see above

"<< Background >>The aim of the SHOP-@-THE-BLOCK (S@TB) project for starting entrepreneurs with a small scale on the market is to increase the sales area and to make the company easier to find. Many of these companies have literally had to close their shop doors at this time, but with the innovative idea of ​​creating an online community, where they can offer / sell their products / services, we prevent them from further collapsing. Our challenge is to develop a sustainable shift to a prevention method to meet the needs of the target group and the customers, while meeting the requirements and regulations of all stakeholders. The general goal is to help the number of (high-risk) starting entrepreneurs to set up a joint online community and thereby improve their employability. Thanks to Covid-19, among others, online shopping has really taken off and this will not decrease or change again any time soon. However, for young (starting/female) entrepreneurs there is a barrier to offer services / products online and to arrange the logistics around them. Small (starting) entrepreneurs (think, for example, of shops with regional products “around the corner”) do not have the opportunity to organize sales online in this way, compared to large companies that have their own online shopping website and can easily maintain it. The S@TB project offers the solution for this!<< Objectives >>Strengthening existing entrepreneurs and offering a new (entrepreneurial) opportunity for starting on the labor market is the goal in the implementation of the project. That is why the S@TB project wants to make (starting) entrepreneurs more digitally ready, join forces as a local community and offer them more capacity (knowledge, skills and growth) regarding entrepreneurial skills. But also making them more resilient in the current situation, in which a pandemic has accelerated the changing market for most local entrepreneurs, in which ""keep standing"" in a crisis like the last 1.5 years has been very difficult, especially if you participate little or not online in a commercial sense. The current socio-economic situation indicates the need to develop entrepreneurship in an innovative way, to promote inclusion and professionalization an efficient way is needed to digitally support the labor market, create new jobs and stimulate the economy (especially in this time during the pandemic). European employment strategies emphasize entrepreneurship as it plays an essential role in employment policy and in the fight against unemployment. The personal and social costs of unemployment include serious financial hardship, poverty, debt, homelessness and housing stress, family tensions, and collapse, boredom, alienation, shame and stigma, increased social isolation, crime, erosion of confidence and self-esteem, of work skills and poor health, (https://www.cbs.nl/nl-nl/nieuws/2019/26/uitgaven-voor-sociale-uitkeringen-nemen-verder-toe).<< Implementation >>The stimulation of innovative methods (learning practices) through this project (via the toolbox on the website - R1) and in particular through the S@TB templates (R2), is central here. Because how do you, as a (starting) local entrepreneur, ensure that you increase your sales area with a small scale on the market and ensure that the company becomes easier to find. In this way, this project tries to bridge the gap between the current market, in which local entrepreneurs already had a difficult time given the larger conglomerates, which seemed to have more opportunities in online shopping, and the shopping streets that were increasingly emptied by the current economy. But also because of the acceleration of this pandemic, which has ensured that we do not find everything better from far away, but also look for local initiatives in the commercial field and opportunities that the online world offers today. The activities of the S@TB project are thus;• Develop and apply a masterclass program for so-called S@TB “local community owners” (C1).• Drawing up guidelines, procedures and research into (start-up) local companies and their (regional) products and the online availability of various tools / instruments to stimulate and / or learn entrepreneurial skills (R1)• Setting up an online entrepreneurial hubs communities template/format (based on research R1), in which starting (riskier) entrepreneurs create pop-ups with local stakeholders, including implementing pilots (R2)• A feasibility study into the continuation of the S@TB approach and method after the project period (R3)<< Results >>Specific S@TB results?- Approach / help 250 (young) entrepreneurs within this project with the implementation of the S@TB online entrepreneurial hubs communities. By means of this innovative co-created service we want to increase the turnover of these entrepreneurs by 25%.- 60% of these entrepreneurs are female (young) entrepreneurs (150)- Minimum of 5 local S@TB online entrepreneurial hubs communities (1 per country)- 25 trained local S@TB “local community owners” who will jointly or separately lead such a community (5 per country)"

In this digital competences for educators project, we want to enhance the personal learning path of teachers/trainers and stimulate an innovative climate for educational organisations. The project is based on the DigCompEdu framework, which is the European Framework for the Digital Competences of Educators. In this project the framework is utilized to support the transnational and national development of educators’ digital competences in innovative ways. The project provides three outputs in order to enhance digital skills and competences in educational organisations on the one hand and aims to create an innovative climate on the other hand. All these outputs contain tangible and specific results, which can be utilized in open access during and after the project:1. As a first output, we want to create a 360° assessment tool to measure the digital skills and competences of teachers, based on the DigCompEdu framework. Using the made to order Comet tool (web-based Competence Measurement Tool), students/trainees, teachers/trainers and supervisors assess the competences of the teachers. The analysis of digital competences will expand extra team role behaviour (Belbin) and learning styles (Kolb) analysis, to have a better insight into the personalities of teachers/trainers, to stimulate innovation and cooperation/peer learning among the teaching staff, in addition to the fulfilment of an innovation favourable organisation culture.In partner organizations, Human Resources management and teacher coaches will be involved in this project, to stimulate the continuity of this output after the project lifetime. 2. DigCompEdu is a very important framework, also when recruiting new staff. In addition to the 360° analysis of the digital competences of teachers, it is very important to create a personal learning path for every new teacher within the organisation. New teachers should be oriented and should be involved in a personal learning path. Supervisors and teacher coaches should be aware of the needs and ambitions of staff in order to create specific innovative learning activities. The Learning Path will be integrated in the LMS of every educational organisation and we will analyse the added value of Learning Analytics in this output.3. The DigCompEdu also suggests a progression model to help educators assess and develop their digital competence. It puts forward six different stages. On a day to day base, it is hard to reach the highest levels: Leadership and Innovation. In this output, we want to take the educational organisation and teacher/trainer staff to the next level and stimulate innovation in the organisation and between the project partners. In this output therefore we will create a framework to create an innovation culture and the exchange of best innovative practices. The 360 analysis of teacher/trainer staff will be needed to develop this output. In this way, we have a better view on the strengths of the teacher staff, how they want to learn new skills and collaborate.Partner organisations will involve key decision makers from management, HR, teachers and coaches. All partner organizations are in a different stage of digital development, and this is why transnational networking and collaboration will be an interesting development opportunity. Every organisation has a possibility to reflect, compare their stage and status related to the digital transition of their organisation and make the educational organisation ahead of the curve.

Generally speaking, we can say that the project had one main objective that we wanted to achieve. This main objective was to increase the chances for employment through a labour contract or through internships for youngsters with a distance to the labour market.It’s important to know that we had worked towards an integral approach of three actors: the youngsters themselves, the employers and the intermediary partners (schools, job coaches, etc.). Through this project we had succeeded in establishing a system whereby these actors were actively engaged with each other, with the result that youngsters had been guided to labour in the try-outs. But even more important was that a framework had been created for the three actors where they could rely on in the future through concrete tools.In order to achieve this main objective, we had made several sub-objectives:1.Mapping the policy, the support and the specific legislation for each partner country. These findings were discussed by the project partners in project meetings and in a final report available (on the website) for policy makers at local and European level. The report will not be able to give immediate solutions, but gives policy makers stuff to think about.Result : report with tools, good practices, legal framework per country and some basic conclusions2.Developing a theoretical model of Diversity Management that empowers employers to support and recruit youngsters with a distance to the labour market.Result : DME Handbook for Diversity Management (a practical tool voor employers who want to hire people with a distance to the labour market)3.Collecting concrete tools/training used in different countries and which can support this model. These tools were written in a procedure so that they also could be used in the other partner countries (exchange of knowledge and know-how)Result : 25 procedures were written and collected on the project website http://www.projectdme.eu/hr_procedures.php http://www.projectdme.eu/training.php http://www.projectdme.eu/tools.php 4.Within the project, five new tools were also developed which are directly applicable by employers, youngsters and schools (coaches)Result : 5 new tools were developed https://www.dmecognition.euhttps://dmequickscan.euhttps://hrcareertool.eu/https://www.dmescale2skill.eu https://www.supportmyinternship.eu5.In a try-out version, these tools were tested and optimized. This try-out had direct impact on employers and youngsters and in some cases also a direct impact on the recruitment of youngsters.Result :In total we directly reached 307 youngsters with a distance to the labour and 261 people from the intermediary groups (schools, job coaches, etc.) with the try-outs. We also set up diversity management actions in 72 companies.6.To broaden the number of users of this methodology and tools, the theoretical model and the associated tools were spread through the site and other media channels, with the aim of deploying it as widely as possible across the EU.7.Finally, also good practices were collected in each partner country. The aim was to sensitize and motivate the actors. It must also inspire policy makers to look at and implement initiatives from other countries.Result : We put 26 good practices on the project websiteAll the tools and information will be available for free via the DME website. In that way, it must be possible for companies, schools, coaches, ... to work on diversity management in the future and to give them the opportunity to employ people with a distance to the labor market.

For a long time, our economy system has been ‘linear’. Linear economy extracts raw materials from the environment, expends enormous quantities of fossil fuel energy shipping, processes these raw materials and elaborates useful products, producing after its use tones of waste. Every year in the EU, nearly 15 tonnes of materials are used per person, while each EU citizen generates, on average, more than 4.5 tonnes of waste annually, almost half of which is disposed of in land fill sites.To ensure that in the future there are enough raw materials for food, shelter, heating and other necessities, our economy must become circular. The circular economy works by keeping raw materials and products in productive loops for as long as possible. The Circular economy offers an opportunity to reinvent our economy, making it more sustainable and competitive. This will bring benefits for European businesses, industries, and citizens alike.Household appliance sector is one of the biggest sector in Europe contributing to the European GDP in 54 billion Euros per year but at the same time, it produces around 9 million tones of discarded equipment each year and 3.2 million tones of the discarded equipment is treated each year under the WEEE Directive (Directive 2012/19/EU of the European Parliament and of the Council of 4 July 2012 on waste electrical and electronic equipment) and other waste legislation.For the European manufacturers of household appliances, the Circular Economy represents closing the loop of an industrial development grounded on innovation and competitiveness, in line with the process and product innovation oriented to eco-sustainability and environmental responsibility.In this context, Economic actors, such as businesses and consumers, are key in driving this process. Local, regional and national authorities are enabling the transition, but the EU also has a fundamental role to play in supporting it.The European Commission in order to encourage the transition towards a Circular Economy, adopted a Circular Economy Package, which includes measures like: revise legislative proposals on waste; reduce of food waste; boost the separate collection; extend the product service life that includes the obligation of recyclability and repair of household appliances;.. to boost global competitiveness, foster sustainable economic growth and generate new jobs.The transition to a circular economy will require a qualified workforce with specific and sometimes new skills, and opportunities for employment and social dialogue. If the right skills at all levels must be developed, they will have to be assumed by the education and training systems. Europe has to anticipate needs and encourage the development of skills and other measures to support job creation in the green economy (Document “New Skills Agenda for Europe”).In this sense, CIR-ECO - Towards a Circular Economy: Generating a New Professional Profile in Household Appliance Sector project will work to identify, describe and develop the Professional Profile that will be needed to become the Circular Economy a reality in Household Appliance Sector (repairing, refurbishing and recycling discarded equipment).The aims of CIR-ECO - Towards a Circular Economy: Generating a New Professional Profile in Household Appliance Sector are:- the identification, definition and description of the Professional Profile of workers that will participate in the repairing, refurbishing and recycling of discarded equipment (washing machines,..) in order to reduce the use of raw materials, minimize the generation of waste, increase the use of the products, etc… in the new transition towards the Circular Economy. - the description and development of the Training Curriculum and training modules included in the New Professional Profile in Household Appliance Sector within the Circular Economy but not covered by the formal Educational System developed in the participant countries.- Create a Learning Virtual Environment with the training materials developed to facilitate the access to the target group.The direct target group is:- Unemployed people who want to insert in the labour market - Workers that need to re orientate their careers to get a stable job - Workers within companies of Household Appliance Sector that change its economic system from lineal to circular.- VET students