The aim of the project FATHER AND SON IN EU was to promote the implementation of practical entrepreneurial experiences in education for the target group of the future start-ups among the students of the secondary vocational schools and by this way to improve the employability of the graduates of secondary vocational schools in their own businesses in the states of the EU.The project used the result of the successfully finished Czech project FATHER AND SON and wanted to develop the project results in a European dimension. Rationale of the project was to contribute to increase the rate of employment in the states of the European Union, to support of courage to self-employment among students of secondary vocational schools and to support the creation of new businesses and creation of new jobs in them. Project partners had knowledge of the lack of practical transferable competences, skills and knowledge in entrepreneurship of the students of the secondary vocational schools which would like to start a business. The aim of the project was development, creation, testing and evaluation of innovative practical intergenerational educational programme. The content of the programme was prepared on the base of interviews with successful and experienced entrepreneurs about their competencies which have led them to success in business and on the base of interviews with students of vocational schools about their knowledge needs for successful entrepreneurship.The lectors and coaches in the education program were real successful entrepreneurs not teachers. All consecutive intellectual outputs were evaluated during project implementation and the evaluations and recommendations were included in final publication: PUBLICATION FOR START-UP ENTREPRENEURS TO BE SUCCESSFUL which is available at the project website in English in on-line library.The developed intergenerational educational programme were offered to other vocational schools to extend their school educational program.The project had 3 partners, from the Czech Republic, Italy and The Netherlands. The survey of competences, skills and knowledge leading to success in business was done among 60 entrepreneurs, the survey of knowledge needs for business was done among 60 students (future start-ups) of vocational schools. The innovative intergenerational educational program consisting of 10 topics/seminars. Seminars were tested in the one classroom with at least 14 students in each partner country.Project partners:CCC Přerov: The main mission of the Chamber is to create opportunities for entrepreneurship, to promote and support measures that contribute to the development of business in the Czech Republic and thus to the overall economic stability of the state. Czech Chamber of Commerce Přerov is a nongovernmental non-profit organization associating business entities. Our mission is to support business activities, promote and protectinterests, including the provision of membership needs. Medoro: Med.ORO. is a consortium of public and private entities operating since many years in the implementation of local development policies. Directly interacting with local authorities, enterprises, trade associations and all the actors of local development. 50 Company: 50 Company is a career agency for people over 50. We help experienced people to find their way on the continuously developing labour market, by providing individual career advice, workshops, network and several meetings for unemployed people. For employers we provide sessions about the changing labour market and sustainable work within the organization.Profil of participating organisation, vocational schools:Czech Republic: High school of gastronomy and services Přerov: The secondary school of gastronomy and services offers its students the Bečva Restaurant Training Center, where the students of the Chef, Chef and Waiter, use their theoretical knowledge in practice. The High School of Gastronomy and Services uses ESF projects to constantly develop, increase competitiveness and, last but not least, preserve prestige.Italy: The Technical Industrial institute “Stanislao Cannizzaro”: The Technical Industrial institute “Stanislao Cannizzaro” is the biggest independent public school multi-specialist of Sicily. Founded in 1969, it has now five specializations: chemistry, electronics, electrical engineering, computer science and mechanics.Netherland: Helicon Velp: Helicon Velp is a school for secondary vocational education for students with interest in nature, environment, outdoor, sustainable green, health, watermanagement and animal care. The school is known for its entrepreneurial and practical education and provides therefore a special curriculum in entrepreneurship. Students are in the possibility to start a „student company“during their education to get to know with starting a business in a safe environment.

<< Background >>In March 2021, a year has passed since the onset of the COVID-19 pandemic, which, among other areas, also significantly affected education. In many countries, the personal presence of students in schools has been banned and schools have had to switch to distance online education. It was a new way of education, which was very demanding not only for students but also for teachers. The COVID-19 crisis has highlighted the importance of digital education for the digital transformation that Europe needs. The crisis emphasized in particular the increased need for all to exploit the potential of digital technologies for teaching and learning and to develop digital skills.The FUTURE FOR EDUCATION project responds to the results of the analysis. Based on the results of this analysis, we have defined the areas of digital competencies that we will focus on in the FUTURE FOR EDUCATION project. The survey conducted by the ANALYSIS OF NEEDS OF THE PROJECT shows that in comparison with the period 3 / 2020–3 / 2021, the digital literacy of teachers was strengthened. However, in the area of control and use of new digital technologies and platforms, didactic skills are at a low level and these skills need to be strengthened. Teachers also feel an increased need for in-service training, especially in digital skills.Distance learning is still, in a way, a new experience for all participants - teachers, pupils, and parents. The survey showed that online teaching is very demanding, both for students and teachers. Currently, in Industry 4.0, online communication will be an integral part of further education. It is appropriate to learn from the COVID 19The project aims to use the potential of digital technologies for teaching and learning and to contribute to innovations in vocational education.Within the project, we will focus on the horizontal priority of Digital Transformation and two specific priorities:- Adapting vocational education and training to labor market needs,- Contributing to innovation in vocational education and training.The aim of the FUTURE FOR EDUCATION project is to develop and strengthen the digital competencies of high school students and teachers.We want to achieve this goal through the implementation of the following activities:1. Mapping effective and innovative methods of online teaching in the partner countries involved in the project.2. Education of teachers and students in selected areas of digital competencies.The goals of the project are:•harness the potential of digital technologies for teaching and learning•contribute to innovation in vocational education•enhance the digital skills of teachers and students in areas selected on the basis of an analysis of digital competence<< Objectives >>In the previous project named New strat ups, we educated students in business and labor market knowledge - now we will focus on digital technology education for teachers and students of vocational schools. Our first output is a Methodology of examples of good practice and recommendations of the best solution, where teachers and students will find examples of good practice from our partner countries, summaries, and recommendations of the latest digital technologies. This international sharing of all participants will bring new knowledge and comparisons. An international partnership is needed for new perspectives, recommendations, and experiences for all involved participants.The other output is creating individual study materials for three areas from our analysis of needs of the project. These study materials will improve the skill and knowledge of the students and their teachers.The general objectives are:- the development of digital competencies and expertise in the use of digital toolsThe specific objectives are:- Adapting vocational education and training to labor market needs - the adaptation of training offer to changing skills needs, digital transitions, and economic cycles. - Contributing to innovation in vocational education and training -the development and implementation of new and more relevant teaching and learning approaches.We expect a positive impact on the teachers and students: - increased level of digital competence- improved levels of skills for employability and new business creation- increased opportunities for professional developmentWe will focus on three areas in the field of teacher and student education:•Effective online teaching in schools•Digital marketing in business (use of social networks in business)•Electronic communication in the corporate environmentIn today's emerging industry 4.0, it is necessary to harness the potential of digital technologies and strengthen students' knowledge to meet the expectations of employers and meet the needs of the labor market.This project is expected to result in the development, transfer and/or implementation of innovative practices at organisational, local, regional, national, or European levels.modernisation and reinforce the response of education and training systemsThe impact of this project is intended to be:- increased quality of education and training- education, training, and youth systems that are better aligned to the needs of and opportunities offered by thelabour market, and closer links to business- new and increased inter-regional and transnational cooperation- to bring positive and long-lasting effects on the participating organisations<< Implementation >>1. Mapping effective and innovative methods of online teaching in the partner countries involved in the project.- creation of questionnaires and the content of the guided interview- implementation of a questionnaire survey in partner schools- implementation of guided interviews with teachers from partner schools- mapping of other digital tools in other schools and organizations- elaboration of the Methodology of examples of good practice and recommendations of the best solution.- publication and dissemination of the methodology.2. Education of teachers and students in selected areas of digital competencies.- determining the content of educational workshops - based on the methodology of good practice and the International Concept of Digital Literacy ICDL- selection of authors of study texts and workshop lecturers- creation of a workshop plan- creation of study texts- realization of seminars/workshops- publication and dissemination of study materials.<< Results >>Our project named Future for education will focus on the implementation of 2 main outputs.1. Methodology of examples of good practice in digital methodsIn our first output, we will map the methods of effectivity and Innovation of online teaching and their use in education in vocational schools in individual countries. The methodology will include: - a summary of the latest digital tools of education,- a summary of the latest possibilities of online communications and collaboration, - a summary of the latest possibilities of activation methods, - and other innovative digital tools. The aim is to make teaching more attractive through methods which are more effective and innovative in of online teaching in education. The methodology will be a tool for the introduction of hybrid education in vocational schools in all partner countries2. study materials The other aim is to create individual study materials for three areas. These study materials will improve the skill and knowledge in digital competencies of the students and their teachers. Study materials will be used for the training of teachers and students in digital education.Digital education for teachers on the topic: - Effective online teaching in schools. Digital education for teachers follows the first result of the project - the methodology. This output will be put into practice. Information from the methodology will be used in the creation of study materials and the implementation of professional seminars/workshops for teachers. Digital education for students on the topic: - Digital marketing in business - Electronic communication in the corporateenvironment (use of information and communication technologies) Students‘ learning will focus on new areas of digital education required by the labor market - based on a survey implemented. The content of the seminars for students will be based on the International Concept of Digital Literacy ICDL.The labor market requires experienced workers with knowledge of IT competencies - current students lack them. New digital education will bring new knowledge and facilitate entry into the labor market. Another result which we are expected:- Increased capacity and professionalism to work at EU/international level: reinforced cooperation with partners from other countries,- The development of digital pedagogy and expertise in the use of digital tools for teachers, including accessible and assistive technologies and the creation and innovative use of digital education content,- Adapting vocational education and training to labor market needs - the adaptation of training offer to changing skills needs, digital transitions, and economic cycles,- Contributing to innovation in vocational education and training -the development and implementation of new and more relevant teaching and learning approaches.

The main aim of the project New start-ups is to promote the implementation of practical entrepreneurial experiences in education for the target group of the future start-ups among the students of the secondary vocational schools and by this way to improve the employability of the graduates of secondary vocational schools in their own businesses or their new employment in the states of the EU. The rationale of the project is to contribute the increase the employment rate in the states of the European Union, to support the courage of self-employment among students of secondary vocational schools and to support the creation of new businesses and creation of new jobs within them. Project partners have knowledge of the lack of practical transferable competencies, skills and knowledge in entrepreneurship of the secondary vocational schools' students who would like to start a business. The aim of the project is to develop, create and test practical intergenerational education workshops. The evaluation module will be prepared on the base of interviews with successful and experienced entrepreneurs and needs of vocational school students. It will be created on the basis of their knowledge needs for successful entrepreneurship or employment. The lectors and coaches of education workshops are not teachers but successful entrepreneurs. All consecutive intellectual outputs will be available at the project website in English and all three partners languages in created Education portal.The developed Evaluation module and Education portal will be offered to other vocational schools to extend their educational program.The project has 3 partners from the Czech Republic, Italy and France. The survey of competencies, skills and knowledge leading to success in business is done among 60 entrepreneurs, the survey of knowledge needs for business is done among 60 vocational school students (future start-ups). The innovative evaluation module with education portal will be tested in one classroom with 10 students in each partner country.

"-The project International Youth Entrepreneurship and Foreign Trade in Education had focus in particular on an interlinking of school education and vocational training in an European context, and on an academic preparation and certification of ""Entrepreneurship in Foreign Trade"", respectively. -Participants due to this project's regional and supra-regional relevance, there were, next to the two business schools from two programme countries (GER, CZ), also school administrations, trade associations, commercial chambers and teachers education institutes (VISK) involved.- Project objectives for Learners (primary target group) Competencies were Support/additional qualification in vocational education, assistance in reaching Independence, enhance knowledge of cross-cultural, economic and social competencies. For teachers (secondary target group): enhance knowledge of cross-cultural, economic and ICT competencies- Main activities: developing and testing of lesson units and materials. Provision of curriculum based on ""examples of good practise"". Publication of project results Implementation. Two products (intellectual output) were created in two working phases, leading in school level 11/12/13 (upper level classrooms) 1.) ""joint lesson series on foreign trade"" and 2.) ""International Youth Entrepreneurship"". 1a) First year: development/mediation of basic economical terminologies and contexts, commercial law, fields of accounting, cost accounting, tax and staffing issues. Practise-orientated supplementary teaching by interlinking virtual ""training companies"" on an international Level. Comparison of teaching materials/worksheets and best-practise in two learning-/teaching sessions. Determination of teaching units (German/English) for a joint Module 1 ""business administration"" • Verifiability standards for the first part of the ""foreign trade"" • Preparation of a joint lesson series on business-related learning areas, based on existing experience and materials from country-specific perspectives. 1b) Second year: training companies decided on a regional product which they virtually trade, business transactions are carried out virtually, however, by use of realistic forms and under realistic Terms. In two further learning-/teaching sessions materials were aligned, bundled into best-practise teaching units and summed up in German/English to a second module ""foreign trade"". Within the learning/teaching sessions: visits to customs and tax offices, companies and chambers of commerce, where explanations were given on forms and processes relating to foreign trade. Company managers got invited to schools where they answered questions and took part in discussions (Boss day). Use of a simulation programme for management decisions (TOP SIM). Second module concentrated on economic basics, European single market, global economy, economic cycle and growth, money, currencies and state Budgets. - Results/effects:We created a brochure including 80 pages, the brochure documents all project activities, as well as learning units and lesson plans created in both participating countries, oriented at business forms, payment transfer, star-ups, conditions of duties and customs, local market, inclusive tests. Moreover, 40 certificates of young enterpreneurs have been issued as enclosures of leaving certificates. The participants include more than 100 students on both sides, more that 20 involved teachers, 10 events organised outside participating schools, 30 more teachers interested in ERASMUS programmes, more than 15 newspaper articles. 60 Czech teachers took part in courses for in-service teachers organised by the project partner VISK. 20 freelancers or firms took part in information events realised by the Czech Chamber of Commerce.One Czech student became a freelancer and started a business, a school canteen at which food can be ordered and paid trough an App. Other students confirmed in a survey that they do not refuse the idea to become freelancers in the future and thanks to this project, they feel it easier to realise this idea. - Long term benefits: The relationship of all partners in the districts Birkenfeld and Middle Bohemia will be sustainably well preserved in future in subjects of Education, Economy and Culture."

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.