Companies with a social impact take advantage of the growing awareness of society toward social and environmental problems, transforming these challenges into enormous business opportunities. From a broader point of view, the business reason should be related to the great social and environmental challenges. Entrepreneurs are the engine of economic growth in Europe. It is a well-known fact that SMEs are the most important form of business organization in Europe, representing 99.8% of all enterprises. What is much less known is the growing importance of co-working spaces, which have become a common working place for free-lancers and young entrepreneurs, with more than 14.000 operators around the world. Coworking is a multi-dimensional booming industry and a strengthening cultural movement re-modelling the very notion of what workplace is, dedicated to providing support to those entrepreneurs who wish to go beyond the traditional schemes. However, several needs are usually identified by coworking spaces, coworkers and entrepreneurs, among which the need to improve the level of social interaction in the coworking space to increase the social impact of their activitiesThe main objective of COWLECTIVE is to address the training needs of entrepreneurs in coworking spaces in key transversal skills based on new updated research, and strengthen their business activities in terms of social and environmental impact. COWLECTIVE is a EU partnership designed to develop core and innovative learning methods that best encourage success in business activities, answering the need for education and training thanks to an innovative proposal based on participation and ICTs.The main target of COWLECTIVE are entrepreneurs in a coworking context, as well as future and wanna-be entrepreneurs in VET and C-VET contexts. They are mostly aged 25-40 entrepreneurs with high creative and technological profile, but need to upskill their soft skills to increase the social impact of their projects. Other target are all organisations that provide VET and C-VET training as well as services of support to entrepreneurs (i.e. co-working spaces, schools, entrepreneurs associations, chambers, incubators; local or regional institutions), as stakeholders. For them, COWLECTIVE will answer the need of educational resources to better provide their supporting services. COWLECTIVE proposal arise from a European partnership made of 5 EU organisations from Denmark, Poland, Spain, Italy and Greece, under the leadership of COWORKING+. Together, they will implement a series of activities and expected outputs, among which: -a Mobile report about social and environmental entrepreneurs’ skills demand according to representatives from the sector, entrepreneurs, trainers, and assessors. -a COWLECTIVE training package on the main skills needed by entrepreneurs to rise the social and environmental positive impact of their companies. This training will be developed on an online platform which will include social modules for a higher degree of collaboration and interaction. -a COWLECTIVE learning method for social impact, including recommendations on the training package, collective learning tools and network. COWLECTIVE will rely on a methodology of interaction and participation of the target groups, involving representatives of the target groups since the very beginning of the project and the development of a mobile report on skills need. COWLECTIVE will bring together the entrepreneurs with supporting stakeholders to create a wide community, sharing together good practices, business ideas and pitches, support for understanding the societal main challenges, customers’ expectations, potential impact, among others.As a result, COWLECTIVE expect to increase the level of education services provided by coworking and similar collaborative working spaces, as well as the skills of entrepreneurs oriented toward the development of companies with a significant positive social and environmental impact. COWLECTIVE expect to reach at least 500 entrepreneurs during the project life. At long term, it expects to rise the local, regional and European growth thanks to a strong network of micro and small companies implementing sustainable activities, thus contributing to territorial smart growth.

Rapid digitalization and Industry 4.0 processes, which we are now witnessing in many spheres of life (not only in advanced industry), has created a great challenge for educational systems and their most important representatives, teachers. EU has started to adjust their policy and took many initiatives to support the implementation of new technologies.As part of its new Digital Single Market Strategy, the European Commission wants to help all industrial sectors exploit new technologies and manage a transition to a smart, Industry 4.0 industrial system.The Teacher4.0 project concentrates on Industry 4.0 didactic competence of teachers of non-IT subjects. This competence, due to development of technology, became the key competence in today's world. Teacher4.0 project answers the priority of enhancing teachers professional development and strengthening teaching professions through fulfilling its aim which is to strengthen and acquisition of new professional skills and knowledge related to concept of Industry 4.0 and affiliated technologies among Teachers teaching non-IT subjects in primary and secondary schools.To achieve these, the following specific objectives are foreseen in the project:Specific Objective 1: To extend and develop Non-IT subjects teachers competences needed for effective teaching in Industry 4.0 context;Specific Objective 2: To support the implementation of Industry 4.0 didactic possibilities in primary and secondary schools programs.Specific Objective 3: To strength the capacity of Non-IT subjects teachers to develop pupils’ critical thinking and creativity through integration of innovative approaches into teaching process;Teacher4.0 demonstrates significant innovation, if compared to the previous projects, as it is designed for the new target group, non-IT subjects teachers, developing an innovative training course and guidance in terms of awareness and the ability to use Industry 4.0 possibilities in teaching. Teacher4.0 focuses on raising awareness and knowledge of this new concept and developing related skills.The project is also innovative since it turns out that none of the projects in the Erasmus+ Project Results Platform are both addressed to non-IT subjects teachers and relate to Industry 4.0. Most projects on Industry 4.0, which can be found are for VET and/or are related to specific business sectors. Those that concern school education emphasize mainly the importance of 3D printing and aiming STEM teachers.The selected consortium consists of partners from 5 EU countries, covering a wide range of expertise and experience related to the scope and aims of the Teacher4.0 project. The organizations are from different professional fields and with various competences: comprehensive schools (ZSZ, AEMRN), teacher training center (KRSC, CCD), professional training institution (CWEP, LABC). This variety will ensure the successful implementation of this multi-level project. To meet the above mentioned needs and implement the objectives, the partnership will develop 2 intellectual outputs.Significant division of leaders in the development of outputs is:IO1: Enchiridion 4.0 for Non-IT subjects teachers: main leader: ZSZContent divided into 6 modules and allocated to partners as follows:1. Augmented reality as a real alternative to analog didactic materials, led by CWEP2. Cloud Computing as the main source of information, led by CCD3. Cybersecurity in the classroom and after school, led by KRSC4. Digital Twin - a new way of presentation, led by LABC5. Collaborative Robots does not have to be expensive, led by AEMRN6. Artificial Intelligence as your classmate, led by ZSZIO2: 4.0 Lesson scenario video set: main leader: LABCTeacher4.0 will bring added value for all EU Member States. Please note, that after testing the elaborated results, representatives of the target group from other countries will also be able to easily apply the elaborated courses in their contexts. Importantly, the lessons learned from Teacher4.0 project can be applicable in the European debate, to be used by policy makers to discuss both the problems and the possible ways of solving them.

"""A new skills agenda for Europe"" [COM(2016) 381] pointed out that “people need a minimum level of basic skills, including numeracy, literacy and basic digital skills, to access good jobs and participate fully in society” and also “learners at all ages need excellent educators to develop the broad set of skills and attitudes they need both for life and future work”. The project addresses both, the learners and the educators. It focuses on adult education and well-being of people from disadvantaged backgrounds. The proposal is based on data review of statistical information and results of research done at national and EU levels and own partners research. It is a response to the problem of a gap in financial knowledge coming from basic skills shortcomings. Although over 90% of citizens of EU countries are literate, which means that the majority of the population can read and perform arithmetic operations on numbers [indexmundi.com], the level of using of basic skills is different.According to PIAAC survey [Skills Matters 2017] and PISA [2016, for non-OECD countries where PIAAC panel wasn`t conducted], proficiency in reading & counting varies between countries and socio-demographic characteristics of respondents (which influenced choice of project’s target group). These most important factors are: sex, education level, age, income and nationality [PIAAC data; GFLS, Mitchell&Lusardi, 2016]. Literacy proficiency is usually higher among women, better educated people, younger and in higher-income countries. As GFLS survey shows, in high-income countries (OECD and non-OECD) the % of adults who are financially literate is: IT:37, PL:42, ES:49]. In upper-middle income countries the amount decreases – this is the case of RO: 22. Financially literate are only 26% of people living in poor households (35% in rich). Also the foreigners & migrants need a support in basic skills and in financial literacy as their households are statistically poorer (30,3% is being at risk of poverty) than native households-16% (Eurostat).The project has 2 aims:1) to extend competences of adult educators in effective teaching finance and digital skills by preparing Open Educational Resource (OER) containing innovative, customised learning course ""Finances in everyday life”2) to improve the financial potential of people from disadvantaged backgrounds by increasing their digital and financial literacy defined as: “a combination of awareness, knowledge, skill, attitude and behaviour necessary to make sound financial decisions and ultimately achieve individual financial well-being.” Target group:1) adult educators (incl. not professionals, working in non-formal education settings, adult education centres, schools for adults, 3rd age universities, social centres, voluntary organisations, adult educators-freelancers) working with people from disadvantaged backgrounds;3) adult learners from disadvantaged backgrounds incl.: people living in remote areas; unemployed (incl. people living in low-income households, women); senior citizens, low-skilled or low-educated people, immigrants.The project is centred among development of two main Intellectual Outputs: the course for adult educators “Finances in everyday life” as Open Educational Resource (OER) and Guide for Adult Educators ""Have a nice journey! On the way to improve basic skills"". Activities leading to the production of these outputs are common effort of all partners. The outputs will be tested and evaluated externally in order to achieve high quality of final results.It is expected that the impact of the project will be significant at all levels. Local, regional and national levels will be impacted by the dissemination activities performed by partners in their regions and countries. As the result, the adult educators will rise their digital and social competencies and disadvantaged learners will start using digital and financial knowledge and skills in various areas of their lives."

<< Background >>The rapid development of information and communication technologies, combined with socio-demographic changes, puts people aged 50+ and low-skilled or low-qualified adults under much more pressure than ever before. In order to keep up with the changes, it will be necessary both to have an appropriate level of media literacy to avoid digital or financial exclusion and to limit the chances of professional or social exclusion. As media convergence progresses, so does the convergence of competences. Media convergence is nothing more than a combination of media, telecommunications and information technology. As these areas overlap, there is also a process of convergence of competences, i.e. the combination of media, information and digital competences. Actual and proper use of new technologies depends on achieving the competence level, i.e. the acquisition of appropriate soft skills, e.g. the ability to verify the acquired information. Unfortunately, the low rate of adult (aged 25 to 64) participation in learning in EU (11,1%) shows that understanding of the media message and possible disinformation can affect the socjety in Europe. In partner countries it looks even worse: PL: 5,6%; ES: 11,3%, GR: 4,5%, IT: 8,2%, and PT: 10,2%. Critical thinking, information evaluation and media literacy are crucial in development of the knowledge and understabnding among them, because awareness is a feature of strong and responsible society. Media has never been as important as in today's society. It enables citizens of all ages to navigate the modern news environment and take informed decisions. Only the mastery in ability to verify the acquired information ensures usable access, i.e. using media in a way that changes the motivation and life chances of users. The actual and proper use of new technologies depends on achieving the competence level in this area because disinformation as false, inaccurate, or misleading can cause public harm. There is a need for specific media literacy initiatives that provide capacity to think critically and to detect it.This project is going to develop the tools which will help the target group to interpret the internal content of the program, interpret the internal construction of the frame, recognize the external forces and factors shaping the program, compare media representations with reality and respond to the potential impact of television form and content. Systemic action and support is needed here for both adults and their educators, and in this context the project is innovative for the entire partnership. The second project result - web based personalized media literacy training canter will act as an artificial-intelligence driven set of mechanisms and algorithms that through the profiling session will be able to organise the whole training content in a way that is the most efficient for specific users. This will result in the ability to create individual and customised learning paths, thus ensuring better quality learning process. Instead of long and linear training materials, the learning content will be divided into easy to understand and implement actions.<< Objectives >>Support and involving adult educators in the project activities is crucial, as they should actively support adult learners in acquisition of new skills. Main aim of the project is to foster adult education and increase media literacy by promotion off critical viewing among the people with fewer opportunities (low qualified persons, unemployed youth, adults at poverty risk, etc.) and adult educators. The aims will be achieved through development of:- MC-VIEW training course materials (PR1), which will explore the three main areas: Media communication literacy, Critical viewing and Digital Awareness;- MC-VIEW web based personalized media literacy training canter “Individual approach to media literacy in the digital environment” (PR2). The personalized media literacy training canter will focus on a three-stage knowledge delivery:• Stage 1: knowledge gaps identification• Stage 2: learner profile preparation and mapping• Stage 3: customized training profile assembly and presentation and through wide promotion of results.The target groups of MC-VIEW project are disadvantaged groups members (low qualified persons, unemployed, adults at poverty risk, etc.) and adult educators. All project activities will be geared to solve problems and improve the situation of this group. Furthermore, the project will create tools for institutions which support and take care of disadvantaged adults, such as:• adult education centers• social welfare institution• schools for adults• third age universities• associations supporting disadvantaged adults and fighting with social exclusion• local and regional self-government education departments and adult educators.The following thematic areas need to and will be covered:• efficient search and organisation of information, as well as assessment of the reliability of sources,• principles and forms of communication through the media, image building and action in online communities,• the meaning of words, images and sound, as well as the function of media messages and the culture of communication,• creating and presenting own work in the media,• media ethics, seeking answers to questions about good, evil and the limits of freedom in the media, netiquette, etc.• media security - anonymity, privacy and basic principles of safe use of the media,• the rights of media users and the institutions set up to defend them.<< Implementation >>A1. Day to day management - it will include the main aspects of successful project organisation such as: setting up the project space in on-line management system, daily communication with partners, monitoring of budget spending, preparation of reports and other needed tasks. Apart from that it will contain crucial tasks connected with coordination of the partner’s meetings – organising meeting space, preparing agendas, writing minutes from the meetings. It will also include virtual management meetings – at least four common virtual meetings will be organised, using Skype.A2. Day to day sharing and promotion. In order to implement the results and created tools for a big group of users it is crucial to successfully promote the aim and the outcomes which are achieved by project’s partners. Regular and well-organised promotion strategy will be necessary in this case. Constant updates of the promotion plan according to the changes taking place in the project environment, building of networks of stakeholders, contacts with them, evaluation of promotional activities and feedback, creation of project visual identity elements (logo, templates for newsletter and documents, etc.), building, maintaining and updating website, creating social media accounts and maintaining them, preparing sharing and promotion reports are the activities which will be held in that field.A3. In order to achieve high quality effects and outcomes the monitoring, evaluation and quality assurance will be held regularly. It will focus on realisation of strategy included in the Monitoring and Evaluation Plan, preparation of necessary tools such as questionnaires and their distribution, gathering feedback and preparing reports and recommendations.A4. In order to provide a a constant, condensed space in which followers, target group and other people can find all of the informations of the project (including its description, results, current stage of development and promotional materials) the project’s website will be created and maintained. A5. Apart from the website which will include all the basic informations about the project additional sharing and promotional channels will, such as social media profiles will be created. They will be used to inform followers about current stage of project’s development, to inform about conducted partnership meetings and discussed topics and to share the articles from different websites which can enrich their knowledge in the fields related to the main project’s aim. The plan is to use at least two social media channels (Facebook and YouTube).A6. Leaflets (at least 100 per partner) with general informations about the project will be created. Its aim will be to provide general information about the project with the address of the website. It will be translated to all partners languages and distributed at different events and in cooperation networks. A7. Newsletters which will contain short summary of the project’s development after every 6 months. Each partner will distribute the newsletters to own cooperation networks relevant to the project subject. A8. A project management pack including Management Plan, Monitoring and Evaluation Plan, Sharing and Promotion Plan and Quality Assurance Plan, Risk Management Plan – created in order to support the process of management, evaluation and promotion within the partnership .A9. Sustainability plan - it will contain country specific opportunities related to this topic. It will be lead using AdminProject system where all activities and tasks will be assigned to responsible partners with the deadlines. Transnational project meetings: 1st in Rzeszow, 2nd in Valencia, 3rd in Torino, 4th in Lisbon.<< Results >>The MC-View project contains two main Project Results:PR1 - MC-View training course materialsIt is anticipated that, at a very minimum, the proposed new MC- View training course materials will include three main Chapters which mirror the three topics tackled by MC-View project. Each Chapter will have different sub-chapters like:1. Media communication literacy 1.1 Ways of using mass media in an assertive and non-passive way for adults with fewer opportunities 1.2 Understand emotional versus reasoned reactions to mass communication content in order to act accordingly 2. Critical viewing 2.1: Understand the message, read out the context and expand the ability to discover the transmitting intent2.2 Viewers must be made more aware of visual manipulation3. Digital Awareness 3.1: What are Digital Skills and why do we need them? How to use digital resources/content?3.2 How to create digital resources/content? How to consciously use social media?The full list of topics to be addressed will emerge from the research conducted.The structure of the training course materials will consist of the following parts:• the educational objectives,• the content with the description of the 3 modules (exercises, source texts, quizzes, practicaladvices etc.),• detailed description of the possibilities of using content modules, for further developmentand integration with other development topics,• tests verifying the increase of knowledge.The size of the MC-View training course materials will be of minimum 40 pages per module.MC-View training course materials will be able to play three roles: 1. Firstly, it could be used by disadvantaged group members to increase competencies in the three topics and, consequently, to increase their chances of (re)integration in the social and economic life of their communities. 2. Secondly, it could be used by adult educators as a standalone textbook for classes aimed at increasing competencies of the three topics. 3. Thirdly, it will be an analog basis for the digital Self-Help Handbook that will be posted on the platform developed in PR2.PR 2 - Individual approach to media literacy in the digital environment – web based personalized media literacy training canterApart from the reading materials, which will be main source of informations and will be used as a guide for a project’s target group, in the second project result, they will be implemented in a digital version. It is going to be a uniquely designed, automated, tailored to the needs of disadvantaged adults resource that would add very dynamic and practical dimension to the process of tackling the needs of the target groups. All the learning content will mirror the three topics tackled by MC-View project (as it is the case with PR1), and will be prepared in the form of personalized action cards. Each action card will have a short name, description, implementation details and other characteristics if needed.The importance of this result comes from the fact that the most precious experience from the trainee’s point of view is when there is a trainer who is able to diagnose, filter and arrange the content in a customized learning path for the benefit of the trainee. The media literacy training canter is going to be a complementary resource that will greatly contribute towards the achievement of project’s aims through implementation of an artificial intelligence driven personal trainer capable of acting as an end-to-end solution securing and supporting the whole learning and upskilling processes.The last stage will not only present, but also allow to manage the customized learning path prepared individually for each trainer.

This project draws together educators seeking to engage school children to think critically about climate change, collaborate sustainably and act justly. It will directly reach 500 educators across France, Hungary, Italy and the UK, and create a high profile educational platform to reach many more. These educators will facilitate Model UN Climate Conferences with over 12,000 pupils. The results of this project will be shared with schools and local authorities and 1200 trainee teachers, and more broadly contribute to understanding of climate education. The project will be delivered in five phases.Phases 1-3 will focus on developing the knowledge and skills of teachers and educators to deliver more engaging climate education. There will be a specific focus on Climate Conferences as an educational framework and Community of Enquiry as method for critical thinking. This will be captured in the first project publication “Climate Action Guide for Teachers, Pupils and Policy Makers: Thinking critically, collaborating sustainable and acting justly”. Phase 4 will see the project theory be brought alive for children with Model UN Climate Conferences accompanying COP26 events in UK and Italy. Schools will be invited to share their local climate problems with international Climate Partners. Through the Climate Conferences schools will commit to carbon emission targets using the projects Carbon Calculator, and their partners will check their progress. This process will be a mixture of critical thinking, collaboration, and alternative decision making that enables pupil voice to be prioritised, and policy makers to become accountable. Crucially, training in this phase will focus on how to facilitate behaviour change for critical action on an individual, whole school and policy level.The International Climate Action Network project will be showcased in a Climate Action Guide, a Climate Conference Toolkit and Educational E Platform. This will be the subject of the dissemination phase – the project’s fifth and final phase. This phase is crucial as it will share the learning of educators, with trainees who will become the educators of tomorrow. Each partner will work closely with providers of formal education institutions to disseminate the Guide and Toolkit. This partnership is key to the sustainability of the project, as partners and universities will seek ways of embedding climate education into educator training.The activities will result in educators having increased skills to create safe spaces for children to actively engage with climate change issues locally, and support Climate Partners internationally. Trainee educators will become aware of the need for critical thinking and have access to a relevant Teacher Toolkit resource. Partners will have increased their capacity to train others, and developed networks to share their learning. Crucially, the creation of the Educational E Platform will reach teachers beyond the project beneficiaries.This chain of activities and results will impact on policy makers and promote thinking about how to make climate education engaging and meaningful. It will also increase the practice of good digital learning. In doing so it will better prepare marginalised children to take fuller role as 21st century global citizens.