<< Background >>According to UNESCO (2017), in the framework of the Sustainable Development Goals (SDG), quality education (promoting the development of skills and knowledges to find solutions to economic, social, and environmental problems) is the cornerstone of all the other SDG. The COVID-19 pandemic has evicted and accelerated the need for our educational systems address the digital transformation promoting, among other aspects, the use of digital tools among students and teachers, creating more attractive and innovative learning and teaching approaches, and find a way of how to work transnationally without traveling to stay in tune with surrounding societal changes.Additionally, building entrepreneurial competence is a key EU policy. It is a feature of the Strategic Framework for Education and Training and an element of many recent policy documents. The Council Recommendation on Key Competences (EC, 2018), states the importance of “promoting entrepreneurial mindsets” and encourages Member States to think about “nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people”. Despite these policy imperatives, the traditional model of university teaching is starting to be perceived as being less relevant for the future. Young people are questioning whether attending university delivers the benefits they anticipate. Employers doubt whether universities remain the best source of talent and ideas and some politicians doubt the value of increased funding for HE, given its impact on social and economic development. In this sense, Challenge-based learning (CBL), as an innovative learning methodology, based on experiential learning and focused on applying students’ knowledge (acquired during their regular courses at university) to solve real-world challenges, is an excellent approach not just to develop creativity and entrepreneurial competences, but also to answer current societal challenges (e.g. UN SDG) by combining self-direct learning, interdisciplinary and cross-national teamwork, and an intensive use of technology.<< Objectives >>Based on the developments of previous projects focused on on-site Entrepreneurship Education and considering the need to promote online or digital co-creation and entrepreneurial systems and dynamics due to the challenges evidenced by COVID-19 pandemic, the main aim of D-EMIND is to design, develop and test a digital challenge-based learning methodology, strategies, and tools for promoting entrepreneurial mindset in Higher Education. This focus on developing entrepreneurial mindsets is aligned with the Commission communication on the EU Agenda on Higher Education (2017), a Danish survey (Boyd et al, 2015) and two reports by the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) on the Netherlands (2013-14) and Great Britain (2016). The specific goals are: (1) developing and promoting the use of a trans-European platform for CBL, innovation and peer to peer learning amongst students and teachers; (2) facilitating real world challenges where students as part of their formal education co-operate with external organisations to help them solve these challenges; (3) merging challenged-based learning and entrepreneurship teaching and hence taking both to the next level, (4) preparing students for a work life that physically and/or digitally transgress borders, thereby increasing their capacity to work at EU/international level, and (5) reinforcing the link among higher education institutions and external institutions and organisations (companies, public administration, NGOs, etc.) in order to co-create projects to foster entrepreneurship.These goals are contributing to two horizontal priorities of the Erasmus+ programme (i.e., “addressing digital transformation of Higher Education” and “Inclusion and diversity in all fields of education” ) and two sectorial priorities for Higher Education (i.e., “rewarding excellence in learning, teaching and skills development” and “Stimulating innovative learning and teaching practices”).<< Implementation >>HE can play an active part establishing educational settings for students to create and co-create solutions while still being students. Solving what you could call “real life problems” has a high potential in building “real life capacity” in students. This takes us to the core of D-EMIND and will allow us to meet the needs of our target groups (i.e., students, teachers, external organizations): developing an online methodology and providing a toolbox that facilitates real life projects in HE across curricula, borders, and disciplines. Internships and Students’ final projects in both, bachelors’ degree and masters’ degree are clear spaces where D-EMIND could become a key success factor.To achieve D-EMIND goals, five types of activities will be developed:Project Management: different types of activities will be developed before, during and after the completion of the project to ensure compliance with the commitments acquired. Thus, a budget control and task and time management system will be established to ensure coordination, effectiveness, orientation, transparency, and ethics. These principles, and the distribution of tasks, will be reflected in the Project Management Handbook. This handbook will be complemented with a Quality Plan and with a Dissemination and Communication Plan. An important part of project management will be based on external evaluation and control. For this a Project Advisory Group (PAG) will be established.Project Results related activities: they are the most visible activities of the project. As we will see, D-EMIND contemplates four closely related types of PR that will allow us to achieve the planned objectives. These PRs will be led or, in some cases, co-led by the partners and will always have PAG’s supervision to ensure its quality and suitability. The PR3 (Digital Toolbox and Platform), due to its technical complexity, implies the subcontracting of a company specialized in the design and development of technological platforms.Transnational Project Meetings (TPM): TPM are very important elements of team building, so for the project planning and during its implementation virtual (monthly) and face to face meetings have been and will be conducted. During the project lifetime, and based on distributed leadership, cooperation and knowledge management, five TPM will be developed, each one connected to key milestones and activities in the project. Each meeting will take place in one of the partner institutions.Dissemination activities: social media, the project’s website, academic conferences, and papers, as well as, multiplier events, will be used to present D-EMIND Project Results and communicate the progress. Additionally, these ME will seek to obtain stakeholders’ feedback and engagement through a direct interaction with partner institutions and PR. This will facilitate the transference and the project sustainable impact.Learning and teaching activities: The specific objective of training activity planned is to allow teachers from the participating institutions (five per HEI) to come together, to collectively review and appraise the D-EMIND Methodology (PR1) and Digital Toolbox (PR2), engaging in discourse on how each of these might influence change and improvement in existing teaching practice and providing feedback on areas for possible improvement. All participants will be provided with a certificate of participation from the host partner (UCN), confirming the course title, dates, duration and learning outcomes. Additionally, PR4 include a pilot test of the MOOC, which is in fact another learning and teaching activity where students, teachers and mentors will have the opportunity not only to gain a deeper understanding of the D-EMIND methodology, but also to co-create with other students, teachers and mentors for solving real-world challenges.<< Results >>To meet the project aim, four related project results have been planned:PR1 – D-EMIND Methodology and Self-assessment tool: this project result will focus on further development of the digital sphere of the on-site Atom model that fosters an entrepreneurial mindset (creativity, critical thinking, problem-solving) among students on online environments. Additionally, based on the conceptual approach of the Atom model a self-assessment tool will be created to measure creativity and entrepreneurial culture among HE students.PR2 – D-EMIND Toolbox and Platform : building on an existing platform (URL), assuring its sustainability and durability, an open a free section with a description of the ATOM Model, a digital repository with open resources for promoting entrepreneurial mindsets and an intranet for easing interactions among students, teachers, mentors and external organisations will be created.PR3 – D-EMIND Training Pack: students, teacher and mentor training is an essential part for promoting the use of the online CBL and entrepreneurial methodology developed. This Project Result (PR3) will contribute to build the capacity of teachers, students, and mentors to autonomously implement D-EMIND methodology in HEIs. This PR will be the based for building up the training program C1, and PR4.PR4 – D-EMIND MOOCs: the consortium will develop three Massive Open Courses for students, teachers and mentors. The MOOCS for students and teachers will be structured in 6 main units, one for each component of the Atom Model. An additional MOOC focused on mentoring will be also developed for teachers, experienced entrepreneurs or any other key agent interested who want to give back their own entrepreneurial or experts experiences through productive dialogues between mentor and mentee.

Europe is gradually becoming a more innovative continent. Innovation has been placed in the centre of Europe 2020 strategy for its key role in business expansion, employment creation and economic growth. Innovation Union Scoreboard (2015) states that EU innovation growth has been increasing at an average annual rate of 1.0% between 2007 and 2014. Still, the growth has not been equally strong across all innovation dimensions and indicators. While Europe has been getting stronger in Innovation Enablers and Firm Activities, a notable decline in EU SMEs’ Innovation Outputs has occurred. The share of SMEs with product/process innovations has shrunk by 1.7% and that of the marketing/organizational innovations by 3.3%. Sales of innovative products have declined by 0.8%. The discrepancy between innovation inputs (enablers and firm activities) and innovation outputs proves that Europe still has to tap into its innovative potential and is yet to poise itself better to be able to fully cash in on its innovative products and services.Commercialization of innovation is becoming an urgent problem. The most recent Innobarometer survey (2015) confirms EU SMEs experience difficulties in bringing innovative products or services to market. It also states that SMEs face more constrains to commercialization of their innovations than bigger companies. Lack of marketing expertise has been a problem in commercializing innovations for 39% of SMEs, compared to 23% of bigger enterprises.Among SMEs, young firms (0-5 years old) have the highest potential for innovation, growth and jobs creation (DynEmp, OECD). At the same time, they represent the most vulnerable group due to:1. low survival rate – in a majority of EU Member States only 40% to 60% of firms born in 2008 survived until 2012 (Annual Report on European SMEs 2014/2015);2. shortage of skills related to planning and managing innovation process and bringing innovative ideas to market (same as above).The data analysis reveals a need for training which will provide young SMEs with fail-safe methods of introducing innovative products/services to market and gaining commercial success.The INN-COMMERCE project addresses this challenge setting up the aim: to foster commercialization of young SMEs' innovation by improving their knowledge and skills in promoting and marketing innovative products or services through gamified training, specifically tailored to their needs. Specific objectives include:- Developing curriculum and e-learning content addressing the challenges young SMEs face in commercialization of innovative products/services;- Providing young SMEs with an open educational resource complete with learning materials on the innovation process with special focus on commercialization of innovation; - Delivering clear guidelines for young SMEs and C-VET institutions on using the developed materials and resources in their practice; - Collecting SMEs’ best practices in applying marketing strategies for successful commercialization of innovative products and services.The project employs life-cycle methodology, which implies a sequence of activities for planning, executing and disseminating the project results.In the lifetime of the project, the following intellectual outputs will be developed:O1. Course curriculum and learning content including a) presentations supplemented with voice memos and b) game-like exercisesO2. Gamification strategy and interactive/ gamified content implemented on the e-learning platformO3. Guidelines for SMEs and VET providers explaining the nature of INN-COMMERCE trainingO4. Collection of best practices in applying marketing strategies for successful commercialization of innovative products and services.Gamification approach to learning design will help to make INN-COMMERCE training a productive and fun experience. Interactive content will be developed in a way allowing for flexible self-paced learning. The partners will provide detailed instructions for engaging with all learning materials, including video-presentations, quizzes and interactive game-like exercises.The INN-COMMERCE project is targeted at EU SMEs which are 0-5 years old and C-VET providers. At least 445 representatives of the target group will be directly involved in the project activities and events (prototype workshops, national small-scale conferences and the project final conference). In addition, the project will reach more than 100 000 indirect beneficiaries through broad dissemination activities.By achieving its objectives, the INN-COMMERCE project will contribute to strengthening the innovation performance of EU SMEs, thus supporting economic growth and employment creation in Europe.

As declared by the Eu Commission “An agenda for new skills and jobs”, the promotion of entrepreneurship, self-employment, and innovation “can offer a source of innovative solutions to respond to social demands in a participative process, providing specific employment opportunities for those furthest away from the labor market”. According to the European Association for the Education of Adults (EAEA) manifesto, Adult Education needs to be clearly framed within an overall lifelong learning strategy that considers and gives equal importance to all sectors and all forms of learning (formal, non-formal and informal):• Adult education is a common and public good and transforms lives and societies. • Participation of all learners and especially those with low basic skills is encouraged.• Empowering non-formal methods and methodologies apply the creativity, existing knowledge and skills of learners and provide inspiring learning experiences.• Professional trainers, Trainers and staff are necessary for applying the appropriate methods and achieving high-quality provision and a successful learner experience.• Capacity-building and innovation in adult education.• Cooperation (regional, European, global, and institutional) is crucial for the visibility of adult education but also for peer-learning and innovation transfer.The Sound of Business project contributed to promote this strategy reaching the following objectives: •Provided N. 114 adult learners/trainers with practical tools leading to an innovate method of training related to basic and transversal skills, innovative managerial competencies, and entrepreneurial spirit.•Contributed to use and promote a non-formal approach based on art and music during 1 Short-term joint staff training course, 6 National Multiplier events, 6 national piloting trainings, and a very efficient transnational dissemination campaign.Involved TGs:- N. 23 trainers/coaches for adults (plus 1 participant who left the training after two days for personal reasons) equipped with knowledge, skills and innovative tools that blend the Project Cycle Management methodology with business development and rock music.- N.118 (51 participants in the focus groups + 67 agreements with stakeholders) involved in the initial analysis and needs assessment. - N. 91 business coaches, adult learners, business development experts, members of the Enterprise Europe Network, training departments of business development institutions acquired professional competence, practical and analytical skills required for business development.- N. 345 professionals especially interested in non-formal education, CYCLE management, business, and entrepreneurship, as well as music careers, reached and involved in 6 National Multiplier Events and trained about the Sound of Business methodologies.- 133 aspiring trainers requested for certification of competences.IOs and Project activitiesDue to the COVID pandemic the work plan was changed, and the project was extended till 31.12.20 with official approval of the Slovak NA. All the planned activities were implemented as projected within the changed work plan.IO1- 1 The Sound of Business Manual translated in 6 languages.IO2- 1 Online Platform available in 6 languagesIO3- 1 Learning Documentary available in 9 languagesIO4- 1 Protocol of certification od Competences and 1 Promotion Strategy of the protocolResults and impact attained; PROJECT MANAGEMENTa) Quantitative - Project meetings, both transnational partner meetings and online meetings: 44 Participants b) Qualitative - 93 % positive feedback received on effectiveness of project meetings provided by partners through internal survey following each project meeting- all partners expressed satisfaction with the decisions taken and cooperation with the other countries’ partners during the first TPM.-8 internal evaluation surveys including 4 meetings evaluations, 2 process evaluations and 2 (interim and final) quality management reports.QUALITY MANAGEMENT a) Quantitative -93% positive feedback on project management and coordination, provided by the project partners through internal survey in the middle (M14) and at the end of the project (M27).DISSEMINATIONa) Quantitative- Dissemination channels 17- Publications in printed and web-based media:15 publications (1 article in print media, 1 article in a digital issue of a monthly newspaper, 13 web-based articles)37 publications in total174 FB followers: Website visitors: 4198Indirect involvement: 694 215 141 page hits of the learning documentary266 users of training tools through the learning platformReferences to the training in other training resources -1+7 cross linked projectsb) Qualitative-96.83%of positive feedback on MEs in partner countries.Longer-term benefits.10 Educational institutions using parts of the developed teaching material 2 Adults starting the process to create their own business.

<< Objectives >>To raise awareness of the importance of the problem and its possible solutions at all levels, to all actors at every step of the supply chain to rescue food from waste and to promote global efforts and collective action towards meeting the Sustainable Development Goal Target 12.3, which targets to halve per capita food waste at the retail and consumer level by 2030 and reduce food losses along the food production and supply chains.<< Implementation >>1.Development of Project Management Plan (incl. Time, Finance, Risks); 2. Development of Quality Management Plan; 3.Design & Development of ReS-Food Methodological Framework; 4. Creation of Measure my Food Waste Status Self-Assessment Tool; 5. Production of ReS-Food twofold Educational Package; 6. Design &Development of the ReS-Food Hub; 7. Design and Develop ReS-Food website; 8. Development of Share, Promote and Exploitation Plan<< Results >>• The ReS-Food Methodological Framework, a 3-step methodological framework to manage the food rescue chain end-2-end• The “Measure my Food Waste Status” Tool, a self-assessment tool• The “ReS-Food” Course, twofold educational package with interactive material including videos, gamification, quizzes• The “ReS-Food” Learning Hub, an online interactive platform hosts the above

"<< Background >>The goal of Social Enterprises (SE) is to achieve economic equilibrium utilizing the successful combination of market and non-market sources of financing , as well as non-monetary resources and income from private donation (E. Les, 2005, pp. 36-37). SEs or values driven ""hybrid"" businesses that operate in the ill-defined space between the for-profit and non-profit worlds are seen by some to have particular strengths in simultaneously addressing economic, social and environmental needs. The hybrid nature of SEs, marrying social, environmental and financial objectives, requires specific capabilities to balance these different objectives.Attitudes towards growth and scaling-up need to be understood in relation to organizational aims and experiences, institutional barriers and the key actors and agencies involved. Support for SEs therefore needs to be tailored to their specific needs, helping them to articulate strategies for growth that are congruent with their mission and values (Vickers, Lyon, 2013).A difficulty in attracting talent thus, contributes to a lack of internal skills in SEs; lack of professional management structure, lack of business skills, low involvement in international business and collaborative networks of social enterprises (EC, 2015).The Impact Hub identified regular SE needs to be: (1). Strong access to supportive networks, (2) Community connections, (3) Knowledge and skills training - access to lessons learned, best practices and trends,(4) Resources and finance.Needs after COVID-19 have been heightened and in many cases include new challenges like additional help from technocrats with optimizing and pivoting business models, access to financing, covid related public health and social issues.The most important challenges facing contemporary SEs are:(1) demographic changes(2) population migration(3) climate change and regional development(4) marginalization of ethnic groups(5) extending the sectors of social enterprise operation to include social and health services, renewable energy, socially engaged agriculture and the environment which often require new qualifications and skills(6) decentralization of SEs and their greater linkage with local needs and initiatives(PARP, 2020)More than ever, businesses, governments, non-profits and other organizations are finding it necessary to adopt a global mindset. As organizations recognize the importance of developing greater cross-cultural competence and innovation, diversity and inclusion practitioners like SEs are often at the forefront of this work.The above is a high level analysis of SEs.Why is social enterprising important? The European Union’s definition and description that “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. It operates by providing goods and services for the market in an entrepreneurial and innovative fashion and uses its profits primarily to achieve social objectives. It is managed in an open and responsible manner and, in particular, involves employees, consumers and stakeholders affected by its commercial activities”, sets the tone as regards to the context and the objectives of the SENIMA proposal as well as the needs and target groups to be addressed.<< Objectives >>Project scope and objectives:The objectives of the SENIMA proposal relate directly to the Entrepreneurship 2020 Action plan; “Action Pillar 1 – Entrepreneurial education and training to support growth and business creation” and “Action Pillar 2 – creating the right business environment”. SENIMA will integrate the principles of Social Enterprising and Entrepreneurship leading into more social enterprises, more entrepreneurs and a better European society. Specifically, SENIMA will:1.Promote social entrepreneurship,2.Better equip social enterprises’ participants with the skills and tools to enhance their business case and support them through the crucial phases of their development. 3.Provide the necessary skills and tools for new entrepreneurs in the social enterprises sector, SMEs and Start-ups to facilitate the growth and development of the companies.4.Develop a hands-on financial management guide. 5.Educate social enterprises about the benefits of governance. 6.Present the various Social Enterprises’ models and legal forms so that aspiring incumbent social entrepreneurs can adopt and adapt to change in the participating countries.7.Promote social innovation though the better understanding and education of the Social Enterprises’ sector. 8.Facilitate networking and the sharing of knowledge, experiences and best practices.9.Develop a platform to support e- learning10. Develop a Toolkit and applied-case study scenarios.11.Develop a certification to support both the learning activities as well as networking between Social Enterprises in the wider SMEs, Start-ups and entrepreneurship sector. 12.Provide access to other geographical regions for the exchange of practices and knowledge.SENIMA will result in measurable improvements in the performance of social enterprises. It is expected to make Social Enterprises more effective and efficient thus increasing their chances of longevity which in turn would provide them with a more favorable opportunity to fulfill their mission. We also expect that SENIMA will inspire the formation of an increased number of new Social Enterprises. Target groups:The following target groups can benefit from the proposal:>SMEs, Start-ups and Entrepreneurs with an emphasis in Social Enterprising.-Owners, Managers, employees - to apply the concept and support their activities to start, grow and develop their company.>VET providers/trainers/consultants•To include the SENIMA concept in the list of programs they offer>Management/ Business consultants•To apply the concept and support the activities of their target market.>Business Associations>Chambers of Commerce and Industry>EU – wide networks>Policy makers<< Implementation >>The SENIMA project duration is two years (24 months) and the implementation will be as follows:1. Initiation Stage (- 2 months to month 0)This phase refers to the activities that have been undertaken during the development of the application to be submitted to funding agency. It consists of the determination of the project objective, assessment of project feasibility and also identification of the deliverables as well as project stakeholders. This stage also involves the design of a project plan to guide the partners, which includes preparation activities that the partners will perform before the commencement of the project. 2. Planning stage (Months 1-3)This stage refers to the first months of the project, during which the milestones of the projectmanagement as a procedure will be defined: Project tasks are broken down into smaller tasks, teams are built, schedule of completion are assigned. Specifically:a) Finalization of the Project Management Plan (PMP) by the project coordinator UL, which will setthe main management tools and procedures;b) Development of Risk Management Plan (part of PMP), which will serve as the main risk management toolstipulating the main risks to the project activities, based on internal and external context;c) Development of Project Work Plan (part of PMP), which will serve as a main time managementtool, containing the schedule of activities, responsibilities and deadlines;d) Receiving first payment from NA and transfer of first instalment to partners;e) Development of financial reporting mechanism. 6-month progress reports, which will be mandatoryfor partners in order to receive next instalment;f) Development of Dissemination Plan, which will serve as the main guideline for effectivecommunication with project target groups and stakeholders;g) Development of Quality Plan, which will serve as a main quality assurance tool;h) Carrying out of kick-off meeting.3. Execution phase (Months 4-22)This is the longest phase where the plan is turned into action. It relies on the planning phase, encompassing the development of the Project Results:The methodology that will be applied for the above outputs as quality measure (on top of the PM2 methodology) is based on the Plan-Do-Check-Cycle(PDCA). PDCA is an iterative four step method used for the control and continuous improvement of processes and products in order to maintain the continual improvement.The development of each Project Result undergoes through the followingphases:a) Plan: Thorough planning of output development & Development of methodologies, templatesguidelines for execution of activities related to the respective output;b) Do: Put the plan out for the relevant parties for realization & execution of planned activities for each output.c) Check: Monitor and measure the processes according to the plan, policies, objectives andrequirements, Internal evaluation (peer reviews by all partners; assessment by QM leader) & Externalevaluation (pilot tests with target groups; assessment by external evaluator);d) Act: Assignment and implementation of corrective actions (refinements) based on the conclusionsfrom performed external and internal evaluations;e) Finish: upon implementation of agreed refinements each output is deemed finalized.4. Closure phase (Months 23-24)This phase will involve project closure activities including final reporting, and guaranteeing post project developments and actions. The last stage will be aimed at:-performing targeted dissemination via organizing national project promotional events in each partnercountry and the final conference in Poland;-planning of resources and actions to ensure sustainability of the project results after its completion;-carrying out the last project meeting;-preparation of final report on project implementation;;<< Results >>The SENIMA project will produce the following important outputs/results:A.Project Result 1 (R1): SENIMA SyllabusA training syllabus will be developed which will include the core learning essentials for the following topics and will be comprised of four modules. Module 1: Social Enterprises’ business models and Legal FormsThe SENIMA proposal will examine the various types of social enterprises models, how they apply in practice and how they can support SE and aspiring social entrepreneurs. In particular, it will be examined how social enterprises typically adopt a “hybrid” business model i.e. they derive their revenues from a combination of: -Market sources e.g. the sale of goods and services to the public or private sector; and-Non-market sources e.g. government subsidies and grants, private donations, non-monetary or in-kind contributions such as voluntary work etc.The SENIMA proposal will examine the various types of social enterprises’ legal forms, how they apply in practice and how they can support social enterprises and aspiring social entrepreneurs. These legal structures include-Non-profit structures such as associations, foundations and institutions.-Cooperatives – which are generally owned and controlled on a democratic basis by members.-Social enterprise legal forms - which are usually characterized by legally recognized adaptations to an underlying legal form. -Share companies – which are generally owned and controlled by shareholders on the basis of shareholdings and which may trade in furtherance of a social purpose and may have other governance features to subordinate profit to purpose.Module 2: Innovation in the Social Sector-Methods and ways to improve and apply innovation Module 3: Financial Management for Social Enterprises:Core topics to include:-Incremental cash flows-The role of sunk cost-Asset disposal-Nominal vs real prices-Net Present Value (NPV)-Internal rate of Return (IRR)-Payback period-Profitability Index (PI)-Benefit – Cost Ratio Methods for funding like:-Microfinance-CrowdfundingModule 4: Governance and Social Enterprises-Corporate Governance is extremely important for organizations of all sizes. As identified by the International Finance Corporation (www.ifc.com), corporate governance for SMEs is as equally important as for large organizations. To enhance the effectiveness and facilitate the needs of the target market, the training syllabus will be developed in a way to address the various degrees of sophistication and expertise of the target market.Based on the syllabus, the SENIMA process flow will be developed. The aim of this is to facilitate better integration of the syllabus by the target market.B.Project result 2 (R2): SENIMA e-platformA platform will be developed to enhance the learning process integrating the syllabus with tools and other resources to enhance the learning process. The Learning platform will also include applied cases in an effort to augment the learning and training process.C.Project result 3 (R3): SENIMA Toolkit and Applied case studyA Toolkit is a collection of authoritative and adaptable resources that can enable a target group to become familiar with an issue and identify approaches for addressing challenges. Applied-case learning offers users the opportunity to acquire skills and knowledge directly from applied-case scenarios. This could provide a great opportunity for stakeholders to test new concepts and provide the foundation from enhanced interaction between them.D.Project result 4 (R4): SENIMA CertificationThe program will offer participants the opportunity to obtain the “SENIMA certification” following examination on the learning areas of the program.SENIMA Dissemination Plan (SDP): To promote and display Project Results. The course of action will be for the consortium to involve bodies like Chambers of Commerce and various professional associations."