<< Background >>As more aspects of daily life are tied to technology, the need to improve and expand STEAM education across the curriculum will only get more pressing. Without enough STEAM educators, students can’t get access to the types of STEAM opportunities that are likely to encourage long-term interest and passion in these fields and beyond. As more aspects of daily life are tied to technology-based sySTEAMs, the need to improve and expand STEAM education is considered key to maintain a competitive edge in the 21st century. With more emphasis on STEAM education, a meaningful STEAM curriculum is often introduced to the youngest students, beginning at the preschool level. Research confirms that exposing students to STEAM experiences at a young age encourages critical thinking skills, increases science literacy, and fosters creative problem solving. These experiences can help establish a long-term passion for STEAM subjects, as well as general academic success across all disciplines.Unfortunately, due to the rapid developments experienced, the vast majority of teachers and especially pre-primary teachers feel illiterate in modern science and technology because they cannot keep up with the current trends of ICT. Research made shows that STEM support should start early: children in disadvantaged circumstances, especially, start elementary school lacking the foundation for that success.The project idea derived following a small-scale needs assessment was carried out in the form of a survey (link to Google form) where a number of teachers in primary education participated. The study investigated the needs of the target groups with regards to skills development and innovative solutions in their field. The analysis revealed the challenges teachers are facing in introducing STEAM or Robotics in their lessons due to the lack of knowledge and technological fear of the new technologies in education. In addition, respondents revealed their interest in being introduced to STEAM teaching and how they can apply educational robotics in their lessons, obtain expertise on the topic and enhance their educational methodologies since they recognised the importance of lifelong learning and constant professional development.In this framework, the project aims at the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills.<< Objectives >>This project will identify through desk and field research specific lack of knowledge that early childhood teachers have on implementing STEAM and educational robotics in their lessons. What we want to achieve is the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills. The main output will be a complete report on the findings, the STEAMERs Compendium report which will be a complete report which will identify the training needs of pre primary school teachers so as to obtain expertise on STEAM and Educational Robotics and also identify current trends in each partner countries. When this report is completed a methodological Training Course will be designed and implemented for pre-primary teachers: This will include Curriculum for teachers that will contain practical guidance for developing the skills, knowledge and key competences identified through the compendium report. Finally An e-Learning platform will be developed to promote online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the pre primary teachers. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.<< Implementation >>Our project aims to have the highest possible level of engagement as this is the whole concept of STEAM learning. Once the current knowledge and skills of the target group (pre primary teachers) are identified in each partner country, the development and training of the target group will then proceed. This will be done by various tasks associated with the project which are divided among partners as followed:1. Project Results: R1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country: R2: The methodological Training Course: This will include Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on R1 by using various activities R3: An e-Learning platform promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.2. 18 (3 per partners country) trained trainers on the STEAM Key Competences training program (C1) 3.10 pre-service teachers per partner country trained on The methodological Training Course (R2 pilot) 4. 6 multiplier events to promote the project, its intellectual outputs, and its outcomes among VET trainers, teacher education trainers, teachers, (E1-E6).The project also foresees a set of project management, dissemination, evaluation and quality assurance, sustainability, and exploitation activities. Specifically, it foresees the preparation of: - Project Management Plan (P1): including the agreements, administrative work, financial and budget control, time management, roles, and responsibilities allocation, templates for reporting, communication means, reporting (interim and final reports) processes, where the coordinator will be responsible with the support from all the partners. - Project Evaluation and Quality Assurance Plan (P6): It will be arranged at the beginning of the project, where the quality and risk management plan and quality assurance procedures will be described in detail, in order to guarantee the quality of the project Results. - Dissemination Plan (P5): A dissemination plan will be produced to describe the dissemination activities targeting relevant to the project stakeholders and the general public. All partners will contribute to the dissemination activities according to their areas of expertise (i.e. branding through logo design, website building, social media, newsletters, brochures, leaflets, etc). - Sustainability and exploitation Plan (P3): An exploitation plan will be prepared so that the partners will utilize the produced materials to the maximum, within the partnership and with other institutions/organisations, during and after the project is completed. Once the project is completed, the partnership will disseminate its results and will transfer the developed practices and educational products to other contexts and educational fields.<< Results >>STEAMERs project comes to build a complete STEAMERs Training Framework for pre-primary teachers focused on the development of skills and key competences needed to develop positive attitudes towards STEAM, overcome their fears, and increase their self-efficacy and confidence to bring innovative STEAM teaching with their preschoolers. The project outcomes and results carried out during the project implementation period are the following: 1. Results: Result 1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country. This will be achieved by completing a combination report of related literature by performing desk research (A1), a collection of STEAM key competence models and contexts (A2), by performing field research on the current needs of teachers for STEAM key competences development (A3), by developing a framework of STEAM key competences (A4), then by giving Feedback and translating the Framework (A5) and by performing Pilot testing and making adjustments (A6).This will be the end product of Result 1, in which the following Results s will base their development. Result 2: The STEAMERs Training Guide: This will include the development of a Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on Result 1 by using various activities such as the development of the training course and content (A1), Feedback and translation of the STEAM Training course (A2) and finally the Integration of the Training course in the STEAMERs e-Learning platform (A3). Throughout the development of Result 2 there will be piloting of the different sections and necessary adjustments (A4).Result 3: The STEAMERs e-Learning platform: This will be used for promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation. The activities to achieve this result are: The Planning and development of specifications of the e-Learning platform (A1), then the Implementation of the platform (A2), the Development of the content of the Platform (A3) and followed by Feedback and translation (A4) and finally Pilot testing/Final tuning (A5)All 3 Results will have as activity the Dissemination of the given Result.2. We will train a total of 12 (2 per partners country) teachers on C1 – Train the Pre primary school teachers. (R2 pilot).3. The project will have 6 multiplier events in order to promote the project, its project results, and its outcomes among VET trainers, teacher education trainers, teachers and other related stakeholders (E1-E6). Moreover, the project with its completion will result in: - Pre Primary teachers professional development through better understanding and acquisition of knowledge, skills and key competences of the STEAMERs Training Guide, which will allow them to integrate all good practices into daily activities - Increased sense of initiative and enablement of teachers to apply educational activities for developing STEAM lessons in their schools - Improved levels of digital competences (through the use of the STEAMERs e-Learning platform, Erasmus+ project results platform, and School Education Gateway) - Establishment of a network of trainers specialized in delivering trainings in STEAM lesson integration through the innovative training guide.As regards the general project management part is concerned each partner involved in the STEAMERs project will be assigned a leader role for each.

The project explored the potential of an approach to education called “connected learning”. This pedagogy advocates for broadened access to learning that is socially connected, interest-driven, production-centred and oriented toward educational opportunity. Our main objective was to foster engagement of school students in connected learning experiences across the curriculum. We focused on the subjects where we saw the potential to enhance students’ learning through creative use of digital media, taking into account our pedagogical expertise in teaching native and foreign languages, social sciences, science, IT and entrepreneurship. We developed new educational scenarios with a view to:- Encouraging experimentation and play- Implementing cross-curricular learning activities- Favouring experiential learning- Sharing class projects with authentic audiences- Making students active users of technology in the process of learning rather than passive receivers of digitally mediated instructionMain target groups- School teachers and youth workers- School students in middle/high schools- Decision makers in the field of educationOutputs- Methodical publication consisting of 3 parts: current theory and practice of connected learning, new learning scenarios and outcomes/experiences of their implementation; issued in 4 languages (EN, HR, PL, PT)- Pilot learning activities based on the scenarios in the partners’ schools- Online platform: an environment supporting the project community of interest and sharing project results with a wider audience - Dissemination tools: database of contacts, information leaflets and posters, newsletters, multiplier events in each partner countryOutcomes/impact- For school students: better engagement in learning with digital media connecting their formal and informal spheres of learning; better mastery of subjects in focus of the project, i.e. language arts, social studies, science, IT and entrepreneurship as well as increased digital competence, more positive attitudes to school as opening to their interests and peer cultures as well as European projects. - For school teachers: improvement of their teaching and youth practice through acquaintance with connected learning approach, enrichment of their classes with cross-curricular themes and use of digital media, creation of more inclusive learning environment taking into account the varied students’ competences, experiences and interests, better understanding of young people’s learning lives in the digital age; new opportunities for professional development raising appreciation of EU projects.- For partner organisations: introduction of innovative teaching approaches fostering better student engagement in learning across the curriculum including learners with different abilities, talents and disadvantages, more effective use of ICT for this purpose, more openness to out-of-school environments in which students pursue their interests and hobbies, reinforced capacity for European cooperation, willingness to integrate good practices from other contexts - At systemic level: new input to the educational reform debate, strengthened argumentation for interdisciplinary learning paths across the curriculum, use of digital media for project-based experiential learning extending beyond the traditional classroom and the need to target competences essential in the 21st century

CONTEXTTeaching STEM in an era of rapid technological advancements is a demanding task. Multiple studies indicate that schools have to address a number of challenges to offer up-to-date and engaging STEM education:- Make it more interesting, relevant and motivating for students- Progress from abstract teaching of these subjects towards project-based learning introducing new technologies- Create learning environments where students can experiment with such technologies under the guidance of competent teachers- Follow cross-curricular approach connecting subjects that are closely related but in actual practice usually taught in a disconnected wayThe Internet of Things is one of today‘s technologies that rapidly change the world in which we live: Smart Cars, Smart Homes, Smart Cities are redefining our lifestyles. IoT is a particular field in which STEM knowledge is required to solve problems in a holistic fashion, thus providing excellent content for active problem-based learning across a range of disciplines through practical hands-on tasks. OBJECTIVESOur main objective is to advance STEM education in schools with IoT experiments. This objective translates into specific project aims:- Create project teams in each school- Design a set of experiments with the IoT technology- Supply each team with necessary equipment and tools to run the workshops- Elaborate experiences from these pilots in the form of case studies that can motivate other teachers to follow- Disseminate the publication widely to leverage its wider impactTARGET GROUPS- School teachers: teaching STEM subjects in secondary schools, in particular physics, biology, chemistry, IT and Maths. The selection criteria refer to their interest in STEM as a pathway for integrated learning and willingness to innovate with experiential, problem-based scenarios.- School students: from the partner schools where IoT experiments will be piloted during the project implementation, and further those studying in the schools targeted in the dissemination campaign (age range 14 – 18 years old). MAIN OUTPUTS- Methodical publication “Advancing STEM education with IoT experiments” introducing technologies behind the Internet of Things, IoT project-based learning scenarios for secondary schools and online resources and tools that facilitate running such workshops - IoT experiments in schools: implementation of the workshop scenarios outlined in the publication in the partner schools in Estonia, Poland and Portugal- IoT applications for a smart classroom: results of the experiments in the form of concrete solutions to real-life issues identified by the students in their school environment. - Project website: an online environment with a public section featuring resources of interest to external audiences - insights into the project IoT experiments and their results, links to valuable publications in this field, attracting interest of teachers, decision makers and researchers in the field of STEM and digital educationOUTCOMES AND IMPACT- Benefits for school students resulting from their participation in learning activities in the partner schools and further in external ones reached through dissemination campaign: better engagement in learning, better mastery of the curriculum subjects in focus of the project, increased sense of creativity, more positive attitudes to school as opening to their interests as well as European projects supporting such learning- Benefits for school teachers introduced to the learning scenarios presented in the publication: improvement of their teaching practice, enrichment of their classes with cross-curricular themes and use of technologies, creation of a learning environment related to students’ interests in modern technology, new opportunities for networked learning in a European dimension thus raising appreciation of EU educational projects- At systemic level: new input to the educational reform debate, strengthened argumentation for interdisciplinary learning paths in STEM

According to research results of the European Commission from 2015, ICT sector in Europe “is growing rapidly and creating about 120,000 new jobs each year. But due to differences in demands and skills, and despite high unemployment - especially among the young – Europe could face a shortage of up to 900,000 skilled ICT workers by 2020.” This situation requires immediate and decisive actions, among others in the education of future employees in the ICT sector. In all the educational levels more effort and resources should be put on teaching IT skills, like coding, programming and other related to them. The main objective of this project – to organize, improve and enlarge teachers’ repository of tools based on robotics in order to facilitate them in teaching coding and support teaching other math and science topics – meets the above requirements. We took the following steps to achieve our main goal:- We carried out the research on the state of art regarding existing educational robots and supporting didactic materials- We designed the new didactic materials in a form of video tutorials and teaching scenarios which fill the gaps in the existing resources- We shared all the information and resources on one online platform together with the guidance and description- We are promoting the existing repository in all the partner countries and beyond. Our resources are designed mainly for teachers of primary schools teaching IT or other subjects like science, maths, physics, arts, geography, biology, 3D printing, where educational robots can be used as didactic support. Through the teachers, we also address the needs of their students who got a chance to be taught interesting and needful things in an attractive way and therefore be more willing to get involved in the IT and technical classes. By these means we also influence the future job market, still in need of new programmers and other IT specialists. The final results of the project, which are available online on the project platform www.edurobots.eu: FREE DATABASE of the educational robots, which can be searched by three possible divisions: 1. On the type of robots (DIY, Modular and “Ready to go”)2. On the level of students’ coding skills (Beginners, Intermediate, Advanced, Children with special needs)3. On the coding language which can be used to program the robot. The database includes information such as: age of students, who can learn with the robot, estimated costs and possibilities of using it, programming methods, availability of tutorials and lesson plans for teachers coming with the robot, and any other useful information. ONLINE VIDEO TUTORIALS in a form of instructional movies, photo stories, documentary movies, on how to print, how to design, assemble and code the robots, how to use them with students. All the video tutorials are supplemented by the description of their goal and content and include subtitles translated into English, Icelandic, Polish, Swedish, Italian and Estonian. TEACHING SCENARIOS supported by the video materials and photos, answering for the teachers’ needs revealed during the research phase, improving the existing didactic materials. The teaching scenarios are either directly focused on building and programming robots or on other STEM-related subjects, where the robot helps in teaching other school subjects than IT and robotics. ONLINE PLATFORM, created and designed to become an open repository of all the materials developed within the project. Available in English, with automatic translation for other languages enabled. Equipped with functionalities for communication, sharing opinions, commenting and rating materials. It is opened for further development and new materials from all the teachers willing to share their experiences. YOUTUBE CHANNEL connected to the online platform, containing all the video tutorials developed within the project. We are sure that these results are useful for school teachers, their students, other educators or all the people who want to use robotics for educational purposes. The materials which we created are the perfect solution for all who want to implement innovative tools in their teaching practice and make the lessons more effective and attractive for students.

"<< Background >>Through the DREAM program, we want to design a complete entrepreneurial MOOC(Massive Online Open Course) through which young people can learn how to prepare their business plan before starting their company. At the end of the course, the participant should be able to master economic terms, will know how to write a business plan, make a marketing strategy and visualise the evolutionary economics of the companySmall and medium-sized enterprises (SMEs) are the backbone of Europe's economy. They represent 99% of all businesses in the EU. They employ around 100 million people, account for more than half of Europe’s GDP and play a key role in adding value in every sector of the economy. SMEs bring innovative solutions to challenges like climate change, resource efficiency and social cohesion and help spread this innovation throughout Europe’s regions. They are therefore central to the EU’s twin transitions to a sustainable and digital economy. They are essential to Europe’s competitiveness and prosperity, industrial ecosystems, economic and technological sovereignty, and resilience to external shocks.The EU Youth Strategy is the framework for EU youth policy cooperation for 2019-2027, based on the Council Resolution of 26 November 2018. EU youth cooperation shall make the most of youth policy's potential. It fosters youth participation in democratic life; it also supports social and civic engagement and aims to ensure that all young people have the necessary resources to take part in society. In the strategy is mentioned, ""To promote youth employment and entrepreneurship, the EU and its member countries work together to encourage entrepreneurship.""Youth entrepreneurship is high on the EU political agenda as a tool to combat youth unemployment and social exclusion as well as stimulating innovation among young peopleAccording to Policy Brief on Youth Entrepreneurship: Among EU countries, only 12% of self-employed persons aged 15–24 had employees, which is less than half of the proportion of adults (30%). Youth-operated businesses are also more likely to be concentrated in certain industries with low barriers to entry and low capital requirements such as construction (18.7% of youth businesses compared with 13.8% for adults), information and communication (4.9% for youth compared with 2.7% for adults) and other services firms (7.5% compared with 4.9%) and tend to focus on narrow product lines. Accordingly, many young entrepreneurs focus exclusively on local markets because of familiarity and because they lack the knowledge about opportunities in other markets and how to take advantage of them. However, at the same time, they are likely to be more open than adult entrepreneurs to international activity.Through the DREAM project, we address young people aged 18-24 who come from one of the countries involved in the project. Young people have a continuous need for personal growth and development,- they need a friendly learning environment,- clarity of the process of starting a start-up,- guidance and support during its evolution- a place where to find all needed informationAt the partnership level, common problems have been identified in our communities:- the insertion rate in the entrepreneurial world among young people is low- Information difficult to access for young people because they are expensive to afford- Free information is fragmented and does not provide continuity in learningOut of the desire to reduce the impact of the problems that affect our community, the following needs have developed- The need to create a learning space that contains all the information from beginning to end about the steps that must be taken to start a start-up business.- The need to make information accessible to young people, so that the savings they have, can invest directly in their business idea.<< Objectives >>The project aims to create the MasiveOnlineOpenCourse platform in which the DREAM course will be introduced that will lead the user through a unique learning experience. The unique experience is due to the way we choose to present information. We will use gamification techniques (the course si divide by levels of progress, and experience points) and badge reward methods.During the course the user will be guided by entrepreneurial experience learning about:Business ideaThe user will go through a series of introductory and self-reflection lessons. The lessons have the role of helping the participant to understand himself, to understand what he wants.Testing PhaseThe participant begins to evaluate his idea through market research, competition evaluation, creating a test product and also collecting feedback. The participant will know how to evaluate the quality of his product/service and will be able to decide if the feedback is up to his expectations, he has to test with a new ideaFinancial planThe participant will estimate the annual turnovers of the company's income and the period in which he will amortize his investment. The financial plan will be designed for 3 years so that the participant will know based on the feedback received in the testing stage whether it is profitable or notBrandingThe participant will learn how to create and set his image on social media networks, how to build a logo, mission and company values. This activity will help the participant to set the image of the company so that it is received with receptivity by consumersMarketingIn this chapter, they will learn about local promotion methods in the community but also promoted through social media networks. At the end of the course, the participant will have basic knowledge about how to build a marketing campaign, how to follow the indicators and evaluate the resultsFundsTo start a business, you often need financial resources. Thus, the participant will learn where and how he can attract funding sources for his business idea. At the end of the course, he will have a basic knowledge of how to attract investment from investors, customers or other stakeholdersSocial EnterprisesBusinesses are supported by people, and when you resonate with their needs and solve a problem for them, they tend to support you even more. In this chapter, the participant will learn about social enterprises, how they work and what differentiates them from a classic enterpriseGreen-CompaniesIn order to have growth and reach maturity, it is good for the company to be efficient at any cost. Thus, in this chapter, the participant will learn about how to use resources efficiently, both material and human. At the end of the course, you will be able to master the skills of managing people and resourcesThe objectives of the project-Encourage entrepreneurial behaviour among young people by involving at least 1,500 young people aged between 18 and 24 from the countries involved. Achieving this goal depends on the involvement of 6 partners, which will involve 10 teachers, who will inform 25 young people each about the DREAM project and the entrepreneurial MOOC-Develop entrepreneurial skills among young people, by involving at least 1500 young people aged between 18 and 24, who come from the countries involved. Achieving this goal depends on the involvement of 6 partners, which will involve 10 teachers, who will inform 25 young people each about the content of the MOOC and the quality of information-Increase the level of entrepreneurial knowledge among young people, by involving at least 1500 young people aged between 18 and 24, who come from the countries involved. Achieving this goal depends on the involvement of 6 partners, which will involve 10 teachers, who will inform 25 young people each about the model of evaluation and recognition of knowledge held by the MOOC DREAM<< Implementation >>Project partners agree to monitor the project's effectiveness periodically especially, by means of face to face meetings and teleconferences. Our intention is to work at the highest possible level of engagement, to establish friendly relations between all project parties, to pay attention to details, to respect participants' different expectations, the pace of working and needs.All the stages and activities of the project are designed based on the needs of the target group and on the long experience of the project’s partners. The methodology that will be developed and followed by the partners, will focus on the achievement of the project’s results. Effective project management is the key to the success of the project. It is very important for everything to be implemented on schedule and to define specific and measurable objectives for the project in general, as well as for every phase (planning, preparation, implementation, evaluation, dissemination etc.) of the project and every activity. This presupposes all partners that are involved in the project design have a deep understanding of its aims, objectives, results, activities, and phases. For the successful implementation of the project, further procedures and actions will be implemented regarding management and quality monitoring and evaluation of the project activities through the guidance of the agreed Project Management guidelines, the Evaluation and Quality Assurance guidelines, as well as the dissemination, sustainability, and exploitation of the project through the guidance of the Dissemination Plan and the Sustainability and Exploitation plan.activity1. TPM1We prepare the necessary documentation for the partnersWe officially announce the start of the projectWe start tracking the project KPIsWe start implementing IO1CaseStudyactivity2. IO1 Case studyDesign the set of questionsIdentification of the study subjectsInterviewing the subjectsData storageData analysisOrganizing and arranging dataConstruction of the final data presentation formatTranslate into all languagesPublication of dataactivity3. TPM2We are preparing the design and field structures for the IO2 DREAM PlatformWe set priorities, we remind the responsibilities of each partnerWe follow the KPIs of the projectWe evaluate progressactivity4. IO2 Dream PlatformPreparation PhaseDevelopment PhaseTest PhaseSetup & ConfigurationsTranslate into all languagesPublishingEvaluation of IO2 usersactivity4.1 C1Testing the DREAM platformInvolvement of beneficiaries in the development of the platformCollection of feedback from beneficiariesactivity4.2 TPM3Final review of the platformTesting the learning process from the user's perspectiveEstablishing the plan for publishing the final version.activity5. E1-6 MultiplierEvents.Promoting the DREAM platformInteraction with the communityactivity6 TPM4Dissemination of activitiesSummary of implementation dataProject evaluation<< Results >>IO1 - CaseStudyIn this result, we will interview young entrepreneurs about their experience in this field. The information received from them will be uploaded on the platform, and the user will be able to access it before starting the course. He will be able to choose the entrepreneur who inspires him the most, and his picture through the intervention of artificial intelligence will have the role of mentor. Thus, we will increase the interest rate for young people, because it already correlates with the history and the story of the one who guides them during the learning process.IO2 - DREAM platformThis is a massive online open course (MOOC) that will include a complete learning process for young people who want to start their journey in the entrepreneurial world.chapter 1 Business ideaIn this chapter, the user will go through a series of introductory and self-reflection lessons. The lessons have the role of helping the participant to understand himself, to understand what he wants. Based on the inner discovery and experience, it can form a clear direction regarding the field of activity of the business.chapter 2 Testing PhaseThe participant begins to evaluate his idea through market research, competition evaluation, creating a test product and also collecting feedback. Following this chapter, the participant will know how to evaluate the quality of his product/service and will be able to decide if the feedback is up to his expectations, he has to test with a new idea.chapter 3 Financial planThe course will help the participant to estimate the annual turnovers, the company's income and the period in which he will amortize his investment. The financial plan will be designed for 5 years so that the participant will know based on the feedback received in the testing stage whether it is profitable or not.chapter 4 BrandingThe participant will learn how to create and set his image on social media networks, how to build a logo, mission and company values. This activity will help the participant to set the image of the company so that it is received with receptivity by consumers.chapter 5 MarketingIn this chapter, they will learn about local promotion methods in the community but also promoted through social media networks. At the end of the course, the participant will have basic knowledge about how to build a marketing campaign, how to follow the indicators and evaluate the results.Chapter 6 Funding To start a business, you often need financial resources. Thus, the participant will learn where and how he can attract funding sources for his business idea. At the end of the course, he will have a basic knowledge of how to attract investment from investors, customers or other stakeholders.Chapter 7 Social EnterprisesBusinesses are supported by people, and when you resonate with their needs and solve a problem for them, they tend to support you even more. In this chapter, the participant will learn about social enterprises, how they work and what differentiates them from a classic enterprise.Chapter 8 Sustainable Green-CompaniesIn order to have growth and reach maturity, it is good for the company to be efficient at any cost. Thus, in this chapter, the participant will learn about how to use resources efficiently, both material and human. At the end of the course, you will be able to master the skills of managing people and resources.Other outcomes- At least 1500 young people enrolled in the DREAM course- A support community for young entrepreneurs- An information bank in which valuable information for young entrepreneurs is stored (worksheets, templates, strategies, questionnaires, relevant articles)- A successful partnership at the organizational level."