<< Objectives >>The project objective is to increase the sense of initiative and entrepreneurial competences of young people so that they can better achieve their goals in work and life. This involves developing the Experiential Entrepreneurship Labs model, equipping youth educators with the motivation, knowledge, skills and resources to implement it and sharing the results so that more youth-serving organisations can use the approach.<< Implementation >>We will implement 4 main activitiesDevelop the Experiential Entrepreneurship Starter Kit, a publication that introduces the experiential approach via review of up-to-date studies, guidance on tools and strategies to implement it and good practice. Create the Experiential Entrepreneurship Labs (EELs) Model - a set of OERs and Digital HubRun a series of 8 Experiential Entrepreneurship LabsUndertake Sharing and sustainability activities including 6 showcases and learning events<< Results >>The development of Experiential Entrepreneurship Labs will improve youth entrepreneurship as over 240 young people will take part in immersive events to strengthen the entrepreneurship competences through practical problem solving and teamwork.To achieve this, we will work with youth educators to help them innovate in their teaching. As a result, the project contributes to broader innovation in youth entrepreneurship education to engage young people in entrepreneurial competence development

<< Background >>The COVID-19 pandemic has accelerated the digital transition within HEIs, leading to a steep rise in online/remote teaching. The shift to education online could be seen as adding flexibility to both teaching and learning. In reality, however, it would be fairer to say we are assisting to a distance learning movement rather than online learning one, or more accurately an emergency remote teaching (ERT). The outcome of this led to lecturers using the same methods as in face-to-face formats while asking students to perform more tasks with less support and explanation. It opens a lot of questions about how to master the burdens of distance working without negative consequences on well-being of both sides of teaching process. Lecturers in particular face a higher risk of digital overload or burnout than ever before. Long hours sitting in front of artificially lit screens, improvised home settings, the challenge of communicating effectively online and the constant flow of communications from bosses, colleagues and students present them with a radically new set of challenges. Thus, the project grew out of discussions on the impact of the pandemic on lecturers and colleagues it became clear that so many of them have been exposed to grave cases of digital overload with poor or no organisational HR support. Having seen the extent to which these issues are affecting our educational institutions, we reached out to our fellow HEIs, who confirmed a similar situation in their Institutions.Therefore, Digital Wellbeing for Higher Education Lecturers (DWEL) has been carefully designed to meet the needs of our partners and two main groups:a) HE lecturers whose work has changed dramatically over the last year because of remote working and teaching which the majority of whom do not feel well prepared for. b) HE management and department heads. They need to know how to optimise digital teaching without compromising staff’s performance and wellbeing. They need greater awareness and knowledge to lead change in organisational policy and practice.In focussing clearly on these needs and producing training resources that meet them, the project also aligns with the needs of our partners.PARTNER NEEDS We realised that since the pandemic, the effects of digitally intense activity on lecturers’ own working lives was highly detrimental, particularly concerning was the stress of having to deliver practical based learning in virtual environments, as so many of our teaching programmes would normally occur in a laboratory setting. This was confirmed via our own partners and EUCEN’s consultations - we received multiple feedbacks in a similar vein, for example: “Lecturers at UCT feel they have a lack of know-how and support for preventing health and social risks stemming from distance education, e.g., some of them have musculoskeletal disorders, visual impairment, suffer from insomnia. Furthermore, it is evident that at the individual Department or Faculty level we have no effective practices applicable for prevention of risks emerging from distance education. We need to design and implement measures to educate lecturers for healthy distance teaching and provide support/mentoring to university staff and students in the field of digital well-being.”TARGET GROUP NEEDS (HE lecturers & HE management and department heads) The 2016 DigComp 2.0 framework introduced “digital safety”, and within it, a specific competency relating to health and wellbeing: “To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies.” While in the 2020 September communication on the Digital Education Plan, respondents specifically requested “more support for mental health and well-being.” DWEL will build on the NEED to develop these competences within HE institutions so that leaders & lecturers have the knowledge & skills to exercise digital wellbeing as part of their daily work.<< Objectives >>The overall objective of Digital Wellbeing for Higher Education Lecturers (DWEL) is clear: design, develop and implement a new approach to train HEI lecturers and managers in digital wellbeing. The end result will be to improve educators’ own digital competences, while also boosting the capacity of HEIs to manage the digital transition in a way that marries high quality teaching with the wellbeing of those involved.Our smart objectives are:a) Produce 3 new resources that enable the integration of policy and practice to support digital wellbeing for lecturers and encourage proactive behaviour at personal level.b) Rigorously use, test and refine the resources in collaboration with 72 managers/department heads and 96 lecturers, optimising their effectiveness and preparing our consortium partners for immediate implementation.c) Ensure strong uptake of the resources with a persuasive promotion campaign so that 240 HE managers, department heads & lecturers use the resources in the project lifespan, with hundreds more after completion.In doing so, we contribute to two important European priorities. The first is SUPPORTING THE DIGITAL CAPABILITIES OF THE HE SECTOR. In the rush to online teaching, the spotlight has too often centred on our hardware, software and infrastructure. Yet professors, lecturers and teaching assistants are the heart of any educational institution, and their lives have undergone a huge transformation: the new demands of online classroom environments, long periods of screen time, improvised home offices and “always on” communications from students, are all new challenges which can increase stress and affect teaching performance and quality. For this reason, all of the project’s results focus on the professional development of lecturers providing them with the skills to offer high quality digital teaching without compromising their wellbeing: the Digital Wellbeing Report (R1) will ensure a sound understanding of the basic issues, the DWEL Resource Pack (R2) will help their employers to improve policy and organisational culture around digital wellbeing and, above all, the DWEL Online Course (R3) will directly develop lecturers’ knowledge and skills to be proactive in safeguarding their own digital wellbeing in order to maintain high quality teaching performance over time.The project will also address the wider digital transformation by developing DIGITAL READINESS, RESILIENCE AND CAPACITY in HEIs. We believe that today, digital capacity must refer not only to the digital infrastructure and/or technical skills, but also to the professional knowledge and personal skills needed to engage with digital technology safely and responsibly. This is recognised in the EU’s framework: DigComp 2.0 introduced a specific competency relating to health and wellbeing: “To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies.” The project will thus make a significant impact on our main target groups, HEI lecturers and Managers. As a result of using the DWEL resources, Lecturers will benefit from:- New knowledge of the physical and psychological effects of digital overload- New skills to help them manage risks to their wellbeing and adopt a balanced work-life. Overall, this will increase their professional digital competences, not to mention the direct benefits on their personal health and wellbeing.While for HEI Managers, they will gain:- New knowledge of the practical strategies and examples of how to improve digital wellbeing culture and practice- New capacity to develop plans, policy and practice that are tailored for the specific digital wellbeing needs of their own department or institution.As a result of these changes, HEIs across Europe will be more equipped to proactively promote digital wellbeing in the daily work life of the organisation and this will lead to improved retention of staff, improved productivity and teaching performance.<< Implementation >>The project involves three key educational resources (results), as well as the horizontal activities required for successful project execution: management, impact evaluation, promotion and sustainability. RESULTS DEVELOPMENTThe resources will be developed sequentially and partners build on the content developed in previous resources and managers can find complementary knowledge and skills development in all three. R1 - The Digital Wellbeing Report (MONTHS 2 to 10) is an important introductory resource aimed especially at HE management, department/Unit heads and to be disseminated to stakeholders and policy makers. The goal is to update their knowledge regarding achieving a digital equilibrium in the HE workplace and why it must be acted upon. R2 - The Digital Wellbeing Resource Pack (MONTHS 6 to 15) is blend of case studies with downloadable and personalizable templates for plans and organizational policy documents focusses on managers, department heads working with teachers to use the knowledge they have gained. R3 - The Digital Balance Online Course (MONTHS 12 to 22) involves a new online training programme for teachers who wish to develop their own knowledge and skills in how to comply with greater digital teaching but safeguard their own physical and psychological wellbeing. This consolidates the change process by ensuring teachers are able to understand and exercise individual responsibility and is valuable for their own professional development.ROUTE TO IMPACTBuilt around the resources are the transversal and project management activities which enable us to ensure their introduction, effectiveness and longevity as resources for use in European education projects.Impact Evaluation is a key component to ensure Rs are translated into impact. We will use the Impact+ methodology that Momentum has developed to carry out an impact workshop in the first partner meeting to strengthen our understanding of the theory of change implicit in the project. Our commitment and ability to measure results and impacts runs throughout the project and will be an active feedback loop rather than a passive or post-hoc reporting process.Testing and training are merged in this project as 72 managers and department heads, as well as 96 lecturers, will fully test the resources. Their experience will contribute to improvements before the final dissemination push. The participants in this phase will also play an important role in our multiplier events, wider promotion and sustainability strategy as “ambassadors” to the project’s impact.Our promotion plan is robust and will be supported by 6 multiplier events are scheduled for month 23/24. They will ensure that our outputs are promoted, and that stakeholders actively understand their value and are motivated to introduce them in their own organisations.<< Results >>DWEL will create a series of interrelated results that raises the profile of digital wellbeing in the HE sector, equips HEIs to adopt policy and practice that supports digital wellbeing of their teaching staff and trains lecturers in the competences required to reduce the negative effects of the transition to digital teaching and learning. This will result in more productive lecturers and a more balanced and sustainable transition to digital education overall.During the project we will work closely as partners and with our target group to generate high quality results and outcomes.RESULTS- R1: Digital Wellbeing Report is an investigation, analysis and publication which introduces and analyses the challenges to digital wellbeing as experienced by HE lecturers and managers as part of the wider current digital transition.- R2: DWEL Resource Pack are a series of open resources in the form of case studies, guides and template documents which enable HE managers (particularly HR managers) and institute and department heads to better understand the options open to them and to develop concrete plans, policy and practice suitable to boost their own organisation’s digital wellbeing performance.- R3: DWEL Online Course is an online training course that provides lecturers with the knowledge and skills to be proactive in safeguarding their own digital wellbeing in order to maintain high quality teaching performance over time.OUTCOMES: WORK WITH TARGET GROUPSBased on our clear project objectives outlined above, the project will generate the following quantifiable outcomes:- 72 HE managers and department heads (many of whom are also lecturers) will be involved in the research and review of R1 – The Digital Wellbeing Study. Over 360 managers and department heads will download and use it within the project lifespan. They will become more aware and motivated to act on the issue of digital wellbeing.- 36 HE managers and department heads will develop Digital Wellbeing plans for their Department/Institute/Faculty using the DWEL resource pack (R2). Over 360 managers and department heads will download and use it within the project lifespan. They will learn good practice activities to enable lecturers to balance the demands of online working with the risks involved and develop new digital wellbeing plans tailored for the specific needs of their own department or institution.- 96 lecturers will trial the Digital Wellbeing Online course as part of a pilot test phase. A further 480 teachers will engage with the online course during the project lifespan. They will understand the physical and psychological effects of digital overload and how to prevent/reduce them so as to maintain a healthy digital balance in their work life. These numbers will continue to rise significantly after project completion thanks to the ongoing promotion.The project will also generate useful additional OUTCOMES for partner organisations: they will gain valuable insights into potential negative impact of online teaching particularly on staff teaching STEM subjects. In addition, STU are prioritising gender equality at every level of the University and it is now widely accepted that the pandemic has disproportionately affected women more than men, thus impact on female lecturers and interventions to mitigate these impacts will be a priority as part of the research and good practice phase of R1 – The Digital Wellbeing Study.

EMINENT addresses two key priorities in the EU: Social inclusion of migrants and increasing the number of female entrepreneurs. The contribution of migrant entrepreneurs is something that is becoming more widely recognized, as issues surrounding immigration become frequent and topical points for discussion. However, the important contribution of female migrant entrepreneurs is a factor that is mostly overlooked.The UK, Ireland, Germany and the Netherlands are among the countries that have introduced measures to improve the institutional framework for female enterprise – but much more needs to be done especially to overcome the specific individual barriers for female migrants. This applies especially as those countries are among the countries that show above-average numbers of migrants and refugees. The problem is that our VET institutions are ill-equipped to do so: most are unspecialized in the specific strategies that are shown to work best with female migrant entrepreneurs and their staff are especially not trained to implement appropriate culture-sensitive teaching methods.In this context, EMINENT has a clear goal: increase the number of female migrant entrepreneurs by transforming their access to and the quality of the training they receive from entrepreneurship VET institutions. To do so, we will: a) Develop a Compendium of Good Practice presenting good practice on engaging with women from minority groups and culturally appropriate and effective pedagogical techniquesb) Create, publish and trial a Curriculum and Classroom Course that provides the knowledge and skills needed for female entrepreneurs to gain the confidence, knowledge and skills needed to establish and successfully run their own businessc) Create an interactive knowledge platform acting as a multi-dimensional learning hub and exchange platform for female migrant entrepreneurs, VET and stakeholdersd) Design and implement innovative learning placements for 20 female migrants with start-up potential in successful (preferably female led) businesses.The project methodology is highly participative at all stages, involving our three main target groups (training providers such as enterprise centres, colleges and incubators; female migrant entrepreneurs and wider stakeholders) in the following ways: - At least 20 female migrants will participate in the pilot testing of the classroom course- At least 20 female migrants will participate in the EMINENT Placement Programme- At least 60 female migrants will participate in the trial of the Interactive Learning Platform and OERs- At least 35 experts in (female) migrant support and professional entrepreneurship teachers and trainers will be deeply involved in the resource development and testing. - At least 135 representatives of stakeholder organizations will participate in multiplier events. - Approximately 7,500 individuals will engage with the interactive online platform with OER.Thanks to improved exposure/availability and improved quality of entrepreneurship education opportunities, EMINENT will generate an increase in the overall number of potential and existing female migrant entrepreneurs engaged in continuing VET and it is more likely that early stage female migrant entrepreneurs grow their ideas into successful enterprises in the short term.As a result of the EMINENT educational resources, managers, teachers and trainers in VET institutions will overcome existing bias, update their own skills and modify service provision in their institutions to be more inclusive and better support female migrant entrepreneurs. At regional level, the project will create a more enabling environment for female migrant entrepreneurs and generate the knowledge sharing and feedback loops which will contribute to ongoing improvement and the development of further initiatives.(Female) migrant inclusion and female entrepreneurship are a particularly important areas of focus across Europe. For this reason, we believe EMINENT will not only generate significant impact at local level but will capture the attention of policy makers and actors further up the ladder nationally and across Europe. In addition, the project has been designed to respond to a genuine need experienced by partner organizations and their counterparts in the vocational education, entrepreneurship support and economic development, all of whom have a vested interest in using the outputs and sustaining the impacts in the long term.

SFOFY is designed to enable young people to develop an entrepreneurial skillset through exploring the business opportunities presented by street food, one of the fastest growing areas within the food sector. Today’s street food stall owners tend to be young and although they are brimming in innovative food business ideas, branding and digital marketing, they are often self-taught and lack formal enterprise education. Street food relies strongly on new ways of doing business which young people are comfortable with - total mobility, high levels of innovation, quality produce and dominance of social media marketing. All these factors mean that young people are attracted to opportunities within the dynamic sector that can increase youth employment opportunities central to the EU's employment policy, Europe 2020. In France youth unemployment stands at 24% compared to a EU average of 17% (Eurostat, Feb 2017). In Ireland , UK and Malta, youth under-employment is a concern, as young people fail to find jobs commensurate with their education and talents. Entrepreneurship is widely recognized as a means to combat youth unemployment and social exclusion and thanks to the Entrepreneurship Action Plan more and more young people now gain access to entrepreneurial experience before leaving school or university. But what about the young people already outside the education system, and facing unemployment, underemployment or disadvantage in the labour market? SFOFY is based on the premise that we can –and must– do more to build entrepreneurial skills among this group of young people with raw talent. Street food provides the ideal context for promoting entrepreneurship education for youth as it: - • is an accessible entry point and innovation hotbed for low cost /shoestring food entrepreneurship • capitalises increasing customer demand for international, cultural diverse specialities opens up business opportunities for young entrepreneurs including migrant communities SFOFY will work to: 1) Create Open Educational Resources to teach street food entrepreneurship skills specifically designed for young people 2) Develop a Street food entrepreneur App to provide an accessible and appropriate way for young people to engage directly with the educational tools from their own mobile phone. 3) Create a market strategy toolkit to map and better represent the resources that young people need to develop their businesses. This allows for multicultural integration and an experiential community for young food entrepreneurs. 4) The video showcase platform will feature 25 inspiring case studies/portraits Each partner has been assigned leadership of the output or activity corresponding to their specific field of expertise and experience, but all organizations will be involved in all tasks. On completion, SFOFY will have produced the linkages, the knowledge and the resources to enable enterprise centres, VET and organizations across the youth and migrant services sectors to drastically improve access to and quality of entrepreneurship education for young street food entrepreneurs. We give - YOUNG PEOPLE who were previously excluded or marginalized in the labour market, will be empowered to unlock their professional and personal capabilities. Some will go on to create street food businesses, many will use their entrepreneurial skillset for other employment or community benefits. - ENTERPRISE CENTRES and other VET providers will gain greater awareness regarding the importance of inclusive entrepreneurship education and new and improved resources to cater to the needs of disadvantage groups through the lense of inclusion, diversity and intercultural integration. YOUTH ORGANIZATIONS & MIGRATION SERVICES will be able to improve their knowledge of basic entrepreneurial skills and will be able to more easily refer beneficiaries to the online course, a training & career development modality more in line with their needs. - PROJECT PARTNERS will be the first to benefit from the ability to integrate new approaches to inclusive education and their work in synergy with organizations from other sectors. Staff will appreciate the more modern, professional environment and be more capable of work on high scale international collaborative projects. - WIDER STAKEHOLDERS from across the youth, food, VET and community services sectors will be exposed to new forms of inclusive entrepreneurship education and be more likely to commit to more practical strategies for improving inclusion and diversity on a wider level. - COMMUNITIES will see a rise in entrepreneurship and innovation among young people and benefit from the increased social integration and cohesion that comes from enabling young to play a productive role in the economy and society.

<< Objectives >>Tourism has a pivotal role to play in achieving the objectives at the heart of the 2030 SDGs, in particular the commitments to gender equality/the empowerment of women of SDG 5. WE LEAD’s overall objective is to improve the quality & relevance of women leadership in tourism education so that women are better equipped to use their skills to embrace leadership roles & empower them to face challenges, especially transition towards climate neutrality.<< Implementation >>Our activities include-Equip VET educators with EYE OPENER knowledge of current facts and best practices relating to challenges, development needs & opportunities faced by women in tourism, hospitality & leisure. -Develop pedagogic and digital competencies of VET educators aligned with the principles of SDG5 to develop practical skills needed to become agents of change-Empower women to develop their ‘voice’ & become confident about taking on greater challenges in their careers<< Results >>We create 6 PROJECT RESULTS including Tourism Gender & Climate action: Discovery Report (R1), to improve understanding of the status of women in the sector with current statistics, trends, development needs and outlooks, A Compendium of European Best Practices (R2) of Women Making a Difference in Tourism, Gender, and Climate Action spheres, Educators Guide to Innovative VET Pedagogies (R3) and Advocacy toolkit including an online forum,Facilitator’s Manual & A Guide to Online Campaigning (R5)