Digital Inclusive Business School

One of the EU's most serious challenges is the socio-economic inclusion of Migrant Low Qualified Adults (MALQs). This issue is closely linked to unemployment. According to Eurostat, the EU unemployment rate was 5.9% in July 2023. It is worse in some consortium partner countries: 16.5% in Greece, 16.1% in Spain, and 9.9% in Italy. The situation is critical for MALQs: the EU-27 unemployment rate for people aged 20-64 was 12.8% for non-EU citizens in 2022, compared to 7.1% for those born in another EU Member State and 5.5% for the native-born population. Eurostat data shows that the EU migrant population is rapidly growing in number and diversity, making practical and inclusive education more crucial than ever. The Digital Inclusive Business School (DIBS) supports the EU and the Eramus+ policy to promote and include vulnerable migrants by developing a holistic inclusive business and support. This goal has subordinated and inspired the totality of the project’s outcomes. DIBS offers a long-term and lifelong solution that encourage the development of businesses enabling MALQs to integrate socio-economically, breaking exclusion barriers and ghettos, allowing them to be proud of their origin while enjoying full citizenship rights.

The main goal of the DIBS project is to promote the socio-economic inclusion of Migrants Adults Low Qualified (MALQs) in the reality of their host countries through innovative and practical entrepreneurial capacity-building programs and further ongoing support training. Primary Objective: To promote the socio-economic inclusion of MALQs in the reality of their host countries through innovative and practical entrepreneurial capacity-building programs and further support training. Specific goals: • Develop centers providing high-quality training for migrants, empowering them to achieve economic stability and social integration. • Create role models among migrant adults, inspiring their children and fostering a culture of lifelong learning in their communities. • Advocate for public-private partnerships to develop inclusive business schools in the EU. • Exemplify the EU's commitment to inclusive policies for migrants, showcasing effective integration. • Maintain a humble yet determined approach, striving for excellence to deliver tangible benefits to the migrant community. To create a lasting positive impact on the lives of MALQs, fostering their integration and contributing to a more inclusive and prosperous Europe.

The DIBS (Digital Inclusive Business School) project implemented various structured activities to achieve its goals. These activities were meticulously planned and executed in line with the project's objectives to ensure the socio-economic inclusion of Migrant Adults Low Qualified (MALQs). Here is a detailed description of the activities under each of the main results: A. Result 1: Desk Research and Self-Assessment Tool (for Migrant Adults Low Qualified, MALQs, about Entrepreneurship Training Needs) This result focused on gathering comprehensive data to understand the training needs of MALQs. Task 1.1: Develop Guidelines, Common Tools, and Templates A comprehensive "Research Protocol" was created, incorporating documentary research, an online questionnaire, and focus groups as methodological tools. Research Protocol: https://drive.google.com/file/d/1EGfpaC5t1hvxQQpytcZ7vTWjSSrEir3b/view?usp=drive_link Task 1.2: Online Self-Assessment Tool and Focus Groups To identify and analyze the training needs of migrants, each partner carried out the following activities: 1. Desk Research: This helped contextualize the situation of the target group in each country and refine the online questionnaire and focus groups. 2. Online Questionnaire: Aimed at migrant entrepreneurs with a low-skilled background. A total of 30 questionnaires per partner were administered to detect catalyzing factors and prioritize difficulties in the entrepreneurial process. 3. Focus Groups with MALQs: Each partner conducted two focus groups with 8 participants each, one for men and one for women, to gather detailed insights into their training needs. In some cases, in-depth interviews replaced focus groups. 4. Focus Group with Educators/Professionals: Each partner conducted a focus group with more than 10 participants working with MALQs to detect good practices and prioritize training difficulties. 5. Focus Group with Entrepreneurship Experts: Each partner conducted a focus group with more than 10 participants to gather insights on good practices and challenges in entrepreneurship training. Overall, about 400 individuals participated, with additional input from relevant institutions. Each partner produced a national report, which were consolidated into a transnational report by Universidad Loyola Andalucía. Transnational Report: https://drive.google.com/file/d/1QIL8klfsXeBSkvYVBzE3jBY0LS90ocbu/view?usp=sharing National reports: https://drive.google.com/drive/folders/1wo8LASv9j87fA6xsUUawZvbSWiz-3CIw?usp=sharing B. Result 2: Modular and Customized Capacity Building Programme The aim was to develop an entrepreneurial training program tailored to the specific needs of MALQs on creating and developing businesses. Task 2.1: Development of Training Modules - Module Specification: Defined 25 modules covering soft skills (8), technology (8), and business management (9), based on findings from Result 1. - Module Distribution: Distributed modules among partners. - Template Development: Created a template for consistency across all training modules. - Didactic Methodology Outline: Defined overall methodology, learning goals, objectives, and expected outcomes. - Content Development: Each partner developed content for their assigned modules, including theory, exercises, and case studies. - Review and Feedback: Materials were reviewed by Loyola Andalucía University and the Forum for Education and Development for consistency. - Refinement: Partners refined the modules according to feedback. Task 2.2: Development of Training Manual for Trainers and Toolkit - Developed comprehensive training manuals and toolkits to support trainers. Three manuals were created for each course (soft skills, digital skills, and management), including an overview, tips for trainers, explanations of correct answers, and additional exercises. Facilitators Guides: https://drive.google.com/drive/folders/1ZsWz6QT-kgw1o9aDEhI4-CqLysYkb7zf?usp=sharing - Pilot Testing: The training program and manuals were pilot-tested with educators, with feedback used to refine the materials further. A call for participants was published for the pilot testing, and consortium members trained and supported participants before and after the pilot testing. Pilot Testing Reports: https://drive.google.com/drive/folders/1Ny-gsyNdHPiIUPwhvgDHSGJJLxZt6u5j?usp=sharing C. Result 3: Inclusive Business Labs and E-Platform This result focused on creating practical, accessible training opportunities through digital means. Task 3.1: Preparation of Inclusive Business Labs (IBLs) Set up and activated IBLs, where trained professionals, educators, and volunteers applied their skills and methodologies to groups of MALQs. This included launching open calls for participants and activating networks through social media. Task 3.2: Implementation of IBLs Training was delivered through self-learning sessions and complementary classroom training in an open, safe environment. The self-learning e-tool included online exercises, quizzes, and multimedia resources, while classroom training included instructor-led sessions, group exercises, and discussions. Task 3.3: Finalization of IBLs A survey was conducted to assess how participants planned to utilize the knowledge and skills acquired. The evaluation included semi-structured questionnaires and interviews with educators. Each partner country prepared a report summarizing feedback, key themes, conclusions, and recommendations. Inclusive Business Labs Reports: https://drive.google.com/drive/folders/1Uf3vwjfQCxiaBQe-5WWt5KGchprElkkL?usp=sharing Task 3.4: Development of the Online Training Platform An interactive online platform was developed to host all training materials, facilitating self-paced learning and providing tools for tracking progress and issuing certificates. The platform includes three courses (soft skills, digital skills, and management) in Spanish, English, Italian, and Greek, totaling 12 courses. It supports three user roles: participants, facilitators, and administrators. Online Platform: https://elearning.dibs-project.eu/ D. Training of Trainers (January 2024) To ensure proper pilot testing, consortium members received 3 days of training on using the educational platform, reviewing all developed material, and resolving doubts. The objectives were to familiarize themselves with the training modules, perform pilot tests, design the facilitator's manual, and prepare to act as facilitators in the DIBS labs. Training Agenda: https://drive.google.com/file/d/1R5o58bC8oErzjbcJS6YI1bJiFk6c0XHY/view?usp=sharing Training Report: https://drive.google.com/file/d/1QrR92MvYr3dqqDFNGjeKUxj-H-VoUEzb/view?usp=sharing E. Multiplier Events (ME) In May 2024, partners (except Zewelepe) organized Infodays involving educators, professionals, volunteers, NGOs, migrant associations, municipal authorities, and other stakeholders. The objectives were to introduce the project, demonstrate project outputs, and showcase tangible benefits. Infodays were promoted through various communication channels. 152 participants attended these events, reviewing finalized tools and receiving feedback from pilot implementations. ME Reports: https://drive.google.com/drive/folders/1iG5MESt4uUxlUioR57dwNaHoAWN__QrV?usp=sharing F. Transnational Project Meetings (TPM) Four TPMs were held to ensure coordination among partners. These meetings were crucial for planning, monitoring progress, and addressing challenges. 1. Spain (May 2022): Kick-off Meeting Presented and analyzed Desk Research results, reviewed online questionnaires, and discussed focus groups implementation. Other topics included financial reporting, dissemination plan, and establishing committees. Agenda: https://drive.google.com/file/d/1LBAKP6tUqMYPk9WYNUc-bAtXJGbsoP1t/view?usp=sharing Minutes: https://drive.google.com/file/d/1j6EHmp3WKVJUCVgN3mMrrijLwg6TTuB5/view?usp=drive_link 2. Ireland (October 2022): Initiation of Result 2 Reviewed and discussed the Transnational Report, Business School Content, training program modules, and dissemination plan. Agenda: https://drive.google.com/file/d/1B1dDnobON30pzVvOOdEx0fEinfkYkaCA/view?usp=drive_link Minutes: https://drive.google.com/file/d/1RJltX32r7nbYIUCPOl4qunb48yGcpPUr/view?usp=drive_link 3. Greece (August 2023): Progress Review and Planning Evaluated previous results, planned upcoming training sessions and multiplier events, and discussed the development of the Online Training Platform and Inclusive Business Labs. Agenda: https://drive.google.com/file/d/1KzTxCFo5CJTOXHGfjikzLlRi1LHPMmCQ/view?usp=drive_link Minutes: https://drive.google.com/file/d/1ao-ntfA3zsw_XuU7Ckuy-JR84IulVgk5/view?usp=drive_link 4. Final Meeting (May 2024 - Online) Finalized activities, presented the Platform, discussed modifications from pilot testing and labs, and prepared the final report. Agenda: https://drive.google.com/file/d/18MUeNnhNElvoC9Z_Gr7sno7SiGkptTuM/view?usp=drive_link Minutes: https://drive.google.com/file/d/10M0b2LNkC4PucW5FiK6t All the above-mentioned documents can be found in Annexes.

- Creation of a comprehensive capacity building methodology: A comprehensive capacity building methodology for professionals working with third country nationals (MALQs) on how to develop partnership and business competencies in a very practical manner was created. - Introduction of the new methodology: The newly developed methodology was introduced to more than 60 TCNs and 60 educators, professionals, and volunteers working with MALQs. - Practical application by participants: New skilled participants practiced what they had learnt in Inclusive Business Labs. - Elevated knowledge levels: More than 60 educators in the participating countries had their knowledge levels elevated by being introduced to the new business cases methodology adapted to the target group. - Development of an online platform: A comprehensive online platform for facilitating the delivery of the capacity building programme was developed and made available in all partner languages. - Formation of tight bonds: Tight bonds were developed between the consortium partners and educators and professionals on one hand, and organizations supporting MALQs on the other hand. - Organization of info days: Info days were organized in the participating countries to promote project results and multiply its use. Upon completion of the project, the results included: - Increased capacity: The capacity of educators, professionals, and volunteers working with MALQs in offering quality support on how to create local environmentally friendly businesses was increased. - Introduction of innovative methodology: An innovative, practical methodology promoting the sustainable integration of MALQs in their host communities was introduced. - Enriched portfolio of services and tools: The portfolio of services and tools available for educators, professionals, and volunteers working with MALQs was enriched, elevating both formal and informal adult education settings as vehicles for promoting inclusion. - Development of practical exercises and business cases: A set of exercises and business cases that teach in a very practical manner the most important aspects about setting up and developing businesses was created. - Increased recognition of educational entities: The highest school education entities were increasingly recognized and promoted as tools to enhance the social integration of vulnerable groups. - Enhanced capacity of partner organizations: The capacity of partner organizations in supporting the social inclusion and integration of MALQs was enhanced by using the developed capacity building methodology and programme, collecting information about the specific needs and challenges of the target group, and sharing experiences, knowledge, and practices at the transnational level. - Elevated social cohesion levels: Social cohesion levels in the local communities where the Inclusive Business Labs took place were elevated, enhancing the integration of migrants in those communities. - Introduction of good practices: A good practice in promoting the sustainable integration of third country nationals was introduced to various actors and stakeholders, not only in the six implementing countries but also at the EU level. - Extension of networks and contacts: Project partners extended their networks and contacts with like-minded organizations and institutions active in the educational field and in promoting the integration of migrants. - Increased public sensitization: The general public's sensitization to the difficulties MALQs face regarding their social inclusion was increased. Moreover, through the implementation of the project, the partners: - Enriched tools and methodologies: Enriched the tools and methodologies they can use in their regular activities. - Created new international contacts and synergies. - Improved skills and competences: Improved their teamwork, networking, and language skills and competences.