"<< Background >>The project aims for ADULT ENTREPRENEURIAL EDUCATION with a focus on DIGITAL ENTREPRENEURIAL COMPETENCES for 100 LOW-QUALIFIED ADULTS,current/potential entrepreneurs that wish to develop or improve their businesses and productivity, by using cloud technologies and software in their practices.Reflecting on the EU Digital Education Action Plan priorities and considering that an average of 57% of European citizens has no received the right education on basic digital skills and that EU countries are still facing challenges regarding digital development, resulting in a disproportionate impact on social inclusion, business internationalization and social and economic sustainable development in the partner countries.""Digital transformation"" has been a trend over the last few years, with SMEs as well as large enterprises moving operations to the cloud and adopting online productivity and collaboration services. The lockdown and remote working imposed by the Covid-19 pandemic were an unexpected reality check for organizations of all sizes, many businesses going bust or experiencing survival challenges.Organizations had to design a new course for their business toward cloud computing and digital transformation, the global health crisis serving as a de facto catalyst for establishing the value and flexibility of cloud computing.In the past, cloud computing was about modern infrastructure for quicker innovation, faster time to market and cost optimization. However, the pandemic has brought factors like flexible computing power, high availability, disaster recovery, lower cost for backup and disaster recovery, resilient core for business process and business continuity, legacy skill risk, remote workforce management, safe return to the workplace, and business agility into focus to allow for resilient business functions. In many cases, business operations had togo for the socially distanced era as a result of increased demand for e-learning, telemedicine, robotics, composite artificial intelligence (AI), augmented reality (AR) and virtual reality (VR) scenarios, intelligent chatbots, digital payments, virtual retail experiences, etc.There’s been an exponential escalation in the e-commerce industry as more people shifted to shopping online, as well as in video-streaming services, with more people staying home and bereft of other entertainment options. This has led traditional retailers and brick-and-mortar stores to pivot to online ordering, curbside pickup, BOPIS (buy online, pick up in store) and home deliveries to preserve their customer base. The pandemic and remote working scenarios have underlined the vitality of the cloud for business continuity with remote workforces and seamless online collaboration.The project will address THESE PROBLEMS BY DEVELOPING AND OFFERING BLENDED TRAINING SESSIONS ON CLOUD & FREE OPEN SOFTWARE FOR EBUSINESSINTEGRATION, EXTENDING AND DEVELOPING THE COMPETENCES IN THE DIGITAL AREA, IMPROVING AND EXTENDING THE SUPPLY OF HIGH QUALITY LEARNING OPPORTUNITIES TAILORED TO THE NEEDS OF LOW-QUALIFIED ADULTS and IMPROVING THEIR CHANCES TO BETTER FIT THE SOCIAL AND LABOR MARKET NEEDS.<< Objectives >>“A NEW SKILLS AGENDA FOR EUROPE” states that “too few people have the entrepreneurial mindsets and skills needed to set up their own business and Europe needs digitally smart people who are not only able to use but also to innovate and lead in using these technologies”. Cloud computing is one of the strategic digital technologies considered important enablers for productivity and better services. Also, starting with 2020, european countries were thrown in the face of an unknown obstacle - the covid pandemic, that threathened the status qvo of the economic aparatus all over the world. New ways of ""doing things"" were needed, to avoid economic and social blockages, and to blend social distancing with telework, and health safety measures. Therefore, it was observed an increased use of cloud computing and cloud software usage, but still the EU level remain slow: 26,2%.Scope of the project: train the actual and future e-entrepreneur which incorporate e-business and cloud solution into their own practices for achieving the common European goal to develop a smart and inclusive growth based on knowledge and innovation and reap the benefits of a digital single market.Specific objectives:1. Wide dissemination and raising awareness in using cloud-based software among a minimum of 1000 current or potential entrepreneurs, especially young adults and women’s, from partner’s countries and at European level, in order to encourage new start-ups creation and increase business competitiveness through producing and dissemination of creative handbook for digital entrepreneurs2. Enriching partners’ training offers and increase adult education quality through development of innovative blended learning curriculum and educational materials that address to their target needs in the field of digital entrepreneurship and which will help integrate e-business3. Increasing the digital entrepreneurship key competence of minimum 50 entrepreneurs from vulnerable groups and minimum 50 entrepreneurs through training provision in all partners countries4. Strengths partners' capacities to introduce digitization into education by implementing a common learning management system, developing and running e-learning courses and digital materials and by enhancing peer collaboration and self-evaluation5. Enhance the communication, exchange and flourish of good practices between partners through an active participation of staff into all project activities.At the level of partnership 100 persons will be trained into this project, 20 for each partner, belonging to a category of adults which are already entrepreneurs and need to include ebusiness practices and cloud technology into their current practices increasing the productivity of their business or wish to become entrepreneurs in the future.The activities proposed envisage obtaining the project, testing the course with vulnerable potential/current entrepreneurs and raise awareness of cloud software at alllevels.<< Implementation >>The partnership will implemented the following activities:A1- Project management; - Carry out all managerial aspects which will conduct in achievement in good conditions of all project objectives. -Developing the Project Handbook, Communication Plan, Quality Plan, Deliverable Acceptance Plan. Planning, execution and follow up meetings will be realized. The status and progress reports will be drafted periodically.A2 - Quality Monitoring & Evaluation;All activities will be monitored and controlled all project duration. The specific procedures will be defined in the Quality plan and will be related tomeasuring ongoing project activities. Cost, time and efforts will be analysed and improved. The partner responsible will produce Quality Review Reports with theconsolidation of the results and recommendations.CLOSING- Ensuring that all deliverable are realized in time and are high quality.A3 - Project Dissemination & Communication;A detailed dissemination plan will be drafted and dissemination activities will be carried outMonitoring the results of dissemination activity will be also carried out checking whether the planned actions were put in place and indicating correctionsDissemination impact measurement it will be a major concern; an impact strategy will be drafted; specific indicators for each action will be measured in the reporting stagesA4 - Exploitation of results;Exploitation Plan: will present in detail a roadmap of sustainable activities for the future that partners intend to implement for futureexploiting the project results to support their own activities, including communication channels to be implemented in the future.A5 - Pilot testing the training course with learners;- Developing the project results as they were described in the application form- choosing and applying the best adapted methods to find trainees: direct communications, searching on existent clients’ databases; promotional activities, like: advertising on project/partners’ web-site, social networks, e-mailing campaigns, others; each partner will follow the own methodsRunning the training activities, both for face to face and in the on-line environmentA training schedule it will be designed for each partner and coordinator. Each partner will run their own module/units of training; 5 days training dedicated to face to face training will take place; learners will study at their own pace; at the end the learners will be evaluated and be certificated on the Moodle platform.A6 Engage cooperation regardless digital education integration; O4SELFIE organizational self-assessment: partners will self-evaluate using SELFIE assessment for identify the actual level of their digital development,renewed in the closing phase.<< Results >>The main results of the project are:1. Cloud and free open software for e-business integration. Handbook for digital entrepreneurs.2. Digital entrepreneurs’ curriculum3. Digital entrepreneurs’ blended training courseProject RoadmapProject Management Handbook4 Minutes of the project meetingsInterim and Final ReportsQuality Management PlanQuality Monitoring and Evaluation ReportsOver 200 satisfaction questionnaires filled by participants at the multiplier events15 self-evaluations of partners organizations with SELFIE toolDissemination & Communication Strategic PlanProject dissemination materialsProject Branding: Will include 1 logo, 1 brochure, templates – presentations, 6 newsletters, 1 poster and drafting of 10 press releases tobe delivered to online media, radio, TV, 1 project website, 1 social media profile page; Production of 1 promotional video about the project.2 annual dissemination reports20 news/articles into partners European web-portals and partners web-sitesminimum 60 posts into social media channels1 project YouTube channel and minimum 10 video-tutorial disseminated1 trainer course space on Moodle platform; minimum 1 forum set2 blogs articles on EPALE platform1 poster, 1 flyers or brochures, 1 map , 1 DVDs produced5 multiplier events organizedExploitation PlanOther results:5 promotional materials produced 100 learning agreements produced and signed5 training schedules produced5 sessions of face to face training organized1 LTTA of 5 days organized100 feedback questionnaires filledThe project will work with Open Project Management Methodology offered for free by European Union to potential beneficiaries.The main impacts:- Increased awareness of cloud-based software among current or potential entrepreneurs- Improved digital entrepreneurship competencies of potential/current entrepreneursLong term impacts:- increased business competitiveness- better labor productivity of entrepreneurs- new women’s/youngest/old’s in business- new start-ups cre"

<< Objectives >>Many companies have been challenged during the pandemic to attract and retain talent. Not surprisingly, smaller companies have had the most difficulty. They simply don't have the resources, know-how and capacity that larger organisations have.RE-CREW intends to support the sustainable growth of EU small businesses, making them informed, prepared, aware, equipped with innovative tools and skills to effectively perform recruiting and hiring. In other words: finally ready-to-labor-market<< Implementation >>Starting from the investigation of the current state of EU small businesses, with focus on their ability to execute recruiting/hiring in the pandemic era and future trends, RE-CREW will deliver: an innovative training curriculum for EU small businesses to effectively carry out recruitment and hiring; a performing digital tool to check the actual recruiting/hiring capacity of small businesses; the Open Guide for VET Trainers to facilitate the re-use of the RE-CREW training curriculum and tools<< Results >>RE-CREW will:- ensure the full understanding of the EU small businesses’ capacity to deal with recruiting and hiring in all its phases;- allow EU at least 60 EU SMEs to express their full potential, grow in sustainable way and address the new challenges of the labor market; -support the VET providers and business support organisations in extending their service portfolio by integrating innovative tools, consultancy and training for the small businesses, the key players on the EU single market

"<< Background >>Although many girls serenely navigate the transition to adulthood, many are not provided adequate support and opportunities to achieve their fullest potential. They live in a condition of exclusion because of their migrant background, because belonging to a disadvantaged family or for individual fragility and psychological patterns – and often for these factors combined. Their difficult socio-economic condition makes them ill-equipped to deal with the pressures around them, which in turn make them more likely to suffer from low-esteem, inactive lifestyles, bullying or to experience lower probabilities to attend a school suited to their attitudes. Gender bias often exacerbate their already difficult situations as they perpetuate stereotypes about acceptability of behaviours, interests, and roles for men and women. Within the extensive scientific literature on the multiple dimensions of social exclusion, little attention is paid to the “female-adolescent” binomial aspects of such processes. At EU level there remains a need to create more, dedicated space for single-sex work with young women, especially those experiencing marginalization. Most projects focus on dealing with perceived problematic behaviour and educational deficiencies of young boys, while the remaining limited programming with girls emerges around their perceived potential victimhood, particularly those of early pregnancy, precocious sexuality and low self-esteem. Instead, little interest is given, within generic youth services, to actions focusing on empowerment, exploring gender equity, or interrogating heteronormative gender discourses. In this context, there is also an emerging socio-economic issue that should not be underestimated: the so called ""gender digital divide"", which is often based on the roles that provide the social expectations and shape the male or female use of technology. In already disadvantaged contexts, affordability, lack of education, as well as inherent prejudices and socio-cultural norms further limit girls' ability to benefit from the opportunities offered by digital transformation. Indeed, such disadvantage has been exacerbated by social distancing measures and the disruption of study, work, leisure environments and rhythms caused by the COVID-19 pandemic over the past year. Within youth centres, and in tutelage and prevention services, gender-specific initiatives are in many cases overshadowed, if not completely ignored, often as a result of poor funding or absent operational guidelines. Youth workers in particular usually lack up-to-date knowledge and methodologies to deal with specifically “girl issues”, but also to engage in deeper discourses exploring gender equity, autonomy and relationship, sexuality, violence against women, community, culture and identity. Given the complex environment in which the beneficiaries are embedded (usually multicultural or dotted with linguistic barriers), but also given the complexity of the personal experiences of the girls themselves, youth workers should be equipped with proper pedagogical support and educational tools, able to attract their attention, instil confidence, at the same time making them reflect with high motivation.The challenges of youth disadvantage, of the girls who are growing up in our contemporary society, are common to many EU countries, albeit to varying degrees. A vision restricted to local, regional and national realities would entail limitations and would not be able to find suitable solutions to such common issues. In this respect, the partnership recognises the need to adopt a multidimensional, participative and global approach able to bring together the experiences and knowledge of organisations and stakeholders working in different domains of youth disadvantage - from Third Sector organizations, to public authorities responsible of social and youth policies, to educational and training centres - allowing mutual, positive contamination across different countries.<< Objectives >>SPACE4US aims at developing and testing an innovative and integrated model for the individual and collective empowerment of young women, based on blended-experiential learning activities, to foster the social inclusion of girls at risk of marginalisation. It aims to provide youth workers with quality tools and creative methodologies to design and implement such activities, directly involving the target groups through participative and inclusive processes.The first objective of SPACE4US will be to provide a framework as up-to-date as possible of the different contexts that generate inequality and marginalisation of girls: patriarchal families, culturally deprived families, schools unable to cope with bullying, social media, etc.; and specific to different territories across Europe. This project seeks to raise awareness of the problems and challenges they face by giving them a ""voice"" and highlighting their everyday experiences. Hence, the project wants to design and experiment new support strategies to help these girls reach their full potential, through activities, digital tools and spaces tailored to their individual and shared needs. The project aims to find the ""key to collective empowerment"", when bringing together adolescents at risk of exclusion (also with their peers experiencing less hardships) seems to be the first challenge. This challenge also stems from the sometimes conflictual and selective nature of girls of this age (perhaps often determined by the social pressures to which they are exposed), who on many occasions tend to close themselves off in restricted and impermeable groups. The real core of the project is built around this objective: a model capable of ""attracting"", with innovative and stimulating workshops/activities, those girls who tend not to participate in common socialising contexts. This in order to trigger in them a mechanism of trust and interest, which in turn will lead them to continue to attend these spaces - both virtual and real - spontaneously, also in the future.SPACE4US wants in this context to emphasise the ""digital dimension"" of such activities. The aim is to bridge the digital divide that generally affects young people from disadvantaged backgrounds, who tend to have less access to technologies than their peers and who, especially during COVID-19, found themselves in a situation of further marginalisation. At the same time it wants to develop in girls greater digital readiness and to foster in them attraction towards STEM-related subjects and sectors, which often, due to protracted gender stereotypes, see much lower female participation.The project also aims at improving the personal and professional skills of the youth workers involved in the project, who often lack proper pedagogical knowledge and methodologies to deal with the most pressing youth issues and more specifically with ""girl issues"". SPACE4US also wants to be a means to increase motivation and satisfaction in their daily work and to boost their opportunities for professional development through the exchange of good practices and training, also by establishing working relationships with other youth workers from different European countries.The action-research approach, which, operating on an international level, interweaves the four different project's results in a mechanism including social investigation, exchange of good practices, development of innovative models, and careful monitoring of the progress and impact of the actions undertaken, aims to make the project a starting point for further research, extended to more European countries, but also and above all for the creation of positive links with institutions involved in defining social and youth policies.<< Implementation >>Starting from M1, on the basis of decisions agreed during TP1, CIES-Iscte will elaborate research instruments and methods for the social survey, which will be carried out in all partner countries from the beginning of M4. Groups of 10 girls identified as “at risk” will be selected among representative beneficiaries of the partner organizations or associated partners (centres for minors, youth associations, social services, schools). 70 stories will be collected which will be emblematic of the complexity of the phenomenon, and representative of its different configurations in the territories covered by the project. These stories will be contextualized through analysis of local contexts and integrated with the voices of other actors involved: educators, social workers, psychologists, operators of youth associations, school teachers. Findings will be analysed and evaluated by CIES-Iscte. In M4 the preparation of R2 will begin, under guidance of Synthesis: the curriculum of blended learning to help youth workers improving their skills in creating and using experiential and digital educational tools.These activities will culminate in TPM2, during which the partnership will share, discuss, integrate:- findings of the social research and the paradigmatic cases outlined- contents produced by each partner in relation to the curriculum for youth workers, including a beta version of the MOOC for distance learning- contents and structure of the first set of activities for the toolkit of experiential learning, to be later designed by each organization, under Breza’s coordination- beta version of the Platform, including general information about the project, and structure of resources which will be gradually integrated during the following 20 months.From M9 lay-out of R2 will start, while preparation of R3 will begin through the selection in all partner countries of at least 20 youth workers and a group of 10 girls. At this stage also the technical preparation/content development of the online quiz will begin.In M12 the JSTE to train the trainers will take place. This moment will mark the beginning of the testing of R2: the course for youth workers. Right after the end of the theoretical course, practical application of learning outcomes will begin, marked by TPM3, corresponding to the implementation of the toolkit of R3 and the testing of the Social Communication Tool of R4. R3 consists of 3 sets of activities of blended-experiential learning covering psychological aspects like self-esteem and confidence, but also exploring concepts like empowerment, conflict-resolution, bullying, or concerning the physical sphere and addressing issues such as active lifestyles, healthy eating, sexuality and affectivity. Other activities will explore concepts like gender equality, career/school choice possibilities and will include learn by doing activities and digital readiness (to explore girls’ attitudes, fears and dreams about STEMs). Monitored through instruments elaborated by CIES-Iscte, this 6-months period perfectly exemplifies the intertwined connection between all 4 results and all 9 partners, in a mutually enriching relationshipM20 will mark the end of the testing period and will culminate in an online meeting to discuss fundamental findings and elaborate suggestions for improvements. In M23-24 all materials left to be translated will be finalized. In M24 final versions of the Rs will be disseminated through the MEs, whose preparation will start 6 months before, to assure wide and qualified audience. The day before the ME in Nicosia, all partners will meet to evaluate the project impacts, and decide further common initiatives for the project sustainability, including new EU projects. Nonetheless, dissemination activities will accompany the project throughout its development, to attract the involvement of cross-sectoral groups of relevant actors and to allow the exploitation of the project at local, national and EU level.<< Results >>SPACE4US has been designed to produce a series of complementary and interdependent results:1.The research of R1 will provide an updated framework of the condition of social exclusion affecting vulnerable adolescents in different EU territories, which will pay deliberate attention on gender perspectives towards the issue. Thoughts and experiences of 70 girls will be collected in different stories (in interviews, but also through video-stories and photos – in full respect of privacy conditions). These will allow to identify 4/5 paradigmatic cases, descriptive of the processes preventing the girls’ access to rights, opportunities and resources normally available to members of society, which are key for social integration.An online quiz is also developed and tested, which is intended to be a tool useful to further analyse the needs and potentials of the girls and for a first assessment of the impacts of the activities, but also for this latter beneficiaries’ group discussion and self-reflection2. The ability of youth workers to deal with groups of vulnerable adolescent is improved. They are offered valuable guidelines and tools to develop safe environments in which these girls can socialize, share experiences, reflect upon themselves but also have fun together. A blended curriculum is produced which presents innovative approaches of work and examples of activities. It consists of 4 modules, for both in-presence and distance training, it is tested in 7 partner countries involving:•70 youth workers for the in-presence course, and 70 youth workers attending the MOOC;•14 youth workers will concretely apply the notions learned, during a period of 6 months, by implementing the workshops of R3 with 7 groups of girls3. An innovative model for the empowerment of young women is elaborated and tested, including blended-experiential learning activities aimed at fostering the social integration and personal well-being of the girls, both under the psychological point of view, and improving their digital and practical skills (experiences of “circle time”, flash mobs, theatre, woodcraft workshops, introduction to online game programming). A toolkit is developed consisting of 3 sets of workshops. These latter are designed and implemented following a virtuous circle of creative continuous enrichment among the girls and youth workers of partner countries. Such dynamic also ensures the ongoing improvement in the production of the tools and resources of the project. The activities will help girls to examine themselves, learn to face challenges, learn through experience, take risks, and get involved, overall leading to higher resilience when dealing with societal pressures. It is through this kaleidoscopic perspective of empowerment that SPACE4US aspires to have long-term impacts on their (future) socio-economic conditions, so that they might become agents of change in their context, generating economic, professional benefits, social and environmental for themselves and for the members of their community4. An international network of youth and social workers, educators, and professionals who directly or indirectly engage with girls at risk of social exclusion is created. They will interact and exchange practices, ideas for the management of common challenges on a national and EU level. In this sense the Platform will work as a virtual space (through the Social Communication Tool) in which it will be possible to find materials and resources. The tool is then extended to the girls themselves, becoming an online safe environment in which they can interact, share experiences and find adviceDissemination activities are expected to produce sensible impacts, mainly because they will be directly addressed to “insiders”, policy-makers and the social community. Thanks to such actions, the project ensures the involvement and outreach of important stakeholders at EU, national and local level, as well as the active engagement of the community."

"<< Background >>The outbreak of COVID-19 has significantly affected all aspects of life across Europe. In addition to threatening our health, the pandemic is also posing serious challenges to our socio-economic systems. Especially in rural areas farmers, entrepreneurs and communities in general have been particularly and negatively affected with respect to their employment and production prospects. According to the latest Eurostat figures (2018) rural areas account for more than 341 m ha, which represent 83% of the total EU area, and 30.6% of the EU’s population lives there. Rural areas are the fabric of our society and the heartbeat of our economy. They are a core part of our identity and our economic potential. We need to cherish and preserve them and invest in their future. Moreover, Covid-19 pandemic has created new challenges to overcome and has accelerated the need for rural areas to adapt to new market needs and digitalization. As regard the latter aspect digital skills are considered essential for global competitiveness, boosting jobs and growth, while internet can also play a vital role in terms of providing high- quality education and training. In 2019, the overall level of digital skills in the EU was lowest among adults who were living in rural areas (48% had basic or above basic digital skills), rising to 55% for adults living in towns and suburbs, and peaking at 62% for adults living in cities. Transitions require locally adapted solutions that both improve the economic and social conditions of farming, enable generational renewal and contribute to the development, resilience and attractiveness of rural areas. Research and innovation is critically important to develop and upscale knowledge, practices, technological and social innovations that will enable transitions towards sustainable farming systems and the development of rural communities.The project is conceived as a tool to promote and reboot entrepreneurship in the agri-food sector in rural areas, through the digital training of people and exchange of good practices, facilitating the learning of business management contents specifically adapted to the agribusiness, craft and the production of local goods. Europe is boosting the agri-food sector, both at local and regional level, with the aim of strengthening it as much as possible and advancing competitiveness and sustainability. EU Member States need to build their rural development programmes following and respecting all the needs of the industry. The importance of the rural environment for all European countries is already sufficient motivation for the development of training actions that seek their territorial integration, combating the gender and socioeconomic imbalance between rural and urban areas, by improving incomes through economic diversification and by promoting sustainable development and job creation.So, the RURAL JUMP-START project addresses the following needs:1. The urgency to give a concrete boost to rural and sustainable tourism and gastronomic offer focusing especially on the production of local goods and craft fostering their competitiveness on the territory with the aim of strengthening the sector as much as possible;2. The necessity of building a balanced territorial development of rural economies and communities including the creation and maintenance of employment;3. The exingency to create a synergy between local producers, entrepreneurs and artisans in order to promote and raise awareness of the delights of the territory from a gastronomic and local artifacts point of view;4. The necessity of feeding the revaluation and the preservation of the territory and local communities by training in a personalized way not only adults but also young people and immigrants;5. To improve local entrepreneurship and professional development by emphasizing the importance of acquiring innovative competences providing participants with digital tools and e-skills to make locals competitive.<< Objectives >>As the COVID-19 pandemia is spreading around the globe, the introduction of social distancing, national lockdowns and tier systems at national and local level since March 2020 has hindered almost all economic activity across European countries, especially in rural areas and countryside where the economy was already at risk.So, by implementing the project and his activities, participating partners and the coordinator aim to achieve and accomplish the following objectives:1. To promote the territory by expanding the dissemination of its local products (both handmade goods and gastronomic products) to make them better know at both local and regional level increasing productivity in rural areas. The main aim is to stimulate the dissemination of economic activities to a wider level and to to reach a higher employment rate, which ultimately results in balanced regional development;2. To foster sustainable tourism by both improving the Km0 market and energy efficiency of businesses and reducing the development of waste attracting in this way more and more responsible and aware tourists to the country;3. To create and strengthen a network of cooperation between local entrepreneurs, owners of hotels, museums, local producers, craftsmen whose works can be complementary (website, marketing, handicrafts, food processing, etc.) offering them the opportunity to get to know more deeply both at the local level and by tourists. The main objective is that everyone actively helps each other by creating a strong, lively and lasting synergy;4. To build a social environment in which adults, young people and immigrants can feel integrated in order to avoid migration of villagers to larger cities. The main aim is to give to these people specific training so that they end up living in the country;5. To promote entrepreneurship in rural areas through integrated digital training and by developing innovative pedagogical tools. The aim is to improve cross-cutting business management skills and the exchange of good entrepreneurship practices. It is necessary to provide participants who have opted or are interested in investing in the rural environment with the necessary e-skills, management skills, financing, distribution and communication thus contributing to the sustainable development of rural area.Moreover, relevant stakeholders and policy makers at the most appropriate level will be identified and involved in project activities such as round-tables that will promote the course content. Therefore, the objectives of the project will be achieved by following specific priorities:-Common values, civic engagement and participation: the project will support active citizenship and ethics in lifelong learning; it will foster the development of social and intercultural competences and critical thinking;- Improving the availability of high quality learning opportunities for adults: this priority provides support for the creation and development of flexible learning offers adapted to the learning needs of adults by developing digital training opportunities;-Creating upskilling pathways, improving accessibility and increasing take-up of adult education: this priority aims at promoting adult education opportunities, particularly for adults with a low level of skills, knowledge and competences. Creation of new upskilling pathways should allow adult learners to enhance their key competences and to progress towards higher qualifications.<< Implementation >>The RURAL JUMP-START project is going to implement the following specific activities: - 3 Project results; - 5 Transnational Meetings; - Online meetings each month; - 1 LTTA (C1) in Turkey in September 2022; - 6 Multiplier events in September/October 2023 in each participating country; PROJECT RESULTS ( they will be better explained in the next section) TRANSNATIONAL MEETINGS and ONLINE MEETINGS: 5 transnational meetings will form an integral part of the strategic partnership. Each partner meeting will address key project deliverables, project management and monitoring activity. This will include budget management, progress and timesheet reporting, workplan and risk register review, project results progress update etc. Transnational meetings within RURAL JUMP-START project will take place within key periods of the project’s lifetime: before the development and/or after the finalization of the project’s key outputs and results, allowing partners both to reflect on the achieved results as well to effectively plan and organize the project’s upcoming tasks and activities. The schedule of the transnational project meetings is described herewith:1. Kick-off meeting will be held in Spain by ADRI JILOCA GALLOCANTA and GEINNOVA in Month 1 (M1); 2. Second transnational meeting will be held in Poland by IDEA4LIFE in Month 6 (M6); 3. Third transnational meeting will be held in Italy by EXEO LAB in month 12 (M12); 4. Forth transnational meeting will be held in Portugal by UPYOUTH in month 18 (M18);5. Fifth transnational meeting will be held in Cyprus by DIONE in month 24 (M24). The face-to-face meetings will be complemented by monthly steering committee meetings (online) to ensure the project outcomes. LEARNING, TEACHING, TRAINING ACTIVITIES: RURAL JUMP-START Transnational training in digital competences (C1) will be organized in Turkey in September 2022. The training event will last for 4 days and comprise a total of 20 hours of face-to-face learning for adult participants of the project on how to improve digital and IT competences to both ensure their fully participation in the PR3 implementation ( the cooperative online platform) and to improve their skills so that they can subsequently apply them also in rural contexts where they operate in order to be more competitive and recognisable in the local labour market, how much regional and national promoting in this way their social and economic empowerment and inclusion. The result of the training will be the establishing of a dynamic ""hub"" of like-minded adult who are highly interested in high quality learning opportunities and who desire to develop strong relationships and prolong their collaboration into future projects and/or initiatives with the aim of improving rural areas from an entrepreneurship perspective.MULTIPLIER EVENTS 6 RURAL JUMP-START campaigns will be organized and implemented in each partner countries in the form of a multiplier event in September/October 2023 (each multiplier event will be implemented in different days). The main aim of these events will be to present and disseminate the project’s achieved results and attract participants for the further implementation of the training programme and contents developed . In addition, the campaign in each country aims to make known the cooperative online platform and his forum section to fuel the importance of creating a strong network and collaboration between participants, associated partners and stakeholders more so in the post-COVID era.<< Results >>RURAL JUMP-START project is expected to have significant intangible results on the direct target group: (a) creation of new possibilities for economic development by increasing entrepreneurship and training opportunities; (b) enhanced opportunities for social inclusion of participants;(c) the development of highly innovative and transferable training content that encourages entrepreneurship in the rural agri-food sector, thereby improving the sustainability of Europe’s rural environment; (d) skills increasing of participants in their working and learning backgrounds;(e) enhanced opportunities for economic inclusion and employability of participants; (f) enhanced employability, productivity and active participation in the local economy; (g) improving the interest in the field of local products and craft in rural areas; (g) creation of new possibilities for economic development by increasing training opportunities.Moreover, within RURAL JUMP-START project, partners will develop the following Project Results: PR1: RURAL JUMP-START local action report. It will be a report on good entrepreneurship practices in the European agri-food sector. It will define the training objectives to be developed later and it will integrate local and regional stakeholder groups. The RURAL JUMP-START local action report is considered an important milestone for the start of the project as it will guide the development and final achievement of the educational and supporting objectives.PR2: RURAL JUMP-START training programme. It is a specific formative guide focused on digital and entrepreneurial skills that the project wants to give participants in order to foster local entrepreneurship and disseminate local products in a more widely way taking into account all the information and data collected thanks to PR1. Contents will be adapted to the agribusiness, craft and the production of local goods and tailored to the needs of participants in each country with a common guideline.PR3: Cooperative online platform. It is a cooperative online platform including an online chat forum and gamification make available to participants in order to assess, develop and improve their employability and IT skills and competences; expand their network, keep in touch and share ideas and material with other people from both their area and all over Europe; create a sense of community and connectivity. Beyond this, the project aims to obtain concrete and immediate outcomes (that will be developed and explained in detail in the project description part) such as:1. RURAL JUMP-START GUIDE 2. RURAL JUMP-START PARTNERSHIP AGREEMENT 3. MANAGEMENT AND ADMINISTRATIVE PLAN 4. QUALITY ASSURANCE REPORT 5. SURVEY FORMS 6. DISSEMINATION PLAN and SOCIAL MEDIA STRATEGY 7. RURAL JUMP-START PLATFORM 8. RURAL JUMP-START BRANDING PLAN 9. PROJECT’S BOOKLET 10. IMPACT RELEVANT REPORT 11. SUSTAINABILITY PLAN 12. MULTIPLIER EVENTS"

<< Background >>Createch has great potential to contribute to economic growth and job creation,based on the underlying technology and the expected wide applicability of Createch innovations to different sectors and contexts.A common finding in studies on the future of work is that employers will increasingly demand digital skills and creative skills.Many researches shows that combinations of skills – technological, artistic, organisational and management are important for creative work.A report on the future of jobs by the World Economic Forum (WEF) considers creativity, along with complex problem solving and critical thinking, as one of top three skills in 2020, and estimated 87% of creative jobs are ‘at low or no risk of automation’.Regarding to the 35 million job adverts posted between 2011-2018, It found that the occupations that mention “createch” skills the most were: graphic designers; photographers, audio-visual and broadcasting equipment operators; artists; arts officers, producers and directors; and product, clothing and related designers.Given the importance that future of work studies attribute to both creative and digital skills, it is reasonable to suppose that ‘createch’ skills will be associated with roles that are expected to grow in importance in the future.With the current pandemic COVID-19 crisis,there is also sudden need for creative and digital solutions in the current circumstances.Many Europeans have been suddenly thrown into conditions demanding the use of digital technologies .The impact of the COVID-19 pandemic is having a severe effects on adults who need to find ways to continue in these challenging times which now relies on the access to and use of digital technologie<< Objectives >>CREDI aims to develop creative digital skills of adults who has low creative digital skills.The unemployed/employed adults will have chance to identify several «createch» skills determined using this methodology include image editing, graphic design, typesetting, animation, website design, art direction, photography, gamification and video productionThe objectives of the project are;*To identify what the createch skills are, which roles require them, and their importance to the future jobs market*To provide learning opportunities for adults in lifelong learning;also to provide incentivise and enable greater employer engagement in training; and cement the value of creative education*Give adults the opportunity to acquire and develop skills and abilities that contribute to their full participation in the information society.*Develop an Online Training programme which includes modular training courses*Develop an Online self assesment tool which allows adults identify gaps and shortages in digital skills *Deliver training courses at least 60 digitally low skilled adults to increase their createch skills and competences*Support at least 12 trainers<< Implementation >>The project will be developed in three main phases such as development,piloting and delivery which includes the 2 intellectual outputs and supported by 3 management activity work packages-Development Phase R1-Online Self Assesment Tool for Digital SkillsAn online tool will be produced to help the learners to identify their digital skills and will be the first step of their learning pathway.R2-MOOC and Blended Training course for Digital skills MOOC and The training program Digital Skills will be developed as an online course with integrated MOOC and OER tools, resources and solutions, and designed specially for low digital skilled creative workersPiloting PhaseR1-The online assesment platform will be tested thoroughly to ensure that it is stable and fully functional on all the widely used operating systems and browsers by experts and the targeted end users.R2-MOOC will be available as MOOC in the website of the Project to be run online with 100 learners from the defined target group, over a period of 1 month.Blended learning course which will combine the Digital Skills MOOC course with face-to-face training where 60 learners will be able to implement the knowledge gained from several modules.-Delivery PhaseThe course will be available in the website of the Project so all interested adults can Access and enroll the course free.For the blended course,each partner will implement 1 blended-learning training course with the participation of 20 adult learners.WP1: Project management (EMYF lead)Based on PCM (Project Cycle Management) and working along a fixed activity breakdown structure as described above.• Activity Planning• ReportingWP2: Monitoring and Evaluation ( GEINNOVA lead)The internal work processes as well as the products and impact of the project will be quality controlled and evaluated Including:• A Quality Strategy and Plan: detailing the a) quality assurance and b) internal evaluation activities for the project.• Internal Evaluation reports and an end of project Internal Evaluation ReportWP3: Sharing,Promotion and Use of Results ( AKGD lead)Partners will disseminate the project and its outcomes to their extended network through face-to-face, media and web activities. In year 2, partners willidentify and map potential stakeholders, actors and policy makers that will be targeted in order to further exploit the project outcomes.Use of results are envisioned to be long-lasted in the afterlife of the project, and will be guided by a detailed plan<< Results >>1-The Project CREDI will provide 1 MOOC and Blended training course for the development of creative digital skills as a project results. It aims to give prominence to the learning of adults, placing this group in the center of digital literacy processes, giving them the opportunity to actively participate in the knowledge society. It provides an opportunity for adults to enjoy the enormous benefits offered technologies as a means of social interaction and cultural, entertainment, work activity, training, etcTotally 60 learners and 12 trainers will participate in piloting for MOOC and Blended Training Course20 learners per partner will participate the Blended training course2-And another result will be 1 online self assesment tool which will identify digital competences in line with the DigComp Framework. It will highlight the competences which are strong or weak.It will be used to better understand the digital literacy skills of adults themselves and encourages them to consider their level of confidence using a variety of digital tools.Totally 60 learners and trainers and 6 technical experts will participate the piloting Apart from the listed project results, event and activities that are described will better understand their digital literacy skills and encourages staff to consider their level of confidence using a variety of digital tools.ollowing sections, the results will above all relate to project management, evaluation, and sharing,promotion and use of resultsA1. Project Management activities Results:- 1 Project Management Toolkit: includes guidelines on project management, time and resources allocation, communication process and the project’s overall action plan.- 4 Transnational meetings- 2 Quarterly Progress Reports- 1 Interim and 1Final ReportA2. Monitoring and Evaluation Activities Results :- 1 Monitoring and Evaluation Plan -> evaluation strategy gives an overview of the evaluation activities within the project.- Developing meaningful quality criterias for the quality assurance- Preparing evaluation forms and tools to gather relevant dataA3. Sahring and Promotion Activities results will :- 1 Sharing and promotion plan for the project -> that outlines approach, materials, target groups, channels for effectively disseminate the project- 1 project identity -> a unique logo that is easily recognisable and that conveys the idea of the project, design for presentations and other information material.