Early school and iVET dropout and NEETs in the last decade have been increasing in all EU countries, although with different rates and drivers, Preventing and contrasting ESL and NEETs is at the centre of the agenda both at the EU and national levels in order to support inclusive, competitive and sustainable development processes. That calls for a need of sharing and building models, resources and competences by actors operating in diverse job and educational systems. The student awareness, motivation and engagement as well as the trainers (and educational system) competences in designing effective, personalized and engaging learning and job orienting processes can address the key determinants of a vicious circle based on the progressive decreasing of both expectations and competences.This is exactly the focus of the project SAVE (Self Awareness, evaluation and motiVation system Enhancing learning and Integration to prevent and contrast ESL and NEET) aimed at define and validate innovative models, approaches and tools supporting personalized, active and engaging youth personal development processes, based on self-awareness, reflective and participative based learning models, preventing ESL and NEET phenomena, contemporaneously addressing:- Students’ engagement and motivation by implementing self-awareness/evaluation tools, inclusive guidance and learning solutions supporting reflective, engaging and active behaviours;- Trainers guidance and learning role empowerment: by adopting pedagogical models based on: self-evaluation, learning personalization, digital portfolio and technology enhanced environments;- School and iVET responsiveness: by implementing stronger dynamic link between education and job market, leveraging on the competencies’ recognition within the SAVE portfolio framework.The SAVE system has been: realized, starting from the valorisation of partners complementary competences, resources and experiences; validated within a wide piloting framework, both at national (IT) and partners countries level (ES; UK; CZ). Around 300 youths and 133 trainers were involved just considering the piloting action.Six partners from IT, CZ, ES, UK, with consolidated experiences and representing SAVE targets, carried out the project by expressing complementary competences and resources, related to: self-evaluation and learning personalization (Ciofs-Fp, Educomm, Apricot, Navreme); technology enhanced systems and models (Navreme; Educomm; Apricot; Cultorale); target representation (CIOfs-Fp; Sanviator; Educomm); VET methodologies and organization (Ciofs-Fp; Cultorale; Sanviator).Five intellectual outputs, 8 multiplier events and 3 final conferences, supported by robust communication, dissemination and project management actions and processes allowed to achieve the project goals by:- carrying on a transnational scenarios and need analysis on models, practices and experiences aimed at clustering the targets and focusing SAVE design drivers;- adapting existing (also by creating a common SAVE clipping base) and further developing innovative tools, strategies and resources on the bases of the main scenario evidences;- defining the overall SAVE models and its architecture in terms of web enhanced solutions supporting learning personalization and guidance strategies based on self-awarded, motivated and active processes;- developing the SAVE resources for both youths and trainers and integrating them within the web enhanced SAVE system;- validating and fine-tuning SAVE system and its resources within 11 Italian Centres and in each partner countries. An iterative and multidimensional design-integration-validation approach has been employed, valorising the involvement of targets since the very first project stage to its follow-up, supporting both its improvement and fine tuning as well as its sustainable valorization.The evaluation of the piloting action has also represented the basis for the development of SAVE Recommendations addressing contemporarily the three levels: the system, professionals (trainers, schools and VET organizations but also mentors and companies, job placement) and youths. The results achieved are: the integrated web-enhanced SAVE system, supporting innovative self-awareness and evaluation tools and strategies supporting the learning and development process; recommendations, toolkit and resources; a wide clipping basis of resources; a consolidated and further developed SAVE network; the resources produced for the wide and constant dissemination actions. SAVE main impacts attained refer to all the three levels (youths and system, trainers and organizations, job and placement) both at national and EU level. The expected long term benefits can be related to two directions: the reduction of youth exclusion by enhancing employability (and transversal competences) both as personalized, (pro) active and aware development behaviours and as organizational (companies, schools, VETs).

Context and background of the projectThis project aimed to engage young people in acquiring s the skills to deliver the key social and economic goals of boosting productivity, increasing competition and innovation. It focused on young people who need to develop entrepreneurial skills in order to make them more innovative and creative. Attractive entrepreneurial learning materials in the form of a serious game was the main product. ObjectivesThe project and its partnership wanted to:• get to grips with enterprise skills by identifying and describing their importance for both employees in a business and the entrepreneurs who want to start or continue to run a successful business. • meet employers’ increasing demand for intrapreneurial employees - an innovative and entrepreneurial attitude, from all employees in addition to functional expertise and artisanal skills. • produce a competence matrix , a new European Framework of Enterprise Skills 2.0 that will underpin a new and different enterprise game by undertaking a skills audit and by employing VQTS methodology, a proven ECVET instrument.Partnership The partnership consisted of 11 partners with distinction between senior and junior partners. The senior partners were ROC Midden Nederland (promotor), Gobierno de Navarra, BFR Ober-Österreich, Chamber of Commerce Hodonin and Cambridge Regional College. The partner were responsible for the development of the framework and the serious game. The senior partners were supported by junior partners in several areas. SWO and The Gazelle Group mainly supported the development of the Competence Framework form their knowledge of business and entrepreneurial education. IT-Workz and Navreme Boheme were experts in game development and were mainly concerned with the serious game. Kent & McGill supported the overall development as an external evaluator and quality control manager. Overall the partnership had all the necessary competences to produce the required results at a high level.Description of main activitiesThe first phase was to develop a competence framework based on the latest scientific knowledge and the demands of employers. Initially all relevant information was gathered through a skills audit which included desk research and a online questionnaire filled in by more than 80 employers. A selection of competences and development stages was then derived using the VQTS model.This framework was then designed in an attractive graphic. The second phase was to build the serious game called SIMBIZ to take account of the main enterprise skills identified in the research. The game was built from scratch and extensively tested with students.The third phase was to produce and design a teacher’s handbook that would assist those wishing to use the serious game. This manual contains a number of suggested activities and plans for using the game. These three phases have run concurrently with a wide range of dissemination activities within each country that have generated interest in SimBiz and helped through feedback in the development of the project’s products.Results and impact attainedThe partnership has delivered the products to the standards set out at the beginning of the project. The Competence Framework stands tall in the comparisons we have made with the very latest research into enterprise skills that has been published towards the end of the project period. It is well researched, thorough in scope and strong in design. It is practical as well being very accessible for reference. In excess of 100 people have had the opportunity to examine and comment on it and it has been mainstreamed into institutions within and outwith the partnership.The SimBiz Game, the project's main product, fulfills our initial goal. It simulates realistic scenarios and engages the learner in a self -development course that can be played at several levels and addresses both employability skills and enterprise skills. Given that it has been designed from first principles, it is well designed and sophisticated. Significant interest in SimBiz has been shown at presentations at conferences in the partner countries, including EfVET 2016.Longer term benefitsEven though it is difficult to forecast the longer term benefit it is clear that within the partnership (international) entrepreneurial education has received a substantial boost. International entrepreneurial competences have been integrated into courses and the game is used by many students, not just in the partnership but also outside of the partnership. Especially the framework has the potential to become the leading instrument for the integration international entrepreneurial competences in vocational education in Europe.