<< Objectives >>We aim to create a non-formal educational environment to support inclusive education and digital skills development of adults form partners counties on their path towards digital transformation, by improving the competences in digital social inclusion of social educators and social volunteers working for adult education organizations. Our goal is to integrate new educational tools, practices and social inclusion initiatives for adult education into partners organizations, and even beyond.<< Implementation >>Research activities, survey, desktop research, data analysis and publication of resultsPilot with adult education staff to validate the developed teaching toolkitTransnational learning activity to improve digital competencies of educators3 seminars with staff from partners and associated partners3 stakeholders roundtables to promote active education and social coaching in adult educationPiloting activities with adult learners during 3 Local workshopsSocial media campaign + 3 newsletters<< Results >>- Training course for social coaching for adult digital integration- Toolkit of 12 social inclusion initiatives for implementing programs for reducing digital divide- 10 activities with 100 relevant stakeholders- Cooperative network of 15 European adult education organizations to motivate social educators - Improved digital skills of 60 adults to access digital services and overcome digital barriers - 15 Adult educators’ empowered to use quality indicators and online educational tools

<< Background >>CONTEXTCOVID-19 urged the digitalization and raised the bar opening new digital divides. Concerns are particularly acute for adults, as the internet and digital devices play important role in allowing people to access services, attend medical appointments and stay in touch with friends and family. Even if most of adult are having the skills and knowledge to understand how to access ICTs (i.e., WhatsApp), there are several limitation to access, knowledge, services, and financial constraints (i.e., online banking).The main PROBLEM is the reduced level of digital capacities of the adult to be active technology users – not just passive recipients of technology. Urgency: adults are at higher risk of online harms such as misinformation, fraud and computer viruses and digital isolation. CONSORTIUM Upon evaluating internal capabilities, discussions with stakeholders, analyses of existent resources and strategies at national and European level, partners concluded that a high-performing digital education ecosystem can support educators create, update, share and re-use digital educational programs. The programs needs to be easily customizable to be delivered in online and offline (Bring your own device) to meet the needs of adults 55+ with low digital skills.Nevertheless, proposed results require high technical expertise and costs, which represent two of the main existing challenges and barriers for educators that would like to innovate their digital teaching strategies. DIFA project is an opportunity to bring together a multi-disciplinary, complementary partnership consisting of four partners from Romania (NGO specialized in digital education and an NGO providing support to elderly center), Spain (institute specialized in design training processes), and SHEM (adult education centre). In order to face these challenges, the main need of partnership is transdisciplinary expertize. In particular, they need: •Engaging education ecosystem to incorporate and digital technology within activities with adults provided to associated partners in Agigea and Constanta cities (T4E)•To implement a digital education ecosystem in adult training centers, 12 Public Education Centers and Public Education Centers (PECs) in Turkey (SHEM)•Increased digital competencies of 15+ adult staff, to consider and apply ADDIE and 5E educational model for creating attractive educational programs (AVV)•To spread their scope of providing qualitative innovative solution for education and to promote synergies with experts in other fields so that, together, they can solve the problem and foster social wellbeing of people province of Valladolid, Spain (FFSL)TARGET GROUPEDUCATORS AND OTHER ADULT EDUCATION STAFF need improved digital skills for adapting to digital education on the path to digital transformation. They need digital competence and a toolbox of instruments for creating engaging & active learning, improve the quality of existent one, and ensure learners reach the desired learning outcomes.ADULTS 55+ need digital skills to access support services, medical appointments, welfare activities; and to stay safe while online. They need accessible tools to understand own level of digital competency and attractive courses to become digital competent.ADULT EDUCATION ORGANIZATIONS need initiatives to empower adults to be active technology users. The innovative digital education ecosystem let the educators the chance to create, update, share, adapt and re-use attractive educational programs.Collection of best practices, exchange of experiences during C1, innovation, supportive tools and tutorials, transferring through MEs, seminar for educators and piloting with adults will improve individual skills and organizational capabilities to face that actual challenges. The matrix of complementary competencies and capabilities recommend the partnership as being the perfect shape to develop a high-performing digital education ecosystem.<< Objectives >>The very fast digitalization, forced the educators to make the education offer available online and the quality of online pedagogy was not the first concern. It is urgent to increase the quality of the instructional design, to improve the quality, and ensure learners reach the desired learning outcomes. This does not only require providers and staff to have digital competences, but also – and even more so – requires strong tutoring and assessment skills and the ability to be flexible and adaptable to changing circumstances.DIFA project aims to develop, test and implement an innovative digital education ecosystem to let educators create and share attractive learning activities for adults. In order to do this, the educators and other adult education staff will develop digital skills and will use appropriate teaching methods and tools adapted to digital education. OBJECTIVESTo “enhance the capacity of 40 EDUCATORS and 20 adult ORGANIZATIONS in their support for 150 ADULTS to be active technology users”, by:-extending the competences of EDUCATORS and other adult education staff making them digitally competent and confident teachers and education and training staff, in line with Romanian objectives for Education 2030 and with the priorities of Digital Education Action Plan, 2021-2027-creating a an digital education ecosystem to increase capacity and readiness of adult education ORGANIZATION to manage an effective shift towards digital education, which is in line with the Erasmus+ priorities of partnerships for cooperation 2021.-operating at transnational level and create together an digitally inclusive environment for promoting ERASMUS among all citizens and generations - ERASMUS+ priority in the field of adults and with the Council Resolution- ‘EU-level targets’ related to the Participation of adults in learning: “At least 47% of adults aged 25-64, by 2025.”SPECIFIC OBJECTIVES:•Specific Objective 1: Improve the digital facilitator competencies of 40 EDUCATORS AND OTHER ADULT EDUCATION STAFF from partners’ countries to adequately contribute to development of digital skills of adults 55+, in 10 months, by using a toolbox of instruments for creating engaging & active learning and digital pedagogies adapted to proficiency level.•Specific Objective 2: Facilitate access of 150 ADULTS of 55+ to digital learning opportunities, in 14 months, by using different modes of assessment for digital skills and by participating in attractive learning activities.•Specific Objective 3: Enhance digital transformation in 20 ADULT EDUCATION ORGANIZATIONS from partners countries to empower older people at 55+ to be active technology users, in 10 months, by implementing an high-performing digital ecosystem to create and share attractive learning activities for adultsThe above objectives were identified by partners upon evaluating internal capabilities, discussions with stakeholders, analyses of projects and strategies at national and European level.In addition, transnational interaction with adult learners will increase social and digital inclusion and diversity helping those individuals struggling to tackle with digitalization to express particular needs and be supported by educators and other adult education staff.<< Implementation >>PROJECT MANAGEMENT&IMPLEMENTATION activity guarantees effective project implementation, the achievement of the project objectives, efficient management of time and resources, coordination of the activities as planned. Project Management Board ensures administrative and financial management; scope, task, resources, knowledge, quality and risk management; project communications and meeting management; management of stakeholder engagement. QUALITY ASSURANCE&EVALUATION activities ensure that the project meets the proposed goals and achieves its outcomes. It includes control, monitoring and evaluation of the quality of each project’s process and output. Quality Assurance Committee set up indicators and targets for activities, deliverables, dissemination materials, stakeholders involvement; evaluate meetings, monitor the dissemination activities and conduct quarterly evaluation. DISSEMINATION&EXPLOITATION activity aims to share information on the DIFA Digital education ecosystem among the TGs and ensure sustainability of the project. Activity coordinator consults and guides each partner organisation appointed specialists for implementation; create links to the project webpage; develop and share press releases and newsletter, organize and implement exploitation actions as well as cross-disseminate at third-party events. TARGET GROUP INVOLVEMENT activity aims to create engagement of all categories of target groups, including surveys, third party and knowledge transfer events, pilot courses, app web tests, dissemination seminars and reviews of the Digital facilitator map and of the guidance material. TGs are involved in elaboration and testing stages to ensure that the results are adapted to their needs.Elaboration of DIGITAL FACILITATOR TOOLKIT comprise: design the methodology to conduct the research and survey, coordinate the partners' work to produce competence map supported by a toolbox of instruments for creating engaging & active learning. Each partner will identify, collect, validate and report instruments for creating engaging activities using digital pedagogies; proceed to identify and engage participants in target for the surveys, produce Digital facilitator competence map for educators. DESIGN WEB APP includes design the user interface, create quizzes to identify the level of understanding of the use of technology and internet by adults; create guiding answers that lead to DigComp improvement; review and finalize the app. Development of the DIGITAL EDUCATION ECOSYSTEM comprises re-useable and adaptable educational materials for adults and educators to support digital transformation; tools for tracking progress and give recognition to make adults 55+, digitally-competent citizens in accordance to DigComp. During the elaboration, we will recruit TGs to participate in seminars and internal testing of the platform for validation purpose. We use evaluation questionnaires for the platform's users to collect and further integrate feedback.CO-CREATION LAB activity for digital skills assessment (5 days). Brings together 12 educators from partners’ organization for joint learning & knowledge & best practices in digital pedagogy for attractive learning experiences. They will co-create sections for app with focus on User experience and User Interface.Four transnational project MEETINGS and quarterly skype meeting will take place in order to discuss the project strategy, tasks, organisational details, and to monitor the project achievements.MULTIPLIER EVENTS will be organized in each partner country to promote the results of the project and enhance transferability. Activity includes: applications collection, screening and evaluation, communication of the results, reporting and follow up.Structured COMMUNICATION will focus on finalization of a comprehensive list of all potential recruitment channels; identify communication methods, development of appealing materials and distribution.<< Results >>TANGIBLE RESULTSProject result 1 – Digital facilitator toolkit comprising: competence map supported by a toolbox of instruments for creating engaging & active learning, using digital pedagogies adapted to proficiency level.-Created based on primary and secondary research to design the map competences and methodology adapted to educator digital needs.-Collection of digital instruments for non-formal education compatible with adult 55+ educational needsProject result 2 – Web App to allow adults to identify the level of understanding of the use of digital technology and internet and provide advices for improving their online behaviour and become more digital competent in the 5 areas of DigComp. Include:-Web questionnaire for adults digital behaviour with advices for skills improvement-Guidance material for educators to deliver and interpret the questionnaire in offline to adults 55+Project result 3 – Digital education ecosystem comprising educational programs to make adults 55+, digitally-competent citizens in accordance in the areas of: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Include:-Educational Materials for digital skills improvement – for online learning-Guidance material for face to face course delivery for digital skills improvement (BYOD-bring your own device)CAPACITY BUILDING OF PARTNERS and Associated partnersR4 Enhanced digital transformation of 20 adult organizations to incorporate digital technologies by implementing the high-performing digital ecosystemR5 Improved knowledge of 12 staff members for creating highly engaging courses by participation to C1;R6 Increased the effectiveness and quality of their learning practices by using new tools instruments for creating engaging & active learningR7 Extended portfolio and consolidation of partners’ capabilities with attractive courses for adults, to reduce the digital divide produced by COVID-19.OUTCOMESR9 Increased digital skills and competences of 40 educators to make efficient use of learning platforms needed for digital transition; experience in creating digital teaching contents.R10 Improved quality and effectiveness of online learning practices of adult education organizations, able to increase adults 55+ engagement and motivation in digital skills improvement.R11 Developed sense of belonging to society. Promoting gender equality, social and digital inclusion and non-discrimination while selection the TG, will raise the awareness of social inclusion of more than 150 people reading the recruitment announces for pilot courses.R12 Community network. The project will create a self-sustainable eco-system where there is much learning and experience to gain for all participants, including 40 educators.R13 Consolidation of transnational partnership by identifying the strengths of each partner, complementary capabilities and opportunities for further partnership collaboration.R14 Improved level of partners’ know-how. The project assists partners in attaining knowhow beyond the current levels through sharing and collaboration during project implementation.R15 Increased professional network and visibility of partners. One of the project strengths is that it aims at placing together adult education organization, research training centre and NGOs providing digital solutions for education. The numbers and diversity of stakeholder categories, along with the wide dissemination using direct and online interaction increases the visibility of partners, project and Erasmus+.R16 European dimension and internationalisation. Project deliverables are online with application across borders, closely linked to the European dimension and internationalisation.R17 3 newsletters related to project main activities distributed to 20 adult education organizations; 4 press releases; 8 external events, 4 knowledge transfer initiatives to stakeholders and associated partners.

<< Background >>Our consortium applied this project as we encountered a problem and a need in the european volunteering projects. Moreover, at an international level this problem increased due to the covid-19 pandemic and related lockdown measures have produced significant interruptions in young people’s lives, the impact of which is still to be analysed and understood in the future. With borders closed and airlines grounded for almost six months, COVID-19 effectively shut down the global tourism industry at a scale never witnessed before. Besides leisure travel, restriction of movement threatened to destroy international volunteer sector and NGOs, devastating the projects that depend on them for support. The pandemic has especially hit hard the recruitment of international volunteers, with some organisations already forced to reinvent their activities.During a previous KA2 project, coordinated by Deses-3, REEVOL – “The referee for volunteering” with the reference number 2018-2-ES02-KA205-011520, an APP was created as, in which organizations involved in EVS, further ESC, had the opportunity to share possible problems that may occur during a volunteering project, as well as solutions. After analysing and interpreting the data collected, Deses-3 propose this project, Safe&Informed Volunteering, which comes as a response and solution to an issue that was identified as being the cause of most of the problems shared: the lack of previous structured and objective information regarding the community where the hosting organization is located (village/town/city – neighborhood). Most of the volunteering projects are sharing previous information regarding the activities to be performed, the accommodation and only general information regarding the village/town/city. This may lead to a mismatch between the expectations of the volunteers and the reality that they find when they reach the place. It is highly important to know all the features of a community in terms of cost of life, quality of life quality, leisure and free time activities (culture, sports) and some other details such as the probability of people to speak english, the average age of the residents and so on. That is why our project comes as a solution to the encountered problem and needs of our organizations and the target groups (explained below), by creating an APP (project result) with information generated by local and/or foreign volunteers on the villages/towns/cities of organizations which host ESC project. This information will be in the form of reviews and divided in topics of interest regarding services and facilities relevant for the integration of the volunteers into the local community.Target groups:o Direct target group: young people, especially the ones with an interest in volunteeringo Indirect target group: ESC accredited NGOs or planning to get accredited, NGOs active in local/national/european/international volunteering and their representatives, volunteers coordinators, tutors, mentors, leaders, youth workersAs it can be identified during the form, the project has been designed with respect to the environment. This ecological way of working will allow project participants to contribute to sustainable development. For example it is planned only tree meetings, to reduce the printed materials for dissemination bu using online activities, to set the transnational meetings considering the carbon footprint, etc.<< Objectives >>The objectives of Safe&Informed Volunteering (SIV) were set according to the priorities tackled, the needs encountered both inside the partners’ organizations and in the field of youth volunteering in general. These objective were further correlated with the activities planned to create the main result, which is expected to improve the partners’ work in volunteering projects by integrating it in the daily activities.- Create an instrument to improve the participation of all young people in ESC projects in an informed and secure manner- Facilitate previous preparation of volunteers for the ESC projects - Foster the integration of the volunteers in the project community (village/town/city – neighborhood)- Improve the collaboration between hosting organization and volunteers- Develop the sense of initiative and social entrepreneurship of youth and youth workersWe expect to fulfill he needs of the direct TG during the entire project and through the result itself, being an active part in the creation of the project result, gaining knowledge and skills, such as critical thinking, time management and organization, sense of initiative and social entrepreneurship. We expect them to learn both theoretical and practical matters on how to design a technological product with a social and community beneficial purpose. Our project also aims for them to become engines of positive changes in their communities and to act as multipliers of the results, but also to further create innovative solutions to existing needs in the youth participation field.The indirect TG will be integrated in the projects’ activities from the very beginning with the purpose to create a database of ESC accredited NGOs which are interested to appear and contribute to the content of the app. This way we ensure they get to know the project and the benefits of the project’s results from the very beginning and that they will use the app to improve their work with volunteers and to facilitate the selection process. We expect them to be encouraged by our project and innitiative to innovate themselves and to further research on this topic and create new projects which will serve to activate and dynamize the volunteering, active citizenship, sense of initiative and social entrepreneurship of their volunteers, youth workers etc.<< Implementation >>The activities planned to implement are divided into management activities (related to coordination, quality ensurance, sharing and promotion) and activities which will serve in the process of creation of the project result, the APP.These activities involve both the direct and indirect target group in the creation of the content of the APP and in ensuring it’s quality, relevance and sustainability.In order to reach the final result, 10 main activities were planned, following the working methodology DBR (Design Based Research), used by multinationals and start-ups in the design of innovative products/services which serve the needs of the users. Each activity will have a leader to coordinate the tasks needed and to ensure that they are performed on time.The activities planned are the followings:• Contact the acredited ESC NGOs from each partners country (Led by P1)• Create a data base of cities/town/village with the active NGOs from each partner's country (Led by P2)• Online Focus group (Led by P3)• Obtain reviews regarding the cities/town/village of the ESC acreditated organizations from Spain, Romania&Portugal(in terms of living cost, life quality, leisure time activities, english level of the citizens etc.) (Led by P3)• Design the app (Led by P4)• Create the app (Led by P4)• Pilot test of the app (Led by P1)• Feedback collection of the pilot test, centralization and interpretation of the data (Led by P2)• Final design of the app taking into consideration the feedback of the pilot test (Led by P4)• Create a sustainability mechanism through an ESC network (Led by P1)Moreover, in order to ensure the outreach and exploitation of the result, a sharing and promotion plan was drafted, by P3 (the leader of this activity), which will be updated in the first months of the project and all partners will need to follow.<< Results >>The main project result, which will be concretized into an APP, a free digital tool which will support NGO’s active in ESC, youth workers and educators in their work and will improve the selection process of the volunteers and also the development of the volunteering projects.The APP will serve as an instrument to improve the participation of all young people in ESC projects in an informed and secure manner, will facilitate pre-preparation for European volunteering, as well as integration at the site of volunteering and will overcome the mismatch between the expectations of the volunteers and the reality of the project’s place. The APP will be designed containing categories representing important aspects regarding the cities/towns/villages in which there are located ESC accredited organizations, to facilitate the acces of details regarding the cost of living, access to facilities and services, safety, free time activities etc. The categories and their relevance, as well as the content will be generated after an online focus group with the direct and indirect target group from each partner's countries, ensuring in this manner the pertinence of the entire content of the APP.More tangible results will be generated through the sharing and promotion activities during the entire life cycle of the project. - Sharing promotion and communication plan - Sharing and promotion strategy- Sharing and promotion guide- The logo of the project- Content to be published on the project websites and on the partners’ website- Posts regarding the project to be published on the social media pages of the project and of the partners- Photos and videos taken during the multiplier events or any other sharing and promotion event- Project’s brochure and infographics- A FB group for the ESC accredited organizations networkThroughout the project one of the priorities will be to make visible the project, the needs that we have demonstrated, the problems associated with those needs as well as the SOLUTION that we provide, in such a way, we are not only manifesting and making visible the problem but our interest in providing youth associations, centers, or any other sector easily accessible and useful digital tool.Intangible resultsThe intangible results are expected to be seen in the partner organizations, direct and indirect target group in terms of:● Improved participation of young people in ESC projects in an informed and secure manner● Improved previous preparation of volunteers for the ESC projects ● Faster integration of the volunteers in the project village/town● Improved collaboration between hosting organization and volunteers ● Expanded knowledge and skills of the youth workers in using innovative digital resources to improve youth participation in volunteering ● Hosting organizations and youth workers, volunteer coordinators enabled with a tool to provide to their possible volunteer in order for them to take a better informed decision

"<< Background >>Being entrepreneurial is a valuable skill for EU citizens, both for their personal and professional development. Entrepreneurship education plays a key role for Europe’s competiveness and for the continuous growth of Europe’s economy. Promoting entrepreneurship in education as a key competence encourages EU citizens to be enterprising and to formulate innovative solutions to societal problems and to design products of added socio-economic value.Despite these assumptions “just less than a quarter (23 %) of EU respondents said they had taken part in a course or activity at school relating to entrepreneurship, defined as turning ideas into action and developing one's own project” [European Commission/EACEA/Eurydice, 2016. Entrepreneurship Education at School in Europe. Eurydice Report]. The results of the 2018 PISA survey show that a large proportion of 15 year-olds still lack basic problem-solving skills. “School-to-work transitions have become more complex and prolonged. This reflects both changes in labour market demand, and a growing disparity with what education systems supply. This generation of young citizens requires curiosity, entrepreneurship and resilience to work effectively in the new labour market. They will need confidence to create their own employment and to manage their careers in new ways. Education systems need to prepare young people to be effective in applying what they know to ever-changing situations, expose them to relevant role models, and provide guidance that helps them discover their passions, areas where they can excel, and where and how they can find or create a job” [PISA 2018: Insights and Interpretations].This is exactly the background that moved to action the project partners with the shared consideration that an effective measure has to be taken with youngsters at the school age 11 to 13 to anticipate the effects on their education and their life action as a whole.In the Czech Republic there are several national strategies that link to entrepreneurship education, however none of these have it as the principal theme. Entrepreneurship education is integrated as cross-curricula themes for ISCED levels 1-2 ('Morals, Character and Social Education' and 'Civic Education for Democracy') and 3 ('Morals, Character and Social Education'), but not specific subjects are really targeted to the concrete definition of a business model (practical education). At the same time teachers have guidelines for entrepreneurship education but this only at a secondary education level.In Spain there is no specific strategy for entrepreneurship education at national level, although a number of Autonomous Communities have well-developed EE strategies at regional level. The 'Strategy for Entrepreneurship and Youth Employment 2013-2016', a broader national strategy linked to economic development, includes 85 short- and long-term measures designed to reduce the rate of youth unemployment, but only 4 are somehow referring to entrepreneurship education. As for Castilla y León region no specific strategy is envisaged.In Latvia the relevant strategy for entrepreneurship education for general school education and school- based IVET is contained in the 'Education Development Guidelines', led by the Ministry of Education and Science. One of the objectives is to promote the development of individuals' professional and social skills based on values for life and employability and now the basic notions start to be available also at the first-years of secondary school level.In Austria there is a clearly defined model of entrepreneurship education in use: the Austrian 'TRIO Model' for Entrepreneurship Education. In addition the 'Strategy on Lifelong Learning (LLL:2020)' is the most relevant strategy for entrepreneurship education which starts already at primary school level. Even if it’s a new strategy and still to be fully displayed the Austrian partner will provide to the project its fundamentals.<< Objectives >>Given the background scenario above outlined, the partners decided to move to action to define, settle and implement contents, tools and strategies to promote in entry-level secondary school students (in the age span between 11 and 13) an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit promoting actions for their pursuit in the first person, with a particular focus on the school, but adopting a proactive approach that leads students to take action personally in the pre-adolescents’ daily life.A coherent framework for entrepreneurship education was presented in the Entrepreneurship 2020 Action Plan and the Communication on Rethinking Education. As education policies are the competence of EU countries, the European Commission acts mainly as a catalyst and a facilitator for the promotion of entrepreneurship education. Exactly on the EU policies and strategies the 5 partners of the ENPOW4Kids found their inspiration to set the basis for this project leading to the creation of an effective Toolkit consisting of tools, contents and methodologies. In addition, to be even more effective and sustainable, the partnership committed itself in the creation and release of a set of Guidelines addressed to schools and policy stakeholders towards the proper ‘institutionalisation’ of the Toolkit.Entrepreneurship development is a crucial requirement for achieving the goal of smart, sustainable and inclusive growth set out in the Europe 2020 strategy. It is also a means to respond to new economic challenges, to create jobs and to fight social and financial exclusion. The impact of the global financial and economic crisis, even more sharpened by the COVID-19 pandemic and all its nefarious effects to local economies, calls for giving entrepreneurship and self-employment a stronger role in economic and social development policies. This is particularly relevant for youth who face higher unemployment rates than the adult population and increased difficulties entering the labour market to start their careers.More in details the primary target group are the students aged 11 to 13: they will be encouraged to transfer knowledge and awareness beyond their working group, by identifying ways to actively promote the entrepreneurial, creative and critical spirit and attitude beyond the school walls and function as role models. This way, they will have the possibility to influence their wider social network, including their family and friends, so acting as multipliers and in the direction of spreading this spirit within and outside the school environment.Of the same importance are teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges. In general the Toolkit and its components implemented by the project are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).A further target is represented by the families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole Furthermore, families and the general public will be among the recipients of the dissemination program.<< Implementation >>Specifically, the project objectives will be achieved through a set of project activities having a linear structure, inspired by the principle of action research as a methodology, so it should be emphasized that precisely to have a broad and lasting impact and applicability, activities are planned with a linear and simple approach. In fact, there are not too many ancillary and dispersive activities, but the ENPOW4Kids project focuses on highly integrated activities and outputs, rational in a form of consequentiality and implementation logic.More in details the whole project action is built around the two main project results and according to the following picture: Project Result 1 – ENPOW4Kids toolkit for teachers and pupils- Task 1: Setting the methodology and the tools. The very first activity leads to the precise definition of both the contents and the proper approach for the Toolkit to be tested in the school year 2022-2023 and then integrated within the school curriculum;- Task 2: joint on-line Transnational Workshops. The workshop is intended to share with all the defined teachers and school tutors the contents and the approach to be then adopted in class (as part of the Toolkit) and thus drafting the proper contingent adaptation / improvements;- Task 3: Regional implementation. This is the core part of the project where the new Toolkit and its components will be tested during the evolution of the school year 2022 – 2023. Project Result 2 - Toolkit validation and Guidelines setting- Task 1: Collecting inputs from the pilot phase. In parallel with the implementation of the pilot action in school all the partners will be responsible for the collection of feedbacks / inputs according to a shared schema and model leading to the final training validation.- Task 2 - Drafting and releasing the Guidelines. After the end of the pilot phase of the project, the collected and thus processed inputs / findings will be addressed to better shape the common final Guidelines intended as the practical tool to promote sustainability and institutionalisation of the tested Toolkit.From the project management side, the centrality of the two project committees (Steering Committee and Scientific Committee) is crucial. The two Committees will mainly deal with: the first one the direction and internal evaluation of the activities with meetings both in the project meetings and in videoconferencing at least every two months; the second will guide and manage the intellectual contents of the project and their implementation, being able to count on a continuous working method consisting of meetings of partners' meetings and videoconferencing also at least every month.Last but not least, the project promotes the widest possible dissemination of its tangible results starting from the definition of a precise ""visibility"" strategy that is effective not only in the regions / countries involved, but also in other geographical areas within the 'European Union, and even outside the Union. Tools, materials and targeted events will be displayed to reach the widest public and the most relevant stakeholders at regional, national and international level.As for the COVID-19 pandemic all main negative effects on the normal implementation of all the project activities (affecting firstly travels and physical meetings) are already monitored and proper tools and approaches for shifting the activities from a ‘physical’ to a ‘virtual’ modality have been already identified.<< Results >>The project main objectives of promoting an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit will be translated into concrete results to be achieved, in part, already during the project lifetime.First of all we expect concrete effects on pupils aged 11 to 13 on several aspects directly relevant to the ERASMUS Program, and especially KA2: increased sense of initiative and entrepreneurship (the clear aim of the whole action), improved levels of skills for employability and new business creation, including social entrepreneurship (again one of the main expectations from the use and application of the Toolkit) and a more active participation in society (as a consequence of the promotion of a proactive and non-conformist attitude and spirit). All these aspects will be investigated by means of questionnaire.As a direct consequence of the use of the ENPOW4Kids Toolkit and the acquisition of the described knowledge and attitudes pupils aged 11 to 13 will develop key competences and transversal skill such as creativity, problem solving and decision making to support a proactive attitude towards schooling in general and non-school activities.In addition the game based approach of the APP and the web platform will favour the promotion of education through interdisciplinary teaching in economic and design thinking, again to support the acquisition of self-esteem and critical thinking already at a pre-adolescent age.A second type of results are expected on teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges.Supporting teachers and school leaders on the acquisition of innovative teaching and assessment methods (being part of the Toolkit) with specific reference to transversal skill and competencies will also contribute to increase the value of the teaching profession and teachers self-awareness on their specific role in forging the citizens of tomorrow.In general the Toolkit and its components are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).Another positive impact is expected towards pupils’ families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole. Furthermore, families and the general public will be among the recipients of the dissemination program.Last but not least, the project will also have a significant impact on the partners involved, who will develop a common methodology that will allow the promotion of the entrepreneurial spirit in young generations to be systematically addressed in the future. This is all the more important given the heterogeneity of the organizations involved, which will thus have the possibility of a fruitful exchange of competences for the common objective of promoting project tools and results in educational and non-educational contexts."

<< Background >>Thanks to the rapidly developing technology nowadays, financial literacy has become an extremely important issue in the financial environment where individuals have easier access to financial services. The financial literacy is the one’s ability to resolve economic problems by considering financial conditions and to make decisions. The developments in the digital field have also led to the development of new financial products and services for both businesses and individuals. Financial and digital information is also required in order for all decision-makers in the economy to easily access and use such new financial products and services effectively. The development of financial and digital literacy will also support the participation of individuals in business life and contribute to the increase of financial well-being.Lacks of FL education used in partner countries: It does not include digital literacy and does not provide entrepreneurship information that will contribute to employment growth. Since traditional education techniques are insufficient to increase the knowledge and skills of adults, blended education methods will be used to encourage learning by seeing and applying.Along with this project, an innovative financial literacy training program enriched with digital literacy and entrepreneurship knowledge will be developed. By using the mentioned training program in formal and non-formal educational institutions, new generations that are financially informed will be created and individuals will be supported to participate in the labor market. Thus, employment will be promoted and the welfare level of the society will be increased.<< Objectives >>The objectives of the project are;• To create an innovative financial literacy training program in which blended learning model is used and supported by entrepreneurship and digital literacy,• To ensure that this program is used in formal and non-formal educational institutions after implementing it with a pilot training for adults in Turkey and in the partner countries, and• To promote employment by enhancing adults' opportunities to access to the labor market and to enable citizens to be financially conscious and responsible.<< Implementation >>- Quarterly, progress and final Reports: Each report will enable us seeing the progress, achievement, and revisions of the project. We will have one final report at the end of the project.- Guidebooks: A guidebook that includes the implementation phases of the project will be prepared.- The Steering Committee (SC) and Internal Peer Review Committee (IPRC) will be established with the contribution of one member of each partner organization.- Online Communication Activities: An effective communication system will be established so that all partners are aware of all project activities. - TPMs: During the project, 5 TPM will be made, one of which will be online. In these TPMs, the direct contributions of partner institutions to the program will be discussed as well as information sharing.- One LTTA will be organized for the training of trainers.- MEs: A multiplier event will also be organized in all partner countries in order to announce the project results and raise awareness.- Pilot Training: A pilot training will be conducted in partner countries within the scope of the project. - Project Website: Accessing the project outputs and resources will be possible through the website where all partners will comprehend, assess and adopt the results.- Social Media Accounts, Videos and Presentations: It is obvious that people are keen on different social media accounts attracting them. In order to disseminate the project for reaching the target group will be possible.- Impact Analysis Report: As the coordinator of the project, MCBU will create an impact analysis (presentation of the methodology and achievement of project) at the end of the project at Main Multiplier Event.<< Results >>This project will include a total of 3 results. - First result; Research Report and Recommendation.- Second result: Financial Literacy Training Program Including Digital Literacy and Entrepreneurship.- Third result: e-learning Platform.The application of the project will help the organizations and partners with project development, implementation and management capabilities.The participants will improve the knowledge and skills of FL, digital literacy and entrepreneurship, self-confidence and leadership. Thus, an awareness of the TG will be provided at the European level, which will eliminate the prejudices and bring a new vision to their social and professional development.In addition, new training models, the use of new teaching techniques, the development of innovative understanding about the teaching process and the institutional capacities of all institutions are expected to increase.The project stakeholders are expected to have increased awareness of FLED, to develop a more positive attitude towards EU projects and EU values, to develop positive thinking towards internationally based education and training models, to increase their motivation for writing, implementing and managing projects.As a result of the project, a web portal will be prepared, through this portal, the entire public will be able to access and use the education program remotely. The use of the web portal after the project is completed will be under the control of the MCBU. Dissemination activities of the project results at local, regional, national and European level will be carried out and provided by all partners.