<< Objectives >>Objectives: OBJ1: Develop three Regional Youth Training Centres on Digital & Sustainable Entrepreneurship for NEETsOBJ2: Develop 3 digital and sustainable enterprising training modules for NEETs. OBJ3: Training of at least 100 youth actors in Spain, 100 in Greece and 100 in RomaniaExpected impact:1) Help the partners develop NEET work capacities and scale-up2) Help NEETs integrate in the market via enterprising 3) Support EU's youth employment and social cohesion policies<< Implementation >>Three main activities will be implemented:ACTIVITY 1 - ENTRENEET Training Centre Development (operational guidelines, microcredential certification framework, centre launch via multiplier events)ACTIVITY 2 - Training development (3 modules)ACTIVITY 3 - ENTRENEET Training (3 in-person trainings, 6 webinars) Complementary, support activities such as project management, dissemination and quality assurance will be performed. Sustainability and exploitation plans are also projected.<< Results >>1) ENTRENEET Centre Operational Guidelines (document, 50 pages) and center launch (3 multiplier events with at least 50 in-person quadruple helix participants per event)2) Microcredential methodology (document, 50 pages)3) THREE (3) NEET Training Modules (50 page document/toolkit, slides, videos, assessment, mindmaps) 4) Three (e) in-person one-day training events (>50 participants) 5) Six (6) webinars for at least 300 participant6) 2 future funding proposals

The digital transformation of enterprises has been duly noted over the past years and coordinated efforts (DigComp) to equip the workforce with digital skills to succeed in the new environment have been promoted by the EU. Such need became even more pressuring following the societal and industrial disruptions brought by COVID-19. One of the sectors that is currently lagging with regards to digital transformation across the entire EU (McKinsey, 2020) consists of the legal sector (attorneys, notaries, judges, etc). The lack of digital skills comes primarily from the inability of universities to equip the next generation of workforce in the legal system with the necessary digital competences. Additionally, EU universities delivering law programmes are also facing the general (process-gap) challenges brought by online teaching: frustrated academic staff, ineffective learning, limited engagement of students (lack of focus/attention/interest, limited connectionism and constructivism), lack of inclusiveness and personalised online teaching, and others (EACEA, 2020). This gap is due to missing competences, skills and abilities that the consortium has further confirmed in the digiLEAP countries and project partners such as: *LAW STUDENTS (undergraduate and postgraduate, LAW LECTURERS & LAW PRACTITIONERS - GAPS IN DIGITAL LAW CONTENT: cultural change competences towards adopting a digital working way in law, digital collaboration and communication competences in the legal sector, productivity & casework consolidation competences via digital tools, and entrepreneurial skills & legal-tech awareness (HBR, 2020). * LAW STUDENTS - ONLINE LEARNING GAPS: Inability to interact with lecturers in an online environment and foster connectionism and constructivism; absence of online learning skills such as being well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course (i.e. text-based interaction takes more time); lack of skills to fight the sense of isolation and psychological wellbeing; lack of active learning skills; lack of ability to understand responsible/ethical digital education utilisation. * UNIVERSITY LAW/LEGAL LECTURERS - ONLINE TEACHING GAPS: inability to deliver online education (both synchronous and asynchronous) that would foster connectionism and constructivism; unawareness of enabling a supportive virtual class environment; lack of digital skills to support the curriculum transformation process; inability to incorporate forward-looking digital solutions to support teaching; lack of skills for co-sharing resources and jointly developing high quality universal Open Educational Resource with other lecturers internationally; inability to reach social groups at risk and gender-balance by delivering personalized online education; unawareness of behavioural mechanisms to inspire students. In this context, digiLEAP aims to bridge university law departments, law practitioners, quality/accreditation experts, educational software developers and non-formal education providers in order to co-create OERs with innovative methodologies helping both law students and law lecturers perform in online law education while also helping legal sector workers develop digital skills.digiLEAP will deliver:IO1 - Crash-course on the digital transformation of the legal/law system (OER) based on DigComp principles and LegalTech innovations IO2 – Digital teaching toolkit for law lecturers (OER) based on DigCompEdu and a neuroscience/behavioural approach to help law lecturers develop impactful learning via Attention, Plasticity and learning creation, Emotion and Timing. IO3 - DigComp and DigCompEdu certification methodology for students, practitioners and lecturers: DigComp Certificate in Practicing Digital Law (for students and law/legal practitioners); DigCompEdu Certificate in Teaching Digital Law via Online Education (for lecturers); DigCompEdu Certification in Online Learning in Law& Legal studies (for students)*digiLEAP Alumni Network (as sustainability)*digiLEAP International digital law training association (as sustainability)digiLEAP in numbers: 250 students, 100 law lecturers and 50 law professionals involved in virtual plots; 175 external requests for certification; 35 internal staff certification requests; 85% satisfaction (quality) of the participants with the project results; gender balance and at least 135 social groups at risk included as participants; 2500 hits on the website and 100 000 targets reached on social media via paid ads; observed boost of acceptance towards online education; 250 participants to the multiplier events (face to face) and 400 online.digiLEAP's main impact: Boost the digital readiness of university law departments and of the legal sector towards the digitally transformed environment (both online education and the professional environment) by making learning and digital skill development more effective.

"<< Background >>Cultural and creative sectors, being among the hardest hit by the COVID-19 pandemic, are of great economic importance. They also spur innovation across the economy, as well as contribute to numerous other channels for positive social impact (well-being and health, education, inclusion, urban regeneration, etc.). It is estimated that this sector accounts for about 5.5% of jobs (widely employing youth) within the EU (OECD, 2020) and that especially the venue-based cultural & creative infrastructures will suffer a long-lasting decline due to the pandemic. However, the massive digitalisation coupled with emerging technologies (virtualisation, digital twins, digital engagement, personalized digital cultural activities, etc), can create new forms of cultural experience, dissemination and new (digital) business models with market potential (OECD, 2020). Youth-led entrepreneurship is a key priority of the European Union. As key drivers of the cultural and creative sector, the European youth (18-31) should be the leading source of creativity and innovation in cultural and creative entrepreneurship. However, performing entrepreneurship in a digital/intangible context (i.e. cultural and creative digital entrepreneurship (CCDE)) requires a substantial skill-set shift which currently, the EU youth does not possess. On top of this, cultural heritage sites, are also pierced by substantial degradation and unsustainable practices due to crowding and mass-tourism paving further needs for future innovations in this field.The needs that DIYouth aims to address: YOUTH (18-30 years old) lack the know-how and experience to perform in CCDE (SALTO-YOUTH, 2020). On top of this, youth coming from vulnerable groups do not possess basic entrepreneurial skills that would enable them to scale-up their ideas or to engage in social enterprising that would open up their opportunities in CCDE (OECD, 2019). Additional skillgaps: entrepreneurial opportunity recognition from societal pains, self-motivation, confidence and empowerment, operational aspects of (social) enterprises, understanding community bonds and community networks, technologies for social innovation (CEDEFOP, 2019, UNICEF, 2020); teamwork, decision making, design thinking, business planning, income generation (fundraising), digital skills and technology use for CCDE, national & international networking (EU Cultural Strategy 2014-2024); intercultural skills and accountability in CCDE (Hyz and Karamanis, 2016; Giakoulas, 2016); re-learning how to learn in a digital learning context skills as CCDE will require constant online training (and constant learning); solutions to include environmental sustainability and heritage protection in the CCDE. YOUTH WORKERS: Specific gaps: lack of youth worker qualification frameworks (recognition) for entrepreneurial training & learning; lack of mechanisms to help youth workers inspire youth at being entrepreneurial and creative; lack of skills to handle groups at risk and foster inclusion in CCDE training (EU DG EAC, 2019); lack of skills to support cross-sectoral cooperation in youth work; limited skills in guiding youth to tackle daily challenges via enterprising; limited skills in adopting innovative (and behavioural) training techniques that would inspire youth to develop empowerment & self-motivation competences for engaging in entrepreneurial ventures (CEDEFOP Skill Analysis, 2020; OECD, 2019) and lack of ability of youth workers to produce digital training materials that would be easily apprehended by youth in a non-formal education context.<< Objectives >>DIYouth aims to develop a transnational (non-formal education) youth and youth worker training programme containing: a youth training toolkit on CCDE with YOUTHPASS, DigComp and EntreComp certification options (Result 1); a train the trainers toolkit (based on ETS, with EntreComp and DigCompEdu certification options) enabling youth workers to improve the quality and effectiveness of their digital & entrepreneurial training capability (Result 2); a CCDE Digital Acceleration platform helping youth put their ideas into the market in collaboration with investors, policy makers, customers and other creative & cultural actors; and series of celebratory creative conferences (multipliers), three of them as teasers for Timisoara2023, Novi Sad2023 and Elefsina2023 EU capitals of culture. The end-goal is to boost the digitalization of the cultural & creative sector in an environmentally sustainable and heritage-protective manner while enabling digital job opportunities and employment.<< Implementation >>DIYouth implements the following activities:Result 1 – Cultural and Creative Digital Entrepreneurship (CCDE) Youth Toolkit (non-formal education)• 4 modular competence units that can be integrated in open MOOCs• Virtual simulator• Innovative learning tools (i.e. webquests, story-based approach)• YOUTHPASS, DigComp and EntreComp certifications (for students) for excellence in CCDE• 3 virtual creativity pilots: Creativity Pilot 1 - CCDE in multicultural heritage promotion and CCS ecosystems; Creativity Pilot 2 - CCDE in arts sector; Creativity Pilot 3 - CCDE in the music and festival sector (cross-cutting themes: heritage promotion and environmental sustainability)Result 2 – Youth worker train the trainers toolkit on cultural and creative digital entrepreneurship (CCDE)• Two EntreComp & DigCompEdu competence units• Innovative teaching & learning mechanisms based on: the ""ETS Competence Model for YOUTH Trainers"" (SALTO-YOUTH, 2020)• Pedagogical strategy: Youth worker ability to develop tailored OERs and digital training methods for different youth educational needs (cognitive, social, geographic, cultural, etc) by focusing on UNESCO (2018)'s strategy related to personalised education.• Pedagogical strategy: Neuroscience (behavioural) approach for ensuring effective online youth education in CCDE. Youth workers will have access to innovative behavioural trainingapproaches that will spur youth creativity, innovation and ability to succeed in CCDE.• EntreComp and DigCompEdu certification(s) for youth workers after passing a non-formal evaluation.• Virtual pilots: Three pilots the developed content on youth workers (via virtual pilots each of at least 50 participants).Result 3 - Cultural and Creative Digital Entrepreneurship (CCDE) Digital Accelerator Platform• Cultural and creative ""pains"" announcement• Database with public sector tenders and bidding competitions for cultural and creative events as well as direct feeds from targeted funded projects/grants• Database of a pool of CCDE experts, mentors and investors that can better guide CCDE young entrepreneurs in their enterprising process• Online CCDE acceleration component• 5 Pilot-tests of the developed platform on youth interested in CCDE (at least 50 participants per pilot).* Quality assurance methodology* Project image and dissemination material* DIYouth Alumni Network* Exploitation strategyE1 – Cultural and Creative Digital Entrepreneurship Open Day - Romania (pre-Timisoara 20223 Capital of Culture Events)E2 – Cultural and Creative Digital Entrepreneurship Open Day - Greece (pre-Elefsina 2023 Capital of Culture Events)E3 – Cultural and Creative Digital Entrepreneurship Open Day - Serbia (Novi Sad 2022 Capital of Culture Events)<< Results >>PROJECT RESULTS: Result 1 – Cultural and Creative Digital Entrepreneurship (CCDE) Youth Toolkit (non-formal education)Result 2 – Youth worker train the trainers toolkit on cultural and creative digital entrepreneurship (CCDE)Result 3 - Cultural and Creative Digital Entrepreneurship (CCDE) Digital Accelerator Platform* DIYouth Alumni NetworkOTHER OUTCOMES: * At least 30 DigCompEdu and EntreComp and 50 YOUTHPASS certifications offered during the project lifecycle* Digital readiness improvement of the participating organizations (at least 1 level up in the DigCompEdu grid)* Overall number of targets reached during the project lifecycle: at least 100 000 (via paid ads)* Number of visits on the website (at least 5000)* Number of participants to the multiplier events (at least 450 in total)* Number of cultural and creative ecosystem stakeholders engaged the Result 3 virtual pilots and recruited on the digital acceleration platforms (500)* Number of youth coming from groups at risks involved in the project (at least 30% or at least 285) and 50-50 gender balance* Number of youth outside of the consortium (or people already working in the cultural and creative sector) that decided to engage in CCDE (at least 100)* Number of youth interested in starting a social enterprise related to CCDE (at least 50)* Expected outcomes for youth participants:• Developing competences in cultural and creative digital entrepreneurship (CCDE), including social entrepreneurship, via the Result 1 curriculum boosting their ability to engage with the cultural and creative ecosystem and launch startups, create employment and help this sector achieve resilience in the digital transformation creatively, counteracting COVID-19 barriers• Boost their digital skills via the Result 3 platform and learn how to capitalise innovative technological solutions to effectively engage in CCDE• Developing awareness of civic engagement, multiculturalism, social innovation and community development by being engaged in thematic virtual pilots from Result 1 and therefore foster better inclusion through creative and cultural expressions (i.e. CCDE)• Access certification options of their skills and competences that will upgrade their professional profile and employability (i.e. YOUTHPASS, DigComp, EntreComp)• ""Relearning"" how to learn and adoption of innovative/creative approaches to make their non-formal learning pathway more effective in an online education - based on the OERs from Results 1,2.• Boost their psychological wellbeing, safety and responsibility in online education and training, helping them to be more focused on their CCDE journey* Expected outcomes for youth workers:• Development of qualified youth workers that can train youth in an entrepreneurial manner by building upon the EntreComp framework (Result 2). • Development of innovative and digital skills abilities for youth workers by relying on the DigCompEdu framework and innovative methods from Result 2 as well as on the Result 3 platform.• Enable capacity building of youth workers and youth work practices via Results 1,2,3 virtual pilots making thus youth workers more qualified and effective at their job, inspiring youth to perform in CCDE.• Assist youth workers in developing and sharing effective methods in reaching out to marginalized groups and achieve inclusion through providing access to CCDE training via the strategies from Result 2.• Facilitate the development of learner-centric high quality OERs and tailored learning pathways (via behavioural approaches) producing a better learning impact on youth trainees (and making them more effective at CCDE) while paving the way for a better recognition of youth work via DigCompEdu and EntreComp certifications (for digital and entrepreneurial training competences) for youth workers (Result 2)."

"<< Background >>MOTIVATION FOR entreYOUTH:Solving urban challenges of sustainability, circularity and inclusion especially in the context of food provision requires a massive cross-sectoral approach. A substantial number of programmes, trainings and initiatives can already be found around the concept of citizen education on sustainable food consumption, food waste disposal, recycling, and reusing. However, there is a clear gap in the provision of trainings and availability of trained youth workers with regards to equipping youth with enterprising skills in marginalized “alternative food networks” (informal networks of food provisioning and redistribution especially among local & vulnerable groups). Alternative food networks are traditionally seen as food chain democratization means to achieve social inclusion and food security for under-privileged groups (i.e. migrants, immigrants (OECD, 2019). Such alternative food networks have a strong community impact by providing food access, jobs and resources to such communities. However, in the countries and target groups of the entreYOUTH consortium an urgent training needs requirement has been identified via a primary and secondary research (further elaborated on in Result 1 and Result 2).NEEDS TO ADDRESS: • YOUTH (18-30 years old) lack the know-how and experience to provide added value in alternative food networks by embedding sustainability and circular economy practices. On top of this, youth coming from vulnerable groups do not possess entrepreneurial skills that would enable them to scale-up their ideas or to engage in social enterprising that would open up their opportunities beyond such alternative food. Additional skill-gaps: entrepreneurial opportunity recognition from societal pains (daily problems), self-motivation, confidence and empowerment, operational aspects of social enterprises, understanding community-bonds and community networks and how to leverage their potential through enterprising, learning how to rely on technology for social innovation, and how to interact with stakeholders via technology (especially in times of crisis).• Community training centres and programmes for (junior and senior) youth workers do not offer specialized training helping youth workers to boost the social entrepreneurial & sustainability skills of youth (including those from vulnerable groups). Specific gaps for YOUTH WORKERS: lack of youth worker qualification frameworks (recognition) for entrepreneurial training & learning; lack of mechanisms to inspire youth at being entrepreneurial and creative; lack of skills to handle groups at risk and foster inclusion; lack of skills to properly address NEETs’ requirements to succeed in the field of sustainable & circular urban food; lack of skills to support cross-sectoral cooperation in youth work; limited skills in guiding youth to tackle daily challenges via social enterprises; limited skills in adopting innovative (and behavioural) training techniques that would inspire youth to develop empowerment & self-motivation competences for engaging in entrepreneurship.<< Objectives >>entreYOUTH aims to develop a transnational non-formal education entrepreneurial youth worker training programme. The programme will contain: a digital education curriculum (on sustainable & circular urban food entrepreneurship based on four competence units at EQF level 5 (equivalent for non-formal education) that youth workers can use to train youth (Result 1); a digital train the trainers toolkit (based on the ETS, EntreComp and DigComp frameworks) enabling youth workers to improve the quality and effectiveness of their teaching (Result 1); a digital open community food sharing platform (Result 4) that youth and society can utilise to serve alternative food networks while it can also provide an open market for social entrepreneurs; and lastly, a series of digital community training events (that youth workers will utilise to pilot all four Results) based on UNICEF’s youth entrepreneurial training model – UPSHIFT (Result 3). Additionally, entreYOUTH will facilitate digital certification according to YOUTHPASS (for youth participants) and EntreComp and DigComp (for youth workers).entreYOUTH aims to have an impact on youth and youth workers: Expected impact on youth (18-30 years old):• Developing competences in environmental skill (sustainable food and circular economy) via Result 1• Developing competences in (social) entrepreneurial skills via Result 1• Developing competences in digital skills and social innovation via Result 4• Developing awareness of civic engagement, social innovation and community development by focusing the pilots (C1, C2, C3, Result 3) on social challenges/pains and overall the curriculum (Result 1) on alternative food networks and social groups at risk.• Developing skills and competences to solve societal pains and help the communities grow.• Achieving empowerment and integration among community networks.• Certification/validation/recognition of their skills and competences that will upgrade their professional profile and employability.Expected impact on junior and senior youth workers and on the participating organizations:• Development of fully qualified youth workers that can train youth in an entrepreneurial manner by building upon the EntreComp framework (Result 2). This will enable the youth workers and organizations to better shape the profiles of youth and other trainees, making them more market oriented and more creative.• Development of innovative and digital skills abilities for youth workers by relying on the DigComp framework and innovative methods from Result 1.• Enable capacity building of youth workers and youth work practices in a blended approach (see Result 2,3 and C1, C2, C3) making thus youth workers more qualified and effective at their job.• Assist youth workers in developing and sharing effective methods in reaching out to marginalized groups and in addressing the risks, opportunities and implications.• Enable youth workers to test of innovative practices (waste, and sustainable food) by guiding youth towards sustainable food enterprising• Equip youth workers with behavioural methods towards consumption & lifestyles in order to infuse behavioural change in youth’s understanding of food consumption and waste.<< Implementation >>entreYOUTH has the following results:Result 1 – Sustainable & circular urban food enterprising (SURFE) curriculum• 4 modular competence units that can be integrated in open MOOCs• Virtual community simulator (as assessment)• Innovative learning tools.• YOUTHPASS certificationResult 2 – Youth worker train the trainer toolkit• EntreComp competence units and EntreComp certification centres in each partner institution• Innovative teaching & learning mechanisms based on the ""ETS Competence Model for YOUTH Trainers"" (SALTO-YOUTH, 2020).Result 3 - Community training event concept development (pilot)• Methodology based on UNICEF’s UPSHIFT model• Logistics and time-planning for C1, C2, C3Result 4 - A community food sharing cloud platform• With uploaded data for social innovation* Quality assurance methodology* Project image and dissemination material* entreYOUTH Alumni Network* Exploitation strategyE1 – Multiplier event in RomaniaE2 – Multiplier event in GreeceE3 – Multiplier event in CyprusE4 – Multiplier event in SpainC1 – First community training event (pilot) – SpainC2 – Second community training event (pilot) – CyprusC3 - Third community training event (pilot) – Greece<< Results >>PROJECTS RESULTS (MAIN ONES):Result 1 – Sustainable & circular urban food enterprising (SURFE) curriculumResult 2 – Youth worker train the trainer toolkitResult 3 - Community training event concept development (pilot)Result 4 - A community food sharing cloud platform* entreYOUTH Alumni NetworkQUANTITATIVE OBJECTIVES:entreYOUTH will train: 150 youth in C1, C2, C3 (from which 100 will apply for YOUTHPASS certificates, 75 will come from groups at risk, and 30% will be interested in further youth studies), 50 youth workers directly involved in C1, C2, C3 (from which at least 10 will have EntreComp certification). At least 300 youth and youth workers from outside of the project will receive the results of entreYOUTH. Additionally, at least 3 enterprising idea coming from youth will be engaged in early stage coaching/mentoring by investors. The number of community actors (small business owners, community members, NGOs, startup incubators, SMEs and community-oriented market actors, policy makers, other types of education providers & trainees) engaged in the online platform from Result will reach at least 600. The number of other types of training institutions (beyond youth) that will incorporate entreYOUTH’s outputs will be at least 50. Furthermore, at least 300 people will participate at the four multiplier events and an overall number of 10 200 people will be reached throughout the dissemination campaigns."

"<< Background >>The primary reason for applying for CISCOFY is that the majority of this consortium are part of an ongoing Erasmus+ project financed under the COVID-19 call (EU-TeachPaaS) which looks into developing certifications for digital skills for lecturers, students and university administrators. EU-TeachPaaS has a heavy focus on the digital element (based on DigCompEdu), however, as the partners were engaged in digital education for the past months, they noticed (as also supported by reports and literature) that digital skills alone are not enough and that the following gaps should be better emphasised and complemented with digital skills: G1: limited know-how on adopting pedagogical strategies for boosting student happiness, motivation, engagement and performance and successfully embed them in digital formats (for online delivery in higher education and beyond) G2: reducing the percentage of drop-outs from online higher education (and beyond) and help educational institutions become more resilient G3: better foster inclusion of groups at risk and personalized education in online deliveries in higher education and beyondG4: strategies for generating brain plasticity and learning connections, creation emotional responses to improve learning, and understanding timingG5: None of the previous G1, G2, G3, G4 have been successfully embedded in online OERs and online delivery operations internationally due to limited engagement with professional educational product providers.<< Objectives >>In this context, the overall objective of CISCOFY is to boost the digital readiness, resilience and competences of university lecturers (primary and adult/youth trainers secondary) towards upscaling online education on three main pillars: digital transformation through the development of digital readiness, resilience and capacity, building skills to foster inclusion and representation in digital education and promote and rewarding excellence in teaching and skills development.<< Implementation >>CISCOFY will implement the following activities: * Result 1 (A Smart train the trainers toolkit) based on blending DigComp, inclusion, gender, neuroscience approaches with the innovative ""Goal Setting Methodology"" of EUR. Virtual pilots will also be organized as part of this IO. * Result 2 (Training webinars in effective & inclusive online education): WEBINAR 1: Debunking open educational resource (OER) development for effective & inclusive online education; WEBINAR 2: The ""Goal Setting Methodology"" as a tool for effective and inclusive online education; WEBINAR 3: Neurolearning as a behavioural tool to train your students' brains for online education settings. * Result 3 (Certification framework for digital competences supported by CISCO) offering three certifications: *Certificate on OER Development for effective & inclusive online education; Certificate on the ""Goal Setting Methodology"" as a tool for effective and inclusive online education; Certificate on Neurolearning.* CISOCFY alumni network * 4 CISCOFY Certification Centres* Dissemination & Exploitation * Quality assurance<< Results >>CISCOFY aims to develop three main results (smart train the trainers toolkit, webinars and a certification scheme), a network of 4 certification centres on digital education that will offer three types of certifications and an alumni network. During the project lifecycle, CISCOFY will: engage at least 600 participants in three main webinars (from which at least 240 will be from social groups at risk, with gender balance); At least 240 people will apply for CISCOFY certifications; The number of other types of training institutions that will incorporate CISCOFY's outputs will be at least 60; At least 10 requests of collaboration from public authorities will be received; At least 10% reduction in online education drop-outs; at least 15% increase in registrations for online education; 200 physical participants to multiplier events and at least 200 online; at least 50% of the departmental staff of the participating organizations will be trained with the CISCOFY certifications; at least 25% boost of learning experience (from students/learners of the partner organizations) after their lecturers apply the gained know-how; boosted market for EduTech."