"In recent years martial arts has become more open to the general public. Also disadvantaged people and people with disabilities are now also involved in the martial arts (MA) trainings. This new situation however identified that the teachers and trainers are unprepared to respond to the specific needs of (disadvantaged) students (with disabilities) who want to join MA classes. MAINCLUSION project was designed to equip sport teachers and trainers with the necessary knowledge and skills to teach martial arts within the evolving system of inclusive education and inclusive sports.Sport in general can be a very powerful tool for education and inclusion when working with young people because it can be very motivating and engaging. In Bulgaria as well as in other Balkan countries and Turkey, people with disabilities and those from other disadvantaged groups have limited access to the mainstream education, employment and community life from a young age. This social isolation deprives them of opportunities to develop relationships with others —opportunities essential to their social development and important determinants of health and well-being. The martial arts as concrete sport activity are well suited to helping disadvantaged young people acquire social skills they may be lacking. It teaches them how to communicate effectively as well as the significance of teamwork and cooperation, goal-setting, self-discipline, respect for others, and the importance of rules.The MAINCLUSION project had as main objective to train sports teachers in mainstream schools including those from remote/rural areas to introduce Martial Arts to socially disadvantaged youth, regardless of age, race, gender or ability. The project introduced a range of innovative techniques to stimulate and facilitate the uptake of inclusive martial arts sport trainings, using a mobile and online training platform.The main outputs delivered by MAINCLUSION project are: IO1 Case studies IO2 MAINCLUSION curriculum and ""Train the trainers"" handbook IO3 (Online/Mobile) course/training material IO4 Online peer support and training portal platform IO5 Set of interactive training videos IO6 Mobile training app with individual learning pathThese IOs were developed as a result of a cooperation among project partners and were actively promoted over the project to a large number of stakeholders – more than 50 000 in Bulgaria, Belgium, Greece and Turkey as well as on EU level.Starting December 2018 all outcomes were tested by physical activity teachers and sport trainers in all partners countries and the results from pilot testing explicitly confirmed that the training modules, videos and other interactive materials are useful and support the inclusion of people with disabilities in martial art classes. For more information see the country pilot reports uploaded onto Dropbox Within the project's 3 joint staff training events were organised in Malatya – Turkey, Sofia - Bulgaria, and Athens Greece. The workshops within the visits were led by sports school teachers, martial art trainers including those with disabilities as well as representatives of sport NGOs oriented to young people with disabilities. The project has been realised by 7 organisations from 4 countries (Bulgaria, Belgium, Greece and Turkey) and includes:- P1 Marie Curie Association – MCA as Non-governmental organisation providing trainings to youth - BG- P2 Yamato Sport Club as Martial Art Sport Club - BG- P3 “Paisii Hilendarski” as Secondary public school - BG- P4 European WingTsun Organisation as Martial Art Association - BG- P6 PHOENIXKM BVBA as Inclusion oriented SME - BE- P7 PENTHESILEIA Inclusion oriented NGO - EL- P8 INONU UNIVERSITY Higher education institution on sport teaching - TRTo promote and mainstream the 6 IOs, partners implemented 3 Multiplier Events in Belgium (Ypres), Greece (Athens) and Bulgaria (Sofia). They were attended by more than 220 stakeholders who expressed interest to use the MAINCLUSION results in their daily work. Additionally partners from “Paisii Hilendarski“ school and EWTO implemented more than 30 workshops where inclusive martial arts techniques were demonstrated to students with and without disabilities. Some of these workshops were recorded (video) and were used as internal training materials for physical activity teachers working in the public schools or MA clubs. These workshops were an unanticipated benefit both for students and teachers as they demonstrated the power of martial arts as an effective tool towards inclusion."

"Active participation of youth and their engagement is important challenge for Europe. European countries need active young people empowered by social media literacy and community media skills that will give chance them to reach positive impacts in local communities. Community media has a multiplying impact both in local and European levels. Because of this reason, European Union Member States cooperate to increase capacity of young poeple through active participation to society. Increasing media litearcy will help to build capacity of young people. Community media is include tools and networks that young people can use to transmit their voice with local media actions in the community to become more empowered. European Parliament described the importance of community media in Europe “as non-profit making and independent, not only from national, but also from local power, engaging primarily in activities of public and civil society interest, serving clearly defined objectives which always include social value and contribute to inter-cultural dialogue” (Resolution 2008/2011 INI). Young people's insufficient communication is an identified common problem in Europe, because they do not have enough necessary media literacy and skills to effective communication. Community media will encourage young people to develop their skills and increase their potential to turn into more integrated with public domain so that they will claim their rights better and remain actions to their social life better. Otherwise, young people will face risks of marginalization. They will effectively failing to sustain themselves as “learning individual” and therefore less likely to adapt in our era of social and economic critical points. Community media networks and tailored trainings are related with needs and expectations of young people and it will help them to participate in society, engage the public and contribute to a strong youth movement as a whole. Young people have limited access to media trainings or hands-on support activites in media tools. Lack of access to community media skills training effect young people and they are unable to give their messages to public. This issue limits young people's engagement in active participation processes to gain public support for their aims and viewpoints. The project's idea is to share educational approaches as youth community media models, exchange good practices in local, national and European levels and empower young people's active membership of local communities (municipalities,neighbourhoods, disadvantaged communities etc) and guide young people through a process, where they get to: 1. Gain socail media literacy and community media skills 2. Obtain entrepreneurship skills to establish their own media (such as local news website, newsletter creation for local communities, blogs etc.). The project aims to develop and assure young volunteers' community media into civil society. The project will design and implement community media approaches and tools to create grassroot community development transfer to young volunteers. Other innovative element is the utilization of a ""self organizing"" approach in the project aiming towards ""youth volunteers community media"". This youth approach to community media is not very common when compared to community media in general. Creation of community media networks and tailored trainings are related with needs and expectations of young volunteers and it will help them to participate in society, engage the public and contribute to a strong youth movement as a whole. The project aims to accord recent media literacy strategies implemented in project partner countries, so as to improvement access to social media and community trainings hands-on actions.The project aims to increase access to community media skills training to able young volunteers' message to wider audience. There are 5 intellectual outputs in the project. These are: IO1: Community media training scheme IO2: Community media volunteering training toolkit IO3: Community media youth volunteering e-learning platform IO4: Community media youth volunteering animation videos IO5: Self assessment mobile application on community media youth volunteeringThe project is targeting socially disadvantaged youth due to being located in areas with huge unemployment rates, and these include youth from poor families, minorities; youth workers fromdifferent types of organizations; young people who are interested in social media and community media as volunteers. Project partners are foundation, education volunteering youth association and training association of disadvantaged young people those have experience on youth work and non-formal education. Partners are active in community media in their country with their youth workers, media editors. Scope and scale of the project will be specific to young volunteers."

This project was designed after an initial scoping exercise of national supports for parents in Ireland during transitions. Evidence shows that risk factors for successful transitions can be mitigated by a continuum of protective factors and thus support successful transitions. Exploring and addressing both universal and targeted supports will be prioritised in this project to reduce disparities among children from different backgrounds in accessing and engaging with formal and non-formal education. This project seeks to explore parents awareness and experiences of supports available to them and their children during the transition from pre-school to primary school, with a particular focus on parents of children living in disadvantage and/or vulnerable circumstances. The primary aim is to develop a support programme for parents to support their children during this transition and delivered by practitioners. Evidence shows that poor transitions affect children throughout their education and can have negative impacts on a persons long-term outcomes. Research shows that the approaches taken by pre-schools and primary schools range and differ significantly. This project seeks to improve transitions by enhancing awareness and skills of practitioners to enable parents to support children during this stage, and to do this in a pan European context. This project will carry out a literature review to identify existing services and supports, gaps in supports and transitions programme with the potential for implementation across Europe, quantitative survey research, and qualitative focus groups. The findings will be analysed and a suite of recommendations for supports will be made. The recommendations will lead directly to the development of a training programme and an online resource. The pilot programme ensures that a process of testing the materials will be implemented prior to finalising the programme and resource. Objectives of the project; -to complete a literature review and scoping exercise on evidence and best practice in supporting children’s transition from early years services to school including universal provision and targeted initiatives for the four participating countries. This includes identifying the policy, professional development and practice context in relation to supporting transitions in each participating country. - through consultation (surveys and focus groups) identify parental needs and how practitioners can most effectively provide them with information and support. -to develop resources which are accessible and relevant for both universal and targeted services-to develop a pilot train the trainer programme for teachers and early years practitioners to enable them to better support parents in managing children’s transition to primary school-review the results of the pilot to consider feedback of practitioners -produce high quality training materials and online resources that are relevant, accurate and easily accessibleThere are four participating programme countries. Each programme country will produce or collaborate to produce each intellectual output. Each of the four programme countries will administer parents surveys with a planned response of 100 per country. These parents will be representative of a general parent population of children aged 3-6. In each participating country there will a series of focus groups help with approximately 30 parents in each country. These parents will be representative of parents 'with fewer opportunities'. In total, 120 focus group participants, representing the vulnerable/ disadvantaged cohorts will participate. Over three Train the Train multiplier events delivered in three countries, 60 training attendees being either teachers or early years practitioners will be trained in the support programme using the developed materials and resources and will consulted for their feedback. The results envisaged include:-increased awareness, understanding and capacity by professionals and parents to support children during transition to primary school .-Increased understanding of what parents needs to help them support their children during transition to primary school. -the development of training resources/ materials and an accompanying training programme for professionals. -400 parents consulted with through surveys-120 parents consulted with through focus groups-60 professionals in three countries trained to deliver a support programme to parents. -An open online/ digital resources containing all documentation, including survey templates and final reports, and the complete training programme manualsThe potential longer term benefits include:Increased volume of professional delivering the support programme to parentsIncreased number of parents availing of the support programmeImproved quality and understanding of transitions and the issues impacting theseSustained levels of engagement by practitioners on Train the trainer programme

"<< Background >>SME entrs. (especially younger ones) want to contribute to society within a commercially driven business that does follow a social approach. Such specific blended approach towards mixed for-profit & non-profit approach is however not taught anywhere. It’s either pure entrepreneurship or social economy, but no Vocational education and training (VET) offers blended social commercial entrepreneurship as part of their curriculum in Business and Entrepreneurship subjects. Needs are confirmed by the recent report on State of the social enterprises 2018 . As a coordinator we are also addressing the above mentioned problem as stated in the latest EU report for implementation of social enterprises in Bulgaria. Further analysis on this topic are also reviewed and the proposal is dully aligned on their conclusions (see attached Need analysis document with reference and justification of the need). For example: Social supermarkets are a great example of a social enterprise. A place where food is sold to low-income communities at a discount price. That food is either donated by food suppliers or purchased very cheaply. Something like that can be very helpful for the local society. Another example is: Social Crowdfunding is another very interesting and very modern type of social enterprise. Using the internet people can find everything. Why not use it to get funding for their ideas? There are always people willing to help others make their dreams come true. Building a social crowdfunding platform is a truly helpful way to make some profit and give people a chance to help each other. Another possibility is the Micro-Lending. Creating a platform that allows people to lend money to the entrepreneur that would not, otherwise, get the funding they need. Starting a business is difficult without an original capital especially in Balkan countries. The increase of the functional social commercial enterprises will further extend the opportunities for labour market inclusion of people with disabilities (evident from February 2019 global report of Int. Labour organisation ).AIMS AND OBJECTIVESThe core idea is to develop pan-European social commercial entrepreneurial training curriculum (EQF level 4 &5) & course material for VET that assists VET students in Business and SME entrepreneurs to engage in & ""absorb"" social entrepreneurship aspects throughout VET entire business workflow. This will be accompanied with a mobile training app that will make use of a range of educative case studies, interconnected with theoretical approaches.This project aims to foster the innovative approach by embedding the commercial social entrepreneurship as a concept into the recent entrepreneurial courses in VET for students in the field of Business and Entrepreneurship. In this respect we use the definitions of soc. entrepreneurship range from broad to narrow.-Broad: soc. entrepreneurship refers to innovative activity with soc. objective in for-profit sector (e.g., Dees & Anderson, 2003) or corporate soc. entrepreneurship (e.g., Austin, Leonard, Reficco & Wei-Skillern, 2004); or non-profit sector, or across sectors (hybrid structural forms which mix for-profit & non-profit approaches (Dees, 1998)).-Narrow: soc. entrepreneurship refers to phenomenon of applying business expertise & market-based skills in the non-profit sector such as when non-profit organizations develop innovative approaches to earn income (Thompson, 2002).Apart from commercial businesses that want to introduce social economy aspects within their businesses, the project also addresses pure social enterprises as COM-SET outcomes are relevant for them as well. To avoid any confusion, when we talk about “social enterprises”, we use the SBI (Social Business Initiative) definition: A social enterprise is an operator in the social economy whose main objective is to have a social impact rather than make a profit for their owners or shareholders. N.B. see section Annexes - Need analysis document.<< Objectives >>TARGET GROUPSThe project mainly targets VET educational staff (lecturers, teachers, trainers) that aim to integrate social economy aspects within mainstream entrepreneurial VET training courses. Core beneficiaries are: VET students, VET trainers, SME decision makers (entrepreneurs) that aim to integrate a social approach within their current business practices. In general, social entrs. are more likely to be younger, more highly educated & perceive legitimation of entrs. in society differently than their 100% commercial counterparts. As an outcome from the establishment and functioning of more commercially oriented social enterprises the people with disabilities and other disadvantaged groups (i.e. NEETs) are addressed since they benefit from the paradigm change (employability) and the social economy sector.SOLUTIONCOM-SET project will embed concepts of Social Business Initiative (Social economy & entrepreneurship ) with commercial entrepreneurship, embracing characteristics of a social enterprise. COM-SET will thrive to stimulate young entrepreneurs and also those, who are studying at VET centers in the field of Business and Entrepreneurship to manage companies in a more open & responsible manner, in particular involving also employees from disadvantages groups (disabilities, minorities, low skilled, etc.).Expected Impact:-Blended commercial/soc. entrepreneurship is relevant to all EU countries.-A multitude of SME entrs. can embed soc. elements in their business.-Blended entrepreneurship aspect is recognised increasingly as a crucial impact for Europe's SME entreprises.<< Implementation >>For the realisation of the project results the following activities and leading roles are planned:PR1 - Methodologies and approaches:-Brainstorming-Best/good practices-Focus groups with stakeholders and end-usersKey performance indicators:-KPI 1: Knowledge and good practice widely spread among HE pedagogical staff on EU level-KPI 2: Minimum 60 students/4 lecturers / country-KPI 3: Minimum 10 case studies per country-KPI 4: Minimum 5 publications per country where the case studies could be disseminated-KPI 5: Minimum 500 visitors of project portal-KPI 6: Spread of innovative approaches from country to country and their integration into common practice-KPI 7: Pedagogical staff in the learning communities to become aware, ready and willing to practice project results (e.g. collaborative pedagogical methods, one-to-one support etc.)-KPI 8: Visible engagement of local communities-KPI 9: Provision of guidance, services and mechanisms that supports implementation of social commercial entrepreneurship deployed by Vocational education institutions.PR1 Tasks:A1: Preparation of detailed outline for curriculum development according to ECVET principles - lead by P4 with contribution by all partners (M1 - M4)A2: Development of draft version of the modular content - lead by P1 with specific contribution by each partner as stated below (M5 - M12)Module 1: lead by P1Module 2: lead by P2Module 3: lead by P2Module 4: lead by P4Module 5: lead by P5Module 6: lead by P3Module 7: lead by P5A3: Development of pre- and post- assessment tests - each author of module (M12-M13)A4: Validation by representatives of National Advisory Board members and focus groups - lead by each partner (M13-M14)A5: Pilot implementation in Bulgaria, Turkey and Belgium - lead by P1+P2 (TR), P3 (BG) and P4 (BE) - covered by project management and implementation budget (M15-M20)A6: Gathering feedback and analysis for optimisation - lead by P1 (M21-22)PR2: Applied methodology:The technical framework of both the online and mobile platform will be based on a Moodle framework which will be customised and localised, while also supportive plugins will be developed. This allows for third parties to easily upload COM-SET training and course material to their own learning platforms.Technical characteristics/features of the portal:•Internet-based platform (Moodle (LMS)/Mobile app combination), developed with state-of-art and modern Web development frameworks and tools.•Understandable functionality with low learning curve•Secure communication and access channels•Full activity logging for accountability and error fixing•Multiple languages (EN, BG, TR, NL)PR2; Tasks:A1: Development of case studies – lead by P4 in cooperation by all partners (M3- M11)A2 Development of alpha/beta and final versions of the mobile app – lead by P4 and P3 + contribution by all partners on validation of the version (M6 - M11)A3: Gathering feedback from the NAB and customisation by each partner of the content based on the national requirements, circumstances and cultural differences – all partners (M12-M24)A4: Uploading of case studies and resources onto the mobile app (three testing cycles: alpha, beta and optimised versions) – lead by P3 (M12-M13)A5: Gathering feedback from the piloting participants by each partner and implementation of relevant changes – all partners to P4 (M21-M22)A6: Ongoing maintenance – lead by P4 (till M24)PR3: Applied methodology:-Storyboards-Capturing and editing-Mastering and productionPR3: Tasks:A1 - Development of story board of the videos - each partner will develop at least 2 videos (8 in total for the partnership) - M6-M8A2 - Design and recording of the videos - each responsible partner, while overall lead by P2 who will do the editing and mastering of each video - M9-M10A3 - Video editing and mastering - by P2 only! - M13-14A4 - Gathering feedback and optimisation - lead by P4 + contribution by all<< Results >>PR1: Pan-European multilingual set of “injectable social commercial entrepreneurial training modules”, following a predefined curriculum / course material & handbook for VET.This output will define the curriculum outline on the blended entrepreneurship which needs to be blendable with existing business and entrepreneurship courses across the participating educational institutions. Equally, it needs to support projects of social entrepreneurship. Important also is that the curriculum needs to address the large diversity in functions and activities that are expected of the future blended social/commercial entrepreneurs, while it also needs to consider the large diversity of different types of social/commercial enterprises that may exist in different domains, each with their specificities.The created curriculum will be fine-tuned throughout the project duration, using an iterative approach.The social entrepreneurship curriculum will contain those sections from mainstream entrepreneurial/strategy training where social aspects will be considered.Draft curricula (ELEMENTS OF INNOVATION):Module 1: Economics (micro/macro) - social and profitable1.1 Blended social entrepreneurship as a factor of production)1.2 The role of social economy in regional development1.3 The influence of social entrepreneurship on social economyModule 2: International management (international markets and cultures; multinational organisation; international payments) - sustainability2.1 International trade and sustainable development2.2 Management of multi-culturesModule 3: Marketing (sales, prices, consumers) - fair pricing3.1 E-marketing and fair pricing3.2 Consumer behavior & salesModule 4: Business management of the social enterprise (managing technologies, innovation, resources management, sustainable development, CSR, ethics and accountability) - Corporate Social Responsibility (CSR)4.1 The role of CSR as a conflict management Instrument4.2 Influence of Corporate Social Responsibility on Business Management4.3 Resources management, creativity & innovationModule 5: Operations management (supply chain, innovation, IPR, Staff, Strategy) - Circular economy 5.1 Staffing in circular economy5.2 Organizing and structuring for international operationsModule 6: Managing accounting & finances (management accounting, ROI, Balance) - Social balance 6.1 Start-up financing for Social balance6.2 The role of management accounting to identify events for social balance6.3 The role of social economy in corporate finance6.4 The influence of social balance on corporate efficiency6.5 The role of financial statements in decision process for social balanceModule 7: Legislation (regulatory framework, national policies, entrepreneurship legislation)7.1 The role of legislation on intellectual property rights to encourage the entrepreneurs to employ people with disabilities7.2 The role of incentives and tax exemptions to encourage the entrepreneurs.PR2: Range of educative case studies on social commercial entrepreneurship interconnected with theoretical approaches, hosted via a multilingual online and mobile training platform/apps (Android and iOS based)We plan to develop a range of educative case studies, which will be connected to theoretical approaches from the ECVET based learning outcomes of the modular training curriculum and course, developed in PR1. Those case studies will help our learners to further understand and reflect on the specific topics from the curriculum, which needs further illustration via best practice examples.PR3: Engaging videos (storytelling) of good practices by socially oriented commercial entrepreneurs for each moduleThe aim of the engaging videos (storytelling) is to present structured and real cases and good practices by socially oriented entrepreneurs. Each video will be related to particular module from PR1."