<< Background >>DIS-employability is a 24-month Strategic Partnership in the field of Youth Education involving several European entities working with disabled people. It aims at providing disabled people with useful employability skills through the development of critical thinking for promoting their inclusion in the labour market.Critical thinking is considered an important methodology for the development of employability skills. People with a high level of critical thinking and reasoning are likely to be innovative, bringing new ideas and creative solutions to even the most difficult business challenges.“UN Convention on the Rights of Persons with Disabilities” recognizes the right to work and employment as a fundamental right. The project will address and overcome systemic barriers to participation in education and the labour market that concern disabled people.According to Eurostat data, in 2010 in Europe, approximately 100 million EU citizens live with a disability. Their wellbeing is affected by various barriers, such as inaccessible physical environments and transportation, the unavailability of assistive devices and technologies, non- adapted means of communication, gaps in service delivery, and discriminatory prejudice and stigma in society.Furthermore, the Report on Disability and Work, elaborated by the International Labor Organization on 2019, showed that lower employment and education levels cause that the poverty rate for those with disabilities is 70% higher than the average, while the unemployment rate of around 4 million people in the European Union who have Intellectual and relational Disabilities is more than twice as high as for the general populationBased on this context,there is a clear need to target initiatives at these vulnerable people. Disabled people must overcome the barriers experienced as a result of the disability, and provide them with useful skills to tackle the challenges faced in the labour market because of their situationTarget groups are:Direct:Joint Staff: Youth workers who work in the field of Youth education in critical thinkingBlended Mobility of Learners: disabled people aged 18+ coming from disadvantaged urban and rural communities and Educators/Trainers providing or interested in providing support to their social inclusionIndirect: education institutions, NGOs, cultural businesses and associations, Arts centres/groups, Organizations of disabled people, Organizations/public agencies providing services fordisabled people<< Objectives >>DIS-employability aims at providing disabled people useful employability skills through the development of critical thinking for promoting their inclusion in the labor market.<< Implementation >>The activities foreseen by the project are:- short-term joint staff training event- five multiplier events (one in each partner country)<< Results >>DIS-employability will deliver the following tangible results: • Report, visible on project Web Platform, of research across partner countries identifying the needs and barriers of young people with disability (physical as well as cognitive) related to employability context as well as mapping the existing offer • Educational format based on NFE conceived as a term of reference for stakeholder institutions to put in place a specific educational offer aimed at training operators working with the youth target in implementing/supporting co-creation programmes in providing useful skills involving young people with and without disabilities.The format will be focused on activities aimed to enhance critical thinking, such as: thinking creatively, making decisions, solving problems, self-reflection, knowing how to learn, problem identification and solving, and analyzing information • International Piloting successfully implemented with the involvement of educators/trainers from partner organizations (5 educators/trainers per country/partner). • Local Programmes implemented in each partner country with the involvement of 15 learners per country. • 1 Guidebook providing orientation and methodological guidance for operators in the implementation of enhancing critical thinking skills programmes involving disabled people 18+ • 1 Web Platform in multiple languages including E-Modules for the self-development of operators in the field across partner countries and in Europe. • 1 Multiplier Event implemented per each partner country with the participation of 30 individuals among the general public, disabled young people and stakeholders Besides the tangible results, the project will achieve also some important intangible result, i.e.: • Policy-making authorities provided with meaningful insights for the improvement of sectoral policies/offer in the field of youth education and disability employment. • Operators from partner countries provided with the competences to be active in supporting the social inclusion and empowerment of disabled young people through providing employability skills through the enhancement of critical thinking • Disabled young people in partner countries sensitized to greater participation in education, social and working life • General public to develop more inclusive attitudes towards disability • Consolidate framework of cooperation

Project’s scope is focused in tackling the needs of VET sector in vocational advisory. According to the project experts' research (representing all partners) and available literature there is a need to update outdated tests, which have been used since years and methodology of supporting career decisions and vocational development of people during transition and long-term unemployed looking for competencies important in open EU job market. The format and methodology of assessment and supporting vocational development are not suitable any more for young EU citizens, which means that VET advisors (working in schools, labour agencies, coaches, ect.) are looking for new tools assisting personal career development. Consortium will focus on supporting emotional intelligence and socio-emotional competencies of beneficiary thanks of:- Working on conflict: The labour market is not capable of meeting the working needs of the citizens which has taken many people into learning as a desperate way out to get a job. As a consequence, unrest, negativity, demotivation and hopelessness in the future are the elements that represent a situation which is much more complex for teachers of the unemployed. - Sharing experiences and contrasting methodologies: Being a common problem and challenge across Europe there is the opportunity to share experiences and methodologies for knowledge transfer.- Providing trainers with socio-emotional skills: VET educators and trainers often are specialist in their technical subject but they do not have the emotional skills and competences developed to face the complex socio-emotional situations that might encounter in the classrooms. The project is focused in VET as TARGET GROUP, especially: VET advisors, career coaches (1st) and VET learners (2nd). Improving competencies of these groups is very promising for achieving broad results coming from services delivered for big number of advisors customers. Due to the economic crisis, for the last few years there has been a significant growth in the number of people who are long-term unemployed. Eurostat's statistics show that 5% of the EU working population is long term unemployed although the differences between European countries vary from the 5% of AU to the 19,5% of Greece. Analyzing the long term unemployment as a percentage of the total unemployment by sex and age from 14-75 years the figures an EU average of around 33.6% The difficulties that these people face are two-fold: on one hand, they are searching in a saturated employment market, and on the other, their experience and qualifications are not easily adapted to present needs. The long-term unemployed, not only need to improve their technical skills, but they also have difficulties with motivation, initiative and maintaining a positive attitude. Understanding this is key to improve their employability. Professionals that teach the long-term unemployed, not only need to know the technical contents, but also the process of teaching and learning. It's vital to give teachers the emotional skills to identify the course attendees´ needs, address their low self-esteem, frustration, rage and hopelessness.OBJECTIVES:- To improve advisors´ educational practice quality, by using online tests/guides or coaching sessions (O1-O4) to facilitate the management of emotional processes in classroom. - Develop innovative teaching resources to train VET educators in emotional competencies (O1-O4).- Develop an interactive platform with virtual spaces for the self-assessment of emotional competencies, co-creation and dissemination of educational materials, exchange of ideas and methodologies, etc. (IO1).- Test the quality of the products obtained consulting stakeholders, associated partners and indirect target groups.- Disseminate the project at local/regional/national and international level taking advantage of partners’ network.The ultimate objective of this project is to improve the quality of the teaching and learning process by developing emotional skills competences among VET advisors to tackle effectively the specific characteristic of the target group: VET students.The emotional skills training for VET advisors will improve their professional practice, will improve their expectations of being successful in teaching target group and will have positive impact on professional development and future career. By offering new tools and methods they will help to avoid burnout. Project would generate a positive IMPACT:1. Educate trainers of the long-term unemployed who are actively seeking work, particularly those at risk of exclusion and vulnerability (such as refugees and asylum seekers).2. It will help VET students who want to improve their training to maintain or improve their professional career.

<< Background >>Consortium has identified following problems:P1/3. Consequently, young people leaving the schools or high studies too soon appear as school dropouts and this mechanism works even more when the economic system is unable to absorb the young labor force.However, early school leaving, even if it involves an individual responsibility,is related to dysfunctions in the school and the education system, which is unable to carry the young people sufficient levels of training, with the goal of opening access roads to employment:school failure appears as a consequence of the failure of the education system itself and requires a reflection on its organization and direction.P2. Low quality and efficacy of career guidance causes a low level of interest in choosing a type of schooling or studies by young people. While planning their education, young people take into consideration the information from media, Internet, and their peers. In effect, 20% of students are not satisfied with the chosen secondary school (CBOS 2011). According to researches conducted among lower secondary school students (KOWEZIU 2012) about 30% of them took into consideration: convenient setting of the school (good transport connections); opinions of their peers, families or teachers. And only 20% of school students based their decisions upon current situation on the labor market.P4.Lack of a complex tool for careers diagnosis. On a current market there is no system that would enable making a complex diagnosis in an easy and quick way without the necessity of using a set of different psychological tests. The aim is to create a diagnostic tool that would consist of 8 multidimensional layers, combined in a one, consistent system. Thanks to using career tree, which makes the questioning more individualized, the examination administered with the use of the system will be quick, and will ensure reliability and accuracy of the results, at the same time. The main target group of the project are secondary and vocational school students (with their parents) as well as post high educations youngsters having problems with decision about the professional career. The students/youngsters and adults will follow different paths of their examination consisting of questions tailored to their age and life situation. The decision about “branch” of the career tree to be followed will be made on the basis of the answers given to introductory questions. It means that the choice of further questions as well as their form will follow from the introductory examination.PARTNERS NEEDS-Offering high level career guidance to youth-Possessing modern tool for career guidance-Increasing the level and quality of offered courses and education materials-Cooperating with partners possessing great expertise in career guidance and developing on-line<< Objectives >>The main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26years) students and adults, and conducting career guidance and career planning through creation of a modern (standardized on a representative group) modular system for analysis,diagnosis and education guidance of career that would support the work of career counselors.The main reason for this project to be implemented is to integrate in the educational sector the option for students to learn about different jobs and fields and to assess their skills and abilities in order to make an informed decision about their future career.The goal of the project is to make available in Norway, Poland, Greece and Italy a free, online tool that can be accessed by any student/young that has an Internetconnection and that can help to underline their strengths. This kind of assessment is rarely present in the partner countries educational system, so the usefulness of such a tool would probably have impact both in higher educational institutions and in the labour market. If students have an informed opinion starting from high school about their strengths, weaknesses and what standards have to be met for specific jobs, their decision about university should be easier to be made and after finishing their studies, it would be easier for them to get a job in the field they studied for. The main result of the project will be online tool - for high school and post-high schools students/youngsters until 26 years old (especially those having problems with decision aboutthe professional career) as well as vocational advisors, psychologists, HR staff which will help to diagnose the profile of candidate.The tool will consist of at least 8 modules which will be updated, adapted to new partner's countries and translated into national languages.Online tool - combined with project website will be main source of all project outcomes, as it will help with:- project dissemination,- exploitation of the project's results- building the cooperation with schoolsThe main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26 years) students and adults, and conducting career guidance and career planning through creation of a a modern (standardized on a representative group) modular system for analysis, diagnosis and education guidance of career that would support the work of career counselors.The system will consist of min 8 modules:1)professional interests2)structure and values3)personal capacities,4)temperamental aptitudes,5)cognitive6)interpersonal7)business and enterprise skills,8)possessed qualifications<< Implementation >>Consorcium will implement activites listed below:IO1.Model of predispositions and leading competencies for professionsIO2.Modular system for diagnosis, analysis and education guidance of career - elements/layers of online toolIO3.Graphical and technical design of the toolIO4.Methodical guidebook for career counselorIO5.Practical manual for teachers and vocational advisors - usability of the tool4 Transnational project meetings C1.TRAIN THE TRAINER: Training for vocational advisors - usability of the toolE1.The multiplier event pursues two main OBJECTIVES:a. Present all outputs and encourage stakeholders to use them.b. Foster discussion and communication among VET and businesses and discuss new trends and approaches.With these aims, the event is addressed at the following stakeholders:a) VET teachers in public education system, vocational advisors, coachers,b) stakeholders: public authorities responsible for education systemc) possible indirect target group -teacher in general education, adult education or academic teachers, HR staffIndicative agenda:a) Welcomeb) Challenges of skills mismatches in Europec) Presentation of project outcomes and resultsd) Presentation of short term impact based on implementation of the tool in high schoolsAt least 2 months before the event will take place task leader + dissemination leader + Leader of the project define final agenda of the event as well as roles' division and presentationsfor the event. There will be official invitation prepared, published on partners' websites, project official website social medias as well as sent to all possible stakeholders and partners ofthe consortium members.<< Results >>• Number of the evaluation questionnaires completed by evaluators and target groups and the appreciation rate of the end-users who took part in the pilot testing,• Number of schools/VET centers/Training institutions participating the pilot testing,• Number of schools/VET centers/Training institutions participating in validation,• Number of people taking part in pilot testing of the system• Number of people taking part in validation,• Number of institutions directly or indirectly involved in the project by the end of the project periodQualitative• Increase involvement of schools/VET centers/Training institutions in offering high level career guidance services, in the process of improvement of methods of career guidance.• Increase the readiness of schools/VET Centers/Training institutions having in their offer career guidance, to include new technologies, systems into process of career guidance.The long term indicators: Quantitative• number of institutions who declare the exploitation of the system on the daily basis,• number of psychologists, career counselors who declare the exploitation of the system on the daily basis,• number of training organizations/schools/universities/labor offices/ companies who declare that the system would help them to enrich their guidance,• number of local/regional/national organizations involved during or after the project completion as the result of their interest in the project and its results,• number of people/organizations/schools/universities/training institutions/VET Centers involved in the dissemination events organized during or after the project completion.Qualitative• Increase of satisfaction of people using the system, concerning career guidance and education support given with the help of the tool;• Increase of knowledge of people using the system (psychologists, career counselors) concerning difficulties that young people are facing while entering the labor market;• Increase the readiness of universities/secondary schools/labour offices/career guidance companies/training institutions/VET Centers, to include new technologies into process ofcareer guidance;• Increase of the awareness of necessity to improve career guidance services among institutions that have in their offer such activities.Actions which will be taken to measure the indicatorsDuring each activities undertaken during the implementation of the project, partners will gather all information, which can be used to measure quantitative indicators e.g: number ofpeople/institutions taking part in testing process, number of institutions that will be informed about project activities and show their interest in project, number of different sorts of reportsprepared during the project etc. During the testing of the system, all institutions/people taking part in it, will also fill some questionnaires with qualitative questions about their opinionabout the system (its usefulness in the future, and didactic potential), about their readiness to use it/ including it in their training offer etc. This will allow to measure qualitativeindicators.Some representatives of target groups will be questioned on their level of skill, knowledge, experiences, expectations both at the beginning and towards the end of the project. Allindicators will be measured on regular basis, so that to make sure that all planned results are achieved in proper way.

"<< Background >>THE RATIONALE: The outbreak of the coronavirus and the confinements have meant that a significant number of workers have had their first extended experience of teleworking. Indeed, the European Commission itself stressed its importance in maintaining jobs and production during the pandemic. However, its sudden and forced implementation has created significant challenges for Member States, employers, workers and companies, which have had to adapt to a new way of working that was barely in place before Covid 19. According to a Eurofund study (2020), 48% of employees surveyed have worked from home at least temporarily during the COVID-19 pandemic and 34% have teleworked full-time. In comparison, before the onset of the crisis, only 15% of workers were engaged in some form of telework. NEEDS: Despite the benefits of working at home – e.g. family-work balance, integration of people with functional diversity into the labour market, time savings – many workers have suffered from the complications of working from home. Poorly equipped workplaces, the stress of confinement, all household members living together in the same space, the insecurity of the situation posed a challenge, especially for poorly qualified workers. To all this was added the absence of timetables, the increased workload and permanent availability, which ended up generating physical and mental problems that worsened as the months went by. From the physical point of view, the lack of risk prevention in teleworking increases vision, neck and back problems, but perhaps the greatest effects came in the emotional and mental areas. In this sense we have the feeling of loneliness. Not going to work in a shared environment with other colleagues can considerably reduce people's social experience, which affects the interpersonal area. But the most significant emotional effects of teleworking are the high levels of anxiety and stress it can trigger. Thus, this avalanche of innovations generates a sense of uncertainty, which goes hand in hand with anxiety and stress. This is combined with the fear of uncertainty at work, but also personal and health in a situation that has no definite end date. All these work factors are added to the so-called pandemic fatigue, defined by the WHO as a series of symptoms derived from the Covid 19 disease and the consequences that this global pandemic has brought to everyone, such as demotivation, stress, anxiety or depression. The WHO estimates that 60% of the European population is suffering from pandemic fatigue, in some countries ""more markedly"" than in the first wave.Similarly, according to the analysis carried out by the insurance company Cigna, the situation of uncertainty and changes in the working environment have led to 45% of active workers admitting to suffering from work-related stress. ""Stress is one of the main risk factors for physical and mental health in the 21st century. Having the tools to know how to manage it effectively is a huge investment in wellbeing, and it is something that HR departments can contribute significantly to,"" says the report. Thus, the need to implement strategies for the emotional management and regulation of all the actors involved in remote working is not only a demand of the actual circumstances, but a need to face a reality that has come to stay in the labour world.TARGET GROUPS:- workers in any sector who have been forced to work remotely, especially those who, due to the particular conditions of their employment, are more focused on working from home.- Managers, employers and HR managers, who from a leadership position should be aware of the human management of teleworking because of its marked social connotations, as well as the personal, health (and ultimately socio-economic) repercussions that it implies.<< Objectives >>The REMOTEMO project will generate a positive impact on the workers who fully or partially work from home, improving the management of this situation, which in most cases is anomalous and has been forced in recent months. In this sense, REMOTEMO will pay special attention to both intrapersonal management aspects (stress, anxiety, uncertainty, sleep problems...) and interpersonal aspects (social, family and couple relationships, loneliness...).In the same way, and in parallel, REMOTEMO aims to raise awareness of smart working as a natural evolution of teleworking. In the latter, the only thing we change is the location of the work, but not the working hours, so the positive impact on family reconciliation is minimal. Smart Working appears as a new working model, a fusion of teleworking and new technologies that is based on giving employees all the tools they need to achieve a maximum level of professional performance anywhere with greater or full freedom of working hours. Because of this trend, it is to be expected that the psychological and emotional problems of telework, which have now become visible in the coronavirus pandemic, may remain with us in the future and must continue to be taken very seriously. Against this background, the REMOTEMO project pursues a preventive strategy of C-VET that addresses the companies with their managers and the employees themselves.SPECIFIC GOALS:* To raise awareness of the mental effects of teleworking* To take on board the need to emotionally manage the effects of teleworking* To understand the implications of teleworking from both a personal and social point of view* In relation to the previous point, to understand the intra- and interpersonal areas of emotional intelligence.* To know the points of improvement of emotional intelligence applied to work performance.* To foster work/family balance.* Increase job satisfaction in remote working.* To understand the concept of smart working and its advantages.<< Implementation >>Project is divided into 2 types of work packages:1. THREE PROJECT RESULTS (PR) 2. TRANSVERSAL WORK PACKAGES Thus, apart from the development of PR (which are clearly defined in Project Results section), all partners will be involved in other transverse activities that are necessary for executing a project and coordinating an international team.A. GENERAL PROJECT MANAGEMENT: HeurekaNet, as coordinator in REMOTEMO, will be responsible for this work package. This includes:- Documentation- Financial control.- Time management .- Interim and final reports.- Risk handling. - Communication among partners and with the German NA B. ONLINE PROJECT MANAGEMENT TOOL: An online project management tool will be set up and maintained by the coordinator for the duration of the project aiming at providing possibilities for communication, file storage and work tracking. C. SHARING AND PROMOTION: Under the responsibility of Eduforma, this work package will make REMOTEMO visible, developing a dissemination strategy in which all partners will be involved at national and European level. D. PROJECT MONITORING, CONTROL & EVALUATION: WSEI will be responsible for this work package, with the objective to evaluate the project management and development of the PR.<< Results >>TANGIBLE OUTCOMES - In PR1. A training programme for leaders and HR managers with 18 podcast plus guidelines.- In PR2. A self-assessment tool for employees and a toolkit with 30 practical tools.- In PR3 we will create a corpus of 18 case studies in video format.Six Multiplier Events (E1-E6).One training activity (C1) DELIVERABLES RELATED TO MANAGEMENT* Managing guidelines;* Reporting procedure and administrative guidelines;* 4 transnational meetings + meeting minutes.DELIVERABLES RELATED TO QUALITY AND EVALUATION* Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.* Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports;* Project risks analysis.DELIVERABLES RELATED TO PROMOTION* Project graphic design;* Social networks profiles;* Project website;* Project mailing list;* Newsletters;* Informative brochure;INTANGIBLE DIRECT RESULTS:* Adult trainers and trainees involved in the testing of project results on how to handle their emotions on distance learning / teaching have developed knowledge and skills.* Increased awareness of the need to manage the emotions of adult trainers in their training.* Stakeholders, individuals and institutions involved in the testing, consultation and promotion phases of the project, etc.* Emotional management procedures for conscious trainers.* Implementation of good examples) in project participating organizations; raising awareness of the positive impact of EU and Erasmus+ on Small Enterprises."

<< Background >>The reason that we have applied for this project is the common vision of our partners and the concern for the future of Europe. We aim to provide training, promote green skills and practices in the new generation of Entrepreneurs, while promoting the EU Green Deal. The policies and goals of the Green Deal are of common concern and we need to empower the future generation of entrepreneurs to apply green practices in their business practice, professional life and in daily work. The partners have the necessary means, knowledge and capacity to work in this direction and provide educational and training opportunities for new entrepreneurs, Startups and SMEs. The partnership is in the best position to encourage and motivate new entrepreneurs and startups to change daily attitudes and behavior, adopting a more environmental friendly policies in their business projects. Our results are a powerful tool in this direction, with innovative elements, such as the Green Business Plan that can help New and to become entrepreneurs to focus on the Green Dimension of Business. The needs that we are addressing is environmental protections and green practices based on the EU Green Deal policies, which include a great deal of economy related policies. There is a current trend worldwide on lowering emissions and turn to renewable energy resources and to climate neutral practices. Those practices are not only benefiting the environment, but they are cost saving and give enterprises a positive image among customers. There is a need to change mindset among entrepreneurs who believe that green practices are more costly, and demonstrate that green practices are cost effective. The new generation of entrepreneurs should also gain the skill to foresee the developments and apply business practices that have a long term vision and be able to adapt to upcoming future in transportation, energy efficiency, circular economy and other practices. There is a great need for a shift of entrepreneurship towards Green practices, and our partnership is in the best position to achieve this goal.<< Objectives >>Most partners have experiences in the Erasmus for Young Entrepreneurs program and motivated to change mindsets in business practices. They are in a key position to encourage and promote the adoption of Green practices in new entrepreneurs. A common vision of the partnership is to develop a Green Business mindset among the next generation of Entrepreneurs.A key objective of our partnership is to cultivate through our training activities and courses the Green Entrepreneurship spirit. This will be applicable a significant number of New and To Become entrepreneurs, new Start Ups, and SMEs, shaping the Green Future of Entrepreneurship. The desired goal on individual entrepreneurs and their companies is to develop skills which could combine traditional business practices with green methods.Another Objective is to incorporate Green practices in standard business concepts such as business plans, by designing an environmentally friendly “Green Business Plan” template. For this reason, we aim to train online and face to face a large number of New and future entrepreneurs, startups and other SMEs interested in our concept.The partnership aims to devise an inspiring training course with innovative practices, motivational methodologies based on Green Entrepreneurship and give new and to become entrepreneurs, Green Skills, Green Knowledge and motivation to incorporate green practices during their Start Up operation.The activities in general aim to bring together traditional business concepts with environmental ethics and practices, based on the policy areas of the EU Green Deal plan which aims to make European Union climate neutral by the year of 2050. For this reason, it would be of paramount importance to disseminate and promote our project results to key stakeholders at EU, National and Regional level.<< Implementation >>We aim to develop a “Green Entrepreneurship Guide” for new entrepreneurs and start ups, which will be focused on Green skills and sustainability, based on the EU Green Deal policies. All partners will offer their experience and perspective in creating the guide, while they assure that they comply with Environmental Conformity practices. The course will include motivational methodologies to inspire and encourage new entrepreneurs and the next generation of entrepreneurs to adapt to green practices and gain green skills. For this reason, it will be implemented locally, targeting new, to become entrepreneurs and startups, in a way to achieve multiplier effect. The pilot testing aims to have the “Train the Trainer effect” and to be engaging in nature, to encourage entrepreneurs to adapt to green practices and gain useful experience. We believe that, in order to achieve a “Green Business” mindset the knowledge should not only be theoretical but should be reinforced through practical applications. For this reason, we will not only include motivational methodologies, but practical examples or applications from the participants. We expect all partners to demonstrate the best example in each category of the course, such as the best “Green Business Plan”, the best Environmental friendly product and so on.The multiplier effect will be an important parameter of our project since we aim to have maximum impact on promotion and dissemination. We will invite local, national media and regional stakeholders, in order to achieve maximum coverage by the media. We value the role of media in promotion for green practices to achieve maximum impact. The partners will develop an online platform where material for inspirational green practices will be provided and will also serve as a dissemination platform. The platform will be linked to Facebook Instagram, tweeter and all major social media in order to achieve higher exposure for our project results.Our online platform, where our project information, material and results will be hosted, will include ta series of inspirational videos, interviews of best practices from each partner will be hosted. Our IT partner will ensure that the Green Entrepreneurship Guide and the Green Entrepreneurship e-course will be uploaded and widely disseminated in the internet. All partners will add together the training material on the online platform and the videos for the Environmental Creativity Hub. All material together, combined with the multiplier Event and the dissemination effort at the end of the project, will serve as a powerful for to generate a “Green Business” mindset among future generations.<< Results >>The main results of the project are three; the “Green Entrepreneurship Guide” the digital “Green Entrepreneurship e-course” and finally the free online platform where all project results and material will be uploaded. The “Green Entrepreneurship Guide” will be an inspirational document that partners will draft together and they will pilot test it among new entrepreneurs, Startups, SMEs and any other business stakeholder. The aim of the training course will be to achieve multiplier effect through maximum reach of the future entrepreneurs and encourage them to include environmental protection and green practices in their future projects. The Green Entrepreneurship Guide will include information on EU Green Deal policies, Circular economy, Green Skills, and the innovative Green Business Plan. We will develop a Green Business Plan model with specifications and standards regarding environmental protection and sustainability, which aspires to set the standard and become the new trend for entrepreneurs in the EU.The partnership aims to develop inspiring audiovisual material and interviews on Green and sustainable Business practices in order to encourage new entrepreneurs and Start Ups to apply green practices in their future business ventures. The material, interviews, and parts of the guide will become the “Green Entrepreneurship e-course” which will be a useful training tool for entrepreneurs. By incorporating green practices, and by targeting new entrepreneurs, startups and SMEs, we strive to develop a Green Mindset in the future world of Entrepreneurship. Based on the online course, on Green Entrepreneurship, all partners will provide material and inspiring green practices which will later apply in training courses. The course will include material on Circular economy, concepts of sustainability and other information linked to the EU Green Deal which are relevant to entrepreneurship. At the end, all partners will do a pilot testing with an indicating amount of people in order to test and possibly improve the course if need. The final output of the project will be the online platform which will be open and free to everyone interested in Green Entrepreneurship and best green practices. All project material, the guide and the e-course will be available online and remain available for the next 5 years. The best Green Business Plan from each partner country will be presented in the platform as inspirational material, where environmental friendly business ideas will be presented. This will be the main online platform of the project, where all activities, training course material will be online and available to the general public.