"The ""MIND - Marketing, Internationalization & Development"" project aims to:• carry out a process of transnational cooperation to analyse, design, test, validate and disseminate a European framework for the qualification of the Vocational profile of International Marketing Manager to:a) support SMEs to define internationalisation processes to define strategies to choose the foreign country/market, the entry methods and correct positioning with respect to the competition, the most suitable communication strategies, particularly as regards agro-food products;b) analyse internal and external resources to identify market opportunities and relative strategies to adopt;c) determine the international marketing strategies based on an analysis of competition and market segmentationd) guide SMEs to define export plans, on the basis of competitive strategies and marketing.• reduce the mismatch between the demand for skills of production systems and the provision of training offered by VET actors • facilitate access to a plurality of online OER, even after project end, for at least 3 years, to allow people to acquire/consolidate the organizational/managerial, commercial, relational and marketing skills, functional for strategic planning of international SME projection.These objectives will be fulfilled by:1) ANALYSIS OF TRAINING NEEDS, defining the vocational profile of the International Marketing Manager, divided into skills, denominated and described in the knowledge and skills/abilities, indicating the EQF level, the expected results and indicators of possession and use. Through the organization of the Focus Groups, the profile will be shared with:a) representatives of a group of agro-food SMEs, to ascertain whether the knowledge and abilities/skills described are really considered necessary, in order to define even the minimum standards of possession/exerciseb) a group of people representing the target group (long-term first time job seekers/unemployed, with degrees in economic subjects), to identify the average level of knowledge and exercise of skills/abilities of planning and management skills in international marketing for SMEs, on which to base the contents of the OER.2) CREATION OF OPEN EDUCATIONAL RESOURCES, that constitute the “MARK.UP-MARKETING UPSKILLING” multimedia product, to develop/reinforce project beneficiaries’:a) knowledge of:• Success Factors and factors that influence foreign markets• Segmentation Strategies of international markets• Positioning strategies• SWOT Analysis• Competitor analysis• Strategies to enter and work in foreign countries• International Marketing Mix Strategies • Drafting an Export Planb) ability of:• analysis, • strategic thinking, • negotiation, • programming, • organisation,• decision making,• results orientation,• initiative,• propensity to new things,• forward thinking, • managing uncertainty and difficulties3) THE CREATION OF THE ""MAR.CO - MARKETING COMPETENCIES” LEARNING ENVIRONMENT, a Knowledge Hub featuring educational materials and operational tools, able to help people acquire the skills and competences of the reference vocational profile.4) TESTING OF OER, TEACHING MATERIALS AND INTERNATIONALISATION SUPPORT TOOLS by a group of beneficiaries to develop the skills of the target vocational profile, in order to:- make early corrective measures to learning contents and/or methods of use, in a logic of fine tuning for subsequent dissemination to the general public;- acquire the knowledge and skills needed to conduct a check-up on SMEs businesses interested in international business development5) CONDUCTING A COMPANY CHECK UP to understand the ways and means to be used to guide SMEs in the strategic routes of entry, development and permanence in international circuits in relation to:- analysis of internal resources (human, financial, technical) and competition- support in innovation- selection of foreign markets with the highest potential- definition of export plans- definition of International marketing mix strategies 6) CONSTRUCTING ""MIND STORY"" A DIGITAL BOOK, to narrate the actions carried out, the results achieved, the personal and professional experiences of beneficiaries, the information collected with the business analysis, including (video) interviews with testimonials expression of the partnership reference territories"

"The vision of the project:Our vision is to prevent or mitigate the occurrence of violent/aggressive speech and bullying on the internet with the education and promotion of a positive mindset. We will provide our youth workers, leaders and young adults with the methods, tools, and guidance necessary to achieve our objective.The problem of starting bullying or being involved in bullying:When it comes to social media, it's no big secret that cyberbullying is prevalent, particularly among teens and young adults. It's too easy to bully and say whatever they want to each other from behind the safety of their usernames and devices. In fact, approximately 34% of the students surveyed by the Cyberbullying Research Center have experienced cyberbullying in their lifetimes.Cyber ""bully/victims"" were heavily involved in ""traditional"" forms of bullying - 64% had been bullied, and 66% had bullied others. In a study of high school students, 61% of cyber ""victims"" also reported being victims of ""traditional"" bullying; 55% of cyber ""bullies"" also said they had bullied others in ""traditional ways."" (https://bit.ly/MindOfABully )When an individual's identity is not stable, his/her attempt at intimacy may lead to isolation and attempts at intimacy become desperate attempts showing bullying and harassment. (Berzoff, 2008, p. 112).Our solution - Applying positive psychology and fostering a positive mindset.Positive psychology is a scientific study of what makes people thrive and focuses on behaviours that can lead to a more optimized frame of mind to lead to more practical actions, much like cognitive-behavioural therapy (CBT). But compared to CBT, positive psychology focuses more on what makes already-functional; it focuses on strengths instead of weaknesses (Martin Sellingman, Father of modern positive psychology - https://bit.ly/PositivePsychologyDef ). Positivity improves life, working place, family and society as a whole.Target groups: - Youth Workers/Youth Leaders. Young adults (years 18+, post-adolescence as an epigenetic stage) Expected results of the projectMINDSET educational program which has a mission to prevent cyberbullying before it happens by fostering a positive mindset within people. MINDSET educational program promotes positive psychology, fostering positive thinking, empathy and a positive mindset. MINDSET train-the-trainer program is going to help facilitate the training of our youth trainers according to the developed educational program, adding specific techniques, methods and tools. MINDSET guidebooks for youth workers for having permanent guidance in paper and electronic form - a step-by-step guide book for youth workers and young adults to help build and foster a positive mindset within people. We will also create and develop a website that will offer information on how to promote a positive mindset in general and how to combat cyberbullying. We plan on doing so by collecting various cyberbullying stories from our partnering countries.ParticipantsThe project will span over 24 months and consists of a partner from 9 different countries. In every country, we will help educate one-country project promoters that will facilitate the usage of all project results. Education will be held across 18 youth centres in partnering countries, and it will involve 36 youth workers for pilot project results implementation. Implementation groups of youth workers/country promoters will test the train-the-trainer and develop a program on LTT, they will learn skills needed to successfully and adequately turn people away from becoming bullies by successfully fostering a positive mindset.Impact and benefits of usage of our results on the final recipient's group:- Impacting on the development of the participant's positive mindset- Improved lifestyle and preventing of bullying online and offline- Significantly reduced possibility for recurrence of online bullying- Focusing on the positive side of life instead of dwelling on problems- Better coping with any kind of issues in future life- Happiness is a choice but also something we need to work on"

The digital world has covered every aspect of our life. Especially after the COVID-19 pandemic spread all over the world, people had to carry out all communication and business online more than ever before. Growing with the digital world, digital marketing has a significant place because more consumers are becoming online every day. European Commission places great importance on digitalisation in agriculture. The EC organised EIP-AGRI Seminar covering Multi-level strategies for digitising agriculture & rural areas with the participation of 25 member countries in April 2019. Primarily, main components of a strategy for digitalisation and challenges to foster strategies in digitalising agriculture were issued. Additionally, inclusion of digitalisation in the CAP (Common Agricultural Policy) Strategic Plan was discussed. They signed a declaration of cooperation on ‘A smart and sustainable digital future for European agriculture and rural areas’ to take a number of actions to support a successful digitalisation of agriculture and rural areas in Europe. It recognizes the potential of digital technologies to help tackle important and urgent economic, social and environmental challenges facing the EU's agri-food sector and rural areas.In order to succeed in digital marketing, individuals/enterprises need to recognize the importance of using the digital security of marketing as well as using various digital marketing channels. Conventional marketing methods can no longer reach people as much as digital marketing. Among people who will use the digital marketing methods to sell the goods or services, maybe the most vulnerable ones are the farmers, agripreneurs.Because the agricultural community is very weak in digital skills and accordingly in digital marketing; they are so defenceless to the digital threats like pishing, e-commerce fraud etc.; digital safety & security is vital for farmers-agripreneurs who will use online tools to sell the goods/services. Therefore, improving the digital skills of farmers, producers, peasants i.e. agripreneurs through ‘Safe Digital Agri Marketing’ skills is inevitable, and priority is given to increase the digital marketing skills of farmers including safety & security.The aim of the project is to contribute to digitalisation in agriculture and so improving the economic and environmental sustainability of the agricultural sector through improving farmers' digital marketing skills with digital safety & security. The objectives of the project that will be implemented by nine partner organisations from five countries are,-Establishing an innovative and sustainable educational e-learning platform and developing a curriculum/course on digital marketing with digital safety & security for agricultural and digital sector-Extending the competences of trainers and other personnel by using innovative tools and OERs-Increasing awareness on the online safe & secure marketing in agricultural sector-Opening new doors to farmers to evaluate their products and increase their income.In our project, we will produce innovative intellectual outputs that will be “Curriculum/Course for Safe Digital Marketing for Agripreneurs”, “E-Learning Platform with Modules & Training/Learning Materials”, “Agripreneurs' Safe Digital Marketing Guidebook and Toolbox for Safe Digital Marketing Strategy for Agripreneur”. During the development of the outputs;18 trainers/instructors will be trained to improve e-learning skills in designing & managing a course on LMS and in creating interactive contents. The survey will be applied to 200 farmers/peasants in partner countries for the need analysis. Testing will be executed with 200 farmers/peasants in partner countries.All results and intellectual outputs will be shared with 225 participants from stake holders in the multiplier events in five partner countries.Our project will produce an e-learning platform which will be open to all agripreneurs even other people in EU, program countries and worldwide. Any individual will be able to access freely to E-Learning Platform, Curriculum/Course, Agripreneur’s Safe Digital Marketing Guidebook and Toolbox for Safe Digital Marketing Strategy for AgripreneurBy implementing the project, we are expected below results and outcomes:-An innovative & sustainable educational methodology in the digital field for farmers will be developed.-Learning outcomes and a curriculum/course on digital marketing with digital safety & security will be developed for agricultural sector.-Trainers/instructors will extend their competences by using innovative tools and OERs.-Awareness on the safe & secure digital marketing in agricultural sector will be increased.-Outcomes will contribute to the digitalisation of agriculture and improvement of the economic & environmental sustainability of the agricultural sector.-Digital skills of farmers/agripreneurs in rural areas will be increased. Thus, productivity & efficiency will be improved.

Social enterprises are an important driver for inclusive growth and play a key role in tackling current economic and environmental challenges. It is estimated that they employ some 14.5 million people, 6.5% of the workforce in the European Union. The European Commission has given support to the development of social enterprises and in 2011 has launched the Social Business Initiative. Yet, only eight countries (Bulgaria, Greece, France, Italy, Luxembourg, Slovenia, Sweden, and United Kingdom) have a policy framework in place to encourage and support the development of social enterprises. In addition, “the lack of business support and development structures, training, and workforce development” is one of the five main barriers faced by social enterprises, according to the first in-depth study on mapping social entrepreneurship in all member states commissioned by the European Commission. This barrier in training and support was also identified in a report by Richardson (2013) commissioned by the School for Social Entrepreneurs (SSE), which brought together public authorities and social enterprise organisations with extensive experience of developing strategies to support social enterprises. SENSCOT (2015) has made the following recommendations to policy makers, in terms of start up support and training: • Start-up support should be provided at two levels: mainstream business advisers should be capable of giving initial advice, and should signpost potential social entrepreneurs to a specialist support infrastructure, well linked to existing federal and support bodies of the social economy• Training for social entrepreneurs should focus on leadership• Training support should be provided that is appropriate to the enterprise life-cycle; start-up support of should include new business creation but also also worker takeovers and growth plans, include diversification, replication, acquisition and stronger relationships with conventional enterprises.• Networking capacity of social enterprises should be geared by supporting scaling and replication mechanisms such as social franchising• Social Impact Measurement methods which provide an evidence base should be supportedThe project aimed to address the lack of business support and development structures, training, and workforce development by developing an online incubator for social enterprises where they are able to offer technical support, training and achieve knowledge transfer from the most advanced countries/regions (UK, Germany) to countries with least experience (Cyprus) but also by creating a common curricula for the managers and trainers of these support structures, which will include thematic units as SENCOT has identified. The recommendations made by SENSCOT were:• Social Entrepreneurship (for mainstream business advisors)• Leadership for Social Entrepreneurs• Social Impact Measurement Tool• Social FranchisingOne of the essential outcomes of this project proposal was access to greater mobility across the EU alongside the formal recognition of the lifelong learning that this will bring. New initiatives in training and business will support models for social businesses and were generated through this initiative. New strategies for successful and innovative delivery were developed and shared across the project teams. The project was in line with the General Objectives of Erasmus Plus, which is explicitly, the implementation of the EU2020 and ET2020 strategies and the EU HE Modernization Strategy of 2011, with particular emphasis on capacity building, harmonization of training and the development of strategic partnerships. The project was also committed to the Priorities of the 2015 Call especially the priorities previously identified and in addition: the development and ultimate accreditation of basic life skills as well as transversal skills such as innovation and creativity, working with under-represented groups as part of a commitment to Equality and Inclusion, and using new and innovative approaches to teaching and learning. The conceptualization of the project owes much to the social inclusion dimension of Leuven and Louvain-la-Neuve communiqué (2009) and the Bucharest communiqué of 2012 with its emphasis on providing higher education for all, enhancing employability and strengthened mobility.The project aim was to develop an integrated pan-European approach to the educational and training support of social business in all of its forms.

The project Innovation and Continuing Education in Destination Management (DEMINA) was planned with the aim of closing the current gaps in educational materials and methodologies for destination management and strategic tourism development.Objectives of the project are as follows:• enhance the qualification / professionalisation of destination organizations and teach them to work with effective tools for increasing their knowledge and skills;• define new professional qualifications at European level for the Destination Organization Worker and the Destination Organization Manager;• create a unique educational and methodological tool for destination audit and management, thus strengthening the training offer in this area;• promote destination audit expertise as part of destination management qualifications in partner countries;• promote and expand interest in destination management in order to contribute to a greater interest in the sustainable development of tourism and regions and related policies;• strengthen at EU level a network of DM specialists, enabling the exchange of expertise to continuously improve their professional knowledge and skills.The project thus focuses on the following specific areas:• Innovation in destination management• the cost-effectiveness, efficiency and effectiveness of financial investment in the development of tourism destinations• improving the skills of managers and workers in the field of destination management and strategic tourism development• application of the European concept of Tourism Learning Areas• strategic and proces-orientated tourism planningThe project will implement two outputs:1. Creation of methodological publication European Model and Methodology for Destination Management and Audit2. Creation of a training program for destination management staff and staff responsible for the development of tourism at public level, applicable both to the lifelong training of tourism workers and to the training of future tourism workersThe project will also include an international five-day seminar for destination experts from partner countries focused on theoretical and practical teaching of the issue, conducted in a real destination and with real data.