Scope: This project proposal aims at introducing the Business Process Management (BPM) model in the vocational schools in Bulgaria, and the elaboration of new and dedicated curricula for engineering students assisting them on their road to the labor market. Considering the detailed realization of this project idea, it shall work on reaching the following specific objectives:- Enhancing the necessary conditions for business development in students with engineering profile and background;- Improving teacher's competences for elaboration of new internationally based curricula for BPM and Labor Market realization models. - Introducing digital lessons for VET education, based on BPM with labor market competences for interactive white boards. The proposal targets the students and graduates, involved in vocational education process in professional schools with engineering profile, and teachers who have their interest in teaching Business Management and Labor Market characteristics, roles and tactics for realization. Following the above mentioned the following target groups can be described:- Engineering students (age 15-20) in the pilot region of Pirdop, as well as young people from the partner countries, coming from regions with similar characteristics and industrial dependence. - Teachers experienced in business development, and labor market realization curricula at national and international level. - Local and national business and industry.- Universities and academia - Local active citizens supporting (incl. financially) optional new business initiatives. - Municipal and national administration, labor offices workers, and experts from the National agency for vocational education and training.Project resutls: D.0. Quality and evaluation plan for the project implementation.D.1. In-depth ex-ante evaluation and needs assessment report of the local needs, communicated within the vocational schools in engineering. D.2. New educational curriculum for BPM and Labor Market skills, dedicated to students (equiv. O1).D.3. Report on organized train of teachers combining short-term physical mobility (1 week) with 4 moths virtual training; Providing special national recognized certification for the participants, e.g. ECVET certificate. D.4. Report of piloting and approbation process with recommentations for fruther exploitation and introduction. D.5 Project web site. D.6. Mid-therm progress report with evaluation and recommendations for public and other stakeholders involvement. D.7. Valorization and exploitation plan. This document shall state the copyright of the intellectual outputs.D.8. Dissemination of the project results among local and national media.D.9. Quality and evaluation plan.Activities to be carried out:The project will follow strict number of activities for reaching the expected results and impact on the youth population in the pilot region of Pirdop, combining the experience and competences of the partners for BPM in marginal socio-economic areas.A1. In-depth ex-ante assessment of the community potential and local needs. This activity will be organized and inquiry-based assessment of the local needs, interest of the youth community in the pilot region taken as a model for other regions with similar conditions. It will be leaded by PGME - Pirdop. A2. Building new vocational training practices, dedicated local community based on previous experience among partners. New blended educational curricula for the local youth population – combining new extracurricular classes and non-formal learning practices.The elaboration and approbation of this new and specific education curricula for BPM will pass through 2 stages: (A2-1) Stage 1: Introducing new methodologies for teaching BPM and Labor Market skills and values, as business and management basics, innovative market etc. to the local youth communities among the partners; Coordinated by PGME-Pirdop. During this stage new educational curricula will be elaborated and tested with at least 15 representatives of the local youth community. (A2-2) Stage 2: Approbation process supported by the partners. (PGME-Pirdop, BICERO, GI)The approbation process will take one full period of 4 months, for testing the content. A3. Organized train of trainers as a short-term training (1 week) with 4 moths virtual training; The virtual training will be combined with the 1st stage of the curricula, via securing the participation of international lecturers. (BICERO)A4. Evaluation of the project results. (GI,Lt). A5. Valorization and dissemination of the project results (all partners)A6. Project management, and coordination meetings. (PGME-Pirdop). Project management meetings will held each 6 months, where the last meeting shall be combined with the final multiplier event. Duration: 24 months (Starting date: 1 September 2015| Ending date: 31 August 2017)

<< Objectives >>The objective of BYTE is to help migrants (including refugees from Ukraine) become self-employed (building a successful enterprise profit-generating with social objectives).Specific Objective:- Enhancement of the early integration of refugees into the labor market - Enhancement of the role of entrepreneurs as mentors - Raising entrepreneurs’ and local communities awareness regarding the benefits of the insertion of high skilled migrants in the labor market<< Implementation >>- Outreaching of migrants who will participate in the project's activities and proceed to an assessment of their skills and an analysis of their educational and professional needs - Analysis of the local economy - Creation of training language and entrepreneurship courses for potential migrant entrepreneurs - Conduction of mentoring activities: identification, selection and attraction of possible mentors<< Results >>a) Increasing opportunities for migrant population to establish a business following the needs of industry 4.0 at partners’ countriesb) Upskilling migrant population with relevant digital and entrepreneurial skills highlighted by the needs of local economy on 4.0 Industryc) Increased migrant’s entrepreneurship and linkages to local economy by BYTE Mentoring activitiesd) Increased the capacity building of different stakeholders for recognizing the importance of migrant’s entrepreneurship

<< Objectives >>The main objective is to boost the EU’s digital transformation, upskilling remote educators (from HE), managers and other employees with remote work skills by: 1: standardising a skill certification scheme for remote educators, managers and workers,2: creating innovative remote work training methods and reference process framework based on best practices,3: releasing open training materials, e-learning platform and upskilling at least 200 learners.<< Implementation >>-Development of the curriculum and syllabus for remote educators, managers and workers, digital library.-Gathering best practices of remote work, releasing remote work starter packs for different remote work roles.-Development of innovative training methods and materials, preparation of the e-learning/mobile classroom, performing MOOC on 200 pilot learners, and 20 trainers.-Creating rules, processes and establishing certification body for remote workers and remote-work-friendly organizations.<< Results >>The main outcome will be improved resilience and sustainability of educational institutions and other organizations.Concrete results:1. best practices report of remote work/management, 2. digital library, handbooks and starter kits for trainers, educators, remote workers and managers,3. innovative syllabus, pedagogical methods, reusable and open digital learning content,4. e-learning/mobile platform and delivery, 5. accreditation and certification system.

Cultural and creative sectors, in Europe and worldwide, have exhibited an impressive performance during recent years. Relevant statistics suggest that the cultural and creative sectors grow faster than their respective countries’ general economy and it is for this reason that they are generally regardedas a vital driver for development. These same industries also contribute significantly to local and regional development. Before we delve deeper into our proposal, it behooves us to define what we mean by cultural creative sectors. Cultural industries generally include printing, publishing and multimedia, audiovisual, phonographic and cinematographic productions as well as crafts and design. Creative industries thus consist of activities drawing on “advertising, architecture, art, crafts, design, fashion, film, music, publishing, R&D, software, toys and games, TV and radio, and video games.” The European Commission (DG Enterprise and Industry) defines the cultural and creative industries as follows: “Creative and cultural industries are those concerned with the creation andprovision of marketable outputs (goods, services and activities) that depend on creative and cultural inputs for their value.” Young people are traditionally amongst the most disadvantaged groups in the labor market, as they face great difficulties on their path to employment integration. Youthunemployment rates are high in Europe, as youth unemployment is generally much higher, even double or more than double, than unemployment for the total working-age population (Eurostat, http://ec.europa.eu/eurostat/statistics-explained/index.php/Unemployment_statistics). In this context, young people in the age group 20-29 are in need of targeted support in order to have their employability boosted, whereas nurturing their intrapreneurial skills is considered to possess serious potential for increasing their chances for successful school-to-work transition and sustainable labor market integration.Intrapreneurial skills also allow for strengthening their contribution to their employers’ efficiency, competitiveness and, provided this is appropriately projected and appreciated, to improve their value to the firm and, consequently, their employment terms. Intrapreneurship is initially understood as the practice of fostering entrepreneurial behaviors within an established business organization. It emerges from the development and support of initiatives to do new things ordo existing things differently. Furthermore, a young person possessing intrapreneurial skills can also be of value for the society he acts within by engaging in the activities of non-profit organizations of all kinds, public services and social entrepreneurship initiatives. CHESS - Creative Intrapreneurship Empowerment Skills aims at providing an integrated support, tailored to the needs and specificities of young people in the age group 20-29 from the creative industries, who either already possess working experience (currently employed or not), or have never been employed (job-seekers and discouraged individuals), through development and validation of innovative integrated training tools and material in order to: increase their motivation and self-awareness; create incentives foracquiring new intrapreneurship-related skills; promote their efficient and sustainable integration into employment and society. To achieve the above goal, CHESS sets the following objectives: 1. Identification and in-depth mapping of the key intrapreneurship-related competence gaps and specific training needs of young people in the age 20-29 in the partner countries. 2. Elaboration of an innovative training methodology, tools and material, combining the processes of intrapreneurial training and peer support in a single, integrated approach, in order to enhance the employability and social inclusion of young people. 3. Address the needs of young adults by offering training to youth peer support providers and delivering pilot intrapreneurship workshops which will empower youngpeople to be highly-motivated, proactive and innovative. 4. Transfer the project effects to other countries through the set-up of an e-Learning Platform and establishment of an intrapreneurship youth peer support network. CHESS transnational cooperation would allow for developing common methodologies and approaches to the persistent problem of youth unemployment and nonparticipation in education and training in Europe. Thus, among the objectives of the project, the enhancement of the motivation, self-awareness, employability and adaptability of young adults through identification of the existing competences’ gaps and customized training support in a multinational context, takes a central place, as this will allow for creation of opportunities for transnational exchange of information on relevant experiences, success stories and good practices.

Because the nowadays challenges are facing major changes in paradigms and focusing on sustainable development of different countries in order to meet the actual and future challenges of our planet, our project comes as an added value for the education system which lack in important, systematic and qualitative information and training methods to teach peoples in many countries. We approached a new paradigm of the culture of learning, appropriate for a world characterized by continual changes, cultivating engagement, understanding, independent and collective thinking and imagination of our actual and future students. We need to make education more sustainable, transforming also the educational process as a whole, including effective new ways of learning and the power of the new technologies. A pool of suitable trainings materials to better suited to the needs of teachers as larger perspective and new tools to help them cope with these challenges.Therefore, in this project, we succeed in approaching both aspects of creating a new model of education in order to achieve sustainability and non-formal activities creating a practical oriented triangle between the major stakeholders (The Excellence Centers) transforming the educational system into an easier going and work life-oriented structure for sustainability.We succeed as project result to develop a comprehensive training structure (training modules containing education focusing on technical skills and soft skills, specific literature, games, project base guide and training interface – web-based and Moodle platform) which will help educators, teachers, trainers and tutors to teach about sustainability concepts. The project focused on specific understanding of the key Sustainable Development Goals and key drivers for the training materials and tools developed during the project. The target groups of the projects were:•adults - teachers, trainers, mentors - from institutions/organizations involved in education, in adult / professional / youth training •students from universities who aim to become teachers / trainers / mentors / HR resource specialists/managers •NGOs employeesProject resultsThe general objective of the project was to create a common new non-formal education structure for sustainability in order to enable institution and organizations involved in education and adult training/professional development from all over Europe to plan learning experiences that empower their students/beneficiaries to develop and evaluate alternative visions of a sustainable future and to work creatively with major stakeholders from industry in order to assure the practical link between education for sustainability and real economy/ community needs.Specific results of the project are:•Project based learning methodology for sustainability, developed through cooperation and exchange of practice between teachers / trainers and staff responsible for support services at different educational levels, in that way that will suite the most for the market necessity, made available as open / digital resource as web-base resource and also Moodle platform open for all stakeholders•TeachSUS training program which comprised of Technical and Soft Competences training materials, tools, games, multimedia materials and TeachSUS Project Based Learning Guide, which brought and will bring more insights for those which train sustainability or only specific concepts thought their education series on long term. The entire training material has been developed in four languages (EN, RO, SI, PT and HU languages)•Flexible digital resource was created, which are adding value to any type of optional trainings or curricula’s taught within universities or high schools which could be easily integrate topics about sustainability, environmental areas, etc. A very important pool of training material on Train the Trainers were developed and made available to promote the qualitative education and to increase the trainer competences for many educators.•Sustainability Competences Capacity increasing for more than 20 participants in Train the Trainers session during the project activities. •A network of three Excellence Sustainability Centers created in Romania, Hungary and Portugal•We estimate that more than 15000 persons were informed about project scope and the intellectual outputs of the project. The project objectives and specific activities were disseminated in different medias (Academic, University, High Schools, Institutions and Business medias, web-based, specific conferences and events) using broad dissemination of articles, speeches, interaction and networking activities of all partners involved in the project activities. •The Sustainability Excellence Centers creation reach companies and different stakeholder in all countries where these were established (RO, PT and HU)