The DF4Y project is funded under the Erasmus+ KA220-VET – Cooperation partnerships in Youth.
Its focus lies in training youth workers and youth stakeholders about the importance of teaching digital financial education to youth, thereby helping them with their socio-economic integration and relieving emotional stress caused by financial issues. In order to achieve that, the DF4Y project will provide a trainers handbook and curriculum for youth workers, and a training app for youth for financial literacy, as well as online toolkits for youth leaders.
consortium: SUD CONCEPT (FR), ELDERBERRY AB (SE), Smartians (HU), School of Coding (IE), UNESSA (BE) , IPCENTER.AT (AT)
implementation period: 01.01.2023 – 31.12.2024
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Youth
Capacity building
Social Inclusion
Austria, France, Sweden, Hungary, Ireland, Belgium
TeSTED
The TeSTED project is funded under the Erasmus+ KA220-VET – Cooperation partnerships in vocational education and training line. Its focus lies in VET and the project priority is capacity building of the VET trainers and staff on dropout and its social and labour market implications. A psychometric assessment tool in combination with an intervention mechanism will help the VET providers to measure and understand the profile of each student and provide data and support so as to create a unique path for each one of them by seeing them as individuals with unique capabilities and limitations.
In addition, the TeSTED Project aims at creating a safe environment for VET trainers to share experiences, offer advice and seek assistance among peers. Within the project, VET trainers will be upskilled and trained to better understand difficulties they are faced with every day.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Vocational Education
Capacity building
Labour market
Austria, Germany, Greece, Bulgaria
ActSEnt
ActSEnt´s second submission under the Erasmus+ KA220 Cooperation Partnerships in youth aims to promote social entrepreneurship among young people and local governments’ structures and create connections within the ecosystem. Additonally, its goals are to increase social entrepreneurship skills among young people through tailored training, developed and implemented in close cooperation with municipalities, and to improve readiness and response of municipalities towards social entrepreneurship initiatives. FInally, ActSEnt strives to achieve sustainability of the project and its outputs through provision of replicable methodology and possible local and regional policy reforms
The primary target group of the project are young people (below 30years of age) living in the region, especially university students aentrepreneurs, open to start new business or increase their skillset in the field of social entrepreneurship. Secondarily the project will impact municipal officials, heads of departments, other municipal employees (cooperating on the project outputs and improving their position towards social entrepreneurship), ), secondary school and university representatives and teachers (to promote social entrepreneurship and possibly enhance school curriculum), business leaders (to possibly adjust their business more towards social entrepreneurship, promoting CSR, NGOs’ representatives and employees and general public.
consortium: LOITE (IT), PANNON NOVUM (HU), INSTITUT ROZVOJA VEREJNEJ SPRAVY (SK), IPCENTER.AT (AT)
implementation period: 01.11.2021 – 01.01.2024
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Entrepreneuship
Sustainability
Austria, Hungary, Slovakia, Italy
WECOMMIT
School subjects are influenced in different scale by the switches between online and in-person education. Compared to the lessons mainly based on reception of information and development of understanding such as natural sciences or requiring presenting a written solution such as mathematics, the humanitarian lessons were deeply affected by the limitations in the interactions among students and the teachers. In this way, many taught subjects such as native language, literature, history, ethics, etc. were prevented from exercising necessary expression and communication skills of students within interactive discussions. Active discussions and class interactivity develop students’ social skills, positive behaviours, and capabilities— all those crucial for future citizens. Students need a supportive surrounding and a safe learning environment in which they can socialize and build communication and expression skills. In a virtual classroom, it is extremely difficult to give the tutor an adequate assessment of the level of motivation to the student. Therefore, there is the need of development of new indicators, accustomed both to real and virtual classrooms, which could help the tutor monitor and raise the level of motivation of the students.
With respect to this, WeCommit project objective is to address deficiencies during online education in terms of developing communication and expression skills within humanitarian school disciplines focusing on disadvantaged students falling behind and getting them closer to their peers. The specific objectives are the provision of guiding materials for students adapted to those with poor skills, equipping teachers with applicable pedagogical approaches and supporting thematic sets, as well as raising attractiveness and efficiency of the training on humanitarian subjects by production of interactive and visualized elements.
consortium: TECHNICAL UNIVERSITY OF SOFIA (Bulgaria), PRIVATE PROFILED HIGH SCHOOL “EDMUND BURKE” (Bulgaria), STROJARSKA TEHNICKA SKOLA FAUSTA VRANCICA (Croatia), CANAKKALE PROVINCIAL NATIONAL EDUCATION DIRECTORATE (Turkey), IPCENTER (Austria)
implementation period: 01.11.2021 – 01.11.2023
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
