<< Objectives >>The project, among others, has the following objectives: •To equip youth with the emerging skills needed for being successful in the digital entrepreneurial sector•To improve youth employability opportunities through providing them with an innovative training kit which will be open, flexible, and accessible from anywhere and anytime•To identify the Europe-wide emerging digital influencers profiles in the digital entrepreneurial sector• Bring critical perspective to digital influencing;<< Implementation >>Project envisage following activities:- 3 Transnational Meetings (1 online and 2 stationary)- 4 Final Online Conferences- Development of R1 - Mapping of Digital Influencers- Development of R2 - Training Kit on Social Media Literacy- Development of R3 - Trainer Handbook<< Results >>R1- Mapping of digital influencers, which will develop a collection/e-library of digital influencers, where each partner country, will identify successful influencers promoting their enterprise;R2- Training kit on social media literacy, which will include the necessary information to the target group regarding social media, digital skills needed and how to use them;R3 - Trainer handbook, where trainers, experts, stakeholders will have a guide on how to become digital influencer.

<< Objectives >>The Good Start project aims to promote synergies, cooperation and cross-fertilization between higher education, customized training on digital hygiene practices for young entrepreneurs as startuppers. The results of the project will be planned strategically for the main target groups, and provide a customized training opportunity for the current startuppers and future startuppers. The digital network will attract more people from different sectors in partner countries.<< Implementation >>Project Management Activities (Implementation, Quality Assurance, Risk Management, Budget Control, Reporting, Impact Assessment) Activities connected with the Development of a Digital Hygiene Behaviour Index Activities of Producing of Handbooks for STARTUPS and VETs Dissemination and Exploitation Activities (including sustainability issues)<< Results >>Digital Hygiene Behaviour Index for startups and small businesses Handbook for STARTUPS in order to reduce the digital hygiene skill gaps Handbook for VETs in order to develop a new curriculum on the basis of startups' digital hygiene needsProject Management Results Dissemination and Exploitation Results

Encourage “open schooling” where schools, in cooperation with other stakeholders, become an AGENT OF COMMUNITY well-being; families are encouraged to become real partners in school life and activities; professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom.Commission 2015, Science Education for Responsible CitizenshipTo make open science schooling a reality, the Commission recommends schools to have not only access to, but permanent and sustainable access to real-life and real-time science resources (locally and globally) for students and teachers to tap into – and the project will demonstrate how such permanent science collaboration should take the form of “eco-systems of open science schooling”.ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING will make available the basic resources, infrastructures and collaboration student teams need to carry through and accomplish open schooling science missions.The project is missioned to contribute considerably to re-engaging young students in science and technology learning and in the world of science and technology – one of the top strategic priorities and innovation needs in European education. Open science schooling has proved to be a strong and very attractive alternative to the very traditional science teaching, and to offer the young students a much more open, interesting and exciting way into what science can be for them.The critique from the Commission of what can be called “modernisation” of science learning in secondary school is that such attempts mostly amount to punctual community activities, the use of modern technology and including discussions of societal challenges such as climate change.The Commission clearly states that such modernizations do not fundamentally change traditional science teaching and are therefore not able to counter the increasing disengagement from science among young students.However, schools do not have the resources to create such open science opportunities for the students from scratch – they need permanent and sustainable access to science resources in thelocal and global communities.The project names these resources and the permanent access ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING, using the term “eco-systems” to describe the living and constantly changing nature of such science resources and the students’ engagement with these resources, as well as the mutually benefitting interaction between a number of societal players. The project will produce practice based guidance and good practice to schools and science teachers on how to establish and maintain such eco-systems in different ways.The project idea is partly based on the extremely valuable lessons learned from the 30 months Open Science Schooling Erasmus+ Schools project, coordinated by the University of Eastern Finland.The lessons learned are unfolded along the application.Key methodologies and work methods in the project are therefore:- The schools must be involved as organisations, not as individual teachers- The eco-systems should be built in interplay with the student missions to create authenticknowledge resources, based on practical experience- Basic community science collaboration resources must be available to the students, as recommended by the EU Commission, and this will happen through the project’s long and student led open science schooling practice- The project defines “community” in the broadest sense of the word: local community, region, but also scientific community or virtual community- Student missions must address different kinds of communities in different phases of the project to engage the students in different parts of the world of science- The eco-systems of open science schooling must be driven by the schools in their new role as “agents of change” in the community (OECD)The ultimate mission of ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING is to provide attractive and practically useful guidance to science teachers and secondary schools from across EU to assist them building up eco-systems of science collaboration in their communities and guide their young students in their real-life and real-time science missions.It is a paramount principle in the project that the open science schooling guidance to schools and teachers must be based on authentic student-led science engagement, on strong collaboration with a variety of science resources and on highly qualified knowledge creation from the student teams’ practice.The project’s results are therefore not based on theory or abstract assumptions, but on dynamic practical experience.Key outcomes will be:ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING – THE GUIDANCE PACK HOW WE LEARNED SCIENCE THROUGH THE ECO-SYSTEMS – THE STUDENT VIDEOPOLICY PAPER: WHAT (MORE) DOES IT TAKE TO MAKE OPEN SCIENCE SCHOOLING A REALITY?RESEARCH PAPER: WHAT (MORE) NEEDS RESEARCH AND EXPERIMENTATION TO MAKE OPEN SCIENCE SCHOOLING A REALITY?

"The EU furniture industry is a labour-intensive sector dominated by SMEs, which is facing nowadays different challenges such as increasing competition from countries with lower production costs, increasing raw materials and labor costs, an aging workforce and difficulties in attracting younger workers. Reconversion of the industry applying circularity has the potential to tackle these challenges, through repairing, refurbishment and remanufacture, allowing value recovery, economic growth and job creation within the European furniture industry, while saving on resources and the environment. As for the EC report on the implementation of the Circular Economy Action Plan (2019), the transition from linear to circular requires significant changes at micro, meso and macro levels, from innovation at business model and value chain level to the introduction of new technologies. Being the furniture industry dominated by SMEs most of the employees do not have a tertiary education level and are not acquainted with circular economy aspects. To address skills gaps and mismatches and to strengthen human capital along the entire furniture value chain, it is fundamental to invest in skills, design, creativity, research, innovation and new technologies. Based on these assumptions, INFURI project main objectives are:- to equip furniture employees with relevant skills related to circularity;- to spread innovative and sustainable circular business models in the furniture industry contributing to enhance its competitiveness;- to develop an innovative training approach and learning tools adaptable to other industries;- to increase SMEs ability to analyse their business under a “circular” point of view;- to promote synergies and cooperation among businesses, universities, research centres and other relevant stakeholders operating in the furniture sector following a circular approach;- to spread circular procurement principles with benefits in term of corporate social responsibility. The project will be implemented by a complementary partnership composed by 9 institutions from 7 European countries (The Netherlands, Poland, Greece, Italy, Portugal, Slovenia and Spain). The initiative will be directly addressed to 18 European furniture SMEs employees, as well as to 36 furniture companies and relevant stakeholders active in the sector of furniture & circular economy of countries involved in the project. The INFURI Project, in order to materialise its objectives and produce its deliverables, comprises a set of intellectual outputs, a learning activity and multiplier events, supported by management activities and a dissemination/exploitation plan that will ensure the use of its results even after the project has ended. All activities will see the active involvement or direct and indirect target groups. The C1 will be addressed to 18 furniture SMEs employees. The main aim will be to pilot the IOs developed and to transfer skills related to circularity applied to the furniture industry and to create business ideas for circular furniture products. Moreover, project foresees the production, use, evaluation and promotion of 5 intellectual outputs: IO1 - Living Labs and ""Circularity matters: gaps, limits and constraints in the EU furniture industry"" paper; IO2 - MOOC ""Managing a furniture company in the era of circular economy""; IO3 - Book of lectures ""Integrated competencies and systemic approach in the era of circular economy""; IO4 - Multi-actor circular network; IO5 - Circular Procurement Guidelines for Office Furniture.All intellectual outputs will be uploaded on the website and made available to target groups, partners, associate partners and external stakeholders during and beyond the life of the project. IO 2- MOOC ""Managing a furniture company in the era of circular economy"" will be available into the main MOOC platforms such as Iversity, Udemy and Udacity, IO3 - Book of lectures ""Integrated competencies and systemic approach in the era of circular economy"" will be available also in a video format on YouTube; while IO4 - Multi-actor circular network will remain active and will be further expanded. C1 activity results (prototypes) will remain available at ORNIK headquarters, while circular products ideas will be further studied and implemented by the SMEs. The crowdfunding campaigns (part of the go to market strategies) started during the project (during C1 activity) will remain active.The intellectual outputs and dissemination activities will be designed ad hoc for the target groups and to assure transferability and sustainability of products and results. Social media as weel as relevant sectorial events and fairs will be the core of the dissemination strategy. Partners commit themselves to further study and use the IOs developed.INFURI will impact the macro (international and European) level giving new boost to jobs, growth and investment and to promote a carbon neutral, resource-efficient and competitive economy."

project summary: Quality assurance has been prioritized by the federal legislation and national education strategy in both partner countries, Russia and Azerbaijan. Legal quality assurance is a complex, multi-layered system of interrelated elements. In fact, legal guarantees only legally formalize the established economic, social and other mechanisms to ensure the quality of education. In the aspects of QA of HEI, Internal Quality Assurance (IQA) plays essential role. However, there is a fixed understanding within a broad community and stakeholders in RU and AZ that the quality of education needs to be enhanced due to inconsistency in IQA procedures on institutional and national levels in general.Project IQAinAR aims to support enhancement and development of the IQA of HEIs of partner countries with international (EU) quality standards as benchmark as well as strengthening the HEIs towards local, regional and national policies and strategies implementation. The IQA system has very broad spectrum, and this project will focus on two main areas of IQA of HEI: teaching (teaching, learning and assessment) and teacher (educator, practitioner researcher) as teacher plays key role of QA of teaching.Additionally, IQA lies within a culture of quality awareness, critical review and of continue-improvement attitude and actions within HEI’s. This project is aiming at supporting the further quality culture development within HEI’s of partner countries. This project will develop IQA Indicators and assessment scale based on International (EU) standards and practice. After evaluation of implementation further training programmes will be developed with full information and training package. During the project lifetime, the partners will not only train the within their own institute but reach out to all interested parties in IQA of the partner countries and give the project after-life through its open online platform with full resources and experts in implementation of the IQA system.