"With over 19 million carers in Europe (Source: Eurocarers), their mental well being is crucial for their cared for persons, who depend heavily on carers to have an acceptable quality of life.Associations between physical and psychological health and being a caregiver are well established and therefore need our attention.MENTAP addressed therefore the core issue at stake: caregivers are at elevated risk for developing mental health disorders.Carers do face the following challenges:- Stress and worry: often feels stressed and worried, spends a lot of time thinking about their illness and the impact it is having on both of their lives. Carer may always be thinking about things they need to do as part of their role as carer, and find it hard to switch off.- Social isolation: Many people find it hard to make time to socialise or carry on with hobbies or interests. They may also feel guilty if they take time for themselves. Over time, social isolation can lead to mental health problems such as anxiety and depression.- Physical health problems: Caring can be physically demanding. If the role as carer involves lifting or carrying, they could suffer from aches and pains, particularly in your back.- Depression: The carer may find that the challenges they face while being a carer make them feel low or depressed. If they feel very frustrated or hopeless, they may also have thoughts of harming themselves or even of ending their life. They may also develop unhelpful coping strategies to dealwith these difficult feelings, such as using drugs or alcohol, or eating more or less than they need to.- Frustration and anger: They may often feel very frustrated and angry, especially if they have had to give up parts of their own life.- Low self-esteem: Being a carer can have a big impact on their self-esteem. They may feel that they are not worthy of care and attention, and that all their time should be focused on the person they care for. They may find it hard to interact socially, or feel that they are missing out on parts of having a normal life.In fact, carers often neglect their own healthcare needs and in many cases it is only a matter of time before they themselves become ill. They are at risk physically and emotionally with stress-related illnesses but it can be hard for them to admit that they are struggling. Carers are a ""critical asset"" who should be protected.MENTAP's core believe is that the psychological well-being is an important aspect for a carer in order to be able to perform their work to the highest quality (caring for people with disabilities, older people, etc.). One's psychological well-being is based on the individual's awareness of purpose andmeaning of life, the feeling for meaningful connections with other people, the awareness of self-determination and control over life, the reflections of the past and the future and the openness to own self experience, values, meanings and perspectives. Carers need assistance in this, especially asthey are prone to lack of mental well-being due to the hardships they face in their care work.Past studies (see Need analysis attached in Annex) have highlighted this mental aspect of carers, and MENTAP wants to address this by developing a dedicated curriculum, aligned with ECVET, that offers a modular training course, whereby carers can re-establish a mentally healthy lifestyle and well-being. The spillover effect of the project will be that this will also be beneficial for nurses, psychologists, etc. that are working with people with disabilities.To achieve this, MENTAP will establish following outcomes:- IO1: MENTAP curriculum and ""Train the trainers"" handbook- IO2: Coping strategies and relevant self assessment realised through interactive illustrated wizard embedded via mobile/online application- IO3: Impact and best practices methodological guidelinesThese outcomes will be developed by a team of 4 partners from 3 countries (Bulgaria, Belgium, Turkey) consisting of 1 University, 1 rehabilitation center, 1 carer consultancy body and 1 national umbrella organisation of professionals and carers of people with disabilities. All partners work closely with the carer community. The training course will be piloted in all 3 partner countries where feedback will be gathered as well as an impact assessment will be conducted."

<< Background >>The term Martial Arts is often used as general phrase to describe many of the combat arts, which have developed in eastern cultures over the past millennium. If we review the Martial Arts from the original context of a trio of life skills, then we can identify the healing arts such as acupuncture, the self-exploration arts such as yoga, and the vital life skills such as meditation. Martial arts have a rich history, dating back many thousands of years ago. The arts developed not only in the eastern, but also in all parts of the world, with references of these types of combats arts in the writings of the ancient Egyptians and Greeks. In modern times, the combat arts are performed for both exercise and sport. The health benefits associated with martial arts include strengthen and self-efficacy of the elderly, reduced falls, increased exercise capacity, and benefits to the immune system and autonomic nervous system.They are seemingly inappropriate for people with impairments. However, it appears that fencing and judo, as well as arm-wrestling are sport disciplines successfully practised by disabled people. They are a great alternative for those lonely, idle and helpless people. They are however also an opportunity for comprehensive rehabilitation. A sport training has primarily a curative, preventive and psychological function. Practising combat sports and strength sports give people with disabilities the opportunity to be more self-sufficient, assertive and financially independent. Their self-esteem improves due to the sport, they feel important and needed.Martial arts are as a physical and meditative discipline available as complementary strategies able to improve functional capacity, physical performances, postural control of patients suffering from chronical diseases. They can slow their clinical evolution.In Turkey as well as in other Balkan countries, persons with disabilities are generally excluded from education, employment and community life from a young age. Exclusion deprives them of opportunities to engage and develop relationships with others — opportunities essential to their social development and important determinants of health and well-being. Sport is well suited to helping persons with disabilities acquire social skills they may be lacking, but also for rehabilitation purposes. Martial arts teaches individuals how to communicate effectively as well as the significance of teamwork and cooperation, goal-setting, self-discipline, respect for others, and the importance of rules. Whereas many initiatives focus on making martial arts inclusive for them (e.g. MAINCLUSION project), we focus on the actual effects of martial arts linked to an active rehabilitation process, well structured and formally organised in martial arts sports clubs. It is a fact that certain martial arts have an effective complementary strategy associated with medical and rehabilitation care of chronic diseases and larger scale studies confirm this.Martial arts also enables persons with disabilities to take risks and learn how to manage failure and success in a safe and supportive environment. Martial arts teachers, sport trainers, rehabilitation experts in the field of CP, Medical and health personnel, physical, occupational and speech therapists, special education teachers provide important role models and can help persons with disabilities to develop skills they can apply in other aspects of their lives.The benefits of physical activity are universal for all children, including those with disabilities. The participation of children with disabilities in sports and recreational activities promotes inclusion, minimizes deconditioning, optimizes physical functioning, and enhances overall well-being. Despite these benefits, children with disabilities are more restricted in their participation and have lower levels of fitness (Murphy et. al., 2018).<< Objectives >>Our project aims to provide an ECVET based training on how to apply martial arts towards specific rehabilitation of CP (Cerebral palsy) affected people. Why? Cerebral palsy can be debilitating both physically and mentally for an individual. Doctors and researchers alike are constantly searching for new kinds of therapies for people afflicted with such a condition. In fact, martial arts are the total opposite of cerebral palsy with its uncontrolled moves an djerks. Martial arts is all about control of movement and control of power. Hence why martial arts offers the opportunity to counter many effects of CP and ensure a proper engaging and enjoyable rehabilitation. Martial arts thus provides an outlet to release negative energy and counter the rejection these people often faced in their life.For that purpose this partnership will develop the following project results in EN, NL, TR and BG languages:-PR1: MACPTraining handbook and ECVET compliant training course towards martial arts and the different intervention modalities required to apply them in rehabilitation-PR2: Dedicated MACPTraining videos that capture such rehabilitation exercises through martial arts, embedded in an online and mobile applications - for Android and iOS devicesOur target groups are:-Martial arts clubs-Martial arts experts-Rehabilitation experts in the field of CP-Medical and health personnel-Physical, occupational and speech therapists-Special education teachers-Respite, home health aides-Parents/siblings-Volunteer instructors-CP affected people-Personal assistants (including family members, etc.)-Entire communityThe above mentioned participants will participate in the following activities:-as members of the national advisory boards in partners' countries they will meet every six months to discuss the project progress and to provide voluntary a feedback for the development of the project results.-as participants in focus groups for iterative testing - the iterative testing concerns the alpha testing of the draft version of the project results before the actual piloting to validate that the outcomes are reliable and really addressing the preliminary described objectives and that the outputs are reaching the expected impact.-as supporters for reaching as much as possible stakeholders in piloting implementation-as supporters for liaison on policy level-as participants in dissemination and exploitation activities - in each partners' country there will be a national dissemination campaign for information, awareness raising, mainstreaming and exploitation into practiceWhereas many initiatives focus on making martial arts inclusive for them, we focus on the actual effects of martial arts linked to an active rehabilitation process, well structured and formally organised in martial arts sports clubs. It is a fact that certain martial arts have an effective complementary strategy associated with medical and rehabilitation care of chronic diseases and larger scale studies confirm this.The novelty lies here especially in how martial arts can support those affected by Cerebral Palsy, with a range of dedicated exercises, that address e.g. muscle tone and strength, body posture, etc. Our project uses century’s old wisdom with modern 21st century education techniques to train CP affected people so that they can be in control of their bodies, thereby controlling their pain and their emotional and physical difficulties.<< Implementation >>The consortium is characterised by its experience and competences in project management and participation such as:-pedagogy / teaching: P1, P3, P4 have already extensive expertise in the area of pedagogy, sport and teaching, especially in the areas of rehabilitation and inclusion domain, and they will complement with input from their own expertise field, as well as ensure they can adjust the project outcomes to the local country needs.-martial arts: P5 ill bring essential training approaches, content and techniques.-inclusion: Participating NGOs (P2, P3) and SMEs (P4) will bring on board their expertise in the area of inclusion oriented to Martial arts teachers, sport trainers, rehabilitation experts in the field of CP, Medical and health personnel, physical, occupational and speech therapists, special education teachers, but also to young people with social disadvantages as well as those with disabilities.-technical expertise: In addition, the initiating team (P1, P3, P4)has all the technical expertise in-house to develop the mobile/online platform application that will host the dedicated educative videos, making them at the same time visually attractive and accessible both for the beneficiary/end-users, as well as sport teacher/end-users.The initiating team adopted the approach for full participation of selected partners and equality of the efforts in the contribution to the implementation activities. In this regard, the project tasks are distributed even among the partners, taking into account the strengths and expertise of each of them. In terms of responsibilities, following lead responsibilities have been defined per IO, while partners also lead activities under each PR:PR1: MACPTraining handbook and ECVET compliant training course towards martial arts and the different intervention modalities required to apply them in rehabilitation - overall lead by P1 with the support and chapter/content writing by the rest of the partnersTasks:YEAR 1:A1 - Outline and creation of the curriculum (lead by P1, P2 and P4, contribution by all partners)A2 - Outline and creation of the handbook (lead by P2 and P4, contribution by all partners)A3 - Adaptation for training via online learning platform/mobile app in EN, NL, BG, TR (lead by P4, contribution by all, and with support of P3)YEAR 2:A4 - Tryouts with beneficiaries - all partnersA5 - Feedback gathering, optimisation and finalisation - lead by P3PR2: Dedicated MACPTraining videos that capture such rehabilitation exercises through martial arts, embedded in an online and mobile applications - overall lead by P3 with the support and video development by the rest of the partners (at least 4 per partner - 2 videos + 2 testimonials) YEAR 1:A1: Functional analysis requirements of videos and mobile application/online portal (led by P3)A2: Prototype development of videos (led by P3 + contribution of all partners - 4 videos by each partner)A3: Delivery alpha version portal (led by P3 + contribution of all partners)A4: Delivery alpha version mobile app (led by P3 + contribution of all partners)YEAR 2:A5: Delivery beta version portal (led by P3 + contribution of all partners)A6: Delivery beta version mobile app (led by P3 + contribution of all partners)A7: Revisions based on piloting (led by P3 + contribution of all partners)A8: Iterative improvement of mobile app / online portal (led by P3)With regards to the Project management and implementation activities the distribution of responsibilities is the following:A1: Administrative and financial management - lead by P1 + shared participation by all partnersA2: Financial monitoring on 6-months base - provided by each partner and reviewed/approved by P1A3: Establishment of intranet platform - lead by P1 with shared participation by all partnersA4: Quality assurance activities - lead by P4 + all partnersA5: Organisation of dissemination and exploitation activities - lead by P3 + all partners.<< Results >>The project is unique, because it is proposing a range of innovative techniques to stimulate and facilitate the implementation of martial arts as rehabilitation technique. In addition, no projects were identified in Erasmus+ databases that use martial arts as a rehabilitation method. As such the project is new and can contribute with its outcomes to further vocational training (aligned to EQF level 4) for professionals, trainers, teachers and experts in the field of rehabilitation, sport and disability.Our project aims to formalise this and will provide a handbook and ECVET compliant training course (PR1) towards martial arts and the different intervention modalities required to apply them in rehabilitation, whereby dedicated videos (PR2) that capture such rehabilitation exercises through martial arts will be embedded in an online and mobile applications.Project result 1 aims to provide an ECVET based training (curriculum, training modules and accompanied handbook) on how to apply martial arts towards specific rehabilitation of CP (Cerebral palsy) affected people. Martial arts is all about control of movement and control of power. Hence why martial arts offers the opportunity to counter many effects of CP and ensure a proper engaging and enjoyable rehabilitation. Martial arts thus provides an outlet to release negative energy and counter the rejection these people often faced in their life.Initial outline of ECVET compliant modules:Module 1: Specific health benefits of Martial ArtsModule 2: The history of Martial Arts and rehabilitationModule 3: Specific rehabilitation needs towards CP affected peopleModule 4: Applying martial arts to the rehabilitation of CP affected peopleModule 5: The importance of Martial Arts to the sports and health community.Module 6: An ABC to organising CP rehabilitation martial arts exercises and sessionsModule 6: Case studies, illustration how martial arts positively affect rehabilitation of CP affected peopleThe novelty lies here especially in how martial arts can support those affected by Cerebral Palsy, with a range of dedicated exercises, that address e.g. muscle tone and strength, body posture, etc. Our project uses century’s old wisdom with modern 21st century education techniques to train CP affected people so that they can be in control of their bodies, thereby controlling their pain and their emotional and physical difficulties. The material can be also useful for their work with clients with other disabilities such as: Autism Spectrum Disorder; ADD & ADHD; Crouzons Syndrome; Down Syndrome; Sensory Integration Dysfunction ;Spina Bifida; Traumatic Brain Injury (source: David Reicher M.S. Co-Founder Martial Arts Therapy).Project result 2 will consists of at least 10 videos, which will present a captured testimonials by martial art trainers as well as 10 actual rehabilitative exercises (ELEMENTS OF INNOVATION) will be identified and filmed, and shared through the mobile/online platform. The novelty lies here especially in how martial arts can support those affected by Cerebral Palsy, with a range of dedicated exercises, that address e.g. muscle tone and strength, body posture, etc. All videos, testimonials, mobile/online platform will be available in all partner languages, as well as English, so they can be easily transferred to other countries.(See in section annex: Examples of implemented martial arts activities with children with Cerebral palsy).

ACCESS INTERACT project was implemented in the period 1/09/2017 - 31/08/2019 in partnership among four organizations from Bulgaria, Austria, United Kingdom and Belgium. The partners were selected on the basis of their experience, expertise and achievements in the field of social inclusion and work with youth communities, as well as their capability to contribute with specialized knowledge and inputs which to be included in the intellectual outputs of the project.Coordinator was NARHU, P2 was PhoenixKM, P3 Vienna Assocation of Education Volunteers (VAEV), P4 David Banes Access and Inclusion Services.ACCESSINTERACT project has set the following main goals:- to promote the inclusion and employability of young people with fewer opportunities (including those with disabilities);- to encourage intercultural dialogue, the acquisition of new knowledge and to enhance the understanding and acceptance of diversity in society;- to assist youth workers in developing and sharing effective methods of inclusion for marginalized young people, including refugees, asylum seekers and migrants, as well as prevention of racism and intolerance among young people;- to promote diversity, intercultural and inter-religious dialogue; sharing common values such as freedom, tolerance and respect for human rights;- to strengthen the initiation to solve socially significant problems.Shortly before the start of the project, our preliminary findings showed that despite the fact that about 15% of young people have one or more disabilities, the majority of youth without disabilities do not know how to interact and communicate effectively with their disadvantaged peers. This impedes the natural communication within the social environment. Young people with disabilities also face many barriers that make communication challenging. The most common are regret, ignorance, stereotypes and prejudices, fear, isolation, rejection and other.The materials developed within the ACCESSINTERACT project were intended to help overcome these barriers and create more favorable conditions for interaction between people in youth communities. A sought after effect of the project was to break stereotypes and raise awareness among young people about the specific aspects of disabilities and how they affect communication and interaction in the community.The results of the project were addressed to the following target groups of the ACCESSINTERACT project:- Youth workers and leaders;- Student Leaders;- Student organizations and councils;- Heads of youth organizations;- Representatives of youth organizations of and for people with disabilities.Within the project, three intellectual outcomes have been developed that currently can be used together as a suite of complementary interactive training materials or individually as standalone training material on a specific topic.IO1: A Guide for Youth Workers on establishing an inclusive communication awareness campaign IO2: Handbook “An ABC to inclusive communication with my peers with disabilities” IO3: Inclusive communication peer support hub In order to provide easy and quick access to intellectual results and to maximize the promotion of project activities, a multilingual website www.accessinteract.eu was launched at the outset of the project. In the implementation of the project, it was actively used as a powerful tool for disseminating information and involving target groups and beneficiaries. In the period 01/12/18 - 30/06/19, the four partners piloted the developed IOs with young people who are leaders, volunteers or youth workers in various formal and informal associations and clubs.As a result of the active use of the training materials and communication portal, young people were able to develop practical skills for successful interaction and effective communication with peers with disabilities. The youth leaders, as well as their colleagues, received specific guidelines for planning and conducting public awareness campaigns on disability and other socially relevant issues related to equality and social inclusion. The youth were prepared not to act upon their own assumptions, but to use specific knowledge and guidance to make communication respectful and inclusive to all.

Due to the ongoing economic crisis in Europe, worsened by the ongoing COVID-19 pandemic, many SMEs faced difficulties and were forced to lay off people. This often resulted in young and low skilled employees being the first to lose their jobs. Since then, many have failed to re-enter the labour market (evidenced by large unemployment among young people in Bulgaria, Greece and Turkey). This “forces” young and low skilled people in many cases to start a business as the only way to leave unemployment and avoid poverty. The problem however is that many young low skilled people embark in entrepreneurship without having the necessary skills to avoid the many caveats that they will encounter when starting and operating their business. Young entrepreneurs of newly established micro-SMEs, due to their lack of training and education, are facing many problems: incorrect calculation of costing and pricing of goods/services, wrong assumptions with regards to cost of operating the business, etc. It is critical that we invest in the next generation of young entrepreneurs, at a time of such high youth unemployment in many countries and worrying social disenfranchisement. Young people often have little work experience, either as employees or entrepreneurs, and are unlikely to have been able to acquire significant specialised technical, business management or personal entrepreneurial experience. The relationship between management accounting and entrepreneurship is a close yet crucial aspect of entrepreneurship, often overlooked, but highly toxic when not considered, especially for new start-ups. Management accounting is the planning and monitoring in an organisation, both financially and non-financially quantified. It is this wide approach Y4B project will focus on, especially how entrepreneurship relies heavily on reliable management accounting, and why young or would-be entrepreneurs should pay specific attention to it. Y4B project fulfilled its preliminary stated objectives. During the realisation of the project activities, we supported young starting entrepreneurs with a disadvantaged background to embark into entrepreneurship, with special support directed towards management accounting. We offered tailored to them multilingual online and mobile applications (for Android and iOS mobile devices), good practices, guidelines, video based testimonials and case studies, online ongoing support and a set of interactive financial tools wizard-style simulators for management accounting. In addition, online livebooks were created of our handy booklet, and this in all partner languages + English. In all project activities, we have targeted unemployed/uneducated aspiring entrepreneurs, people with refugee/immigrant background and especially people with socially disadvantaged background, with a special attention also for female entrepreneurs (see many case studies with female entrepreneurs). Upon realisation of our intensive piloting phase between Oct 2020 and May 2021, we have been able to test the applicability of the following intellectual outputs produced in English, Bulgarian, Greek, Dutch and Turkish languages: - IO1 Training course Management Accounting for inclusion in VET entrepreneurship trainings, in accordance with ECVET (consisting of curriculum, modules, proficiency glossary and self-assessment tool); - IO2 Mobile learning apps (for Android & iOS mobile devices) with case driven modular approach, which included financial tools wizard-style simulators for management accounting, video testimonials and financial tools simulators. - IO3 Pedagogical impact and best practices report, which consist of pedagogical impact analysis to be used towards policy makers supported by best/good practices and case studies on management accounting and entrepreneurship in EU and all partner countries. At the end of the project, we may conclude that the Y4B intellectual outputs led to the enhancement of existing training courses in the partner countries and the partnership enabled their immediate take-up by VET centres. All partners have identified that the intellectual outputs and the supportive tools were beneficial both to users - around 227 entrepreneurs, students of economy, students from disadvantaged backgrounds, unemployed people and 55 VET trainers/teachers from secondary and tertiary level VET institutions. During several occasions (meetings, dissemination events, piloting, feedback gathering) the partnership collected valuable qualitative information and based on that improved the intellectual outputs, so that they are at the end meaningful and have practical application usefulness. We have achieved tangible impact onto the VET training provision in Bulgaria, Belgium, Greece and Turkey in terms of better provision of qualitative training materials. Existing courses in the field of economy, entrepreneurship, business now embed the Y4B training material and course content, as well as the supporting tools.

"<< Background >>SME entrs. (especially younger ones) want to contribute to society within a commercially driven business that does follow a social approach. Such specific blended approach towards mixed for-profit & non-profit approach is however not taught anywhere. It’s either pure entrepreneurship or social economy, but no Vocational education and training (VET) offers blended social commercial entrepreneurship as part of their curriculum in Business and Entrepreneurship subjects. Needs are confirmed by the recent report on State of the social enterprises 2018 . As a coordinator we are also addressing the above mentioned problem as stated in the latest EU report for implementation of social enterprises in Bulgaria. Further analysis on this topic are also reviewed and the proposal is dully aligned on their conclusions (see attached Need analysis document with reference and justification of the need). For example: Social supermarkets are a great example of a social enterprise. A place where food is sold to low-income communities at a discount price. That food is either donated by food suppliers or purchased very cheaply. Something like that can be very helpful for the local society. Another example is: Social Crowdfunding is another very interesting and very modern type of social enterprise. Using the internet people can find everything. Why not use it to get funding for their ideas? There are always people willing to help others make their dreams come true. Building a social crowdfunding platform is a truly helpful way to make some profit and give people a chance to help each other. Another possibility is the Micro-Lending. Creating a platform that allows people to lend money to the entrepreneur that would not, otherwise, get the funding they need. Starting a business is difficult without an original capital especially in Balkan countries. The increase of the functional social commercial enterprises will further extend the opportunities for labour market inclusion of people with disabilities (evident from February 2019 global report of Int. Labour organisation ).AIMS AND OBJECTIVESThe core idea is to develop pan-European social commercial entrepreneurial training curriculum (EQF level 4 &5) & course material for VET that assists VET students in Business and SME entrepreneurs to engage in & ""absorb"" social entrepreneurship aspects throughout VET entire business workflow. This will be accompanied with a mobile training app that will make use of a range of educative case studies, interconnected with theoretical approaches.This project aims to foster the innovative approach by embedding the commercial social entrepreneurship as a concept into the recent entrepreneurial courses in VET for students in the field of Business and Entrepreneurship. In this respect we use the definitions of soc. entrepreneurship range from broad to narrow.-Broad: soc. entrepreneurship refers to innovative activity with soc. objective in for-profit sector (e.g., Dees & Anderson, 2003) or corporate soc. entrepreneurship (e.g., Austin, Leonard, Reficco & Wei-Skillern, 2004); or non-profit sector, or across sectors (hybrid structural forms which mix for-profit & non-profit approaches (Dees, 1998)).-Narrow: soc. entrepreneurship refers to phenomenon of applying business expertise & market-based skills in the non-profit sector such as when non-profit organizations develop innovative approaches to earn income (Thompson, 2002).Apart from commercial businesses that want to introduce social economy aspects within their businesses, the project also addresses pure social enterprises as COM-SET outcomes are relevant for them as well. To avoid any confusion, when we talk about “social enterprises”, we use the SBI (Social Business Initiative) definition: A social enterprise is an operator in the social economy whose main objective is to have a social impact rather than make a profit for their owners or shareholders. N.B. see section Annexes - Need analysis document.<< Objectives >>TARGET GROUPSThe project mainly targets VET educational staff (lecturers, teachers, trainers) that aim to integrate social economy aspects within mainstream entrepreneurial VET training courses. Core beneficiaries are: VET students, VET trainers, SME decision makers (entrepreneurs) that aim to integrate a social approach within their current business practices. In general, social entrs. are more likely to be younger, more highly educated & perceive legitimation of entrs. in society differently than their 100% commercial counterparts. As an outcome from the establishment and functioning of more commercially oriented social enterprises the people with disabilities and other disadvantaged groups (i.e. NEETs) are addressed since they benefit from the paradigm change (employability) and the social economy sector.SOLUTIONCOM-SET project will embed concepts of Social Business Initiative (Social economy & entrepreneurship ) with commercial entrepreneurship, embracing characteristics of a social enterprise. COM-SET will thrive to stimulate young entrepreneurs and also those, who are studying at VET centers in the field of Business and Entrepreneurship to manage companies in a more open & responsible manner, in particular involving also employees from disadvantages groups (disabilities, minorities, low skilled, etc.).Expected Impact:-Blended commercial/soc. entrepreneurship is relevant to all EU countries.-A multitude of SME entrs. can embed soc. elements in their business.-Blended entrepreneurship aspect is recognised increasingly as a crucial impact for Europe's SME entreprises.<< Implementation >>For the realisation of the project results the following activities and leading roles are planned:PR1 - Methodologies and approaches:-Brainstorming-Best/good practices-Focus groups with stakeholders and end-usersKey performance indicators:-KPI 1: Knowledge and good practice widely spread among HE pedagogical staff on EU level-KPI 2: Minimum 60 students/4 lecturers / country-KPI 3: Minimum 10 case studies per country-KPI 4: Minimum 5 publications per country where the case studies could be disseminated-KPI 5: Minimum 500 visitors of project portal-KPI 6: Spread of innovative approaches from country to country and their integration into common practice-KPI 7: Pedagogical staff in the learning communities to become aware, ready and willing to practice project results (e.g. collaborative pedagogical methods, one-to-one support etc.)-KPI 8: Visible engagement of local communities-KPI 9: Provision of guidance, services and mechanisms that supports implementation of social commercial entrepreneurship deployed by Vocational education institutions.PR1 Tasks:A1: Preparation of detailed outline for curriculum development according to ECVET principles - lead by P4 with contribution by all partners (M1 - M4)A2: Development of draft version of the modular content - lead by P1 with specific contribution by each partner as stated below (M5 - M12)Module 1: lead by P1Module 2: lead by P2Module 3: lead by P2Module 4: lead by P4Module 5: lead by P5Module 6: lead by P3Module 7: lead by P5A3: Development of pre- and post- assessment tests - each author of module (M12-M13)A4: Validation by representatives of National Advisory Board members and focus groups - lead by each partner (M13-M14)A5: Pilot implementation in Bulgaria, Turkey and Belgium - lead by P1+P2 (TR), P3 (BG) and P4 (BE) - covered by project management and implementation budget (M15-M20)A6: Gathering feedback and analysis for optimisation - lead by P1 (M21-22)PR2: Applied methodology:The technical framework of both the online and mobile platform will be based on a Moodle framework which will be customised and localised, while also supportive plugins will be developed. This allows for third parties to easily upload COM-SET training and course material to their own learning platforms.Technical characteristics/features of the portal:•Internet-based platform (Moodle (LMS)/Mobile app combination), developed with state-of-art and modern Web development frameworks and tools.•Understandable functionality with low learning curve•Secure communication and access channels•Full activity logging for accountability and error fixing•Multiple languages (EN, BG, TR, NL)PR2; Tasks:A1: Development of case studies – lead by P4 in cooperation by all partners (M3- M11)A2 Development of alpha/beta and final versions of the mobile app – lead by P4 and P3 + contribution by all partners on validation of the version (M6 - M11)A3: Gathering feedback from the NAB and customisation by each partner of the content based on the national requirements, circumstances and cultural differences – all partners (M12-M24)A4: Uploading of case studies and resources onto the mobile app (three testing cycles: alpha, beta and optimised versions) – lead by P3 (M12-M13)A5: Gathering feedback from the piloting participants by each partner and implementation of relevant changes – all partners to P4 (M21-M22)A6: Ongoing maintenance – lead by P4 (till M24)PR3: Applied methodology:-Storyboards-Capturing and editing-Mastering and productionPR3: Tasks:A1 - Development of story board of the videos - each partner will develop at least 2 videos (8 in total for the partnership) - M6-M8A2 - Design and recording of the videos - each responsible partner, while overall lead by P2 who will do the editing and mastering of each video - M9-M10A3 - Video editing and mastering - by P2 only! - M13-14A4 - Gathering feedback and optimisation - lead by P4 + contribution by all<< Results >>PR1: Pan-European multilingual set of “injectable social commercial entrepreneurial training modules”, following a predefined curriculum / course material & handbook for VET.This output will define the curriculum outline on the blended entrepreneurship which needs to be blendable with existing business and entrepreneurship courses across the participating educational institutions. Equally, it needs to support projects of social entrepreneurship. Important also is that the curriculum needs to address the large diversity in functions and activities that are expected of the future blended social/commercial entrepreneurs, while it also needs to consider the large diversity of different types of social/commercial enterprises that may exist in different domains, each with their specificities.The created curriculum will be fine-tuned throughout the project duration, using an iterative approach.The social entrepreneurship curriculum will contain those sections from mainstream entrepreneurial/strategy training where social aspects will be considered.Draft curricula (ELEMENTS OF INNOVATION):Module 1: Economics (micro/macro) - social and profitable1.1 Blended social entrepreneurship as a factor of production)1.2 The role of social economy in regional development1.3 The influence of social entrepreneurship on social economyModule 2: International management (international markets and cultures; multinational organisation; international payments) - sustainability2.1 International trade and sustainable development2.2 Management of multi-culturesModule 3: Marketing (sales, prices, consumers) - fair pricing3.1 E-marketing and fair pricing3.2 Consumer behavior & salesModule 4: Business management of the social enterprise (managing technologies, innovation, resources management, sustainable development, CSR, ethics and accountability) - Corporate Social Responsibility (CSR)4.1 The role of CSR as a conflict management Instrument4.2 Influence of Corporate Social Responsibility on Business Management4.3 Resources management, creativity & innovationModule 5: Operations management (supply chain, innovation, IPR, Staff, Strategy) - Circular economy 5.1 Staffing in circular economy5.2 Organizing and structuring for international operationsModule 6: Managing accounting & finances (management accounting, ROI, Balance) - Social balance 6.1 Start-up financing for Social balance6.2 The role of management accounting to identify events for social balance6.3 The role of social economy in corporate finance6.4 The influence of social balance on corporate efficiency6.5 The role of financial statements in decision process for social balanceModule 7: Legislation (regulatory framework, national policies, entrepreneurship legislation)7.1 The role of legislation on intellectual property rights to encourage the entrepreneurs to employ people with disabilities7.2 The role of incentives and tax exemptions to encourage the entrepreneurs.PR2: Range of educative case studies on social commercial entrepreneurship interconnected with theoretical approaches, hosted via a multilingual online and mobile training platform/apps (Android and iOS based)We plan to develop a range of educative case studies, which will be connected to theoretical approaches from the ECVET based learning outcomes of the modular training curriculum and course, developed in PR1. Those case studies will help our learners to further understand and reflect on the specific topics from the curriculum, which needs further illustration via best practice examples.PR3: Engaging videos (storytelling) of good practices by socially oriented commercial entrepreneurs for each moduleThe aim of the engaging videos (storytelling) is to present structured and real cases and good practices by socially oriented entrepreneurs. Each video will be related to particular module from PR1."