The imperative of Social Entrepreneurship is to drive social change, and it is that potential payoff, with its lasting, transformational benefit to society, that sets the field and its practitioners apart from other ventures. It is an approach in which individuals or groups develop, fund and implement solutions to social, cultural, or environmental issues.Social entrepreneurship can contribute significantly towards achieving the objective of the Europe 2020 strategy: building smart, sustainable and inclusive growth, by fostering employment and social cohesion and it can also contribute to the UN’s Sustainable Development Goals. The Social Economy in the EU is made up of 2 million enterprises, representing 10% of all European enterprises, and employ over 14 million paid employees (the equivalent of 6.5% of the working population in the EU). Each country has different approaches, and takes different pathways towards social entrepreneurship.Social enterprises create jobs, provide socially innovative services and goods, facilitate social inclusion and promote a more sustainable economy. Social enterprises also tend to be better integrated within the communities they serve and where their social impact is felt.Despite its growing importance, there is a paucity of Adult Educators with the competence to support its uptake, particularly amongst low-skilled and low-qualified adults; and a lack of high quality learning materials on social enterprise for them to use.In preparing for this project, our partnership undertook a survey using Google forms across the 6 partner countries (UK, Spain, Greece, Lithuania, Austria and Turkey) with a total sample of 292 social entrepreneurs/unemployed adults, in order to better understand the needs and expectations our target groups. The survey asked about knowledge and skill requirements for social entrepreneurship. 71% of respondents identified an urgent need for training/learning processes to develop the skills and competences needed for effective social entrepreneurship, 14% of adults said they don't need any support, and 15% of adults were unsure. Based on the results of this survey and our desk research, we identified a clear need for the provision of innovative developmental support for adults aspiring to become social entrepreneurs.Although we appreciate that the potential benefits offered by social entrepreneurship are clear to many, the actual definition of what social entrepreneurs do to drive social change is less clear. Education plays a significant role in developing positive attitudes towards social entrepreneurship and can help to foster understanding of its specific functioning and role in society. Indeed, through education, people can learn how social enterprises work and contribute both to social and economic outcomes. The project is designed to create innovative open source training interventions and materials that integrate tools and methods for developing effective social entrepreneurship primarily through self-employment.Its purpose is to provide a learning model and high quality learning materials for use by adult educators working with aspiring social entrepreneurs in order to contribute to the success of their social enterprises.Our main objective is to enhance the employability of adults and their position in the labour market, developing their competencies and skills for social entrepreneurship through digital tools and game based learning.The project aims are to:•Raise awareness of social entrepreneurship among adults and promote its concepts in self-employment•Offer Adult Educators new approaches to the development of social entrepreneurship competence, including through provision of practical resources: a training manual, MOOC, digital tools and a board game, that focus on the development of the soft skills essential for the formation of an entrepreneurial mindset•Support adult educators, trainers and other experts in gaining the specific competence required for the provision of high quality education in social entrepreneurship for adultsThe 6 experienced project partners will deliver a learning model and high quality learning materials for use by adult educators with aspiring and new social entrepreneurs. It will produce the following tangible outputs: •1 Training Manual for Adult Educators working with social entrepreneurs (teaching materials, lesson plans, practical tools)•1 MOOC: Social Entrepreneurship Education for Social Entrepreneurs. •1 Board Game for Social Entrepreneurs•6 Local Training Interventions (150 aspiring social entrepreneurs)•6 Local Piloting and Evaluation Reports•6 Multiplier EventsThe project will add value to the social entrepreneurship model for each partner country. In the project, our objectives are raising awareness in social entrepreneurship, providing support to the social enterprises and potential social entrepreneurs through the innovative tools.

Social enterprises are an important driver for inclusive growth and play a key role in tackling current economic and environmental challenges. It is estimated that they employ some 14.5 million people, 6.5% of the workforce in the European Union. The European Commission has given support to the development of social enterprises and in 2011 has launched the Social Business Initiative. Yet, only eight countries (Bulgaria, Greece, France, Italy, Luxembourg, Slovenia, Sweden, and United Kingdom) have a policy framework in place to encourage and support the development of social enterprises. In addition, “the lack of business support and development structures, training, and workforce development” is one of the five main barriers faced by social enterprises, according to the first in-depth study on mapping social entrepreneurship in all member states commissioned by the European Commission. This barrier in training and support was also identified in a report by Richardson (2013) commissioned by the School for Social Entrepreneurs (SSE), which brought together public authorities and social enterprise organisations with extensive experience of developing strategies to support social enterprises. SENSCOT (2015) has made the following recommendations to policy makers, in terms of start up support and training: • Start-up support should be provided at two levels: mainstream business advisers should be capable of giving initial advice, and should signpost potential social entrepreneurs to a specialist support infrastructure, well linked to existing federal and support bodies of the social economy• Training for social entrepreneurs should focus on leadership• Training support should be provided that is appropriate to the enterprise life-cycle; start-up support of should include new business creation but also also worker takeovers and growth plans, include diversification, replication, acquisition and stronger relationships with conventional enterprises.• Networking capacity of social enterprises should be geared by supporting scaling and replication mechanisms such as social franchising• Social Impact Measurement methods which provide an evidence base should be supportedThe project aimed to address the lack of business support and development structures, training, and workforce development by developing an online incubator for social enterprises where they are able to offer technical support, training and achieve knowledge transfer from the most advanced countries/regions (UK, Germany) to countries with least experience (Cyprus) but also by creating a common curricula for the managers and trainers of these support structures, which will include thematic units as SENCOT has identified. The recommendations made by SENSCOT were:• Social Entrepreneurship (for mainstream business advisors)• Leadership for Social Entrepreneurs• Social Impact Measurement Tool• Social FranchisingOne of the essential outcomes of this project proposal was access to greater mobility across the EU alongside the formal recognition of the lifelong learning that this will bring. New initiatives in training and business will support models for social businesses and were generated through this initiative. New strategies for successful and innovative delivery were developed and shared across the project teams. The project was in line with the General Objectives of Erasmus Plus, which is explicitly, the implementation of the EU2020 and ET2020 strategies and the EU HE Modernization Strategy of 2011, with particular emphasis on capacity building, harmonization of training and the development of strategic partnerships. The project was also committed to the Priorities of the 2015 Call especially the priorities previously identified and in addition: the development and ultimate accreditation of basic life skills as well as transversal skills such as innovation and creativity, working with under-represented groups as part of a commitment to Equality and Inclusion, and using new and innovative approaches to teaching and learning. The conceptualization of the project owes much to the social inclusion dimension of Leuven and Louvain-la-Neuve communiqué (2009) and the Bucharest communiqué of 2012 with its emphasis on providing higher education for all, enhancing employability and strengthened mobility.The project aim was to develop an integrated pan-European approach to the educational and training support of social business in all of its forms.

The milk sector has an important place in a country’s economy as well as in the protection of public health/food safety. According to Turkish Statistical Institute-TUIK, 2014, 16.867.419 tons of milk production is realised in 1.250.947 current Dairy Cattle Enterprises. Although Milk Products makes up of major part of our Nutrition, The quality of raw milk produced in our country is far below the EU Standards. EU raw milk minimum bacteria number in the mililitre of Milk is: 100.000 at most according EU Commission regulation numbered:1662/2006, Specific Hygiene Rules for Food of Animal Origin. In Turkey, bacteria number of the milk samples ranges from 200.000 to 10 million, rarely under 100.000. (data from Central Union of Breeding Cattle Farmers). The main rationale of the project is that: the milk production sector has problems in terms of raw milk hygiene and quality. The most important reason for these problems is that employees in the raw milk production sector don’t know much about milk hygiene, they haven’t caught up with developments.The key target vocational groups improving the quality of milk are the professional groups working in the dairy farming sector employees/workers, or working in the dairy enterprises or with dairy farms.The main objective of this proposal is to improve the vocational qualifications/Competences of the professional groups working in the dairy farming sector by designing Milk Hygiene Training Module(s), Learning tools and materials including (printed, multi-media and online training tool), Training of Trainers, and Pilot Training Implementation of the Modules.The participants of this project are Project Management team (12 staff/expert), 50 staff/learner/trainers/academicians/experts/relevant stakeholders participating to the workshop on Modules, 20 TRAINERS participating, training/teaching/learning activities in Holland from an expert training organization and implementing the Pilot Vocational Training. 1400 learners participating pilot vocational training implemented by the developed Modules Module(s), Learning tools and materials including (printed, multi-media and online training tool) 300 staff/learner/trainers/academicians/ experts /relevant stakeholders outside the participating organisations for Multiplier Event in Turkey and in Europe. 48.000 final beneficiaries and stakeholders in local; professional groups working in the dairy sector. staff/learners /trainers/academicians/experts/relevant stakeholders outside the participating Organisations, Approximately 1.000.000 final beneficiaries and stakeholders all around Turkey and Europe. We planned to use research, analysis, interpretation and implementation method in the project that covers intellectual outputs: training modules, printed, visual and online training tools and materials, producing academic paper/article, organising multiplying events, implementing series of training courses to increase awareness, knowledge, skills and competencies for raw milk hygiene.Developing an educational model for milk hygiene and is an innovative model which will increase the expertise and skills of vocational groups in the raw milk production sector and reach the standards of the EU regarding raw milk hygiene criteria.Our proposal includes scientific pre and post analyses, the milk hygiene education model geared towards various vocational groups in the raw materials production sector, printed, multimedia and online educational materials, trainings of trainer and the pilot application of the Developed Educational Model and the scientific evaluation of the pilot training.The Developed Milk Hygiene Modules will support the development of high quality Vocational Training of the profession groups in dairy farming sector; workers/employees, veterinarians, engineers, ; All the related occupations can benefit from the developed Modules because keeping the Milk Hygiene is a part of their Occupational Quality. The developed Modules and Learning Materials will be proposed to Ministry of National Education, to be approved and published in MEGEP and to the Ministry of Agriculture Food and Livestock. The impact of the Project will expand from the center, beginning from the participating individuals and Organisations, to the other relevant organisations and sectors in Aydın, in Turkey and in Europe by carefully planned dissemination activities and sharing the outputs of the project. Online training and multimedia learning materials and developed Milk Hygiene Modules will be published and be made freely available at the web-site developed both in Turkish and in English.Dissemination activities and outputs of the project resulting from successful implementation of the project will lay the foundations of sustainability of our ‘Sustainable Milk Hygiene Training Model For Safe Milk and Safe Future’ project. Sustainability methods will be ensured at the Provincial Level, at the Ministry Level for the Whole Community/Sector.

The aim of the project was to support adult educators by developing an innovative Career-focused mentoring methodology for fostering the inclusion and employability of disadvantaged adult learners (unemployed, low skilled, etc).The project solved the problem of the lack of an innovative Career-focused mentoring methodology in adult education institutions and in the labor market. The need for this type of methodology is of high demand throughout Europe, as there is a large number of people of working age who are unmotivated, have lost their skills or are otherwise unable to enter the labor market on their own.The target group of the project were adults in disadvantage situation (unemployed, low skilled, etc.) and their educators. At the beginning of the Project provisional draft of Guidelines for Career-focused mentoring and Training material for training of adult teachers-mentors were elaborated and 12 tutors were trained. The Self-awareness diagnostic tool, Handbook and Tutors guide were improved and translated into partners’ languages. Self-awareness diagnostic tool, that was elaborated and adopted by partner Apricot Ltd was transferred to all partner countries. This particular diagnostic uniquely incorporated the analysis of a person's approach to mastering new tasks, knowledge and skills and is validated by the Psychometrics Centre, University of Cambridge. This Tool, translated into partners’ languages, will equip Career mentors with an effective instrument for self-diagnostic of mentees and helps to lead them to find strategies for success and career decisions based on each mentee's personal qualities and preferences come in to their own.After 5 days short-term joint staff training, 12 tutors provided trainings for selected 34 mentors in each partner’s country. Methodology for Career-focused mentoring and Self-awareness diagnostic tool was transmitted to adult educators-mentors in the partner countries who performed the pilot mentoring with 52 final beneficiaries. The methodology developed during the project will support adult educators in extending their services with innovative curricula and methods for Career Mentoring, and promote high-quality educational services in adult education institutions. The competencies of disadvantaged adults, such as critical thinking, creativity, initiative, problem solving, risk assessment, decision making, will be improved. Project results are published as e-resources on the Erasmus + project results platform.

The project Innovation and Continuing Education in Destination Management (DEMINA) was planned with the aim of closing the current gaps in educational materials and methodologies for destination management and strategic tourism development.Objectives of the project are as follows:• enhance the qualification / professionalisation of destination organizations and teach them to work with effective tools for increasing their knowledge and skills;• define new professional qualifications at European level for the Destination Organization Worker and the Destination Organization Manager;• create a unique educational and methodological tool for destination audit and management, thus strengthening the training offer in this area;• promote destination audit expertise as part of destination management qualifications in partner countries;• promote and expand interest in destination management in order to contribute to a greater interest in the sustainable development of tourism and regions and related policies;• strengthen at EU level a network of DM specialists, enabling the exchange of expertise to continuously improve their professional knowledge and skills.The project thus focuses on the following specific areas:• Innovation in destination management• the cost-effectiveness, efficiency and effectiveness of financial investment in the development of tourism destinations• improving the skills of managers and workers in the field of destination management and strategic tourism development• application of the European concept of Tourism Learning Areas• strategic and proces-orientated tourism planningThe project will implement two outputs:1. Creation of methodological publication European Model and Methodology for Destination Management and Audit2. Creation of a training program for destination management staff and staff responsible for the development of tourism at public level, applicable both to the lifelong training of tourism workers and to the training of future tourism workersThe project will also include an international five-day seminar for destination experts from partner countries focused on theoretical and practical teaching of the issue, conducted in a real destination and with real data.