<< Objectives >>1.Improve the socio-labour skills for adults in situation or at risk of social, labour and financial exclusion, that allows them to acquire the necessary skills to join the labor market either as an employee or self-employed. 2.Improve the digital skills and financial education to improve their socio-labour insertion. 3. Design and implement a digital itinerary aimed at the vulnerable group that improves their access to employment or self-employment<< Implementation >>1. Kick off meeting Spain. 2. Good practices exchange and digital itinerary design. 3. Celebration of employability, digital skills and financial health workshops in 3 countries. 4. Mid term meeting Poland. 5. Development and editing employability digital itinerary. 6.Multiplier event Spain. 7. Multiplier event Poland. 8. Multiplier event Greece. 9. Final transnational meeting Greece 10. Project management and implementation<< Results >>-Improved the employability skills of 90 participants during the face-to-face training phase.-Created a training manual for employability itineraries for vulnerable groups.-30 benefic complete the digital employability itinerary.-90 beneficiaries participate in the digital itinerary for employability.-25 hours of face-to-face training on employment and self-employment job placement itineraries with focus on financial education and digitization.-Created a digital employability itinerary

EC is focusing on encouraging unemployed people to start businesses; on improving the sustainability and quality of work of self-employed businesses; and on supporting social entrepreneurs (Report on Entrepreneurship in the EU and Beyond). According to EU Youth Report 2015, more than half of the respondents declared having no wish to start their own business (52%). Just one in five (22%) would like to start a business but considered it too difficult. Only a quarter of young Europeans are more proactive about starting a business (5% have done so, 17% intend to do so in the near future and 3% tried to start a business but gave up because it was too difficult). On the other hand, sport constitute one of the most prominent social phenomena which especially young people are interested in. Sport is not only a leisure activity and good for personal health, but it has a big industrial impact. With its € 294bn contribution to EU gross value added and 4.5 million people employed, the sport sector is considered a significant driver of growth. The sport industry, in its broad definition, is a real industry, which can be seen as a growth engine for the wider economy as it generates value added and jobs across a range of sectors, in manufacturing as well as in services, stimulating development and innovation. The sport industry is also characterized by constant and rapid waves of innovation, often in close collaboration with other industries. As a result, innovative products/services are progressively spread in different markets and used for different purposes. In line with all of the above mentioned needs, the project (SPINENT) is focused on technological sports entrepreneurship and innovation. The overall objective of SPINENT is to contribute to innovative approaches to youth sport entrepreneurship through attractive resources and training programs in line with individual needs and expectations. Also, the overall objective of SPINENT is to contribute to encourage greater allocation of financial resources for sport innovation through long-term positive impact on related participants and organizations.The direct target group of the project is young groups (18-30 aged) including at risk for social exclusion (unemployed young people, early school leavers, young people who are out of the education and labor market, young refugees etc.) in participant countries. The final beneficiaries of the project are young entrepreneurs, youth workers/educators, youth organizations, start-ups, accelerators and incubation centers, innovation and technology centers/networks, universities and research centers and investors across the Europe.The special purposes of the SPINENT are;- To support competition and employment in the sports industry in EU by using ICT-based methodologies,- To ensure the development and testing of innovative applications for the youth entrepreneurship at the local and European level for the sport sector,- To combat youth unemployment and social exclusion through outputs that will be tailored to the needs of young people at risk.Our project supports young entrepreneurship through the intellectual outputs to be produced and their impacts that will occur in the target group. The Intellectual Output-1 (O-1: An Interactive Guide and Toolkit on Sport Technological Entrepreneurship for Young People aged 18-30), which will be developed in our project, is aimed directly at young people to support their entrepreneur mind-set and self-employment.This Guide and Toolkit will be prepared for young people to help them understand the process of starting a company around a sport innovation. The Guide will provide information and understanding for young people about the resources in the ecosystem of entrepreneurship in the sport industry. The Interactive Guide and Toolkit will guide the young people through the use of the potential of these resources; - how to produce innovative ideas, - how to protect intellectual property rights, - how to transform these ideas into a technological product/service or initiative, - how to commercialize these products/services, initiatives and/or how to become a start-up and - how to do marketing these commercial products-services in sport sector.In addition, an intellectual output (IO-2: ICT-Based Sport-Oriented Technological Entrepreneurship and Innovation Management Training Course) for young people to gain the entrepreneurship skills needed by the sports industry is developed. Outputs of the project will provide open digital educational resources to enable them to develop their entrepreneurship and innovation management skills. The project focuses on the needs of young people, especially those facing social exclusion, while addressing all young people; - unemployed young people, - young people who are out of the education and labor market due to some problems, - young people at risk of marginalization and those with a migrant background, including newly comers.

<< Objectives >>The project will equip C-VET professionals with modular and flexible training tools likely to support the rethinking of organizational models towards the effective implementation of smartworking by local entities in rural and peripheral European areas. The initiative will allow users to acquire key skills for the proper adoption of agile work models, developing digital, soft skills, but also eco-considerations referred to the impact of the work models adopted.<< Implementation >>- Transnational collection of virtuous tools and approaches for the implementation of agile work in the public sector- Transnational co-creative workshop involving the staff of the partner organizations, organised in MK- Development of a modular distance learning C-VET tool (Podcast) and supporting materials usable in m-learning mode- Definition of strategies to maximize and scaleup the project results at EU level, also towards new sectors and targets<< Results >>The tools developed will support the continuous professional development of staff (administrators, but also technical staff) of peripheral local authorities, for an effective implementation of smartworking, capable of accompanying the digital and green European decade, as well as the post-Covid recovery era, thanks to the provision of high-quality public services for the general interest of EU citizens.Partners will improve the ability to conceive and develop flexible and modular VET materials.

The ESY Project “Easy School for Young Students” aimed at sharing good practices in prevention of early school leaving, especially for young students from vulnerable groups.Particularly the project focused on transferring the “Sport& Thought, Football as Therapy” approach to other partners form Italy, Spain and Greece. “Sport & Thought” is an innovative way of working with adolescents with behavioural issues, that uses a proven psychodynamic model of working with adolescents and fuses the sport of football, psychodynamic thinking and theory to act as a preventative tool to early school leaving, via the use of sport and the symbolism of sport. Recent IPPR research (https://www.ippr.org/research/publications/making-the-difference ) underlines psychological reasoning behind ESL and potential ways to counter it, and high economic and social costs of school exclusion (study estimates that the cost of exclusion is around £370,000 per young person in lifetime education, benefits, healthcare and criminal justice costs). Even though great efforts have been undertaken at European level for reducing the share of early school leavers below the 10 % benchmark by 2020, ESL still remain a relevant issue nowadays.Overall the evaluation findings show that the ESY Project has mainly met its original objectives and some activities exceeded the initial expectation.First of all, the achievements of the project were largely positive with reference to sharing the S&T model with partners and exchange of good practices.17 persons from partners (mainly psychologists, teachers, educators, pedagogues and other experts with experiences in working with students with complex and special educational needs) were trained at the 3-days London-based Transnational Training Course and mobility action; and 9 people from partners took part into two transnational meetings in Milan and Lisbon for exchange of ideas, good practices. The methodology used in the mobility action and project meetings was based on experiential learning and practical participation to practical sessions in classroom and on the field, the teaching methods were dynamic, with group discussions and practical sessions in order to assure the active involvement of participants.In connection with the course in London, the “Sport & Thought toolkit” has been realized and distributed to partners (and also made available to interested parties online) in order to go deeper in S&T approach, and better understand the S&T innovative intervention that uses football sessions as therapy for young students at risk of social exclusion.The ESY project’ results have been very positive with reference to development of cooperation and European network of organizations operating in ESL.Communication and dissemination activities undertaken via online tools, project promotional materials, local workshops and interaction with other projects in the fields of educations, youth and sport contributed to raise awareness on importance of prevention and combating ESL.In this way the project also created the conditions for increasing partners’ capacity to cooperate internationally, to develop new collaborative projects (e.g. the “Sport4life project” which further develop British coordinator and Italian partner and aims at promoting skills development, wellbeing and health-enhancing physical activity among young students), and last but not least, to enlarge the EU network in other EU Countries and beyond the initial consortium (with organisations in Spain and Lithuania and a new project titled “FIS4YES Football in Schools for Young Students”).The impact of the project has been largely positive. Participants in mobility action and transnational project meetings developed their knowledge, acquired new skills and competences in working with young people with behavioural issues; they also increased their capacity to work and cooperate at transnational level.Partner organizations benefited from synergies and exchange of good practices and benefited from different experiences of other partners, improved their capacity to cooperate at European level and the quality of their work environment.The project impact on young students at risk of school exclusion, and schools directly involved in the project, was also positive: project findings so far, underline how the project supported schools in tackling early school leaving and reducing their ESL rate, as well as improving school financial performance, reputation and ranking. Project’s results were particularly positive with reference to the reduction of ESL rates among young students directly involved in project activities.Finally, relevant stakeholders outside the consortium benefited from synergies between the world of education and informal/ non-formal education in dealing with ESL and education failures, form strengthening cooperation between different actors in the fields of education, youth and social inclusion.

The human mind evolved with stories and is shaped by them. Good storytelling can motivate people to do incredible things and is a tremendous advantage in developing various skills. Education and learning are no exception. Creating and sharing stories is a gift innate to all of us.Storytelling can open up new perspectives and influence attitude and behaviours. At the same time, creating stories can be a healing process as creators observe and reflect on themselves, emotions, processes around and other people. The NGOs part of this project encounter issues in their work with vulnerable adults in terms of art, culture and creativity. An internal needs assessment revealed the adult educators of the partners need new skills and methods to be used in fostering the social inclusion of the vulnerable groups they work with and in developing their key skills. The consortium organisation works with vulnerable adults that have restrained access to learning and culture. The project aims at improving the competences of adult educators and experts in the field. One of the still unseen side of the pandemic and uncertain times we are living are the psychological barriers and social crisis that affects the development of people and their normal behaviours affecting communities and societies as a whole.Art and culture have the power to change behaviours and promote social inclusion. Within this project we want to specifically use the power of the stories – narration field of arts as a tool to:-Promote social inclusion and empowerment of the vulnerable groups of adults while developing key life management skills such as the goals setting, problem solving, reframing and creativity, creative thinking, self-esteem-Ignite creativity and innovation of adults thus empowering adults to come up with innovative solutions to deal with uncertainty and challenging situations.The current situation created by Covid19 requires that adult education providers are equipped with innovative methods to apply arts as a tool to support the social change and creating resilient communities. The main aim of the project is to gather organisation who work with adult people with fewer opportunities and social inclusion process in order to develop their capacities to create transformational and sustainable learning environments using Storytelling.The objectives are:-To enable the partner organisations to use the storytelling method in order to promote the social inclusion of adults from vulnerable groups -To identify set of solutions and approaches to tackle the development of creative skills of adults and build their resilience abilities using in particular storytelling as an educational method-To raise awareness on the importance of cultural educational activities in times of pandemics and on developing adults’ innovation skills as a response to challenging situations-Develop and test educational activities that can promote creativity, innovation and the development of personal and social skills and engage adults in developing innovative solutions to the challenges they are facing