<< Objectives >>Our goal is to equip teenagers with real-life skills to become more independent,responsible and prepared for adulthood.Objectives:Create ready-to-use booklet with the existing good practices in preparing young people for adulthoodDevelop educational content for teenagersDesign a training program for youth workers to apply project results in youth-focused NGOs and youth centresDevelop a supportive e-learning system for youth workers in small learning units for flexible and engaging learning<< Implementation >>Our project will strive to develop the following innovative educational content and materials applicable to a wide range of organisations, working on the upskilling of teenagers:-Compiling a Manual of 20 existing good practises for preparing young people for adult life after school;-Creating a training curriculum for young people;-Developing practical tools for the training of young people;-Designing and developing an e-learning platform including all tools and activities.<< Results >>We expect these results:-Manual of 20 good practises for youth real-life skills development-Training curriculum for youths-Practical tools for the youth training-Fully developed e-learning platform with all tools and activities.project will help:Youths to improve their:Resilience and adaptabilityCivic competencesSelf-relianceAbilities to direct their personal and professional development Youth workers:learn innovative method application in their worklearn to train real-life skills

"We are a group of organisations (public and private) that have performed a SWOT model analysis to clarify who we are and what we want in order to help our communities. We began by assessing our STRENGTHS. The Slovenian and Lithuanians have much experience (implementation, mistakes and success) in tourism: attracting urban people, both nationally and internationally! They prepared several itineraries to offer great experiences to exploit the rural area (municipalities suffering depopulation due to a lack of employment opportunities). The Portuguese have experience in training learners in different areas related to food and drink. They aim to train their students on the processes for analysing, elaborating and distributing products such as wine, coffee, pastries and ice cream. We value their practical experience on the local labour market. Next, the Bulgarians institution was a vital institution for potential businesses locally, for training, making analyses, and their expertise in different areas: law or accountancy. They also help with networking, negotiating and are experienced in providing vocational training to cater for ""potential"" and established local businesses. We were impressed by all their experience in nurturing entrepreneurship and so believed they would be a great asset. Finally, as coordinators, the Spanish adult education centre have participated in numerous projects on different topics which always concern emotional, linguistic, ITC and holistic training for our learners and teachers. We have always joined the activities and results from different projects so we know what our local community needs to grow. Currently, we are studying depopulation and aim to inspire our learners to improve their knowledge and employment perspectives. That is our main strength, our 20-year experience. Regarding WEAKNESSES. Some councils insist on having specific temporary employment plans for low-skilled jobs, rather than allocating funds to helping people develop self-employment options. SUSTRADER organisations have different fears/obligations: having to provide learners with curricular contents within a specific period or losing the support of their councils by having their funds cut off. This is a permanent threat, but, as we stated previously, we have a great deal of positive and constructive experience for overcoming different obstacles. Actually, SUSTRADER is an attempt to overcome, with positive synergies, all real challenges that can be tackled if we help and learn from each other. As for OPPORTUNITIES. We think this European project offers many prospects to all partners. We are certain that, together, we can create a constructive network primarily among learners who will have the chance to actively participate in the activities proposed by the hosting mobility, as well as those implemented in between them (in which we will take into account suggestions, tips and will replicate what we consider to be viable in our context). This methodology is based on our aim to empower our learners with the feeling: ""I can be the engine of my future!"" which is the attitude we need to help change the perspective of those inhabiting our villages/small towns. That is the opportunity we wish to seize and highlight to local/regional politicians and media. We will involve the whole community by presenting our products and implementing workshops in our mobilities. We will take our learners to successful cooperatives and family-run businesses to give them publicity, not only locally but also in the countries participating in SUSTRADER (on our blog, Facebook, Epale, the partners´ websites, local media…). Finally, regarding the THREATS, we also hope other private businesses will not become tough competitors. Our strong point is our intercultural outlook, with which we have created a working network between us that will be used throughout SUSTRADER and after it ends. This is a protective shield for us (although this might be considered naïve, it is also pure and confident). Another challenge is the constant changes in local/regional/national regulations. Norms related to national parks, guided tours, campsites, rural accommodation, red tape, new taxes, abolition of public subsidies, etc, but, our strength lies in being a learner-focused network. We have demonstrated to evolve/support and/with them and have strong foundations and we are willing to stand up for them. Finally, one major concern we have is negative feedback from some sectors of our different communities (media, politicians, changes in consumer habits…). This is essential in our core of activities as it would be counter-productive if we were unaware of the negative results of any of our actions."

"<< Background >>Our project will train members of the creative arts to develop digital entrepreneurial skills and start their own business in their sector.Reasoning for the project Cultural and creative sectors are essential because of their economic footprint and employment. They also encourage innovation across the economy, as well as contribute to numerous other channels for positive social impact (well-being and health, education, inclusion, urban regeneration, etc.). Thus, ""the development of cultural and creative industries (CCIs) is vital for a vibrant economy and as a means of revitalising EU regions” Considering that creative businesses have an essential role to play in generating growth and occupation and fighting unemployment while strengthening social cohesion, we will promote self-employment and entrepreneurship in the creative sector.Identified problem :The growing concern and pandemic restrictions motivate the ""Artpreneur"" Project. It is necessary to address current gaps and shortages to ensure that this creative sector continues to thrive. The practice of entrepreneurship in the arts is significantly different from the practice of entrepreneurship in business terms of the artist's drivers and aims, as well as the nature of entrepreneurial opportunities, contexts and processes. This means that entrepreneurship curricula cannot just solely be imported from business schools.Needs:Our project is focused on the needs of two target groups: Adult learners willing to set up or improve their own businesses in the creative sector and Adult educators who care in close contact with the adult-learners.Adult learners need digital skills, especially in marketing. They have problems in upskilling in formal education. Those who tried entrepreneurship courses did not learn how to implement their knowledge of the creative sector into business because high education institutions for art students have very poor implementation of art entrepreneurship.Adult educators need innovative programs for the adult learners from the creative sector as they are in need of increasing their knowledge and gaining specific know-how of this group. Adult educators have demand for this type of entrepreneurial training in their local communities and are motivated to join the project.<< Objectives >>We expect the following results during the project and upon its completion:Outcomes of the project:Competence Matrix and Self-Assessment Tool to assess and monitor learners’ achievements in order to ensure the transparency and recognition of their entrepreneurial competencies and skills as an artist. In order to develop the effective self-assessment tool, the Competences and skills matrix will ensure the development of the most important knowledge needed to become the creative entrepreneur.E-training programme “Artpreneur'” with providing the digital badge “Artpreneur” after the successful assessment obtained by learners’ competencies and skills. The content of the Artpreneur E-programme will have a modular structure, which will facilitate learning and deepening knowledge for defined competencies and skills. The digital presentation of this flexible training course involves the Bite-size Learning concept and the easy-to-learn format of each module.E-toolkit for Adult educators “How to run the training course “Artpreneur“. It will extend and develop educators’ competences needed to facilitate effectively running the Artpreneur Local Workshop as an innovative upskilling pathway for improving learners’ Artpreneur competencies and skills. The toolkit will present an attractive and learner-friendly approach to facilitate the learning via Local Workshop with the elements of motivating and empowerment of learners, assessment and developing of their competencies and skills in order to become successful creative entrepreneurs.<< Implementation >>Description of activities:To achieve the defined objectives, three PRs will be produced and will be available as an open educational resource (OERs) during and after the completion of the project:PR1-Competence Matrix and Self-Assessment Tool to assess and monitor learners' achievements and to guarantee the transparency and recognition of their entrepreneurial competencies and skills as an artist.PR2 - E-training programme ""Artpreneur'"", providing the digital badge ""Artpreneur"" after the successful assessment obtained by learners' competencies and skills. The content of the Artpreneur E-programme will facilitate learning and deepening knowledge for defined competencies and abilities.PR3 - E-toolkit for Adult educators ""How to run the training course ""Artpreneur "". It will extend and develop educators' competences needed to facilitate effectively running the Artpreneur Local Workshop as an innovative upskilling pathway for improving learners' competencies and skills.<< Results >>Results and long-term benefits:The impact is expected on increasing the adult learners' competencies and skills on creative entrepreneurship, and by improving their immediate interest in the development of Action plans for establishing a creative business. The general impact is foreseen on better integration of this target group to the labour market and society, contributing to the achievement of the ET 2020 benchmark of increasing employment rate. The positive impact of this new upskilling pathway is expected on the participatory approach by increasing learners' motivation and involvement in the training on creative entrepreneurship. Thus, the project contributes to achieving a benchmark of 15% of learners' participation in lifelong learning as defined in the EU Agenda for adult learning.The PRs have transferability potential to be used in schools and vocational education and training institutions for motivating talented and creative pupils/students to choose further education connected with joining the creative business sector. In conclusion, the"" Artpreneur"" project offers a unique solution on how to tackle the problem of a lack of entrepreneurial skills within the creative sector."

<< Objectives >>By implementing the project, we aim to:-Empower young people to overcome the fear of failure, change their view on mistakes in life and help them cope with the effects of losing-Equip youth workers with innovative approaches and tools for empowering young people and developing their self-confidence-Provide a supportive and accessible eLearning system in small learning units for a more engaging, inspirational, and motivational learning process<< Implementation >>The main activities are:-unique Educational Content allowing youth workers to empower young people to overcome fear of failure by applying digital storytelling and comic design-Training program for youth workers to be implemented in youth-focused organisations-Online Educational Resource for youth workers for a more flexible and engaging learning process-E-learning system containing self-help tools for Young people-Video tutorials providing how to apply digital storytelling and comic design<< Results >>-FoFYC Educational content will provide essential knowledge on applying digital storytelling and comic design approach as a capacity-building tool to overcome challenges and enhance self-confidence.-FoFYC training program will encompass all developed results and support them with additional training materials Online Educational Resources for Youth workers will include nano-learning content.-FoFYC e-learning system for Young People will be an innovative and easily accessible eLearning resource

"<< Background >>In our developed societies, many people refuse to seek further education opportunities or participate in social life. The current health crisis has further accentuated this unease of many citizens concerning their civic obligations, and some are looking for meaning in gainful activities, work, and learning. Young adults, including the unemployed and NEETs, find it challenging to find a job, and it is increasingly difficult for them to maintain their motivation. We have identified a real social problem linked to demotivation.The COVID19 pandemic further demotivates people. It destroys their jobs and employment prospects, disrupts their training, and has a serious impact on their mental well-being (ILO 2020). (http://bit.ly/2OuvBgr). In addition, motivation is identified as one of the critical factors in NEET status. (Pemberton, 2008; Furlong et al., 2003). The tendency for people to lack motivation becomes enduring. This is also the case for adults to step out of society, out of the labour market, or lose confidence. The trend shows a severe problem in our communities that cannot be solved sustainably with the existing measures. If we don't change our methods to address the motivational issues of our target groups, we will not be able to develop social inclusion.Most importantly, GRIT can be developed by practising self-control, autonomy, and purposeful motivation in your day-to-day life. There is a scientifically proven method of achieving higher performance levels through a process called ""grit activation"". (Randin Brons, 2001) The GRIT activation is an easy-to-use, scientifically proven strategy for achieving higher levels of performance that can be applied to any key goal or challenge in life. The process involves identifying a personal ""deep why"" – the fundamental motivation behind your goals and ambitions. A neuroscience research study looked at the impact that emotion had on one of the factors known to be a great predictor of success - ""Grit"": passion and perseverance for achieving long-term goals. One of the most exciting findings to come from the study was that how we process these emotions directly impacts our ability to persevere when faced with challenges.Project impact on the target groups will be:Adults, including NEETs:Understanding the consequences of low motivation during the critical age of 18-24, when is the usual transition from study to work;Gaining a new perspective and insight in the development of their individual personal and professional development plan based on passion and intrinsic motivation;Gaining perseverance skillsKnowing how to overcome demotivationAdult trainers:Learn to dialogue with people who are far from employees about lack of motivation;To improve their understanding of lack of motivation and its effects on themselves;Learn a new training methodology for lifelong motivation based on character development;Learn new training techniques - game-based learning, collaboration and coaching;The project will innovate and create a new competence framework and educational program for adult trainers, preparing them for exactly what they need when supporting and motivating young adults and adult people. In addition, we will focus on game-based training and coaching techniques for adult trainers, which will add value to the development of our methodology.<< Objectives >>Our solution is to create a methodology for Character development with the combination of the GRIT and Growth mindset. In psychology, GRITis a positive, non-cognitive trait based on an individual's perseverance of effort combined with the passion for a particular long-term goal or end state (a powerful motivation to achieve an objective). This perseverance of effort promotes overcoming obstacles or challenges that lie on the path to accomplishment and serves as a driving force in achievement realization. Distinct but commonly associated concepts within the field include perseverance, hardiness, resilience, ambition, need for achievement and conscientiousness. These constructs can be conceptualized as individual differences related to the accomplishment of work rather than talent or ability. (http://bit.ly/3eEijJ0) The grit skill is a skill of the character of the person. Your character is the very foundation of who you are as a person and determines the path your life will take. Your character controls how you deal with pressures and temptations. It defines your limits or gives you the strength to move beyond them. It determines how you handle your relationships, career, health, and virtually every other aspect of your life.In cognitive psychology, a mindset represents the cognitive processes activated in response to a given task (https://en.wikipedia.org/wiki/Mindset ). According to Carol Dweck (Professor of Psychology at Stanford University), individuals can be placed on a continuum according to their implicit views of ""where ability comes from"". In particular, an individual's mindset impacts how they face and cope with challenges, such as transitioning into junior high school from elementary school or losing their job. ""In a growth mindset, individuals understand that their talents and abilities can be developed through effort, good teaching, and persistence. They do not necessarily think everyone is the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it."" (Carol Dweck., 2012).Benefits of usage of our results on the final recipient's group:Improved lifestyle and preventing effect of low motivationEasier transition from study to work, based on their passion and intrinsic motivationBuilding up perseverance skills for better coping with any kind of issues in future lifeSignificantly reduced possibility to become or to stay NEETsA better ability to find work, to integrate into society and to maintain social linksTherefore, our project focuses on how to handle the problem of low motivation with a universal approach that can be helpful to adults and adult trainers.<< Implementation >>Phases of the project activities and straightforward work programme:S1: Research and gather good practicesS2: Analysing the data collected, listing the key findings to form a consolidated report and analyse the identified gapsS3: We will use our findings to develop a Skill Matrix for both target groups and then evaluate it in focus groups with the help of external expertsS4: Development of the training toolkit for the trainers based on the prepared content. ToT will be supported with ready: surveys, checklists, assessment tools, feedback forms, described methodology, training plans, lessons, guidelines and other didactic tools to allow easy implementation.S5: Prepared methodology and training materials will be checked to educate country promoters, who will later organise pilot education phases and help in implementations. Participants will also provide feedback for improvement.S6: Pilot testing phase of teacher training.S7: Development of online educational resources based on all prepared educational content, training and training materials.A diversity strategy will be implemented in all activities, meaning equality of genders, ethnic groups, minorities, and those learners with even less opportunity.<< Results >>Regarding the outcomes, our four project results will directly make a positive change; note that each of them will be translated in the partner's organisation countries:Project result 1 - Gathering of good practices in partner countries for existing motivational training based on character development, the good practices will highlight and spread the best one can do to build their best motivation skill on a life-long term. Sorting out the best practices in a Booklet with 30 good techniques will enable their instant application by adult trainers.Project result 2 - Character development educational program (based on GRIT and Growth mindset methodologies) – A Competence and skills matrix as a base for the development of the motivational training program will also develop a pre-and post-assessment tool that will enable us to check the development of the motivation of the adults, as well as evaluating the piloting phase of the project. We will build up a set of measures and tools which can be used for the daily work of adult trainers for the motivation of adults. Additionally, the training approaches will combine coaching, collaborative methods and game-based learning, which will add value to all activities built up.Project result 3 - Training toolkit for Trainers – In this PR, we will develop the training methods, individual development plans, principles, and strategies to deliver the training. This toolkit will create a clear path for adult trainers to complete the training successfully. We will create an online resource guide in the tool. The toolkit will be pilot tested in training centres, evaluation and feedback will be collected. Based on it, we will improve the developed toolkit and publish the finalised version.Project result 4 - Development of Online Educational Resource – The assessment tool developed in PR2 will be coded and digitised. The character development program's content will be adjusted to small, bite-sized units to be used as additional motivational and educational tools. Adult trainers will send the needed motivational, educational and inspirational materials using e-mail or push-to-phone technology (based on the individual needs of the participants during the motivational training). The training toolkit for adult trainers will also be digitised and accessible on the online educational resource platform.Through the project's approach, the organisations will build up their capacities in this area and develop a long-term strategy for their activities. Also, partners will understand how to support other organisations and individuals in their local communities, fostering a more supportive environment for adults to cope with obstacles and problems using motivational skills and attitude.In this project, one of the immediate target groups is adult trainers, who will be directly involved in all the project phases. As a direct impact on them, they will increase knowledge GRIT and Growth Mindset and foster skills required for adults training. At least 35 adult trainers will be involved in the activity after the LTT, and 14 trainers will attend LTT, where we will work towards using a prepared training toolkit.On the other hand, it is foreseen that adults (18+) involved in the project implementation will benefit from the project outcomes and results, which will ultimately help them to turn motivation into a lifelong skill, through a methodology for character development that combines the concepts of GRIT and Growth Mindset. At least 280 adults aged 18+ (40 adults * 7 Training Centres) will be directly involved in this project, benefiting from character development educational programs, a training toolkit and an Online educational resource.We also foresee a positive impact and change in local communities by cooperating with local NGOs and local authorities involved in the implementation and development of project objectives in the long term."