Nw1
We’ve Launched Our New European Project: Leaders for Future!

We are pleased to announce the launch of Leaders for Future, a new Erasmus+ capacity-building project that aims to strengthen the role of youth organisations in fostering female entrepreneurship and leadership. Coordinated by OpenEurope, the project brings together partners from Spain, Norway, Greece, and the Western Balkans, with the shared purpose of creating inclusive and supportive environments for young women who aspire to take control of their professional futures.

The initiative responds to a pressing challenge faced across Europe and neighbouring regions: the persistent gender gap in employment, entrepreneurship, and access to opportunities. In many of the partner countries, young women—particularly those from disadvantaged backgrounds—face significant barriers to entering the labour market or launching their own business ventures. These obstacles range from limited access to funding and professional networks to a lack of role models and tailored training. Leaders for Future seeks to address these challenges by enhancing the capacity of youth organisations to support and mentor young women. 

The vision of Leaders for Future extends beyond the life of the project. It is designed not only to deliver tangible outcomes during its two-year implementation but to lay the groundwork for sustainable support structures. The knowledge, materials, and methodologies developed will remain available to youth organisations, helping them continue their work with future generations of young women.

By investing in the potential of young women and equipping them with the tools to succeed, Leaders for Future seeks to contribute to a more inclusive, equitable, and entrepreneurial society.

For more information, follow our updates and learn how you can get involved in this transformative initiative.

CERTIFICATE TEST

1. How does the role of a youth worker in mindset empowerment differ from that of a technical advisor?
2. Which of the following progression levels is primarily characterised by the learner Taking Responsibility for making decisions and working with others?
3. Which of the following is not aligned with Gender-Responsive Design principles?
4. The entrepreneurial ecosystem is limited to business investors
5. What is the primary reason for the “confidence gap” observed among young women entrepreneurs?
6. Is intersectionality concerned with how multiple identities—such as gender, class, and disability—combine to shape an individual’s experience?
7. When coaching young female entrepreneurs, youth workers should generally advise separating business and personal social media accounts to manage digital risk
8. What is a key benefit of ecosystem mapping for youth workers?
9. During the “Cultivation” phase of a mentoring relationship, what is the main goal?
10. Which of the following best describes the main purpose of Module 1?
11. Can youth workers act as advocates for gender-inclusive entrepreneurship policies?
12. Which competence is focused on reflecting on individual strengths and weaknesses and believing in one's ability to influence the course of events, despite setbacks?
13. The module describes “Imposter Syndrome” as a specific obstacle for women entrepreneurs. What does this term refer to?
14. Which method helps youth workers build confidence and resilience in young women?
15. Communication for empowerment primarily aims to
16. According to the training material, what is the primary purpose of taxation for a country's government activities?
17. Empathy is a key component of Emotional Intelligence. In a business context, what does empathy enable an entrepreneur to do?
18. Gender-Responsive Design focuses only on women’s access to finance, not on social or psychological barriers
19. Policy awareness has little relevance for youth work
20. How many core competence areas does the EntreComp framework identify?
[field id="form_name"]
[field id="form_date"]

Please do not use accents or other special characters

Scroll to Top
Skip to content