The SEYMM project idea is to develop new educational modules for young members of local communities in the area of community media technical skills, entrepreneurship skills, management of the collaborative involvement of community, members, and target groups. Social Entrepreneurship for Young Community Media Makers (SEYMM) Project aims to be in line with the recent media literacy strategies to increase access to media training opportunities, media skills training and to hands-on coaching in media tools. SEYMM Project involves three partners from the countries of Turkey, Portugal and Bulgaria, all of which have experience in volunteering and youth training. The duration of SEYMM is 30 months with start date 01/09/2016 and end date 28/02/2019.OBJECTIVES OF THE PROJECTDevelopment of innovationPromoting enterpreneurship education and social entrepreneurship among young peoplePromoting high-quality of youth workTransparency and recognition of skills and qualifications to facilitate learning, employability and labour mobilityStrengthening the media and entrepreneurial activities of the participants. Creating Europeon network to develop further innovative projects.Enterpreneurial learning-entrepreneurship education.ICT-new technologies-digital competences.New innovative curricula/educational methods/development of training courses. OUTCOMES OF THE PROJECTSThe SEYMM project has four main intellectual outputs:• Community Media Training Framework Report; It includes the youth pedagogical framework and specic learning outcomes which are expected to be achieved by the young people at the end of the training process.• Community Media And Social Entrepreneurship Training Curriculum; The results of the research outputs will lead to the development of concrete learning material which will form the basis of the e-learning curriculum.• E-learning Modules With Practical Exercises; The main aim of this intellectual output is the design and imple- mentation of training contents and methodologies for active usage of community media and social entrepreneurship competences of young people.• Assessment And Impact Scales Strategy; The aim of this intellectual output is undertaking activities to create assessment scales, observation checklist and impact tools which will ensure the gathering of feedback in terms of effectiveness, engagement and level of achieved learning goals and learning outcomes.NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS;EGE UNIVERSITY – SEYMM project coordinatorEge University is a 64 year-old State University that acts as a focal point for education, research, cultural and social activities in the city of Izmir and the Aegean region.CONSULTIS – Consultoria Empresarial, Unipessoal Lda.Consultis is a private limited company located in Vila Nova de Gaia. It was founded in 2005 to work in the field of entrepreneurship consultancy, innovation and specialized research, as well as education/training activitiesZGURA-M Ltd.ZGURA-M is a consulting enterprise with centre for information and professional orientation, having its activities fully directed towards people with disabilities and young people. The company was established in 2000 in Plovdiv, Bulgaria and up to this moment in their education, training and consulting activities they involved more than 7000 beneficiaries.DESCRIPTION OF UNDERTAKEN MAIN ACTIVITIES;1. Partners agreements,steering commitee 2. Quality and Dissemination Strategy3. National advisory boards in each partner country/ five meetings each.4. Community Media Training Framework Report (IO1)5. Seven TPM meetings6. Community Media and Social Entrepreneurship Training Curriculum (IO2)7. E-Learning Modules with Practical Exercises (E-Platform) (IO3) (www.communitymediamakers.eu) 8. Assesment and Impact Scale Strategy (IO4) /internal evaluation9. Pilot Trainings in each partner country.10. Three Blended Mobiliy Activity in each partner country (LTA1, LTA2 and LTA3)11. Dissemination activities through conventional and digital media 12. Multiplier Event in TurkeyIF RELEVANT, LONGER-TERM BENEFITS:Improvement of skills of youth in community mediaEnabling youth to create their own community media enterprisesCombating indiffirence and marginalization of young people Providing innovative Community Media training options. In line with Europe 2020 strategy on education to encourge the ICT literals to continue their education on the webIn line with the strategic framework for European cooperation in education and training(ET2020)In line with EU values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities, includes impact on widening the possibility of participation in easly accessible education options. Increasing social well-being of youth and active media literate citizens.Creating a multiplier efect by producing e-training materials.

Due to the ongoing economic crisis in Europe, worsened by the ongoing COVID-19 pandemic, many SMEs faced difficulties and were forced to lay off people. This often resulted in young and low skilled employees being the first to lose their jobs. Since then, many have failed to re-enter the labour market (evidenced by large unemployment among young people in Bulgaria, Greece and Turkey). This “forces” young and low skilled people in many cases to start a business as the only way to leave unemployment and avoid poverty. The problem however is that many young low skilled people embark in entrepreneurship without having the necessary skills to avoid the many caveats that they will encounter when starting and operating their business. Young entrepreneurs of newly established micro-SMEs, due to their lack of training and education, are facing many problems: incorrect calculation of costing and pricing of goods/services, wrong assumptions with regards to cost of operating the business, etc. It is critical that we invest in the next generation of young entrepreneurs, at a time of such high youth unemployment in many countries and worrying social disenfranchisement. Young people often have little work experience, either as employees or entrepreneurs, and are unlikely to have been able to acquire significant specialised technical, business management or personal entrepreneurial experience. The relationship between management accounting and entrepreneurship is a close yet crucial aspect of entrepreneurship, often overlooked, but highly toxic when not considered, especially for new start-ups. Management accounting is the planning and monitoring in an organisation, both financially and non-financially quantified. It is this wide approach Y4B project will focus on, especially how entrepreneurship relies heavily on reliable management accounting, and why young or would-be entrepreneurs should pay specific attention to it. Y4B project fulfilled its preliminary stated objectives. During the realisation of the project activities, we supported young starting entrepreneurs with a disadvantaged background to embark into entrepreneurship, with special support directed towards management accounting. We offered tailored to them multilingual online and mobile applications (for Android and iOS mobile devices), good practices, guidelines, video based testimonials and case studies, online ongoing support and a set of interactive financial tools wizard-style simulators for management accounting. In addition, online livebooks were created of our handy booklet, and this in all partner languages + English. In all project activities, we have targeted unemployed/uneducated aspiring entrepreneurs, people with refugee/immigrant background and especially people with socially disadvantaged background, with a special attention also for female entrepreneurs (see many case studies with female entrepreneurs). Upon realisation of our intensive piloting phase between Oct 2020 and May 2021, we have been able to test the applicability of the following intellectual outputs produced in English, Bulgarian, Greek, Dutch and Turkish languages: - IO1 Training course Management Accounting for inclusion in VET entrepreneurship trainings, in accordance with ECVET (consisting of curriculum, modules, proficiency glossary and self-assessment tool); - IO2 Mobile learning apps (for Android & iOS mobile devices) with case driven modular approach, which included financial tools wizard-style simulators for management accounting, video testimonials and financial tools simulators. - IO3 Pedagogical impact and best practices report, which consist of pedagogical impact analysis to be used towards policy makers supported by best/good practices and case studies on management accounting and entrepreneurship in EU and all partner countries. At the end of the project, we may conclude that the Y4B intellectual outputs led to the enhancement of existing training courses in the partner countries and the partnership enabled their immediate take-up by VET centres. All partners have identified that the intellectual outputs and the supportive tools were beneficial both to users - around 227 entrepreneurs, students of economy, students from disadvantaged backgrounds, unemployed people and 55 VET trainers/teachers from secondary and tertiary level VET institutions. During several occasions (meetings, dissemination events, piloting, feedback gathering) the partnership collected valuable qualitative information and based on that improved the intellectual outputs, so that they are at the end meaningful and have practical application usefulness. We have achieved tangible impact onto the VET training provision in Bulgaria, Belgium, Greece and Turkey in terms of better provision of qualitative training materials. Existing courses in the field of economy, entrepreneurship, business now embed the Y4B training material and course content, as well as the supporting tools.

A web portal, an RPL guide was aimed for the low skilled adults.

<< Background >>Global financial crises and an increasingly aging population cause high unemployment rates with an increased number of disadvantageous people in the labour market. Within that context, disabilities acquired in adult life have become a significant issue in the working-age population. Disabled people’s employment is generally a precarious situation such that more than 30% of disabled persons who had employed previously leave their jobs because of their disabilities (https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Disability_statistics_-_labour_market_access&oldid=208936). Especially, people who became disabled in adult life face difficulties as job seekers in the market and suffer from long-term unemployment. Strategy for the rights of persons with disabilities 2021-2030 adopted by European Commission in March 2021, aims to ensure that all persons with disabilities, regardless of their sex, ethnic origin, religion or belief, age, or sexual orientation, have equal opportunities, equal access to participate in society and economy (https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8376&furtherPubs=yes). Many countries adopt strategies for integrating and reintegrating people with disabilities into the labour market by improving their skills related to changing work environments. Thanks to the rapid digital transformation, new work types and opportunities for adults who became disabled afterward have proliferated. To enhance the employability of those people, their digital competencies have to be increased. In line with the 2nd priority of Digital Education Action Plan 2021-2030, the project prioritizes improving adult training materials to enhance the digital skills development of people who became disabled in adult life. (https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-swd-sept2020_en.pdf). However, both in Turkey and the EU, training materials and career counseling services aiming to reintegrate people who became disabled in adult life into the job market are limited. Existing implementations are focused on medical aspects of disabilities without covering the social and economic aspects of the reintegration into the workforce process. To foster the employability of disabled adults, new skills that are compatible with the increasingly digitalized economy must be acquired. Consequently, the project will empower disabled adults with a low level of skills by producing digital skills training materials and career counseling services to build confidence, develop skills and competencies through in-formal and non-formal learning. Adult educators’ capacities have to be improved to increase the employability of people who became disabled in adult life. Reliable career counseling and training to enhance digital skills are indispensable mediums to reintegrate disabled adults into the labour market. Therefore, this project will produce high-quality adult learning and career counseling materials to enhance adult educators' capacity. (improve educators and other adult education staff competencies)Economic insecurity, social isolation, and lack of social relations are the significant results of long-term unemployment. To advance SOCIAL INCLUSION, inequality of opportunities based on disabilities must be overcome by reintegrating people who are disabled in adult life into the labour force. Therefore, the project will support disabled adults in developing coping mechanisms against a rapidly changing environment and encouraging them to improve new skills by improving the availability of high-quality learning opportunities for adults. Because adult education, neither in Turkey nor in the EU, is well equipped with training materials to support the reintegration of people who became disabled in adult life. This background of the project is also compatible with the programme objective: creating upskilling pathways, improving accessibility, and increasing the take-up of adult education.<< Objectives >>Digitalization leads to transformations in education, work, and social relations by creating various opportunities. Digital competencies are the requirement of almost all jobs, including sectors not traditionally related to digitalization. The COVID19 pandemic shows that people have to improve their digital skills to remain competitive in the labor market. Improving the digital competencies of those people through adult learning will increase their resilience and create new job opportunities. However, people who became disabled in adult life suffer from various challenges when they try to re-enter the labor market. Although implementations regarding improving the employability of disabled adults are widespread around Europe, adult education institutions experience severe challenges in the COVID19 pandemic. Training and counseling services have been interrupted during this global crisisMoreover, adult learning and career counseling aimed at reintegrating disabled adults into the labor force are not sufficient in Turkey. Although vocational courses in the adult education centers aim to support people with disabilities to acquire a new occupation, efforts remain partial for a successful reintegration process. Few major rehabilitation centers and private psychological counseling services are existing in this regard. However, there is a terrible inequality of opportunities in this regard such that especially those living outside of the metropolitan areas, have minimal access to such services. The situation is quite similar in EU Countries. Access to the rehabilitation centers is not sufficient for fewer opportunities, so the base reintegrating process should be accessible for standard adult education centers.This situation reveals the urgent need to develop the capacity of public education centers and adult educators in this field. Dozens of trainings are provided under the “personal development and training” program in public education centers, including handcraft courses, language courses, and basic digital skills courses. However, training and counseling services focusing on reintegrating disabled adults into the workforce are not available. Although some vocational courses opened within our center’s body to reintegrate disabled adults into the labor market in the previous years, the success rate was shallow; only a few trainees could get a job. In 2020, our center received excessive applications regarding training aimed at reintegration into the labor market. Still, since there is no structured program in this field, adult applicants have been directed to different programs. Thus far, our educators have received training related to reintegration into the workforce neither in their professional background nor in-service training. However, the reintegration process of individuals with acquired disabilities in adult life requires a different training methodology. The psychology of such people cannot be similar to those with congenital disabilities.The adult learning needs can be summarized as, firstly, for people acquired disability in adult life should be reformulated considering the requirements of transformations in the labor market. Adult learning materials related to digital skills should be prepared considering the needs of the learners, and adult educators should receive related training in this field. Secondly, adult learning regarding reintegration into the job market should focus on comprehensive career counseling covering all social, economic, and individual aspects of the reintegration process.Within this background, the project mainly aims to empower the adult education system to reintegrate people with acquired disabilities in adult life into the labor market. The specific objectives are to enable adult education centers to play a more active role in the integration process, thus facilitating access to training for those with fewer opportunities and enhancing adult educators' capacity.<< Implementation >>The main activities to be carried out at the scope of the project are as follows: transnational meetings, development of intellectual outputs, the pilot implementation, multiplier events, and short-term staff mobility. These activities will be essential for achieving the goals of the project. Accordingly, the main activities of the project as follows:Transnational Meetings: Through these meetings, the partner institutions will discuss the task distribution, exchange ideas and experiences, and determine the processes to be realized to develop outputs. These meetings will enable partner institutions to share know-how. The quality of the outputs will be ensured by effective knowledge sharing. In addition, the institutions will reinforce their communication and cooperation in transnational meetings.Development of Intellectual Outputs: The development of IOs is the most significant part of the project. Four intellectual outputs will be produced to achieve the project's objectives according to the project’s needs. The first output will be designed to determine the expectations of the labour market and the existing good practices in adult education regarding the reintegration of the people who became disabled in adult life into the labour market. The second and the third outputs will be developed based on the results of the comprehensive research paper. Accordingly, the second output will be the training module for adult educators to improve their skills and competencies in line with the digital transformation. In the third output, a career counseling guide will be produced specifically for people who acquired disabilities in adult life to supporting them in their transition into employment. The last output of the project will be an e-learning platform for people who became disabled in adult life to improve their skills and competencies and encourage their pre-employment process by career counseling materials. Thanks to this platform, disabled adults will easily access reliable training and career counseling materials.Pilot Implementation: At the scope of the project, ten people with fewer opportunities from the target group will be involved in pilot implementations. Adult trainers from all partner institutions will be responsible for the training process. The training program will take two months. All necessary activities for monitoring the pilot implementation will be carried out by the Osmangazi Public Education center, including logistics arrangements, preparation processes for educators and staff, and communication with the families.Multiplier Events: Through these events, the results of the project will be disseminated to the broader public. Individuals or institutions that can directly benefit from the outputs, help to develop these results further, and transfer them into the official curriculum will be invited to the multiplier events. The widespread use of the outputs will enable achieving the objectives of the project. Furthermore, the multiplier events will ensure the sustainability of the project’s outputs.The Short-Term Staff Mobility: BBRZ Group provides comprehensive adult education and vocational training aiming to reintegrate people with disabilities into the labour market. The institution. Since the BBRZ Group is the most experienced institution in the partnership, it is essential to benefit from its experiences to ensure that the expected impacts of the project are realized. A blended training program will be provided to adult trainers from other partner institutions to improve their skills and competencies in adult education and the digitalization of the training materials during the mobility.<< Results >>The project will produce results both tangible and intangible results on participants, target groups, partner institutions, and large-scale. The most important tangible project results will be four intellectual outputs. These outputs will be adapted to the adult education curricula of the partner institutions and will improve their everyday activities. Partner institutions will meet the needs of their target groups in a more conscious, effective, and qualified way. Formal, informal, and non-formal adult education activities of partner institutions will be enriched. The pilot application with 10-person to be implemented within the project will ensure the development of the participating institutions during the project. With the completion of the project and the integration of IOs into the curriculum, the quality of the services they provide to individuals who became disabled in adult life will increase in terms of the transformation of the former profession through digitalization and reliable career counseling trainings. Moreover, the e-learning platform will add value to participating organizations' capacity and foster the digital transformation of their existing training system.There will be many intangible results as well, such as improving the know-how of all partners, building capacities and professionalism to work at the EU/international level, increasing reputation across Europe through the implementation of the project, transnational meetings, LTT activities, multiplier events, and dissemination activities. The project participants who will be the managing staff or responsible for developing the project results will also gain new competencies. They will create a more modern, dynamic, committed, and professional environment inside their organization through the project results. These staff will equip with the necessary training materials for addressing their target groups who are people acquired disabilities in adult life, as well as will have innovative approaches to the transformation of the previous profession, including digital transformation and career counseling. The participants of the LTT activity will also significantly increase their adult education capacities on working with stated target groups. Alongside the tangible results, participants will improve their management skills, foreign language competencies, organization/implementation capabilities, and increase the EU colleague network as intangible results. Other expected results as follows;-The final beneficiary of the project, people who acquired disabilities in adult life, will access and reach high-quality learning opportunities to re-employment and re-integrate the society.-The reintegration process of people with acquired disabilities in adult life into the labor force will be widespread among adult education centers. Therefore, the access of those with fewer opportunities that couldn’t reach specialized rehabilitation centers to training activities will enhance. Thus, inequality of opportunity will decrease to some extent. -Training activities of the reintegration into the labor force will enable adult education.-High-quality learning materials and methodologies will enable adult educators and centers in this regard.-The digital transition of adult education activities will be supported through innovative project results.-The project will build trust across borders through the partnership and trigger new projects between them. Moreover, the project will enable a sustainable collaboration between participating organizations. -The project will contribute to promoting disabled people’s rights to work as well as override unfounded prejudices regarding the capacity and abilities of persons with disabilities to work by enhancing their digital competencies for new employment opportunities. In this way, the project will improve the social inclusion of people with disabilities by increasing their participation in social relations through employ

"It is a commonly held belief that contemporary society is changing rapidly in the 21st century. As a result, citizens are charged with the task to reach the hectic pace of technological evolution in every aspect of their life. Furthermore life-long learning is widely accepted to be an inevitable part of modern man’s life in order to survive in an extremely competitive working environment. ICT plays a significant role in life-long learning as those without digital skills are nowadays considered to be illiterate. Even those with basic digital skills soon feel inefficient to respond to modern market demands, while those that manage to follow the technological changes and have advanced digital skills are much in request and very well-paid. The European Commission is promoting various initiatives aimed at increasing training in digital skills for the workforce; modernising education across the EU; harnessing digital technologies for learning and for the recognition and validation of skills; and anticipating and analysing skills needs.A strong digital economy is vital for innovation, growth, jobs and European competitiveness. The spread of digital is having a massive impact on the labour market and the type of skills needed in the economy and society.It is changing the structure of employment, leading to the automation of ""routine"" tasks and to the creation of new and different things: - It is leading to the need for more skilled ICT professionals in all sectors of the economy. It is estimated that there will be 500,000 unfilled vacancies for ICT professionals by 2020. - It is leading to the need for digital skills for nearly all jobs where ICT complements existing tasks. Careers such as engineers, teachers and many more - require increasing levels of digital skills.- It changes the way we learn by fostering online communities, by enabling personalised learning experiences, by supporting the development of soft skills such as problem solving, collaboration and creativity, and by making learning fun.- It is leading to the need for every citizen to have at least basic digital skills in order to live, work, learn and participate in the modern society.- The full potential for improving education through ICT in Europe remains yet to be discovered and this is why the European Commission is developing policy and supporting research to make learners fit for 21st century life and work.Educators of all sectors but most importantly adult education trainers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies, a constantly changing labour market with highly technical skill demands and a challenging socio-economic context. As a result, there is an urgent need for adult education trainers to enhance the uptake of ICT in teaching and learning, to promote stronger coherence of the needs of the labour market thus achieving a better skill match for their students as well as bridging the gap between education and the working world.The project will aim to develop an online learning platform and mobile tools for adult education trainers’ digital skills and competences improvement by participating in personal professional development programme. The Project will enhance digital integration in learning, teaching and training while promoting access and learning through open educational resources, supporting ICT-based training, learning and assessment at the education level.Project consortium will create an online, dynamic, multi assessed online platform, which will provide appealing and effective high tech possibilities for level – measuring, training and validating digital skills. This will help adult education trainers to control skill deficit and update their abilities throughout their career focusing on the current needs of the labour market and the economy. Project target groups are adult education trainers and LLP centre lecturers.Project intellectual outputs are:1. Digital literacy technical requirement report2. Digital skills learning outcomes for adult education trainers3. Digital skills training online learning platform 4. Mobile application for educational and technical softwares5. The usability toolkitProject partners have expertise in pedagogy and new ICT technologies into formal and non-formal education. All partners have necessary human capacity, experience and technical resources to fulfil requirements of the project activities. Partner organisations are university, adult education and training centres, vocational training institute, software development company and educational NGO."