EYE Integrates Activities for Maximum Impact...
Send Us A Note....
The ILO has integrated many of its existing
technical projects into five flagship programmes,
designed to enhance the efficency and impact of
its development cooperation with constituents on
a global scale.
will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no
one is left behind. Lofty goals, indeed, and by training Problem Solvers, we contribute toward accelerating the SDGs.
Read more here.
EYE facilitators are certified and trained to conduct virtual exchanges under the
Erasmus+ Model of facilitated dialogue. The European Commission is keen to have
virtual exchange activities include facilitated dialogue, and are, therefore, an important
part of EU Commission-funded transnational projects. Multiplier events are a required
component of most projects funded by the European Commission and other multilateral
The EYE model incorporates two proven models of dialogue that support meaningful
* To create a sharing enviornment amongst beneficiaries, virtual exchanges promote
facilitated small-group dialogue in a semi-structured format via telecollaboration, which
can include videoconferencing and other virtual connections.
* To coalesce stakeholders around the issues associated with youth unemployment,
multiplier events are organised to share the intellectual outputs of EYE projects with a
wider audience. These venues are especially important to raise awareness and disseminate
information about the issues and the project's outcomes.
Multiplier events can be an effective mechanism to focus attention on the magnitude of the
youth unemployment and associated problems, build awareness,and share research results.
Multiplier events also present opportunities to focus on specific topics of interest to a targeted
audience, such as the plight of refugees, the status of women in the workforce, or the barriers
faced by the disabled in securing gainful employment or becoming successful entrepreneurs
in terms of starting a business.This last topic of interest gained prominence in the EYENEET
agenda when our research yielded statistics on youth unemployed who are also disabled we
could not ignore when developing our training strategies as a partial solution to the problem.
"Entrepreneurship" holds different meaning for different people. For some, entrepreneurship means starting
a business. For others, it means employing the business model of starting a new enterprise toward improving
society. The European Commission has defined entrepreneurship as a set of competences that prepares people
to be responsible and enterprising individuals.Through its European Entrepreneurship Competence Framework,
entrepreneurship is defined as a competence to identify and act upon opportunities and ideas to transform them
into financial, cultural or social value for others. For EYE, entrepreneurship means taking new skills and
competences and applying them toward becoming problem solvers - identifying a problem and finding a viable
solution for it. This allows people to apply entrepreneurship as a competence both in becoming more employable,
in starting a new business to create products and services of value that fulfill a need, and for addressing the
challenges faced by humankind in need of a solution.
According to the OECD - the Organisation for Economic Co-operation and Development, the idea of infusing
entrepreneurship training into education has spurred much enthusiasm in the last few decades because of the
promises it holds of resulting in myriad benefits to a global society, such as economic growth, job creation and
increased societal resilience, as well as sustaining resilient communities, promoting social equity and reversing
environmental degradation toward the well-being of planet Earth and all its inhabitants. Well-Being. Entrepreneurship
Education in its varied dimensions also supports individual growth, increased school engagement and improved
equality, as well as giving individuals from disadvantaged communities the skills to pursue entrepreneurship in all
its dimensions. Putting this idea into practice, however, has posed significant challenges despite the stated positive
effects. EYE embraces entrepreneurship as
the capacity to act upon opportunities and ideas
to transform them into financial, cultural or social value for others
with a training model that combines entrepreneurship education with inquiry-based learning to enable trainees
to become problem-solvers. The skills they acquire through the EYE Model of
training + pathways + telecollaboration
can be applied to meeting 21st Century workforce demands and for pursuing entrepreneurial business ventures.
The EYE Theory of Change develops a shared understanding of the problem and outlines interventions
that will lead to outcomes that ultimately can contribute tools to find solutions to whatever problem is
being studied. Capitalizing on efforts across the world during several decades of categorizing concrete
challenges faced by a global society, EYE focuses real-world learning around several groupings of
issues that can prompt EYE trainees creating entrepreneurial ventures that create financial, cultural
or social value for others.
International Labour Organizations' Flagship Programmes
In 2017, Eurofound announced the “lack of education and lack of work experience are two main driving factors in increasing the
likelihood of a young person becoming long-term unemployed.” Europe’s statistical agency joins a plethora of institutions and
organizations issuing a clarion call for action to address these challenges and move the needle toward lower youth unemployment
rates by training for skills acquisition.
EYE addresses the United Nation's Sustainable Development goals on several dimensions. Training for skills and
competences, for example, can lift individuals out of extreme poverty and contribute to the economic development
of an area with the creation of jobs and entrepreneurship. The computer-supported collaborative learning of our
blended learning model can focus on the sustainable development goals and their targets as topics in phenomenon
inquiry-based learning that would prepare students at a young age to take bold and transformative steps that are
urgently needed to solves some of the most challenges problems facing society.
EYE targets a disabled population as beneficiaries of training. Additionally, our dialogue and
multiplier events are positioned to raise awareness of the issues faced by unemployed youth
who are also disabled.
EYE aligns with the World Bank's STEP Skills Measurement Program (STEP) to better understand skill requirements
in the labor market, backward linkages between skills acquisition and educational achievement, and forward linkages
between skills acquisition and living standards, reductions in inequality and poverty, social inclusion, and economic growth.
EYE In Practice...
What It Means to Be Entrepreneurial...
The International Labour Organisation reports that it is much harder for women to find a job than it is for men.
When women are employed, they tend to work in low-quality jobs in vulnerable conditions, and there is little
improvement forecast in the near future. EYE addresses this issue by making a special effort to recruit
women to the project.
A SMART city is an urban area that collects data and
to manage assets and resources efficiently. This includes
data collected from citizens, devices, and assets that is
processed and analyzed to monitor and manage traffic
and transportation systems, power plants, water supply
networks, waste management, crime detection,
information systems, schools, libraries, hospitals, and
other community services. Read more about SMART
Community resilience is the sustained ability of a
community to utilize available resources (energy,
communication, transportation, food, etc.) to respond
to, withstand, and recover from adverse situations
(e.g. economic collapse to global catastrophic risks).
This allows for the adaptation and growth of a community
after disaster strikes. A resilient community is one that has
prepared for, and can thus absorb, recover from, and adapt to the disruptive event. Communities that are resilient are able to
minimize any disaster, making the return to normal life as effortless as possible. By implementing a community resilience plan,
a community can come together and overcome any disaster, while rebuilding physically and economically. Read more about
resilient communities here.
the 21st Century
EYE Theory of Change Regarding Entrepreneurship...
A project of Global Skills Network
Jobs, New Businesses,
Read more here.
EYE supports training in line with the European Entrepreneurship 2020 Action Plan that aims to ease the creation of
new businesses and create more supportive environments for entrepreneurs to thrive and grow. EE2020 is a blueprint
for action to unleash Europe's entrepreneurial potential, removing existing obstacles and revolutionizing the culture of
entrepreneurship in the EU through the support of three Action Pillars:
1. Education to entrepreneurship: Supports a priority to get more people into
work and to equip them with better skills throughout their career paths and
2. Adequate business environment: Having a high quality regulatory framework
that provides legal certainty and predictability as a prerequisite for setting up
3. Promotion of entrepreneurship towards young people and women, and supporting
the development of transversal and entrepreneurial skills to improve the employability
of young people.
EYE –The E-Incubator for Young Entrepreneurs – constitutes an intervention directed primarily toward the
E2020 Action Pillars, to reignite the culture of entrepreneurship in Europe and nurture a new generation of
entrepreneurs. Secondarily, it supports E2020 Action Pillars 1 and 3, to equip people with skills.
A FEW ASSUMPTIONS:
- our beneficiaries are locked out of the job market primarily because they lack the skills that are in demand
by the 21st Century workforce;.
- economic growth and social cohesion prosper with improved labour market outcomes for young people
and the promotion of entrepreneurial endeavors by young people that create new businesses and new jobs;
- training for the skills in demand by employers will lead NEETs to a wide range of social advantages such
as improved future employment, engaged citizenship and better mental and physical health;
- the mass exodus of qualified professionals, often referred to as a country's "brain drain" or skilled emigration
that hit hardest in our targeted areas, can be reversed to boost productivity and contribute to economic growth;
- despite rapid advances in technology that have created a demand for workers with skills that are not traditionally
included in the curricula of mainstream education, the ever-widening skills gaps across all industries can be
mitigated in part by training for Knowledge Economy skills such as critical thinking,collaboration, communication
and creativity in addition to acquiring a growth mindset;
- by educating individuals from disadvantaged populations such as NEETs, including refugees, as well as women
and individuals with disabilities, and creating pathways toward gainful employment and/or entrepreneurship to
start a business enterprise, we are able to contribute toward breaking the cycle of poverty while also contributing
to the economic development of a region;
- many young people have limited access to information about what to expect of the labour market or what it takes
to become a successful entrepreneur. We assume that by creating pathways to gainful employment and
entrepreneurship, we are also creating outlets for the marketable skills they will have acquired through the
In 2015, the 2030 Agenda for Sustainable
Development and its 17 Sustainable Development
Goals were adopted by world leaders at the UN
Summit. Over the next fifteen years, countries
the capacity to act upon
ideas and opportunities
to transform them into
financial, cultural or
social value for others.
EYE - Combining Proven Learning Strategies...
SMART Cities &
The EYE training model maximizes the impact of proven strategies for effective teaching and learning by
combining both training for skillsets required to become entrepreneurial and inquiry-based real world learning.
Thus, we have created a common denominator to train individuals to develop skills and competences that
enable them to become problem solvers. In the process, our trainees acquire valuable skills demanded by
today's employers; they also develop a capacity to act upon opportunities and ideas to transform them into
value for others that can be applied to the workforce as well as to entrepreneurship in starting a business.
By delivering the coursework via distance learning methodologies, we also eliminate barriers to learning
caused by geographic constraints.
Our model starts with the Entrepreneurship Competence Framework, also known as EntreComp,
aimed at developing entrepreneurship competences.The 8-level progression model sets forth a comprehensive
list of learning outcomes toward making someone entrepreneurial. EntreComp elements are woven into the
EYE model for trainees to acquire entrepreneurship competency defined by the framework set forth by the
Real world learning, a combination of inquiry-based collaborative learning and project-based learning
around themes or subject matters, referred to as phenomenon learning pedagogies, form the foundational
base of the EYE training model to support the teaching and learning of Knowledge Economy competences
as skills in demand by the 21st Century workforce.
Growth mindset revolves around the belief that a person can improve his or her intelligence, ability
and performance. The opposite, a fixed mindset, refers to the belief that a person’s talents are set in
stone. Mindset is malleable, which means that when a person develops a growth mindset, they learn
more effectively and efficiently.
The Importance of Dialogue...
EYE considered a range of scholarly literature and research to develop our Theory of Change. In the
process,we identified our alignment with priority goals of several intergovernmental organizations and
multilateral institutionsto alleviate poverty, transform education and promote the acquisition of
The United Nations Children's Fund and The World Bank report on disability being an important development
issue with an increasing body of evidence showing that persons with disabilities experience worse socioeconomic
outcomes and poverty than persons without disabilities.
Send us an email: firstname.lastname@example.org
Real-World Learning Via
Inquiry-based Collaborative Learning
The United Nations
Participation in EYE projects allows partners to
• Understand the concepts behind UNESCO's Informational and Communication Technologies (ICT)
Competency Framework for Teaching (CFT) for knowledge deepening, knowledge creation and ICT literacy
• Learn the basic principles of Knowledge Building and become more familiar with the benefits of this
type of pedagogy for 21st Century learning and teaching.
• Acquire skills to implement the Knowledge Forum electronic workspace and incorporate assessment
tools and managing small group learning tasks.
• Incorporate methodologies in teaching practices such as knowledge building for critical thinking and
collaboration as well as videoconferencing for ongoing communication and networking amongst educators
* Join an international network of teachers, administrators and technicians in a Community of Practice to
share knowledge, experiences and best practice