The Users as Experts project will develop innovative solutions that enable VET providers to convert personal experiences of disability into recognised areas of expertise. This idea, which we refer to as ‘user expertise’, promotes increased inclusion of persons with disabilities in society. User expertise will also improve outcomes in disability-relevant policy areas – in particular, with regard to the field of web accessibility.To ensure that the digital transformation of society includes everyone, the EU has introduced new requirements for digital accessibility in the public sector. These requirements affect hundreds of thousands of websites and mobile applications, many of which need to be updated to ensure compliance. As such, demand for web accessibility expertise is likely to balloon far beyond the current supply. More web accessibility experts, who understand the requirements and can identify compliance gaps, are needed. We propose to address this need by engaging those who are most likely to have experienced web inaccessibility: persons with disabilities. This has the added benefit of providing occupational opportunities to a target group that is excluded from the labour market across Europe.The project will result in four interrelated Intellectual Outputs:•A repository of best practices for making use of personal experiences of disability and inaccessibility (IO1)•A methodological toolkit for the conversion of personal experiences into recognised areas of expertise (IO2)•A typology of web accessibility competences for persons with disabilities (IO3)•A model curriculum for a course on web accessibility for persons with disabilities (IO4)These outputs will be developed according to an iterative co-creation methodology. The project partners will contribute to all activities and learn from each other in the process, and each activity will build on the results of previous activities. In addition, key target audiences – persons with disabilities, VET providers and public sector bodies – will participate in workshops, surveys and interviews in order to ensure that the materials developed meet actually existing needs and desires. All outputs will be made available as open source materials to VET providers, disabled persons’ organisations (DPOs) and public sector bodies across Europe.The project partners are Funka Nu AB (SE) Synthesis (CY), DIAS GmbH (DE) and Föreningen Furuboda (SE).Funka is a market-leading web accessibility consultancy. Aside from serving as project coordinator, Funka will lead the development of the best practice repository (IO1) and contribute expertise throughout. Synthesis is an accredited VET provider and social entrepreneurship hub. They will lead the development of the methodological toolkit for user expertise (IO2). DIAS provides a range of services in the fields of inclusion and professional rehabilitation, including on behalf of the German government. They will lead the development of the web accessibility competence typology (IO3). Furuboda is an accredited VET provider running a “folk high school” at two campuses in southern Sweden. Furuboda caters specifically to persons with disabilities. In this project, Furuboda will lead the development of the model curriculum (IO4).In the longer term, this project will promote the user expertise model in general and web accessibility in particular, while simultaneously contributing to increased social inclusion for persons with disabilities.

Many of us experience the influence of science, technology and innovation (STI) on a daily basis across many of aspects of our lives, from personal well-being, to learning, participation, livelihoods, environment and social life. STIs have potential for not only making incremental progress in the everyday lives of women but also as the source for truly disruptive and game changing solutions. Therefore, the ability of women to access, benefit from, develop and influence these sectors will directly impact whether we achieve our goals of Planet 50:50 by 2030. If women are left out of these 21st century revolutions, we will not achieve substantive gender equality by then.A study published by the Institute for Fiscal Studies, suggests that “only dramatic intervention will change women’s low representation in information technology, physics and maths at more advanced levels despite the fact that female students have long outperformed their male counterparts at pre-university levels including in the science, technology and maths subjects”. As technology advances at a rapid speed, the labor market keeps evolving. As a result, an increasing number of jobs require STEAM skills and knowledge. However, women are still majorly under-represented in STEAM jobs. While women constitute almost 50% of the labor market, there are only 28% of women in STEAM fields as opposed to 72% of men (Eurostat 2018). Gender bias in STEAM and the low participation rates of women has already been adequately recorded and reported. It has been estimated that closing the gender gap in the STEAM field would increase the EU GDP per capita by 0.7–0.9 per cent in 2030 and by 2.2–3.0 per cent in 2050.In today's rapidly evolving economy women need to be aware that careers in the STEAM sector are a real possibility. While academia as a whole needs to do more to actively recruit women into STEAM majors, continuing vocational education and training has a key role to play in reducing shortages of skilled people to sustain the growing STEAM sector. Research studies highlight the lack of female STEAM role models and mentors; the shortage of STEAM taster courses for women; an unconscious bias against women within human resource professionals in STEAM focused companies; a significant confidence-deficit among women where the STEAM sector is concerned.The aim of the STEAMY WONDER project is to pilot a multi-faceted educational intervention targeted at women of all ages to address these issues. It seeks to achieve a greater gender balance in the STEAM sector by; a) promoting a culture of scientific thinking among women using evidence-based reasoning for decision making especially where career planning is concerned; b) provide appropriate and tangible role model case studies to ensure women have the confidence to participate in an increasingly complex scientific and technological world; c) develop a bespoke toolkit of resources for women that address competencies for problem-solving, innovation, analytical thinking, critical thinking, spatial awareness relating to STEAM subjects; d) provide guidelines to human resources managers that enable gender-neutral recruitment, retention and promotion in the STEAM sector.The following intellectual outputs are proposed to help achieve these aims:IO1 – Challenge-based Resources for Women in STEAMIO2 – In-service Training for VET TutorsIO3 – Human Resource Manager's Tool-kitIO4 – STEAMY WONDERS MOOC and Community of PracticeScience learning helps us to interpret and understand our world, to manage risk and put uncertainty into perspective, to guide technological development and innovation, and to forecast and plan for the future. It improves job prospects, cultural awareness, and our ability to act as well-informed citizens. For some people, science refers only to knowledge of physical systems, living systems, earth and space systems and technology. Too often, science is seen as something separate from all other subjects or disciplines in education, disconnected from people’s lives beyond school. But, science influences all parts of our lives and our decision-making processes. Along with language and artistic literacy, knowledge of science and mathematics is the basis for personal accomplishment and responsible citizenship, social and economic development, and a benchmark of innovation, entrepreneurship and competitiveness in our global world. STEAM is one of the critical sectors of the economy in all EU Member States and as a sector it needs higher female participation rates for sustainability.

<< Background >>Community engagement, participative processes and the strengthening of the role of communities in strategies for economic development, inclusion and social cohesion are considered increasingly important for the implementation of the SDGs in the communities. In particular, these assets are essential to: - increase the understanding and the commitment of citizens, in particular the more vulnerable, to the proposed programs, with important positive implications on social inequalities;- strengthen the competences of individuals and the resources of communities in the implementation of the programs, in a perspective of social and economic sustainability of the policies put in play.As a consequence, acquiring new innovative competences for the involvement of communities becomes a priority for the academic world and for those working on inclusion and social cohesion, in order to be able to pursue policy implementation processes that have long-term effects.The difficulty to translate these strategies into practice, in different places and contexts, might diminish it to a simple slogan, a superficial ritual, an expensive and ineffective practice. To prevent this, it is essential to develop innovative methodologies and tools based on already existing practices and know-hows to support practitioners and academic researchers, to accelerate the possibility to align practices and methods to the aim of inclusive, cohesive change and sustainability.To this aim, the development of partnerships between CSOs and universities appears to be a valuable solution, but this kind of partnership has never been developed to this day. This cross-contamination is difficult due to the different “languages” spoken by the two “interest camps”, by the dispersion and low visibility of many grassroots initiatives and by the inherent struggle of the academic world in fostering effective outreach activities. Creating network models of intervention, where knowledge, ownership and resources are distributed among the stakeholders and the beneficiaries themselves, could create systems of socio-economic inclusion that are more effective and resilient to changes and shock. These systems enable the regeneration and the valorisation of resources - be them physical, environmental, social or relational - that might be already present but undetected in the territories and in the communities involved. Furthermore, the shared ownership and responsibility over the development projects, based also on the empowerment of vulnerable and marginalised people, can foster reciprocity dynamics that are themselves a way to include and engage people and communities in the long-term, contributing to positive effects and reduced dependency.Creating partnership between Universities and Civil Society Organisations, can eventually overcome the lack of communication between the two “camps” by boosting a better organised and intentional transfer of knowledge to and from each of the stakeholders, enriching and strengthening both the theory and the practices.The project foresees the development of a partnership between Universities and Civil Society Organisations with the aim to transfer the know-how to fostering community engagement and multi-stakeholder partnerships among actors operating in several countries. University researchers and students will play a central role in these processes, as the project will allow to set up ad hoc research groups in the partner Universities, that will work with CSOs professionals to collect, analyse, model and re-elaborate data and practices in different forms (models, recommendations, toolkits).The project has the priority and purpose of working on common values in order to increase community participation and citizen engagement through reaching synergies between the academic world and the third sector. The values of sharing and European solidarity will be at the centre of the project through the activities already mentioned<< Objectives >>The project aims at improving Universities’ capacities to cooperate with CSOs systematically and continuously on community engagement as an innovative and impactful way for socio-economic inclusion of people in need. The project consortium will establish a trans-disciplinary and collaborative research group and develop international and research-based learning approaches to develop and disseminate innovative and evidence-based models of intervention and related implementation tools. The project consortium will also identify relevant professional roles that make community engagement approaches more effective and impactful, it will co-design corresponding skills and competency frameworks and develop related training (up-skilling) curricula and courses for students and CSOs professionals. Finally, the project partners will develop, through jointly-organised local policy multi-stakeholders workshops, guidelines and policy recommendations to enable environments that favour community engagement approaches.Partners strongly believe that the mission of universities nowadays should include responding to societal challenges and that this mission should be carried out by engaging systematically with local communities. Higher education contributes in various ways to making people more resilient and able to face various challenges. According to the Times Higher Education Impact Rankings which assess universities on the United Nations’ Sustainable Development Goals (SDGs) universities score highly for their Partnership approach in working towards the goals (SDG 17), for helping to improve Peace, Justice and Strong Institutions (SDG 16) and for contributing to Sustainable Cities and Communities (SDG 11). The project will be implemented by 8 partners (4 Universities and 4 CSOs) from 6 EU countries (Austria, Cyprus, Greece, Italia, Romania, Spain), with the support of a European CSOs network, 2 Universities and 2 CSOs as associated partners. The project partners will cooperate for 3 years towards the following Specific Objectives:SO1: To develop innovative and evidence-based models (and related implementing tools) for impactful community engagement interventions by setting up a trans-disciplinary and continuous collaboration between Universities and CSOs, analysing existing innovative practices on the ground all over Europe and adopting collaborative and research-based learning methodologies.SO2: To widen the academic offer of Universities by identifying specific professional roles that make community engagement approaches more effective and impactful, by generating skills and competency frameworks related to these professional roles, by developing corresponding training courses curricula and implementing a first experimental course addressed to master’s students.SO3:Fostering civic engagement through jointly-organised (Universities and CSOs)multi-stakeholder policy workshops at local levels to brainstorm with local stakeholders and citizens on how to design more effective and inclusive initiatives in their territories and to develop local policy recommendations to enable and support community engagement approaches at local, national and European levels.<< Implementation >>The project is based on a clear and simple structure in which the results build one on the other, following a step-by-step approach and where the activities are shared by partners rather than divided among them. In a logic of building a systematic and continuous cooperation, all partners contribute to all activities with their specific and key capacities. They also implement similar types of activities at the same time in all 6 countries for the following reasons:1. To enhance the quality of the result produced and ensure their application and transferability in different contexts. This is the case of activities for the validation of the results (i.e. the toolkits – PR1 – will be validated through a series of surveys/interviews that will take place in each of the 6 countries, similar approach is foreseen for the validation of PR2)2. To improve the number and diversity of stakeholders reached out to and involved. This is the case of the local workshops and production of local policy recommendations (PR3).3. To disseminate the results of the project at grassroots level, ensuring that key actors that needed to be involved in the community engagement initiatives are aware of the project and its results and able to use the tools produced by the project.4. To involve people belonging to marginalised categories in all stages of the project.Even though all partners contribute to all results, each activity/task of the project has been clearly assigned to 1 partner who is responsible for coordination and its successful implementation.The stages of the project are the following:Stage 1: The cooperation will start with the setup of a Study Group which will work throughout the entire project. Promising practices on community engagement will be collected and made available by partners (including associated ones) and will be analysed by the Study Group. This activity will bring the partnership to have a common understanding of community engagement processes by bringing together the academic expertise with the know-how based on the practices analysed.Stage 2: This common understanding on community engagement will bring the partners to a second level of cooperation where results mainly targeting CSOs (toolkits) and Universities (Curriculum/Courseware Development Framework and LTTA 1) will be produced, validated and made available to the wider public.Stage 3: In order to be more effective and have a real impact for the inclusion of people in need, the partners will run in their countries 2 workshops where they will engage with local stakeholders and policy makers with the aim to create an enabling environment for community engagement initiatives. As a result, partners will produce a series of local policy recommendations and they will work together to identify policy recommendations applicable in all EU countries. Stage 4: The partners will ensure, by organising one multiplier event in each of the 6 countries and one European event, the promotion and dissemination of the project results and they will ensure, by using the Erasmus+ platforms and their own existing web platforms that the results of the projects are available to the public.<< Results >>The first project result (PR1) entails the development of a set of 6 Toolkits, structured as interactive digital “how to do” guides based on models of different successful typologies of action for community engagement (CE) in different areas/target groups. Preliminarily, the main areas/target groups where to focus the collection of practices eventually analysed and modelled are: EU citizenship, migrants integration, environmental action, gender empowerment, economic integration of NEETS, management of common resources. The toolkits will be made available to CSOs involved, but possibly also beyond to the wider public, in order to support cooperation at the local level in planning and adapting models of interventions in other contexts to promote the inclusion of people in need through CE, multi-stakeholder and regenerative approaches. The toolkits, as well as a database of best practices, the modelling and other relevant outreach materials, will be made available to the wider public thanks to the digital e-learning platform S-nodi Education (www.edu.s-nodi.org), an already existing and fully functional digital infrastructure provided by S-nodi. S-nodi Education is a digital platform addressed to people and organizations working in the social field wishing to improve the management of resources in a sustainable and smart way. The platform is accessible by every device and it provides the space and infrastructure to set up and allow user-friendly navigation of different tools such as interactive toolkits and repositories. The related transversal outcome is the creation of synergic cooperation between CSOs involved in community engagement and universities doing analyses and modelling promising practices of community engagement.Another outcome is an increased academic offer through the design and development of new courses curricula on community engagement (PR2). Based on the analyses of practices and identification of models of interventions, key professional roles that make community engagement initiatives effective and impactful will be identified and new skills and competency frameworks will be developed for the corresponding professional roles (“Community Engagement Competence Framework”). The PR2 will consist of two methodological tools: a “Curriculum/Courseware Development Framework” will provide the methodological basis to design: (i) a module for master degree programs and (ii) a course for in-service competence development (training) of CSOs’ staff. A LTTA (Community Engagement Summer School) for 30 students will be also organised in this framework and a “Mentoring Capacity building Guide” will be produced, mainly addressing the needs of Universities’ faculty members, who will be tutoring and driving flagship projects for both the university students and the CSOs’ staff who will be joining the aforementioned courses.The third result (PR3) is the production of policy recommendations. Project and associated partners will organise 2 multi-stakeholder Policy workshops per country (Austria, Cyprus, Greece, Italy, Romania, Spain). The first workshop will aim at testing the toolkits and models of interventions and brainstorming on how to adapt the toolkits to the local context. The first workshop findings, obtained through interactive exercises, will aim to develop policy recommendations that will be structured and better defined during the second workshop addressed to the same participants. The policy recommendations gathered in the 6 countries will be translated into a set of recommendations on the synthesis of processes used in community engagement for European policy makers’ audiences. The recommendations will be presented, together with the other results, in the final multiplier event (conference) in Brussels.

“Digital Theatre” addresses the immense challenges affecting the cultural sector as a result of the recent COVID-19 pandemic, whose effects expected to last for the foreseeable future and may have a lasting impact in the culture sector that is suffering both artistically and financially. As a result, theatre professionals (actors, technicians, playwriters and others) are struggling to remain active, relevant and sustain theatrical operations. In addition to the above, theatre non-professionals are also experiencing adversity as they can no longer function in the way that was possible before the pandemic. The hindrances affecting both professionals and non professionals, ultimately lead to a cultural decline and stagnation, at a time when culture and art are needed more than ever. The project offers both theater professional and non professionals the tools needed to transform their art into a digital context in order to ensure resiliency and continuity and even progress despite the restrictions in place. Digital theatre offers a comprehensive set of tools for theatre professionals in order to ensure their smooth transition onto the digital realm, by providing an integrated methodology, a complete curriculum, the insight and experience of contextualization to each partner country, an e-learning course, and a set of resources (Guide) suitable for non-professionals.The project aims at:-Supporting 60 theater professionals that face difficulties in the new digital era to develop skills and competences and increase their capacity in their work-Fostering the creative digital cooperation between theater professionals from UK, Greece, Cyprus, Spain and Portugal so that they can run their own digital theatrical initiatives-Raising awareness on societal issues and European matters through digital theatrical plays-Supporting non professionals theatre practitioners to benefit from a digital theater methodology and acquire skills to continue the artistic theatrical process.The expected results are:-Digital theater methodology for theater professionals who have faced difficulties in the digital transformation of their work due to COVID-19 crisis-Training curriculum for theater professionals for building their skills and competences in the new digital era-5 digital theatrical plays and scripts(1 per partner country) designed and implemented based on digital theater methodology that raise awareness on social issues-1 joint theatrical clip designed and implemented by theatre professionals from all the partner countries-1 e-learning programme for theatre professionals consists of courses that can enhance their digital skills and provide them with tools that can use for designing and implementing digital theatre plays-1 Guide for non professional theatre practitioners that includes the digital skills and competences that they need in order to continue their artistic theatrical process-1 Digital Theatre Resource Platform that includes the 2 Guides that were developed for theatre professionals and non professionals theatre practitioners, a catalogue with digital theatre performances and their scripts, the e-learning programme and a virtual database with profiles of all involved participants in the digital theatre methodology-At least 60 theatrical professionals with limited digital skills to participate in the Capacity Building Programme, design and develop their own digital theatrical plays/outputs-At least 50 audience members that will participate in the piloting of performances and audience engagement before the creation of the digital theatre guide-At least 10 trainers with developed digital skills to be trained in the digital theatre methodology and training curriculum-At least 15 theatre professionals from partner countries with low digital skills to cooperate and create one joint theatrical clip-At least 330 theatre spectators actively engaged in digital theatre playsThese deliverables not only address current challenges, but also empower, enrich and enhance the artistic experience of theatre in all its forms by opening up new artistic venues (digital) that remain open and active even amongst the most severe restrictions in movement and congregation.

"<< Background >>The project aims for ADULT ENTREPRENEURIAL EDUCATION with a focus on DIGITAL ENTREPRENEURIAL COMPETENCES for 100 LOW-QUALIFIED ADULTS,current/potential entrepreneurs that wish to develop or improve their businesses and productivity, by using cloud technologies and software in their practices.Reflecting on the EU Digital Education Action Plan priorities and considering that an average of 57% of European citizens has no received the right education on basic digital skills and that EU countries are still facing challenges regarding digital development, resulting in a disproportionate impact on social inclusion, business internationalization and social and economic sustainable development in the partner countries.""Digital transformation"" has been a trend over the last few years, with SMEs as well as large enterprises moving operations to the cloud and adopting online productivity and collaboration services. The lockdown and remote working imposed by the Covid-19 pandemic were an unexpected reality check for organizations of all sizes, many businesses going bust or experiencing survival challenges.Organizations had to design a new course for their business toward cloud computing and digital transformation, the global health crisis serving as a de facto catalyst for establishing the value and flexibility of cloud computing.In the past, cloud computing was about modern infrastructure for quicker innovation, faster time to market and cost optimization. However, the pandemic has brought factors like flexible computing power, high availability, disaster recovery, lower cost for backup and disaster recovery, resilient core for business process and business continuity, legacy skill risk, remote workforce management, safe return to the workplace, and business agility into focus to allow for resilient business functions. In many cases, business operations had togo for the socially distanced era as a result of increased demand for e-learning, telemedicine, robotics, composite artificial intelligence (AI), augmented reality (AR) and virtual reality (VR) scenarios, intelligent chatbots, digital payments, virtual retail experiences, etc.There’s been an exponential escalation in the e-commerce industry as more people shifted to shopping online, as well as in video-streaming services, with more people staying home and bereft of other entertainment options. This has led traditional retailers and brick-and-mortar stores to pivot to online ordering, curbside pickup, BOPIS (buy online, pick up in store) and home deliveries to preserve their customer base. The pandemic and remote working scenarios have underlined the vitality of the cloud for business continuity with remote workforces and seamless online collaboration.The project will address THESE PROBLEMS BY DEVELOPING AND OFFERING BLENDED TRAINING SESSIONS ON CLOUD & FREE OPEN SOFTWARE FOR EBUSINESSINTEGRATION, EXTENDING AND DEVELOPING THE COMPETENCES IN THE DIGITAL AREA, IMPROVING AND EXTENDING THE SUPPLY OF HIGH QUALITY LEARNING OPPORTUNITIES TAILORED TO THE NEEDS OF LOW-QUALIFIED ADULTS and IMPROVING THEIR CHANCES TO BETTER FIT THE SOCIAL AND LABOR MARKET NEEDS.<< Objectives >>“A NEW SKILLS AGENDA FOR EUROPE” states that “too few people have the entrepreneurial mindsets and skills needed to set up their own business and Europe needs digitally smart people who are not only able to use but also to innovate and lead in using these technologies”. Cloud computing is one of the strategic digital technologies considered important enablers for productivity and better services. Also, starting with 2020, european countries were thrown in the face of an unknown obstacle - the covid pandemic, that threathened the status qvo of the economic aparatus all over the world. New ways of ""doing things"" were needed, to avoid economic and social blockages, and to blend social distancing with telework, and health safety measures. Therefore, it was observed an increased use of cloud computing and cloud software usage, but still the EU level remain slow: 26,2%.Scope of the project: train the actual and future e-entrepreneur which incorporate e-business and cloud solution into their own practices for achieving the common European goal to develop a smart and inclusive growth based on knowledge and innovation and reap the benefits of a digital single market.Specific objectives:1. Wide dissemination and raising awareness in using cloud-based software among a minimum of 1000 current or potential entrepreneurs, especially young adults and women’s, from partner’s countries and at European level, in order to encourage new start-ups creation and increase business competitiveness through producing and dissemination of creative handbook for digital entrepreneurs2. Enriching partners’ training offers and increase adult education quality through development of innovative blended learning curriculum and educational materials that address to their target needs in the field of digital entrepreneurship and which will help integrate e-business3. Increasing the digital entrepreneurship key competence of minimum 50 entrepreneurs from vulnerable groups and minimum 50 entrepreneurs through training provision in all partners countries4. Strengths partners' capacities to introduce digitization into education by implementing a common learning management system, developing and running e-learning courses and digital materials and by enhancing peer collaboration and self-evaluation5. Enhance the communication, exchange and flourish of good practices between partners through an active participation of staff into all project activities.At the level of partnership 100 persons will be trained into this project, 20 for each partner, belonging to a category of adults which are already entrepreneurs and need to include ebusiness practices and cloud technology into their current practices increasing the productivity of their business or wish to become entrepreneurs in the future.The activities proposed envisage obtaining the project, testing the course with vulnerable potential/current entrepreneurs and raise awareness of cloud software at alllevels.<< Implementation >>The partnership will implemented the following activities:A1- Project management; - Carry out all managerial aspects which will conduct in achievement in good conditions of all project objectives. -Developing the Project Handbook, Communication Plan, Quality Plan, Deliverable Acceptance Plan. Planning, execution and follow up meetings will be realized. The status and progress reports will be drafted periodically.A2 - Quality Monitoring & Evaluation;All activities will be monitored and controlled all project duration. The specific procedures will be defined in the Quality plan and will be related tomeasuring ongoing project activities. Cost, time and efforts will be analysed and improved. The partner responsible will produce Quality Review Reports with theconsolidation of the results and recommendations.CLOSING- Ensuring that all deliverable are realized in time and are high quality.A3 - Project Dissemination & Communication;A detailed dissemination plan will be drafted and dissemination activities will be carried outMonitoring the results of dissemination activity will be also carried out checking whether the planned actions were put in place and indicating correctionsDissemination impact measurement it will be a major concern; an impact strategy will be drafted; specific indicators for each action will be measured in the reporting stagesA4 - Exploitation of results;Exploitation Plan: will present in detail a roadmap of sustainable activities for the future that partners intend to implement for futureexploiting the project results to support their own activities, including communication channels to be implemented in the future.A5 - Pilot testing the training course with learners;- Developing the project results as they were described in the application form- choosing and applying the best adapted methods to find trainees: direct communications, searching on existent clients’ databases; promotional activities, like: advertising on project/partners’ web-site, social networks, e-mailing campaigns, others; each partner will follow the own methodsRunning the training activities, both for face to face and in the on-line environmentA training schedule it will be designed for each partner and coordinator. Each partner will run their own module/units of training; 5 days training dedicated to face to face training will take place; learners will study at their own pace; at the end the learners will be evaluated and be certificated on the Moodle platform.A6 Engage cooperation regardless digital education integration; O4SELFIE organizational self-assessment: partners will self-evaluate using SELFIE assessment for identify the actual level of their digital development,renewed in the closing phase.<< Results >>The main results of the project are:1. Cloud and free open software for e-business integration. Handbook for digital entrepreneurs.2. Digital entrepreneurs’ curriculum3. Digital entrepreneurs’ blended training courseProject RoadmapProject Management Handbook4 Minutes of the project meetingsInterim and Final ReportsQuality Management PlanQuality Monitoring and Evaluation ReportsOver 200 satisfaction questionnaires filled by participants at the multiplier events15 self-evaluations of partners organizations with SELFIE toolDissemination & Communication Strategic PlanProject dissemination materialsProject Branding: Will include 1 logo, 1 brochure, templates – presentations, 6 newsletters, 1 poster and drafting of 10 press releases tobe delivered to online media, radio, TV, 1 project website, 1 social media profile page; Production of 1 promotional video about the project.2 annual dissemination reports20 news/articles into partners European web-portals and partners web-sitesminimum 60 posts into social media channels1 project YouTube channel and minimum 10 video-tutorial disseminated1 trainer course space on Moodle platform; minimum 1 forum set2 blogs articles on EPALE platform1 poster, 1 flyers or brochures, 1 map , 1 DVDs produced5 multiplier events organizedExploitation PlanOther results:5 promotional materials produced 100 learning agreements produced and signed5 training schedules produced5 sessions of face to face training organized1 LTTA of 5 days organized100 feedback questionnaires filledThe project will work with Open Project Management Methodology offered for free by European Union to potential beneficiaries.The main impacts:- Increased awareness of cloud-based software among current or potential entrepreneurs- Improved digital entrepreneurship competencies of potential/current entrepreneursLong term impacts:- increased business competitiveness- better labor productivity of entrepreneurs- new women’s/youngest/old’s in business- new start-ups cre"