<< Objectives >>By implementing the project, we aim to:-Empower young people to overcome the fear of failure, change their view on mistakes in life and help them cope with the effects of losing-Equip youth workers with innovative approaches and tools for empowering young people and developing their self-confidence-Provide a supportive and accessible eLearning system in small learning units for a more engaging, inspirational, and motivational learning process<< Implementation >>The main activities are:-unique Educational Content allowing youth workers to empower young people to overcome fear of failure by applying digital storytelling and comic design-Training program for youth workers to be implemented in youth-focused organisations-Online Educational Resource for youth workers for a more flexible and engaging learning process-E-learning system containing self-help tools for Young people-Video tutorials providing how to apply digital storytelling and comic design<< Results >>-FoFYC Educational content will provide essential knowledge on applying digital storytelling and comic design approach as a capacity-building tool to overcome challenges and enhance self-confidence.-FoFYC training program will encompass all developed results and support them with additional training materials Online Educational Resources for Youth workers will include nano-learning content.-FoFYC e-learning system for Young People will be an innovative and easily accessible eLearning resource

<< Background >>Rural communities are small in size, sparsely populated, distant from population concentrations, and do not offer enough educational opportunities or practice (traineeship, learning by doing…). Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline.Students' motivation to learn is low because they do not have confidence in their future, do not have enough positive role models through learning and possibilities for traineeship or learning by doing. They have to work hard and make sacrifices just for the opportunity of an education.Teaching methods are more diverse, but new approaches that encourage participation and active learning are not widely spread. The project’s main objective is to use the opportunity that digitalizion offers, and to equip teachers from rural areas with techniques and skills for more participative teaching and the use of the innovative methodology of a digital traineeship. Through an innovative model of Digital Traineeship, schools will now include mentors (entrepreneurs and managers) into the mentorship work with students. These entrepreneurs will help the student learn skills they need but also give them empowerment so that they can explore more opportunities for themselves.What is really important is that these needs come from all sides, employers, students and teachers. -Employers are having problems finding qualified workers. -Students are not motivated for learning because they don't see a point of what they learn. -Teachers try to show them as realistically as possible what their job should look like, but they are not really in a business environment. Traineeships are extremely important to the development of a young person’s career and their personal progression. The Traineeship programme includes a work placement, work preparation training, on the job training with the employer and under some circumstances a vocational ‘taster.’ Through traineeship, students can work on their communications skills and relationship building with their mentor. This relationship will help them develop active listening and attention to their co-workers that will benefit their personal and professional growthWe see Digital Traineeship as a perfect solution for the students in remote (rural) areas. -The trainee is not required to attend the physical location where they work, but rather work on a specific project, related to the study and requirements of the company providing mentoring.-On the other hand, mentors will have an opportunity to help young people to gain skills that the labor market needs, without leaving their offices.With new teaching methods and more practical work, students will be better prepared for the labor market.<< Objectives >>In the past, there has been a significant divide between those who live in rural areas and those who live in urban areas. For example, studies have shown that children from non-urban populations are less likely to be enrolled in higher education programs like vocational schools. This is largely due to the fact that these students often lack access to accurate information about their educational options as well as difficulties transporting themselves and their families long distances for school visits. In some countries, especially in Eastern Europe, even if usually the educational levels are quite high, there is still a problem of illiteracy that affects mainly rural areas. Moreover, the quality of education is lower in rural areas due to both education infrastructure and level of qualification of staff. Many schools need rehabilitations and building endowments, also according to didactic needs. Usually ICT is very scarce and equipment for vocational and apprenticeship education is obsolete or missing in rural schools. Project will introduce innovative approaches that go beyond the formal education sector and improve the quality of VET in rural areas.Our vision is to raise the competences of VET students in remote (rural) areas through developing mentoring and traineeship systems in the digital environment.By implementing the project, we will achieve at least 2 highly important objectives for VET schools in European rural areas. By the end of the project, further results will be achieved:-Developed and implemented Digital mentorship/Traineeship that encourage participation and individual development of VET students in rural areas-Increased community and business sector involvement in VET education for more practice and learning by doing approach in rural areas-Improved inclusiveness of students from rural area and make VET system more sustainable<< Implementation >>Here are the steps for the development of the project:S1:Research and gathering of good practices, available options and curricula under digital mentorship and traineeship strategies. This initial research will involve exploratory, descriptive, and explanatory study using qualitative and quantitative data collection methods. The Qualitative method that will be employed includes interviews, while the quantitative approach will involve both students and teachers to express their views.S2:Analysing the data collected, listing the key findings to form a consolidated report and analyse the identified gaps. This will be the base for developing the processes needed in schools and mentors to support all steps required in digital form. Processes are required by implementing the Mentoring portal and developing the Competence and Skills matrices of target groups involved.S3: Based on the findings, we will develop a Skill Matrix for all three target groups. These results will be evaluated in focus groups with the help of external experts and finalised in the final DigTrain methodology.S4: Skill matrices will define the structure of Digitrain educational content, educational goals, and topics to form the base structure for the development of the program. Data collected from previous steps will be utilised to create a draft. Again, focus groups of experts will check the structure and give feedback before developing content and teacher training programmes for teachers, students and mentors.S5: All prepared materials will be supported with a training preparation set: surveys, checklist, assessment tools, feedback forms, described methodology, training plans, lessons, guidelines and other didactic tools to allow easy implementation in any VET organisation. S6: Meanwhile, the development of the mentoring portal is already in effect, implementing all prepared processes into digital form, easy to be used by VET schools, mentors and students. Portal will be put in the first test phase with some initial projects, repairing all bugs and then put into the actual pilot phase.S7: Prepared methodology and training materials will be checked on LTT in Porto, Portugal. Here we will educate country promoters who will later organise pilot education phases and help in implementations. Participants will also provide feedback for improvement. S8: Pilot testing phase of teacher training, students training and mentors training. This piloting will test the training programme, skills of the country promoters educated in the LTT and give feedback for improving the training programme.S9: Pilot implementation of the digital traineeship portal and all involved processes in VET schools, mentors, organisation, and VET students. It will take ten weeks and will be an important test for the project. In this period, mentors will need to submit their small projects for students, students will be applying and be involved in traineeship under the mentor's guidance, and all documents will be signed.The pilot implementation of a digital traineeship portal and all the processes involved in VET schools will be put to the test. Mentors from both private and public institutions need to submit their small projects for students, while students should select projects and apply. The 10-week test pilot will be an important milestone. All documents are signed between mentor//student with guidance from the respective school's facilitator or VET teacher.<< Results >>Outcomes of the project: • More chances for students from the rural area to become a skilled worker and to improve their future possibility to learn and work • Elevated competencies of VET students in remote (rural) areas through digital mentoring and traineeship system developed by the project • Improved teachers' competencies to improve students' mindset and motivate proactiveness in everyday life, starting with traineeship searching. • Improved digital competencies of teachers • Implemented systems of digital mentoring and traineeship, helping in small steps to the digital transformation of VET systemsTangible results of the project: • State of the art analysis of good practices of digital mentorship in Europe • Developed competence matrices of VET teachers, students and mentors in companies for the implementation of sustainable digital mentoring systems • Developed methodology for digital mentorship • Educational content designed for upskilling students, teachers and mentors based on the competence matrices • The developed teacher training program, mentoring training programmer and students lessons • Guidebooks for teachers, students and mentors • The online digital mentoring system will allow VET schools, VET teachers, students and mentors from companies working togetherResult 1 - Digital mentoring and traineeship methodology development In this PR, partners will analyze prior research, praxis and case studies about VET education in rural areas and digital traineeship possibilities. Examples of good European practice will help them get better insight into this complex problem. PR will be developing the processes required to find mentors, negotiate on mentorship, sign contracts, deliver offers for mentorship on the designed portal for students to find them and create Competence and Skills Matrix, presenting skills needed to complete any given task. Developed content will be checked and commented on by the experts in the field and academics, giving us feedback and proposals for improvements. These necessary analyses will allow us to finally create digital mentorship processes and prepare the final methodology.Result 2 - Development of educational content about Digital mentorship and traineeship based on the developed competence matrixThe goal is to prepare educational content based on prepared competence matrices for all target groups. Ready content will be checked in focus groups by field experts and then finalized by all partners. Prepared content will be used to prepare the Train the trainer's program for teachers, prepare student lessons, and prepare training programs for Mentors. This content will be checked on LTT in Cyprus.Results 3 - Guidebooks for VET schools, VET students and mentors in companiesWhile teachers, trainers and students understand better opportunities for cooperation on raising students skills, motivation and working together, they still need precise instructions on how to implement it. The general goal of this PR is to prepare convenient manuals on using our methodology, different good practices, techniques and approaches for all our target groups.Results 4 - Online digital mentorship, traineeship and talent searching portalPR will develop and implement a Digital mentorship portal, which connects all three target groups into one seamless process. Based on existing developed methods and training material, the partnership will do a user's needs analysis to build the portal. Here companies can post small projects for a traineeship program targeting students with skills in demand by industry partners. Student applicants are responsible for submitting an application form inviting them to submit their resume and any required documents from VET schools. The automated workflow is designed so every documentary requirement is fulfilled before accepting applications, making it easy for each applicant to find what they need without hassle!

<< Objectives >>By implementing the project we aim to:Foster quality of youth work by providing and equipping young leaders with practical skills in digital leadershipEquip the participants with the key competencies useful not only in the social work but also in the job marketApply and develop new informal methods for youth work as a hackathon,agile development,competency matrix development and needs analysisExchange good practices related to digital leadership, which creates the leaders in our communities<< Implementation >>The main activities we will implement are:Prepare booklet with the existing good practices for e-leadership at global levelDevelop e-leadership training for youths, involving them to participate in the creation of the content through the Hackathon method Online Educational Resource - eLearning system with bite-sized learning for a more engaging and inspirational learning experienceDigital Leadership Training toolkitPilot testing of the program with youths from the target group<< Results >>Expected results of our project are:Developed relevant skills for digital leadership which will be important in future employment for participants and future users of the training programmeDeveloped innovative training content and methodology for youth and youth workers;Developed Online Learning Resources (OER) with motivational bite-sized learning modules. Increased youth's awareness about e-communication and its importance in future leadership.

"<< Background >>Our project will train members of the creative arts to develop digital entrepreneurial skills and start their own business in their sector.Reasoning for the project Cultural and creative sectors are essential because of their economic footprint and employment. They also encourage innovation across the economy, as well as contribute to numerous other channels for positive social impact (well-being and health, education, inclusion, urban regeneration, etc.). Thus, ""the development of cultural and creative industries (CCIs) is vital for a vibrant economy and as a means of revitalising EU regions” Considering that creative businesses have an essential role to play in generating growth and occupation and fighting unemployment while strengthening social cohesion, we will promote self-employment and entrepreneurship in the creative sector.Identified problem :The growing concern and pandemic restrictions motivate the ""Artpreneur"" Project. It is necessary to address current gaps and shortages to ensure that this creative sector continues to thrive. The practice of entrepreneurship in the arts is significantly different from the practice of entrepreneurship in business terms of the artist's drivers and aims, as well as the nature of entrepreneurial opportunities, contexts and processes. This means that entrepreneurship curricula cannot just solely be imported from business schools.Needs:Our project is focused on the needs of two target groups: Adult learners willing to set up or improve their own businesses in the creative sector and Adult educators who care in close contact with the adult-learners.Adult learners need digital skills, especially in marketing. They have problems in upskilling in formal education. Those who tried entrepreneurship courses did not learn how to implement their knowledge of the creative sector into business because high education institutions for art students have very poor implementation of art entrepreneurship.Adult educators need innovative programs for the adult learners from the creative sector as they are in need of increasing their knowledge and gaining specific know-how of this group. Adult educators have demand for this type of entrepreneurial training in their local communities and are motivated to join the project.<< Objectives >>We expect the following results during the project and upon its completion:Outcomes of the project:Competence Matrix and Self-Assessment Tool to assess and monitor learners’ achievements in order to ensure the transparency and recognition of their entrepreneurial competencies and skills as an artist. In order to develop the effective self-assessment tool, the Competences and skills matrix will ensure the development of the most important knowledge needed to become the creative entrepreneur.E-training programme “Artpreneur'” with providing the digital badge “Artpreneur” after the successful assessment obtained by learners’ competencies and skills. The content of the Artpreneur E-programme will have a modular structure, which will facilitate learning and deepening knowledge for defined competencies and skills. The digital presentation of this flexible training course involves the Bite-size Learning concept and the easy-to-learn format of each module.E-toolkit for Adult educators “How to run the training course “Artpreneur“. It will extend and develop educators’ competences needed to facilitate effectively running the Artpreneur Local Workshop as an innovative upskilling pathway for improving learners’ Artpreneur competencies and skills. The toolkit will present an attractive and learner-friendly approach to facilitate the learning via Local Workshop with the elements of motivating and empowerment of learners, assessment and developing of their competencies and skills in order to become successful creative entrepreneurs.<< Implementation >>Description of activities:To achieve the defined objectives, three PRs will be produced and will be available as an open educational resource (OERs) during and after the completion of the project:PR1-Competence Matrix and Self-Assessment Tool to assess and monitor learners' achievements and to guarantee the transparency and recognition of their entrepreneurial competencies and skills as an artist.PR2 - E-training programme ""Artpreneur'"", providing the digital badge ""Artpreneur"" after the successful assessment obtained by learners' competencies and skills. The content of the Artpreneur E-programme will facilitate learning and deepening knowledge for defined competencies and abilities.PR3 - E-toolkit for Adult educators ""How to run the training course ""Artpreneur "". It will extend and develop educators' competences needed to facilitate effectively running the Artpreneur Local Workshop as an innovative upskilling pathway for improving learners' competencies and skills.<< Results >>Results and long-term benefits:The impact is expected on increasing the adult learners' competencies and skills on creative entrepreneurship, and by improving their immediate interest in the development of Action plans for establishing a creative business. The general impact is foreseen on better integration of this target group to the labour market and society, contributing to the achievement of the ET 2020 benchmark of increasing employment rate. The positive impact of this new upskilling pathway is expected on the participatory approach by increasing learners' motivation and involvement in the training on creative entrepreneurship. Thus, the project contributes to achieving a benchmark of 15% of learners' participation in lifelong learning as defined in the EU Agenda for adult learning.The PRs have transferability potential to be used in schools and vocational education and training institutions for motivating talented and creative pupils/students to choose further education connected with joining the creative business sector. In conclusion, the"" Artpreneur"" project offers a unique solution on how to tackle the problem of a lack of entrepreneurial skills within the creative sector."

Our project will be carried by a consortium of 10 European members associated with a dozen of other partners. Seven countries are represented in the consortium: France (FormEthic & INEOPOLE), Bulgaria (RIA), Italy (EUPHORIA), Sweden (PROIFALL), Greece (EPIMORPHOTIKIS and DIAS VET), Latvia (MANTEFIELS), Romania ( COMPLEXUL MUZEAL NATIONAL MOLDOVA IASI) and Poland (ARENA I SWIAT). We are aiming at developing a more inclusive educational system. The non-responsible practices in training centres have negative impacts on the entire society. Our first objective is to contribute to “sustainable investment, performance and efficiency” by promoting CSR in the European educational field. Our first task will be to analyse the difficulties European training centres encounter and to use the findings to create tools which will enhance the efficiency and sustainability of training centres. These tools will measure the quality of training, the CSR performance, and the impact of pedagogical, social, and environmental innovations.With the help of a CSR repository and a self-diagnostic tool, the training centres will be able to measure their overall performance and create a plan of progress. The investment of training centres in their progress will be rewarded by a LABEL, or an evaluation system. Our second objective is “Extending and developing educators' competences”To enhance the skills of trainers, we are going to develop and promote: 1. CSR approach in training, 2. innovative and collaborative tools such as co-design in training, collaborative knowledge-building and techniques making learners actors of their training,3. tools to tailor responsible formal and informal trainings to meet the learners’ objectives and expectations4. collaborative learning among peers5. courses fully adapted to workplace training practices and based on simulated or real working conditions.6. and a better use of ICT in learning and teaching.Our third objective is social inclusion: training centres should welcome disabled people as often as possible. The project insists on professional equality and no discrimination in Europe. Each training centre partner will evaluate its implementation of Human Rights. The CSR Label will support the social engagement of training centres and promote intercultural and civic competences of all stakeholders.We will make four deliverables: 1. A Benchmark and Materiality report: The benchmark will focus: 1) on main quality and CSR standards, safety, environment, risks, and ethical behaviour relevant to training organisations and 2) on the different institutional and financing systems of adult continuing education in Europe. The materiality report will analyse the main difficulties encountered by the stakeholders to help us identify the most relevant social responsibility action areas for the adult continuing education sector. More than 500 stakeholders in at least 7 European countries will be interviewed.2. Online courses on CSR and Ethics in training centres: history of adult education in Europe, societal utility of adult education, environmental impact issues in the training sector, equal opportunities in training, etc.3. A repository of best responsible training practices divided in 7 sections: Scope of the guide, CSR vocabulary, Key principles for a successful CSR approach, Stakeholder dialogue and Vision, Action areas, Good practices and expected results, CSR integrated management, Key indicators. We’ll analyse environmental, social, and economic impacts at each phase of the training cycle.4. A toolkit containing 3 different tools: an online self-diagnostic questionnaire, with pre-recorded recommendations, an online tutorial explaining how to use the repository, and a list of detailed and adaptable indicators at the disposal of any training organization wanting to improve its practice.5. A CSR Report: reporting activities with extra-financial indicators to complete the project report for the Agency and ensure the sustainability of this projectGovernance and project management: set up of an ethics committee from the start to ensure that our practices are ethical and accountable to all partners.Expected Impacts: Learners will benefit from improved quality of training programs and additional opportunities to develop their skills to enter the labour market. The training centres will develop their training offer and welcome disadvantaged groups. Trainers will increase their skills and companies will be more satisfied with the training provided to their employees.Aimed at integrating CSR in the trainers’ practices and in the way vocational training centres are run, our project will promote inclusion, diversity, equality, and non-discrimination in training. It will bring added value to all stakeholders involved at the EU level: trainers, trainees, employers, funders, communities, nature and environment, the European community and future generations.