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

Achieving high levels of ecological behaviour is of utmost importance across all EU member states, in order to address the World and Europe strategical targets at their root. The EcoLOG project, a partnership of Municipality of Zlatograd (BG), EcologyKM (BG), EUFORA (GR), EUROCY (CY), Voluntary Unit Plovdiv 112 (BG) and SoftQNR (SR), is implemented as a response to the relevant challenges, aiming to enable local/regional/national organisations, in collaboration with SMEs, NGOs and education stakeholders, to actively promote ecological behaviour, environmental attitude and responsibility feelings of their members through innovative virtual-reality-based training. Ecology is the science dealing with the relations of organisms to one another and to their physical surroundings. This is interpreted in the project as covering the following aspects: -Clean and safe environment; -Energy efficiency and sustainability; -Inclusion of disadvantaged groups (people with disabilities, migrants);-Inclusion of tourists; -Interaction between members of an organisation; -Bridging age and other cultural gaps; -Addressing violence and crime; -Improving gender balance.The EcoLOG project sets the following educational and sustainability objectives:-Significantly increase the awareness of municipality citizens about the dimensions of ecological behaviour and its importance to their quality of life, boost their skills and competencies related to implementing ecological behaviour and achieve their engagement in building cooperative ecological sensitivity.-Actively involve the local authorities, social partners, small-medium enterprises, vocational education providers, general education stakeholders, as well as visitors, in online informal learning experience with clear learning objectives. -Create and integrate state-of-the-art mobile learning technologies for the uninterrupted delivery of the eco-responsible learning resources. -Implement attractive open education resources (OER), based on sound understanding of the domain of required skills and the profile of target stakeholders.-Achieve the engagement of authorities and enterprises in offering tangible motivations for citizens to demonstrate ecological skills and subsequently ecological behaviour.-Achieve the engagement of formal/informal education providers and other social partners in the take-up of the EcoLOG outputs and their transfer through sustainable local ecosystems EcoLOG will put emphasis on the cross-generation skills’ acquisition, by engaging young adults together with older adults and senior citizens in informal learning activities, aiming to achieve uniform results in ecological sensitivity across population age levels. It is expected that, beyond the immediate ecological responsibility skills, fostering the interaction between citizens of different age levels through the training activities, will have additional diverse social impact; bridging the generations gap, transferring knowledge and experience of older citizens to younger ones; transferring modern thinking of society sustainability from younger population to older ones.In summary, the EcoLOG project will produce the following outputs:1.A virtual-reality-based mobile game environment, where certain single- or multi-player missions/scenarios will be executed. All scenarios will be implemented considering multiple players, however, in the case of a scenario being executed by a single player, the rest of the roles will be undertaken by non-playing characters with built-in behaviour. A set of five scenarios will be created in the framework of the project, addressing: i) Clean and safe environment; ii) Energy efficiency and sustainability; iii) Inclusion of disadvantaged groups (people with disabilities, migrants); iv) Inclusion of tourists; v) Addressing violence and crime. The rest of the eco-responsibility dimensions, i.e., the interaction between members of an organisation, the bridging of age and other cultural gaps, as well as the improvement of gender balance, will be addressed horizontally in the five scenarios.2.A MOOC will be created offering a set of modules that will address the five topics related to the above-mentioned scenarios. The course will focus on non-formal learning and self- crowd- assessment, gathering and transferring learning objects from already existing curricula.3.A mobile learning platform which will offer access to the course material, as well as to the game environment with the implemented scenarios. The platform will also facilitate the registration of players, their assessment with respect to acquiring skills and competences and demonstrating eco-responsibility and their subsequent collection of credits.

Palliative care is an approach that improves the quality of life of patients with life-threatening & chronic illnesses: cancer, severe cardiac & pulmonary diseases, Alzheimer, Parkinson etc. The palliative and end-life care is providing by personnel at hospices, hospitals, elderly care centers - nurses, healthcare assistants, social workers etc. who are frequently discovering obstacles in terms of opportunities for up to date knowledge from one side and from other side there is a prevalence rate of those who are moving to work in another EU country where they discovered competences mismatch. The shortages of accessible VET training guided our consortium to the need to develop a self-assessment tool that will capture competences gaps identified via comparison of competence frameworks in EU. It contributes to the national VET systems for palliative & end-life care providers according to the EQF level 3 & 4 (defer to countries and qualification levels according to NQF). Based on discovered palliative competences gaps this consortium provided a learning repository with up to date learning resources, which are available for free of charge accompanied by 16 modules aligned to ECVET.This project involves as LEARNERS: palliative and end-life nurses, carers, social workers, health care professionals etc. and as TRAINERS: VET trainers and educators, in-house trainers, coordinators/managers of palliative and end-life care providers;As final BENEFICIARIES from the improved services were: people with terminal and severe immobility diseases, their families, NGOs/Unions of people with disabilities and elderly people, policy makers in the field of health care, social care and quality assurance in VET.During the 24 months duration, the PT-CARE developed, iterative tested, piloted, optimised and exploited into practice the following INTELLECTUAL OUTPUTS: IO1: Manual on Palliative Care Competences Framework in Europe by using the tuning method IO2: PTCare competences assessment tool IO3: PTCare learning resources repository for further VET training of palliative and end-life caregivers IO4: PTCare service awareness video on palliative care provision IO5: PTCare interactive learning portal The outputs are available in EN, BG, LT, GR, HU, NL and TR languages at www.ptcare.eu The project consortium consists of 7 partners from 6 countries. The project reached the following impact:- ON PARTICIPATING ORGANISATIONS - the project results enables them to enhance and widen their policies and core activities. It also generated improved knowledge and network links resulting in improved outcomes in their organizational culture.- ON IMPROVED COMPETENCES OF PALLIATIVE CARE PROFESSIONALS - for the first time in Europe (not existing in EU professional card) a comparative competence framework was provided, which identified the competences mismatch and suggested further training pathways for additional qualitative training provision offered by specific learning repository.- ON CARE PROVISION TO BENEFICIARIES AND THEIR FAMILIES - the PT-CARE project activities involved further training and assessment of the competences of the care professionals in Bulgaria, Belgium, Cyprus, Lithuania, Hungary and Turkey, who are providing palliative care services to people with severe health conditions and definitely decreased the burden to their families.

"The core concept of this project is to establish support service, to train carers and raise awareness towards elder maltreatment. The elder maltreatment is pervasive in all countries in the European Region. It is a growing concern, and estimates suggest that at least 4 million people experience elder maltreatment in any one year in the EU Region. The full scale of the problem is not properly understood, but it has far-reaching consequences for the mental and physical well-being of tens of millions of older people and, if left unchecked, may result in their premature death. Studies show that older people with dementia and with a disability that results in increased dependence on caregivers increases the risk of elder maltreatment.Key facts:•The European Region has a rapidly ageing population.•One third of the population of the European Region will be 60 years and older in 2050.•Many more older women than older men are in poverty.•The prevalence of elder maltreatment in the community is high (about 3%) and may be as high as 25% for older people with high support needs.Perpetration is most often carried out by caregivers who are partners, offspring or other relatives, although professional health and care workers and visitors can also be perpetrators in institutions or at home. Perpetrators are more likely to have mental health problems, especially depression or a history of violence, and may suffer from substance misuse, especially alcohol abuse.Why is elder maltreatment a health and social problem?•Humanitarian – it causes great suffering to individuals or groups within a society.•Functional – it threatens the fabric of society.•Cost – it drains resources and requires societal investment.•Social justice – some older people are vulnerable and their rights should be protected.•Social norms – regarding behaviour and expectations.•Prevalence – overall, many people suffer from elder maltreatment, and special services and programmes are needed.•Burden – a cause of premature death and disability.•Response – the health and care sectors are in the front line for prevention, detection and rehabilitation.The prevalence increases among people with disabilities, cognitive impairment and dependence.To combat this phenomenon, our project aims to establish a support service framework, as well as train carers on how to recognise such maltreatment, address it and take action, and how to raise awareness in the own community, and this with special attention for those older people with disabilities.Therefore, our project focuses on supporting social workers and carers to:•recognise any elderly maltreatment in their community or among their clientele.•address it•take action•but especially also raising awareness in the communitySocial marketing, mass media awareness raising and education programmes like our project aims to develop will be used to raise awareness of the effects of maltreatment and to promote a healthy ageing approach to overcome negative stereotyping. Engaging older people in these processes will be very important.Based on the above, the project will develop and approbate the following intellectual outputs:IO1: ECVET based training curriculum and training course on ""Recognising elder abuse""IO2: Mobile training app, including good practices databaseIO3: Policy recommendation report for the improvement of governmental support towards prevention of abuse towards elderly peopleTARGET GROUPS•Social workers•Caregivers•Doctors/GPsBENEFICIARIES•Older people (with disabilities)•Family of older people•Social servicesThe partnership is composed by:P1: Local municipality from Rodopi region (among vulnerable in terms of abuse towards elderly) in BulgariaP2: National association of professionals working with elderly people and those with disabilities all over BulgariaP3: Leading clinical psychological support unit from another vulnerable region of Sliven, BulgariaP4: Inclusion institute who is training social service personnel and caregivers from Istanbul, TurkeyP5: VET training provider in the social services field from Belgium"