ME project handbook

Handbook on best practice methods
for Entrepreneurship trainings to
migrants and refugees

"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."

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TABLE OF CONTENTS

THE EUROPEAN CONTEXT ........................................................................................................................5
The policy context in the European Union ...................................................................................................6

The situation in Europe...............................................................................................................................6
Brief summary of the situation in project countries.................................................................................7
NEED ANALYSIS ..........................................................................................................................................12
What are the migrant entrepreneurs needs?.........................................................................................12
What are the trainer’s needs?..................................................................................................................12
In the conclusion of the needs we recommend to: ...............................................................................13
Creating the motivation to learn and overcoming barriers to participation! ......................................13
Making learning active and effective! .....................................................................................................13
Need for network and support..................................................................................................................14
EXAMPLES for Regional TRAINING program..........................................................................................15
Entrepreneurship training .........................................................................................................................15
Entrepreneurship training as part of language training for youths .....................................................17
Entrepreneurship and language training for adults ..............................................................................19
Training for Work Integration on Social Fashion Factory (SOFFA) ...................................................21
Start up for Immigrants - F.A.S.I Project ................................................................................................23
Self-Employment for the integration of migrants...................................................................................25
Our Migration and Entrepreneurship Training modules...........................................................................27
Personal Analysis & Career Planning.....................................................................................................27
Eventmaking...............................................................................................................................................29
From Idea to Action ...................................................................................................................................31
Educational Priority Areas (ΖΕΠ) ............................................................................................................33
Design Thinking .........................................................................................................................................34
Value Proposition Canvas ........................................................................................................................36
MVP testing: test a Minimal Viable Product...........................................................................................38
Web marketing tools for your business idea..........................................................................................40
Video making tools for your business idea ............................................................................................42
CERTIFICATION AND EVALUATION........................................................................................................44
CONCLUSIONS.............................................................................................................................................45
Authors’ Report ..........................................................................................................................................45

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Why are competencies so important today?
Globalisation and modernisation are creating an
increasingly diverse and interconnected world. To
make sense of and function well in this world,
individuals need for example to master changing
technologies and to make sense of large amounts of
available information. They also face collective
challenges as societies – such as balancing economic
growth with environmental sustainability, and
prosperity with social equity. In these contexts, the
competencies that individuals need to meet their goals
have become more complex, requiring more than the
mastery of certain narrowly defined skills. “Sustainable
development and social cohesion depend critically on
the competencies of all of our population – with
competencies understood to cover knowledge, skills,
attitudes and values.”
OECD Education Ministers

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Why a handbook?

This European mission of the OECD Education Minister is taken seriously by us as continuing
education institutions. Therefore we developed the Migration and Entrepreneurship project and
carried it out from October 2018 to September 2020.

We would like to share all these experiences and products of our fruitful cooperation. This
handbook is one of the concrete outputs.

Furthermore, there are elaborated digital learning units (lessons) and workshop modules. We have
expanded the questions on beginning entrepreneurship to include the approach of accompanying
language acquisition or language application. The main goal of the project is to develop strategies
and training modules through examples in order to promote entrepreneurship among people with
and without a migration background and new immigrants.

The partner organizations from Denmark, Greece, Italy, Norway, Spain and Germany have joined
forces to bring together good examples and solutions and jointly develop an innovative approach to
promoting entrepreneurship among people with different skills.

In this handbook they find the framework conditions and situation descriptions in the respective
partner countries as well as the needs analyses of the immigrant entrepreneurs and trainers.

You will find as well experienced Lessons and training modules that are tested and reflected by the
stakeholders and participants.

Enjoy creating your own workshop concept, adapted to your challenges and target groups!

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THE EUROPEAN CONTEXT

Migrant entrepreneurs
Entrepreneurship is a powerful driver of economic growth and job creation: it creates new
companies and jobs, opens up new markets, and nurtures new skills and capabilities.

The European Commission aims to support an environment attractive to all forms of
entrepreneurship, where also business support services reach all potential entrepreneurs,
including those from more vulnerable groups, with the aim to make the EU in its entirety
stronger and more cohesive.
Within the EU, migrants represent an important pool of potential entrepreneurs, but can face,
as other more vulnerable groups, specific legal, cultural and linguistic obstacles. These
issues need to be addressed in full to give support equitable to that received by all other
entrepreneurial groups.

The EU action plan on the integration of third country nationals
The action plan provides a common policy framework and supporting measures which
should help EU countries as they further develop and strengthen their national integration
policies for third country nationals. Ensuring that third country nationals can contribute
economically and socially to their host communities is key to the future well-being, prosperity
and cohesion of European societies. Supporting entrepreneurship, including through access
to existing micro-credit assistance schemes, is also a vital channel to foster third country
nationals’ contribution to economy and society as a whole.

This action plan thus encourages EU countries to encourage entrepreneurship through
tailored business training and mentoring and by opening up to third country nationals
mainstream entrepreneurship support structures. It also informed that the Commission was
identifying best practices to promote and support migrant entrepreneurship and would fund
pilot projects for their dissemination.
The EU action plan on the integration of third country nationals

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THE POLICY CONTEXT IN THE EUROPEAN UNION

The situation in Europe

Finding from Eurostat describe a gap in labour market participation between those migrants
born in the EU and those born outside the EU increased in 2016. In whole Europe and
countries involved in this project there are serious issues with inclusion and acceptance of
diversity due to migrations towards the EU. As an example, the German government state
that three quarters of Germany’s refugees are at risk to be long-term unemployed and
claiming benefits the next five years, and many of them will need up to 10 years.

The European Union (EU) is a relatively diverse area and several of its member states have
traditionally been a destination for many migrants, whether from elsewhere within the EU or
elsewhere in the world. The flow of migrants has led to a range of new skills and talents
being introduced into local labour markets while also increasing cultural diversity. The
integration of migrants has increasingly become a key area for policy focus in recent years,
with measures to prepare immigrants and their descendants so they may be more active
participants in society, for example, labour market and citizenship initiatives.

Lack of qualifications and language skills is said to be the main reason to the low
employment rate among refugees, mainly because the integration focus is education or help
finding a job. Among those immigrants, you will find persons having personal
entrepreneurship skills. For some this third option, not school, not job but self-employment
is the best option. This option to integrate immigrants has a lot of untapped potential.

One way to help stem further migration and to gain maximum benefit from those already in
Europe is to promote entrepreneurship as a job-creating tool. This solution has largely been
overlooked. But joblessness and general economic insecurity are one of the primary reasons
that people destabilized by war or local chaos finally decide to flee. And jobs are the first
thing they need when they arrive in their new homes.

Entrepreneurship is the proven primary job creator in economies large and small. According
to the Ewing Marion Kauffman Foundation, America’s leading entrepreneurship think tank,
young companies (including startups)—not old ones–are what matters for job creation.
Kauffman research has shown that in some years (1985-2005), young firms have been
responsible for as much as two-thirds of new American jobs.
Entrepreneurship and self-employment help:
• create jobs
• develop skills

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• give unemployed and vulnerable people an opportunity to fully participate in society and
the economy

Brief summary of the situation in project countries

The foreign population resident in Italy on 1 January 2017 amounted to 5,047 million people,
equal to 8.3 % of the total population. The main communities of non-EU origin resident on 1
January 2017 came from Morocco (455 thousand citizens), Albania (442 thousand), China
(319 thousand), Ukraine (234 thousand), the Philippines (162 thousand) and India (158
thousand). The number of refugees in Italy at 2016 is 147370, in Abruzzo is about 3500.
Only two per cent of migrants (18 people) had a stable job in Italy at the time of the interview
while an additional 13 per cent worked from time to time. Indeed, 55.8 per cent of migrants
who have been in Italy for three or more years are in employment.

The immigrant labour is the most employee the 86,6% of the workers respect to the 74,8%
of the Italian workers and the 76,6% are workers respect to the 30,7% of the Italian Self-
employment among immigrants is about the 13,4%. According to the report Rapporto
Immigrazione e Imprenditoria 2017, individual companies among immigrants’ people are
about 571.255.

When refugees or immigrants arrive in Italy there are 2 reception systems the first is called
hotspot and first reception center, the second is called second reception center. In the first
one migrants received the first medical treatment, are subjected to health screening, are
identified and registered and can request international protection, in the second local
Institutions must identify the accommodation in which to include the beneficiaries, which can
be small apartments or collective centers (about 15 people), medium (up to 30 people) or
large (more than 30 people) dimensions.

Then there are a number of other social inclusion services that make the difference for the
goal of real reception and integration: registration with the registry residence of the
municipality; obtaining the tax code; registration with the national health service; inclusion in
school of all minors; legal support; realization of Italian language courses, or registration and
accompaniment to local courses; orientation and accompaniment to job placement;
orientation and accompaniment to housing integration; socio-cultural and sports activities.

In Spain self-employment is a way of life increasingly present among the migrant collective
in Spain. In fact, according to the latest figures from the Ministerio de Trabajo, Migraciones
y Seguridad Social, Spain has 326.529 foreign self-employed workers, which represents
around 10% of total self-employed workers, a percentage that has grown compared to the
end of 2017, when it was 9.7%. Among them, the most numerous are those who come from
outside the EU, that is, non-EU citizens. Romania and China are the nationalities with the
greatest presence and Catalonia the community with the most self-employed immigrants,
followed by Madrid. By sectors commerce, Hotels and restaurants and construction lead the
ranking(1).

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Social security data of foreign affiliates: 2,132,906 (August 2019). More information: Link to
the Report Affiliation of foreigners to Social Security" of the MiTraMiSS Communication
Office - August 2019

Despite this, through this law one of the foreigner’s visas that non-EU citizens need to start
a business in Spain is chosen. It is the visa of entrepreneurs. To achieve this it is necessary
to propose an innovative idea that must be broken down into a project that is presented to
the Ministry of Economy and Business, in charge of approving. For this, it is important that
the project has a billing vision or a marketing or Human Resources plan for job creation.

Another immigration procedure linked to entrepreneurs is the non-profit residence visa,
which is widely used for small business owners. Of course, the requirements are very
demanding: the entrepreneur must demonstrate that he has the financial means to be in
Spain for a year. In total, some 26.000 € are required. At that time, you will not be able to
work, just explore the market and a year you can request a work permit on your own.

One of the options may also be to qualify for an initial residence and self-employment
authorization. This procedure is necessary to present it from the country of origin in the
Spanish consulate and can be of any project, not just an innovative one. In this case, the
entrepreneur will not be able to come with his family and must submit a project endorsed by
both the Spanish system and one of the autonomous organizations of our country.

At the level of autonomous Communities, Soria, for example, has launched an orientation
guide for migrants who are going to start a business. These are legal orientations and
business training so that the migrant can have relevant information and training. Other
communities such as Zamora and Zaragoza also use resources in this type of information.

(1)García Moreno, A. 28/12/2018. Los negocios lanzados por inmigrantes tienen más éxito porque se les exige más.
elPeriódico. Recuperado [08/10/2019) en línea de
[https://byzness.elperiodico.com/es/emprendedores/20181218/negocios-lanzados-inmigrantes-tienen-exito-7207383 ]

In Norway only 4,2 percent of migrants or refugees are self-employed. There is no national
system running for this target group yet, but there are different projects funded by the
government running in order to find good solutions to improve the self-employment rate.
Refugees arriving to Norway receive an educational offer from their municipality, normally
for two years. The main part of this program consists of education in Norwegian, social
studies and occupational or educational activities. The participant receive payment to
participate.
Certificate of apprenticeship is required in almost all occupation. Only 4% jobs are available
for unskilled, and the number of unemployment is rising. This gives an increasing challenge
for both migrants and refugees and is reason why the country needs more self-employment
among this target group.

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In recent years Greece is an important entry point to the European Union (EU) for migrants
and refugees from Africa and Asia. Since our country is one of the most homogeneous
European countries, where religion - mainly the Christian Orthodox Dogma - has a significant
role on social and political level, immigration from Muslim countries, is often seen as a threat
to ethnic homogeneity and to the Greek national identity. Because of that, the majority of
migrants are experiencing multiple discrimination and exclusions in their life.

Immigrants have high levels of unemployment compared to the total population of Greece.
On the top of that, they apparently show higher rate of mismatch between formal
qualifications and work, relative to the total population of the EU. (in the age group 20-64,
the mismatch rate of the total EU population is 21%, immigrants 33% and immigrants in
Greece 66%). Moreover, there is a huge income disparity between the migrant and the total
EU population (the largest differences are seen in Greece, Italy and Austria, where the
average disposable income of immigrants aged 25-54 is 75% less than the total population).

All of these create enormous problems for migrants who desire to find a professional outing
through entrepreneurship. They faced increased complications associated with limited
knowledge of business operation in Greece. They also have obstacles to promote their
products in Greek target groups, so they limit themselves to specific commercial activities.

Because of these difficulties the native self-employment workers rate, is almost 30% while
the same rate for immigrants is around 9%. According to the Labor Force Survey self-
employment immigrants are mainly active in the construction business, in trade and in
tourism. As stated by statistics the vast majority of immigrants were specialized workers, or
in some kind of scientific profession in their own countries.

In that context an important factor is the entrenchment of entrepreneurship. Strengthening
business education in schools, vocational education institutions and universities, companies
and non-profit organizations, will have a positive impact on our economy. Indeed, in addition
to creating social and start-up businesses, business education will boost the employability
of immigrants. In other words, this kind of training will strengthen their entrepreneurial and
innovative spirit in social, public and private sectors.

In conclusion, one could say that migrant’s integration into the labor market is a major issue
that needs to be faced. In this context, coordinated learning provision for entrepreneurship,
and lifelong learning, are of enormous importance. Many European countries have set up
various learning services such as validation of learning, vocational guidance as well as
tailored training programs for trainees. Α tailored and interactive training for
entrepreneurship and career guidance for migrants into the European labor market could
stimulate economic growth and improve competitiveness in many Member States.

In Germany migrants make an above-average start-up contribution. Their foundation
tendency is higher than that of people who are able to work in general. In addition, they

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create more frequent and more jobs. That strengthens the positive impulses of the founding
activity for the German economy. The self-employment decision of migrants depends more
on the labor market than among the workforce in general. They start more often out of
unemployment and name the lack of employment alternatives more often as a founding
motive.

Most business founders are service providers. This is also the case in the group of migrants.
The main difference is that they start in trade more often.

Education is a key factor influencing the size and success of entrepreneurship overall, but
in particular for entrepreneurs with a migrant background. Over time, the share of self-
employed among people with a migrant background increases on average by 0.75
percentage points for each percentage point increase in the highly qualified. Whereas 15%
of people with a migrant background in Germany are highly qualified, the share of highly
qualified among those without a migrant people in Germany is at 22%.

A lot of research has been done on the topic of migrant entrepreneurship in Germany over
the last couple of years. Findings are that the challenges concern approval of qualifications,
financial support, language barriers, accounting and the support after the founding of the
enterprise.

The existing services offering startup information, advisory and network services for people
with a migrant background vary in terms of reach and type, in some areas considerably,
across the German Länder. In most of the Länder, the demand for these services

exceeds their supply. This is true in particular with regards to personalized professional
guidance extending beyond the initial startup period. In addition, advisory services

targeting migrants and others looking to start a business are rarely coordinated or matched
with each other, which means that existing advisory and capital resources are not

put to efficient and proactive use. In order to unleash the economic and integration potential

of migrant entrepreneurs, we need to develop and implement comprehensive strategies that
reach across a variety of action areas.

The employment rate for people of Danish origin in 2018 was 77.3%, for immigrants of
Western origin 67.8% while immigrants with non-Western backgrounds the same rate was
55.6%.

Compared with 2008 numbers the employment rate among people from western countries
has increased, while there has been a slight decline in the employment rate among
immigrants with a non-Western background.

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Another perspective on employment among immigrants in Denmark tells that in industries
like cleaning, landscape gardening, slaughterhouse workers, restaurant work and transport
jobs - bus drivers, taxi drivers and train staff, more than 25% of the workforce are immigrants.

The percentage starting their own business in Denmark is higher among immigrants than
people of Danish origin. According to Statistics Denmark, there is one specific industry
where immigrants with a non-Western background run their own business - namely within
the hotel and restaurant industry. In this industry we find 38% of the immigrants with “non-
western backgrounds” who runs their own business. Among many explanations why the
hotel and restaurant industry is the top scorer among “not western immigrants”, one is
probably the lack of requirement for special educational qualifications in this industry.

According to Statistics Denmark, there is unfortunately an over-representation of companies
started by people with a “non-Western background” who go bankrupt. Both national and
municipal institutions are aware of this negative experience.

How can immigrant communities help and support current and potential entrepreneurs to
create businesses which are able to survive in the long run? Several researches are
conducted within this issue and many initiatives are being implemented. Findings tells that
potential entrepreneurs from “non-western countries” need more education and knowledge
of legislation, preparation of business plan, etc. – in order to avoid their initiative being killed
before they get started.

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NEED ANALYSIS

In the project we come across with different situations in the frame conditions, especially
on the regional focus, but we also found similarities. On these basic analyses, we focused
on the specific needs of the migrant entrepreneur and on the (official) trainer as well as on
the necessities of the training situations and learning atmosphere.

What are the migrant entrepreneurs needs?

According to research in many countries, migrant enterprises have higher failure rates than
native-owned ones and tend to concentrate in low-profitable sectors with no possibilities of
growth. This fact tells us they need to be adequately supported by policies and initiatives.

Migrants represent an important pool of potential entrepreneurs, but can face, as other
more vulnerable groups, specific legal, cultural and linguistic obstacles. These issues need
to be addressed in full to give support equitable to that received by all other entrepreneurial
groups. Typical obstacles are:

• migrants have difficulties in accessing credit, especially for financial institutions.
• migrant entrepreneurs have difficulties to deal with the bureaucracy of the host country
• migrants often have lack of familiarity with the (business) environment and the market

where they start the business.
• a limited personal network, often composed of other migrants

What are the trainer’s needs?

Trainers needs of course depends of experience and knowledge within both
entrepreneurship and target group.

Obviously, trainers need knowledge of all relevant topics in entrepreneurship, including
how to coach and motivate the entrepreneur. Being an experience trainer or tutor within
entrepreneurship, is not necessary enough to succeed with target group of migrant
entrepreneurs. In order to understand the context of training, the entrepreneur need to
understand each migrant entrepreneurs’ situation, since the migrant’s needs may differ
from natives’ ones.

Insight of different training programs is also useful reading, to get ideas from similar
training other places.

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In the conclusion of the needs we recommend to:

Creating the motivation to learn and overcoming barriers to
participation!

Immigrant entrepreneurs are motivated into entrepreneurship by both push and pull
factors. Job dissatisfaction is the main push factor whereas pull factors are independence
and autonomy, passion and dream to become entrepreneur, opportunities in niche market
and the influence of family business culture. Furthermore, challenges faced by them are
capital, new language skills, competition, and distrust from locals and lack of
understanding business legislation. Overall, it appears that pull factors have a stronger
impact on entrepreneurship than push factors do.

The supports in their business come from their own social capital. On the other hand, most
of them are unaware of support systems provided by government. It is recommended to
immigrant entrepreneurs to consult free advice, use business information, participate
training with officials of entrepreneur service providers, focus on development of language
skills to professional proficient level, join with native entrepreneurs’ network than own
ethnic entrepreneurs and look for innovative ideas and niche market.

Making learning active and effective!

An important issue to consider when training migrants on entrepreneurship is the fact that
adult learners are ready and motivated to learn, but what they expect to learn should be
relevant to their lives.

The training strategy and approach adopted in an entrepreneurship training is as important
as its context and topics. The concept of learning entrepreneurship comprised of a mixed
cognitive process of experimental learning – learning by/from doing – and information
processing. Learning in entrepreneurship, which comes together with the necessity of
solving complex problems and making entrepreneurial decisions, requires the strong
interaction of tacit and explicit knowledge. In this regard, a learner-centered approach is
essential in an entrepreneurship training designed for adult learners.

The learning environment should facilitate the exploration of meaning. Learners must feel
safe and accepted, and they must understand the risks and rewards of seeking knowledge
and understanding. The environment must create a setting wherein involvement,
interaction and socialization is combined with a business-like approach to accomplishing a
certain task.

Learners must be given frequent opportunities to confront new information and
experiences in their search for meaning and understanding. Those opportunities should
not be provided in a passive receptive form by merely giving information.

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Given these conditions and adult learner profiles, the trainers need to be aware of the key
dimensions and relevant concepts/theories for a suitable learning process. The relevant
learning processes in entrepreneurship concepts are grouped below

• Learning to become an enterprising individual
• Learning to become an entrepreneur (or an expert in the field of entrepreneurship)
• Learning to become an academic (teacher or researcher in the field of entrepreneurship)

Need for network and support

There are different types of support that migrant entrepreneurs need in early stages of
business development and growth. There are six main types of support that can be
provided: (European Commission, 2016)
• Business training, which consists of group training concerning general topics related

with starting and conducting a business (e.g., how to write a business plan);
• Legal and administrative advice, to make it easier to deal with the administrative

requirements to run a business:
• Individual business support (coaching and mentoring). One-to-one, tailor-made support

to help the entrepreneurs with facing specific sectorial or individual challenges;
• Networking. Support to establish business networks, reach business associations, etc.
• Tangible support, which can consist of direct provision of loans and other (micro)credit

instruments, provision of facilities where starting the business, or support with the
application process to obtain a loan from another institution.
• Transversal skills, which are skills that are not specifically related to a particular job or
task and that they are normally applied in a wide range of working situations. For
migrant entrepreneurs, these skills are for example, intercultural and communication
skills, and language skills

The following examples we collected examples and best practices to all the types of
support without the tangible

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EXAMPLES FOR REGIONAL TRAINING PROGRAM

Entrepreneurship training

State and implementing organization

IQ Network, Germany
Short description

Entrepreneurship training for refugees and asylum seekers. Entrepreneurship training is
not aimed in the first place on founding a start-up. It's more about empowerment.
Participants become aware of their strengths, define their personal and professional goals
and develop ideas and work strategies, timetables and concepts.

Basic offer:
- finding your goals and ideas
- strength and weakness analysis
- strategy planning/ developing a schedule
- basic information on professional ways
- career/ market opportunities
- tips for finding further information

Extended offer:

- chances and risks of entrepreneurship
- how to get there
- developing a business idea
- making a business plan
How to deal with language barriers?

- Ideally: a multilingual team
- Including multilingual info material
- Including trained language and integration mediator

Target group

Refugees and asylum seekers

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Products / Outcomes
Methods:

- regular (informal) meetings or creative workshops
- daily workshops, seminars/ trainings
- one on one coaching’s
- excursions
- external input by experts

Transferability
The method is a suggestion for a basic training that is very flexible. It can easily be
adjusted and transferred.
Contact details
CHANCENGLEICH in Europa e.V.
+49 (0) 231 286 766 40
[email protected]
www.ch-e.eu

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Entrepreneurship training as part of language training for youths

State and implementing organization

Denmark; Holbæk municipality.

Short description

Refugees and immigrants arriving Denmark need to receive basic training. Youths follow a
curriculum with subjects as Math, Danish, English, History, Sport, Society and Life skills.
As part of society and life skills, youths are teached and trained in entrepreneurship to hold
this way open as part of integration process.

Target group

Refugees and immigrants in the age of 15-18 years old that recently has come to
Denmark.

Products / Outcomes

The students come from different countries and the main language in the class is Danish.
In an ordinary class you find different kind of students, some refugees and some
immigrants. We also find students suffering from trauma giving problems with sleeping and
difficulties with learning the written language.

Life Skills - entrepreneurship:

The subject Life Skills is a part of the entrepreneurship training program. Six hours every
Tuesday the students have lessons in Entrepreneurship combined with Danish language
training. There is always two teachers in the class.

In the lessons they work with different projects and focus on how they can start up a small
company, giving the students tools and ideas they can use later in their working life.

The students have to think differently and work independently. The keywords and goals for
the lessons: Responsibility, work in groups, the good idea, timetable, presenting product
and project.

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Examples from the lessons: ▪ Field trip
▪ Presentation both in the written and
▪ Creating logos
▪ Making Commercial spoken language
▪ Storyboard ▪ Mind Map and brainstorm
▪ Business plan ▪ Examples from the local area, the
▪ The good idea
▪ Eventmaker country and the world
▪ Presentation ▪ Examples from other young refugees
▪ Timetable
▪ Trainee and practice or immigrants
▪ Performing and presentation for others ▪ Mini business plan
▪ Make it simple and tangible

Networking

The training also builds network in the community with startups. As example “Orienten
Grill” in Holbæk - is a small restaurant in Holbæk which makes food from Syria. The owner,
a refugee from Syria, started his Grill three years ago and he shared what was important
for him in the startup of his company: Work hard, get a good network, understand the
system in Denmark and start step by step.

The students are networking with:

• Holbæk 10. Klasse Center - sport activities and integration

• Ung Holbæk - events and the society

• EUC - transition programme

• Local firms and companies - work experience and traineeship

Transferability

This program is integrated in education also providing other topics. The idea of giving
young refugees and immigrants entrepreneurship training as part of their language
training, is possible for all schools and institutions to implement.

Contact details

[email protected]

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Entrepreneurship and language training for adults

State and implementing organization

Norway; Trondheim municipality and Prios Kompetanse AS

Short description

This is concept for 5 months of training, combining entrepreneurship and language
training. The participants have a real business idea they would like to explore and
develop. The main elements in this training is:

Norwegian language training
Participants receive intensive Norwegian training for the minimum B-1, with tailor made
towards their own industry or field of study.

Civic education

50 hours of understanding community, business culture etc

Practice work

As part of their own process, participants spend time in practice. This is important both for
language training, social understanding and business understanding within one's own
industry. Participants receive close follow-up during the practice period, and a mentor is
established from the practice site. There is two periods with practice, both 4 weeks.

Entrepreneurship training

Thorough and customized training and practice with the goal of establishing own business
activity, phased into incubator / establishment workshop for further development or to
contribute with their expertise / idea into an established business. Key themes are:

• Business knowledge, the Norwegian model
• laws and regulations, structures, knowledge of local and regional business
• economy, tax, accounting and accounting understanding, the rules of the working life
• market understanding and mechanisms
• understanding of the difference between the Norwegian model and their own

homeland's "model".
• Establishment training - from idea to establishment
• business modeling of your own idea. Customer and business canvas, SWOT analysis,

LEAN startup, Pitch training, develop business plan
• knowledge of opportunities for microfinance
• Export opportunities and assessment of these
• Can the Norwegian model be exported to the home country via eg. social media, articles

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• Can something be produced in Norway and sold to the home country
• Competence about the Norwegian model can enhance any own business in the home

country

Target group
Adult refugees or migrants with business idea and lack of language and/or
entrepreneurship skills.
Products / Outcomes
There are three main outcomes from this training, and numbers so far shows that more
than 70% achieve either outcome 1 or 2.

1. Successful in establishing own business. Self-employment.
2. Practice work leads to employment in that company
3. Not successful in business establishment and still unemployed.
Transferability
This concept is transferable to other similar target groups in all European countries. The
academic content must be adapted to legal, practical and local in that country.
Contact details
[email protected]

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Training for Work Integration on Social Fashion Factory (SOFFA)

State and implementing organization
Greece, Athen; Sustainable Fashion Factory.

Short description
SOFFA is created to provide work integration to refugees (and other minorities) by training
them on how to be an ethical and sustainable fashion entrepreneur, collaborators and co-
creators in Greek fashion industry. The use natural, man-made or recycled biodegradable
materials and that way they also deliver benefits to their community and the environment.

The program aims to fashion designer, artist, textile producer, fashion blogger researcher
and every other person interested in fashion industry.
Their learning approach is based on three different axes: action, reflection and planning for
change. Their active project approach allows participants to run a live project on social or
sustainable fashion entrepreneurship. Handbooks, e-moduls, workshops and active
mentoring enhance learning of specialized skills and competences.

The integration process is divided into 2 parts and different stages:
Integration into employment:
1. Training on targeted fashion technical skills
2. Employment into SOFFA production line
3. Full-time employment

Integration into entrepreneurism
1. Training through their educational Action Learning platform on how to be a Sustainable

and Social Fashion Entrepreneur
2. Access to machinery and sustainable materials so the refugees can produce their own

collection
3. Access to their distribution channels to sell their products
4. They can also work as designers for SOFFA customers through licensing their designs

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Target group
Refugees and other minorities

Products / Outcomes
Our Social Impact is measured systematically through specific quantifiable metrics.
Amongst others:
They are in the process of integrating another 2 refugees Sustainable Fashion
entrepreneurs
Today they are providing training and income at least to 2 Greek unemployed fashion
designers
They are in process of incubating another 1 unemployed fashion designer
In February 20 people will be trained on how to ‘Become Social and Sustainable Fashion
Entrepreneurs’ in Greece and another 80 in London, Amsterdam, Barcelona and Lodz,
Poland.

Transferability
This concept is transferable to other similar target groups in all European countries. The
academic content must be adapted to legal, practical and local in that country

Contact details
http://soffa.gr and http://sofehub.eu

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Start up for Immigrants - F.A.S.I Project

State and implementing organization
Italy; Microcredit agency to the Interior Ministry.
Short description
The presence of immigrants is high in the 5 southern provinces in Italy, and this concept is
developed in order to give training in entrepreneurship.
Target group
Regular immigrants and asylum seekers and with international protection.
Products / Outcomes
The project is proposed by a specific subject microcredit agency, that is competent in the
sector and the intervention is supported by a great network of associations and
stakeholders.
The results so far are.
- 10000 immigrants profiling
- 3000 immigrants take part to the training
- 2500 entrepreneurial package for immigrant
- 50 business models
- 5 companies created

The training is about entrepreneurial, civic and economy with frontal lesson, e learning
lessons and toolkit, addressed to 3000 immigrants’ residents in south Italy.
About 2500 immigrants takes part to the training about self-entrepreneurial, giving for each
of them a model of business and custom support.
The project has a duration of 39 months
The immigrants work their way through a process containing
1. Immigrants profiling

First step, mapping of total immigrants in southern Italy 423939; selection of 10 000
immigrants about personal data; training; professional experiences, attitude to self-
employment and risk appetite.

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2. Training in entrepreneurial and in citizenship
3. Provision of an entrepreneurial package with tutor and mentoring

The training it was about entrepreneurial, civic and economy with frontal lesson, e
learning lessons and toolkit
4. Realization of the innovation workshop for 5 companies created by immigrants

Transferability
This program is a cooperation between different governmental and private organizations,
but you all these actors in every European country.
Contact details
www.microcredito.gov.it

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Self-Employment for the integration of migrants

State and implementing organization

UATAE - Unión de Asociaciones de Trabajadores Autónomos y Emprendedores, Spain.
(Under the auspices of the Ministry of Health, Consumption and social welfare).

Short description

The project consists of a 30-hour training
itinerary that will prepare them for the start-up of
an activity on their own. With personal and
specialized advice and the support of several
experts who will accompany you throughout the
process, from the initial idea, through the
business plan, to the start of your own activity.
They accompany in search of financing through
social microcredits with entities with which we
have collaboration agreements.

To facilitate the labour and social integration of
immigrant’s resident in the Autonomous
Community mentioned, favouring their personal,
professional and educational capacity through self-employment. Therefore, it is about
sensitizing, training, advising and accompanying these people to find a life alternative
through the creation of their own employment, or at least provide them with socio-labour
tools for the future, and who knows if also in that future they will generate the employment
of others.

Products / outcomes

• Course contents (30 hours)
Motivation to entrepreneurship.

Entrepreneurial Skills.

Idea selection: opportunity and vision.

Social entrepreneurship.

Market and customer identification.

The value of the environment, social and collective responsibility.

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Definition of products and services.

Human resources, collaboration and hiring.

Legal and Fiscal Obligations.

Financial plan and feasibility indicators.

Prevention of occupational hazards and the environment: green self-employment.

Collective entrepreneurship: we undertake together.

Cooperatives and labor societies.

Legal forms and administrative procedures.

• Individualized tutoring and advice
Parallel to the course development, each student will develop their business plan.
Each student will have, in addition to the group classes, a minimum of 3 individualized
orientation sessions.

• Mentoring or accompaniment
The projects completed and that, after the tutoring phase are considered viable, will
have the corresponding Viability Certificate that will allow administrative procedures
to begin so that they can apply for the work permit on their own. In addition, those
people who, finally, open their company, will have a mentor appropriate to the type of
business, which will supervise and guide the participant.

• Financing
Study of delinquency, indebtedness, family burdens.

Processing application submission, and interview with the financial institution, the
entrepreneur and the technician of UATAE.

Accompaniment in the constitution of the microcredit.

• Follow up
Evaluation of the entire process, including the correction of deviations in the marked
plan and reorientation of the strategy once the business activity begins.

Target groups

Migrants residents in the Autonomous Communities

Contact:

UATAE Murcia

[email protected]

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OUR MIGRATION AND ENTREPRENEURSHIP
TRAINING MODULES

The training modules are examples of concrete tested lessons/processes useful for
different kind of program, different kind of entrepreneurs and different age groups. If you
work with entrepreneurship training one way or another, please feel free to find inspiration
and adjust the methods to fulfill your needs. The order of appearance is not an essential
arrangement, it depends more or less on your time budget or your starting point or your
aims you would like to reach. The combination of the modules makes the most of it.

Personal Analysis & Career Planning

What/Why

Selecting a major during your school years and a career path after that is a very long and
important process. During this process every student should be supported by its family and
teachers but at the end it this is a personal decision. This course is developed to let students
discover and learn as much as they can about themselves. That way they will be able to take
the best decision about their working life. That is why we suggest this course to be taken in
the beginning of their training and be repeated from time to time as they progress to make
all the appropriate adjustments.

Group size

We start with groups of 20 students. During the process this number is decreasing as smaller
and smaller groups are created. We end up working with individual providing personalized
training.

Time

This is a long process as we are talking for learning a foreign language. Every book is
covered in one academic year. Every section is built around an everyday school or real life
subject. The time for each section to be covered varies from two to few sessions.

Extensive feedback is given through the learning process.

Description – step by step

During an entrepreneurship training course this analysis and planning is its opening part.
Apart from individuals acquiring a solid self-knowledge it is also very good opportunity for
team bonding. Between each one of the following steps there are discussion about their
discoveries and hints are given for the process to be continued correctly.

A typical task is divided into:

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• From a list of statements describing a career personality divided into different categories
(realistic, investigative, artistic, social, enterprising, conventional), participants should
select those best describing them.

• A test trying to define participant’s goals is then given. They should honestly answer
questions like: Is succeeding very important to you?

• A RIASEC Interest Measure questionary is answered next. That way they can find
different career options the best match their career interests.

• Having some information about themselves they have to design their next steps. To that
goal the complete a career planning worksheet during which they have to research and
compare their careers of interest.

• The plan is completed by a Career Decision-Making Checklist.
• Time: 180 minutes

Preparations or necessary materials needed

Tests, paper, pens and PCs.

Links to learning resources

The training module and learning material

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Eventmaking

What:
The method is a basic training session for making an event.

Why:
In a school class with refugees and immigrants in the age from 14 - 18 it can be difficult to
motivate the students to work on long term planning for being an entrepreneur.

Making events with clear start point and ending point is easy to organize.

Many of the qualities you need to start up as an entrepreneur you will be training by making
an event. And by making events where the students know the subject very well - we give
them more energy to do the planning and execution of the event (fx. an soccer tournament)

Group size:
A class with 10 - 25 students

Group or individual
Groups gives is better results than individual working, including language training and
collaborated skills.

Time
From two hours up to 2 or 3 days.

A very short session gives motivation - but can sometimes end up with a process which will
be to simple.

Description:

A short introduction of what an event can be - ex: a concert, a soccer tournament, a flash
mob, a birthday party.

There will always be a starting point and an ending point in an event. From the start we are
working with planning - everything from decision of what type of event the group will make,
to distribution of roles in the group, time planning etc.

When the time for planning is over - next step is execution - the different groups has to make
the event with the rest of the class as participants.

Afterwards we follow up with feedback from student to student and from teacher to student.

The feedback must be constructive - if you criticize, you have to do it in a way that the
students can use it to make it better next time

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Preparation
We have to be sure that we have space and different tools to make events.
We have to be sure how we want to connect the participants - persons who have same
interests or not? Persons who have the same qualities or not? etc.

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From Idea to Action

What:
When you start up as an entrepreneur, it is important to be creative and have good ideas. In
the lessons with entrepreneurship it is therefore necessary to focus on the good idea and
how you can develop your idea out in action.
Why:
This method that is described below has been used for refugees and immigrants’ students
in the age from 15-18 years old. The method can also be used by adults and other groups
that wants to start up a business. The method is a social and active method where all the
students have to participate in both the spoken and written language. By side, the method is
good for business training it is also good in language training because all the participants
have to be active.
Group size:
From 8 students to 25 students work in small groups of two and two to have discussions and
feedback.
Time:
The activities can go on for one day or can also be used over more days and in one lesson
at a time. The activities can easily be used more than once and over a long period.
Description step by step:
The first lesson: Idea
The students have to write down a brainstorm in silent for 5 minutes.
You give the students the following questions:
What are your passions and interests?
What are you dedicated to?
Skills - what can you do?
Network - who do you know than can help you?
After the brainstorm the students talk together two and two in 10 minutes about their ideas
and they give each other time to talk and listen.
The second lesson: Feedback loop

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The teacher or mentor divide the class in groups of two and two - it is important that the
teacher makes the group so the student can focus on the exercises.
The students present a 1 minute’s pitch for the other person about their business idea.
Afterwards the other student gives 2 minutes feedback. The feedback should be about:
What do you like with the idea?
Where do you need to make a difference?
Very important the students gives at least one positive feedback and one “negative”
feedback than can help the student further on with the business idea.
The third lesson: How can you test your idea
The students have a 5 minutes silent brainstorm
Where they have to think about:
How will you test your idea - what, how and why?
The students have to think about how they can go on with their idea and how they can test
their ideas in practice. Examples on prototype and activities with the idea. It could be a video,
event, flyer, Facebook site etc.
Afterwards the students come out with ideas to prototype and examples on activities. A good
idea to write them on the blackboard.
The fourth lesson: Next step
The students now have to write a letter or a postcard to a very good friend:
The teacher or mentor ask the students:
What can I do tomorrow and how will you do it?
The students write down for 20 minutes and afterwards every person has to read up load the
letter. When the students read the letter up load it is important to give good feedback and
clap after each speech.
In the end you as a teacher or mentor you should tell the students to start and do something
with the idea already tomorrow.
Preparations or necessary materials needed:
Paper, pen, blackboard or smartboard.
Links to learning resources:
More information here

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Educational Priority Areas (ΖΕΠ)

What/Why
ΖΕΠ is created to support the integration of pupils from vulnerable social groups into schools.
Its main objectives are to teach them the new homeland language and to support them while
they learn other subjects. That way not only it facilitates their integration to our education
system but also assure their retention in that system.

Group size
We are working in small groups consisted of at most 10 students.

Time
This is a long process as we are talking for learning a foreign language. Every book is
covered in one academic year. Every section is built around an everyday school or real life
subject. The time for each section to be covered varies from two to few sessions.

Extensive feedback is given through the learning process.

Description – step by step
Initially a general discussion about the subject to be taught take place. The students
should go through the material guided by their teachers, then work by themselves to solve
exercises and homework and finally to participate to consolidating activities.
A typical task is divided into:

• Read a specific passage. Understand its meaning and discuss it.
• Answer some True/False or Multiple-Choice questions.
• Read while you listen activity. The student read a text while they are listening a native

speaker reading it. They have to spot and correct the differences between the written text
and what they hear. Find the opposite. A list of the main words of the passage is given
and the students have to come up with words (or phrases) having the opposite meaning.
• Finally, they have to write down a small essay concerning a relative subject. Their
inspiration is usually some pictures provided by the book or the teacher.
• Time: 60-120 minutes

Preparations or necessary materials needed
Books, Blackboard, paper, pens. PC optional.

Links to learning resources
http://repository.edulll.gr/edulll/simple-search?query=ΓΕΙΑ+ΣΑΣ

https://www.minedu.gov.gr/tothema-prosfigiko-m

Read more here

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Design Thinking

What/Why
“Design thinking is a human-centered approach to innovation that draws from the
designer's toolkit to integrate the needs of people, the possibilities of technology, and the
requirements for business success.”
— Tim Brown, CEO of IDEO

Design Thinking is a method based on uniting people from different disciplines in a common
creative process and developing a solution through teamwork. Design Thinking provides a
solution-based approach to solving problems. It is a way of thinking and working as well as
a collection of hands-on methods. Design Thinking also involves ongoing experimentation:
sketching, prototyping, testing, and trying out concepts and ideas.

Group size

Up to 15

Time

The use of time depends of the complexity of your idea. It can be done in 4 hours or extended
to a long process of days or weeks.

Description – step by step

The Design Thinking Method includes different steps that the team can go through. The time
needed for each steps depend on the overall time you have and on which step you would
like to focus.

At the beginning the trainer should give an introduction to the method. There are many
possible ways to carry out the different steps. See links.

Frame a question/ challenge. Identify a driving question that inspires others to search for
creative solutions.

Understand: The team discusses a common understanding of the challenge; it looks for
different skills inside the team and researches relevant external information

Discover: This step is all about the customer. The team discovers and decides on a target
group. After that the team decides on relevant interview questions and interviews one or
more persons of the target group.

Define: The results of the interview are evaluated and clustered by the team. They can also
make up personas.

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Ideate: The team brainstorms ideas for solutions, clusters them (using post-its; one idea per
post it) and decides for one
Prototype: The team builds rough prototypes using all the given materials. prototyping can
also be done by drawing a storyboard or producing a small video clip.
Test to learn: the team tells the story (storytelling) of their prototype to the others and gathers
feedback and new ideas.

Design Thinking Process (source: Design Thinking 101, Nielson Norman Group)
Preparations or necessary materials needed
Paper, pens. PC optional. Many little things to build a prototype like Lego or Play-Doh
Links to learning resources
http://www.designkit.org/methods
https://www.ideou.com/blogs/inspiration/what-is-design-thinking
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process

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Value Proposition Canvas

What/Why
The Value Proposition Canvas is a tool that can help ensure that a product or service is
positioned around what the customer values and needs. This is a simple way to understand
your customer’s needs, and design products and services they want. It works in conjunction
with the Business Model Canvas and other strategic management and execution tools and
processes.
The Value Proposition Canvas can be used when there is need to refine an existing product
or service offering or where a new offering is being developed from scratch.
After working with this Canvas, you will have assumptions about both customers and
products, which you later can test on target group.

Group size
10-15 person. Work in small groups (2-3 persons) to have discussions and help each
other.
Time
This is a kind of activity you may conduct many times. The use of time depends of the
complexity of their ideas, motivation and competence among participants. If all participants
have their own idea, the process must be conducted for all ideas.

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Description – step by step
First some initial theory to explain the model, the terms and steps to be taken. It is very
important everyone understand why we do this.
Then divide them into groups of 2-3 persons. Make clear all groups have a concrete idea
which they can use in this session. It can be real ones or cases you have made in advance.
Give the task:
Start with describing the Customers jobs. Use Post-It patches or write on the model
Then same exercise with pains and gains.
As tutor/instructor, coach the group and ask reflecting questions concerning their work so
far. Is every aspect of idea and customers considered?
Start the job describing gain creators and pain relivers.
Finally, describe the product or services which logical occurs from groups answers.
Each group present their model in plenum and their reflections about solution

Time: 40-60 minutes each idea
During presentation you try to find moments you can highlight from the groups work, in order
to create learning.

Preparations or necessary materials needed
Paper, pens model of canvas (A4/A3 - one each group). PC optional.

Links to learning resources
Our webpage → Online platform

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MVP testing: test a Minimal Viable Product

What/Why

When you have conducted an analysis of your customers and their needs, you also create
solution to fulfil this. This solution is your business idea. But is your analysis, your
assumptions and theories correct? A prototype is a draft version of a product that allows you
to explore your ideas and show the intention behind a feature or the overall design concept
to users before investing time and money into development.

It is much cheaper to change a product early in the development process than to make
change after you develop the site/service/product.

Therefore, you should consider building prototypes early in the process.

Prototyping allow you to gather feedback from users while you are still planning and
designing your business model.

Group size

10-15 person. Work in small groups to have discussions and help each other.

Time

This is a kind of activity you may conduct many times. The use of time depends of the
complexity of your idea, but to make a plan, 1-2 hours should be enough. To build or create
and conduct the testing, you need maybe many days.

When you get more feedback, maybe you must do this process again to check your new
theory’s.

Description – step by step

First some initial theory to explain the frame this training take place, so everyone understand
why we do this.

Then divide them into groups of 3-5 persons. Make clear all groups have a concrete idea
which they can use in this session. It can be a real one for one in the group or a case you
have made in advance.

Give the task:

Describe how you best can make a MVP for your idea, enabling you to test your prototype

Make a plan for testing. Why – what to measure – how – when

Present for all how you will conduct your test

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Time: 40-60 minutes
During presentation you try to find moments you can highlight from the groups work, in order
to create learning.
Preparations or necessary materials needed
Paper, pens. PC optional.
Links to learning resources
Our webpage → Online platform

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Web marketing tools for your business idea

What/Why

Web marketing is the process of using the Internet to market your business. It includes the
use of social media, search engines, blogging, videos, and email.

Promoting a business takes effort. There are a variety of ways to do it. Traditional advertising
in newspapers, on the radio and television, direct mail. Web marketing takes your message
to the big wide web. With tons of people using the internet every day, there are huge
opportunities to get your product or service in front of people who need or want it.

Drilling down into it, web marketing takes many forms. Banner ads, email promotions, and
social media posting are three of the ones you have probably heard about.

What are the different types of web marketing? Using the internet to connect with and
engage buyers is a smart move. But where do you begin? The options are overwhelming,
and few companies jump into all of them at once. Here’s a brief overview of your possibilities.
Email marketing. Creating emails about your product or service and then sending them to a
base of prospects is one of the most widely used forms of web marketing. Email marketing
is inexpensive and can be highly targeted. Social media marketing. Creating a company
profile and engaging on social media has developed many small companies into thriving
powerhouses. As with email marketing, this form of web marketing is inexpensive and
getting into it is simple. However, throwing up posts every now and then without a set
calendar won’t set you up for a rousing success.

Group size:

Up till 12 persons

Time:

1 hours and a half

Description – step by step

The presentation structure was this:

one hour to explain some tools for a web marketing strategy

30 minutes for a practical exercise about email marketing (divided in 2-4 group).

Preparations or necessary materials needed

Paper, PC optional.

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Links to learning resources
https://marketingplatform.google.com/intl/it/about/analytics/
https://www.udemy.com/course/learn-digital-marketing-course/

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Video making tools for your business idea

What/Why
If you have a good idea for your business, the first step is to represent your idea with a
video in order to present it in success way for your audience. What do you need is:
A good message for your business idea and for your storyboard
it’s important your video is top-notch, without high-quality graphics and production value,
your message may fall by the wayside.
think about the feelings you want to evoke in your audience.
One of the best ways to get your audience’s attention is to tell a story.
The video will be no more than 1 minute.
Group size
4-5 person. Each group should work about to field
1) storyboard and message
2) film direction.
Time
The use of time depends of the complexity of your idea, but 1 hour for your storyboard and
1 for your film direction and editing.
Description – step by step
Then divide them into groups of 4-5 persons. Make clear all groups have a concrete idea
which they can use in this session.
Give the task:
Identify persons with different tasks: film director, story board manager, editor…
Realize the story board in max one h
Identify the subject
Select music and text
Realize video
Editing and titles
Presentation

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Preparations or necessary materials needed
Camera, Paper, pens. PC, editing programs and wifi
Links to learning resources
https://biteable.com/blog/tips/video-presentation-ideas/

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CERTIFICATION AND EVALUATION

The evaluation can start with the assessment of prior knowledge (informal, non-formal),
followed by the assessment of the training programme and the evaluation of the training
programme can be a major tool in the context of lifelong learning because it facilitates the
participation in formal education and training.

By accreditation we mean the entitlement of the party requesting it, to release a certificate
of attendance to the people who take part in an event organized by the party itself.

According to project partner countries current official instructions, five principles are to be
respected to obtain accreditation:

The requesting party must
A. be equipped with infrastructural and logistic resources
B. be economically and financially reliable
C. have managerial competence and own professional resources
D. show efficacy and efficiency
E. have some link with the territorial area where they intend to act.

How to proceed to ask for accreditation.

The party interested should
1. write a formal request for accreditation to a state school or a state university, in which

every possible data and information concerning the requesting party are to be given.
2. enclose (with the formal request) the outline of the program of the event for which they

are asking for accreditation, specifying the criteria and the aids or means (also economic)
they intend to use in organizing the event itself. The names and qualifications of the
person in charge and of teachers and/or experts are to be present of course. (In short:
who organizes what; who for; how; when and where).
3. in case the request is accepted and after discussing counter-proposals, draw up a formal
agreement (a letter signed by both parties, the requesting and the one granting
accreditation, in which the criteria and means agreed upon will be detailed as well as the
names of the people involved in carrying out the event.

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CONCLUSIONS

Authors’ Report

To conclude it is important to say that this handbook of best practices in training migrant
about entrepreneur skills, is not the ending point of our work.

In fact, this is an endless process because the resources, instructions, techniques and
methodologies of training that we have used, through experience and research, have proven
to be efficient for the target group of migrants and refugees we have had. But within defined
target group in this project there are a constant change and development, depending on the
ideas, situations and people we are working with at each training. But at this point, the above
proposed resumes the current best practices we have used so far.

The ME-project has, since its beginning, the aim to show a variety of training opportunities
useful to reach different target groups of migrant entrepreneurs.

According to that, this handbook is intended to point out the best practices on how to
structure and implement a training course to migrant and refugees’ entrepreneurs, so that it
will serve as a framework to plan target training.

August 2020