"Background in Austria: a catalogue of competencies for VET schools was created and offered to schools; this was not specifically designed for internships though. Therefore in 2016 there was a working group at the Ministry of Education whose task it was to work out a further catalogue of competencies for various internships at VET schools. However, there has never been any obligation for schools to make use of this catalogue; it should be handled as a mere suggestion. Furthermore, it was also unknow to what extend such tools exist in other European countries.That's what ""Qualiship"" was founded for; it's main goal is to collect information on all kinds of evaluation tools and practices that exist on a European level, then compare them and, as a final step, collect best practice examples.These comparisons could lead to a follow-up KA1 project focusing on a document suggesting how to/ which criteria to standardize for internships; There were 4 partner countries that participated in ""Qualiship"": Austria acted as coordinator, the four partners are all related to VET institutions, some of them are even public schools.1. LMC: this college in Lancaster offers all different kinds of formation for approximately 5000 students. They have their own department for evalution of internships.2. COMUNIDAD DE MADRID: could be compared partly to Austria's ""BHS"" (secondary school type), partly to ""Lehre"" (apprenticeship). There are 5 big school clusters with a large variety of offers. The CEO of one of these clusters was our contact person. The organization and planning of the project included all CEOs, however, they could not all participate in the meetings. 3. MEDATLANTIA: is a consulting company in La Coruña, Spain, working on projects with education centers, also focusing on the topic of evalution, support and management of internships.4. CONFARTIGIANATO VICENZA: is an umbrella organization for employers in this region of Italy, providing various education and further training service for them.Probably the most interesting and inspiring part of this constellation was the diversity. Each partner provided the project with different angles and aspects; partly based on the differences in the countries' education systems. This also meant though that quite an amount of time had to be invested in getting everybody up to date and familiarizing them with these different systems and approaches. Phases and activities: the project started in the autumn of 2017; the ""Kick-Off Meeting took place in Austria (HLW Bad Ischl) in November 2017. The second meeting was set in Lancaster in April of 2018. Partners met in October 2018 for the LTTA in Madrid. The final meeting, focusing on evaluation and completion of the project took place in May 2019 in Vicenza.The meetings in more detail: At the first meeting in Bad Ischl*the project design was discussed once more in more detail*questions up for discussion concerning the comparison of the different systems for determining and managing the quality of internships were collected*tasks for the next meeting as well as for the project in general were distributed among the participants Until the 2nd meeting in Lancaster the partners were asked to work through the posed questions and unanswered questions were discussed again. In the second meeting the partners got familiarized with the educational system in the UK as well as with different tools used in supporting and managing internships (Who uses which instruments? How are results evaluated? Which criteria for support are of particular importance? How can we reduce the complexity of experience gained during internships?) Furthermore, the LTTA in Madrid was prepared.The 3rd meeting - LTTA - took place in Madrid. It was about evaluating all the tools shared and getting some concrete results, as well as the work on the final report. The 4th and final meeting in Vicenza focused once more on the research results.Results and effects: Spain -: Comparable evaluation tools (questionnaires) have been compiled - this did not exist before. 4 national and 6 regional meetings/events were held to present both the Erasmus project. 20 publications on social media. In Italy, the experience of the European partner organizations has been incorporated: in concrete terms, the evaluability and comparability of competence levels and skills as a whole have been adopted. There were no questionnaires on this either. – as the Italian partners were only fixated on technical professions. For the UK, the evaluation steps were followed by the exchange and comparison of the competence profiles for the trainee ships. Essential skills could thus be captured. In particular, the distinction between qualitative and quantitative content has greatly improved comparability and elaboration possibilities. The results are relevant in 184 courses with 2,840 students. For Austria, there was an evaluation of the competence grid by the additions of the partners."

Investment in education and training are the most rewarding investments for the future of European society and investing in the development of entrepreneurial spirit and competences in particular can play a vital role in boosting growth, innovation and job creation. Digital technology enriches learning in a variety of ways and offers learning opportunities, which must be accessible to all. In the Rome Declaration of March 2017, EU Member States stressed their commitment to providing young people with the ‘best education and training’. The October 2017 European Council called for training and education systems to be ‘fit for the digital age’.More than 80% of young people in Europe use the internet for social activities however the use of technology for educational purposes lags behind. Innovation in education systems can help to improve learning outcomes, enhance equity and improve efficiency. It is most effective and sustainable when embraced by well-trained tutors and embedded in clear teaching goals.Digital technology offers new learning opportunities by enabling access to additional learning environments and resources that can be used to attract and integrate learners. Digital technologies facilitate problem-based and interactive learning and enable a personalisation of the learning experience. However, successfully leveraging the potential of digital technologies for education is first and foremost a question of improving education and the focus when integrating new technologies into educational settings needs to focus on the pedagogy.The objective of the GAME-CHANGER project is to harness the pervasiveness of digital and social media environments to build entrepreneurial capacity throughout Europe. In pursuit of this objective partners will:(1) support front-line youth workers to develop new professional competences that enable them to harness the potential of online, challenge-based education to build the entrepreneurial attributes of their youth target group;(2) develop a suite of WebQuest resources to support the acquisition of entrepreneurial competences; (3) develop a bespoke WebQuest platform where all the challenge-based learning resources developed can be accessed by youth workers and youth target group members.

"Creativity Training for Europe (CT+) is a project whose main objective was to promote the development of relevant and high-quality creative skills and competences, linked to its entrepreneurship, making it possible for low-qualified or low-skilled people with talent and creative abilities, to use their capacity in today's environment for their professional and personal growth, while taking care of the differences in gender promoting the inclusion of women in creative and entrepreneurial sectors.The context analysis detected an important group of low-skilled or low-qualified people with significant creative skills and significant potential for application in the market, but who had never trained that creativity, nor did they have the knowledge and skills necessary to generate and develop their own creative projects.This was identified through 4 needs:Need 1: Alarming unemployment rates in this target group.Need 2: There are many adult people low-skilled or low-qualified but with a high creativity potential that need a good training to improve their creative competences.Need 3: The lack of basic knowledge for manage a project or idea, make people distrust own capacity to entrepreneur.Need 4: The deeply theoretical character of the “creativity education” discipline that takes place in vocational and technical schools, and normally not accessible to all collectives.Those needs set the CT+ objectives:Objective 1 (Need 1): Reduce unemployment levels in the target groups.Objective 2 (Need 2): Effective strategies for Development of relevant and high-quality skills and competences.Objective 3 (Need 3): Promoting entrepreneurship education and social entrepreneurship among people.Objective 4 (Need 4): Balance differences between woman and men.CT+ project's target has been low-skilled or low-qualified adults with high creativity potential, in particular young adult people and women (all ages). Secondarily,professionals linked to training in creative activities, trainers, teachers, coaches, social workers, and other professionals who work with this group and/or in the development of creative skills have also been included.To achieve these objectives for this target, CT+ has produced the following Intellectual Outputs:- IO1 European Framework of Creativity training in entrepreneurship: a framework with detailed information on the situation, lacks, needs, opportunities, requirements, characteristics and specific shortcomings of creativity training in Europe, and its development from an entrepreneurial perspective.- IO2 European Curriculum of Creativity training in entrepreneurship: design and creation of specific content to improve the creative skills and capacities of the target and their ability to undertake their own projects based on the conclusions of the framework.- IO3 European Methodology of Creativity training in entrepreneurship: based on the framework and curriculum conclusions, a specific creativity training methodology linked to the entrepreneurship of creative people was developed.This IO3 was expanded due to its importance, to guarantee the potential for impact on low-qualified and low-skilled people; as well as with the aim of enabling this through trainers, human resources managers, or other interested groups. For this reason, in addition to the Methodology, an ""Activity Booklet"" and a ""Pedagogical Activities Guide"" were created.- IO4 E-learning course of Creativity training in entrepreneurship: with the above tools, an e-Learning course was created designed to train creative people to improve their skills while thinking about developing their own projects.In order to promote the potential of these tools, meeting its objectives, three Transnational Project Meetings and a Short-Term Learning Activity with 20 people were carried out. Local working groups were also organized with the participation of more than 125 people.With all this, in a project severely affected by the pandemic during its second half, requiring extra effort, time and resources from partners, both in development and dissemination activities, 3000 target people have been impacted by the project and this way to develop their creativity in order to develop their own creative projects.In addition, an on-line CT+ Community of creative people has been created, with a common space to carry out exchanges and expose their skills, experiences, offers or link their work; a source of creative talent available to the community and creative companies.Likewise, now this target and many organizations linked to this training has several important tools so that they can design specific creativity training plans according to a field or sector, and improve people's creativity in addition to facilitating them to develop their own projects.These tools have been created in an open format that allows third parties to update, improve, reuse or adapt them to their needs, promoting a deep long-term utility."

"The project aimed to improve and expand the opportunities of students in the challenging life phase of transition from school to working life. A competitive labor market demands not only a well-qualified workforce, but also the ability to apply skills in the workplace, be adaptable, and be entrepreneurial. BACKGROUNDThe background of the project is the poor implementation of pedagogical approaches (entrepreneurship education) that can strengthen entrepreneurial thinking and acting. This has been highlighted in relevant studies by the OECD and the European Union. The high level of youth unemployment in parts of Europe should thus be combated and the transition from school to working life improved.Entre@VET has developed approaches to assess and strengthen individual entrepreneurial competencies. In addition, the aim was to show paths on how these can be harnessed on an individual basis. The project directly reached a large number of people from the target groups. There were six events with a total of 226 participants (teachers, entrepreneurs, career counselors and students). Among them were five multipliers with 189 participants and one blended mobility with 37 participants. There was contact with 468 people (153 entrepreneurs, 151 students, and 164 vocational school teachers or counselors) as part of the target group survey. OBJECTIVES and RESULTSExtensive training material, professional development courses for teachers to promote entrepreneurial young people were developed. The material can be used via the interactive platform. Specifically, the project also aimed to disseminate and make accessible the activities and materials carried out in the project. Another important task of the Entre@VETSchools project was to better understand the current situation in the VET sector focused on entrepreneurship. It also developed tools that can help teachers and career counselors develop new approaches that focus more on entrepreneurship.The results are distributed across the 5 IOs- IO1: Career Orientation Index for Pathways to Entrepreneurship in Vocational Schools: Career Mapping. Specifically includes a competency framework: A comparative report describes current practice in partner countries on career guidance with a focus on entrepreneurship-oriented career pathways. - IO2: Career Guidance with a Dual Learning Approach. The IO focuses on the development of all essential teaching and learning materials to support the expansion of career guidance programs toward entrepreneurial orientation and competencies in vocational schools. - IO3: Interactive portal for vocational orientation with Open Badges eco-system for assessment. Two interconnected products were developed: The dynamic and interactive PORTAL/PLATTFORM and the e-assessment tool linked to Open Badges. - IO4: Tool Kit for implementation. Pilot implementation of the Tool Kit to develop adequate strategies in partner countries. IO4 is complemented by strategy templates, good practices examples, SWOT analysis for implementation, and tips for implementation.- IO5: ENTRE@VETSCHOOLS Strategy Pacts for Sustainability. Includes linkage points for steakholders and other decision makers.APPLICATION and PRACTICEThe interactive platform offers two main application areas the ""Professional Development Course"" for vocational students and the extensive presentation of exercises, pedagogical approaches and resources for vocational teachers. Both the above mentioned target groups and the partner countries benefited and will benefit from the implementation of the project on a transnational level, as the development of such an innovative and comprehensive program for vocational education and training is not possible without the exchange of information, the identification of good practices and the complementarity of expertise. In addition to the teaching and learning approaches mentioned above, the project provides such examples of good practices as well as approaches for disseminating the project results in the partner countries and beyond.Events conducted were:- Corona-Conditional Online, C1: Short-term joint staff training: Promoting Key Competences (Entrepreneurship) took place July 13-15, 2020. .- Corona-Conditional Online, C2 - Blended Mobility for VET Learners took place between March 2 and March 4, 2021.- There were a total of 5 multiplier events prior to the completion of the project.- Additional events to disseminate the project products; series of interviews with a total of 8 entrepreneurs."

"The project ""Computer Service Training for Personal and Professional Development"" is the completed project in the framework of Erasmus+ Adult Education program. The subject of the project is computer service training including personal and professional development. The target group of the project are adult persons (in particular aged 50+) who have lack the skills in the field of computer service. In many European countries are organized training courses related to computer service, which are designed to reduce the digital gap dividing older and younger generations. The vast majority of these courses aim to provide adult learners with the technical skills connected with computers and basic programs. Adult people (especially aged 50+) belong to the people of the difficult situation on the labour market. In connection with the economic crisis, whose effects are still being felt to a large extent, many workers in this age have lost their jobs and are now unemployed. Adult people, in particular those who are struggling with difficult situation on labour market (e.g. unemployment) are also at risk of social exclusion and isolation. The project has been created in order to support adult people in social and professional development through computer service training. The aim of the project was to exchange experiences and good practices in the implementation of computer service training courses among the partners and the common development of the training program, which takes into account not only the support for the computer, but also use it for personal and professional development. Developed training program allowed adult participants for acquiring social and professional skills. The training program was a mainstay for conducting training courses by each partner on national level. Each output of the project is be the result of cooperation on international level. The project developed a website in order to inform on the project, the partnership and to promote developed model of training. Each intellectual output developed was uploaded on the website (each result was developed and distributed in traditional form - hard copy format and electronic form - PDF format). The website with all the results will be maintained at least till the end of Erasmus+ program."