The main objective of the project was to decrease the school dropout rate in the partner countries with a holistic approach by developing education program for students, online inventory tools for teachers and students and increasing the teachers’ competences related to preventing school dropout and making contribution to the related measure around Europe. Early school leaving or Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as hidden school dropout. On Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. To prevent school dropout Council recommends: Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils. Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. In addition, extra-curricular activities after and outside school, and artistic, cultural and sport activities can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning. Second target group were teachers who can be more successful by increasing their competences on school dropout and awareness on it through professional solutions than individual solutions, and they need practical tools to detect the students who are at the risk of hidden or apparent dropout, and they need to know how they can handle the situation of the dropout and what are the innovative methods to prevent it. Third target group were the students who are at the risk of school dropout, who need better quality of learning process and conditions. The factors that influence their drop out should be defined and eliminated and their relation with the school should be improved. Through this project we aimed to develop competence framework on school dropout for teachers, to develop test for defining teachers’ competences related to the school dropout and to transfer the test to online platform, to develop course materials and to develop trainings for teachers, to develop inventories about school dropout tendency among students and to transfer the inventories for school dropout tendency to online platform and to develop education programs for students at the risk of dropout. Eight partners were involved in the project from the Netherlands, Turkey, Slovenia and Turkey, 2 partners per partner country. Except Turkey, all partners are from EU member countries. As above mentioned school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aimed to develop international tools, materials and programs which can be used in any EU countries. This necessitates project to be carried out transnationally.By taking into account all these statistics, project team was really motivated to contribute for overcoming school drop-out problem but the established partneship lasted only ten months. During this ten months we had the opportunity to organize two transnational project meetings. The first one was in Almere, Netherlands and the second one was in Konya, Turkey. During these meetings necessary plannings were made for certain period of time and partners discussed the project activites and required contributions which they would give. As project partners we organized 5 skype skype meetings the minutes of these meetings are attached to the report as separate documents. Moreover, during this period of time we were able to finalize IO1 and finished almost half of the IO2 those documents are attached to the report as attachments.Because of the fact that Coordinating organization had to leave the project, unfortunately we weren't able to complete initially planned project tasks.

Creative businesses, which have shown strong resistance to the crisis, represent around 3.5% of all products and services made in the EU each year and employ 6.7 million people, i.e. 3% of the European workforce. Creative businesses have demonstrated to have an important role to play in generating growth and occupation and fighting unemployment while strengthening social cohesion, particularly for young people, but also for those adults who come from disadvantaged backgrounds, who can transform their creative skills into their own business. In order to help the creative sector unlock their potential for growth and the transnational circulation of creative works and their ability to operate transnationally and reach new audiences in Europe and beyond, the EU responded with the Programme “Creative Europe”, considering the lack of efforts in providing aspiring and practicing creative people with knowledge and skills that increase their capacity to create and lead their creative entrepreneurial ventures. The general aim of the “Creative Talent factory” - CTF project is to promote self-employment and entrepreneurship in the creative sector. To achieve this goal, the CTF project has defined four objectives:•to provide digital learning opportunities for adults, including with disadvantaged background, supporting their motivation and empowering them towards access to upskilling pathways for creative entrepreneurship;•to assess and monitor learners’ achievements in order to ensure the transparency and recognition of their creative entrepreneurial competences and skills;•to provide the innovative easy-to-learn pathway for upskilling the creative entrepreneurial competences and skills needed to set up or improve the creative business;•to extend and develop educators’ competences needed for effective running the training of adult learners, including with the disadvantaged background, to become the successful creative entrepreneurs.The components of the creative sector included in the CTF project are visual and performing arts; craftsmanship; art and antiques market; fashion; music and dancing. 90 adults - learners seeking to set their own businesses or improve it in the creative sector, including adult from disadvantaged background and 30 adult educators-facilitators will participate directly in the projects piloting activities. 135 representatives of associated partners and other the stakeholders will participate in six multiplying events. In order to achieve the defined objectives, four intellectual outputs will be produced: For adult learners: •Set of OERs “Creative Entrepreneurial motivation and empowerment”;•Self-assessment Tool to assess the competences and skills of the creative entrepreneur;•E-training programme “Creative Talent Factory“;For adult educators: •E-toolkit for Adult educators “How to run “Creative Talent Factory“”.The general methodology to all four intellectual outputs is based on Open Educational Resources in order to promote the open access to developed educational tools. However, each outcome is based on the specific to this outcome methodology, including reversed training methodology with the flipped classroom learning approach; innovative concept for the training course based on easy-to-learn Bite-size Learning methodology, assessing of the competencies and skills method with providing learners with the digital badge “Creative entrepreneur”. The attractive and learner-friendly methodical approach, based on Creative Entrepreneurial Local Workshop as an innovative upskilling pathway, includes organic using of all three intellectual outputs, developed for adult learners for motivating, empowering, training and assessing their creative entrepreneurial competences and skills. The positive impact of this new upskilling pathway is expected on the participatory approach by increasing learners’ involvement to the training on creative entrepreneurship. Thus, the project contributes to achieve benchmark of 15% of learners’ participation in lifelong learning as defined in European agenda for adult learning. The impact is expected on development of competences and skills on creative entrepreneurship: 85% of learners will increase their creative entrepreneurial competencies and skills for at least 40% after the finalising the training course, and the measure of this impact will be ensured by the assessment tool. It is also expected that at least 60% of learners will show their immediate interest to develop the Action plans for establishing the creative business. The general impact is foreseen on better integration of this target group to the labour market and society, and it will contribute to the achievement of ET 2020 benchmark of increasing employment rate by 75%.

Context/background of the project: The INSPIREUS! project, offers an ambitious and forward-looking outlook on strengthening female entrepreneurship. Supporting female entrepreneurs, especially at the start of their entrepreneurial paths, is crucial in realising the creation of more companies led by women on an EU level, whereas, at the same time helping more women in the EU join the active workforces. Across the globe, women participate in paid economic activities less than men. When women do participate, they often work in lower-paying jobs and sectors and have less access to social safety nets. At the same time, it is estimated that closing the gender gap in the workforce would add 28 trillion USD to the global GDP, and that’s only counting the monetary gains, not the human rights and other benefits. For these reasons, we all need to work together to support and remove barriers to women’s economic recovery and empowerment, and entrepreneurship in its various forms is a powerful catalyst to make this a reality. Entrepreneurship can generate jobs for women and their peers and help them tackle EU & worldwide challenges faced. Objectives: The project overall scope is to transform young female entrepreneurs in terms of realizing the connection between internal motivation & business creation. The specific objectives of the project are: a) Develop an inspiring and motivational programme which will offer hands-on experiences to women; b) Investigate the psychological factors of female entrepreneurship, with particular focus on personality and motivational factors; c) Create tools helping future women entrepreneurs to achieve self-awareness; d) Create a community of women entrepreneurs from all over EU. The collaborative environment creates a new “culture” and a network of women entrepreneurs. Women are important agents of change, and harnessing the potential of women entrepreneurs will be crucial for the sustainable and inclusive recovery of economies and societies, especially useful in challenging periods, such as the era of Covid-19. Number, type & profile of participants: The direct target group of the project were future women entrepreneurs (25-40 years) who have developed some skills and professional expertise taking into account their professional experience, but they find themselves without motivation to start a business. These women could be also employed young women who want to improve their soft skills, competencies, entrepreneurial skills, communication skills, etc. The main target group of the project was involved to the project activities from the very early stage: starting with a survey and analysis for the development of a competencies matrix and policy recommendations report (IO1), testing the self-assessment tool & pilot phase of the educational programme (IO2 & IO3), best-testing the training platform (IO5) and providing useful recommendations for improvement. The pilot participants representing the project's direct target group, have also participated to the various multiplier events, helping to spread awareness of the project (89 participants in total). Activities: The project partners have delivered 5 IOs, a very successful C1 training activity, and other project related activities falling under general project management actions. Results & impact: The final evaluation report of the project, proves that the quality of the products delivered in INSPIREUS! is high, whereas the relevance of the topic and the high responsiveness of the target group, were amongst the biggest strengths of the project. In particular, the participation in pilot training as well as registered interest, the high level of partner collaboration in developing all project IOs in full quality, prove the success of the project consistently. Activities such as the C1 hosted in Portugal, have proven to be very useful to consolidate the in depth discussion of the respective topics, to meet stakeholders, to form transnational teams and professional communities, get insight to relevant European environments, as in this case the start-up ecosystem in Lisbon, and therefore strengthen the European dimension of the project. Longer-term benefits: Partners should extend their focus on elaborating the women-specific aspects of the programme, such as specific business and networking culture and mutual encouragement. The project can serve as a useful basis platform, under which sustainable utilisation of the products to further design the material in a concise and easy to understand manner. Moreover, the partners can continue to consider on a deeper level the cultural and economic differences in the partner countries, where in some cases discrimination of women is implicit but significant, while in others the good career opportunities in employment slow down the entrepreneurial aspirations of women; thus it is interesting to expand INSPIREUS! to a larger-scale project.

Cases of violence, suicide bombers, blasts in capital cities and planned terror attacks, combined with the worrying number of young people joining extremist groups and enlisting to fight for them abroad, had already proved that radicalisation and extremism remained a challenge for our societies. All types of extremists had turned out to be more globalized and they make use of opportunities provided by internet. As a result, it was getting difficult to detect the actions of these groups earlier and protect lives of innocent people.. By taking into account these realities we initiated SAVE Project as a prevention based approach.Our first target group was teachers. We created educational materials to equip them with the knowledge and the skills to detect the warning signs of extremism and how to respond to them. We prepared a guide “Empowering Teachers Against Extremism” and we organized a training activity for teachers in Poland. Then participant teachers organized training activities for the teachers in their schools. Our second direct target group was students. We focused on strengthening their resistance to extremism. These young people were defined as Peace Envoys and they were selected by other students by elections. With the help of these elections they experienced democracy from the first hand We organized two different LTT activities for young people. The first one was in Hungary. During this training activity the topics were selected to empower them on respect for human dignity, freedom (including freedom of expression), the rule of law and respect for human rights, citizenship, preventing stereotypes, discrimination, extremism, enriching democratic values, cultural diversity. Materials used in this training activity was brought together as a guide to be used by other young people both in and outside the partner organizations. These guide has been translated to Turkish, Polish, Slovenian, Hungarian and English. After the training young people organized training activities for their friends in their school who didn’t take part in this activity in Hungary. The second LTT activity towards young people focused on improving students critical thinking and media literacy skills. This training activity was released in Slovenia. Participants learnt how extremist and radical groups use online channels to deceive young people and recruit them in their nets. Youngsters learnt online propaganda techniques and how radical groups use them for their purposes. During the training activity participants learnt how to create their own propaganda as counter-extremist movement. They developed their own videos and disseminated it through their own and institutional social media channels. Training materials have been brought together as a guide and tranlated into English, Polish, Turkish, Hungarian and Slovenian so that participants of the training activity could use them to organize similar training activities for their schoolmates. Number and profile of participants There were seven partner organizations from 6 different countries. There was one local educational authority, one university, one NGO, one ICT company and three schools within partnership. In addition to these partners there were associated partner organizations from Lithuania, Bosnia and Herzegovina, Bulgaria, Italy, Macedonia and Romania. Methodology: Plan,do,check,act (PDCA) was the methodology of the project for the control and continuous improvement. We created a project management office for monitoring of the project and each step has been planned, checked and implemented successfully. The results of the projects were: 1- Project web page where all the carried out activities and produced intellectual out puts have been shared with wider2- Europe wide baseline assessment, 3- Teacher training module, 4- Lesson plans and worksheets for teachers, 5- Guide for young people6- Guide for young people for media literacy and onlien propaganda videos7- Peace campaign videos7- Research conducted for young people and teachers8- E-Twinning project9- Teacher training course content for the teachers from other countriesTeachers from partner organizations have been equipped with the skills to discuss the extremism issues with their students. Young people had the chance to come together with other youngsters from different countriesFor majority of them it was for the first time in their lives to come together people from other countries. They got rid of their prejudices. They learnt extremism concept and how to protect them from online propaganda. Partner organizations improved their international cooperation skills. During the project new partnerships have been established. Partners from Poland, Slovenia, Hungary and Turkey have worked in 3 different youth project. Konya Il Mem prepared a training content to “Empower Teachers Against Extremism” It's been advertised via social media and School education gateway https://bit.ly/2lQzTAm

Fostering entrepreneurship can be a main means to mitigate societal problems and economic growth and the capacity to cope with change in societies. Current practices of support for business development have failed by being too oriented to academic's. Even here current practices do not overcome the theory-practice gap. A more practical and pragmatic approach is needed, including face to face support and coaching. All partners have developed critical components for such a concept, but lack the resources and knowledge of other current good practices on an international level, to develop and test an innovative concept. Therefore they proposed the project. The objective of the project was to create a sustainable structure for developing entrepreneurial competences for SME with less than 5 years seniority, in production, crafts, services or ICT and for continuing support through trained coaches. To this end the project researched the best practices and innovative methods regarding business development support structures and applied the best practices identified, partner´s own knowledge and experiences in synthesizing a transferable model of such structures. MultiEntCoach proved to be innovative: IO1- the new methodologies for training entrepreneurs that were promoted and will be used by coaches in a sustainable way; IO2- the exercises and case studies that are presented, gathering European experience (PT, RO, SI, DE), with different level of development of entrepreneurial competence; IO3- a) a modern, innovative, accessible online learning resource tool was created; it motivates managers to create content, to communicate and to network in Europe; C1- the exchange of good practices in teaching entrepreneurial competences; C2 and C3 that combined the practical experience at transnat. level with opportunity for trainees to see new models of business. Participants and profile: 20 coaches selected by the partners for experience in consulting SME; 37 start-up managers with less than 5 years seniority from production, services, crafts and IT; 200 entrepreneurs with less than 5 year seniority assisted; 3480 visits of such entrepreneurs for online resources; 214 participants to multiplier events: stakeholders of SME support, potential multipliers, potential entrepren. Activities carried on in order to achieve the proposed objectives: Elaboration of 3 Intellectual Outputs: MultiENTCoach- Handbook for Coaches of Entrepreneurs (and Training Curriculum) MultiENTCoach- Handbook for Entrepreneurs (with Training Curriculum) MultiENTCoach- Online learning resources System (https://multient.erasmus-projects.eu/) 5 days of training for 20 consultants in coaching entrepreneurial competences and facilitation techniques 5 days of training for 37 entrepreneurs for developing soft entrepreneurial competences 6 multiplier events including the final conference Wide dissemination to target groups and stakeholders. Results and impact: 20 coaches trained by introducing systematic approaches for continuous professional development; 37 start-up managers trained in order to develop their soft entrepreneurial skills; opening up new learning opportunities through the practical application of entrepreneurial skills; 200 entrepreneurs assisted in order to foster their entrepreneurial spirit; Support and stimulate the flow and exchange of knowledge and best practices between coaches/ consultants and entrepren. 3480 visits for online resources 214 participants in the multiplier events Improvement of the quality and quantity of consultancy and support offers to entrepreneurs; Closer cooperation between all relevant actors, more competent entrepren. with a higher chance of surviving and thus a positive contribution to the economic development of the region. Potential business founders make up their mind to develop a business and are more qualified to do so. Methodology: Business founders with less than 5 years seniority have the possibility to profit from a sustainable support network based on the 20 trained coaches, training materials and online learning resources. Face to face training of a core group of users as well as online support contributed to start a wider community of users of relevant knowledge for junior business founders. Interactive techniques used for training the adults. Project management tools, constant monitoring of the implementation (financial and technical using working plan and risk management tools) and quality assurance for a successful project. Longer term benefits: Networked approach in community with peer entrepreneurs and supporting organizations increases the mid and long term sustainability of the businesses. Contributing to the dissemin. and mainstreaming of key concepts of European Economic Policy, as fostering entrepreneurship, particularly among young people as well as promotion of a more entrepreneurial mindset in general is one pillar of this policy.