<< Background >>Across the EU, small and medium-sized enterprises (SMEs) are struggling with an increasing shortage of competent and qualified management and specialist staff, which is having a negative impact on the economic development of the EU and affecting general prosperity. Individual countries, such as Austria or Germany, train their entrepreneurs and skilled workers to a very large extent through vocational training. Here, master craftsman training in particular plays a key role. However, master craftsman training is increasingly confronted with problems that need to be solved. The attractiveness of master craftsman training is declining and more and more young people are choosing an academic path via university studies, which are seen as the better option for pursuing a career in the globalized world. In this context, traditional master craftsman training is not seen as very desirable, even though it is classified at the same level (6) of the European Qualifications Framework as the bachelor's degree. However, this has little impact in reality. Skills and qualifications acquired in master craftsman training are not normally credited as achievements for a course of study. While in other countries, such as Lithuania, master craftsman training is not offered at the same level. In addition, due to the high and massive differences in training in the European countries, the completion of a master craftsman training is hardly recognized across countries. But also the classical study shows more and more problems. Many students drop out of their studies before graduation or miss relevant practical skills after graduation in order to be able to actually carry out professions. This applies to almost all EU countries. Master craftsmen have extensive experience and knowledge in the practical field of application, since they have several years of professional practice in their field and thus have the specialized theory and practice. However, they have limited knowledge in areas relevant to business management, which are essential for managing a company. For academics, the situation is generally the other way around. For SMEs as well as for self-employed people, professional and practical experience is essential not only to meet the demands of the market, but also to manage the company in a future-oriented way. Many academically educated people lack these skills. Therefore, SMEs hardly have the possibility to find fully trained people and have to train occupied positions themselves. In this project, this problem is to be solved by an innovative combination of the two trainings and thus an optimal combination of professional practice and theory as well as relevant professional knowledge. Through the innovative approach of combining and stimulating existing learning and teaching practices, the qualification and knowledge gaps of both trainings will be closed and simultaneously a contribution to innovation in vocational education will be created. For future generations, the dual degree will create a reward of excellence in learning, teaching and competence development, providing trainees with knowledge and experience through the acquisition of high and diverse and, above all, needed competences in a manageable time. In addition, EU-wide solutions to these problems are sought through the international transfer of the results.<< Objectives >>Through the implementation of the project and the subsequent transfer of the project results, the qualification and knowledge gaps of two different educations shall be closed and simultaneously educations shall be harmonized and a better comparability of different educations in different EU countries shall be generated. Furthermore, this project will stimulate innovative learning and teaching practices, contribute to innovation in vocational education and training by optimally combining two existing forms of training, and generate rewards of excellence in learning, teaching and competence development of participants, as the combination of trainings will allow for a massive increase in competence in a relatively short period of time. The project activities also serve to provide future generations with training that perfectly combines theory and practice in order to face the competition in the global market.This project will establish the innovative dual study model in the partner countries. In the long term, other EU countries should also benefit from the findings and results of this project.The competitiveness of the European economic area is to be strengthened in the long term. More specific training gives young people better opportunities on the European labor market.It also strengthens transnational partnerships through knowledge transfer and fair mobility in the European labor market.<< Implementation >>The project aims to achieve a set of outcomes that require carefully planned activities in a specific sequence to achieve the objectives. The activities are carried out jointly by the project partners and are intertwined. The results are intended to be usable in all countries, so all partners must contribute to all activities. The project will start with an inventory and analysis of the state of the art and the definition of the specific study program. This will be developed and tested jointly and according to country-specific aspects. All relevant documents, including module manuals and examination regulations, are prepared. The partners develop, test and implement a bachelor course of studies, which, after successful completion, is concluded with a bachelor and master degree. This course of studies optimally combines practice and theory in the training phase. This course of studies is to be widely disseminated in the EU area. The following objectives are addressed by the project activities:-Inclusion of practice and theory in training.-Combination and increase of the quality of the trainings-Contribution to innovation in vocational education and training-Improvement of both training models-Stimulation of innovative learning and teaching methods -Reduction of the shortage of managers and specialists-Internationalization of the form of training-Increasing attractiveness and rewarding excellence in learning, teaching and skills development -Development of new training models for EU member states.This is achieved through the following results:-Development of concepts and models for dual study programs with integrated master's/bachelor's degrees.-Creation of module manuals for study programs-Development of examination regulations for study programs with master's/bachelor's degreesFurthermore, continuous project management as well as public relations and regular project meetings and evaluations take place.<< Results >>Concepts and models for dual study programs with integrated master's/bachelor's degrees*Models for organizing dual bachelor degree programs with integration of initial vocational training*Methods for implementing an integrated master's and bachelor's degree program*Basic concept for testing and implementing dual bachelor's degree programs with integrated master's / bachelor's degrees.*Three implementation concepts adapted to the national conditions of the project countries.*Explanations and application notes for future use.Module manual for study program*Curriculum or a fully described module manual (with described compulsory and elective compulsory modules) in accordance with the conditions for a dual bachelorcourse of study with integrated master's/bachelor's degree in Germany for professions associated with automation.*Results of testing and evaluation in all partner countries*Preparatory measures in the form of research of all necessary materials for accreditation in Austria and Lithuania*Submission of the accreditation of the study program in Germany*Adaptation of the module manual for Austria, Lithuania.*Explanations and application notes for future useThe results contain examination regulations for a dual bachelor study program with master/bachelor degree for selected professions related to the field of automation.

The integration of many refugees is currently an urgent and outstanding task in many EU countries, and the accomplishment of this task requires the commitment of all social groups. Refugees who have sound professional experience and good entrepreneurial potential can be trained as entrepreneurs in the host country in a comparatively short period of time and integrated into working life as successors or founders of small businesses, thereby making valuable contributions to economic development. The project pursued this innovative and promising approach.Many SMEs experience a critical moment when the business has to be handed over to a new entrepreneur for age or other reasons. In fact, each year more jobs are lost due to failed business transfers than are created by start-ups. One of the main reasons for the failure of transfers and the associated high job losses in many EU countries is the large and growing shortage of qualified successor entrepreneurs under status quo conditions. By qualifying and integrating refugees as entrepreneurs, the project made important contributions to securing SME handovers and business start-ups. Against this background, the project pursued the outstanding goal of achieving the integration of refugees and securing SME handovers as far as possible by a) rapid integration of refugees into working life through training and promotion as entrepreneurs. b) attracting additional target groups and increasing the number of potential SME successors and founders. (c) improving entrepreneurial skills in order to attract qualified entrepreneurs, ensure innovative success and safeguard and increase the number of SMEs and jobs.The project was carried out by 5 partners from Germany, Italy, Austria and Hungary. The internationally active lead partner is particularly experienced in training and promoting SMEs. Three partners are chambers of commerce and associated institutions, which have been dedicated to the training of entrepreneurs and the promotion of SME handovers and business start-ups for many years. One university is successfully involved in the training of entrepreneurs and is particularly experienced in the development of curricula and evaluation processes.The project comprised 7 work packages with the following main activities. 1. Project management and implementation of 6 workshops and 2 international consulting and transfer conferences. 2. Identification of individual competences and entrepreneurial potentials of refugees. 3. Specialized language training and training promoting motivation and creativity. 4. Training as an entrepreneur, which can be completed with an official further education degree. 5. Training in preparation for an SME takeover or business start-up. 6. Inclusion of the trained refugees in existing support programs as well as accompanying coaching and integration programs from the competence assessment until after a successful business takeover or start-up. 7. Transfer of the project results to 70 chambers and higher education institutions/universities from 13 countries, which were involved in the project implementation as associated partners and received sustainable implementation advice, and implementation of further dissemination measures. For these main activities, instruments, methods, curricula, examination regulations etc. have been developed, tested and evaluated which can be used in all countries. Individual instruments and curricula have been so successful that they are already being used in all Baltic Sea countries for domestic and foreigners, for the recruitment and qualification of entrepreneurs. For the five products of the project - Blueprints for the reliable identification of entrepreneurial skills and for advising individual career and educational planning, - Curricula for language training as well as training promoting motivation and creativity for activities as entrepreneurs, - Curricula and examination regulations for entrepreneurship training, - Curricula for preparatory training and blueprints for the implementation of SME takeovers and business start-ups and - Manual with distribution via bookstores high sustainable uses are ensured with a process-oriented expansion of the implementation regions including financing.The project pursued a bottom-up strategy: By means of a rapid, successful qualification and integration of refugees as entrepreneurs or specialists in SMEs, companies and their organizations were to gain their own experience with foreigners on a broad basis and thus bring about sociopolitical changes in behavior. This strategy has had its first effects, particularly in Hungary.

Nowadays, firms competitiveness is highly dependent from innovation capacity. Especially SMEs in non-technological industries struggle in establishing innovation capacity and fostering innovation culture. Practice shows that even firms with extensive resources to establish systems and programs, struggle with establishing effective inclusive innovation culture (Sweeney &Imaretska 2018). Often investing in explaining relevance of innovation to employees, building systems for engagement, employing specialists to implement complex innovation programs, doesn’t translate to expected increase in innovativeness. It’s because organic innovation, crucial for SMEs and even more for no/low tech SMEs, starts with everyday behaviors. How people interact? What they do when someone comes up with new ideas? How they react to mistakes, failures or successes of their own or others? Do behaviors change when leaders are around? Etc.The behavioral and cognitive aspects are at heart of WINN project. In SMEs internal processes and culture are in general highly dependent on behaviors and beliefs of entrepreneur or small executive team (Zucchella&Siano 2014, Coyle 2017). It’s leader role to cultivate environment encouraging and supporting engagement in innovation. To this end, SMEs leaders need to understand relevance of inclusive innovation and the need for ability to establish proinnovative environment within their SME, but also adapt to new leader roles - enabling the team to solve problems rather than micromanage, ensure there is no double standards depending on hierarchy, sex, department etc., encourage collaboration, activate knowledge resources of all workers etc. For that purpose, WINN project focuses on development of specific capacitation program that will prepare SMEs executives to behave innovatively and spread innovation culture across their organisations. It specifically aims at ensuring that SMEs leaders in no/low tech industries are prepared to lead for innovation, by developing proper mindset and adapting their behaviors and beliefs to allow authentic leadership for innovation. Due to the issue complex requirements, the WINN project will offer strongly customizable self-development path in form of practical daily workouts resulting from 5 intellectual outputs: - WINN customization methodology (IO1) will focus on diagnosing users week areas and individual barriers in scope of their innovation capacity and underline specific aspects requiring improvements.- WINN Workouts Methodology (IO2) to provide users daily workouts adopted to personalized needs for behavioral and cognitive change regarding individual mindset, behaviours and biases to maximize proinnovative behaviors and beliefs.- WINN Wokouts Toolkit (IO3) for supporting practice-based learning will include pool of exercises, cases, motivational stories and short readings to support implementation of the workouts, iconographics, videos etc. for increasing interactivity and impact of the program. - WINN Mobile App (IO4) - a tool for integrated delivery of WINN Program to final users. The APP will provide direct access to interactive learning process responding to SMEs needs and will ensure easy delivery to any participant across EU. It will ensure effective self-development but also the ability to provide users (in non-time-consuming way) daily updates and learning tools along their development path.- WINN lesson learnt report (IO5) will gather partners and stakeholders experience and knowledge, results of WINN piloting phase and lessons learned to produce a comprehensive guide how to effectively support building innovation mindset and behavioral change to foster inclusive innovation culture in SMEs.Development and testing of the solution will be conducted within 5 working packages: 1 management and coordination, 2 Communication and Dissemination, 3 Monitoring, Evaluation and Quality Management, 4 Solution development, 5 Piloting.Within that framework, based on close partners collaboration, knowledge exchange and inclusion of stakeholders in results design and improvements, WINN is expected to result in highly innovative approach and tools for supporting needed behavioral and cognitive capacitation for innovation of SMEs managers in no/low tech sectors. WINN IOs and learning will be delivered to main target group via Mobile App (120 pilot users) providing daily innovation workouts to SMEs manager directly from the level of their smart phones to ensure maximally time efficient development. More, the methodology and learning will be broadly distributed among SMEs support organisations and adult educators to increase their capacity to provide support in the area to SMEs leaders. WINN methodology focuses on integration of strongly practical and target-group oriented development tools and strong communication and dissemination of results, including building a network of organization with direct interest in engagement in filling the gap in SMEs competencies.

"<< Background >>European agriculture is facing a significant transformation. Reduction of CO2 emissions, preservation of biodiversity, careful use of soil, air and water are just some of the demands made by politicians, nature conservation associations and citizens' initiatives. At the same time, farmers are expected to generate sustainable incomes, increase their competitiveness, produce high-quality food and, at the same time, take on important social functions such as inclusion and the development of local networks.However, according to the European Parliament's assessment, there is a lack of important qualifications for this, as only 8.5% of farmers have a comprehensive education. Also, the current generation of European farmers is severely over-aged, with only 11% younger than 40 and a third over 65.This means that the substantive ecological transformation must be accompanied by a personnel one. This project wants to contribute to better agricultural qualifications with the educational products to be developed, in order to be able to support the personnel and ecological transformation processes in the EU in the best possible way.An important concern of the project is an inclusive project design in order to promote equal opportunities and equal access to educational programs in agriculture. In this way, an important contribution is made to socially responsible agriculture.Ecology through economy is the conviction that characterizes the consortium and this project. Ecological measures are only sustainable if they also make business sense for the individual farmer, because a loss-making farm cannot hold its own in the market. For this reason, business management skills specifically for organic farming are imparted through targeted further training, thus enabling farmers who want to operate in an ecologically and socially sustainable manner to generate sustainable incomes.<< Objectives >>The implementation of this project pursues seven main objectives, which are to be achieved during the project duration and reflect the individual differences of the project partners. One objective is to transfer dual vocational training from countries with mature dual vocational training systems to countries with school-based training in order to promote work-based learning throughout the EU in accordance with the Osnabrück Declaration. Also, important to us is the inclusion of practically gifted individuals who have difficulties with traditionally theory-heavy educational programs. For them, a tailor-made program will be developed that offers them a qualified perspective in agriculture in general and specifically in agricultural education. The qualification of vocational school teachers is another important objective. Only excellently trained teachers can provide good educational work. In this way, the further implementation of the project results is ensured, also with the transfer partners. In addition, the project consortium would like to create good training conditions in companies, as it is crucial for the success of work-based education programs that there are advanced trained trainers in the companies. The project partners would further like to achieve that skilled workers and managers in agriculture are qualified to a large extent. These training measures are to cover two important areas. It should be ensured that farmers are familiarized with the latest developments and processes in organic farming and are also given the opportunity for partial implementation of organic measures at their farm. This ensures that changes take place at all and that even small successes increase the interest in organic farming. Furthermore, the goal is to impart knowledge about sustainable ecological and social management in agriculture and to achieve that ecology is also economically worthwhile for farmers, secures sustainable incomes in the long term and creates lasting perspectives.Finally, the aim is to transfer the results achieved throughout the EU and to strengthen international cooperation between the participating institutions and the associated partners. In this way, relationships are established and connections created that continue long after the project has ended and support the European integration of institutions and people.<< Implementation >>The project consists of eight work packages (WP), which include the following bundles of activities to achieve the project objectives.WP1 Project managementAll activities of the content-related, organizational and financial project management, securing the cooperation and organization within the consortium as well as with the 72 associated partners, organization and realization of workshops and project meetings as well as evaluations of the project realization and the transfers and implementations.WP2 Curriculum, teaching material and examination regulations for a dual initial vocational training ""farmer""a) Analysis of the German dual vocational training and review of current ecological and economic standardsb) Translation into national languages c) Adaptation to national peculiarities d) Test and evaluation e) finalization of curricula and teaching materials including evaluation results f) Development of application notes + preparation of further implementationsAP3 Training program ""farmer"" for people with learning difficultiesa) Analyses and forecasts of the education and labour marketsb) Development of country-specific concepts c) Merging of individual concepts, if necessary with different regulations and examination regulations d) Development of a curriculum and all teaching materials. e) Testing and evaluation f) Finalization of curricula and teaching materials including evaluation results. g) Development of application notes + preparation of further implementations.WP4 Train-the-Trainer Agriculturea) Development of a draft curriculum for the further training of teachers for the implementation of dual vocational training and further training.b) Test and evaluation c) Revision and finalization WP5 Curriculum for on-farm training of trainers.a) Development of a curriculum for the training of trainers. b) Test and evaluation of the curriculum c) Revision and finalization of the curriculum and development of application notes, materials, etc. for future use.WP6 Advanced training program ""modern organic agriculture""a) Development of a concept as well as drafts for curriculum, teaching materialsb) Development of a draft for a coaching program for the accompanying consultation by teachers c) Testing of the training and coaching program d) Evaluation of the trials and completion e) Development and coordination of an examination regulation with a further education degree that is officially recognized in Germany.f) Development of application instructions and recommendations for use.AP7 Further education program ""Sustainable agricultural entrepreneur""a) Development of a concept as well as drafts for curriculum, teaching materialsb) Development of a draft for a coaching program for the accompanying consultation by teachers c) Testing of the training and coaching program d) Evaluation of the trials and completion e) Development and coordination of an examination regulation with a further education degree that is officially recognized in Germany.f) Development of application instructions and recommendations for use.WP8 Dissemination, transfer and implementationsa) Personal, written and electronic transfer of all resultsb) Dissemination of seven results videosc) Organization and implementation of two international multiplier eventsd) Individual implementation consultations for 72 transfer recipients from 13 countriese) Implementation of a set of further dissemination activities.<< Results >>A total of 6 results will be developed in the course of the project. Result 1 Curriculum, teaching material and examination regulations for a dual initial vocational training ""farmer""For this project result the German dual vocational training as a farmer is the starting point. This is first analyzed fundamentally and examined and adapted to its ecological and economic aspects according to the common European agricultural policy. Since this training will be transferred to IT and Lithuania, two countries with predominantly school-based vocational training, a further analysis of the country-specific conditions and consequently an adaptation to these conditions must take place. Subsequently, a testing and implementation in IT and LT will take place, as well as the transfer to other educational actors in these regions. Result 2 Training program ""farmer"" for people with learning difficultiesThis Result aims to contribute to the inclusion of people with learning difficulties and disadvantages. This training program with a strong practical orientation offers those with learning difficulties a qualified entry into the profession of farmer and is also strongly characterized by ecological, social and economic sustainability. Result 3 Train-the-trainer agriculture Through the Train-the-Trainer program, vocational school teachers are trained in the design and delivery of vocational, workplace-based training. This is essential for Results 1, 2, 5 and 6, which are included and intensively addressed in this educational program. Only well-trained teachers can deliver good educational work.Result 4 Curriculum for the training of trainers in companiesThe involvement of companies is essential for job-related training, since most of the training takes place in the companies. For this, trainers in the companies are needed, who must be pedagogically qualified. For this purpose, we are developing a training program for trainers in the companies in order to be able to optimally cover the holistic approach of dual vocational training in the project. Result 5 Further training program ""modern ecological agricultureThe first of two continuing education programs deals primarily with ecology in agriculture. Important components are the contribution to climate protection that farmers can make, sustainable development and efficient management of natural resources such as water, soil and air, as well as the protection of biodiversity, improvement of ecosystem services and conservation of habitats and landscapes. Considering that only 7.5% of agricultural land in the EU is managed organically (EP, 2018), at least 70% of European farmers have no professional training (EP, 2017), and there is an ever-increasing pressure to convert to sustainable management, this educational program is highly relevant. Result 6 Further education program ""Sustainable agricultural entrepreneur"".Ecology is also significant in the second continuing education program, but the approach is to be much broader and to impart economic qualifications in particular, in order to achieve the promotion of sustainable agricultural incomes and to strengthen the crisis resistance of agricultural enterprises. Ecology and economy are not mutually exclusive, quite the contrary; economically viable farming is indispensable for socially sustainable and ecological agriculture. Social sustainability and regional value chains are also important components. This training program is intended to make an important contribution to the partial and full conversion of farms and to provide a broad-based training program suitable for all farmers."

In all EU countries, there is a clear and rapidly growing shortage of entrepreneurs and managers, which is the most limiting factor for the further development of SMEs. The need for young talent and the required skills have been comprehensively analysed by Hanse-Parlament for all Baltic Sea countries. In some EU countries, e.g. Germany, a large proportion of the next generation of entrepreneurs is recruited through vocational training, particularly master craftsman training. However, there are increasing problems.In many EU countries, vocational education has lost much of its attractiveness, and more and more young people are striving to study. Master craftsman training is perceived as a dead end and not a good alternative to university studies.In Germany, master craftsman training is classified at level 6 of the Qualifications Framework, like the Bachelor's degree. However, there is hardly any practical impact associated with this, the actual permeability is very low.Competences already acquired in master craftsman training are generally not credited towards a course of study.Internationally, the master craftsman qualification is only recognised to a very limited extent.Master craftsmen have comprehensive practical knowledge, professional experience and good skills in specialist practice and theory. In contrast, competences in business administration and corporate management are increasingly insufficient for running a company.In SMEs, practical experience and professional knowledge are essential for self-employment. As many university graduates lack these skills, SMEs can only recruit a very limited number of junior managers from this group. In order to overcome these problems, courses of study must teach relevant skills in specialist practice and theory as well as professional knowledge. The following objectives were pursued with the development and implementation of dual Bachelor's degree courses which integrally achieve Bachelor's and Master's degrees:a) Increasing relevance and quality and improving competences and knowledge with orientation towards the needs of the SMEs.b) Through the dual study approach, at the same time imparting relevant vocational skills and practical experience.c) Realisation of important contributions to overcoming the shortage of young entrepreneurs for SMEs.d) As a Bologna-compliant course of study, full international recognition, including master craftsman training.e) Making contributions to the EU agenda for the modernisation of Europe's higher education systems.f) Increasing the attractiveness of vocational training.g) Creating full permeability while avoiding recognition problems. The project was implemented by six experienced partners from Germany, Poland, Lithuania and Finland. The internationally active lead partner is particularly experienced in the qualification and promotion of SMEs and in the implementation of complex projects. A chamber was involved, which contributed its experience in master craftsman training and represented the interests of SMEs in the project. Four partners were higher education institutions / universities; only one has extensive experience with dual study programmes in cooperation with SMEs. During the three-year implementation period, the following main activities were carried out and results achieved.1. project management as well as implementation of 6 workshops and 2 international consulting and transfer conferences.2. development of alternative methods and models for the realisation of dual study programmes with integral achievement of master and bachelor degrees.3. development of module manuals for two integral dual study programmes for construction and electrical professions.4. accreditation, testing, evaluation and implementation of the study programme for building professions. 5. initiating the accreditation and testing of modules of the study programme for electrical professions.6. development and coordination of examination regulations for both study programmes and the different countries. 7. development of checklists and procedures for adaptation to different national conditions and coordination of four national implementation concepts.8. transfer of the project results to 70 chambers and higher education institutions/universities from 13 countries, which were involved in the project implementation as associated partners and received sustainable implementation advice, and implementation of further dissemination measures. For the freely accessible products of the project- Blueprint models & concepts for integral, dual study programmes, - Module handbook for construction professions, - Module handbook for the study programme Electrical professions,- integral examination regulations for master and bachelor degrees and - Manual with all project results and distribution via bookstoreshigh sustainable uses are ensured with a process-oriented expansion of the implementation regions including financing.