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<< Objectives >>With the implementation of this project we want to:●Grow primary school children’s confidence,●Equip partner school teachers with the necessary skills, knowledge, training materials to implement training●Provide parents with knowledge and skills to enhance children’s emotional intelligence●Provide a supportive and affordable online source in small units to implement self-confident activities●Increase organisational sustainability, productivity and service quality<< Implementation >>The main activities we will implement are:●Research where we can find good practices that affect the development of self-confidence and collection of them●Development of a Manual of good practices●Development of training content●Development of workshops for parents●Development of online educational resources●Development of training toolsThe benefits for our target groups will be increased skills and knowledge to increase primary children's self-confidence.<< Results >>The results of the project will be:-The Manual of Good practises for growing primary school children’s self-confidence-Teacher training -Workshops for parents -Grow self-confidence online bite-size learning resource for teachers and parents

The European Union (EU) in the “Project Europe 2030” is continuing to follow “Europe 2020” set out as a vision of social market economy for the 21st century. One of the tools to achieve this vision is to increase numbers of social entrepreneurship (SE) and promote this business model. SE creates sustainable and inclusive growth and stimulates social innovations. Social entrepreneurship has a potential to bring forward new approaches to big challenges that Europe is facing such as an ageing population, growing inequality, climate change, and youth unemployment.Only a few universities in Europe such as Roskilde University and the London School of Economics and Political Sciences offer study programmes whereas social entrepreneurship is incapsulated either as a specialization or a module. A survey carried out in partners’ home institutions and the discussions held among partners during the preparatory meetings revealed that: (1) none of the partners has a programme or a model for encouraging educators to incorporate the concept of social entrepreneurship in their teaching practices; (2) none of the partners offer social entrepreneurship as study track, module or study programme; (3) more importantly, teachers critically lack knowledge and skills about social entrepreneurship in Lithuania, Latvian and Cyprus partner institutions. The emergence of social entrepreneurship is prevented by number of barriers. obstacles are different in different countries, but the most common is a lack of understanding of the concept of “social entrepreneurship” across Europe.Poor recognition of this term is in all chains of market from policy makers, public servants to public in general, investors, prospective customers. Another barrier faced by social entrepreneurship is a lack of entrepreneurial spirit, managerial and professional skills, competencies necessary for scaling up activities.Higher education institutions (HEI) are the shapers and innovators of our communities that help foster cultural, social and economic vitality. Social entrepreneurship track their development throughout education sector and notes that young people still lack knowledge of social entrepreneurship and its peculiarities.The problem is lack of understanding of the concept of “social entrepreneurship” and lack of necessary skills to develop social entrepreneurship in HEIs.This project aims at raising awareness about social entrepreneurship and its benefits around higher education institutions’ community and in wider range, to promote the development of this business model. The objective is to raise awareness about social entrepreneurship and its benefits around teachers, students and society. HEI’s academics’ have skills gaps in this area. It is necessary to development teachers’ competences and update study programmes, to make them more relevant to current Europe’s economic, social model and international labor market situation. It is evident that there is an urgent need to promote social entrepreneurship among educators and to produce highly qualified graduates capable of addressing profound social challenges faced by our communities and Europe in general. Therefore, is it urgent to empower teachers so that they could deliver high quality teaching whereas the development of social entrepreneurship knowledge and competences are emphasized. In order to achieve the aim of this project it has to be implemented transnationally in collaboration of institutions from different countries with different levels of expertise in the field.Countries with stronger expertise (Belgium, Finland) will create model of development of “Social entrepreneurship” competencies in higher education institutions and will create training methodology for teachers from countries (Lithuania, Latvia, Cyprus) and will provide training. Trained teachers with new tool and knowledge will make training to local teachers about “Social entrepreneurship” so that they could integrate this knowledge into their teaching subjects. As a result of the training a new curriculum on “Social entrepreneurship” will be created and will be integrated into the study processes of partner universities involved.

Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment. The EC's education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies.Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector.It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers' didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners' motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows). The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.The aim of the project will be pursued through three objectives:1. Creating the methodology for teaching/learning in VLE.2. Improving competencies of academic staff.3. Pilot testing of the developed teaching/learning methodology. Three intellectual outputs will be developed through the project activities:1. Analysis report of VLE teaching/learning and assessment methods. 2. VLE teaching/learning methodology 3. VLE methodology application practice report.

The project rose from the needs to meet the requirements of the modern world via developing and implementing innovative educational practices related to experience-based pedagogical approach educating children aged 3-12. The project outcomes target at strengthening professional profile of already working educators and students - future teachers by developing pedagogical guidelines on experiential education, open educational tools-real life cases, offering training for improvement of professional and communicative skills, improving curricula of pre-school, primary and teacher training institutions.The consortium of project partners consisted of 9 institutions: 3 non-academic universities from Lithuania, the Netherlands, Latvia, 4 academic universities from Turkey, Greece, Portugal and Romania (all institutions provide teacher training for pre-school and primary education), a primary school (providing pre-primary and primary education) from Lithuania and a kindergarten (providing pre-school education) from Lithuania. All partners have associated partners kindergartens and primary schools, they function in big clusters together with other educational institutions, social partners, non-profit or profit organization of informal education.Tangible project results are: 1. Research survey report about experiential education in LT, RO, NL, GR, PT, TR, LV; 2. Handbook of pedagogical guidelines for educators and parents about experiential teaching/learning of children aged 3-12; 3. Case studies for practical usage; 4. Curriculum update. Intangible project results are: 1. Improved professional skills of teachers in pre-school and primary education; 2. Increased cross-cultural awareness and communication abilities; 3. Better language skills.Every project institution functioned in a cluster together with pre-school and/or primary education institutions which are the sites of students practical training. The project results are disseminated among those social partners. To make the results easy accessible intellectual outputs will be translated into national languages.