetter prepared youth and youth workersHigher involvement of youth in politicsBetter, safer, fairer and inclusive cities

As pointed out in the ERASMUS+ Programme Guide, the adaptation of the Vocational Education and Training to employers’ and labour market needs is a major issue in order to ensure the relevance and the impact of VET in any territory. As a consequence, one of the priorities addressed by the Programme in the field of VET is “increasing the labour market relevance of VET provision and reducing skills mismatches and shortages in economic sectors through timely adaptation of curricula and qualifications profiles and establishment of stable partnerships between VET providers and economic actors, including social partners, development agencies, bodies in innovation systems, chamber of commerce.”Local agents involved in VET can play a major role when it comes to ensure labor market relevance of VET in their territories. Those local agents work for different organizations (local and regional authorities, VET providers, employers’ associations, chambers of commerce, workers’ unions, development and employment agencies, research institutions…) which are directly involved in designing and delivering VET at a local level (City, town, urban area, district, county, province…). Nevertheless, the lack of appropriate models and tools has prevented local agents to play the role they should play. Local agents neither share a common approach nor promote a common VET strategy in their territories. As a consequence, they are often just “implementing agents” of the policies and strategies designed at National or Regional level, without the capacity of adapting them to the specificities of their territory.To tackle this issue, project gathers the experience of one Local Partnership (the applicant, Consorcio del Pacto por el Empleo del Vinalop in Spain), one local authority (Provincia Avellino, in Italy), 2 research organizations (NOTUS in Spain and FGB in Italy), one VET provider (WISEMAR, in Germany) and a local branch of a National Education Ministry (Golbasi, Turkey).The project will produce an Intervention Model which is aimed at being a tool to be used by local agents and local partnerships involved in VET in order to ensure a rapid and proactive response to change in labour market needs by effectively prevent or solve mismatches between those needs and VET provided by agents in the territory. The Model is intended to guide local actors in its way of design, implement and assess local action plan for the continuous monitoring of labour market needs and the adaptation of VET provided. Accordingly with this porpoise, the Model will be structured in 4 parts:- Four (4) “How to” Guides. Those guides will describe the methodologies considered as more successful, covering the topics of:a) How to build a Local Partnership for the continuous adaptation of VET. b) How to monitor labour market needs and its tendency to proactively adapt VET offer. c) How to programme proactive VET locallyd) How to assess the local impact of VET. - An Implementation Toolkit. The implementation of the “How to” Guides will require the use of a set of methodologies and tools (regarding, for instance: surveys, evaluation, participative decision making, ICTs applications…). - Four (4) Case Studies. In this section, local agents will have access to the detailed description of the pilot project experiences carried out in each one of the participating territories. - Best practices dossier. In order to easy the adaptation of model to specific territorial situations, the best practices gathered in the first part of the project will be compiled in a dossier organized by topics. All the four parts of the Intervention Model (“How to” Guides, Implementation Toolkit, Case Studies and Best Practices Dossier) will be edited as a publication in will be available from the project web site in pdf format.

<< Background >>The importance of Work-based learning (WBL) in developing work-ready graduates has been documented by several EU-funded projects such as HAPHE (2016), WBLIC (2016) and WEXHE (2020). WBL is a powerful pedagogy to foster graduate work-readiness because it is embedded in authentic work environments, taking into account (i) the first-hand observation of workplace norms, routines and language, (ii) mentorship and relationship building and (iii) the development of transversal skills. As work is increasingly delivered remotely, a new form of WBL has emerged recently - what this project calls “eWBL”. As the ability to efficiently work online becomes increasingly relevant, WBL trainers need to envisage ways to promote graduates' work-readiness in the absence of the physical environment. Yet how to adequately replace the physical environment with a virtual one in WBL is a challenging and highly unexplored issue. There are currently very little understanding and guidance on how to conduct high-quality eWBL both from a pedagogical and technological perspective. We are massively lacking digital and pedagogical competencies on the level of lecturers, instructors, and administrative staff on how to organise and deliver high-quality eWBL in higher education (HE). It requires new tools (or adapting existing ones to new methodologies) to which neither companies, students or teachers are used. To address this gap, the project draws on the uniqueness of the COVID-19 situation (which forced higher education institutions (HEI) and employers to implement eWBL on a large scale) to learn from and expand on its best practices. The lessons learned will be used to improve eWBL, ensuring that it fosters graduates' work-readiness in the same way that traditional WBL does. This is relevant because, while the COVID-19 crisis might be over soon, the implications of remote work will remain as working online will become far more common in the near future. Considering the reported disparities in WBL implementation across Europe, it is also crucial to investigate the issue in different parts of the continent (well represented in the project consortium members) and across different disciplinary areas. This shall lead to more tailored strategies adapted for different contexts.<< Objectives >>The main aim of the project is to upskill educators in HE (lecturers, trainers and administrative staff) on how to design and deliver high-quality eWBL. To reach this goal, the project will explore how 25 high-quality WBL providers across Europe have dealt with the pedagogical and technological challenges associated with the transition from WBL to eWBL and the solutions they have encountered. Results of this investigation will be translated into (i) frameworks and replicable models; (ii) a toolkit; (iii) open educational resources (OERs); (iii) capacity-building activities and (iv) multiplier events that will help training those involved in WBL provision in HE.<< Implementation >>The project will achieve its aim through 4 work packages (WPs). In WP1, we will locate 25 high-quality WBL providers (5 per country) and explore the challenges they met and the solutions they found in the transition from traditional WBL to eWBL. These cases will cover different European countries and disciplinary areas. Based on desk research and the data produced in WP1, WP2 will create more general frameworks and replicable models that are useful to a wider audience. In WP3, the frameworks and models will be translated into even more tangible and accessible materials: (i) a Toolkit, which will provide a methodological guide and practical instructions for teachers and trainers on how to design and deliver high-quality eWBL and (ii) a series of short videos (OERs) that will go step-by-step through the different chapters of the Toolkit. Last, to achieve its ultimate goal of upskilling educators and trainers in designing better eWBL, we will conduct multiple capacity-building courses taking place in each of the partners’ countries (WP4). This will be complemented by multiplier events, also held in each partner country: Italy, Germany, Netherlands, Slovenia and Ireland.<< Results >>On its completion, the project will allow HEIs to be better prepared for eWBL. This will be achieved through the dissemination of our frameworks and models, the Toolkit, the OERs, the capacity-building courses and the multiplier events. These materials shall greatly facilitate the task of eWBL educators and trainers as they will give them a series of state-of-the-art tools and methods they can use to design their learning experiences based on different disciplinary areas and cultural backgrounds. In addition to the main target audience (lecturers, trainers, and administrative staff in HE), several other stakeholders will be positively impacted by the project:•An even larger community of educators will benefit from the different materials available online.•Students having a high-quality eWBL experience with improved labour-market readiness.•Organisations will count on work-ready graduates even if their WBL is delivered online.•Researchers will have frameworks based on best practices which they can further elaborate.•Project partners will consolidate their expertise in a matter of strategic interest to them and the EU and strengthen their relationship with local, national, and European networks.