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. 

​​​​​​​Our vision for EYE is to set forth a model of  training + linkages + dialogue  that applies the tenets

of entrepreneurship in all its definitions to combat Youth Unemployment, one of the most serious

challenges to a global society. Youth unemployment rates tend to be higher than the adult rates in

every country in the world. ​​The United Nations defines youth unemployment as a disengagement

from the workforce of individuals between the ages of 15–24 years old. For the purpose of recruiting

beneficiaries to EYENEET, however, we have defined youth unemployment for individuals between

the ages of 18-28, with a special effort placed on recruiting women to the project, to reflect several


     (1) post-secondary education does not guarantee a decent job; since our primary focus is on

combating youth unemployment in the MENA region where the unemployment rates exceed those

of any other region in the world, we took into consideration the statistics, as shown on the

EYENEET  ​home page.

     (2) defining a population as unemployed leads to the possibility of not accounting for a number of  

young people left out of work or relegated to working in fields other than those of their career choice or

not utilizing technical skills and other capabilities they may have. Or who are working part-time instead

of full-time jobs.These are the underemployed, hidden away in employment statistics. The consequences

of underemployment are just as serious, and in many cases more so, as the underemployed lose valuable  

skills, knowledge and abilities, have diminished prospects for job security and income, and suffer from

emotional distress which, in turn, may lead to deteriorating mental and physical health.

    (3) research shows the high number of industries impacted by the global financial crisis that cannot

offer young adults job security in their home countries. Other underemployed youth have been forced to

migrate, including those who are refugees from violent conflicts and disastrous economic conditions.

    (4) oftentimes women are considered inactive in the workforce and are, therefore, excluded in

unemployment statistics; their inclusion would substantially increase the unemployment rate. Low female

participation in the workforce has been attributed to several factors, including but not limited to motherhood,

household duties and high rates of gender violence. Their remuneration and their professional progression 

are stunted by inaccessible or unaffordable child care, working without pay taking care of household chores

and other circumstances that restrict the time they could spend on paid work. The International Labour

Organisation reports that around the world, finding a job is much tougher for women than it is for men.

But the quality of work is also addressed by the gender gap for university-educated women, especially in

our area of focus in the MENA region, where the unemployment rates among university-educated women

are more than three times higher than that of university-educated men, and in some MENA countries eight

times higher. 

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.

Quick Links


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.


Lacking skills

demanded by

the 21st Century


EYE For Combating Youth Unemployment...

The Problem...

Jobs, New Businesses,

Economic Growth


The EYE Theory of Change for Youth Unemployment...

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

                        working lives.
                    2. Adequate business environment: Having a high quality regulatory framework

                        that provides legal certainty and predictability as a prerequisite for setting up

                        a business.
                    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.​



- 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 training project.  ​​

Skills, Competences,

Growth Mindset


the capacity to act upon

ideas and opportunities  

to transform them into

financial, cultural or 

social value for others.



EYE - Combining Proven Learning Strategies...

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

donor agencies. 

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.


Collaborative Learning

The Importance of Dialogue...

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.


"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 skill 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 and in starting a new business to create products and services of value that fulfill a need. 

According to the OECD - the Organisation for Economic Co-operation and Development, the idea of infusing

entrepreneurship 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. Entrepreneurship education in its varied dimensions also supports individual growth,

increased school engagement and improved equality. 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 + linkages + dialogue  

can be applied to meeting 21st Century workforce demands and for pursuing entrepreneurial  business ​ventures.

​​​​​​Our Theory of Change develops a shared  understanding of the problem and outlines interventions that

will lead to outcomes that ultimately can contribute tools to combat youth unemployment. While EYE is

not a complete solution to the problem, we hope to ameliorate conditions that will make a significant

impact on the issues surrounding youth unemployment. We also hope the model will support the growth

of economic prosperity that results from the creation of jobs and the contributions new enterprises can

make to the local economy.

The EYE model tackles a major root cause of youth unemployment - a mismatch between the skills students

learn in formal education and those required in the workplace. This disconnect results in a "skills crisis",

where young people lack the skills demanded by the 21st Century workforce and employers are unable to

hire employees with the skills they need. The model can be implemented in a wide variety of settings to

improve learning outcomes in mainstream education, produce skilled workers for the 21st Century workforce

and contribute toward breaking the cycle of poverty. We hope that our model will foster a culture of innovation

under the widest definition of entrepreneurship as a common denominator for all walks of life:  individuals
becoming more
creative, opportunity oriented, proactive, and innovative by training their ability and willingness

to create value for others by embracing a common definition of entrepreneurship:

           the capacity to act upon opportunities and ideas  to transform them into

                                          financial, cultural or social value for others 

We work toward positioning the EYE model to facilitate individuals acquiring a competence that everyone

should have to live, learn and work in today’s globally-connected society.  Although our focus is on youth

unemployment, the EYE model is scalable, can be adapted to other contexts and expanded to other 

populations and geographies.

​​​​​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

entrepreneurship skills:

EYE Integrates Activities for Maximum Impact...

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. 

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​​

EYE - E-Incubator for Young Entrepreneurs

Send us an email: info@eyeincubator.com

Send Us A Note....

​​​​The EYE training model maximizes the impact of two proven strategies for effective teaching and 

learning by combining both training for skillsets required to become entrepreneurial and inquiry-

based 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 European Commission.  

Knowledge Building inquiry-based collaborative learning pedagogy forms 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.​​ We have seen significant investments in addressing the

need for revamped education that would support the teaching and learning of "21st Century skills" and

Knowledge Economy competences, producing many models that have moved toward embracing inquiry-

based learning. We are inspired by the moves taken by education systems such as New Zealand and

Finland to transform governance, curriculum, assessment, and qualifications that strengthen the quality

of teaching and learning. But generally speaking, the paradigm shift needed to accommodate a

transformed education system that incorporates a unifying pedagogical strategy for knowledge deepening

and knowledge creation, however, is slow in coming. Likewise, putting into practice the idea of infusing

entrepreneurship for all its promises of positive effects on society has proven quite difficult. For these

reasons, EYE has melded together the best of both as a new approach to acquiring skills.