Linked IN Wordpress Facebook
Internacional

Resultado de imagem para Escape Rooms for Social Entrepreneurship

Escape Rooms for Social Entrepreneurship

Since 2014, Nicholson was the one who approached the evolution of Escape Rooms (ER) from aneducational point of view, therefore attempting to identify the way in which the concept could practically fit in various educational scenarios and programs. Despite the fact that some elements of educational escape rooms can be found online, they are though appearing as disparate elements and unconnected multimedia files, without maintaining a comprehensive structure nor being constructed upon a well-analysed approach which is pedagogically validated, whilst they have never particularly focused on the provision of entrepreneurial know-how, and specifically on ‘social entrepreneurship’ (SE) education in the way the latter is being approached by the Youth Sector.

Hence, ‘ER-SE’ project consortium, composed of two NGOs -CIP from Cyprus (applicant) and iED from Greece-, and two SMEs -LogoPsyCom from Belgium and C4G from Portugal-, intends to develop a comprehensive set of material along with a holistic approach in order to conjugate the new trend of ER with the educational dimensions of SE, thus satisfying the needs of different social groups that fall in the Youth Sector. Such multifaceted target will be accomplished through the creation of digital tools (OERs)which will be provided mainly in the form of apps. Through the creation of this project and its intellectual outputs, the three main expected end results on the project’s completion are: I) The modernization of the teaching/training material that youth organizations and youth centers (targeted by dissemination activities) tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of SE. II) The creation and empowerment of a new generation of SEs, fully trained to tackle multiple modern challenges and able to come up with sustainable and structured solutions, thus creating social value. III) A full exploitation of all the possibilities provided through the gamified processes, and especially through the big trend of ER, with the aim the latter to be converted into effective educational tools, which take into consideration the validated results of the already existing research, by employing various synchronous digital tools, such as on-line courses and interactive platforms, digital gamified processes, digital media, VR Elements, apps, QR codes etc. In addition to those three main results, the project team expects to obtain three secondary pedagogical results: i) creation of educative escape rooms with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially ‘Dys’ youngsters, who are facing Dyspraxia, Dysphasia, Dyslexia, etc and other marginalized groups, such as NEET, long-term unemployed and migrants and refugees. ii) increase of the awareness of the learners on the cultural European heritage related with the field of Social Entrepreneurship (SE) iii) development of soft skills by making the learners to act proactively and in an innovative way. These OERs include: -1 Booklet (guide) published in four languages provided in digital format (.e pub); ‘The pedagogical applicability of gamification and ER for Social Entrepreneurship in the Youth Sector’, aiming at a thorough analysis of the concept and the benefits of this particular educational tool, by answering questions such as: ‘What are Escape Room (ER), Escape games and their variation entitled as ‘breakout box’; What are ER made of; Why using ER for youth education and Practical Examples of Usage; Focusing on SE: A methodological guide for the pedagogical use of Escape Rooms on SE, appealing to Youth Sector; -1 Guide in four languages provided in digital, printable format (.e pub); “Escape Rooms on Social Entrepreneurship;

An analytical Production Guide’” gathering practical indications interwoven with the sector of SE that appeal to youth workers, thus enabling them to create their own versions and scenarios; – 12 “Escape rooms scenarios on Social Entrepreneurship” (4 languages), including all the materials, a thoroughly-analysed curriculum, blueprint, multimedia and a digital toolkit containing Virtual Reality

Elements, QR codes etc; -1 Booklet of good practices (do’s and don’ts), enriched with specially recorded e-videos, presenting the trials, errors and successes, thus facilitating youth trainers to grasp the process in the best possible way; – 1 “Escape E-Platform” where project materials will be uploaded as well as OERs from other sources and additional content from the partners or from outsiders. In addition, the following organisational results are expected: -4 national pilot testing of the 12 ER scenarios and the material, by gathering 100 people in total; -1 International training gathering

8 people (2 per organisation) and valid for 1 ECVET, with all its material and explanation for further reproduction; -4 transnational partner meetings and 4 National Conferences.

Duration:  The Project runs for 24 months starting on 31/05/2019 and finishing on 01/06/2021.

 

Project Number:2018-3-CY02-KA205-001373

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.

 


 

ACBC.COM: Address Cyberbullying By Creating a

Conscious Online Community

 

Description

Over the last decade cyberbullying has become a global issue affecting more and more young people. With the increased use of mobile technologies and permanent online access more children have become involved in cyberbullying as victims, perpetrators and/or bystanders. For young people today, going online to connect and interact with others is a natural and integral part of daily life. As they log on to email, blog, chat, or participate in online social networks, young people no longer see the Internet as simply a tool, but rather as an extension of their social lives and public identities. The increased availability of new technologies has resulted in a rise in cyberbullying cases in recent years. With new technologies being available and increased access to ICTs by young people, new risks emerge. One of these risks is cyberbullying taking new forms such as mockery, insults, threats, rumours, gossip, disagreeable comments, slander, etc. which threaten the health, well-being and attainment of victims. Cyberbullying is regarded as a serious threat with a potentially long-lasting impact in Europe.

Objectives

The objective of ACBC.COM is to actively involve youth in a modern way to truly engage them on the topic of online behaviour in order to prevent cyberbullying. ACBC.COM will:

  • Contribute to the development of a conscious online community and create online awareness for young people including the understanding of the importance of privacy and keeping their personal information private
  • Develop young people’s competences related to (social) media literacy and critical thinking
  • Enable young people to understand cyberbullying, online harassment and immoral online behaviour and its consequences and the effect on the victim
  • Enable youth workers and teachers to address online awareness with young people in a modern, interactive and effective manner
  • Offer youth organisations, schools and other youth initiatives the knowledge, tools and network to set up a programme on Online Media Awareness

Website: http://www.acbc-project.eu/

Reference: KA205-294960CB

Start: 01 Nov 2018
Finish: 31 Oct 2020

This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Coordinator

·         Direcţia Generală de Asistenţă Socială şi Protecţia Copilului Harghita

(RO)

Partners

·         Fundatia Centrul Educational Spektrum

(RO)

·         Stichting Incubator

(NL)

·         8D Games

(NL)

·         European Social Entrepreneurship and Innovative Studies Institute (ESEISI)

(LT)

·         BRIDGING TO THE FUTURE LTD

(GB)

·         Institute of Entrepreneurship Development - iED

(GR)

 


Erasmus for young entrepreneurs

A C4G é organização credenciada pela Comissão Europeia (IO - Intermediary Organization) para desenvolver o programa Erasmus for young Entrepreneurs em Portugal.

O que é o programa Erasmus for young entrepreneurs?

O Erasmus para Jovens Empreendedores é um programa transfronteiriço que dá aos novos empreendedores, ou aos que pretendem sê-lo, a oportunidade de adquirirem conhecimentos para gerirem pequenos negócios, junto de empreendedores experientes, num outro país participante.no programa.

A troca de experiências ocorre durante a estadia com o empreendedor experiente, permitindo que o novo empreendedor adquira as competências específicas necessárias para gerir uma pequena empresa. O empreendedor de acolhimento beneficia de novas perspectivas sobre o seu negócio e tem a oportunidade de cooperar com parceiros estrangeiros ou adquirir conhecimentos sobre novos mercados.

A estadia é parcialmente financiada pela União Europeia.Quer seja um novo empreendedor ou um empreendedor experiente, o programa poderá fornecer um forte valor acrescentado ao seu negócio: os benefícios possíveis incluem troca de conhecimentos e experiências, oportunidades de trabalho em rede em toda a Europa, novas relações comerciais ou mercados no exterior.

Faça download do Flyer de novo empreendedor para ir para outra empresa no estrangeiro

Faça download do Flyer de empreendedor de acolhimento em Portuga

Faça download do Guia do programa

 

Como se candidatar para o programa:
1 - Vá a erasmus-entrepreneurs
2 – Após ler o guia do programa e análise do cumprimento dos requisitos do programa clique em "Iniciar candidatura"
3 – Na nova página selecione se é um novo empreendedor ou um empreendedor de acolhimento e proceda ao preenchimento dos dados
4 – no formulário selecione a C4G como a sua IO – Intermediary Organization
5 – Após concluir aguarde pela análise do mesmo

Para duvidas ou contactos – eye@c4g.pt

 


 

EntEE - Entrepreneurship Education in Europe

Continuing to develop new co-operation and new solutions for entrepreneurship education, a new transnational co-operation project within Erasmus+ “Entrepreurship Education in Europe – EntEE” with partners C4G Consulting and Training Network, Polaris FormazioneAidejovenSocial Innovation Centre and Regional Cluster "North-East" from Spain, Portugal, Italy, Bulgaria and Latvia has been started in April 2018, in 

Riga, Latvia

The 8 core competences that Europe sees as the basis for lifelong learning identifies the set of knowledge, skills and attitudes an individual needs for personal development, active citizenship, social inclusion and employment. From them, initiative and entrepreneurial skills (understood as the business mindset) play an important role for wider employment of young people and adults, but at the same time communication in foreign languages, digital competences, learning to learn and social competences and civic education or mobility education is another important requirement for European work market scenario.

Young people at risk of social or economic disadvantage are often perceived without their potential for personal development and suffer from low self-esteem and self-sufficiency through their learning, living and working conditions. These conditions are common to all partnering countries' realities, creating the need to learn innovative experiences in the field of informal business education and improving the training offered to young people under 30, unemployed or economically and socially disadvantaged.
The EntEE project plans to implement an exchange of good practices between associations and organizations to develop both a manual and a test course. The handbook will be addressed to youth workers, teachers and trainers at various levels, and to those involved in youth education in the formal and informal context.

The project aims to foster entrepreneurial and communication skills, integration and active citizenship of disadvantaged young people by proposing a model that can be replicated and transposed into different sectors and geographical situations.

Project ID: 2017-3-IT03-KA205-012570
Project duration: April, 2018 - March, 2020
Project partners: C4G, Polaris Formazione AIDE - Alianza Internacional para el Desarrollo​ Social Innovation Centre Regional Cluster "North-East"

 

 
 


 

Social SME Academy

Social SME Academy is about enabling young people to develop a BUSINESS IDEA  and start their very own social business. This allows young people to become full, equal and productive members of society.

The key to Social SME Academy is to create a COACHING METHODOLOGY with international trainings and online videos that combine:

Support of young people’s entrepreneurial, business and personal qualities, experiences attitudes and skills (QEAS)
A step-by-step guide on how to set up a social business.

QEAS enable young people to develop their confidence, initiative, adaptability, capacity to work in a team, creativity and overall entrepreneurial abilities. This supports them to become leaders that can enact social change in their community and beyond. 

Social SME will develop its goals throught mainly 4 outputs, namely:

O1 – country needs analysis
O2 – Self assessment would be entrepreneur and youth social Entrepreneurship manual

O3 – Start up acelerator & Business incubator programme

O4 – SSME Academy vídeo tutorials

This project is financed by UKs national agency of Easmus+, 2017-2-UK01-KA205-037097
www.socialsmeacademy.eu

 

 


 

SWIRL

Summary

 

Although it has decreased the youth unemployment rate is still very high in the EU. There is a necessity to rekindle workers and young people to a dynamic and positive attitude towards the possibilities of enterprising behaviour, networking skills and pro-active attitude.

 

Educating students to take initiative and investigate the opportunities of their networks themselves, rather than waiting for others to take the initiative, will increase employability. SWIRL addresses this need by the key focus on Student Initiated Company Assignments. In addition SWIRL turns the personal network of young people info a professional one.

Objetives

 

The SWIRL project enhances the development of teaching and learning methods and contents, to ensure students gain appropriate competences for future working life and make learning more attractive. SWIRL supports new forms of working through new forms of learning: letting VET students collect, execute and present real-job tasks using the latest pedagogical and digital tools. Concretely, SWIRL aims to: 

 

  • Empower VET students and boost their confidence and self-esteem by letting them realise the power of their own networks. SWIRL connects the students personal identity to their professional identity.
  • Develop students competences for future working life by increasing their sense of responsibility, networking skills, entrepreneurial mind-set and pro-active attitude.
  • Increase the pool of work based learning opportunities for students.
  • Develop VET teachers’ educational and pedagogical skills by enabling VET school teachers to work with their students on Student Initiated Case Study Collection in cooperation with externals and by offering them the knowledge, tools and network to set up the SWIRL programme.
  • Use students network to develop and increase the VET-Business partnerships.
  • Increase the quality of the execution of Company Assignments by students by truly engaging the student on a personal and professional level.

Activities & Reslts

 

During the lifespan if the project, SWOT will undertake several activities, ensuring that students gain appropriate competences for future working live. SWIRL will develop the following tangible products:

  • Student Initiated Biz-Edu Alliance – Set-up Toolkit.
    A practical toolkit for vocational schools describing how to set up an integrated regional network of world of work stakeholders.
    Student Initiated Company Assignments – Pedagogical Teacher Guide.
    A hands-on and practical applicable manual describing the SWIRL programme itself, and a step-by-step way how to implement in a VET college.
  • Student Initiated Company Assignments – Student learning materials.
    A practical handbook for students describing what the SWIRL programme is about and it plans the steps to 1) collect company assignments with companies, 2) carry out an assignment for a company and 3) present the assignment to the company.
  • Student Initiated Company Assignments – Company Handbook.
    Describe and facilitate the SWIRL programme for companies and the world of work that are involved in the SWIRL programme.
  • SWIRL Online platform & Community.
    The SWIRL online platform is where everything comes together. It will be the centre and also the main legacy of the project.

Cordinator

Seinäjoen koulutuskuntayhtymä – Finland

Partners

- C4G – Consulting and training network – LDA, Portugal
- Bridging to the future LTD, United Kingdom

- Instituto Anaptixis Epicheirima Tikotitas Astiki Etaireia, Greece

- Stichting Business Development Friesland, The Netherlands

- Agrupamento de Escolas José Estevao, Portugal

- EfVET, Belgium

Duration: 01.09.2017 – 31.08.2020

website:
 http://www.studentinitiated.eu/