CONTEXTEurope is facing difficulties in integrating the migrants as the differences of values and culture make it difficult for migrants to find a job or integrate themselves in social life. The EVOLVE project highlighted the need for promoting European values and creating a shared perspective to resolve this issue and facilitate a more harmonious integration. OBJECTIVESThe objective was to develop an innovative and inclusive training program for migrants, using a digital platform for learning European Values via APPs. In view to the blended learning process, our objective was to organise Exposure Visits for social inclusion and Job-Shadowing in European organizations for migrants. ACTIVITIES In the initial phase of EVOLVE project, a survey for comparative analysis of cross-cultural European values in all partner countries was conducted. This guided the development and implementation of the ‚Values Navigator‘ digital training platform for learning European Values via APPs in 5 languages. The development of European values curriculum matrix facilitated the development of 40 APPs, 28 APPs for training and two sets of 6 APPs each each for evaluation. In the pilot training in all partner countries, using blended learning, exposure visits for social inclusion and job-shadowing in European organizations were organized for migrants. The trainees had an opportunity to provide their feedback after each training activity. A peer-learning articulate storyboard had to be implemented with some deviation in accordance with the European GDPR law as several trainees did not wish to be photographed or filmed. The implementation of pilot training contributed towards developing a methodological guidelines. In the interest of the VET trainers and organisations, a pedagogical handbook was created to support the interested stakeholders. The APPs on the ‚Values Navigator‘ digital training platform, the methodological guidelines and the pedagogical handbook were translated from English to all partner languages. In the last phase, a final dissemination conference was organized in Belgium to facilitate national and European dissemination of EVOLVE results. Apart from the development of above intellectual outputs and dissemination materials, an effective project management was ensured throughout the project cycle. Monitoring was done to ensure timely implementation and a quality evaluation was conducted before each transnational partner meeting. RESULTSThe following intellectual outputs and results created during the project EVOLVE implementation have been uploaded in all language versions on the Erasmus results platform.- a survey for comparative analysis of cross-cultural European values was conducted in all partner countries and compiled as a report.- development of the ‚Values Navigator‘ digital training platform for learning European Values via APPs in 5 languages.- two animation videos in 5 languages to explain the project and the use of gamification in APPs based blended learning.- a compiled report about the exposure visits to museums and social activities.- a summary report about job-shadowing for migrants.- a methodological guideline in 5 languages- a Training Manual for VET trainers in 5 languages- a pictogram in 5 languages as well as video for audio-visual documentation- several marketing/dissemination materials, including 4 newsletters, posters, information broschure, etc in 5 languagesIMPACTThe EVOLVE trainees were non-European migrants who emigrated to one of the partner countries, predominantly young men and women from third countries. Most of them were already in integration process and their fluency in host language was minimum EQF level A2. For each activity, up to 20 participants were involved in each partner country, with a total of approximately 100 participants. Apart from VET trainers involved in the pilot training, we followed a green-channel approach for the interested VET trainers in all partner countries. Through the active dissemination over social media and email lists for distribution of all four newsletters in respective partner languages, we reached about 500 VET trainers, training organisations and diverse Stakeholders. We anticipate an indirect impact even after the end of the project on approx. 100 Migrants and approx. 50 VET trainers in all partner countries in view to the interest created through the dissemination process and access to training platform.The highlight was the final dissemination conference in Belgium where around 20 participants from VET organisations, official representatives of private sector and policy makers learnt about the project results.

<< Objectives >>Using the energy emanated by the European Green Deal, MIGreenDEAL will implement innovative practices and digital solutions in Adult Education to prepare young adult migrants and adult educators, community leaders and mediators to become true agents of change in environmental sustainability and fight against climate change by applying Transformative Learning methods to develop green skills<< Implementation >>- Project Management implementation- Develop the Training Curriculum on raising environmental awareness and commitment of young migrants through Transformative Learning- Build the MIGreenDEAL e-Learning platform for adult educators, community leaders and mediators- Develop the MIGreenDEAL Toolkit and Personal RoadmApp for young adult migrants- Pilot the project results with users and beneficiaries- Carry out the Dissemination strategy and mainstream the project results<< Results >>- Quality Assurance Plan- Training Curriculum on raising environmental awareness and commitment of young migrants through Transformative Learning- Online course for adult educators, community leaders and mediators- MIGreenDEAL e-Learning Platform- MIGreenDEAL Personal RoadmApp- Toolkit for adult educators, community leaders and mediators- Pilot trials in Belgium, Spain, Austria and Greece- Dissemination Plan- Sustainability Strategy

<< Background >>The Flipped Classroom pedagogical model transfers the work of certain learning processes outside the classroom and uses class time, together with the teacher's experience, to facilitate and enhance other processes of acquisition and practice of knowledge within the classroom. This comprehensive approach combines direct instruction with constructivist methods, increasing the commitment and involvement of students with the course content and improving their conceptual understanding. FLIPPED LEARNING helps to create a collaborative learning environment in the classroom; allows teachers to dedicate more time and attention to diversity; is an opportunity for teachers to share knowledge with each other, with students, families and the community; and involves families from the beginning of the learning process.Parent involvement and engagement with children’s learning strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases in the case of MIGRANT FAMILIES, as they may face multiple obstacles to become involved in their child´s schooling: language barriers, insufficient understanding of how schools in the host country function, and lack of time or money to invest in their child´s education.MIGRANT STUDENTS are lagging behind their native-born peers in most European education systems. Accordingly, tackling migrant students' lower educational outcomes and their retention in the education system is reported as a main policy challenge in 17 education systems across Europe (EC.2019)An insufficiently explored approach to overcome the difficulties to involve migrant parents in the education of their children is the FAMILY LEARNING (FL). FL is any learning that includes more than one generation of a family. FL courses are delivered in settings such as schools, children's centres and community centres. FL is an effective way of providing adults with the skills and knowledge to support their children’s education.INTERCULTURAL MEDIATORS can play an important role to introduce migrant students to a new language and culture. As an interpreter or support person they can help to create positive relationships between students, their parents or families as well as in the wider school community. Nevertheless, the initial education and continuous professional development of these non-specialized educational professionals has not been sufficiently attended yet and the training offer tailored for them is very limited in most of the European countries.The project has gathered 8 partner entities from BE, ES, EL, TR, AU and IE, experts in Family Learning and Flipped Learning, Intercultural mediation, developing ICT based tools for education, and supporting migrant families. The preliminary analysis carried out by this partnership has identified the following NEEDS to be addressed among the target groups.PARTNER ENTITIES: attempt innovative approaches to promote the social inclusion of migrants in schools and integrate Digital tools and solutions in their current activities and services.SCHOOLS: improve the parental engagement of migrant families in the School life and activities to prevent early School leaving and failure of migrant pupils.ENTITIES SUPPORTING MIGRANTS: test new methodologies to promote the social inclusion of migrant families.INTERCULTURAL MEDIATORS: improve their career opportunities through better recognition of professional skills and have access to the skills and resources to support the participation of migrant families in schools.SCHOOL TEACHERS: facilitate the participation of migrant parents in Schools and reinforce the impact of their teaching practiceMIGRANT PARENTS AND PUPILS: be supported to participate and collaborate in classroom activities to reinforce the educational progress and results of their children.STAKEHOLDERS: have access to good practices and tested solutions to support migrant pupils and families at the School systems<< Objectives >>FLIPPMI project aims to strengthen the participation of migrant families in Flipped Learning through Family Learning methods by equipping Intercultural Mediators with the necessary skills and resources to support the process. The SPECIFIC OBJECTIVES of the project are:- To establish a cooperation partnership and an open community of practice between teachers, educators and other professionals working in schools, organizations supporting migrant families and entities experts in pedagogical innovation. - To define a new Matrix of Competences on Flipped Learning for migrant families through Family Learning (PR1). - To design and implement an ICT-based pedagogical tool to support virtual educational delivery and management; the FLIPPMI Online Campus (PR.2).- To co-create a Practical Activities Set on Flipped Learning for migrant families through Family Learning (PR.3)The OPERATIVE OBJECTIVES of the project among the target groups involved are:PARTNER ENTITIES:- Explore new approaches based on an innovative combination of Family Learning and Flipped Learning.- Boost a culture of innovation and collaboration in the organizations, supported by a community of practice.- Integrate Digital tools and solutions in their daily activities through the Online Campus (PR2).SCHOOLS - Provide them with the support of the reinforced figure of Intercultural Mediators, equipped with new skills and resources to facilitate the connection between teachers and migrant families- Provide School leaders and other teaching professions with a new instrument to improve the parental engagement of migrant families in the School life and activities, preventing early School leaving and failure of migrant pupils. ENTITIES SUPPORTING MIGRANTS- Provide them with new methodologies to support the social inclusion of migrant families in a key area as it is School education. - Provide them with the support of Intercultural Mediators playing a more significant and pedagogical role in these entities, supporting migrant families with Family Learning methods. INTERCULTURAL MEDIATORS- Equip them with the necessary skills and resources to support the participation of migrant families in Flipped Learning through Family Learning methods, with the FLIPPMI Online Campus (PR2) and Practical Activities Set (PR.3) - Facilitate the training provision of courses addressed to them but also new instruments for recognition of their professional competencies, facilitating their continuous professional development and mobility, with the Matrix of Competences (PR.1)SCHOOL TEACHERS- Provide them with the support of trained Intercultural Mediators to facilitate the participation of migrant parents in Flipped Learning, reinforce its use and the impact of their teaching practice. MIGRANT PARENTS AND PUPILS- Provide them with the specialized support of Intercultural Mediators- Train them through Family Learning techniques to support their participation and collaboration with the Flipped classroom activities organized from the School, reinforcing the educational progress and results of their children.STAKEHOLDERS- Involve them in the project implementation, either as Associated Partners and/or through the National Experts Committees- Provide them access to good practices and tested solutions to support migrant pupils and families at the School systems.<< Implementation >>FLIPPMI will be carried out through a consistent and coordinated sequence of activities that are associated with the project's planning, progress, execution, assessment, and exploitation. The procedure is summarised below.Kick-off meeting is the starting point for development of the Matrix of Competencies (PR.1). Partners will define the theoretical framework, then a proposal of competences and learning units, and finally the Learning Outcomes, expressed in terms of Knowledge, Skills and Responsibility and Autonomy. This project result will be finalized right after the second meeting.Development of the Online Campus (PR.2) will also start with the kick-off meeting and will last almost the whole project duration. Partners will firstly design and implement the online campus. Before the second meeting they will develop a raw version of the training contents and evaluation tools and design the structure for the e-learning course. Before the third meeting partners will create the e-Learning contents, by adapting the raw version for the e-learning environment. Design of the Management system as well as implementation of all the elements of the e-Learning course will be done before the joint training activity. Finally, partners will test the e-Learning course with target users. Partners will take advantage of this phase to gather feedback for the finalization of the Online Campus and to evaluate the project results, before the last meeting, Development of the Practical Activities Set (PR.3) will start during the third meeting. Partners will design and develop this compilation of activities, tools and exercises before the joint training activity, to be later implemented during the testing phase. This phase will provide feedback to be analysed and integrated in the final version of the project results. The final meeting will provide consensus on the final version of the project results and agreements for sharing, promotion and exploitation activities.Also, FLIPPMI project will rely on the following key methodological approaches to ensure an efficient project implementation:Participatory MethodologyThe consortium will share responsibilities and decision-making mechanisms. Development of each project results will be leaded by one partner, but all partners will carry out the tasks and activities foreseen for the results development.Innovative Project ResultsThe project is aimed at the generation of innovation in the field of School Education. Project Results to be developed will generate new learning/teaching opportunities, enhance skills development and facilitate the recognition of learning outcomes.ICT-Based Educational ToolsThe consortium will design and implement an innovative ICT-based educational tool: the Online Campus which will include and e-Learning course on Flipped Learning for migrant families through Family Learning.Joint Staff Training ActivityAll organizations will take part in the capacity building session to be carried out between meetings 3 and 4. This training activity will provide them with the knowledge and pedagogical approach on how to implement the testing phase with the target groups.Testing Phase The project results will be implemented with target users during the testing phase in Belgium, Spain, Greece, Turkey and Austria. This will facilitate the acquisition of feedback and the assessment of these results in educational contexts.Multiplier Conferences The consortium will foster sharing, promotion and exploitation of the project results by means of these multiplier events. Networking will be promoted with national and European collaborators and stakeholders, as well as with potential beneficiaries and clients.<< Results >>FLIPPMI will achieve the following results during the project implementation:Project Results:- A structured set of competencies based on EU standards and methods on Flipped Learning for migrant families through Family Learning (PR.1 Matrix of Competences).- A new ICT-based educative tool with Open Educational Resources for Intercultural Mediators (PR.2 Online Campus).- A practical tool with a series of comprehensive methods, exercises and activities to be applied by Intercultural Mediators in their daily practice supporting migrant pupils and parents (PR.3 Practical Activities Set).- Develop, adapt and test innovative practices to train Intercultural Mediators to strength the participation of migrant families in Flipped Learning through Family Learning methods by equipping Intercultural them with skills and resources to support the process. through pilot activities.- A defined strategy for the management and quality assurance of the project with established protocols, tools and methodologies for monitoring and evaluation, budget and time control, agreements and templates.- A sharing, promotion and exploitation strategy with a correspondent set of tools, resources and activities, involving partner organizations, stakeholders, networks and policy makers, mainstreaming the project results and enhancing their exploitation.Other outcomes:- For the partner organizations: increased capacity to innovate and cooperate with other organizations at national and European level.- For the staff of the partner organizations: improvement of skills in connection with the implementation of EU funded programmes.- For Intercultural Mediators: will extend and develop their competences to strength the participation of migrant families in Flipped Learning through Family Learning methods., accessing to tools and methods for professionalization and professional development.- For target beneficiaries: access to quality and inclusive education and training opportunities tailor made to their needs as migrant pupils and parents.- For the stakeholders: collaboration with the partner organizations and with other stakeholders and/or associated partners to establish a network and a community of practice on Flipped Learning for migrant families through Family Learning at local, regional or European level to share information, improve skills and actively work on advancing the general knowledge of the domain.FLIPPMI is also expected to achieve the following outcomes after the completion of the project:- Exchange of experiences and good practices among countries with diverging experience in Flipped Learning for migrant families through Family Learning.- Adopt and implement a curricula, courses and parts of courses in training programs of the partner organization, and other training providers, on Flipped Learning for migrant families through Family Learning .- Setting the basis for future and long-term international cooperation, in particular by strengthening a pan-European team of experts which will collaborate and interested in further collaboration in new projects, organising training events, sharing and promotion workshops, etc.- Raised awareness about the relevance of Flipped Learning for migrant families through Family Learning.- Increased participation of migrant pupils and parents in School Education.- Knowledge and experience gained by the partner organization’s staff about the implementation of multi-stakeholder approaches to co-design and co-create innovative methods and tools for School Education.- Better understanding and increased recognition of Flipped Learning to further professionalisation of this practice,- Increased motivation to learn and improve key competencies among migrant pupils and parents.- Reduce disparities in accessing and engaging with formal and non-formal education for migrant pupils and parents.

BACKGROUND: The Council of the European Union adopted on 22 May 2018 a revised recommendation on European Key Competences (EKC) for lifelong learning. The development of the Digital Competence, Intercultural Competence and the Entrepreneurship Competence has proven to be valuable for Europe’s growth and prosperity. In 2017, 30.4 million persons in the EU aged 20-64 were self-employed. Of these, 26.9 million were native-born, while 3.5 million were foreign-born (of which 2.2 million were migrants born outside the EU and 1.3 million were migrants born in a different EU Member State).NEEDS: Mobile European Citizenship and entrepreneurship is at the core of the Europe 2020 Strategy to bring Europe back to growth and higher levels of self-employment. However, self-employment is still far from being common and enhancing digital competence has an accelerating impact on entrepreneurship. The project identifies and addresses the risks of isolation of migrant entrepreneurs in a political economy. IBM-MORE considers it relevant to highlight less visible self-organizations like cooperatives in social economy sectors including the postive impact of enhancing the entrepreneurship skills among migrants in the host communities.OBJECTIVES: In order to meet the educational needs of migrants motivated to become entrepreneurs, a qualified training support is needed through an innovative digital APPs learning. IBM-MORE project aims to support VET teachers and trainers with innovative tools and methods to stimulate the innovation, digital, intercultural and entrepreneurship competencies of VET learners through APPs-based learning. This includes a pedagogical handbook for transferability in a European context.Our project shall explore a wider understanding of refugee integration as a means of participatory community development in the SSE sector. Capacity-building in the receiving communities is not merely a pooling of professional knowledge and resources, but an empowerment of the whole receiving community and third-country nationals to build a strong community, that considers both, the needs of newcomers and of locals.TARGET: VET teachers and teachers responsible for training Foreign Language, Intercultural, Entrepreneurship and Digital competence to migrant entrepreneurss, who have at least EQF level A2 proficiency in the host language.PARTNERSHIPIBM-MORE project consortium includes MDP (BE) plus 3 partners KIST (AT), INFODEF (ES) and MIA (NO) all of whom have worked and are presently working on previous European projects. Each partner has specific expertise in migrant integration, entrepreneurship education and VET systems and brings strategic networks involving well-known partners across EU.ACTIVITIES IBM-MORE project is scheduled for 24 months with the following activities:- Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs (based on needs framework identified through comparative analysis)- Conceptualisation and creation of training curriculum based on European Key Competencies (EKC) on digital training platform for learning via APPs - IBM-MORE pedagogical handbook- Project management and implementation comprising quality control measures (monitoring) to ensure timely implementation as per allocated budget.- IBM-MORE Final Dissemination ConferenceMETHODOLOGY The definition of each activity group has been designed to ensure a balanced distribution between the objectives and activities of the project and to guarantee that each partner would be leading at least one group of activity. All activities have one lead partner and each partner will lead or participate in at least one activity. All partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this applicationOUTPUTS1. Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs2. IBM-MORE Digital Training Platform for learning EKC via APPs 3. IBM-MORE pedagogical handbook- Several marketing/dissemination and exploitation/valorisation initiatives and outcomes.IMPACT ENVISAGED - Migrant entrepreneurs (80)- participating organisations and their trainers (40)- IBM-MORE pilot in all countries (80)• Stakeholders involved in dissemination (200);• VET providers, decision and policy makers (80).- IBM-MORE Final Conference participants (approx 30)LONG TERM BENEFITSThe project will have a direct impact in the improvement of the skills that teachers and trainers require to effectively support EKC digital and entrepreneurship competence, providing them with innovative tools and resources to stimulate the innovation and the digital and entrepreneurship competencies by migrant learners and apprentices. The impact envisaged is a strengthening of the VET education and learning Europaen Key Competencies via APPs to boost migrant entrepreneurship

"<< Background >>All partners are working in the domain of migrant issues, social entrepreneurship, intercultural competence, and digital education. They also share the motivation to increase their training portfolio by developing a high-quality digital training platform using APPs based learning content that supports the VET trainers in migrant entrepreneurship education and develops the key competences of the trainees with migrant background. BACKGROUND: The promotion of entrepreneurship is incorporated in the Europe 2020 strategy which aims to create the conditions for ‘smart, sustainable, and inclusive growth’. Within that framework, the entrepreneurship 2020 action plan is a blueprint for decisive joint action to unleash Europe's entrepreneurial potential. One particular commitment in the action plan is to facilitate entrepreneurship among migrants already present and residing in the EU based on best practices from EU countries.In 2019, the EU-27 unemployment rate for people aged 20 to 64 years was 12.3 % for those born outside the EU, 7.3 % for those born in another EU Member State and 6.0 % for the native-born population. This also applies to the EMR region where we see a strong mismatch between the integration rate of migrants and ""locals"". Against the background of demographical change, migration flow, skills shortages and upcoming xenophobia the need to integrate these migrants is urgent.This mismatch is not due to migrants' lack of skills, but rather their insufficient access to the local job market and reduced social participation. Initiatives and measures of support -public and private- concerning labour market integration of migrants partly exist. However, the existing support schemes do not tend to take into account an individual's potential, neither do they provide needs-oriented concepts nor continuous support. The services and measures often operate unconnected. What lacks is the consolidation and improvement of existing measures, an intercultural opening of services and a stronger emphasis on the entrepreneurship of migrants in a digital economy.NEEDS: Evidently, the novel financial technologies are rapidly gaining relevance on the European economy. Even European Commision has proposed a Digital Education Action Plan to boost digital literacy and competences at all levels of education. This should be reinforced by a Skills Agenda to strengthen digital skills throughout society. (SHAPING EUROPE’S DIGITAL FUTURE, Q2 2020). However, the cloud, big data, social media and mobile innovations in the context of migrant entrepreneurship mostly appear as external “intruders” rather than European success stories in the context of the financially marginalised migrant entrepreneurs. If Europe wishes to reduce economic disparity in the transition to the digital era, we must rethink our strategies for migrant entrepreneurship education in a digital economy.SUPPORTING THE TARGET USERS:To support the VET education trainers and institutions teaching digital, entrepreneurship and financial competence to migrants, we shall create a digital toolkit comprising training curriculum based on EQF and NQF, online database of tools and resources as well as a APPs based training of financial competence.SERVING THE BENEFICIARY: Our project ABCD4ME addresses the needs of creating a quality content for ENTREPERENURSHIP EDUCATION of MIGRANTS in a digital economy.Our motivation is to maximise inclusion and ensure a digital transformation by developing the capacity of migrants in intercultural entrepreneurship. We shall serve these needs by developing a digital training platform and making available high quality entrepreneurship education opportunities for migrants in the form of animated videos and APPs based blended learning.<< Objectives >>The objective of ABCD4ME project is to support innovation in VET by creating high quality learning material and digital toolkit for entrepreneurship education and development of key competencies of migrant entrepreneurs.The project ABCD4ME aims at a comprehensive mapping of good practices, state of the art tools and resources, innovative projects, contemporary methodologies, and ground-breaking policies in the promotion of ethnic minority entrepreneurs in Europe. This online digital database will be complimented by a training curriculum designed on NQF and EQF, and a digital training platform for learning via APPs. It is motivated by the desire of the European Commission to create an environment conducive to starting up and developing innovative businesses, especially SMEs, and in particular among migrants.The project ABCD4ME wants to address digital readiness of migrant entrepreneurs by building their capacities in the field of intercultural entrepreneurship competence in a digitalised context of Europe. The quality training material shall provide the types of knowledge that migrant entrepreneurs could benefit from, what they should be capable of doing to meet their entrepreneurial goals and the behaviours that may help them to achieve financial well-being, as well as the attitudes and confidence that will support their integration process. The ABCD4ME project aims to eliminate the marginalisation of migrant entrepreneurs in a digital European economy, by supporting the development of entrepreneurship and intercultural competence and improving their digital skills. In order to improve the opportunities of adults to benefit from a high quality training curriculum design based on EQF Level 4, the project shall develop a training pathway for migrant entrepreneurs by offering a digital platform for APPs learning and providing a state of the art Online Digital Database of cutting edge tools and useful resources for VET trainers of digital and financial courses. ABCD4ME project aims to support VET teachers and trainers with innovative tools and methods, namely an online digital database, digital learning platform and methodological handbook for transferability in a European context.<< Implementation >>The ABCD4ME project partnership includes coordinator MDP (BE) plus 4 partners, KIST (AT), INFODEF (ES), INQS (IR) and GOI (TR). Each partner has worked on previous European projects and has specific VET expertise in digital, entrepreneurship and intercultural competence training. Therefore the activities are defined as per Erasmus program guidelines and distributed among the partners as per their competence, expertise and experience.ABCD4ME project is scheduled for 24 months with a well-defined scope of responsibility and delegated activities for developing the intellectual outputs. The Project management clearly defines quality control measures (monitoring) to ensure timely implementation as per allocated budget and proposes extensive dissemination to ensure transferability and sustainability. Periodic meetings, digital communication and statutory reports are collective tasks. Besides Risk Management Plan, even Exploitation Strategy beyond the funded lifespan of the project shall outline the activities. The interim and final report shall be prepared with inputs from all partners and compiled by the coordinator.The definition of each activity group has been designed to ensure a balanced distribution between the objectives and outcome of the project. All activities have one lead partner and all partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this application and for each project result the schedules of activities is mentioned in the specific parts of the project application, “Management” and “Production of Project Results”.<< Results >>The main project results of the ABCD4ME project will be a validated and evidence-based Open Source Digital Toolkit for MIGRANT ENTREPRENEURSHIP Education comprising (1) an online database of good practices, state of the art tools and resources, innovative projects, contemporary methodologies, and ground-breaking policies on MIGRANT ENTREPRENEURSHIP education, and (2) a digital training platform with animated videos and APPs based learning.THE PROJECT RESULTS1. ONLINE DIGITAL DATABASE FOR MIGRANT ENTREPRENEURSHIP IN A DIGITAL ECONOMY2. THEORETICAL FRAMEWORK, PEDAGOGICAL BASIS AND TRAINING CURRICULUM FOR MIGRANT ENTREPRENEURSHIP EDUCATION IN A DIGITAL ECONOMY 3. DIGITAL TRAINING PLATFORM FOR LEARNING VIA APPS FOR MIGRANT ENTREPRENEURSHIP EDUCATION IN A DIGITAL ECONOMY4. ABCD4ME PEDAGOGICAL HANDBOOKOTHER OUTCOMESA) Project Management. The agreements, tools for budget and time management, and reports can support various other activities performed by the partners on daily basis.B) Quality Assurance and Project Evaluation. Risk management plan, monitoring and evaluation of quality and achievements with high quality tools.C) Dissemination of project results. Online and face-to-face meetings, seminars, events and media appearance, as well as other tools (e.g. project website, e-flyer, newsletter and press releases) will serve as dissemination hub and will bring each partner further contacts to clients and stakeholders.D) Follow-up and exploitation. Multiplication and mainstreaming activities within the partnership networks and other organizations. Partners have the intention to implement outputs of the project into their daily practice.E) The improved relation within the partnership and towards their stakeholders, as well as the capacity building of all project staff and trainers through lessons learnt by implementing this project."