Entrepreneurship creates new companies and jobs, opens up new markets, and nurtures new skills and capabilities. However, in the last 10 years, the share of people preferring self-employment to be an employee has dropped in 23 out of the 27 EU Member States. For these reasons, one of the main recommendations by the EU Commission Entrepreneurship 2020 Action Plan is to promote entrepreneurial education and training. The uptake and the effectiveness of entrepreneurship education in Europe are still far from being fully satisfactory. This is mainly due to the lack of suitable materials and a lack of skills for trainers. In June 2016, the European Commission has released a brand new European common reference framework EntreComp for the Sense of Initiative and Entrepreneurship (SIE) inviting all the actors of the education and youth sector in Europe to use it. Youths with disadvantages backgrounds pose a strong challenge to youth educators and trainers, as they refuse the standard educational methodologies. GADE successfully developed the Sense of Initiative and Entrepreneurship (SIE) in youths (18-29 yo) by using gamification techniques and methodologies. Gamifying a learning process is useful because it is fun!Thanks to GADE, nowadays:- a bespoke course on assessing and developing the Sense of Initiative and Entrepreneurship (SIE) based on gamification techniques is freely available in 6 EU languages- a bespoke e-course for trainers on how to use the course and gamification techniques to develop the Sense of Initiative and Entrepreneurship (SIE) in youths is freely available in 6 EU languagesGADE benefitted from a consortium composed of 5 organizations engaged in youth and entrepreneurial development based in FR, EL, IT, BG, AT.More than 17.000 people and organizations were informed about the project, and more than 490 youth educators and youths were fully engaged in its development.GADE's long-term impact will be assessed in the next future but starting from today youth can (finally) benefit from a new bespoke course based on gamification to develop their Sense of Initiative and Entrepreneurship (SIE)!

Over 360.000 migrants and refugees arrived in Europe in 2016, and over 1 million in 2015, the numbers of the migrant influx being reduced ever since, yet migrants continuing to accumulate in EU member-States ever since. The Paris declaration stressed the role of Education to ease their social inclusion in the European society. Youth educators are one of the essential actors for the integration of migrants, as they help them to ‘find their way’ in the host societies, both in the world of work than in the overall society. A large number of youth educators now work with migrants. However, due to their cultural diversity migrants and refugees pose a challenge to the European youth educators. For their support to be effective, youth educators need appropriate methodologies and new tools. VIC project aims at easing the process of insertion of young migrants and the efficacy of youth work. To this end it has developed a training program based on a video based Casebook addressed to migrants and youth educators, and a set of additional tools to ease and spread its use. The training program consists of 14 videoed interviews (3 from Germany, 2 from France, 3 from Greece, 4 from Italy, 2 from Sweden) of migrants (IO1), 10 thematic videos (on the thematics Mentality and Culture, Contacts and Host country, Working Life and labour market, Social Support Service, Family, Society, Accommodation, Voluntary Work, Study opportunities, Languages) based on them (IO2), the E-course addressed to youth educators (IO3), the website addressed to the migrants (IO4)..The Casebook is composed of true stories of young migrants that are successfully integrating in the EU society, narrated by them. Migrants and youth educators have firstly been trained in the Storytelling method.The e-learning platform except of the video-casebook contains a combined self-assessment questionnaire examining the degree of integration of each migrant-user of the platform, the e-course, e-portfolios, lesson plans that can be used in different/ wider settings and trainings and forums. The consortium is composed by organizations working with migrants/ refugees youths based in FR, EL, SE, DE, IT. Over 320 youth educators and 336 young migrants /refugees have been involved in the project and about 6.000 members of target groups informed. Training materials have been developed in English, all partners’ languages, English, Arabic, Kurdish and Somali.

Work-based learning is a powerful tool to help trainees to acquire knowledge, skills and competences with direct relevance for the labor market. Numerous training organisation in partners countries routinely organizes VET courses, but their procedures for VET planning, managing, monitoring and assessment are not formalized or, even if formalized need to be improved. The need for better organization of VET courses and related WBL experiences is also stressed by a number of policy documents such as the Riga Conclusions (2015) and the Bruges Communique (2010). This project contribute to improve efficacy of VET courses based on work based learning by: • describing the profile of competence of VET PLANNERS, that is to say instructors and VET trainers involved in planning, monitoring and assessment of VET courses (IO1) • helping VET Planners to identify the strong and weak points of their competence and get their competence validated (IO4) • training VET Planners face to face (IO2) or at a distance (IO3) so to fill their competence gaps. The consortium is composed by VET and research organizations based in FR, ES, IT, DE, RO. Long term benefits will be more effective planning, managing, monitoring and assessment of VET courses.

The project 'ENEX - Expert in Nanotechnology Exploitation' developed a short-cycle vocational qualification at graduate level in accordance with the European Qualifications Framework (EQF) focused on the rapidly growing area of nanotechnology applications in industry.Nanotechnology (NT) is a strongly emerging area of research and activity, opening up new markets, and leading to new products, processes and services in almost all industrial sectors. Because of this rapid development, there is an increasing demand of particularly qualified personnel in companies engaging in NT or in related industries, as well as in technology transfer organisations operating as intermediaries between NT research and industry.The 'ENEX Expert in Nanotechnology Exploitation' is the 'interface' between laboratories and researchers developing nanotechnologies and the industry and health sector using them. Due to the interdisciplinary nature of nanotechnology and its wide range of applications, the ENEX must have a sound knowledge and understanding of the underlying NT principles, material properties and processing techniques that enable - to draft innovative solutions based on NT for industrial product development, and - to steer academic research in the field of NT to realistic targets that are application-oriented and market-led.In addition, the ENEX must have competences to assess and manage the process from NT research to product innovation to take the right decisions at strategic level ('do the right things') as well as operational level ('do things right').This project developed a sustainable platform for providing knowledge, skills and competences in the fields of nanotechnology and product innovation management in particular to key staff of NT companies or related industry, but also to researchers, intermediaries and other stakeholders of the NT research to market process. Basic modules offer less pre-qualified participants the opportunity to familiarize themselves with the subject matter and successfully complete the ENEX course. More specifically, the project developed:1. The COMPETENCE PROFILE of the 'Expert of Nanotechnology Exploitation - ENEX', structured according to ECVET guidelines. The competence profile is based on a state of the art market, training and demand analysis in the field of nanotechnology as well as all relevant industries. In this way, it can be used as a point of reference for further training courses and form the basis for independent vocational training.2. Two CURRICULA combining theoretical as well as practice-oriented lessons with methodologies and case scenerarios, the one on fundamentals of nanotechnology (materials and processing), the other on assessing and managing innovation processes,Written by two leading universities, the curriculum offers up-to-date and high-quality knowledge of nanotechnology and innovation management. In addition to subject-specific modules, the course offers sound basic knowledge in order to familiarize trainees with the topic and acquire the ENEX certificate, even without extensive prior qualifications.3. One E-LEARNING COURSE merging both curricula into a new interdisciplinary and innovative pedagogical concept,An up-to-date platform, which is available on all end devices, enables the trainees to learn individually, monitor their own progress and carry out a qualitative self-assessment. Upon completion, the trainees receive a certificate signed by all partners.In case of queries, the trainees are supported by the respective course leaders.4. Appropriate methodologies and GUIDELINES for the validation, assessment and monitoring of the performance of ENEX trainees according to European standards (CEDEFOP 2009).The structure of the guidelines, validation and methdology is initially context-neutral. This makes it possible to transfer the outputs to other subject areas as well as teaching and learning projects. It can thus be used as a basis for completely different training courses.Furthermore, it presents the methodological steps and processes of the ENEX project in an understandable and comprehensible way.The consortium consists of 6 partners out of 5 European countries (DE, IT, NL, PL, RO): 1 private-sector consulting firm, 1 regional development agency, 1 research centre and 3 universities.Thanks to an extensive dissemination plan, more than 30,000 people could be reached in the course of the project by various means.As e-learning concepts are a fast growing market segment, a rapid diffusion of the ENEX products developed in this project can be expected for the time after end of the project.The ENEX consortium is committed to supporting the use and transfer of the materials developed by us.

Self-directed learning has been described as a process where learners are responsible owners and managers of their own learning process. Self-directed learning integrates self-management (management of the context, including the social setting, resources, and actions) with self-monitoring (the process whereby the learners monitor, evaluate and regulate their cognitive learning strategies). The Internet has widely improved the possibilities for self-directed L2 language learning by giving access to a boundless amount of OER Open Educational Resources accessible ubiquitously, 24/24. These are training materials expressly developed for L2 learning based on e-books, videos, webinars, MOOCs, Apps and other specific software, available for free or for a small fee, Additionally, the web allows free access to written texts, videos and TV and radio programs in many different languages developed for native language speakers that can be used directly by intermediate and advanced L2 learners. Finally, thanks to Skype and social media, direct interaction with teachers, other learners and native speakers has become easier and cheaper. From and educational point of view, the Internet has widened the possibilities for not formal and informal learning and for individualized learning strategies, as well as for self-directed learning. Some learners are able to find their way and benefit by themselves of this large amount of resources, while others needs to be guided and supported in the process, hence the need for a L2Learning Supporter (L2LS). This project wants to explore and promote the role of the L2 Learning Supporter using the web based OER. The project will develop a methodology and a Guide on supporting L2 self-directed learning with web based OER. Other IO will be a Report in the state of the art on supporting L2 self-directed learning by using web based OER, two E-training courses based on the Guide (one addressed to L2 Learning Supporters and the other one to L2 learners), a website for supporting L2 self-directed learning. This project is submitted by a network of four L2 training providers based in FR, DE, IT, UK, plus two ‘technical’ partners specialized in E-learning and use of the internet for education (AT and PL). Thanks to the project, 240 trainers and 320 L2 adult learners will be trained to use the methodology. Additional 200 trainers and 400 L2 adult learners will use the project website developed for supporting of L2 self-directed learning. Additionally, over 15000 people belonging to the target groups will be informed about the project. Long term benefits will be an improved use of OER by L2 trainers and L2 adult learners, both producing an improvement in L2 learning and diffusion.