"Context/background of the project:Strategic PartnershipDIGAS – Developing Innovation Agents for SME’sThe inspiration for the DIGAS project origins from the successful Danish ESF project “IGA”, Innovative Globalisations Agent (www.iga-project.dk) that came to an end in March 2015.The consortium behind the DIGAS project consists of partners from Spain, Belgium, Italy, Finland, Lithuania, the Netherlands and Denmark. The project has furthermore spread to other European countries through the SPACE network. The DIGAS project has been an European project focusing on bridging students and graduates from studies with high unemployment rates with SMEs in need of academia when striving to bring their business abroad. The activities have therefor been both transnational and cross-cultural. Both for the SMEs involved, for the trainers, and for the students and graduates.Objectives:The project addresses the European target: ""foster citizens' potential and ensure employability"" by:• Matching companies need for young graduates with VET competencies• Smoothing transition of young labor market entrants - with education with low employment rate - to the labor market by integrating world of work in the last year • Enhancing better skills matching • Stimulating higher competitiveness for SMEs in a global market and opening the SMEs for new employee groupsNumber and profile of participating organisations:•Pic: 950186490, Tietgen Denmark (lead), Organisation, Other•Pic: 949316982, Artesis Plantijn Hogeschool Antwerpen, Other•Pic: 949506035, FLORIDA UNIVERSITARIA, Other•Pic: 942767639, SPARK, Other•Pic: 944733441, Istituto Formazione Operatori Aziendali, Other•Pic: 950182222, SPACE European Network for Business Studies and Languages, Other•Pic: 949241613, Högskolan Arcada Ab, Other•Pic: 944452723, V.A. Graiciuno aukstoji vadybos mokykla, Higher education institution (tertiary level)Describtion of undertaken main activities:Management•Management report 2014-2016•Biannual Management Report•Plan for the project results sustainability•Plan for the consortiums futureTraining programme adaption for European focus•Best practice collection•Programme and learning materials developmentAnalysing academic competencies versus company needs•Mismatch pattern reportPilot training•VET training for unemployed and/or last year students•Pilot project reportPlatform for internship and real life assignments•Platform•Online supportQuality monitoring and evaluation•Impact Audit report•Digas quality and evaluation plan•Compilation of Status reports•Expert reviewDissemination•Dissemination strategy and plan•Project website•Project identity manual and templetes•Leaflet and brochure•Video•International conferenceInternational conference•AGM SPACE/DIGAS conference, Ghent, Belgium LTT-activities: Intensive studyprogrammes for learners and Short-term joint staff training eventsDIGAS: Results and impact attained:The target groups were first and foremost graduates, students and SMEs. In addition to these target groups other relevant stakeholders were•NGO’s• former partners and Co-operators and potential partners• HEIs and VET adult learning centers,•Local, Regional and National governments•NPO’s•Universities and other members of educational associations in partner countries•Labour market participantsThe DIGAS project has clarified that SMEs are in need of academia when going abroad. It has also clarified that graduates and student, when given VET competencies, can create jobs in SMEs. Jobs that are not present before academia is introduced. Therefor this project will contribute to creating brand new jobs, leading to growth. ‘Europa 2020’ is the EU’s growth strategy for this decade. In the executive summary of ‘the Europe 2020 strategy’ three mutually reinforcing priorities are put forward. They are:•Smart growth: developing an economy based on knowledge and innovation. •Sustainable growth: Promoting a more resource efficient, greener and more competitive economy.•Inclusive growth: Fostering a high-employment economy delivering social and territorial cohesion.The activities in the DIGAS project have supported these growths pillars.From the beginning of the project the consortium outlined a dissemination plan (see attached) in order to make sure that the results would reach the target groups and stakeholders. We fully believe to have achieved this aim. As an important part of the dissemination plan we set out to create a website including a platform where the different members of the target groups and stakeholders can reach each other, even after the duration of the project."

"In recent years topics like ""Accessibility"" and ""Design for All"" have increasingly become a focus of politics, business and public. The concept of accessibility focuses on equal participation of people with physical and mental disabilities in society. The maxim of ""Design for All"" also underlines that every person should be considered in the implementation of accessibility to have equal opportunities in participating in economic, social, cultural and recreational activities.Accessible tourism presents new challenges and increased demands in fields of accommodation, restaurants, leisure or wellness.Many tourism businesses, particularly in Eastern Europe, have superficial knowledge about how their companies have to be organised and arranged to be accessible for all. Here we are not just speaking of ""typical"" problems which for example exist for wheelchair users or blind people. There also exists a lack of offers for people with allergies or asthma.In this context it has been shown that barrier-free offers are welcomed and interesting also for people who would not describe themselves as person with disabilities. In other words, a place that is accessible to wheelchair users is very welcomed by older people (with or without a walker) or by families with pushchairs, or by cyclists.Thus, accessible tourism provides an economic opportunity for tourist regions. Disabled people in particular search very selectively the Internet for their vacations . Furthermore, they usually travel with an escort. Due to demographic changes in Europe, the need for accessible offers will increase considerably.To promote accessible tourism, the partnership transferred the experience and best practice of the Brandenburg region in Germany into a vocational training: Accessible Tourism Promoter (ATP) for small and medium-sized enterprises (SME). Based on this training, the ATPs role is the long-term transformation of an enterprise into a barrier-free enterprise offering accessible services. The partnership that implemented the ATP course consisted of three tourist associations, a chamber of commerce, a university offering vocational training in tourism, and a social enterprise working on accessibility issues. This kind of partnership did not only ensure direct and manifold involvement of the target groups, it also ensured a high quality of the curriculum and the training materials that have been developed.In this context, the partnership produced materials both for a trainer/tutor (pedagogical framwork, curriculum, training materials) and learning materials for participating SMEs. The ATP training itself was undertaken as a test-run in all participating countries. Transforming an enterprise into an accessible enterprise takes time. Therefore, the five-day APT course was supplemented by an accompanied realisation phase. In this phase, the promoters were supported in putting into practice what they had learnt. The realistic approach was to trigger the transformation mentioned above by implementing first small steps and projects in accessible services. On a regional level, the partnership achieved some impact of the project and its outcomes. Among these were- Raising awareness of the issue of accessibility in the partner regions- Awareness raising among SMEs in the tourism sector for accessible tourism, particularly for the economic potential of accessible tourism- Triggering a long-term transformation of the participating SMEs in the tourism sector towards accessible SMEs- Establishing an ATP training by the partners in their region"

Context/background of the projectResearch in partner countries and recognition in most EU nations have highlighted a particular training and professional need, linked to early childhood care and education outside school and institutional contexts.The available learning pathways, programmes and resources for informal childminders are not adequate to enable them to develop the necessary skills and provide childcare in an informal context like home, at the necessary quality and professional standards, thus closing the gap with the formal provision of early education & care. For this reason, it seems important to design and organise a free and easy access training course, especially for informal workers, useful to provide children with high-quality services and to enable people who would otherwise be excluded from academic or institutional education to find work in the world of early childhood care and assistance.ObjectivesThe objectives of the project were related to the implementation of a system of professionalisation for formal and informal childminders, across the social spectrum. In particular, the partners sought both to improve the access of informal childminders to training, developing open educational resources tailored to their needs, and to introduce a modern training delivery method, enabling learners to follow flexible learning pathways as regards the acquisition of skills relevant to early childhood care in an informal context.The consortium, through the materials and the designed accompanying pathway, has allowed municipalities, VET providers and associations of disadvantaged groups to offer courses for informal childminders open to their citizens, learners and members.Sustainability of project results has been assured through the active involvement of public VET providers, social organisations and municipalities in the partnership countries.Number and profile of participating organisationsThe partnership comprises 5 organisations from 5 countries (Italy, Greece, Ireland, Slovakia and Spain), from the worlds of VET, research, learning innovation and disadvantaged groups’ representation. University of Macerata (UNIMC) and FLORIDA University bring significant experience in developing high-quality educational resources for informal childminders that work with children aged 0-6 years, in research in the ECEC field, and on training provision for the sector’s staff. ECI (Early Childhood Ireland) has experience in training informal childminders and offering quality experiences for young children and their families in their settings. PROMEA (Greece) brings expertise in research methodologies design and implementation, and in innovative learning solutions focused on professional skills. NCRP (Slovakia) has extensive knowledge of VET courses for disadvantaged learners and families.Description of undertaken main activitiesDuring the projects have been implemented both the analysis of current and future training needs, in order to develop learning outcomes updated and tailored to informal childminders needs, and the development of learning units, learning and assessment materials to be offered online as OERs in a comprehensive VET programme in informal childminding. A free MOOC has been developed from these resources to promote the adoption of innovative practices in VET.A set of knowledge resources and tools for course providers was designed to facilitate running and dissemination of the course.The municipalities, NGOs, associations of disadvantaged were involved to promote the adoption of ChildInMind knowledge resources and online course: projects outputs were shared through multiplier events, inviting target groups to uptake ChildInMInd results and act as disseminatorsResults and impact attainedThe results of the project, in terms of materials and resources produced, are five free and downloadable online learning modules, concerning the professional profile and the main competencies that a childminder must have: 1) Childminding: roles and responsibilities; 2) Working with young children and their families: attitudes and approach; 3) Promoting home safety for children; 4) The importance of play for children; 5) An Anti-BIAS approach. Furthermore, an open-access MOOC, in self-learning, for the training of the Childminders; an e-book for the trainer, accessible also offline and from mobile devices; a manual for the organization of the course by subjects who want to include it in their vocational training offer and some materials for dissemination and promotion of the course, including an online tool from which to download materials and resourcesAll materials are available in 5 languages (English, Italian, Greek, Spanish, Slovakian).Long-term benefitsThe course will be available free of charge for all institutions and associations that wish to include it in their training offer. The CC free license allows the course contents to be modified and adapted, citing authors of the materials.

CONTEXTAccording to some of the EU publications and reports (EU Skills Panorama 2014, EURYDICE 2012 study “Developing Key Competences at School in Europe”, amongst others) show that Higher Education Institutions (HEIs) are not providing the required skills demanded by the labour market. Specifically, the CRAYON’s project focuses on improving the acquisition of entrepreneurship, creativity, social responsibility, analytical, problem-solving skills and other transversal skills.OBJECTIVESCRAYON's project aimed at motivating HEI students and recent graduates, and to stimulate their social entrepreneurship, creativity, innovation and transversal skills.Besides, the objectives achieved include the development of the Intellectual Outputs, piloting a strategic partnership between HEIs, Business Incubators, Entrepreneur centres and business and to create a community of interested users.PARTICIPATING ORGANISATIONSIn the CRAYON’s project 6 organisations from 5 countries have participated (4 EU countries and 1 EU candidate). The organisations are from different backgrounds:-2 HEIs (FLORIDA – ES and UTH – EL)-SME consultancy (IBOXC – ES)-Non-profit organisation (PRIME – NL)-National Innovation Training Centre (NCDIEL – MK)-Business Incubator (CICIA – RO)This has enriched the project development, as all of them are part of the Entrepreneurship Ecosystem and all of them have different perspectives and contributions to make in this field.DESCRIPTION OF MAIN ACTIVITIESAll Intellectual Outputs (IOs) developed can be accessed from here: http://crayonsproject.eu/en/deliverables/ 1. INNOVATIVE METHODOLOGY. Including Motivation 3.0, Creativity, Gamification, LEGO® Serious Play® and Business Model YOU. It is designed to create, develop and evaluate an entrepreneur idea.2. TRAINING COURSE developed, integrating the CRAYON’s methodology developed, as well as Innovation, Entrepreneurship and Social Responsibility.3. MOOC developed. It guides students to generate business ideas and develop and implement these, especially focusing in the form of social companies. The MOOC is published and freely available at the UTH’ e-learning platform: http://eclass.uth.gr/eclass/.4. TRAINING VIDEOS to guide on-line students in the learning process. They have been used for the CRAYON’s MOOC5. Organisation and testing of the IOs developed in an INTENSIVE STUDY PROGRAMME in Romania and at national level6. Mentoring of ideas generated by students and support during the project7. Other activities: dissemination events, Project Management, Quality Assurance, Evaluation, Exploitation and Sustainability of CRAYON’s outcomesRESULTS AND IMPACTThrough the Multiplier Events and dissemination activities organised, CRAYON’s project has reached over 2500 persons from different contexts: students, entrepreneurs, teachers, trainers, HEI lecturers, managers (Human Resources, Innovation departments, etc.), staff from different type of organisations, etc. There is detailed information on dissemination activities available here: https://drive.google.com/open?id=0B-qcLZOSKO-UTm9DdzN3Sjh6U0U (multiplier events are in a separate folder).Also, we have reached around 9500 persons over social networks and project website (8200 persons in Facebook, 300 persons in Twitter and almost 1050 users in the website).Relevance of CRAYON’s project is the qualitative impact reached. According to the information gathered from questionnaires and feedback received afterwards, the project has achieved relevant changes in some organisations, especially HEIs:-Over 20 teachers and lecturers have used CRAYON’s methodology in their lectures to work entrepreneurship skills (teamwork, creativity, innovation, etc.) and team building-Primary, Secondary Education and VET Centres have contacted us to use CRAYON’s methodology to work soft skills (empathy, communication, teamwork, flexibility and other interpersonal skills) within their classes.-We have been requested assistance to guide organisations in their internal change process. The methodology has proven to be a very powerful tool to identify needs and problems within an organisation, to think of new solutions (avoiding biases), and organise the change process. Also companies find CRAYON’s methodology useful to develop, transform and regenerate processes or services within the organisation. Besides, they have used it to enhance the teamwork and group cohesionLONG-TERM BENEFITS-Partners have a Skype meeting scheduled in November 2017 to discuss about the preparation of a training course for European teachers, trainers and lecturers to exploit CRAYON’s results (methodology, training course and MOOC)-CRAYON’s methodology has been integrated in Compulsory Secondary Education, VET and Higher Education levels, more specifically in the following University degrees: Primary Education Teaching, Early Education Teaching, and Entrepreneurship subjects within other education qualifications provided

"The quality of our nutrition affects our well-being throughout our lives, but it has an even greater impact on children whose bodies and minds are still growing. As studies presents nutritional deficiencies can seriously damage a child’s neural development, possibly leading to lower IQ and even learning disabilities. The essential role nutrition plays for developmental, cognitive and behavioral outcomes in life’s early stages, unfortunately, is often not well understood and appropriately acted upon by schools and parents, as nutrition education program as well is not coherent and integrated into school curricula. If from a young age child health-friendly nutrition is taught, it is likely that these knowledge, understanding, habits will last a lifetime. This could contribute to obesity and other problems and diseases reduction across Europe. EU Strategy 2030, conferences responses, Framework for Action Education 2030 highlights the importance and educational improvement needs in early childhood development as ""education is one of the most potent ways of improving individuals’ health – and of making sure the benefits are passed on to future generations"" in this way reaching the topic of well-being and health to which the project with its aims and results corresponds. Therefore within the project “Innovative teaching methodology of health friendly nutrition development and practice in pre-primary and primary education (HealthEDU)“ we sought to create a comprehensive, unified educational program for children involving a unified education for teachers, school staff and parents (educational institutions community), too. To provide them with health-friendly education knowledge correlated with schools achievements, eating habits, positive attitudes, we developed and promoted understanding and health lifestyle principles and body awareness, suggesting health-friendly menus and dishes for children as well as a correct food culture. Methodical material contained trans-nationally formed educational activities for children, educational trips. The materials were systematized on the basis of international good practices, the knowledge gained during the professional international training courses, experience, EU countries’ working practice, the content of health-friendly nutrition information including the pedagogical point of view and the importance for child education and schools improvement, which is necessary for maintaining human beings’ good health. All this was prepared by thematic area specialists and in compliance with EU health policy, the World Health Organization recommendations, and international researches. An E-learning course created and evaluated by experts and also an approved training program plus its methodical material were developed. By creating a portal as Open Education Resources to public auditorium, teachers were able to learn, provide lessons and use it as material and full e-course. We also recommended the course and the teachers training (qualification development). At the end of the project, in Lithuania, Turkey, Bulgaria, Italy, Spain and Greece a final conference as strong dissemination event was organized in order to invite all target groups - educational communities, public bodies and local, regional, national authorities, experts for all the results, good practice, feedback from beneficiaries’ presentation, and also workshops and round table discussion. The conference was led by health-friendly food chefs through practical shows. The project sustainability raised awareness of such program usability in Europe. The project ensured the spread of information for the public and private sector educational organizations, networks, regional, local, national authorities and mass media. The creation and development of non-formal education program based on the best European practice and achievements were proposed and used as facultative or as integrated lessons to the already existing school curricula - this improved the school curricula, the children knowledge as well as the quality of education. To conclude, we can say that inclusive education, encompassing child+family+educators, led to qualitative education and corrected the way to understand each other, the willingness to learn together, the fostering of motivation and effective learning."