"<< Objectives >>Almost half (43%) of the EU population had an insufficient level of digital skills, as demonstrated by the EU-wide Digital Economy and Society Index (DESI) indicator on ""digital skills"", based on 2017 Eurostat data. About 10 % of the EU labour force has no digital skills, while one third of them does not have at least basic digital skills, which are now required in most jobs. This share is much higher in Labour force of the Member States like Romania (26%) and Bulgaria (25%). Advanced digital skills are becoming a prerequisite for entry into many jobs and have a wide range of applications, even beyond domains where they are needed for core tasks. Across competence dimensions, the largest skills deficit, both among the active labour force and the population at large, relates to the use of software for content manipulation. Almost one in three internet users in the EU has no skills in this area (i.e. they claimed not to have carried out any of the activities considered under this dimension, which range from relatively basic text treatment and spreadsheet-based work to video editing and coding). This share is particularly large in Bulgaria and Romania (about 51 % of internet users) as well as Latvia (40%). Digital skills are critically important not only for accessing the labour market but also for harnessing the benefits of the digital transformation that is currently underway. Making sure the EU labour force has the necessary digital skills, including by addressing digital skills deficits in certain groups, such as youth and those who work with them, will thus be essential to bring about an inclusive digital economy and society. The fast changing digital environment requires a proper response from our educational systems if we are to educate the European citizens of the future. ‘SMART’ youth work recognizes that digital media & technologies open great potential for youth empowerment, enriching opportunities for enhancing their personal capabilities & competences & providing opportunities for connectivity & interaction with others. According to EU commission, it is imperative to facilitate knowledge exchange on digital youth work and young people’s digital cultures on international level. Initiatives should be supported at local, national and European level to share knowledge and practice. Cross-sectoral knowledge exchange should be encouraged to promote innovative thinking. The main idea of this project was to introduce a specifically designed NFE (Non formal Educational) training that combines digital tools such as web platforms, computer software and mobile application in order to enrich the digital competences of youth workers. More specifically, the youth workers involved in the main activity have been equipped to obtain, process and create digital content through graphic design, web and application software development. This enabled them, not only to modernize their teaching through the use of digital learning resources, but even more so to share this practical knowledge with the young people they are working with. The project has provided beneftits to all three dimensions for impacting successful digital youth work, according to the European Union Work Plan for Youth for 2016-2018: digitalisation of society, organisational digital development and youth work competences. The specific objectives of the project, in line with Erasmus+ programme objectives, were:- To boost both youth workers’ soft skills and ICT skills by engaging them in digital activities through the use of digital content and digital tools in the digital environment.- To support youth workers motivation and capacity to use digital tools and technologies to create knowledge and to innovate processes in creation and implementation of smart youth work.- To support the inclusion of youth workers and young people into the labour market by providing them with advanced digital skills and competences that will significantly boost their employability.- To promote the understanding and the application of certain EU youth policies related to the domain of this project such as ‘The Digital Competence Framework’ and ‘European Framework for the Digital Competence of Educators’.- To strengthen the international cooperation of the consortium for the modernization of youth through the development new initiatives that develop the digital skills of young people.<< Implementation >>The digital skills requirements on the labour market have been rapidly increasing. The partners have previous experience, or a strong desire to engage with developing and/or implementing NFE activities on developing such competences in youngsters through their every day activities. However, all of them lacked resources that would have enable them to do so. Consequently, we have used our knowledge, skills, resources and previous experiences as the foundation for the development of this training in order to accomplish the desired outcomes of the project. That is to equip youth workers from EU programme countries with much needed digital skills that they can pass on to the youth they work with. For example, some of the workshops aimed and answered to the following needs: A2 - To introduce pax to DigComp Framework and other relevant EU frameworks relevant to youth work. To introduce pax to visual facilitation and to provide informations about E+ Key Action 1 A3 - Participants learned how to set up a digital environment for storing and sharing project ideas and documents, and to track work progress which will benefit their every day work in NGO greatly. They learned about online storage tool (googledrive.com) & G-suite for education). About online team based project management tool (asana). To be able to share and store ideas and important documents online. To be able to participate in project execution through digital environment. To gain insight in project management tools and methods. All of which is described as a necessity according to DigComp framework. A4 - Participants learn about visual identity and visual communications and how to apply that knowledge for the purpose of promotion of their organizations and projects, as well as for facilitating youth work. To learn about visual identity. To present their visual identities and share informations. about their organizations with each other’s - to network. To learn about visual communications and its importance for NGO sector. To learn about visual facilitation and its benefits in implementing youth work. A6 - To understand the importance of developing digital skills in young people & to be able to support others with their digital competence development. To create and edit digital content in different formats, to express oneself through digital means. To learn how to use basic Photoshop tools to create logo, business card, digital badge, flyer, cover photo, newsletter template. To use digital tools and technologies to create knowledge and to innovate processes and products. To learn how to design visual identity elements and to know how to share this knowledge with others. Which are very important skills nowadays, especially when it comes to NGOs. A7- Participans learned about basic contents on the website. To differentiate important from non important informations. To learn how to acquire and process digital informations. Which aims at promoting digital literacy. A9 - Participants learned how to create a website via Wordpress (WordPress is an online, open source website creation tool) and then are mentored and supported to make a website themselves.To learn about free website creation app that’s easily comprehendible. To be able to create digital content To learn how to build a basic website and to be able to share that knowledge with others. A10 - To show how modern tools such as application software can be used for teaching. To provide examples and informations on educational software applications. To upskill and digitize youth work. A11 - Participants learned about MIT App inventor (free open source software that allows anyone to create Application software (apps). Participants to understand the importance of apps nowadays. Participants to learn how to build basic apps and to express oneself through digital means. To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices. To use digital tools and technologies for co-construction and co-creation of resources and knowledge.A12 - Participants learned how to build apps. Participants to build educational apps. A14 - The purpose of this exercise seeked to engage learners in the game full process of reflection and assessment of learning progress. It seeks to support learners through their Youthpass process and also gather digital evidence of learning, which can be easily managed online and shared across online platforms. The objectives are to invite people to complete missions, track personal progress and claim recognition for the competence improved. For the recognition of their achievement, we used Open Badges as digital evidence. A15 - To award participants with the Youthpass certificate (Youthpass ceremony). To evaluate the training course, to understand the projects' successes and weak points, to measure the first results.The planning for the activities and the introduction of the participants with fewer opportunities was executed in accordance to Erasmus+ Inclusion and Diversity Strategy as well as concurring to Sustainable development goals. The training has gathered a variety of participants, in terms of their backgrounds, interest and expertise. This diversity was the foundation for learning inside the group’s dynamics (informal education). At the same time, the objectives of the project focus on developing specific competences which was a common interest of the participants in the activity (non-formal education).We have asked our partners to give an advantage to youth workers facing some sort of difficulties or obstacles. Furthermore, the consortium discussed the possible number and profile of participants with fewer opportunities and way to approach their involvement in the project, which involved participants facing the following obstacles: cultural differences, economic, social and geographical obstacles. The consortium involved these participants within the activities regularly whereas making beyond any doubt they felt included and accepted into the group for the duration of the training. For the participants facing cultural differences we made sure we included them the same way as every other participant and we provided individual support and mentorship when it was necessary. The trainers on this project were experienced professionals more than capable to provide specific support and set a positive role model for the participants. For the participants with economic obstacles, partners and applicant offered to buy the plane tickets directly through the organisation so that those persons can afford the travel to the TC activity. In addition, when it comes to their participation in the digital activities that require the use of electronic devices we made sure that the ratio between group size and number of needed devices for the certain activity was always 1:4. In that way, participants with economic obstacles that maybe lack the electronic devices were able to regularly participate in the group activities. In individual activities where the use of electronic devices was necessary, we provided laptops from coordinating organization. For persons with geographical obstacles partners and coordinator helped plan the entire trip to make it as optimal as possible for the participant. All the domestic travel was, of course, covered within the travel budget.<< Results >>Participants acquired a new insight and new input on innovative methods of NFE. Specifically, youth workers managed to develop competencies, skills and knowledge emphasizing on the soft skills and digital skills development, that they would implement in their work with young people. They had acquired useful digital resources (digital learning nuggets, case study blogs, links, educational application softwares), information and know-how on digital tools and software, for teaching, as well as for their every day work in general (projects and volunteers management). In parallel, through specific activities they have broaden both their contacts and network. Youth workers were also introduced to new methods, by using digital tools, for implementing NFE activities such as: name games, getting to know, group building and icebreakers, reflection, self-assesment and evaluation activities. Furthermore, during the training, participants came up with entirely new projects, workshop ideas, teaching resources (A13: Let’s apply our knowledge!), whilst they had the chance to get a thorough feedback, a procedure which will enable them to detect both their advantages and weaknesses, thus being fully-trained and sufficiently prepared to implement similar initiatives in the future. Additionally, participants were introduced and familiarized with DigComp Framework and with methods on how to develop those competences in their target group. The training course provided them with a different perspective to youth work, one that involves teaching through digital activities, inside the digital environment, with digital resources. Expected impact on the indirect target group (young people) after the implementation of the practical workshops by youth workers at their local environments:- They learned new perspectives and new aspects in the field of ICT that will offer the basis for further deepening of knowledge and conquest of new / different competencies needed to be competitive in the labor market and in the business sector - The training activity supported participants with advanced digital skills, knowledge and competences that will enable them to improve both theirs's and their target group’s chances of success on the job market (graphic and web design and application software).Expected impact on participating organizations:- Partners involved have strengthened their European partnerships which will set the way for new projects and ideas developed through Erasmus+ funding, as well as other sources- Broader insight into the ‘working methods’ of the partner organizations that partners can learn from and apply in their own work where applicable- Have learned about good and established practices in EU, networking and strengthening of partnerships for future projects in the youth sector - Acquainted with a new, innovative training plan in the domain of digital youth work for working with young people and youth workers.- Ways to invlove vulnerable youth workers from partner organizations in the ICT sector.- Improved skills in project management, volunteer management, cultural knowledge and improved language skills (by working with project partners), practices and approaches in the NGO sector.- All partners had built their experience, understanding and confidence to use Open Educational Resources (MIT app developer 2, WordPress software).- Useful and concrete information and knowledge, obtained with experiences from the various countries, practices and culture.- Organizations involved familiarized with the DigComp framework and with ways on how to implement it in their educational activities.Expected impact for the other relevant stakeholders: Other stakeholders of the project are representatives of public or private bodies dealing with ICT and education such as ICT sector, Educational Institutions, Regional Municipalities, etc. Stakeholders were indirectly involved by receiving all the findings and activities of the project. Specifically, each partner was responsible to present the findings of the project with the intention establish at least one connection with one of the aforementioned stakeholders. For instance, the partner and the stakeholder have created mutually beneficial program in which the partners of this project provide placements or job opportunities for young people through the aforementioned stakeholders. They acquired useful digital resources (digital learning nuggets, case study blogs, links, educational application software), information and know-how on digital tools and software, for teaching, as well as for their every day work in general. As an added value, participants, partners and stakeholders were introduced to implementation of SDGs in everyday youth working activities that they were able to share with their target group, their organizations (staff, volunteers, users) and, through dissemination, with all the other relevant stakeholders."

1. Overall, underachievement persists in mathematics and sciences in the EUThe latest PISA results (2018) show that the underachievement rate is 22.4% in mathematics and 21.6% in science, meaning that the European Commission's ET2020 benchmark which targeted an underachievement rate of less than 15% has not been reached. In addition, while performance in maths remained stable, it deteriorated in sciences. Therefore, there is a need for innovation in the way mathematics and sciences are taught in European secondary schools.2. Engagement and interactivity can be the key to unlock STEM teaching & learningIn “Beyond achievement: A comparative look into 15-year-olds’ school engagement, effort and perseverance in the EU”, the DG for Education, Youth, Sport and Culture pointed out the importance of learners motivation and engagement at school. It can be said that science, technology, engineering and mathematics all have a negative image at school: they are often perceived as difficult, abstract, or disconnected to the “real” daily life. Many students believe they are not able to tackle these subjects, which prevents them from ever imagining a career in these areas, in particular girls, underprivileged students and students who already struggle with difficulties at school.This reveals a real need to make STEM more concrete and closer to students.3. The teaching and learning experience should more tailored to students’ abilities and needsTeachers understand that not all students can follow the same course at the exact same pace and perform the same, as they spend time exchanging with students in their class and working on strategies to adapt to everyone. However, this basic fact has been put into the spotlight as schools closed down during the COVID-19 lockdown in spring. Suddenly, both teachers and students had to adapt to new studying context and realities. Surveys and teachers’ interviews have revealed: (1) during the lockdown, classes had to become more interactive and students be made more autonomous or risked students dropping out of virtual classes, (2) those for whom school closures have been the most negative were those who already underperformed at school, (3) even those who performed well could end up disengaged as they saw less point in waiting for the others to progress.There is a need for educative answers to the COVID-19 context to be inclusive and to give more agency to students to allow for everyone to explore at their own rhythm.OBJECTIVESThe project partners wish to create the first European virtual museum for STEM education at secondary level, that will include the needs of students with learning disorders.It will offer an experience that is immersive, interactive and engaging. As in a real museum, the students will be able to go and see what they wish, and to spend as much time exploring the notions and elements presented. To make sure it is useful for school education, it will come with supporting material to help teachers make the most of the tools provided, and guidance to link what it presented in the museum with the STEM programs. The Museum will be accessible from a regular web browser and not limited to virtual reality to make sure it is usable by most.TARGET GROUPS: secondary school students & STEM educators and teachersWHY A TRANSNATIONAL PROJECT1. Our approach can have benefits for all learners across Europe where only four countries have reached the 15% benchmark of the European Commission in mathematics and in science. All project partners are based in countries with a rate of low achievers in maths and science above the average of the EU, which makes the development of efficient methods for STEM education even more necessary and relevant: France (21.3%), Croatia (31.2%), Portugal (23.3%) and Cyprus (36.9%). The case of the Belgian partner is particular as the country performs decently in general (19.7% of underachievers) but with large differences between regions as the North of the country (the Flanders region) is one of the best performers while the South (Wallonia) keeps on underperforming as they are under the European average, like the other partners’ countries.2. There is a need to work at the EU level on solutions adapted to the needs of learners with Specific Learning Disorders (SLDs), which According to substantiated scientific estimates, the group of European Citizens with dyslexia and specific learning differences encompasses between 5 and 12 percent of the population.The partners will create the following OER in the 5 languages of the project (EN, FR, GR, PT, HR):- a virtual museum of STEM- a pedagogical guide on the use of virtual museum for STEM education- a creation and users’ guide- 60 collections related to the STEM program in secondary education in 4 collections: > the Science Exhibition> the Exhibition of Technological Advancements> the Contemporary Engineering Collections> the Exhibition of Hidden Mathematics

<< Background >>Due to the increasing complexity of the financial markets, ageing European population and development of the digital world that makes money practically virtual, young people are in a vulnerable situation, and financial literacy is a vital skill for the 21st century. However, most of students do not receive financial education before joining the labour force.The latest youth financial literacy statistics provide clear evidence of the growing need to raise awareness about personal finance topics around the world. The latest research (2018) of the OECD‘s Programme for International Student Assessment (PISA) assessed the financial literacy of 15 years old students. A survey found that 22.3 percent of respondents did not learn fundamental financial skills that are often applied in everyday situations, such as building a simple budget, comparison shopping, and understanding an invoice.Schools are well positioned to teach students what they may not be able to learn from their parents or by themselves, however PISA data reveal that 38% of the variation in financial literacy is not explained by mathematics or reading skills, many features of financial literacy are unique to the subject. Taking into consideration these aspects, the consortium partners saw the need of cross-curricular and interdisciplinary teaching of financial literacy making use of gamification and real case simulation methodology, especially for hearing impairments and other disabilities students for which special pedagogy is needed and who are subject to social exclusion, discrimination and low incomes.The 7 organizations found the opportunity in this Erasmus+ cooperation project to increase the level of financial literacy of teachers and students and to provide unified curriculum, training materials, education tools based on adequate and attractive teaching methods, in order to avoid special needs students social exclusion.<< Objectives >>The project aims to improve special needs and other students at risk of social exclusion financial literacy knowledge and skills for strengthening their social inclusion by enhancing cross-curricular and interdisciplinary collaboration in school education and promoting experiential, game-based and social simulation teaching methods and tools. FINGO will thus contribute to innovation in special education and to lowering the risk of social exclusion of the special education students. Project target groups are normal and special education teachers and students aged 14 - 19, with high focus on disables and disadvantages categories of students or at risk of social exclusion.The specific project objectives are:-Raise awareness on the benefits of financial literacy knowledge and skills and and equip over 12000 students from special learning and mixed schools with useful knowledge, skills, involvement and self-determination by developing workshop and photo exhibition guidelines for financial and entrepreneurial skills based on real case simulation techniques in 24 months.-Raise awareness, increase competence and equip 10000 teachers and educators from special education and mixed schools by providing them creative, effective, game-based methodology in financial literacy skills consisting in a training package - curriculum and training materials, best practice collection and stories of successful personal financial management for special needs students for the diminishing this important educational problem in the European schools in the 24 months project span.<< Implementation >>The FINGO activities that the consortium will implement are the 4 work packages resulting in the following expected tangible results:- the attractive and interactive game-based training curriculum and learning materials for the ``Financial Literacy Skills using games in Special Education`` for teachers, piloted internationally in Cyprus and tested locally in each partner country, -a best practices and stories collection of successful personal financial management for special needs students for improving the self-confidence, communication skills and creativity of participants and help their social inclusion, personal and professional development- guidelines for financial and entrepreneurial skills workshops and exhibition based on real case simulation techniques for special needs students which offers them the opportunity to practice financial literacy and basic entrepreneurial skills;The partners will be highly involved in the communication and dissemination activities which will be diverse and ongoing and are planned to reach over 10000 teachers and over 12000 students in the 6 countries and all over Europe by organizing multiplier events, creating a project webpage and Facebook account, by informing stakeholders, distributing posters, leaflets and highly using social media.<< Results >>Fingo will provide special needs teachers and students a new interdisciplinary training curriculum and learning materials in ``Financial Literacy Skills using games in Special Education`` piloted with 28 teachers internationally and 70 teachers locally, a best practices and stories collection of successful personal financial management, ``I am a financially successful person!`` guidelines for financial and entrepreneurial skills workshops and exhibition based on real case simulation techniques piloted with about 252 students from the 6 countries, a school awareness campaign organized in a unified manner and simultaneous in 6 countries in special and mixed schools, addressing to students and teachers in social media, schools, families highlighting the benefits of financial literacy skills for a better social inclusion, a project website, and Facebook account, 6 multiplier events with 290 students, teachers and stakeholders, as local participants and 40 participants in virtual events will attend the 6 multiplier events; minimum 560 stakeholders from the partner countries informed about project results, about 12000 students and 10000 teachers from special learning and mixed schools informed about the project and its outputs from all over Europe.FINGO project expects to increase the cross curricular and interdisciplinary collaboration in school education, in order to increase innovation, adaptability, practical learning, critical thinking, to increase the use of gamification in learning in order to make it more attractive and efficient, to improve special needs students financial literacy skills in order to considerably contribute to their welfare in life, to their employability, to their social integration on long term.

As the majority of recent scientific studies related with NEET population have proven, risk factors associated with NEET status are always interwoven with indications of low self confidence and self-esteem (Dorsett and Lucchino, 2014, Public Health England, 2014), as a result of various problematic socioeconomic and domestic conditions, structures and barriers (Genda, 2007, UCL Institute of Health Equity, 2012). Besides, from our personal experience in the years of working with vulnerable youngsters, we have also come to the conclusion that the problem of NEET constitutes the consequence of different situational barriers, medical issues and social and economic distresses, which eventually lead to social exclusion, poverty and tendency to delinquent acts, as a result of the cultivation of a series of negative feelings and thoughts which bring undesirable effects in the formation of individuals’ self-confidence and self-esteem. It is also proven that NEET youth show higher rates of mental health and addictions (MHA) problems (Baggio et al., 2015; Fergusson et al., 2014). Taking into consideration that when it comes to NEET population, the parameter of low self-esteem functions in multiple levels, as at the same time it constitutes both the reason for becoming NEET, but also the effect of becoming NEET, this particular work aims at the enhancement of the basic pillars of self-empowerment of NEET population through alternative methods, primarily interwoven with Performing Arts. Specifically, the project ‘I NEE[T] ART’ is addressed to staff, youth workers, social workers and educators who specialize on the didactic methods of the notions of self-empowerment and self-esteem, with the aim those to be endowed with innovative tools and modernized methods of operating towards their target groups, thus achieving an increased ability in addressing the needs of NEET population. The following outcomes will be accomplished through the conduction of specially designed workshops, that could be divided into three different categories: (i) Contact Improvisation Based Workshops; (ii) Dance and Movement Therapy oriented Workshops, and; (iii) Storytelling and Theatre Improvisation-based workshops. In other words, individuals who belong to NEET population will use methods that derive from performing arts, in order to emphasize on their self-empowerment, whilst in parallel realizing and experiencing the notions of discipline, courage, teamwork, self-esteem, passion and confidence. Furthermore, they will learn alternative ways to communicate their emotions and to convey human experience. They will cultivate empathy and imagination, by being able to put themselves into the shoes of another character/ person. Through public speaking, disadvantaged groups such as NEET, in this particular case, will be encouraged to share their thoughts, feelings and opinions openly in a supportive environment. Exercises will also challenge participants to be quick thinkers and decisive actors, channeling them to listen carefully, speak clearly and use language authentically and spontaneously, thus guiding them on how to achieve social integration and inclusion by simultaneously forcing them one to step out of fixed or premeditated behaviors, helping them to explore their unique creative impulses. Additionally, through Contact Improvisation activities participants (NEET) will experience mutual trust and support in order to realize the notions of uniqueness of individuality, but at the same time they will experience the necessity for being supported and projected through the others. Hence, participants-NEET trainers will realize the importance of existence of an organized group which operates within equality conditions whilst in parallel shows respectfulness to the individuality of all its component members; in this way, notions such as social inclusion, social integration and active citizenship will be reinforced. To conclude, the main aim of the ‘I NEE[T] ART’ training constitutes the modernization in terms of teaching and training staff’s skills, by using (a) more effective contemporary activities, based on well-established methodologies for the benefit of local communities and generally all the people of their societies who belong to disadvantaged groups and (b) improved youth work methods and practices to actively involve young people and/or to address long-term unemployed and NEET in general, etc. ‘I NEE[T] ART’ project will be hosted in Larnaca, Cyprus by C.I.P. Citizens In Power from 1st to 7th of April 2019, in cooperation with partner organizations from Bulgaria, France, Germany, Italy, Latvia, Lithuania, Denmark, Estonia, Greece, Poland, Portugal, Romania, Slovakia and Spain, which will be represented by two participants each.

The project “FLYie- Female Legends Youth innovation and entrepreneurship” is based on the values of gender equality in the field of innovative and social entrepreneurship. Relevant Eurostat’s report on entrepreneurship (2019) and“Women’s Economic Empowerment” (2016) report provides strong evidence that there is an uneven share 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 one of the smajor cornerstone of the 2030 Agenda for Sustainable Development and an “under-exploited source of economic growth and jobs that should be further developed”. The OBJECTIVES of “FLYie” project are to:-promote entrepreneurship education and social entrepreneurship among young girls and women (age 16-24)-bring out the significant role of women in Entrepreneurship and support them to identify their skills and competences, in order to succeed in developing their own sustainable (Social) Enterprises-fight stereotypes against women entrepreneurs-inspire young girls and women through role-model education to follow business-management careers and take the risk of founding their own enterprise.-enhance aquicission of key skills and competences of young girls and women-enhance youth educators,youth coaches, career advisors and relevant professionals’ skills in dealing with social inclusion The outputs of the project are:O1-Methodological guide for FLYie projectO2-Learning training guide on Role-model education for promoting gender equality in Business and Entrepreneurship adapted on our target group’s needs and interestsO3-Learning training guide on Game-based education and activities for fostering gender equality.O4- FLYie game- the first cooperative card game featuring role-model examples of women entrepreneurs worldwide and aiming to inspire young girls and women to be involved in entrepreneurship The project “FLYie” will have a great number of beneficiaries during its implementation. More specifically, it aims to involve:- 40 staff and associates of the partner organizations including youth workers and trainers will learn about the tools created within the project.- 40 young girls and women (age 16-24) will participate in activities within the framework of the project focusing on Entrepreneurship-1500 young girls and women,youth workers and relevant stakeholders (ministries, universities,relevant education organization directorates, local society) will get acquainted with the project aware, through the dissemination actions to be carried through the project website, newsletters, leaflets, multiplier events etc.After the project lifetime and through digitized material we estimate to multiply the results achieving the following impact:-600 young girls and women will participate in scenarios and workshops based on the material and the role-model game-based education methodology of FLYie (for 5 years)-500 young people, youth educators, career coaches, other relevant professionals will be aware yearly during the 5 years after the completion of the project, through the dissemination actions to be done accordingly to the sustainability strategyAll the innovative materials created through the FLYie project are promoting the inclusion women in entrepreneurial sector ,enhancing of trainers’ competences with the help . The materials will be available to anybody interested in using and implementing them for 5 years after the end of the project.4 partners from 4 countries (Cyprus, Greece, Poland and Belgium) comprise the project’s transnational consortium that is able to cover all the needed competences for the efficient implementation of the project:-Citizens In Power (CIP), that will be the applicant partner, is an innovative Research center with great experience in entrepreneurial education both at a national and European level-Challedu, is an NGO focusing on designing and implementing game-based and interactive educational materials (physical, digital, phygital games and interactive e-books), empowering creativity during education-Centre for Education and Entrepreneurship Support (CWEP), is a youth related organization that cooperates with businesses, universities, schools, enterprises and educational institutions. and promotes entrepreneurship among young people -Logospycom is an education innovation center paying special attention to the equality, accessibility and inclusiveness of the training material, including training social groups facing specific disorder or disabilities.