<< Background >>We live in time of unprecedented change in education. The pandemic forced all educators to teach remotely with online learning. The crisis caused by Covid 19 has exposed manyinadequacies and inequities in education and the pandemic has hit the most vulnerable the hardest.The project wants to focus on 2 aspects that are combined. The first is CREATIVITY - creative problem solving, it will facilitate the process of boosting creativity. Thesecond aspect is distance/digital learning which is a must in pandemic and afterpandemic times. According to research on CREATIVE COMPETENCES in partners' countries of youth trainers ( research was conducted in 09/10 2020- 30 youth trainers participated and 10 interviews with young leaders, with partners stakeholders as well as betweenpartners staff ( 50 respondents). All partners cooperate with YOUTH teachers and trainers on regular basis. Research Methods – CATI, surveys send by email, in-depth interviews anddesk research. It gave an overview of the situation in YOUTH sector. The reasearch touched also the needs of learners as the survey was also madeamongs YOUTH. The results were that education does not strengthen the competence in creative thinking. The education, work requires them to be creative, think design but also beable to work with teams (Ocean Eleven teams). Unfortunately, this is not what systems in partnership countries teach them. Thrown into the standard thinking of competence tests,they are unable to solve tasks in an unconventional way, which is often required of us not only in professional work but also in solving everyday problems. It is expected that in thefuture many jobs will be replaced by robots. It is also a challenge for education so that young people who leave the school walls can adapt to the new reality and easily retrain ifnecessary. For these types of activities, they need broadly defined creativity, ability to solve problems and unconventional thinking, which we want to teach them during workshops.THE RESEARCH RESULTS ALSO SAID- YOUTH TRAINERS, LEADERS, WORKERS:- 80% of respondents have a lack of skills and knowlledge on learning startegies connected with digital learning, online and remote learning,- the majority of them feel frustrated by the fact that they are not supported in the digital education, they cannot renew their skills, they do not know what can facilitate the online, digitaleducationa and they do not know the software available.- The main problem reported in each country was the problem with learners engagement and problem with inclusion of all learners.- THEY NEED NEW approach, creativity, tool to trigger motivation- the need of ready to use tools and materialsThe project responds also on partners' needs that are knowledge on creativity and distance learning, new offer for partners' learners and partners' target groups, new educationalmaterials, new approach in trainings, advising youth, and a need for self development and a need for new competences to adjust to a new education caused by panndemic Covid 19.<< Objectives >>The aim of the project is to empower youth trainers, youth workers, young leaders and educators with tools to boost youth creativity and to enhance directly the youth creativity bycreative techniques and to support the creative competences of students and teamwork competence. The indirect target group of this project are young people who need a newcreative approach to education, to everyday life, to have a new idea how to adapt to new reality. YOUTH also need a sustainable approach to education, work and life as they areconscious about environment and climate change ( the research showed that) We need creativity to solve existing problems/ to reinvent our world in these difficult times, to expressourselves. Creativity also enhance our well being. It is nowadays difficult to live in uncertainty, with a lot of anxiety and perturbations, worriesbut at the same time hope and aspirations. To help young people and their teachers/trainers to deal with everyday problems, to focus more on sustainability and environment , to bemore innovative and self develop - the creativity is needed.THE GOAL OF THE PROJECT is to equip YOUTH teachers and trainers, YOUTH workers, leaders and educators in partnership countries ( and by using e-learning tools in EuropeanUnion and worldwide) with tools and knowledge on how to deploy remote learning programmes, using CREATIVITY, CREATIVE TECHNIQUES and a mix of technologies and how to combine it with relevant and end engaging content, a well articulated instructionalmodel, effective teaching presence and learner support. The project goal is to equip target groups with tools to design and facilitate digital and distance(remote) learning, toadapt digital competences and build capacity of YOUTH teach/trainers to implement online teaching and learning by using special methodology, creative technics, inclusive learning,elearning.<< Implementation >>Working on the project will allow young people and their trainers, leaders and educators to better integrate and will give them tools for their future professional work. As predicted byforcaster, we must learn to work as a team and be ready for constant changes. Not only in the current job but also changes in the professional path. We must be creative and open towhat is happening around us.We are the change and we can change the world. Creativity and non-standard thinking are an essential skill of future. Creativity will help infinding solutions to make apositive impact on our Planet. The project will develop the following results:PR1 HANDBOOK ON CREATIVE MINDSET - The handbook is aimed to be used by youth trainers, youth workers, young leaders and educators in order to carry on trainings andworkshops on creativity in the digital era. It will combine digital learning with enhancing creativity. The guidelines will cover and develop:- pedagogical skills - guidelines will contain useful methodology to teach remotely using online learning; - methods to facilitate the digital/ distance learning - learning startegies conbined with learning styles and with methodologies developed,- technological skills PR2 READY TO USE SCENARIOS - The output will develop and gather creative WORKSHOP scenarios for youth trainers, youth workers, young leaders, educators and partners' staffaccompanied creative technics embeded in workshop scenarios based on the subjects gathered in IO1 with the aim to empower youth with technics to be creative, to giveteachers/trainers a ready to use tool. The scenarios will focus on green and sustainability. Creativity helps us with dealing with work/life problems and see the situation from the otherside. Target groups will gain knowledge about creativity, where does it come from, how can we develop creativity within ourselves?IO3 eLEARNING FOR CREATIVE MINDSET The aim of this output is to develop eLearning course on the eLearning platform, create eLearning CREATIVE MINDSET platform tailormade for the project to support the digital and distance teaching and learning. OUTPUTS developed in IO1, IO2 and IO4 will be uploaded on platform in a form of eLearning Modules,gradually. The modules will be done in SCRUM and EdTech methodology.PR4 TRAINING THE TRAINERS WORKSHOPS This Intellectual Output consists in a comprehensive package of tools for the youth trainers, youth workers, young leaders andeducators as facilitators of the enhancing creativity by combining workshops with creative technics with distance and digital learning. This package is targeted to the youth trainers,youth workers, young leaders and educators who will provide accompaniment and workshop to the creativity process.QUALITY ASSURANCE PLAN and project evaluation – this package results consists in the following tems:- Quality Assurance Plan-evaluation reports (1st managing expectation, 2nd for progress and final)- Permanent stakeholders consultation- Permanent quality control of all activities and events implemented during the project.Sharing, Promotion, use of results, DISSEMINATION AND EXPLOITATION- Dissemination & Expl. Plan- 2 Dissemination reports- Project Website.- Regular Newsletters, each 6 months- Articles and other publishing material in 4 languages ( English, Portuguese, French and Polish)- Multiplier events in each country- Pilot/workshops targeted to public in generalnvolved consisting in “exploitation” workshops with th- Agreement for the sustainability of the partnership and OutputsPROJECT MANAGEMENT PACKAGE:- 4 meetings and correspondent agendas,- Reporting package including financial and quality feed-back from the partners- reports to be submitted to National Agency<< Results >>The youth education is currently facing the lack of updated didactic methodologies for upskilling the youth trainers/ workers/leaders/educators towards creativity and for attracting young to the education. Working on the project will allow them to better integrate and will give them tools for their future professional work. As predicted by forcaster, we must learn to work as a team and be ready for constant changes. Not only in the current job but also changes in the professional path. We must be creative and open to what is happening around us. We are the change and we can change the world. Creativity and non-standard thinking are an essential skill of future.Each partner organisation will strongly benefit from widening their European contextual knowledge of topics relating to boosting youth creativity and design thinking. They will have the opportunity to meet people from other organisations actively working to support YOUTH sector and improve their creativity in the workplace - using different approaches and methods.Partner organisations will furthermore exchange ideas, knowledge, experience and good practice during and after the project, resulting in increased EU-wide understanding and knowledge of Human Centered Design.SUCCESS INDICATORS Long-term impact will become visible after the project ends:- no. of youth inspired to change, to be creative more that 80%- no. of ideas with a focus on sustainability in youth more than 80%- No. of educational institutions recognising the success of developed tools updating and transfering the materials developed - target 6- project results used as an incentive for other projects,- project results used by partners on regular bacis and updated regularly within trainings,- new cooperation between partners within the area of creativity and design thinking- No. of educational institutions successfully using the project results - 10 - 5 years after the end of the project- No. of trainers using the resources provided by the project - 60 one year after the projectIMPACT ON PARTICIPATING ORGANISATIONSA questionnaire evaluating the perceived quality of the consortium, management and project will be collected from partners every 6 months. The importance of the project activities’impact on the partner’s organisations and work culture will be measured by the indicators:- Integration of the project activities into partners organizations - target 3 organizations;- new collaborations during the project lifetime among the consortium - target 2- skills acquired/improved by staff; teamwork, competences in foreign languages, problem solving, creativity, design thinking;- satisfaction of the project PRs - more than 80%

"<< Background >>Micro and small companies need to start an innovation journey that will enable them to empower their business and organizational structure to overcome the challenges of the digital economy. If it is true that many businesses have survived without making use of digitization, the pandemic has revealed the unpreparedness of many other business to deal with a reality they were unaware of: digitization, which led to the closure of thousands of businesses that were not prepared to find alternative ways to provide services to local economies through digital tools.But the challenges of the digital economy for micro and small companies are not only overcomed with digital tools, but rather, it is necessary to prepare their human resources to know how to deal with digital tools and take advantage of their full potential.The Small.Com project aims precisely to develop a program that begins by diagnosing the needs of micro and small companies in the face of the latest developments that the digital economy can provide them, and at the same time it aims to empower its human resources through an individualized training program, so that the implementation of digital tools in micro and small companies can be done in a sustainable way.The activation of the digital presence will allow them to capture new customers, both in the physical and digital worlds, access new markets and optimize the organization's processes and procedures. But the digitalization of business is not limited to the possibility of having an online presence. Moreover, micro and small companies still have many other gaps in terms of digitizing their businesses, whether using computer tools that allow, for example, to speed up customer service, but also with regard to bureaucratic aspects and documentation, in addition to digitalization of processes capable of streamlining and optimizing business development.While digital skills are shaping the future of humanity and are increasingly having an impact on societies, organizations and people, education and learning systems need to be rethought to respond to the needs arising from this context in a constant change promoted by technological advance that is constantly redefining economies. For this reason, this project aims to mobilize entrepreneurs, employees and employers to learn how to implement digitalization in their businesses, through the adoption and incorporation of technology in business models and dematerialization of processes with customers and suppliers.The Small.Com project will be fundamental to overcome the training difficulties that managers and employees of micro and small companies have, with tailored contents, worked to adjust to the specific needs of each trainee and business, helping them to deepen their knowledge, understand concepts, follow the latest trends and implement various aspects of digitalization in your business.<< Objectives >>The digital transformation in companies is no longer a question ""if it will happen"", but a question of ""when it will happen"", and the answer is clear: those who do not adapt will hardly be able to survive in the market.In fact, digital technologies bring enormous benefits to businesses, whether to improve process performance, increase business reach or ensure more rigorous decision-making based on factual data. However, digital transformation is not just about technology: this change also involves people, who makes the company's culture. Therefore, employees need to be part of this transformation, acting as key elements for the company's success in the Digital Era. On the other hand, digital transformation does not happen if there is not a sufficient digital literacy knowledge from those who have the power to decide and implement structural changes in organizations, giving an essential role to technology.It is therefore essential to unlock the role of human potential to influence the adoption of digital technologies, particularly in micro and small companies that are characterized by being more resistant to change and adapting to new scenarios.The Small.Com Project aims to play an active and fundamental role in unlocking the human potential for acceptance and willingness towards the digital transformation process of micro and small companies.It is commonly accepted that lifelong learning, particularly in the context of work, is a good practice that must be taken care of so that organizations keep employees up to date and with high performance. However, classical training in the classroom, where the trainer debits generic and theoretical information, has lost more and more “adepts”, precisely because the trainees do not see themselves in the way the training is delivered and feel that the process of learning is not effective. For this reason, Small.Com starts with the premise of making a diagnosis of needs and subsequently adapting the training content to the trainee and company needs. Further, the fact of being online allows the trainee to decide the moments that are most convenient for him to learn, not overburdening the life of each employee and allowing him to decide on how and when he wants to take the training actions.In parallel, by instructing HR on the topic of digital transformation in a practical way and by teaching how to implement it in the day-to-day life of organizations, the Small.Com project will provide the willingness of employees to take action and implement technologies that can quickly impact the business.In short, when implementing this project, the consortium intends to overcome two fundamental gaps. On the one hand, to overcome the absence of training content associated with business transformation in Micro and Small Enterprises, which fits the reality of each trainee and which is not generic and superficial. On the other hand, it is intended to create framework conditions through informed and well-trained employees so that, in a next phase, micro and small companies can start the journey towards the digital transition.<< Implementation >>In technical terms, the project is structured to achieve 5 main results:O1: Report on “Digital transformation: trends and needs of micro and small companies”O2: ""Small.com"" digital transformation maturity assessment modelO3: Small.Com training modules (free online intensive courses)O4: Small.com e-learning platformO5: Expansion of the Small.Com project to other regions and sectorsThese results imply the pursuit of activities and tasks that culminate in the achievement of those same results.Thus, in summary, for O1, activities include conducting questionnaires, collecting primary data and statistical analysis to understand the latest trends in “Digital Transformation” in companies and based on these results, perceive / identify the technical profiles and the skills needed for workers to be an active and educated part in the process of moving micro and small businesses towards digital transformation.In parallel, to achieve O2 results, it will be necessary to investigate and define a diagnostic model to assess the digital maturity of micro and small companies, where companies will be able to identify and compare the degree of digital transformation they are in and what future measures to implement.Output/Result 3 concerns the creation of Small.Com's training content, and the activities planned for this result include analysing all the information collected in O1 and O2, in particular in O1 and subsequently introducing new content that will be developed by the partners. based on their prior knowledge but also based on research on what the market trends are in terms of digital transformation.In order to reach the target audience with a structured training tool, O4 proposes to create an e-learning space where Small.Com will have its learning platform. This result implies the execution of programming and computer development activities as well as the structuring of the training contents that will later be available to the target audience.Finally, in order to achieve O5, it will be necessary to carry out communication and dissemination of results in a targeted manner to reach the main national stakeholders and potential international partners. These activities associated with O5, will be based on a global dissemination plan that is foreseen in the project related to the “management and dissemination” activities.The partnership has the knowledge and experience necessary to carry out all activities subordinate to the project, as well as benefits from having close daily contact with the target audience of this project, knowing their needs very well and being able to involve them in the results of the project.<< Results >>Not so long ago companies used faxes to transfer documentation and digital processes. The shift from an analogue to digital world has taken place at an accelerated rate and is now a reality that has enabled companies to become more competent and global. However, digital technologies have grown at a faster rate when compared to the updating of skills of human resources who, not being educated and trained, cannot implement digital transformation in companies. That is why this process of change in companies is a process that is happening slowly and is not limited to the adoption of new IT tools or operational changes. The digital transformation goes much further and requires new business models and trained and prepared employees from micro and small companies to help implement the change.While it is certain that the skills and knowledge of employees are essential for the digital transformation of SMEs, with the implementation of this project the aim is to achieve the following results with micro and small companies:• Develop digital training tools tailored to the trainees;• Increase the level of knowledge of employees of micro and small companies to become more prepared for the implementation of digital technologies in companies;• Promote digital transformation in companies and thereby ensure greater business competitiveness, whether through more efficient processes, cost reduction, increased productivity, among others;• Possibility of creating new business models associated with traditional companies, providing them with a greater capacity to respond to new market dynamics;• Promotion of the economic fabric and digital skills of employees, in particular small businesses that find it difficult to find training courses tailored to their needs.In short, the results of the project aim to fill a gap related to the lack of training content that can help adult workers to acquire skills in the Digital area applied to their businesses."

The HBM project supports the development of innovative ICT-based content for lifelong learning in the field of financial education. It fosters the uptake of ICT for learning in education and training systems, including open and distance learning and open educational resources. This universal subject – financial education – is applicable to many sectors almost in the same shape: the needs are the same for students, youth, adults, or seniors. The technology to be fostered is a method that consists in production of e-learning solutions on an e-learning platform (which can be accessed on a PC, a notebook, or mobile devices).Under the project an e-course (tutorials) were developed to teach people how to gain financial independence and take responsibility for their financial future, taking into consideration the following issues: understanding the concept of money, a person’s financial needs throughout life (including retirement), financial management in the short, medium and long term, the meaning and consequences of saving and borrowing, how to manage debts and avoid difficulties, the concept of investment.The aim of the project is to improve the level of competences and skills ( also the key competences constituting economic, financial, ICT, and digital literacy) an e-course (tutorials) to teach people how to gain financial independence and take responsibility for their financial future. The project enables the exchange of good practices between partner organizations; trainers and teachers from partner organizations participated in short term joint training courses in particular subjects connected with financial education. The project has enhanced the ICT uptake in teaching and learning, through supporting learning and access to OER. The aim of the project was also to increase the number of people participating in lifelong learning; it contributes to the up-skilling of youth and adults, including adult trainers and teachers. The project’s target groups acquired new competences in the field of financial education (including mathematical and digital competences).The project also promotes economic and financial literacy. Through the use of distance learning (e-learning) and mobile learning the general access to lifelong learning was broadened. Additionally, the project improved the mobility of educators throughout Europe and supported the development of innovative ICT content. The financial education tutorials are made in 5 languages so the added value of the project is the improvement of one’s language competences, as one can compare the content in different languages and learn a language at the same time.The project influenced the positive change in terms of: - creating an incentive for youth and adults, - increasing interest in the project among local educational institutions, as well as educational institutions from different European countries, - increasing mobility of staff who take part in the project’s training, - creating interest in the project outcomes among institutions not involved in the partnership, - developing new initiatives between partners from European countries, - increasing interest in e-learning courses, - developing a new OER product on the offer of the educational institutions, - promoting further cooperation between institutions, - developing an e-learning platform for new countries and languages, making new contacts and establishing professional relations.The partnership was built of 3 institutions, from Italy Eurelations, from Portugal CTCP and the coordinator from Poland Globalnet sp. z o.o. The partners brought to the project their knowledge, experience, good practices and the access to the stakeholders and target groups.

“Cultural differences should not separate us from each other, but rather cultural diversity brings a collective strength that can benefit all of humanity. Intercultural dialogue is the best guarantee of a more peaceful, just and sustainable world.” (Robert Alan Aurthur)This statement represents what we have done in het Erasmus+ project, Intercultural Mediation for managers. Intercultural mediation is an essential skill for each employer managing an international and intercultural workforce. The large influx of migrants in Europe needs to be effectively integrated and one aspect of integration is employment. Research has shown that employees in a positive work environment are more effective in their work and perform better (Jeffrey Fermin, www.business.com). Therefore, successful mediation within an intercultural workforce context could improve the company’s productivity and thus their bottom line. InterMED aimed to train managers in intercultural mediation across Belgium, UK, Poland, Italy and Portugal to integrate migrants successfully in the workplace by transferring overall mediation skills to an intercultural context. Through the training, managers were also able to assist their employees in respecting and understanding different cultural demeanors in order to keep a calm and productive atmosphere at work. They were also be able to better understand strategies to recruit, retain and help migrants progress in their organization. Participants:- SME's who are managing an intercultural workforce- SME's who are about to recruit migrants and want to successfully integrate them in the workplace- SME's who are not managing an intercultural workforce and need more information about the business case of diversity in the workplaceMain project results developed during the project lifetime are:- Mapping skills for Diversity management (IO1): Framework on diversity- Intercultural Mediation for Managers Facilitators Guide (IO2): The facilitators guide is divided into 4 sections: (1) Train the trainer skills; (2) Training day 1: Beyond the differences.; (2) Training day 2: From differences to synergy; (3) Training day 3: Non violent communication skills- Diversity Circles™ Facilitators Guide (IO3): Diversity Circles™ are a safe place for participants to share, discuss and resolve challenges they face as a manager working in an intercultural environment. The guide provides insights and exercises, … to support facilitators in managing the Circles™. - National Pilots & the Mediation Event (IO5): Each partner organization has hosted training sessions and diversity circles to test the material we have developed in IO2 and IO3. We have also organized an online training event with the aim of providing partners with insights and skills to work together in the international context of Erasmus+.- Business Case for Diversity Management (IO6): The guide is useable for any stakeholder with interest in creating a diverse workforce and develop the ability to mediate within the workspace in order to maintain a pleasant atmosphere and encourage integration- E-learning Platform for Diversity Management (IO7): The online platform consists of all material from the training, as well as extra learning materials and articles. Impact:- As a direct impact to the participants who participated in the pilot sessions, managers are able to better integrate a migrant in their existing group of employees and manage any conflicts related to cultural differences.- We as partners gained new insights and skills in Intercultural Mediation and the impact this has on our international cooperation’s- We believe that due to the online platform and the business case for diversity management, that stakeholders have a better understanding of cultural differences.

Who doesn’t dream of waking up on a Monday excited to go to work, knowing that we spend on average half our waking hours at work? Happy people are not only more grateful, develop a strong sense of purpose and form authentic, cooperative connections with others. They also have a positive impact on the organisation they work for. Happiness leads to a 12% spike in productivity, while unhappy workers proved 10% less productive: “Human happiness has large and positive causal effects on productivity (A. Oswald 2014). Positive emotions appear to invigorate human beings.” Studies also show that happier employees are more engaged, more motivated, innovative, give better customer service, play more effective roles in teams, make better leaders and enjoy higher retention rates. Managers and employees of micro businesses (< 50 employees) strongly identify with the organization they work for. As a result, their sense of happiness is highly dependent on what is happening at work. What does happiness mean? We selected a definition as presented by M. Seligman (2001): “Happiness is a cognitive evaluation that individual’s life is moving in the right direction, individual’s constant search for meaning and purpose in life, and frequent positive emotions.” We chose this definition because Seligman is a pioneer in the methodology of Positive Psychology. This branch of psychology complements the traditional focus on pathology with the study of human strengths and virtues and the factors that contribute to a full and meaningful life. Positive psychology can be used to increase happiness and wellbeing within the workforce and will therefore be at the forefront of all Happiness@Work project activities.The main aim of the project is to increase happiness and satisfaction in the workplace by bringing the positive psychology methodology into practice in micro businesses (MB), building a support system for both MB managers and employees. This will be realised by bringing M. Seligman’s 5 ingredients of wellbeing into practice and translate them into a context that micro business managers and their employees can relate to. The 5 ingredients of wellbeing are known as PERMA: Positive Emotions, Engagement, Relationships, Meaning and Accomplishment. These elements can help people reach a life of fulfilment, happiness and meaning.Partners, widely spread across the EU so as to increase the reach and impact of Happiness@Work, will develop an innovative dual training methodology combining online (Happiness@Work Online Learning Platform) and face-to-face (Happiness Circles™) learning that is fully job transcendent and can therefore be applied in any type of business sector. The programme will be tested over 2 pilots with micro business managers and employees being directly trained across the partnershipResults:- Happiness@Work Positive Psychology Framework (IO1): presenting similarities and differences in the approach and understanding of happiness in the workplace in each partner country and clarifying target groups’ specific needs within the realm of the 5 elements of Positive Psychology- Happiness@Work Self-Assessment Questionnaires (IO2): development of 2 fully-fletched self-assessment questionnaires that will analyse micro business Managers’ and Employees’ happiness in the workplace, based on Seligman’s 5 elements of Positive Psychology- Happiness Circles™ for Managers and Employees, including 2 piloting phases (IO3): unique personal development training, using blended action learning techniques to support managers and employees in increasing their own and other’s happiness at work (in the case of managers) through soft skills building and strengths-based coaching in order to increase their self-efficacy.- Happiness@Work Online Learning Platform (IO4): an innovative learning platform where participants will be presented with daily doses of short videos and/or texts, the content of which will be linked with their individualised learning path. Each partner country will finally organise 2 multiplier events to ensure wider members of the target groups are given opportunities to participate and feedback into the project and benefit from project results.Happiness@Work will hereby achieve threefold impact that will remain deeply embedded in the workplace atmosphere of participating MB and beyond:1. MB managers will have an increased awareness that happiness is not only an important topic for their employees, but also for themselves, and that their own happiness has an impact on the functioning and wellbeing of their employees2. MB managers will have an increased knowledge on how to utilise postive psychology techniques and how to bring them into practice to increase their own happiness, support their employees and integrate the Happiness@Work philosophy in their leadership3. MB employees will have an increased awareness that they have an impact on their own happiness and how they can improve this in their working and personal lives