An entrepreneurial education that is tailor-made, constructive and engaging, this new International Entrepreneurship Education (IEE) has been developed and designed with a holistic perspective, concerned with the development of every learner's intellectual, emotional, social, physical, artistic, creative and spiritual potentials. The IEE facilitates learning through a two-part process: formation (‘dannelse’) and education. Formation is the ‘who am I’ as an entrepreneur, the mindset formation. Education is the information, the building of competencies and the goal of the learner. Linked together, it evokes a desire for action. This IEE provides a new approach both to teaching and to learning. Learners decide the topics they wish to learn, and learn through experience. Faculty serve as facilitators, mentors and coaches, and teach learners - well ideally show learners how to live a more fulfilled life. This IEE requires teachers to be willing to 'walk the talk'.Being exposed to a wide range of subjects, learning about skills or subjects that personally interest the learners and learning in compatible teams, in community will motivate the learners to find what inspires them most, their own path.So the objective of the IEE is to give the individual better clarification regarding their choice of career path and way in life. It provides a bridge between elementary school, upper secondary or vocational education and higher education, or a direct way to self-employment - it even provides a really great way to spend a gap-year in a learning community. Young people who participate in the IEE realize that learning is a life-long endeavour that can be fun and rewarding at the same time. The three project partners from Denmark, Finland and Estonia have at any given time had 2-4 people each involved in the project. The student participants have been volunteers or school students between 12-40 years of age piloting various modules in all three partner countries. Our initial development and design-phase took longer than the anticipated 6 months, so with the school-year starting in August 2019 we were not ready to pilot the full one-year curriculum. Also the original sign up for students to join the pilot in DK was not bringing enough students onboard.The learning community at MillCamp Academy consisting of volunteers functioned really well, though, and young people from all over came to stay for anything from 1-6 months. Many were from the South Americas. They were a perfect test-group as it turned out, since they already had a mindset focused on adventure and taking responsibility for their own lives. So we did test-versions of the modules and piloted them with these young volunteers. We prepared a 6-month version of the IEE to run from 3rd February to 20th June 2020 and we had only just gotten started when COVID-19 brought on restrictions that caused our plans to change. Nevertheless a total of 178 young people have volunteered at MillCamp and been part of testing of IEE modules.Testing of modules also happened in Hungary, Estonia and Norway, where the EDUjam was rolled out by Educraftor, with 119 participants, EDUhacks in Finland, with 110 participants and Phenomenal teams in Estonia with 30 participants.VitaTiim has piloted 2-day camps for 20 young teens (12-14), a one-day event for 20 young adults (16-30), a 2-day course for teachers and school staff and a 7 month piloting of the IEE programme modules in frames of the English Access Microscholarship Program. All very successful and with good feedback.The LTT's have helped the project along very nicely and given us all hands on experience of how we teach and think about education, and we have found great compatibility and learned a lot from each other.Originally the project length was 22 months, because of corona it was extended to 26 months. We used the extra time to work hard on the IEE guidebook, to discuss the structure and contents of our philosophy, the education approach and methodology and appropriate methods and tools for the IEE. The IEE guidebook gives a comprehensive view of this. So even if it turned out differently than expected, we are still very pleased with the partnership and the result of the work done in this project. Lots of new ideas have been generated and shared, and even if there was no final 'show and tell' by the student participants, lots of new endeavours are seeing the light in Norway, Hungary, Holland, Andorra, Argentina, Chile, Australia, New Zealand and other places where IEE learners have moved on to. We strongly believe that the impact of this IEE program has far reaching potential and that all the objectives can be met. The IEE as a bridge-builder, a solid foundation for self-employment, young people who confidently make career or education choices giving them a competitive advantage for moving forward in life. More innovative entrepreneurs in the workforce and potentially fewer dropouts from higher education.

“Creative Digital Visualization for the Development of Design Thinking Strategies among students and youth” project is designed to encourage young learners - pupils, students, young people, but also teachers, coaches, youth workers to stay creative regardless of where they are: in the classroom, in their usual working environment or at home in isolation. The project aims to integrate arts and creativity to develop digital skills among target groups by the means of innovative practices in a digital era, in an era when distance learning becomes the “new normal” in education and youth work. It aims to enable learning opportunities for students, pupils, youth, teachers about innovative digital tools making use of and boosting their creativity. The partnership involves 5 organizations from Estonia, Finland, Denmark and Lithuania and it will last 2 years.The COVID-19 had a highly negative impact on the mental well-being of young learners. Being isolated at home, being deprived of social interaction and communication with their peers in the classrooms or in their usual environment, young people had to cope with these challenges alone. The need to address these problems is the reason to have this project. Our objectives are:- To enable young learners and teachers to use creativity and arts to stay balanced despite the situation they are facing;- To develop new skills and knowledge among young learners and teachers to help them to cope with problems, challenges, physical limitations;- To train students and teachers to use Visual Thinking Techniques for the creative visualization of their situation and condition;- To train students and teachers to use Design Thinking Strategies for the solution processes of various problems in life, in studies, in work;- To support teachers and youth workers to employ Design Thinking Strategies for planning lessons, delivering activities and content;- To elaborate a methodological framework for a course to be delivered in schools, youth centers, organizations on Visual Thinking techniques and Design Thinking Strategies;- To shift the approach to planning and delivering lessons to a new one, more creative, engaging and animated with the use of Design Thinking Strategies.For this purpose a series of activities will be developed such as training activities combining physical and virtual participation; training of trainers in VTT and DTS; exhibitions of artworks elaborated by our young learners with the use of VTT on the topic of “Creativity in Isolation”; a virtual festival of animated works of young learners with the main theme “The impact of COVID-19 pandemic on me as a young learner”; local events run by partners, educational conferences, small-scale training events at the level of each partner organization involved to share the new knowledge with colleagues, etc.An important goal of our project is to elaborate a consistent and qualitative methodological output - “VTT and DTS as tools for the innovation of learning and creativity and for the mental well-being of young learners”, that contains a set of structured principles that lay the foundation for the inception of education modules on VTT linked to innovative teaching methodologies such as Design Thinking Strategies. Our goal is that through this Intellectual Output to bring some contributions to the activity of those who are in charge of designing and delivering lessons and knowledge to help young learners to develop new skills. We aim at providing useful insights to innovative tools and technology for the purpose of strengthening learning and learning results regardless of actual physical conditions and location of the learner. The Intellectual Output production will involve the collaboration of 5 national teams composed of 5 trained trainers and one teacher/researcher per each team. The aim is that while the researcher gathers and elaborates the textual input,acting as observer, the trained trainers - coaches will provide the raw material based on their practice, acting as testers. The official launch of the Methodological Framework will take place in the framework of the Final conference organized offline and virtually simultaneously. As a result we have to plan a new framework for educators to apply in order to animate their lessons, to deliver them in an attractive way, to involve more actively the learner in the process of learning. We plan to have an enjoyable learning period for young people under any conditions, to enable tools for them to stay creative in the classroom or at home in isolation. We offer the framework that helps to open up the borders for our target groups the same way the COVID-19 pandemic closed them.

"Adult education is the key to sustainability and prosperity of society in future. In order to help adult learners to be self-directed in their development, meet the requirements of the labour market, discover new jobs, cooperate on international level, we should start with the educators and contribute to extending and developing their competences. The project partnership is represented by five organisations, working in the field of adult education: EDUCRAFTOR, Finland; L.C. EDUCATIONAL, Cyprus; Ljudska univerza Jesenice, Slovenia; Sintagmi, Italy and Vestifex Adult Learning Centre, Estonia (the project coordinator).The objectives of the project team:1. To make a foresight for adult education in 2035 including overviews of the researches made worldwide and recommendations for adult educators (IO1)2. To work out a e-learning course for adult educators ""Competences 2035"" with overview of all the main competences listed in future forecasts and focus on specific competences for adult educators according to the partners' backgrounds and experience (IO2). The selected competences are: Personalised learning and holistic teaching (approaches of adult educators) - Vestifex Adult Learning Centre, EstoniaInnovation and design thinking (creation of new content by adult educators) - Educraftor, FinlandActive learning and learning strategies, including unlearning and relearning (providing learners with a key for individual success) - LCEducational, CyprusEducation for social entrepreneurship and community health (competences to support learners for a sustainable society) - Sintagmi, Italy The first two groups of competences are connected first of all with adult educators' profile, the third - with learner's development on individual level and the last one - with learners' influence on society. 3. To create a validation tool for the adult educator's competences listed above (IO3). The responsible partner is Ljudska univerza Jesenice from Slovenia, which has a centre for validation of informal knowledge. They carry out procedures for adult educators learning validation and develop approaches for the monitoring and evaluation of key competences.The project participants are 2 team members from each partner institution. They were selected at the preparation stage of the project and contributed to development of the project application. There are 10 persons involved in total. They are all adult educators.In order to develop an effective project the partnership has planned the following activities (apart from the local project work):1. Kick-off meeting at Cyprus: team building, working out a detailed methodology and activity plan, distributing responsibilities.2. Short-term joint staff training event in Finland followed by the local development work: collecting best practices of innovation and design thinking, sharing experiences and challenges, learning from each other and competence of the host country, designing foresight for adult education in 2035.3. Short-term joint staff training event in Italy: sharing the materials used and putting the e-course together using each partners' results and the feedback received from the team.4. Short-term joint staff training event in Slovenia: sharing and learning on how to support learning of adults (approaches and tools), presentation of the validation tool (prepared by Slovenian partners), discussion and updating if necessary.5. Final evaluation meeting in Estonia: finalising the intellectual outputs, preparing them for dissemination, evaluation of the results achieved and working on the project final reportThe project results will be exploited in further activities of the partner organisations: carrying out the e-course 'Competences 2035"" for the adult educators, using the foresight Adult education 2035 and validation tool for development of international cooperation, increasing cooperation with local, national and international educational providers, implementation of the project findings and ideas for sustained transversal skills development of adult learners, supporting the development of the educator’s competencies. The project information and materials will be open to public (on organisations’ websites, on Erasmus+ and EPALE platforms) and can be used by any stakeholders in education."

<< Background >>It was on Sep 13th of 2016 when the EU Parliament voted in Strasbourg the Resolution 2016/2017 on creating labour market conditions favourable for work-life balance, fostering quality employment and supporting smart working as an approach to organizing work. Since then, the incidence of flexible workers, ‘teleworking tsunami’ has been growing, varying substantially in the EU28 (June 2020): Belgium (66%), Slovenia (33%), France (55%), Poland (38%) and Sweden (46%) [Eurofound ILO]. A number of laws have been issued on national levels, but there is no doubt that digital distance working has never been such a hot topic worldwide as nowadays, since the pandemic of coronavirus has led to its largest mass exercise, with significant impacts on the employability and work-life-stress balance agenda. The group of workers particularly touched by this unexpected change are senior adults (aged 50+), a treasured source of talent for organizations and companies across the globe. During decades of their professional occupation, they groomed important professional experience, skills, and values (loyalty, reliability, commitment, high standards of relations and a strong work ethic) contributing to the success and development of their companies. Since COVID-19 has accelerated the digital shift, some aged workers with not sufficient digital skills experience longer working hours and negative effects on their health and well-being. Some of them not having access before to appropriate training opportunities to improve their digital capacity and understanding were left behind on the wrong side of the digital divide. Therefore, the pandemic-related and simultaneously ongoing global digital transition is for them a stressful change perceived often as a risk to their professional development and employability.Afraid of losing their jobs 10-15 years before retirement, they are afraid to request necessary training from employers what makes them vulnerable as they are not only falling out of touch with a new professional world but also put their professional future and employability at risk. Even though it is more economical and effectual to train current 50+ employees for the new skills prerequisite for digital transformation and distance working than obtaining new employees necessitating more resource and money to train and acquire other skills conditioning their future professional performance, numerous companies prefer to hire young employees, fully equipped in digital competences.<< Objectives >>The project is aimed to give people opportunities to learn at any stage in life and targets both skilled professionals as well as less-experienced workers, including those looking for a professional change and novel job opportunities.Furthermore, the project is aimed to enhance:- digital skills by developing a flexible ICT-based learning environment and by providing specific training on digital skills necessary to improve professional performance as dealt with by the EU DigComp Framework, such as communication and collaboration, safety and problem-solving skills;- entrepreneurial skills, including creativity, critical thinking and problem solving, by taking advantage of the EU EntreComp Framework and providing specific training contents and resources;- skills and competences needed to promote sustainable development and sustainable, inclusive and equal working approaches, so as to meet UN SDGS 4, 5 and 8 (Agenda 2030, 2015), and personal, social and learning to learn competence (EU Council, 2018).<< Implementation >>RAISING AWARNEES OF COMPANIES – Making companies aware of the challenge faced by their aged workforce and encourage them to define potential employees that may be in this situation (using analytics to detect employees’ discrepancies and define or categorize specific digital skills gap). Preparing companies to accompany senior employees to upskilling their digital competencies. MINDSET CHANGE – Encouraging an open attitude of senior employees and their employers who will both benefit from the digital training. MAINTAING THE SENIOR FRIENDLY WORKING ENVIRONMENT - Assuring a friendly environment allowing senior employees to fell comfortably and avoid unnecessary stress related to the need of upskilling. DEVELOPMENT OF THE DIGITAL TRAINING AND ITS PROMOTION - Including consultations with business sectors and intergenerational exchanges. -To address the digital training needs of senior employees including a disadvantaged group of senior employees -To foster seniors’ professional development and inclusion securing their employability-To boost independent distance working and to maintain the physical and mental health of senior employees-To raise the effectiveness of senior employees, companies’ performance and therefore to positively impact the local, national, and European economies-To promote innovation as an indispensable part of the professional development of the senior workforce-To raise awareness of the professional integration and development of the ageing workforce in the post-pandemic labor market and in the society itself, as acquiring new skills reduces the risk of professional exclusion and promotes intergenerational communication (bridging the digital gap between generations)<< Results >>A virtual platform as a comprehensive model dedicated to both the ageing workforce and their employers. It will come out with an assessment tool useful for monitoring results and impacts of the proposed training on both direct target groups and indirect target groups (employers, managers, other workers and staff members), including impacts produced on MSMEs, with recorded encouraging effects on their digital transition.