Eurostat records from 2018 show clearly there has been still almost 20 million of young people Neither Employed nor in Education and Training (hereinafter called NEETs) in EU. Lowering youth unemployment and supporting the engagement of as many young Europeans as possible is at the heart of the EU policy agenda. The most vulnerable subgroup of NEETs is young people with the lowest level of educational attainment.The prevention of being NEETs should start already in the last grade of primary school when pupils are standing in front of one of their most crucial decisions in life: what career path will I take? Do I want to even continue in further education?This project wants to link the point of prevention of being NEET with support to boost the interest of pupils in technical, scientific and mathematical disciplines with a high degree of innovativeness among students of the last grade of primary schools due to the increasing lack of qualified and professionally educated workers in the labour market, particularly in aforementioned disciplines.In most of EU primary schools pupils can consult their career and what personalities are suitable for a given work, however what is usually missing at primary schools is that young students also need to gain more of the motivation, popularization of technically oriented apprenticeships before choosing a further direction of their education.It often happens pupils do not like technically oriented subjects due to lack of popularization and emphasis on the importance, prestige and innovativeness used in technical fields. This is exactly what this project intends to address at a transnational level, ensuring the necessary transfer of best practices from foreign experts focusing on innovative course methods and technical innovations (e.g. 3D printing, virtual reality, artificial intelligence, Internet of things, etc.).The project specifically aims at the creation of the methodology on how to correctly identify the pupils at risks of dropping out of school, demotivating to the next level of education, the associated unemployment, and destined for being future NEET. Partners will exchange best practices on how and according to what characteristics they will identify vulnerable pupils. Process of identification would run with the help of teachers and youth workers as they know the best the background of pupils and are close to their families.Consequently, 6 sets of courses curricula with the innovative method of action learning will be specially created in cooperation with foreign experts and based on transferred best practices. Partners will cooperate also with organisations/SMEs dealing with technical disciplines and new technologies. The result of such cooperation will be the awakening of pupils’ interest in technical education in new fields with a high level of innovation and a certain prestige. This should facilitate their choice of secondary education and prevent them from leaving formal education with completed primary schools.The project believes by the end of the project, at least 40 out of 75 representatives (representing 15% out of total number of involved pupils) will successfully finish with project courses and enrol in secondary vocational education with a focus on any technical field.At the end of the project, partners will organize a final conference in Prague that will aim at raising awareness of NEETs phenomenon at European level and presenting project innovative solution and its success, including project outputs and impacts on the target group.

<< Background >>Both Eurostat (2019) and “Women’s Economic Empowerment” (2016) report provide strong evidence that women are lagging behind men in terms of the number of female business owners, the size of women-owned businesses, and their access to economic resources. Women’s economic empowerment is a cornerstone of the 2030 Agenda for Sustainable Development and Entrepreneurship 2020 plan. Even though data regarding women's career and life balance and women's multiple roles and their coping strategies and mechanisms has been more prominent over the past three years (Brink et al, 2001), there are still major misconceptions regarding mothers in the workplace, especially when referring to disadvantaged mothers; single mothers, migrant mothers, mothers with social needs. The role of these misconceptions is evident in the amount of companies reducing their expectations to hire working mothers. There is evidence that the care of children plays a crucial role in mothers’ and households’ labor supply decisions: European data demonstrate that in 2017, the employment rate of women with children aged 6 or less was 64.6% in the EU as opposed to 79% for women without children.Despite strong legislation and in some cases, enhanced organizational benefits, one in three women, find it difficult or very difficult to return to work after maternity leave (Morris, 2008). The most important reasons for this include:concerns about childcarefinancial issuesinability to balance career and family- the attitude of their supervisor and other employees upon their return- fear of failure- lack of self-confidence-ack of education and examplesMoreover, when coming to disadvantaged mothers (single mothers, migrants, mothers with social needs etc) the challenges are multiply:-acculturation (different language, culture, values, costumes)-discrimination-lack of free and personal time-lack of socialization-financial and social deadends-sense of guilt-lonelinessOver the past decade, female entrepreneurs with young children have launched a worldwide “mompreneurship” movement, defining the practice of entrepreneurship as allowing for a balance between career and family responsibilities. Huat and Vial (2014) refer to an increasing number of women entrepreneurs’ clamor for the mompreneur label in Europe. Availability and affordability of childcare services can largely explain the different levels of mothers’ employment across the EU. Indicatively in Great Britain, more than one third of female entrepreneurs are under 30 years of age, more than 1.2 million self-employed women in full and part-time work, and 74% of them have started their business while having children under the age of two (Morrison, 2013). Of those 1.2 million self-employed womens, “an estimated 300,000 are mumpreneurs, according to Mumpreneurs UK, contributing £7.4bn to the economy each year”. On the other hand the majority of mothers and especially the disadvantaged ones rarely overcome the obstacles and risk to innovate and become entrepreneurs.<< Objectives >>The OBJECTIVES of “MOMentum” are :1. promote entrepreneurship education and social entrepreneurship for mothers, especially the disadvantaged ones2. inspire mothers through role-model education to take the risk of founding their own enterprise3. fight stereotypes against women who want to work again after their childbirth, who are migrant, who are single or with social needs 4. bring out the importance of working and innovating for the mother's psychological, emotional, cultural and social balance5. motivate and helping the mothers, especially the disadvantaged ones, creating their own work in the new economy6. enhance acquisition of key skills and competences to mothers7. strengthen the skills and competences of trainers/educators/relevant professionals regarding mumpreneurship 8. promote economical, social and gender equality.<< Implementation >>In order to succeed these objectives the MOMentum project the partnership will develop a new methodology based on Role-models and digital open learning to support VET education of mothers. The main results of the project will be:R1-Gamified Role-model education methodology- It will describe the innovative methodology of VET education through gamified tools and Role models for mumpreneurshipR2- Role-model education toolkit: Learning training material and activities toolkit on Role-model education featuring real-life role models as well as activities for motivating mothers to participate in entrepreneurshipR3- Entrepreneurship education toolkit: Learning training material and activities toolkit for entrepreneurial education fostering understanding of legislation, entrepreneurial mindset and soft skills for mothers to foster their careers in innovative entrepreneurship.R4- MOMentum application: an educational application including material developed through Ra, R2, R3 in a gamified way and enabling the easy access by all target groups especially mothers. In order to develop these results and for succeeding our objectives we will also implement a 3 transnational meetings, and one learning training teaching activity. We will also involve participants of target groups in pilot workshops and testing's of our project resultsFinally we will disseminate the aim, objectives and results of the project through several channels as well as in the final multiplier events.<< Results >>After the end of the project the partnership will have produce 4 project resultsR1- Gamified Role-model education methodology R2- Role model education toolkitR3- Entrepreneurship education toolkit R4- The Gamified educational applicationThe main outcomes of “MOMentum” project will be:-staff of partners and staff of associates of partners organization will be trained or participate within the framework of the project (eg. C1, trainings etc)-VET trainers/educators and relevant professionals will learn about the new methodology through dissemination and exploitation actions and will be able to get trained to the use of its tools within the framework of the project.-mothers or/and disadvantages mothers will participate in educational activities within the framework of the project or get aware of it through dissemination activities and events-People and institutions including mothers, husbands, VET trainers, professionals, enterprises, NGOs, women associations, Universities, incubators, authorities, other stakeholders etc will visit the project’s website which includes all the methodology and its educational tools and get aware of the project.Moreover the project will result in:-Increasing the awareness of all on maternity issues, gender equality and social inclusion in entrepreneurship -Highlighting the importance of collaboration between men and women and especially mothers for the development of an environment of equal opportunities in the entrepreneurial world-Creating motivation to unemployed/inactive mothers to found their own start-ups and create their own future.-Creating motivation to unemployed/inactive mothers to improve their soft skills, strengthen their self-control, self-esteem and self-confidence -Support mothers to continue to work and innovate regardless their commitment in family -Changing social expectations and own attitudes of unemployed/inactive mothers -Re-designing new attitudes and environments with equal opportunities for all-enhance the use of Role-model education and gamification in VET learning and training

Farming sector employs 22 million people in EU, being a main employer in consortium countries such as Bulgaria (20%) or Greece (11%), with 9 on every 10 people working alone (farm holder) or with the family. In 2018, 60% of farm managers on the EU's 10.5 million holdings were older than 55 years. Only about 10% farm managers were below 40 years old, and these farmers have some agricultural training, while only 3% of farmers older than 65 year olds have any training.In EU, 70% of farm managers only have practical experience, less than 10% have full agricultural training, and the rest (22%) have basic agricultural training. Skills are mainly acquired through transference of experience from senior farmers into family members.PROJECT OBJECTIVE is to improve the training attractiveness of the agroecology VET, providing teachers with tools with capacity to attract farmers to higher levels of education, and also recover silver knowledge which can be otherwise lost. Agrosilver Value is a mix of PARTNERS coming from countries with different profiles of training, and different profiles of farmers:-Chambre of Agriculture Lot-et-Garonne (FR) is a leading region in agriculture, with younger and more formally-trained farmers than the EU average. -Ekologykm (BG) is a SME experienced in VET for ecology, sustainable agriculture and innovation. Similar activities to Mediterranean Agronomic Institute of Chania (EL). -FundeuTAD (ES) is a SME experienced in VET, data processing and video processing.-Gozo Ministry (MT) and Extremadura Government (ES) participates with the corresponding department of agriculture training.-INPLA (ET) is a SME expert in impact monitoring and quality evaluation.ACTIVITIES. In order to achieve the objectives, and deliver the results, the project includes 8 Group of Tasks: -4 transversal (coordination, quality control, monitoring, dissemination).-GT2 for preparation-GT3, GT4 and GT5 as core developers of outputs.GT3 DATA PLATFORM (M1 to M9) Where consortium will carry out the video recording of practices and knowledge, both from famers (silver especially) and teachers, with a following process of data structuring and indexing into the data-platform.GT4 SILVERKNOWS SOFTWARE (M2 to M16) Where the SilverKnows Software is developed, and all the videos processed into a data mine.GT5 RECOGNITION TOOL, LEARNING UNITS AND PILOT COURSES (M16 to M30)Where the consortium generates learning units and creates a pilot course for teachers. Partners will also promote recognition methodology and generate software manuals and users documents.The final results to be achieved for the project are linked to the project objectives and the activities:-Result 1. To introduce opportunities for the initial and continuous professional development of agricultural VET teachers.-Result 2. Making agricultural training more attractive.-Result 3. Accelerating the share of knowledge among agricultural VET teachers.-Result 4. The increase on the use of digital technologies among agricultural VET teachers.-Result 5. To increase the recovery of farmers to the formal teaching.-Result 6. Ameliorate the role that the education has in the fight against the global warming.The main intellectual outputs assuring the mentioned results are:-INTELLECTUAL RESULT/OUTPUT 1. DATA PLATFORMCompilation of videos related to agroecology, based on the real experiences and testimonies of farmers and teachers (more than 120 videos and 1000 minutes).-INTELLECTUAL RESULT/OUTPUT 2. SILVERKNOWS SOFTWARESilverKnows reads the contents of the videos, converting the audio into encoded information, in any of the country languages, allowing users (teachers) to search for specific content, based on multiple filters and key information, in order to obtain customized reports on the training content available. -INTELLECTUAL RESULT/OUTPUT 3. LEARNING UNITS AND SOFTWARE TUTORIALSIn order to test and obtain feedback on the usability of the software, one online pilot course will be prepared.-INTELLECTUAL RESULT/OUTPUT 4. RECOGNITION METHODOLOGYTo validate agroecology knowledge of farmers, based on video recording, which will be processed by the software.QUANTITATIVE IMPACTS INDICATORS> 170 project participants with increased skills thanks to direct project actions> 50 organizations with increased skills thanks to direct involvement in technical project activities> 500 participants in project actionsQUALITATIVE IMPACTS INDICATORS1.000 minutes of videos (120 videos) produced by partners and 100 new minutes every year by external users.100 new users will register every year5 farmers using the recognition methodology and reincorporated to VET system. 40 teachers improving their teaching contents and methods> 500 sessions per year in the software> 500 visualizations or video downloads > 300 downloads of the contents> 5 media appearances /year and > 30 news appearing in websites.> 1.000 site visits/year.