The project Youthpreneurs -Learning by doing follows 2 main directions: first, teaching business fundamentals by providing the knowledge and skills necessary for youth to start their own busines and second enhacing youth’s business skills for future career opportunities through hands-on experiences in the field of entrepreneurship.. The project objectives are: 1. To equip 36 young people from the partner organizations with necessary skills and knowledge in the field of entrepreneurship by participating in training and experiential activities. 2. To elaborate a common course curricula in the field of youth entrepreneurship and a guide for youngsters willing to start a new business. The proposal consists of 4 organizations experienced in the youth field and entrepreneurship in particular from Romania, Spain, UK and Portugal. During the project the youngsters will participate at a training course on entrepreneurship, will elaborate business plans, and will implement their businesses in local communities they come from. The project is a good way to engage, to raise motivation of the participants and to create excellent quality work through sharing of good training and learning practice between the partners. The partners organizations will use their experiences and will create 2 intellectual outputs ( Course curricula Innovative curriculum for entrepreneurship training of youths and the Guide How to start a business which are the results of sharing ideas, best practice, methodologies and resources between the partners.The project impacts the participants in terms of development of those qualities and personal skills which forms the basis of the entrepreneurial spirit and behaviour. The project creates pathways for youngsters to discover and create entrepreneurial opportunities and gives them the possibility to learn by doing through the planning and running of a business.

"<< Background >>Our project idea was born from the will of the partnership to create an effective and repeatable learning model at the European through the development of a more attractive training program and corresponding to the individual needs and expectations of adults.Through the activities and the project results we will be able to meet the needs of our target group, consulted already during the application phase by each partner.NEEDS FOR TARGET GROUPTG1- Educators, facilitators, volunteers from partners and associated partners who work to support adults learners.Needs: new teaching methods, digital tools, quality learning opportunities based on the individual needs of adults in the digital environment; possibility to update your personal profile and get to know and exchange new methods and best practices developed at European level in adult education; use of participatory methods and digital methodologies.From this need we have identified the specific objective 1 of our project (OS1)TG2- adult learners with fewer opportunities (low skills, who don't have a diploma, who due to physical, psychological, social and economic conditions do not possess a basic mastery in the 8 key competences for lifelong learning, as revised in 2018 by the Council of the European Union).Needs: have the ability to use digital technologies with familiarity, a critical spirit and responsibility, to learn, to work, to participate consciously in society.From this need we have identified the specific objective 2 of our project (OS2)TG3- Adult organizations working with adult learners with fewer opportunities.Needs: develop internal capabilities to accomplish their mission. Lack of specialized staff for adult education to media education, integrate good practices and new methods, including digital skills, into daily activities.From this need we have identified the specific objective 3 of our project (OS3).The above needs for each TG were identified by partners upon evaluating internal capabilities, discussions with stakeholders, analyses of projects and strategies at national and European level.NEEDS FOR CONSORTIUMHave the possibility to adopt innovative approaches for addressing adult learners with fewer opportunities; to obtain more attractive education and training programs corresponding to the needs and requirements of our target groups; to experiment with the use of participatory and digital methods; greater involvement of local communities in our activities and informal training programs; have the possibility to increase the ability and professionalism of our staff and adult educators to operate at local and European level.<< Objectives >>Media culture has expanded massively over the last decades. There is a range of new media: smartphone, cable and satellite television, computers, laptops, camcorders, new 'on-line' interactive services, video discs and other consumer-oriented interactive software. The movement from analogue to digital coding and the consolidation of communications conglomerates has given rise to a growing interpenetration of media, as genres, themes and contents flow from one to another with increasing fluidity. We are entering a multimedia environment which is increasingly enveloping, involving and experienced as an interconnected whole.Media literacy education is intended to promote awareness of media influence and create an active stance towards both consuming and creating media.At the same time as the importance of media education, we must consider the challenges that digital transformation creates for online safety and cyber hygiene.It is important to strengthen adult’s critical thinking, so they can judge and overcome the ever-present threats of fake news, cyber bullying, radicalization, cybersecurity threats and fraud.Europe’s digital transformation will accelerate with the rapid advance of new technologies like previous major technological advances, digititalization affects how people live, interact, study and work. The COVID-19 emergency situation, has changed work relationships and communications between people, changing relationships globally.Digital has taken on an extremely important role, however the benefits that citizens could derive from the use of digital technologies are limited by some concerns regarding privacy and security and by the lack or lack of access to the Internet, the poor ability to surf on the Internet.When it is over, the Coronavirus pandemic will, as it should be, leave its marks on each of us and on the whole community.This makes investing in one’s digital skills throughout life of the utmost importance.From a comparative analysis conducted by the partners on the ProjectResults platform and on the EPALE platform, we have selected an interesting project that has addressed a topic similar to ours. The project is ""IDEAL - Integrating Digital Education in Adult Literacy"", and has been listed as a success story.The project tried to support adult educators in their work by providing guidelines to be able to transfer knowledge to the target group, but what we believe could have supported educators even more, is having a tool for detection of the preliminary skills of adults, to then act on them.The research that has been conducted on the training needs of adult educators is also interesting. This report is based on an online survey carried out in February-March 2016, in which adult education teachers from Belgium, Finland, Ireland, Italy, the Netherlands and Norway took part. Our idea is to implement this needs analysis in partner countries and update it in light of the new situation linked to COVID-19, which has inevitably changed our lives and that of educators.OBJECTIVESThe project aims to:OS1: Improve the level of skills of 25 EDUCATORS to adequately contribute to enhance the potential of adults, and development of critical thinking and personal responsibility; OS2: Facilitate access of 150 ADULTS to informal learning opportunities and exchanges of experiences,possibility of widening their competencies and developing their skills throughout life, learn to think critically, adults aware, critics and masters of their thinking and their actions;OS3: Enhance the capacity of 15 ADULT ORGANIZATIONS to appropriately valorize adults, equip organizations that work whit adults with new training tools and materials to support the target group on which they operate, improve and expand the offer of personalized quality learning.<< Implementation >>The project implementation is divided into 5 phases:Phase (1): Management and CoordinationPhase (2): Design and development of the project outputs - PR1, PR2, PR3, PR4.Phase (3): Pilot testing of the project outputs and their fine-tuningPhase (4): Promotion, dissemination and exploitation activitiesPhase (5): Quality control, Monitoring and EvaluationEach phase has been assigned with one coordinator/lead partner organisation to monitor and supervise the course of the phase. The division of the project as stated above will enable a consistent order concerning the project implementation.Phase (1): Management and CoordinationTransparent rules of management and direct contacts between all project partners will be the foundation of effective project coordination. To ensure the proper project management, EDUPRO will develop the Workplan and Handbook, which will include the timetable defining all activities, project outcomes/products, time limits, project milestones, risk management etc. It will also describe the reporting requirements and the communication rules and tools among the partners.Phase (2): Design, development & capacity buildingThe following outputs will be designed and developed:- ""MECO- Essential needs of educators to support adult learners with fewer opportunities (PR1)- Leader PETIT PAS (IT)- MECO TOOLKIT (PR2) Leader STP CONSULTING (ES)- MECO PLATFORM (O3) Leader LIDI SMART SOLUTIONS (NL)- MECO Competence Assessment (IO4) Leader NIKANOR LTD (BG)In this phase, all outputs will be tested internally and evaluated. They will be designed and developed with the participation of all project partners who will give their input for their development and improvement.Phase (3): Pilot testing of the project outputs (PR2, PR3, PR4) and their fine-tuning. The project products elaborated in the 2nd phase of the project implementation will be tested in every country participating in the project. Based on the testing results (national reports), all outputs will be fine-tuned. The Pilot Testing, Evaluation and fine-tuning will be coordinated by EDUPRO (LT). Target groups and stakeholders of the project will be engaged in this phase in order to pilot, validate and identify possible improvements.Phase (4): Promotion, dissemination and exploitation activitiesPromotion, dissemination and exploitation activities of the project results (coordinated by PETIT PAS-IT) will be carried out during the lifetime of the project. They will be based on the Promotion and Dissemination Plan which will be elaborated at the start of the project. The activities will be also focused on integrating the project results into nationalprogrammes and provision in their respective countries as part of the overall Dissemination Strategy Plan which will be elaborated after the development of the project results.Phase (5): Quality control, Monitoring and EvaluationThe Quality Control, Monitoring and Evaluation, led by NIKANOR LTD (BG) will aim to ensure that the project has a robust quality management plan and has a culture of constant improvement achieved throughout regular evaluation. The project partners will establish an internal quality board which will evaluate the project activities taking into account theplanned products of each output/task, planned time limits and communication between them. Within the Quality & Evaluation Plan, all evaluation indicators, tools and criteria used in the project evaluation will be included. An important part of the evaluation is the feedback from final beneficiaries who will be also asked to assess the project products. The results of the evaluation will be used to improve and adapt the project results to the needs of the target group. The results of the Quality and Evaluation activities will be presented and discussed during each transnational project meeting.<< Results >>During the ""MECO"" implementation, the project partnership will develop Intangible results and 4 relevant project results (PR).Intangible results:1. Increased capabilities of 25 educators of using the modern digital learning environment, incuding critical thinking and media literacy;2. Improved knowledge of 15 educators to testing project results developed, by participation to LTTA, with a theoretical and practical part. This activity will allow to become familiar and competent in using the projects’ results as well as share valuable experience and feedback. 3. Improve the knowledge of at least 150 adults about a conscious approach to the use of media4. enhance attention, concentration and memory skills of adults5. increase the desire to learn6. adults aware, trained, critics and masters of their thinking and acting7. Ability to understand reality and social changes8. Support positive and long-lasting effects on the participating organizations, systems, and individuals directly and indirectly involved9. Extended professional network of partners at national level (adult organizations, adult educators, facilitators, policy makers) by getting in contact with them for interviews, piloting, focus groups and further for participation to MEs to disseminate and exploit the MECO's results.Tangible results:PR1 ""MECO- Essential needs of educators to support adult learners with fewer opportunities""PR1 represents a comprehensive needs analyses report comprising several aspects of adult education from the needs of educators that work with adult learners with fewer opportunities, to the methods of to encourage adults to engage in lifelong learning and social activities.PR2 MECO TOOLKITThe objective of this PR is to create a training material that provides the project’s target groups with high-quality knowledge and skills needed to guide adult educators to teach to develop critical thinking among the adults and abilities to recognize the fraudulent use of the web.PR3: MECO PLATFORMThe ""e-learning Platform"" will serve as an open education digital platform for the provision of the training material developed throughout the project. It is an innovative way to engagedistant learners in the training procedure. Through this digital platform, training will be conducted more efficiently, by overcoming physical and time limitations. Moreover, the platform will support equal access to good quality education as everyone will have access to the training material and resources.The platform will be user-friendly, with tutoring availability, and relevant user guide.PR4 MECO Competence Assessment (incl. User’s guide of the ICT tool).The main aim of the ICT tool for Competence Assessment will be to evaluate the knowledge and starting skills of the target group, identification of the needs of the specific target groups that need to be addressed in order to provide them with useful skills.All PRs will be available in various media and all partner languages (IT, NL, BG, ES, LT) and in English. Moreover, all project Outputs will be flexible and easily adaptable to be transferred to other sectors and to other EU countries.During the project implementation, the partnership will also develop other results to support:a) Process of elaboration of the results / pilot testing in every project country, templates, guidelines and reports summarizing the particular activities and giving recommendations for the results.b) Promotion and dissemination activities / Promotion and, Dissemination Plan, project website, leaflet and brochure, newsletters, promotion and dissemination reports of the project partnersc) The exploitation of the results /exploitation strategy at the partnership level and outside;d) Evaluation and quality control of the project activities and products/ Monitoring and Evaluation Plan, quality reports;e) Management / Workplan and Handbook, progress reports, interim report, and final report."

Ciculink focuses on merging social innovation and the world of work, committing to raise awareness about the advantages of Circular Business Models(CBM) and their relationship with Social Innovation at work by a complex b-learning training kit for corporate trainers, Small Medium size Entites(SME:s) and Circular Economic (CE) entrepreneurs. Furthermore, it promoted large scale cooperation building on standardized cooperation models and systematic approach. Despite the increasing number of CE innovative initiatives in Europe, many of them arose from civil society, they are many times characterized form being sparse in time, space and accession. Many of them are condemned to fail, for lack of visibility (and awareness), in the end, for lack of cooperation. This open environment were CE initiatives raise, offers much chance for development but, at the same time, many of these initiatives are isolated from each other’s and from the innovation mainstream – that could contribute to their success - due to various reasons, e.g. lack of digital ‘socialization’ (older, but still active and involved generations), location (less developed regions far from pulsing innovation hubs or big cities), limited financial possibilities (voluntary basis and / or cooperation with SMEs), lack of relevant strategies and possibilities to share ideas with peers, missing information and know how. Systematic cooperation remains a challenging task and skill to master; it is crucial that the various actors – education providers, companies, CE actors, civil society, governmental institutions - got informed on social innovations toward CE management and cooperative dimensions, and be skilled to handle this in a harmonized, systematic way involving the widest scale of possible contributors. Based on the European CEN TS 16555 innovation standard on ‘Collaboration Management’, to promote and facilitate the success of CE initiatives and social innovation; the partnership developed a standard based training and course material on Circular Economy and Innovation based on a Collaboration Management approach. The application of the standards ensured a systematic approach for VET training and enabled the development of strategic partnerships between Circular Economy sector and it´s actors, VET providers and educational institutions and civil society sensitive to the CE cause. Considering the requirements and challenges of the digital era, the training surface was built to be an innovative digital learning platform, as part of a b-learning course. The b-learning model facilitates access the training regardless of financial or geographical disadvantages. It fits the learning style the new generations (‘digital natives’) as well, give chance to older generations to get acquainted with digital tools, in a friendly way, and learn new Circular Economy approaches from peers. The training material provided a theoretical and practical framework on the most important topics: Circular Business Models (CBMs), Social Innovation – such as open innovation - Collaboration Management, Diversity Management, Social Economy, Corporate Social Responsibility and CEN/TS 16555-5 European Innovation Management standard on Collaboration Management The training is based on economy.europa.eu/platform/en; facilitating the linking of current and the development of future CE initiatives, their actors and activists, local, regional and at a European level. The training course addresses: - Circular Economy actors and SMEs: waste managers, local authorities and civil society with CE projects, SMEs and other players who wish to implement CMBs - Education sector: VET teachers and training organisationsThe consortium consist of five partners INNOVADE, Cyprus with high experience of entreprenuership, innovation, start ups and webproduction. FILP, Ireland specializing in vocational training, education, digital media and social inclusion . STP, Spain with a local vocational training center that offers training and technical support to companies, public administration and entreprenuers. ISQ, Portugal a non profit organisation offering technical support, They also have a research and inspectorial division and a department for education with experience of Life Long learning, e-learning and VET training . Gästrike återvinnare, Sweden with high experience of behaviour changes, supporting companies in Sweden but also cities, departments and countries in capacity building.The partners has together developed and worked to achieve the objectives and results of the following Intellectual outputs IO1. Circular Collaboration Management manual IO2. Training Materials toolkit IO3. Digital learning platform & collaborative area IO4. Guide book for further collaboration in CEThe highly demanding work of completin these IO:s has been distributed across the years of the project, the responsibility for developing the IO:s has been allocated evenly among the partners.

The ENTRADA project has responded to the challenge of creating a fair and equitable society which is at the core of the EU 2020 strategy. The project has built on existing migrant integration measures and looked at how harnessing the latest technologies to promote webquest learning could accelerate the migrant integration process. The proposed model was developed and piloted in 5 very different EU Member States and this has helped to ensure that the processes and outputs were robust and had considerable potential transferability to other countries.The ENTRADA project aimed to harness the potential for learning within migrant communities that comes with 'always-on-always-accessible' mobile technology platforms. However, partners were of the opinion that the project achieved its objectives when bespoke online learning resources were provided. Challenge-based approaches like webquests provided the perfect framework for developing innovative learning resources that were appealing and accessible for migrants.4 intellectual outputs have been developed over the 27-month duration of the project, as follows:a. -36 online webquest challenge-based educational resources have been developed for migrants. b.- In-service training programme to support their continuous professional development and facilitate their use of the new challenge-based educational resourcesc.- a bespoke online learning environment has been developed and populated with the innovative key competence resources. d.- A Policy Paper that captures the learning from the ENTRADA project has been produced.These ENTRADA outputs were and are presented as a self-contained educational package with a long shelf-life for those supporting the integration of migrant communities. They can be further adapted, developed and updated in the years after the end of the project and will be proposed for accreditation by some of the partner organisations and for mainstreaming in the adult education systems in each country.

M-LEARN project focuses on innovative use of mentoring for social change and life-long learning. It will allow adult educators, teachers, tutors, mentors and entrepreneurs from 6 different countries to exchange good practices ranging from using mentoring for community development and social inclusion of vulnerable groups through mentoring youth and social entrepreneurs, to CSR-based mentoring and involving 50+ professionals in mentoring activities. In this way, the 6 partners from Réunion Island/France, Spain, Belgium, Bulgaria, Romania and Slovenia want to answer to the continuous need of adult educators and training providers to improve their competences and to apply new tools and innovative approaches, so as to meet the increasing expectations of nowadays learners. The overall objective of our project is to improve competences of adult educators, trainers, tutors, mentors and business and social entrepreneurs in the areas of motivational literacy and effective use of innovative lifelong learning solutions. In this way, we want to help them create unique and tailor-made educational experiences for their learners. The specific objectives are:1.Developing the capacity of mentors and adult educators from 6 partners countries by exchange of best practices in the fields of mentoring jobseekers and early school leavers, intergenerational knowledge sharing, online and blended learning mentoring, youth entrepreneurship and mentoring volunteers / CSR-driven mentoring; 2.Improving mentoring skills and competences of non-formal and informal adult educators, training professionals and mentors from 6 partner countries to support adult learners, including low-skilled and low-qualified people, vulnerable social groups, migrants, NEETs, etc, to go back to the labour market or to start their own business initiatives, by developing a Best Practice Guide, summarizing the exchanged practices;3.Creating a network of professionals in the field of formal, non-formal and informal education, who are familiar with or interested in using mentoring for social change and life-long learning; 4.Promoting cross-sector and transnational cooperation and exchange of experience, best practices and lesson learned between partner countries, and educational and training centres from non-formal and informal education.Our direct target groups are: 1) Project partners – formal and non-formal training providers, NGOs, umbrella organisations, etc; 2) Educators (teachers, trainers, tutors) in the field of formal, non-formal and informal adult education. In addition, we will indirectly support: 1) Education providers, which want to enlarge their scope of work by including mentoring among their training activities and services; 2) Small and micro-sized business and social entrepreneurs, who want to enrich their mentoring practices; 3) Adult learners, including low-skilled and low-qualified people, vulnerable social groups, migrants, NEETs, etc, who want to go back to the labour market or to start their own business.Our activities include: A) Organisation of 6 three-day long LTTAs on: 1) Mentoring jobseekers and early school leavers; 2) Motivating (ex) entrepreneurs 50+ to enrol in mentor trainings and to become mentors to target group of NEETs (intergenerational exchange of knowledge); 3) Youth Entrepreneurship mentoring programme; 4) Mentoring for social inclusion of vulnerable people / community development mentors / online mentoring; 5) Mentoring Volunteers / CSR-driven mentoring; 6) Professional mentoring for social business start-ups and social enterprises using blended learning methodologies. 3 participants from each country will take part in each training – 2 representatives of the partner organisation and 1 – from a stakeholder/associate partner/other related organisation; B) Development of a Best Practice Guide, in which we will summarise the shared practices. It will be in English and in all partner languages and will be freely available on the project website; C) Dissemination and multiplication activities, including multiplayer events organised by participants after each LTTA, local dissemination events in each partner country, etc. The expected impact is: 1) to introduce educators, mentors and entrepreneurs to 6 innovative mentoring practices; 2) to increase their competence how to use mentoring for supporting social inclusion of vulnerable groups, including jobseekers, early school leavers, NEETs and minorities; 3) to enrich their knowledge and skills how to apply online and blended learning mentoring tools in formal, non-formal and informal adult education; 4) to improve their knowledge how to provide community developed mentoring and to use it for intergenerational and life-long learning; 5) to promote cross-sector and transnational cooperation and exchange of experience, best practices and lesson learned between partner countries, and educational and training centres from non-formal and informal education.