<< Background >>The Project arose from one question: how can we contribute to the adaptation of economic agriculture production and labour market to the current environmental needs?The answer is VET, which represents a key mechanism to ensure a skilled workforce that can drive the circular economy transition.Throughout the last decades we have understood that sustainability is the only path that can be taken to guarantee a safe and clean world for the future generations. In order for this to be achieved, we need to work on several fronts, among these is the agriculture sector.The focus will be on small farm holdings because their production is more sustainable and needs to be protected and revived, against intensive farming which is more inclined to pollute due to the massive use of pesticides and chemical fertilizers.The need for VET in the agri-food business derives from a thorough analysis of the context in which this initiative will be implemented. Indeed, it has emerged that the first action which needs to be put in place is a training course on environmental European norms that has an impact on farmer’s production. Such topics are very complex and continuously changing, reasons why they should be addressed in a more structured way in order to be better understood by those employed in the sector. Through this first result the Project will fight the existing negative perspective that sees the current normative adjustments in the area as a set of limitations imposed from the top on economic actors.On the packaging side, it has been observed that farms lack professional figures who are competent in sustainable packaging and in recent normative innovations in packaging within the EU. The main reasons explaining this situation are related to the poor sensitivity to environmental issues among small entrepreneurs and to the shortage of relevant training in the area. The Project sees the current green transition as a major but essential challenge in the medium and long term and, for this reason, it will promote a positive vision of change in the field of packaging. At this end, the Project will depict the ongoing formal and substantial green revolution in the field of packaging as a chance to open the door to new job opportunities.On the distribution side, thanks to the third result we want to improve the ability to distribute goods and reduce food waste of those who already carry out sustainable production: the small farmers, who in large part do not have the digital skills necessary to sell their products more effectively. Such objective will be reached through training on the use of digital marketing to promote the short supply chain (sale of agricultural products directly from the farmer to the consumer). Given this scenario, the project aims at bringing innovation in two different but complementary sectors of the agri-food area, with a view to relaunching the circular economy starting from small farmers, in line with the green and digital transition pursued and promoted by the EU. This project is innovative because it will introduce a type of training that is not present in the labour market and will focus on teaching the skills and mindsets needed to bring innovation to the field of packaging and small farm holdings; by doing so it will initiate good practices in training to meet the environment and labour market needs.<< Objectives >>The main objective of the project is to train small farmers on European environmental regulation, on the topics of innovative sustainable packaging and digital marketing strategies useful to the implementation of the Farm to Fork approach and the reduction of food waste.Through the first training course the project wants to increase awareness on the current European norms related to the relation between environmental protection and agriculture (i.e. circular economy, use of fertilizers in agriculture, CO2 emissions in farming, and the Farm to Fork strategy). Through the second training course the project aims at providing the beneficiaries with knowledge on the environmental consequences of non-reusable/non-recyclable packaging waste and on feasible, innovative, green solutions that have been developed in recent years. Through the third training course the Project will reduce food waste while increasing small farmers’ profits by sharing the most innovative practices in the field of agricultural marketing. More specifically, the new digital skills are useful to the implementation of sustainable sales methods.Through the fourth result, by creating the e-learning platform, VITAL wants to guarantee the transferability of the Project after its completion also to other people all around Europe other than the direct beneficiaries involved. The clear non-direct outcome of this Project is to make a step forward towards the green transition within the EU.<< Implementation >>The activities that the VITAL Project will implement are divided into six work packages. The first three are related to project management, communication and dissemination and quality management, whereas the other three concern the project results. Furthermore, throughout the project transnational meetings and multiplier events will be implemented in order to guarantee a proper communication and dissemination of information among the project consortium, stakeholders and target groups.The first three WPs will take place throughout the entire project, which will last for 24 months. On the other hand, the production of project results will happen in well-defined moments. The stages that will constitute the project results (R1,R2,R3) can be resumed by the following activities: definition of the training courses’ contents and methodologies based on participants’ learning needs, involvement of participants, delivery of pilot courses, evaluation and translation. The activities related to the first training course will take place from June 2022 to April 2023, the second is planned to be implemented from January 2023 to November 2023 and finally the third will be carried out from June 2023 to April 2024.The creation of the e-learning platform and the uploading of the recorded courses content will be a transversal activity to the three training courses and it will last from August 2022 to April 2024. This result will be structured according to the following phases: development of material production, testing, production and translation. These three stages will be repeated for each training course in chronological order.The project foresees seven multiplier events: six info days which will take place in Bulgaria, Latvia, Lithuania, Spain, Hungary and Italy in April 2023 and a final dissemination event which will take place in Poland in April 2024.Four transnational meetings are planned: a kick-off meeting in Poland (May 2022), a second partner meeting in Spain (December 2022), a third partner meeting in Latvia (June 2023) and a final partner meeting (January 2024).One blended mobility is expected to take place in October 2023 in Italy, organised by CAM with the participation of 7 farmers chosen by the other partners and one accompanying person. For further information, please see the Work Plan attached to this application form.<< Results >>The VITAL Project ultimately aims at spreading EU environmental and agricultural normative knowledge, improving sustainability in the field of packaging within the agri-food sector, increasing digital marketing competences among small farmers and contributing to food waste reduction. Therefore, the project will update the labour market to the green economy through innovative vocational education and training (VET). The Project foresees achieving these outcomes through the four expected results which are designed on the learning needs of the target group they address: small scale farmers. The first project result is a VET course on the latest European norms related to environmental issues and sustainability in agriculture. Thanks to this course, farmers will be able to adapt their production to the latest EU directives on circular economy, use of fertilizers in agriculture, CO2 emissions in farming, and the Farm to Fork strategy.The second project result is a training course on innovations in the field of packaging within the agri-food sector, thanks to which farmers will bring added value to their business by introducing a professional figure in their farms able to manage environmental issues and stay updated on packaging regulation and sustainable wrapping methods developments.The third project result is designed to address the small farmers’ needs to acquire digital marketing skills in order to apply their new competences to implement sustainable sales methods and consequently reducing food waste and environmental footprint of the food life cycle. They will learn innovative ways of distribution (ex. short food supply chain; ethical purchasing groups; harvest in crops; farmer local markets; home delivery) and how to promote it through online platforms.The fourth project result will concern the creation of the e-learning platform in which all the training courses recordings and materials will be uploaded and translated in all the partner’s languages, thus staying available after the completion of the project.Other relevant outcomes concern the multiplier events, essential to involve target groups, stakeholders and beneficiaries in the Project activities, and the blended mobility, an educational activity that will take place in Italy and will directly address the farmers.

<< Background >>ProCCS aims to support one of the sectors that was most affected by the Covid-19 crisis and, in spite of its huge contribution to the EU economy, is currently fighting for its own survival, in particular after the second wave of contagions and the consequent restrictive measures adopted by national governments. The whole sector is in desperate need of support and - most of all - new solutions and tools to tackle this hard challenge and overcome this difficult phase. A change of perspective and the development of new skills are absolutely crucial for professionals of the CCS, who are in need of an increasingly broad and more sophisticated set of competences than before.It is a well-recognised fact at EU level that the Cultural and Creative Sector (CCS) is amongst the fastest growing sectors of the economy. Nevertheless, the challenges in accessing finance is one of the most critical obstacles to its growth and, as stated in the “EENC- Opportunities for CCSs to Access Finance in the EU”, access to finance is prevented by specific characteristics of CCS organisations. Among them:● Characteristics of CCS activities: lack of tangible assets, high uncertainty of market demand, generation of value over long and uncertain periods of time, lack of knowledge of funding opportunities;● Characteristics of CCS organisations and entrepreneurs: perceived lack of business skills, CCS entrepreneurs’ fear of losing control of their business, etc.● Specific market conditions: lack of good market intelligence, pressure on existing business models (due to digital shift, among others), etc.These challenges have been debated at EU level in recent years to such an extent that in 2016 the EC launched the CCS Guarantee Facility to ease access to finance for micro-businesses and SMEs in the CCS and engagement with financial intermediaries. In fact, the CCS is largely composed of micro-enterprises, non-profit organizations and creative professionals that often lack access to financial support and do not have the specific skills for realising and managing their business ideas.Moreover, the current crisis caused by Covid19 is being particularly critical for the CCS due to the sudden and massive loss of revenue opportunities. The suspension of activities and the cancellation (or postponement) of events, shows and festivals generated a chain of negative effects, which were difficult to compensate even when venues could reopen and events could be organized (with limited capacity). For all these reasons, it would be crucial for the entire CCS to bridge the skills gap of professionals in the sector and facilitate access to credit by creating dedicated channels and providing solid information on the economic potential of the CCS to financial intermediaries so that they can overcome a traditional distrust of the sector and support its growth.For these purposes, the project proposal was conceived by the Ente Nazionale per il Microcredito, involving important organisations so as to constitute a powerful task force cooperating to address this challenge at European level. The consortium is composed of 5 organisations from 4 different countries. It is characterized by a highly transversal nature, involving different types of organisations covering the full range of the activities foreseen by the project: a national public body (ENM, Italy) expert in the implementation of microfinance policies and tools at European and national level; an innovation and business centre (InnoGrowth, Bulgaria); a business incubator part of a worldwide network (ImpactHub Leipzig, Germany); one umbrella organization supporting the CCS at EU level (Culture Action Europe, Belgium); one consultancy company (Euradia Italia) specialized in institutional relations, project management and communication.<< Objectives >>ProCCS project aims to support the overall Cultural and Creative Sector by reinforcing the competences of professionals active in the CCS and connecting them with the business and microfinance sector, supporting cultural entrepreneurs in the implementation and financing of their business ideas. The whole sector is in desperate need of support and new solutions and tools to tackle this hard challenge and overcome this difficult phase. A change of perspective and the development of new skills are absolutely crucial for professionals of the Cultural and Creative Sector, who are in need of an increasingly broad and more sophisticated set of competences than before. With these premises, the specific objectives of the project are:● To create a European community of mentors who are specialized in providing complete online training and tutoring to professionals active in the Cultural and Creative Sector● To support the development of a sense of initiative, managerial and entrepreneurial skills of CCS professionals● To support the development of microbusiness ideas in the CCS by easing the access to credit and funding opportunities● To support financial intermediaries in better understanding of specificity and peculiarity of the CCS and to reinforce their awareness of the economic potential of the sector itselfBy achieving these objectives, the project will make it possible to address the needs of the identified CCS target groups, favouring new collaborations between the world of micro-credit and the cultural and creative one as well as the acquisition of new managerial and digital skills and knowledge. Indeed, in the current circumstances, the importance of digital skills becomes absolutely crucial, both in terms of organizing and promoting their professional activity and exploiting learning opportunities.In particular, in order to achieve the above-mentioned objectives, the project will be addressed to the following main target groups, which will be actively involved in its different phases:● T1. CCS Professionals coming from the performing art sector (i.e. dance, theatres, opera), which is one of the Cultural and Creative Sectors with less experience in doing business. Due to its venue and visitor-based nature, the shockwaves of the COVID-19 crisis are felt particularly in the performing arts sectors with up to -90% loss in turnover between 2019 and 2020. Thanks to the ProCCS project, they will have the opportunity to develop their sense of initiative and their managerial and entrepreneurial skills, so as to support their employability as well as to facilitate access to credit and financing opportunities and thus be able to support their projects and their business ideas;● T2. Operators in non-financial tutoring and monitoring services (hereinafter referred to as “tutors”), coming from partner’ organisations. They will improve their skills on online learning methodologies (i.e the use of virtual learning platforms) thus promoting their digital readiness, as well as on how to improve the attractiveness and effectiveness of their training activities and therefore organize ad hoc training activities to meet the specific learning needs of professionals of the Cultural and Creative Sector;● T3. Financial intermediaries from organizations outside the consortium: they will be involved in activities from the start of the project and thanks to the collaboration with different sectors, from vocational education and training to business incubators and accelerators, finance and microcredit, they will have great opportunity to increase their knowledge and better understand the value and the strong economic potential of the Cultural and Creative Sector.<< Implementation >>The project partners will deploy their action at different levels, addressing specific and complementary target groups. In first place, the project aims to promote digital readiness in trainers and tutors, so as to enhance their competences related to online learning methodologies and improve the attractiveness and effectiveness of their training activities. Secondly, CCI professionals will be involved in the process of testing and validating the training and tutoring model developed by the partnership. They will acquire new key competences through online learning activities in order to support their employability and increase their capacity to access credit and funding opportunities. At a third level, in order to support the development of microbusiness ideas in the CCS, the project will address financial intermediaries, by providing them with sound information on the potentials of the CCI, thus establishing the conditions for a cross-sectorial approach involving cooperation between players in different sectors, both in the private and public spheres, from vocational education and training to business incubators and accelerators, finance and microcredit.The entire project is based on a sound intervention logic aimed at establishing a clear connection between activities, expected results and specific objectives. To facilitate a smooth implementation of all project activities and to ensure a balanced distribution of workloads among the partners, the project activities are structured in different Work Packages, each with its own set of activities and expected results. Some results are particularly relevant to the achievement of each specific objective, being related to each specific target group addressed by the project. In particular, the achievement of SO1 is closely linked to the development of the first results of the project (R1) and depends on the success of the implementation of the dissemination activities, including multiplier events as key moments to engage independent professionals and external stakeholders. The joint staff training event also represents an important preliminary step to establish an international community of mentors, characterized by high skills related to digital learning environments, who are promoting a professional training model for CCS professionals to promote access to credit and microfinance.The achievement of SO2 is closely linked to the development of both R1 and R2 as an international group of highly qualified and trained mentors will be able to train and support the small business idea of the CCS professionals involved during the pilot phase to test and validate the online course (R2).The achievement of SO3 is closely connected with the provision of pilot courses and subsequent validation of the online course (R2), as well as the creation of a receptive environment ready to provide financial advice and support CCS professionals.Finally, the achievement of SO4 will be fulfilled by the creation of the toolkit addressed to financial intermediaries to support business start-up in the CCS (R3).<< Results >>The ProCCS project, thanks to the strong collaboration of all partners in the implementation of the activities, will make it possible to achieve important tangible and intangible results. The main tangible results are 3, each of them addressed to a specific target group, so as to facilitate a multi-layer and holistic approach. In addition, within the process for the development of the 3 main outputs, a series of relevant intermediate results will be achieved as following described.R1. Training course for tutors (addressed to T2):● A preliminary survey on learning needs carried out by partners at national level to identify the learning needs of tutors● Pilot courses will be held at local level by ENM and Innogrowth to test the effectiveness of the methodology and training tools and contents. Pilot courses will involve at least 10-15 participants each, for a total of 20-30 professionals trained. Their feedback and the learning materials will be validated and collected in a Handbook, translated into partners’ languages and disseminated in partners’ countries and at EU level● A Joint Staff Training Event (C1) will be hosted by ENM in Rome. 10 foreign participants selected from trainers and tutors will be involved throughout the pilot phase to share methodological guidelines and establish common ground for the delivery of training activitiesR2. Distance training course addressed to professionals of the CCS (T2):● A preliminary survey on learning needs will be carried out by partners at national level to identify the learning needs of CCS professionals leading to the creation of guidelines, a research report and a set of key teaching and training key competences. The research phase will be followed by pilot courses and will involve at least 10-15 CCS professionals per country. The pilot courses will generate small business ideas to be tutored by the project staff and financial intermediaries. ● An evaluation report with participants’ feedback and a Handbook (in English and in partners’ languages) containing the methodology for a training course addressing CCS professionals will be designed.R3. Toolkit addressed to financial intermediaries to support business start-up in the CCS (addressed to T3):● Research of best practices will be designed, collecting innovative methodologies in the financial intermediaries training, related to CCS enterprises and digital skills for training.● Round tables will be run to assess the designed training course and methodology and ensure it answers to the final beneficiaries needs, where at least 15 participants will attend, for a total of 60 participants. ● After the review from external stakeholders, a Toolkit addressed to the financial intermediaries will be designed, translated in partners’ languages and distributed at national and EU level.The 3 tangible results will be available even after the end of the project to keep supporting the growth of the CCS. All project results will be disseminated at European level, taking advantage of the huge potentials of the partnership in terms of communication and belonging to extended EU networks of relevant stakeholders. 5 multiplier events, including a huge final event in Brussels, will be organized in all countries involved in order to support the whole process and promote the project’s results among the widest possible audience.The main expected intangible results will be the following ones:● improved transversal skills of tutors, both in the financial and CCS;● improved managerial and entrepreneurial skills of CCS professionals to get access to credit and funding opportunities;● acquisition of specific skills from financial intermediaries linked to the assessment of the loan request originating from cultural enterprises;● Increased awareness of financial intermediaries on the economic potential of the CCS.

"<< Background >>During the 2012 United Nations Conference on Sustainable Development (Rio+20, Member States agreed to launch a process to develop a set of sustainable development goals (SDGs) to succeed the Millennium Development Goals (MDGs). The SDGs are to address all three dimensions of sustainable development (environmental, economic and social) and be coherent with and integrated into the United Nations global development agenda. Disability is referenced in various parts of the SDGs and specifically in parts related to education, growth and employment, inequality, accessibility of human settlements, as well as data collection and monitoring of the SDGs, for instance:●Goal 4 on inclusive and equitable quality education and promotion of life-long learning opportunities for all focuses on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. In addition, the proposal calls for building and upgrading education facilities that are child, disability and gender sensitive and also provide safe, non-violent, inclusive and effective learning environments for all.●In Goal 8: to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, the international community aims to achieve full and productive employment and decent work for all women and men, including for persons with disabilities, and equal pay for work of equal value.●Closely linked is Goal 10, which strives to reduce inequality within and among countries by empowering and promoting the social, economic and political inclusion of all, including persons with disabilities.●Goal 11 would work to make cities and human settlements inclusive, safe and sustainable. To realize this goal, Member States are called upon to provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, such as persons with disabilities. In addition, the proposal calls for providing universal access to safe, inclusive and accessible, green and public spaces, particularly for persons with disabilities.●Goal 17 stresses that in order to strengthen the means of implementation and revitalize the global partnership for sustainable development, the collection of data and monitoring and accountability of the SDGs are crucial. Member States are called upon to enhance capacity-building support to developing countries, including least developed countries (LDCs) and small island developing states (SIDS), which would significantly increase the availability of high-quality, timely and reliable data that is also disaggregated by disability.This Erasmus+ proposal ""Young People and SDGs"" aims at contributing to the awareness of young people about Sustainable Development Goals and the promotion of inclusion of people with disabilities, PWD, and it will be done promoting an active dialogue among EU young people with and without disabilities, building future active and aware citizens of the EU.<< Objectives >>The project will provide tools for young people for young people with and without disabilities to participate in, and contribute to the change of the society by promoting the 17 Sustainable Development Goals (SDGs), as well as acquire the skills and abilities needed to lead European initiatives. In addition, it will provide support and contribute to the training of youth workers to support these young people in their leadership, foster their inclusion and learning through the provision of non-formal educational materials. Specific Objectives-SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.<< Implementation >>The project has been structured in such a way that the project results lead to the achievement of the above-mentioned objectives: -SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.This objective is implemented through: R1:Phase 1: The research phase will exchange knowledge, methodologies, good practices on non-formal educational activities that foster youth participation and engagement, including those focused on promoting the development and promotion of the SDGs. Phase 2: The guide will be used as a basis for the implementation, by other stakeholders, of activities that foster the participation of young people with and without disabilities, in particular those aimed at advancing the SDGs.Phase 3: The course will train 70 youth workers in activities that support youth participation and engagement. These workers will develop their skills both professionally and personally in order to be able to implement the methodologies learned in different environments and spaces. Phase 4: In the training course for youth workers, they acquire the needed knowledge on SDGs and non-formal educational activities to boost the participation of young people with disabilities and fewer opportunities in cultural, educational activities etc.R2: Phase 1: youth workers will acquire the required skills to promote youth participation and awareness of the SDGs.Phase 2: Youth participants with disabilities and fewer opportunities are involved in the creation of educational materials on the SDGs. These young people will be able to share their work with the community in a way that raises awareness and generates dialogue around the SDGs. They will be responsible for the creation of SDG education materials.Phase 3: The young people will be able to discuss and interact with their peers from other countries on the materials they have created, generating an exchange of ideas, activities and different opinions. In addition, all partners will widely disseminate and promote the project results through: the production of the R1 to foster the multiplier effects of the project and ensure the transfer of the model; the organisation of multiplier events at local level and dissemination activities during the whole duration of the project at local and national level through online media channels (social networks, website, etc.) and the involvement of stakeholders.<< Results >>The main outputs of the project consist of 3 outcomes (R): R1 (M1-M3):Accessible and targeted online toolkit for YDs to empower all young people with disabilities through the SDGs. This toolkit will start with the research of non-formal educational activities, methodologies and documentation related to the implementation of youth activities for the development of the SDGs, as well as the collection of good practices in partner countries of youth activities for persons with and without disabilities. R2 (M4-M9): Training for youth workers on accessible activities for youth with and without disabilities through the SDGs. Following the research, an online awareness-raising training course will be developed on the importance of implementing these SDGs in society and involving young people in participating in youth activities, collaborating in the development of these SDGs. In addition, it will inform about good practices of youth activities so that the YTs acquire knowledge, competences and skills to work with young people as well as the inclusion of PCD's. The content of the course will be the following: SDGs and PCD: European context, definition and data on the need for inclusion and participation of young people with and without disabilities. Good practices on participation of young people with and without disabilities in activities for the implementation of SDGs. Methods and guidelines on how to ensure accessibility and inclusion in youth activities through non-formal education accessible to young people with disabilities (YPD) through the SDGs. This guide will focus on promoting the SDGs including: How to create workshops, activities, leaflets, posters, theatrical performances and short videos that promote the 17 SDGs; How to create short videos that promote the 17 SDGs; Practical trainings (eco-friendly, hygiene products, recycling and reuse); Events organised for YCD in our communities; Photo exhibitions to promote the need to collaborate for the 17 SDGs; Selection of ambassadors for the 17 SDGs + awareness raising campaigns. R2: (M10-M18) Pilot action: Implementation of activities for the promotion of the SDGs, targeting YTs: YTs, after the completion of the course, will be encouraged to apply the knowledge and practices learned through the production of accessible and short videos, photo exhibitions, events promoting the 17 SDGs for the inclusion of JCD. Tasks: 1. A practical workshop on how to carry out these activities will be conducted and will contain: Making videos with devices: tablet and mobile; Good editing with accessible and free tools; Marketing in RRSS to disseminate videos and posters; How to ensure accessibility with non-professional tools: basic rules. 2: Co-creation of videos: each country / TJ will include 6 young people with and without disabilities.3: Online competition. Task 4: Presentation: the first 3 winners will present the videos during the final dissemination event. By the end of the project, we expect to have produced two high quality tools that will be used by TJ, trainers and members of each partner working on inclusion for people with fewer opportunities. These tools will be interactive and entertaining, but also easy to use.Outputs will include: - brochures, posters, theatrical performances and short videos promoting the 17 SDGs- practical trainings (eco-friendly, hygiene products, recycling and reuse)- events organised for young people with fewer opportunities in our communities- photo exhibitions to promote the need to collaborate for the 17 SDGs- Selection of ambassadors for the 17 SDGs + awareness-raising campaigns"

Distance learning has become a great ally in the current Pandemic situation. The e-DIPLOMA project will establish the e-learning in an upper quality level in a three years’ research project, posing the use of Augmented Reality/Virtual Reality, Artificial Intelligence (Machine Learning/Deep Learning), Interactive Technologies, chatbots and gamification in a newly designed e-learning platform. This project will use techniques and technologies previously proven successfully in the broadcasting, gaming, and eSports industries. They will be adapted to the educational world developing innovative learning practices. A co-creation methodology will be used to include the main educational actors (teachers, educators, pupils, families, course providers and policy makers) and their social relationships. Inclusiveness, accessibility and sustainability will also be taken into account. This project states that knowing the potential, opportunities, barriers, accessibility and risks of use of emerging technologies for teaching and learning in educational practices, including necessary innovation skills for teachers, will support their digital transformation and will contribute to understanding the social, ethical, political and economic impacts of digital practices, and, in addition, it will increase the resilience of the educational world accepting the benefits of this digital change. As well, this project will consider the needs for an adequate teacher training in relation with new educational technologies, analyzing the shifting role of teachers, trainers and educational leaders in the digital transition affecting education and training as well as their training needs, including digital and leadership skills, required in an emerging society of permanent and quick technological change.

The current COVID-19 crisis has heavily accelerated the need for a digital transformation in the educative and training systems across Europe, but there are still many limitations in terms of e-teaching and more training in this field is needed. As a result, the project IKSE aims at supporting the process of recovery from the COVID-19 pandemic and demonstrate responsiveness, adaptability, and flexibility, contributing to building digital education readiness and to mitigating the impact of the crisis on education.Consequently, IKSE will focus on building capacity to implement online, blended, and distance teaching and learning; to develop digital pedagogical competences of VET Actors, Professionals and End Users enabling them to deliver high quality inclusive digital education. Moreover, it will support them in using high-quality digital content such as innovative online resources and tools in the field of Social Entrepreneurship.Thus, the partnership will promote networking of institutions across the EU, sharing of resources, expertise, and collaboration with digital technology providers and experts in educational technologies and relevant pedagogical practice. It will help to develop tailor made solutions adapted to local challenges and realities. Consequently, IKSE focuses on the follow objectives: In first place, to deploy innovative digital tools and methods to deliver quality and inclusive education through online/virtual means, including blended teaching, training and learning. In second place, to support learners, teachers and trainers in adapting to online/ distance learning. In third place, to promote safer and more responsible use of digital technology. And fourthly, to define how to best incorporate digital online technology into subject-specific teaching, training and learning, including work-based learning. For that, the project will count with the following participants•InnoGrowth - European Association for Innovation and Growth- NGO (Bulgaria)•Aris - professional training and research center (Italy)•Universitat Jaume I de Castellón – public body (Spain)•Ankara Directorate of National Education - public body (Turkey)•National Agency for Microcredit - public body (Italy)•Bulgarian-German Vocational Training Centre – public body (Bulgaria)Associated partner: Ministry of labor and social policy (Republic of Bulgaria)Thought an innovative methodology, IKSE will support the taking up of digital technologies and of innovative and open pedagogies in education, focusing on Innovative Keys for Social Entrepreneurship for already and newcomers youth and adult social entrepreneurs. It will also promote gender equality and address differences in relation to the access and use by underrepresented groups, such as, but not only, people with disabilities.IKSE’s methodology will also use the European frameworks on digital competences of educators, citizens, and organizations, including the development and use of open educational resources, open textbooks, and free and open-source educational software. Additionally, it will especially promote the design and use of innovative methods and tools for teaching, training, learning, and assessment as drivers of improvements in lifelong learning in the field of social entrepreneurship. IKSE project has 2 main target groups: e-learning Designers and VET Key Actors; and social entrepreneurs and Managers. The project is aimed at producing several outcomes: in first place, a toolbox regarding e-learning international best practices for digital learning design and social entrepreneurship. Then, an E-learning training course for E-learning designers and VET Key Actors which focus on digital learning main competences - within the EQF, ECVET, and EQARF. In third place, it will deliver the design of 4 Drivers for Social Entrepreneurship Key Competencies to manage e-learning efficiently. Those drivers will be managing, social impact, digital innovation and circular economy. Moreover, IKSE will develop a e-learning platform and several learning materials for IO 2 and 3 that will include how to create innovative design for platforms and training courses, innovative tools and methodologies for e-learning and standards of establishment for e-learning and material production. Finally, the project will develop a roadmap of e-learning implementation and a set of policy recommendations. It will be complemented for several online events for courses delivery for staff and VET actors training. Though these outcomes, IKSE bets for a to making a more digital, fair and inclusive Europe.Additionally, to disseminate effectively IKSE outcomes, the partnership will use the main EU platform such as eTwinning, the School Education Gateway and EPALE Platforms to work together before, during and after the project activities. Partnership will also organise transnational learning, teaching and training activities of individuals, including blended mobility.