The population in the European Union is ageing. The proportion of people over age 55 is expected to be approximately 37 % by 2030. The impact on the labour force is reinforced by the ageing of the “baby boom generation”, which is now moving into retirement. This growing population of healthy older people has the skills, financial resources and time available to contribute to economic activity through extending their working lives, including through entrepreneurship. As many seniors have already had successful professional lives, there is often a desire to give back to society and to be useful. The promotion of entrepreneurship among older age segments is a prospective educational option to prolong the working lives of older people, reduce older-age unemployment and enhance the social inclusion of older individuals. Engaging in social entrepreneurship through economic activity while pursuing a social aim and generating self-financing offers is an ideal way for active ageing and for participation in the society. This approach coincided with the Europe 2020 Strategy which put a very clear development path for transferring Europe into a smart, sustainable and inclusive economy, and for social cohesion; and proposed the development of the social economy sector. Social enterprises offer a model for a 21st century business that balances financial, social, cultural and environmental needs. Social entrepreneurs are agents of change and passionate about improving the lives of people and communities. However, seniors often need some training on how to start up a business. Despite their broad range of professional experience and knowledge that they have acquired in their professional life, they may not have experience in starting up a company. While there are many training needs that are common between young and senior entrepreneurs, the latter also have unique learning styles, background knowledge and expertise which justify a new and innovative approach to increase social entrepreneurship by older people. The overall objective of our project has been to raise the awareness of the benefits of social entrepreneurship for older people, especially for women since the current participation rate for women is nearly half that of men. To this end, the specific aims have been:• to develop a Senior Social Entrepreneurship Interactive e-Training Course, which has been designed to fill knowledge gaps on entrepreneurship skills for those who have spent their working life as employees (ttps://training.seniorsocial.eu/modules/);• to provide a Practice Guide with a collection of best practice examples on how to establish, run and manage a social enterprise, as well as case studies with practical trouble-shooting examples (https://seniorsocialentrepreneurs.eu/);• to develop a Senior Social Entrepreneurship e-Platform: It will support the delivery of all online tools of the project and also online interactive tools such as forum and social networking applications. It will promote the use of real-time translation and break down the language barrier between users from different countries (https://training.seniorsocial.eu/);• to adapt selected online materials from the e-Training Course and Guidelines and develop integrated native apps for smartphones and mobile devices (https://play.google.com/store/apps/details?id=gr.gunet.seniorsocial). The target groups for our project were adult education providers, labour market advisers and human resource organisations. The final beneficiaries were seniors who were motivated to give back to society and to be useful as social entrepreneurs or as mentors for other social enterprises. The project fitted into the common underlying strategy of the partners insofar as the development of social entrepreneurship materials was in line with their overall research or educational activities and programmes. The transnational cooperation of partners, the majority of them working in social research and/or as vocational training providers, enriched the quality of the results and rendered them immediately applicable for exploitation. The immediate impact, already during the validation phase, has been the transfer of knowledge and skills to approx. 100 senior citizens who were interested to enter the path to social entrepreneurship and to approx. 150 experts and key actors. They have been working with approx. 20,000 clients (job searchers, adult education learners, etc.) each year. After having been involved in the pilot tests, they were able to implement the project’s concept into their regular counselling activities. In the countries of the partnership alone, more than 45.000 persons working as labour office advisers or in similar professions were informed through the guidelines and online platform in their native languages.

<< Background >>During the pandemic period, higher education institutions have increased the use of digitally enhanced learning and teaching methods, appreciating their potential. So in the post-pandemic era, blended and hybrid learning approaches are expected to become more widely used. Given this trend, there is a growing concern regarding the impact of this accelerated transformation on the quality of provided education. The digital readiness levels of individual instructors, for example, the degree of online teaching pedagogy knowledge, need to be assessed. Taking into account these concerns, the digital readiness of higher education institutions, and its systematic measurement becomes very important. ---The DigiReady+ project aims at defining a digital readiness framework and developing relevant tools that allow digital readiness measurement. We plan to perform a feasibility study across three European universities, of different levels of digital readiness, during which we will implement the framework and use the tool. An important aspect of the proposed framework is that it will be grounded on data produced during the online teaching and learning activities, then applying learning and institutional analytics methods and tools, in order to validate its effectiveness and increase its objectivity. Through the study, we aim at validating this data-driven framework demonstrating its effectiveness in obtaining an objective measurement of digital readiness, as well as recommendations for appropriate actions for different stakeholders. The ultimate objective is to integrate the DigiReady+ framework into the quality assurance processes of the European higher education institutions.---The motivation of this project is based on the following observations:(a) On one hand, digital readiness, an index measuring the capacity of an individual or an organization to leverage the digital learning potential and to adapt to the new condition, needs to be monitored at different levels (instructor, curriculum, institution), so that appropriate actions to be taken accordingly. So there is an urgent need, existing frameworks, measuring the digital competence and digital readiness of learning institutions, to be adapted and operationalized by the European tertiary education sector. After studying existing frameworks, however, we observe that most of them are implemented in the form of self-assessment questionnaires, that have a strong subjective character.(b) On the other hand, a side effect of digital transformation is that a growing amount of data is collected, related to teaching and learning activities. This is because interactions between learners and between learners and tutors take place more and more through digital media, thus generating traces, while more teaching and instructional content is in digital form and learners' interactions with it are logged. Leveraging on these data for understanding the process and measuring performance has increased the potential of the field of learning and institutional analytics. In particular, learning analytics is intended to enhance or improve learning and student achievements while institutional analytics, is intended to improve services and practices across the institution. Both forms have for long been advocated as important ways for improving higher education capacity. ---DigiReady+ is innovative, as it combines existing self-reflection tools with evidence-based measurement of digital readiness. The project exploits the developed synergies and complementary profiles among its consortium members that include three Higher Educational Institutions across Europe (University of Patras, Greece, Universidad Valladolid, Spain, University of Duisburg-Essen, Germany), EDEN, the European Distance and E-Learning Network, a non-profitable organization with over 180 institutional members, and the Greek Universities Network (GUNET) representing 25 Greek HEIs.<< Objectives >>The aim of DigiReady+ is to define a framework and develop a prototype, in the form of a web tool that would connect to the learning management systems and other institutional informational systems, in order to measure digital readiness indicators for the particular higher education institution. These indicators will be measured on one hand, through questionnaires that will allow stakeholders to describe the readiness of the organization (self-reflection tools) and on the other hand, by collecting relevant measures of the learning activities from the organization's information systems. Thus a triangulation of the claims of the stakeholders will be performed through the collected factual information. The DigiReady+ framework and tool are also enhanced with a knowledge repository containing theory and examples on effective digitally enhanced learning and teaching in higher education. These will be used to allow the instrument to produce recommendations for improving the digital capacity of the organization, given the digital readiness level. The ultimate objective is, once the DifiReady+ framework and tool have been validated and their effectiveness in measuring digital readiness and provision of recommendations is proved, to propose their integration in the quality assurance of European higher education institutions.<< Implementation >>In order to achieve the objectives of the project, we plan to implement the following activities: -- First, we define the DigiReady framework using as a background, existing self-reflection instruments that have been defined and used over the last few years, then mapping their indicators to data that can be found in the organization's information systems, like the learning management system. -- Second to validate the framework in the three higher education institutions while implementing it in the form of a web application, and defining an Application Programmers Interface (API) that can be used by interested HEIs for connecting the tool to their own information systems. -- We will also demonstrate the effectiveness of the framework and tool by implementing a connector using the API, to Open-eclass, the learning management system of most Greek universities. -- Third, we will develop a knowledge repository that we will connect to the DigiReady+ tool, in order to provide a constructive recommendation to interested organizations, given their measured level of digital readiness. -- Finally, we will run a study on the effectiveness of the DigiReady+ approach which will involve associate partners, universities beyond the project partners. These will be recruited, following a campaign, and will be asked to participate in the multiplier events and workshops. The results of this large-scale validation study, involving other universities, will be used in the final report, which will contain a proposal for integrating the framework in the quality assurance process of European universities.<< Results >>The expected impact of the results of the project is as follows: 1. The DigiReady+ tool, in the form of an institutional dashboard of digital readiness, can be used by HEI’s stakeholders, e.g. policymakers, administration councils, faculty, and degree committees, to provide information regarding potential issues and risks in the process of designing from scratch or adapting existing curricula to meet the needs of transitioning to digitally enhanced learning and teaching. Thus, institutional stakeholders will be able to follow an evidence-based structured approach regarding the assessment of digital readiness and take the most appropriate decisions especially during the relevant, demanding, and critical transition period, as shown by the Covid-19 pandemic crisis.2. The learning analytics infrastructure for supporting HEI’s students at risk of dropping out or failing their studies will provide data-based insights to policymakers with respect to strategic planning. Furthermore, it will offer feedback to students and instructors with respect to the prioritization of study aspects crucial in online learning, such as acquiring self-regulation skills, sustaining motivation, and empowering the feeling of belonging to an academic community.3. The DigiReady+ Open-source Tool and the related Application Programming Interfaces (API) provided by the project will allow, if necessary, the interested HEIs to further expand and customize the use of the framework and the associated analytics to their own needs and special conditions. The flexibility and open nature of this instrument will increase the chances of a sustainable adoption and a significant impact on the HEI practices.4. The Knowledge Repository will enable all stakeholders to take advantage of best practices, training materials, datasets, etc. developed throughout the project. It will also allow stakeholders of the participating organizations and other interested HEIs to further enrich such knowledge based on the use of the framework and the associated set of indicators and the toolkit in new scenarios, during and even beyond the project timeline. Such benefits will be especially relevant for stakeholders engaged via DigiReady+ dissemination and outreach activities.

To protect against the rapid spread of the virus, all countries around the world have adopted protective measures, some of them drastic, which severely restrict citizens' freedom of movement and choice. As a result, cultural and leisure facilities, schools, day-care centres and universities were closed, as were numerous shops that did not serve the needs of daily life. The entire world economy will not be spared the consequences of Covid-19. Some politicians are already saying that we are facing the worst crisis since the Second World War. Unemployment will inevitably also rise, which is not only a major loss at individual level, but also puts additional pressure on the economy. The consulting firm McKinsey, for example, estimates that around 59 million jobs could be lost in the course of the Corona pandemic. In the EU countries this would correspond to an unemployment rate of 7.6%. This would particularly affect the wholesale and retail sector, restaurants, the tourism industry as well as the arts (music, performance arts) and entertainment sector.The project focuses on key players of the creative sector, therefore, aims at: a) supporting, mobilizing and empowering entrepreneurs (organisations and individuals), active in the creative sector and in the EU cultural tradition, to develop online collaboration and sustainable networks for sharing their knowledge with trainers and adult learners; b) supporting, mobilizing and empowering educators to use online collaboration and tools for raising awareness of the benefits of teaching and creative activities, especially in the EU cultural tradition, including music, performing arts; c) raise interest and offer skills in adults, to develop their creativity in constructive ways and in support of inclusion, especially of migrants and other marginalized groups. So, the target groups are entrepreneurs (organisations and individuals), active in the creative sector, educators and adults.The planned Intellectual Outputs (IOs) are:- IO1 Needs and requirements identification of the target groups.- IO2 Online eLearning and networking platform containing the subsequent IOs.- IO3 Guidelines for trainers in adult education and educators: a manual that will focus on creativity and the use of arts in different settings, and as inclusion promoting activities, the use with migrants and marginalized groups, and on the integration with recent complex EU data and copyright regulations.- IO4 Self-assessment tool: An online questionnaire, which will help to identify and assess the creative strength, interests, challenges and earlier experience of adults. This tool will facilitate the use of the platform by the target groups, by proposing the right exercises, tools and creative areas for each user from a pool (collection) of practices and exercises.- IO5 Collection of practices and exercises: A collection (data-base) of practical, culture sensitive and easy to implement practices and exercises of wide variety will be set up, that can be used in the awareness raising of the benefits of creativity and the development of creativity aided by experts in that field with so far underused knowledge in this are linked through the website.- IO6 Engaging flexible tools: a set of engaging flexible tools based on modern Graphical User Interface such as Anime and/or Avatars that will implement specific exercises. It is addressed to the trainees using the audio-visual language with which they are familiar aiming at increasing the level of engagement.The project, is innovative, first and foremost, for making use of the gamification approach and the multiple benefits for groups especially challenged by the present pandemics related situation. By introducing attractive features of the gaming industry (badges, achievements, avatars, anime) the project will be attractive for its target groups, giving a sense of purpose, of progress, achievement, and finality. It will make it easier for all target groups to “come back” to the platform and complete the training. Secondly, the platform will be innovative for targeting two intertwined target groups at the same time: a. offer new horizons of opportunity for those in the creative professions and arts in the difficult time of the COVID, b. train trainers in adult education on how to collaborate with these groups, effectively and efficiently raise creativity in their adults-clients, and contribute to inclusion and integration in the EU culture and at the same time enhance a very broad and critical ability of adult learners. The project will build upon previously implemented EU lifelong learning projects delivered in collaboration by some of the partners, i.e. “Resilience” and “ARTIP” and a special open source online platform using the successful model developed by the partner Greek University Network.

Under the impression of the crisis phenomena and the rise of right-wing populist tendencies in the member states of the Union, the understanding of the common values of the EU, the principles of unity and diversity and its social, cultural and historical heritage is becoming increasingly threatened.Studies show that right-wing extremist attitudes are not only to be found in socially disadvantaged, educationally deprived milieus, they are affecting society as a whole.The freedom that democracy has brought us is also confronting us with new challenges. It seems that we European citizens first have to grow into the outer shape and learn new skills that are fundamental for democratic behaviour, such as taking responsibility for oneself and others, having empathic access to oneself and others, being able to think critically and actively participate in society.The project partnership is convinced that these major challenges can be overcome not only by raising people's awareness of the context of the European Union and its social, cultural and historical heritage, but also by enabling people to develop a personal and emotional relationship with European values. Through the approach of basic needs we start from a level where all people are equal. With this new approach, students learn to develop an empathic approach to themselves and to others, and at the same time acquire a critical distance to emotionalising rhetoric. The values and achievements of our democracy are perceived in a new light and understood not only with the head but also with the heart. Civil society engagement and participation arise from enthusiasm for shared values, the importance of which becomes a personal concern.On the basis of the produced materials, students and teachers learn which inner-personal processes lead to action strategies and how these can be designed in a beneficial, future- and public welfare-oriented manner. In working on the topics, the diversity within the classroom should be consciously used to develop an own understanding of democratic values, participation and personal responsibility.Pupils train•social and intercultural competences, engaging in dialogue with others at the level of basic needs•self-empathy and emotion regulation•to distinguish adaptive and maladaptive strategies•to develop adaptive and functional strategies•critical thinking and media competence•civic engagement and participationBenefits•Inclusion by strengthening the shared values and sense of belonging of students and teachers•Reduction of the readiness to use violence through reflection on one's own needs and strategies•Reduction of susceptibility of young people to manipulation, propaganda and fake news.•Activation of young people for active democratic participation.•More young people understand “by the heart” the context of the European Union, in particular with regard to the common values of the EUOutputs:IO1Work materials “Human needs and adaptive and maladaptive strategies to fulfil them”Based on William Glasser's Five Needs and Elements of Nonviolent Communication by Marshall Rosenberg, an experiential-oriented concept will be developed to explore one's own needs and those of others. Pupils learn to distinguish between adaptive and maladaptive strategies to meet their own needs.IO2Short moviesShort movies, produced by pupils, make important historical episodes on the way to democracy tangible by allowing pupils to slip into the perspectives of different people and empathetic with their motivations, needs and choices. IO3Active Citizen Team-Game (ACT-Game)With this cooperative boardgame with interactive online elements, pupils reflect their own basic needs and understand the motives/basic needs of others. Playfully and experience-oriented they train competences for a tolerant and peaceful coexistence as well as active participation in democratic processes.IO4Module Guide for the implementation of the materials in schoolFour online modules for teachers, programmed in a virtual learning environment, describe the use of the learning materials in a lively and practical way, to show possible applications in the classroom, and present further possibilities of lived democracy within the school culture.IO5HEART Online Platform and AppThe platform can be used as a virtual learning environment. Users will be able to find the resources and online modules, participate in learning activities and communicate with other users.The materials can be used at school (secondary level) in the subjects history, social studies, political education, English, arts, ethics, religion, psychology and philosophy.They can also be used in interdisciplinary projects and workshops on democracy, human rights, personality development, social skills media literacy, and similar.Target group:Pupils, teachers, lecturers in teacher training centres and their students