<< Objectives >>A key objective of the project is to enable innovative forms of training and continuing education in companies through the use of virtual teaching-learning solutions. The focus is on the training topic of CNC multi-sided machining. The developers take into account cognitive, affective and psychomotor learning objectives as the basis for didactic planning.<< Implementation >>- Development (design and creation) of a digital training platform for the use of digital training materials (apps, videos, basic materials for download); also included is an additional evaluation to achieve a skills pass.- Transnational meetings for action planning, interim quality review and sustainability- 2 user groups (month 4 and month 11)- 1 hardware experience day month 17- Final conference - Project management reports of financial execution/documentation<< Results >>The project will develop the following 2 outputs:1. an online digital training platform for APPs-based learning, with videos and basic material for download, that will train CNC trainees in multi-sided machining and make them fit for the job market. 2. project management reports and dissemination activities (final conference).

BACKGROUND: The Council of the European Union adopted on 22 May 2018 a revised recommendation on European Key Competences (EKC) for lifelong learning. The development of the Digital Competence, Intercultural Competence and the Entrepreneurship Competence has proven to be valuable for Europe’s growth and prosperity. In 2017, 30.4 million persons in the EU aged 20-64 were self-employed. Of these, 26.9 million were native-born, while 3.5 million were foreign-born (of which 2.2 million were migrants born outside the EU and 1.3 million were migrants born in a different EU Member State).NEEDS: Mobile European Citizenship and entrepreneurship is at the core of the Europe 2020 Strategy to bring Europe back to growth and higher levels of self-employment. However, self-employment is still far from being common and enhancing digital competence has an accelerating impact on entrepreneurship. The project identifies and addresses the risks of isolation of migrant entrepreneurs in a political economy. IBM-MORE considers it relevant to highlight less visible self-organizations like cooperatives in social economy sectors including the postive impact of enhancing the entrepreneurship skills among migrants in the host communities.OBJECTIVES: In order to meet the educational needs of migrants motivated to become entrepreneurs, a qualified training support is needed through an innovative digital APPs learning. IBM-MORE project aims to support VET teachers and trainers with innovative tools and methods to stimulate the innovation, digital, intercultural and entrepreneurship competencies of VET learners through APPs-based learning. This includes a pedagogical handbook for transferability in a European context.Our project shall explore a wider understanding of refugee integration as a means of participatory community development in the SSE sector. Capacity-building in the receiving communities is not merely a pooling of professional knowledge and resources, but an empowerment of the whole receiving community and third-country nationals to build a strong community, that considers both, the needs of newcomers and of locals.TARGET: VET teachers and teachers responsible for training Foreign Language, Intercultural, Entrepreneurship and Digital competence to migrant entrepreneurss, who have at least EQF level A2 proficiency in the host language.PARTNERSHIPIBM-MORE project consortium includes MDP (BE) plus 3 partners KIST (AT), INFODEF (ES) and MIA (NO) all of whom have worked and are presently working on previous European projects. Each partner has specific expertise in migrant integration, entrepreneurship education and VET systems and brings strategic networks involving well-known partners across EU.ACTIVITIES IBM-MORE project is scheduled for 24 months with the following activities:- Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs (based on needs framework identified through comparative analysis)- Conceptualisation and creation of training curriculum based on European Key Competencies (EKC) on digital training platform for learning via APPs - IBM-MORE pedagogical handbook- Project management and implementation comprising quality control measures (monitoring) to ensure timely implementation as per allocated budget.- IBM-MORE Final Dissemination ConferenceMETHODOLOGY The definition of each activity group has been designed to ensure a balanced distribution between the objectives and activities of the project and to guarantee that each partner would be leading at least one group of activity. All activities have one lead partner and each partner will lead or participate in at least one activity. All partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this applicationOUTPUTS1. Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs2. IBM-MORE Digital Training Platform for learning EKC via APPs 3. IBM-MORE pedagogical handbook- Several marketing/dissemination and exploitation/valorisation initiatives and outcomes.IMPACT ENVISAGED - Migrant entrepreneurs (80)- participating organisations and their trainers (40)- IBM-MORE pilot in all countries (80)• Stakeholders involved in dissemination (200);• VET providers, decision and policy makers (80).- IBM-MORE Final Conference participants (approx 30)LONG TERM BENEFITSThe project will have a direct impact in the improvement of the skills that teachers and trainers require to effectively support EKC digital and entrepreneurship competence, providing them with innovative tools and resources to stimulate the innovation and the digital and entrepreneurship competencies by migrant learners and apprentices. The impact envisaged is a strengthening of the VET education and learning Europaen Key Competencies via APPs to boost migrant entrepreneurship

<< Background >>BACKGROUND: Evidently, the novel financial technologies are rapidly gaining relevance on the European economy. Even European Commision has proposed a Digital Education Action Plan to boost digital literacy and competences at all levels of education. This should be reinforced by a Skills Agenda to strengthen digital skills throughout society. (SHAPING EUROPE’S DIGITAL FUTURE, Q2 2020). However, the cloud, big data, social media and mobile innovations in financial sector mostly appear as external “intruders” rather than European success stories in the context of the ageing adult population and financially marginalised sections of the community. If Europe wishes to reduce economic disparity in the transition to the digital era, we must rethink our strategies for adult financial education in a digital economy.The OECD/INFE 2020 International Survey of Adult Financial Literacy reports that Individuals on average scored only 60% of the maximum financial literacy score. Moreover, one-third of adults report only having a financial cushion of about one week, if they lose their main income. The COVID-19 crisis is a severe test on individual financial resilience BUT ALSO an opportunity to re-focus on the essential elements of financial literacy. The heightened use of digital tools and informational awareness can be used to promote high quality financial educational content for adult learners.NEEDS: The digital economy and financial services hold huge potential for ensuring a digital transformation that ultimately minimises disparity and inequality. Unfortunately, the huge potential of the improving the financial resilience of adults through a quality financial competence training is underexploited in Europe for lack of digital content as well as high quality learning opportunities for adults.SERVING THE BENEFICIARY: Our project iFLY-SLOW addresses the needs of creating a quality content for FINANCIAL EDUCATION of adults that ensuresFinancial Inclusion, awareness of multiple products and their use;Financial Resilience, availability of savings, prudence in planning and budgeting; andFinancial Well-being, having control over money, ability to pursue life goals, lack of financial stress.SUPPORTING THE TARGET USERS:To support the adult education trainers and institutions teaching digital, entrepreneurship and financial competence to adults, we shall create a digital toolkit comprising training curriculum based on EQF and NQF, online database of tools and resources as well as a APPs based training of financial competence.Our motivation is to ensure a digital transformation by developing the capacity of adults in finacial management by developing digital training platform and making available high quality financial education opportunities for adults.<< Objectives >>The importance of the digital delivery of financial education is growing in parallel with the digitalisation of our societies and economies. Individuals increasingly make use of digital technology in their lives and expect higher levels of personalisation and easier access to content. It is now more important than ever to ensure that the innovative use of digital technologies in the field of financial education effectively contributes to increasing financial resilience and well-being, and that governments design and implement effective digital financial education initiatives.The project iFLY-SLOW wants to address digital readiness and financial resilience of adults by building their capacities in the field of financial competence in a digitalised context of Europe. The project wants to improve the availability of high quality training material on a digital training platform and shall provide the types of knowledge that adults could benefit from, what they should be capable of doing to meet their financial goals and the behaviours that may help them to achieve financial well-being, as well as the attitudes and confidence that will support this process. The IFLY-SLOW project aims to eliminate the financial marginalisation of adults in a digital European economy, by supporting the development of high quality learning content in a digital format for adults forsupporting the development of financial competence and improving their digital skills. In order to improve the opportunities of adults to benefit from a high quality training curriculum design based on EQF Level 4, the project shall develop a training pathway for adults by offering a digital platform for APPs learning and providing a state of the art Online Digital Database of cutting edge tools and useful resources for adult trainers of digital and financial courses. IFLY-SLOW project aims to support ADULT EDUCATION teachers and trainers with innovative tools and methods, namely an online digital database, digital learning platform and methodological handbook for transferability in a European context.The Specific Objective of the action is to ensure the availability of high quality digital training platform for APPs based training of adults using gamigication; providing online digital database of tools and resources for adult education trainers working on a digital transformation through implementing a blended capacity-building programme; and on the other hand, documenting the process and the methodology in a handbook so that interested adult education institutes can replicate the program across the EU easily and with limited resources.<< Implementation >>The IFLY-SLOW project partnership includes coordinator MIA (NO) plus 4 partners MDP (BE), KIST (AT), INFODEF (ES) and PARAGON (MT). Each partner has worked on previous European projects and has specific expertise in digital education and adult education training. Therefore the activities are defined as per Erasmus program guidelines and distributed among the partners as per their competence, expertise and experience.IFLY-SLOW project is scheduled for 24 months with a well-defined scope of responsibility and delegated activities for developing the intellectual outputs. The Project management clearly defines quality control measures (monitoring) to ensure timely implementation as per allocated budget and proposes extensive dissemination to ensure transferability and sustainability. Periodic meetings, digital communication and statutory reports are collective tasks. Besides Risk Management Plan, even Exploitation Strategy beyond the funded lifespan of the project shall outline the activities. The interim and final report shall be prepared with inputs from all partners and compiled by the coordinator.The definition of each activity group has been designed to ensure a balanced distribution between the objectives and outcome of the project. All activities have one lead partner and all partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this application and for each project result the schedules of activities is mentioned in the specific parts of the project application, “Management” and “Production of Project Results”.<< Results >>The main project results of the IFLY-SLOW project will be a validated and evidence-based Open Source Digital Toolkit for Financial Education for adults comprising (1) an online database of best practices, innovative projects, methodological guidelines, policy papers, tools and resources on financial education, and (2) a digital training platform with animated videos and APPs based learning.THE PROJECT RESULTS AT A GLANCE1. ONLINE DIGITAL DATABASE FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY 2. THEORETICAL FRAMEWORK, PEDAGOGICAL BASIS AND TRAINING CURRICULUM FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY 3. DIGITAL TRAINING PLATFORM FOR LEARNING VIA APPS FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY4. IFLY-SLOW PEDAGOGICAL HANDBOOKOTHER OUTCOMESA) Project Management. The agreements, tools for budget and time management, and reports can support various other activities performed by the partners on daily basis.B) Quality Assurance and Project Evaluation. Risk management plan, monitoring and evaluation of quality and achievements with high quality tools.C) Dissemination of project results. Online and face-to-face meetings, seminars, events and media appearance, as well as other tools (e.g. project website, e-flyer, newsletter and press releases) will serve as dissemination hub and will bring each partner further contacts to clients and stakeholders.D) Follow-up and exploitation. Multiplication and mainstreaming activities within the partnership networks and other organizations. Partners have the intention to implement outputs of the project into their daily practice.E) The improved relation within the partnership and towards their stakeholders, as well as the capacity building of all project staff and trainers through lessons learnt by implementing this project.

"<< Background >>All partners are working in the domain of migrant issues, social entrepreneurship, intercultural competence, and digital education. They also share the motivation to increase their training portfolio by developing a high-quality digital training platform using APPs based learning content that supports the VET trainers in migrant entrepreneurship education and develops the key competences of the trainees with migrant background. BACKGROUND: The promotion of entrepreneurship is incorporated in the Europe 2020 strategy which aims to create the conditions for ‘smart, sustainable, and inclusive growth’. Within that framework, the entrepreneurship 2020 action plan is a blueprint for decisive joint action to unleash Europe's entrepreneurial potential. One particular commitment in the action plan is to facilitate entrepreneurship among migrants already present and residing in the EU based on best practices from EU countries.In 2019, the EU-27 unemployment rate for people aged 20 to 64 years was 12.3 % for those born outside the EU, 7.3 % for those born in another EU Member State and 6.0 % for the native-born population. This also applies to the EMR region where we see a strong mismatch between the integration rate of migrants and ""locals"". Against the background of demographical change, migration flow, skills shortages and upcoming xenophobia the need to integrate these migrants is urgent.This mismatch is not due to migrants' lack of skills, but rather their insufficient access to the local job market and reduced social participation. Initiatives and measures of support -public and private- concerning labour market integration of migrants partly exist. However, the existing support schemes do not tend to take into account an individual's potential, neither do they provide needs-oriented concepts nor continuous support. The services and measures often operate unconnected. What lacks is the consolidation and improvement of existing measures, an intercultural opening of services and a stronger emphasis on the entrepreneurship of migrants in a digital economy.NEEDS: Evidently, the novel financial technologies are rapidly gaining relevance on the European economy. Even European Commision has proposed a Digital Education Action Plan to boost digital literacy and competences at all levels of education. This should be reinforced by a Skills Agenda to strengthen digital skills throughout society. (SHAPING EUROPE’S DIGITAL FUTURE, Q2 2020). However, the cloud, big data, social media and mobile innovations in the context of migrant entrepreneurship mostly appear as external “intruders” rather than European success stories in the context of the financially marginalised migrant entrepreneurs. If Europe wishes to reduce economic disparity in the transition to the digital era, we must rethink our strategies for migrant entrepreneurship education in a digital economy.SUPPORTING THE TARGET USERS:To support the VET education trainers and institutions teaching digital, entrepreneurship and financial competence to migrants, we shall create a digital toolkit comprising training curriculum based on EQF and NQF, online database of tools and resources as well as a APPs based training of financial competence.SERVING THE BENEFICIARY: Our project ABCD4ME addresses the needs of creating a quality content for ENTREPERENURSHIP EDUCATION of MIGRANTS in a digital economy.Our motivation is to maximise inclusion and ensure a digital transformation by developing the capacity of migrants in intercultural entrepreneurship. We shall serve these needs by developing a digital training platform and making available high quality entrepreneurship education opportunities for migrants in the form of animated videos and APPs based blended learning.<< Objectives >>The objective of ABCD4ME project is to support innovation in VET by creating high quality learning material and digital toolkit for entrepreneurship education and development of key competencies of migrant entrepreneurs.The project ABCD4ME aims at a comprehensive mapping of good practices, state of the art tools and resources, innovative projects, contemporary methodologies, and ground-breaking policies in the promotion of ethnic minority entrepreneurs in Europe. This online digital database will be complimented by a training curriculum designed on NQF and EQF, and a digital training platform for learning via APPs. It is motivated by the desire of the European Commission to create an environment conducive to starting up and developing innovative businesses, especially SMEs, and in particular among migrants.The project ABCD4ME wants to address digital readiness of migrant entrepreneurs by building their capacities in the field of intercultural entrepreneurship competence in a digitalised context of Europe. The quality training material shall provide the types of knowledge that migrant entrepreneurs could benefit from, what they should be capable of doing to meet their entrepreneurial goals and the behaviours that may help them to achieve financial well-being, as well as the attitudes and confidence that will support their integration process. The ABCD4ME project aims to eliminate the marginalisation of migrant entrepreneurs in a digital European economy, by supporting the development of entrepreneurship and intercultural competence and improving their digital skills. In order to improve the opportunities of adults to benefit from a high quality training curriculum design based on EQF Level 4, the project shall develop a training pathway for migrant entrepreneurs by offering a digital platform for APPs learning and providing a state of the art Online Digital Database of cutting edge tools and useful resources for VET trainers of digital and financial courses. ABCD4ME project aims to support VET teachers and trainers with innovative tools and methods, namely an online digital database, digital learning platform and methodological handbook for transferability in a European context.<< Implementation >>The ABCD4ME project partnership includes coordinator MDP (BE) plus 4 partners, KIST (AT), INFODEF (ES), INQS (IR) and GOI (TR). Each partner has worked on previous European projects and has specific VET expertise in digital, entrepreneurship and intercultural competence training. Therefore the activities are defined as per Erasmus program guidelines and distributed among the partners as per their competence, expertise and experience.ABCD4ME project is scheduled for 24 months with a well-defined scope of responsibility and delegated activities for developing the intellectual outputs. The Project management clearly defines quality control measures (monitoring) to ensure timely implementation as per allocated budget and proposes extensive dissemination to ensure transferability and sustainability. Periodic meetings, digital communication and statutory reports are collective tasks. Besides Risk Management Plan, even Exploitation Strategy beyond the funded lifespan of the project shall outline the activities. The interim and final report shall be prepared with inputs from all partners and compiled by the coordinator.The definition of each activity group has been designed to ensure a balanced distribution between the objectives and outcome of the project. All activities have one lead partner and all partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this application and for each project result the schedules of activities is mentioned in the specific parts of the project application, “Management” and “Production of Project Results”.<< Results >>The main project results of the ABCD4ME project will be a validated and evidence-based Open Source Digital Toolkit for MIGRANT ENTREPRENEURSHIP Education comprising (1) an online database of good practices, state of the art tools and resources, innovative projects, contemporary methodologies, and ground-breaking policies on MIGRANT ENTREPRENEURSHIP education, and (2) a digital training platform with animated videos and APPs based learning.THE PROJECT RESULTS1. ONLINE DIGITAL DATABASE FOR MIGRANT ENTREPRENEURSHIP IN A DIGITAL ECONOMY2. THEORETICAL FRAMEWORK, PEDAGOGICAL BASIS AND TRAINING CURRICULUM FOR MIGRANT ENTREPRENEURSHIP EDUCATION IN A DIGITAL ECONOMY 3. DIGITAL TRAINING PLATFORM FOR LEARNING VIA APPS FOR MIGRANT ENTREPRENEURSHIP EDUCATION IN A DIGITAL ECONOMY4. ABCD4ME PEDAGOGICAL HANDBOOKOTHER OUTCOMESA) Project Management. The agreements, tools for budget and time management, and reports can support various other activities performed by the partners on daily basis.B) Quality Assurance and Project Evaluation. Risk management plan, monitoring and evaluation of quality and achievements with high quality tools.C) Dissemination of project results. Online and face-to-face meetings, seminars, events and media appearance, as well as other tools (e.g. project website, e-flyer, newsletter and press releases) will serve as dissemination hub and will bring each partner further contacts to clients and stakeholders.D) Follow-up and exploitation. Multiplication and mainstreaming activities within the partnership networks and other organizations. Partners have the intention to implement outputs of the project into their daily practice.E) The improved relation within the partnership and towards their stakeholders, as well as the capacity building of all project staff and trainers through lessons learnt by implementing this project."

Stimulating innovation and entrepreneurship is at the core of the Europe 2020 Strategy. To bring Europe back to growth and higher levels of employment, Europe needs more entrepreneurs. There are 2 million social economy enterprises in Europe, representing 10% of all businesses in the EU. Social Entrepreneurs are agents of change within non-profit organizations, creating innovative solutions to the big challenges that face us today. Service Learning (SL) has proved to be a successful pedagogy for social entrepreneurship education. SL is a method of teaching and learning which engages students in solving problems by addressing issues in their educational settings or greater community as part of their academic education. This innovative experiential learning is effective because it facilities cognitive development for students with different learning styles. Despite all the possibilities that Service Learning offer to boost social entrepreneurship education, this successful pedagogy is not being sufficiently and adequately exploited in Europe. The promoters of PIONEERS project have identified that providing teachers with adequate competences is the key factor to unleash this potential. According to the European Commission, there is a need for more teacher training to disseminate understanding of different ways and methods to support the entrepreneurial mindset. It is important that they are trained in right teaching methods, that they can improve their knowledge and skills, and that they share best practices with colleagues across all EU countries. PIONEERS project aims to support VET teachers and trainers with innovative tools and methods to stimulate the innovation and the acquisition of creativity and entrepreneurial competencies of VET students through Work-based learning programmes in Service Learning. To this purpose, six partner organizations (VET providers, companies and social partners) from five countries (Austria, France, Ireland, Norway and Spain) shall work together to: - Identify, process, gather and disseminate useful resources, training materials, tools, products and other relevant contents related with the fields of Innovation and creativity, Social Entrepreneurship and Service Learning (Output 1- Online Digital Database) - Define, and support the recognition of, the skills, knowledge and competences that Social Innovative Entrepreneurs requires to effectively improve their creativity and their social entrepreneurial skills (Output 2 – ECVET Training Curriculum) - Elaborate useful resources to disseminate better understanding of different ways and methods to support the entrepreneurial mindset (Output 3- PIONEERS pedagogical Handbook) - Design practical activities, based on the PIONEERS innovative pedagogical approach, to support VET teachers and trainers to foster the innovation, the creativity and the social entrepreneurial skills of their students and learners in formal, non-formal and informal Service Learning frameworks (Output 4 - PIONEERS professional Toolbox) The main target users of the project products are VET teachers, trainers and educators working in the field of entrepreneurship education. Final beneficiaries are I-VET and C-VET students, learners and apprentices in general, and those willing to participate in Work-based experiences in Service Learning in particular. During the life time of PIONEERS project, the partnership will directly involve 79 VET teachers, trainers and educators (24 partners staff / 30 experts involved / 25 target users in pilots), 125 I-VET and C-VET students, learners and apprentices (in pilots) and 485 stakeholders. A wider audience, of a minimum of 1.000 recipients, will be reached at local, regional, national and European level through the planned dissemination activities. PIONEERS shall improve the entrepreneurship education in VET system by offering innovative approaches and contents. The project will have a direct impact in the improvement of the skills that teachers and trainers require to effectively support social entrepreneurship, providing them with innovative tools and resources to stimulate the innovation and the acquisition of creativity and entrepreneurial competencies of I-VET and C-VET students, learners and apprentices. The long term impact envisaged is a strengthening of the VET system and programmes to fully exploit the potential benefits of Service Learning to boost social entrepreneurship in Europe.