Explanation: Lifestyle Entrepreneurship does have a very strong social aspect. Actually, it can help solve the various problems of disadvantaged people who may be socially isolated by economic position, health, unemployment or a lack of education. It can offer a flexible way to earn an income and fit in with people's lifestyles by allowing them to work from home and be more flexible.

Explanation: Not everyone can be a lifestyle entrepreneur. Running one's own business requires specific personal traits, along with the desire to make a living out of one's passion, whether this be for financial or social gain, or to prevent isolation. To become a lifestyle entrepreneur one needs to review his/her skills, hobbies and competences alongside with practical life and work experience.

Explanation: The principles of entrepreneurship are essential to all types of businesses, including LSE, thus it is crucial to understand the principles of how to run and manage a business, how to set a mission statement, aims and objectives; make market research, develop a marketing plan, and manage finances. A business plan is not just a fund raising tool. In fact, it is a tool for understanding how and why the business is set up. It can be used to monitor the progress of the business and will give focus and direction for the business, creating the opportunity to plan any future growth if required.

Explanation: Personal development can be a key to success in Lifestyle Entrepreneurship. Therefore it is important for adult educators to focus on developing confidence and motivation of disadvantaged learners', the future lifestyle entrepreneurs.

Explanation: There are different styles of LSE. All of them can be a useful alternative to self-employment for disadvantaged people. There are many role model businesses that could identify their journey and experiences of lifestyle entrepreneurship across many different business sectors.

Explanation: Open Educational Resources OER is not synonymous with online learning, e-learning or mobile learning, although many people make the mistake of using the terms interchangeably, however, the use of OER can support open learning/open education and the main purpose of Open Educational Resources is to provide open access to high quality digital educational materials.

Explanation: The analysis of literature allows presenting a rather big variety of OER forms: curriculum; full courses/programmes; course materials and modules; textbooks; interactive materials such as simulations and role plays; tests, quizzes and other practical exersices; digital stories (written and video-based); assessment tools and instruments; learners guides; teaching notes; multimedia applications; podcasts; research articles; databases; software; apps (including mobile apps); any other materials that have been designed for use in teaching and learning.

Explanation: LSE training course is built on ICT - based reversed training methodology using Open Educational Recourses (OERs). A Reversed training methodology means that an adult educator has the role of a facilitator and guides trainees/learners to make an initial analysis of the on-line training materials presented as OERs by themselves. After fulfilling their independent learning tasks, the trainees discuss the results with the facilitator in face-to-face meetings.

Explanation: If the training course is built on reversed training methodology using Open Educational Recourses (OERs), it means that an adult educator has the role of a facilitator and guides trainees/learners to make an initial analysis of the on-line training materials presented as OERs by themselves. After fulfilling their independent learning tasks, the trainees discuss the results with the facilitator in face-to-face meetings. It means that trainees use the flipped learning method to improve their skills and competences. The importance of such ICT-based training methodology is to promote the participatory approach of disadvantaged learners by giving them the possibility for self-learning with further discussion on the results with facilitator.

Explanation: Using online stores is very simple, which ensures a good starting point for Lifestyle Entrepreneurs. Potential buyers are able to browse through the list of products available in the store, see their pictures and descriptions, and usually learn about opinions from other buyers. When the buyer decides to buy a specific product, he or she adds it to the shopping cart and proceeds to the checkout. At the checkout, online store provides the buyer with a number of payment and delivery options that can be chosen. The whole process is very convenient and takes relatively small amount of time comparing to traditional shopping.

Explanation: The aim of classical marketing is to persuade the client to buy some product or service and to get a profit. Unlike classical marketing, non-commercial and social marketing is based on the economy of need (specific services). Non-commercial/social non-formal adult education marketing is a marketing type, which is designed to meet the learners' needs, providing them with social benefits (aid, employment "for sale", employment ideas, information on where to learn and how to evaluate/receive recognition of acquired competencies and so on), to solve social and economic problems. Social marketing is oriented towards social values and its objective is to change people's behavior, attitudes, approaches (strengthening self-confidence, desire to be recognized, active in social life, motivation to work and earn for a life of higher quality).

Explanation: One of the characteristics of training services is intangibility which influences the marketing on a large scale. Intangibility means that "unlike physical goods, item cannot be seen, tasted, felt, heard or smelled before it is bought" (P.Kotler, 2007). This service feature can cause the learner to be distrustful of the quality and benefits of the service before using it. The impact of service's intangibility in organizing LSE training can be minimized by telling success stories of real people, about their successful businesses and acquaintances and even famous persons who, advertising the service, are the guarantee of quality.

Explanation: Marketing of education services is a complex system of interrelated actions and solutions, allowing to meet the needs of the users and reach the goals and objectives of the adult educational institution and/or adult education program. The complex consists of eight components: product, place, price, promotion, people, physical evidence, and process.

Explanation: "Marketing is the function of any organization or program whose goal is to plan, price, promote, and distribute the organization's programs and products by keeping in constant touch with the organization's various constituencies, uncovering their needs and expectations for the organization and themselves, and building a program of communication to not only express the organization's purpose and goals, but also their mutually beneficial want-satisfying products." (Philip Kotler). Advertising is only one element of the marketing communication tool.

Explanation: Disadvantage people face many psychological barriers (lack of self- confidence; lack of motivation to act, to overcome challenges, to start something new and enter out of their comfort zone), thus it is of crucial importance for adult educator to pay special attention while organizing social marketing in order to change their behavior, values and attitude towards active participation in social and economical life. It is important to take these characteristics of adult learners into account because good teaching/learning results can be only be achieved in close cooperation of the andragogue and the learner. Heterogeneity manifests in impossibility to provide the service for every learner in the same way because it is provided at a different time and in different conditions. At this point it is crucial to know the customer's needs and expectations, and get the knowledge about the socio-cultural context in which the learner lives.

Explanation: Validation is a process of identifying, assessing and recognizing a wider range of skills and competences which people develop through their lives and in different contexts, e.g. through education (formal and non-formal), work and leisure activities, etc. In lifelong and life-wide learning, 'validation' is a crucial element to ensure the visibility and to indicate the appropriate value of the learning that took place anywhere and at any time in the life of the individual.

Explanation: Validation is based on learning outcomes which make it easier to understand what the holder of a certificate or diploma knows, understands and is able to do. Adiploma and certificates are the main documents for the recognition of the learning outcomes, since they make formal, non-formal and informal learning visible.

Explanation: Only an accredited body (an organization) can process validation of competences, obtained through informal and non-formal learning. Such an organization has to ensure several consistent integral stages, such as informing, consulting, evaluating and decision-making in order to evaluate learner's knowledge, skills and competences in a transparent way.

Explanation: Since validation has been found to positively influence individuals' self-awareness and self-esteem, it should be about individual choice: arrangements must be designed to allow the individual to opt for the most cost-efficient solutions, possibly for limited documentation rather than full, formal certification. This is extremely important for adult learners with fewer opportunities and from disadvantaged backgrounds. Individuals need to be informed on the costs and benefits of validation, and how the process can influence the progress of learning and employment. Guidance and counselling is of particular importance for reaching disadvantaged groups and for releasing their inherent potential.

Explanation: Knowledge portfolio (KP) is one of the most complex and frequently used methods to document evidence for validation purposes. KP aims to overcome the risk of subjectivity by introducing a mix of instruments to extract evidence of individuals' competences and can incorporate assessments by third parties. KP provides the audience with comprehensive insights into the achievements and successes of the learner. The Knowledge portfolio method tends to be process orientated. Some countries that provide national guidelines for validation, rather than prescribe validation methods, recommend a stage in the process which involves some form of assessment of the content of the Knowledge portfolio by a third party (such as a jury) to ensure greater validity.

Explanation: There are more than one purpose of assessment: judging proficiency of essential skills and knowledge, measuring improvements over different periods of time, ranking and grading students, diagnosing learners' difficulties or struggles, evaluating the teaching methods, evaluating the effectiveness of the course, motivating students to study and help them to improve, promoting an understanding of goals and criteria. The assessment types, methods and procedures depend on the selected purpose.

Explanation: Assessment should ensure that tasks and procedures do not disadvantage or favor any group or individual. Assessment should be an integral part of the teaching programme design and should relate directly to the programme's aims and learning outcomes.

Explanation: The main aim of the test is to measure learner's level of knowledge on certain training material or theme. The test doesn't encourage critical thinking and creativity of the learners. The test also cannot test oral or written skills. The test is a useful tool for all kinds of learning environments and is mostly used when working with groups of individuals.

Explanation: The portfolio method gives a possibility not only for the learner but also for the teacher to record and monitor the growth of knowledge, skills and abilities in certain area for a specified period of time. This method shows learners' efforts, progress and achievements in one or more areas and develops an understanding of the learning process itself, encourages motivation to learn, reinforces the achievement of learning objectives and highlights what has been learned.

Explanation: Feedback from the educator requires diligence, sensitivity and finesse. He has to help to see the learners' strengths and weaknesses. It is important for adult educator to pay attention to his own behavior during feedback. This ensures two-way communication, which does not become superficial. Good feedback is specific and based on certain events and behaviors. Talking about this or that in general terms, does not make sense. On the other hand, feedback is much more than providing dry facts. Emotion should also be expressed, so that the recipient could assess the full impact of his behavior. The person providing feedback should avoid unjustified assessment. The speaker should illustrate how he perceives the situation and leave the judgment for the person that it concerns.