The Latin American region lacks a program that has a strong international character and to focus on the entrepreneurial university, for that reason, the REDEMPRENDIA has planned to launch the REDEMPRENDIA STARS program, an international business acceleration program to support the transfer of knowledge from universities to society. SOLA project is directly linked to REDEMPRENDIA STARS program as it develops and implements the training path for technical staff that will implement in the future the STARS program.As a specific objective, the project will implement a common training route to all partner universities of the project aimed at technical staff of universities with business incubator for acceleration and consolidation of strong innovative entrepreneurship and technological European Latin American and European Universities.The project consortium is composed by four higher education institutions in Latin America and four other European, all covered by an umbrella entity that six of the eight higher education institutions are members. This consortium is complemented by a business consulting Devalar, it brings to the project its expertise in the dissemination and capitalization of results field.The main results sought by the SOLA project are: Training module of 30 hours on LEAN CANVAS, training module 30 hours on strategic redefinition of start ups, industrial property and quality certifications, training module 30 hours duration of internationalization of companies, training module 30 hours on training of trainers in basic finance for entrepreneurs and consolidation and implementation of the course of 120 hours of final training for technical staff of incubators.

O projeto 2018-1-PT01-KA103-046800 corresponde à 1ª edição do consórcio WORK4ALL – Opportunities to Reinforce Knowledge for All, construído com base na parceria de sucesso coordenada pela Universidade do Porto e que com os seus parceiros – a Universidade do Minho, a Universidade de Trás-os-Montes e Alto Douro e a Universidade Nova de Lisboa – tem marcado a diferença no Ensino Superior Erasmus+ KA1 em Portugal desde 2015.De facto, o consórcio WORKK4ALL foi estabelecido com o objetivo de dar continuidade ao trabalho desenvolvido por todos os parceiros no âmbito do consórcio anterior (WORK+) e de promover a implementação de projetos ainda mais inclusivos, permitindo que as oportunidades E+ cheguem a todos os membros da comunidade académica WORK4ALL.A confiança institucional, resultante da cooperação entre os parceiros, do know-how de cada um e do trabalho desenvolvido em parceria durante mais de seis anos, permitiu ao consórcio implementar com sucesso outro grande projeto.O WORK4ALL manteve o foco na empregabilidade e no desenvolvimento de competências profissionais, afirmando-se, no contexto nacional e europeu, como uma referência de excelência, promovendo oportunidades de mobilidade, aprendizagem e formação para estudantes, recém-diplomados, docentes e técnicos, em todas as áreas académicas e científicas disponibilizadas pelos parceiros. Os vários membros consideram que os principais objetivos do projeto foram amplamente cumpridos, uma vez que o trabalho realizado permitiu ganhos muito substanciais no que respeita à partilha de boas práticas, à aquisição de novas competências institucionais e ao alargamento de oportunidades e parcerias.Durante a implementação deste projeto, o consórcio foi confrontado com novos desafios e obstáculos que tiveram sérias repercussões a nível das atividades de internacionalização. Efetivamente, a pandemia da COVID-19 causou vários constrangimentos (como o cancelamento de mobilidades pelas IES parceiras, o encerramento de fronteiras ou a proibição de viagens internacionais) que tiveram um impacto direto na implementação das mobilidades tradicionais/presenciais. Estas dificuldades traduziram-se em dezenas de situações de força maior e em centenas de desistências. Foi neste contexto que o consórcio solicitou e viu aprovado o pedido de extensão da vigência deste projeto, dos 24 meses inicialmente previstos para 36. Apesar de todos os constrangimentos, graças a esta extensão e a todos os esforços envidados em equipa pelos membros foi possível assegurar a implementação de quase 100% dos fluxos de mobilidade previstos: 521 mobilidades das 525 aprovadas pela A.N.E+, em 29 países do Programa e envolvendo mais de 330 Instituições (174 IES e 164 empresas/organizações).A execução financeira do projeto teve o mesmo saldo final: foi executado praticamente 100% do orçamento total atribuído ao projeto. Além disso, a experiência adquirida pelas IES parceiras com a implementação de vários projetos E+ e com o WORK+, a partilha de know-how e o trabalho em equipa permitiram ao consórcio responder de forma eficiente e coordenada, a alguns dos desafios encontrados, tendo atingido níveis de satisfação globais, por parte dos participantes, na ordem dos 96%.Para que fosse possível alcançar estes resultados finais, foi crucial responder às necessidades das comunidades académicas dos parceiros, equilibrando a implementação de 39 fluxos SMP adicionais com a diminuição da procura das mobilidades de staff (de menor duração e altamente afetadas pela suspensão dos voos e quarentenas obrigatórias).Este projeto permitiu a consolidação das relações entre as Instituições do consórcio e as suas congéneres europeias, o reforço da já existente rede de empresas e organizações europeias que acolheram os participantes em estágio e a criação de novas parcerias só possíveis no contexto do consórcio.Adicionalmente, o projeto teve também um impacto positivo no que respeita à melhoria dos níveis globais de aquisição de competências dos participantes a nível pessoal, profissional, linguístico e cultural, dotando os bolseiros WORK4ALL de um conjunto de conhecimentos e de soft skills únicas que farão a diferença nos seus percursos académicos e profissionais.Este projeto permitiu ainda o reforço da capacidade competitiva das IES parceiras envolvidas, o que foi crucial para assegurar a sustentabilidade da prossecução da sua estratégia de internacionalização, tendo contribuído claramente para o aumento da sua atratividade e visibilidade a nível nacional e internacional. Através deste projeto, o consórcio acredita que contribuiu igualmente para que o Ensino Superior português seja cada vez mais considerado como uma referência de qualidade no contexto europeu e para a consolidação da cooperação no âmbito do EEES.Por último, todos os parceiros irão aplicar os resultados positivos em futuras edições deste projeto e reiteram o seu compromisso de divulgar ativamente todas as oportunidades de excelência que o E+ promove.

"""LIDS - Learning important digital skills"" is a project, which intends to disseminate good practices at European level through the training of trainers, who can provide digital skills, particularly in the use of social networks applied to the world of work to disadvantaged adults. The main point is to find out, which ""digital learning content"" is important to learn for persons, who are underskilled. This list of digital skills will form the LIDS Curriculum.As part of this project, all partners involved gain insights into how our European neighbours are working with online and face to face educational formats and how to use the many tools in their own lessons. By participating, all participants will be part of a European know-how transfer in the field of digital teaching and learning approaches between the participating adult education centres and various educational institutions.The professional development of those working in the adult education sector is a determining factor in the quality of learning.The initial training procedures for staff working in the adult education sector are important and decisive for the future success of the educational action.Through international mobility, the partnership and participants will be able to know different training, working methods and cultural conditions. They will transmit the new knowledge to a significant number of other stakeholders.Comparison of different work or different education systems, combined with the specialist skills of training providers and European strategies, is the most suitable way to provide clarification answers.TARGET GROUPS OF THE PROJECT LIDS are Educators in Adult Education Centres teaching disadvantaged adults, organizations for adult education and stakeholders for adult education, e.g. local authorities, companies, employment centres, policy makers, professionals and researchers.RESULTS, EVENTS AND OUTCOME OF THE PROJECT ""LIDS - Learning important digital skills"" are1. LIDS Manual as a digital book in WORD- and PDF-Format containing comparative studies in Europe on methods of approach and on necessary content of learning digital skills in the use of ICT for disadvantaged adults. LIDS will show in this manual a possible Curriculum for these necessary skills.2. LIDS Training Course in PowerPoint-Format for organizations staff on how to relate and approach disadvantaged adults and help them to use digital tools applied to the way of work. Each partner develops one specific topic on the digital skills that should be learned.3. LIDS Training Events aimed at adult educators and/or disadvantaged adults. Each partner performs this exercise in their own organization and documents the process through reports, photos, films, and surveys.4. LIDS Transnational Project Meetings: The TPMs are significant parts of the project. That's why each country is visited twice to get to know the peculiarities better."

CONTEXTThe problem of the social exclusion of young people and disintegration in the labour market as a consequence of the absence of key competences for lifelong learning and of entrepreneurial thoughts and behaviour encompasses severe and limiting effects:Increase of:- Nº of young people in situation of exclusion and social disintegration;- Number of young NEETs;- No. of young unemployed.OBJECTIVESPromotion of:1. The empowerment of young people through the development of key competences for lifelong learning and the adoption of entrepreneurial thoughts and behaviour;2. Young entrepreneurship, through the transfer of knowledge and methodologies, methods and tools to start new work;3. The social inclusion of young people, including socially underrepresented groups (such as ethnic minorities and migrants), by creating opportunities and enabling them to integrate into the labour market;4. The empowerment of social agents (such as youth workers, trainers, teachers, etc.) for the work of social inclusion and youth entrepreneurship;5. The potential of the NFE methodology in the empowerment and personal, social and professional development of young people;6. Provide educational institutions with competencies for the incorporation of complementary actions to formal education for the personal, social and professional development of young people;7. Sharing existing good practices based on the intervention programme for the development of key competences for lifelong learning and the adoption of entrepreneurial thoughts and behaviour that will bridge the transition between education and the labour market.PROFILE OF PARTICIPANTS1. Young people- Aged between 18-30;- Belonging to underrepresented social groups;- With fewer opportunities;- Attending higher education (preferably in transition to the labour market);- Motivated to participate in the project;- With the ability to disseminate the results with other young people.2. Social agents- Aged over 18 years;- Active at the youth field;- Capable of working and involving young people, incorporating methodologies such as NFE;- With knowledge in the thematic of the project;- Capable of leading and managing the process of direct work with young people in the development of key competences and entrepreneurial thoughts and behaviour;- Capable of disseminating results and influencing young people, social agents and stakeholders.ACTIVITIES AND NUMBER OF PARTICIPANTS1. Design, planning and preparation activities10/2019 to 12/2020.Reference of 20 participants.2. Virtual mobility10/2019 to 12/2020.Reference of 20 participants.3. Transnational meetings11/2019; 05/2020 and 11/2020.2 participants per institution.4. TC01/2020.2 social agents per institution.5. Empowerment sessions01/2020 to 09/2020.Reference of 20 participants.6. BM09/2020.5 young people (representing local groups) per institution.7. Monitoring and evaluation and dissemination activities10/2019 to 12/2020.Reference of 20 participants.METHODOLOGY1. ENF: incorporation of dynamic characteristics that encourage personal and social development, such as get to know, ice breakers, group dynamics, reflection, sharing, debate, active construction of knowledge, personal and group evaluation, and development of competences and of entrepreneurial thoughts and behaviour adjusted to the rhythm, expectations and personal goals.2. EF: appropriation for the co-creation of materials that are understandable and based on real knowledge.3. IE: appropriation of the dynamics for recognition and transfer of European social values.RESULTS1. Tangibles- Dissemination materials;- EYE - Entrepreneurship & Youth Empowerment: Manual;- EYE - Entrepreneurship & Youth Empowerment: Manual for Youth Workers.2. Intangible- Competences of the reference framework of the Recommendations of the Council of the EU;- Personal, social, educational and emotional competences;- Inclusive and entrepreneurial thoughts and behaviour;- Experiences of personal, social and professional development.LONG TERM IMPACTS AND BENEFITS- Development of key competences for lifelong learning and adoption of entrepreneurial thoughts and behaviour;- Development of projects and ideas of personal forum, with personal, social and professional impact;- A greater spirit of initiative and entrepreneurship;- Recognition of practices, methods and tools aimed at empowerment young people in the field of social inclusion, entrepreneurship and employability;- Ability to work internationally in partnership and cooperation with other social agents and institutions;- Capacity for direct and reinforced work with young people with fewer opportunities and from underrepresented social groups;- Recognition and access to opportunities for the development of key competences and entrepreneurial thoughts and behaviour, either through the Erasmus+ programme.

The whole project was realized with the vision of gaining new experiences and ideas, but also with the ambition to improve the operation of the Science & Technology Centre in Ostrava. The project helped us to get in contact with partner institutions with similar focus and goals. Each institution chooses different ways and means of achieving its goals, while also looking at the different approaches and mentalities of individual nations. This program thus offers a unique opportunity to broaden your horizons and use this diversity for the benefit of both parties and to apply it in practice for innovation.Science & Technology Centre Ostrava is a science center with an emphasis on non-formal education, but it is also a very young institution, both in terms of staff composition and the duration of its existence. The activities of the World of Technology were started only in 2014, but since then the science center has been actively developing. However, a visit to high-quality foreign science centers with a tradition can also contribute to the development, which will allow to obtain, in particular, the possibility of comparing the implemented educational and leisure activities.Six mobilities were planned under the project, of which only four were possible due to the covid-19 pandemic and restrictions and regulations issued. The four mobilities ranged from four to five days and covered countries across Europe - Estonia, Denmark, Sweden and Portugal. The choice of science centers and institutions in different parts of Europe could offer us a wide variety of approaches.For the project, we selcted employees from various sectors which are an integral part of our science center and together they can form a successful institution of non-formal education. A total of 12 participants were involved, including 8 men and 4 women, across various departments, and thus involved authors and lecturers of educational programs, technicians as well as people in managerial positions.The aim of the whole project and individual mobilities was:- to get acquainted with the operation of individual institutions and science centers abroad- draw inspiration for the innovation of our activities, expositions, educational programs, but also the approach and operation as such- discuss the daily operation, logistics, and technical side of things- exchange experiences in the field of popularization of science, operation of a science center, management of teaching activities, management of employees- exchange experiences on unusual situations and their solutions, crisis management, operation organization- potentially establish cooperation with the visited institutions- convert the acquired knowledge into a real form and implement it in our own institution- to help develop the language skills of the participants- broadening the horizons of individual participants.