The “ENTrepreneurship Experience and Rising PRofessionals In Sustainable Europe” (ENTERPRISE) project aims at implementing collaboration among school staff (teachers, educators, project managers) and professionals in the field of sustainable work start-up at European level in promoting intensive dissemination of newly produced teaching strategies and innovative ideas in the field of entrepreneurial education and sustainability. The four countries involved – Italy, Portugal, Bulgaria, and Norway – show different trends in the EU employment rate of the population aged 20 to 64 (data from 2002 to 2017), as recently published by Eurostat. Italy’s data are well below the EU averages. This is why two participants to this project come from Italy: I.I.S.S. Pio La Torre is coordinating this project with the experienced partner CEIPES supporting the development of IOs and the national dissemination. Data from Portugal and Bulgaria show fluctuating trends, recently in line with the EU average. Norway’s data settle well above the EU average. However, a look at the youth data (population aged 15 to 24) shows an alarming decline for all countries. The high level of diversity of education systems, different promotion of local/regional/national employability and caring of sustainable future in entrepreneurial instruction and work-based learning strategies at secondary school, makes this choice an excellent selection of countries participating the project. Moreover, the variety of languages implies a great influence of achieved results and larger access by European students and teachers. Today, students need to be goal-oriented, creative, and able to solve problems and come up with innovations, in order to be future responsible European citizens and workers. This project will foster in young students the development of specific know-how, linguistic and socio-relational skills necessary for searching or creating job opportunities in a rapidly evolving sustainable Europe. Within this project, professional development will take place through sharing good practices and experiences among teachers, students and experts in the field of entrepreneurship and sustainability at European level. Secondary aims of this project are to develop critical thinking, communication, financial literacy, and very important collaboration skills supporting entrepreneurial education and sustainability. The project will engage a total number of 24 teachers/educators and 48 students in a short-time mobility program (transnational learning, teaching or training activities):1) Short-term joint staff training events (Professional development in entrepreneurial education and sustainability) involving school staff (teachers, educators, administrative personnel). Each school will participate with 4 people and each association with 2, for a 3 day-long mobility. The course will be held in Trondheim in July 2020.2) Short-term exchanges of groups of pupils (Training students on entrepreneurship and sustainability for a duration of 5 days - travel excluded): 8 students with 2 accompanying teachers (10 people) for each school should participate in this exchange program in the three schools:a) Thora Storm videregående Skole, Trondheim, Norway (10 participants from Portugal + 10 participants from Italy), in September2020.b) Recursos Futuros, Lisbon, Portugal (10 participants from Italy + 10 participants from Norway), in October 2020.c) IISS Pio La Torre, Palermo, Italy (10 participants from Portugal + 10 participants from Norway), in November 2020.The project will develop the following intellectual outputs:- IO1: Collection of open educational resources in the field of sustainability and youth entrepreneurship.- IO2: Development of learning paths for teachers and students training in sustainability and entrepreneurial education.- IO3: Pilot study on student learning in entrepreneurship and sustainability.- IO4: E-learning platform in the field of entrepreneurial education and sustainability.The short-time mobility program and the development of IOs will mutually support each other. In particular, the first two IOs will support the activities to be carried out during the short-time mobility program. The experience collected by the teachers will be fundamental into the definition and achievement of the IO3 and for finalizing the IO4. The project will support transnational meetings and one multiplier event for each partner.Long term benefits: The project will extend the training to all interested people from other countries by means of an e-learning platform (IO4) on the topics outlined above freely available on the internet. Our objectives involve events and activities that will continue after the project, such as those events organized in conjunction with NGOs and local industries. Moreover, we would like to continue using the products and results of the project as a basis for future activities and as learning materials for students of other courses.

From birth to adulthood – a WBL successful Practice! (WBL S.P.) was a partnership between a Polytechnic Institute, 3 VET colleges, 3 enterprises in the areas of Metallurgy, Mechanics, Mechatronics and Industrial Maintenance and 3 Public Bodies from 3 different countries (Portugal, Spain and Italy). It was a 3 year project, whereby VET staff, trainers in enterprises and students from 3 countries participated in a ‘problem based learning’ project, aimed at developing 3 new innovative and creative Competency-based Curricula, in the above mentioned areas, which simultaneously include a creative and innovative teaching practice, relating to Entrepreneurship Education. This New pedagogy was developed for VET staff enabling higher level ‘applied’ and updated skills amongst learners, increasing simultaneously innovation, creativity and entrepreneurial skills and thereby narrowing the gap between academia and the world of work. The 3 companies involved other local similar businesses and provided a real world learning environment leading to more motivated VET students willing to fill in the vacancies in the labour market, more innovative VET staff and more inclusive employers/trainers, able to share their knowledge among apprentices, being responsible actors in the educational process, from the very beginning. Our goal was to give tools to the Businesses, which would make the hosting easier and more productive, not overcoming the capacities of the business and at the same time, validate the learning results, based in the EQVETs. The process and results of this validation (a report to be annexed to the student’s diploma) can be issued by the Platform developed by IPP Partner. The hosting of VET students was an easy process and enterprises & trainers felt motivated to be part of the VET system. This platform is reusable and expandable for other VET areas. At the end, VET teachers became better prepared to give the students the technological knowledge and competences they need by being in closed contact with the labour market needs.Trainers became better prepared to lead with students demotivation and misbehaviour. They were really involved in the construction of a young professional regarding their acquisition of technical competences and entrepreneurial skills. Both teachers and enterprises (tutors) contributed for the platform in what the competences needed in a real environment and this way it was possible the joint construction of a new curricula/programme. Local authorities had as main challenge the promotion of the new curricula at local and regional level and enhancing other enterprises in the development of the project. VET students tested this approach and methodology by participating in a Problem based learning project mostly in national enterprises. Only the Portugues students were able to do it at transnational level, in Spain. Each partner was engaged with local/regional industries with experience or the desire to implement new and innovative Mechanics, Mechatronics and Industrial Maintenance curricula&integration approaches both for VET students, vet teachers and trainers. WBL. S.P! seeked to build on matching the right VET student to the right enterprise&tasks and, at the same time, give VET teachers and instructors a better preparation both for teaching technological subjects and deal better with demotivation and misbehaviour, respectively, involved in the construction of a professional both technical and entrepreneurial skilled. WBL. S.P! focused on this duality of purpose and seeked to move VET students & teachers/instructors from ‘theoretical, technical and entrepreneurial competences’ to ‘Real usage and adaptation of technical and entrepreneurial competences’ and develop the skills amongst VET students&teachers, enabling them to ‘hit the ground running’ in an industry sector that has an in-build bias towards entrepreneurship, creativity and innovation. Participation within this project was an opportunity for collaboration between VET providers, students, employers/instructors and relevant stakeholders in the same VET field across southern Europe. The partners exchanged methodologies and good practices approaches, to improve the expertise of VET teachers and to embed extra-curricular activity in the sectorial fi

The topic of health concerns both individuals and society as a whole. While everyone wants to be healthy there is a strong connection between income levels and where you live with your health and life expectancy. The rising costs of health care, including for diseases that could actually be prevented or better managed, such as diabetes, coronary heart disease and cancer, mean that societies and economies have an interest in promoting better health. To be and to stay physically and mentally healthy is linked to knowledge about living a healthy life at all stages. Central to achieving this is having access to health care and understanding health information. Health literacy is a basic competence and needs to be recognised as such.Health literacy levels have an impact on the efficiency of healthcare systems. People that have low health literacy tend to go to the doctor more often, to be hospitalized more often or to take inappropriate treatment or prescriptions. Furthermore, they are less inclined to take preventative measures. Fostering health literacy of all citizens is beneficial for society at large as it reduces costs for public health systems which can, then, work more efficiently for those really in need of care.Tackling the health literacy issue also means fighting poverty, social exclusion, racism and discrimination, and promoting social justice and gender equality. It provides a very strong basis to improve the socio-economic situation of many people as a healthier population in all stages of life can contribute better to the social, cultural and economic development of its community and country. Thus, it is not only about educating people in health issues but about empowering them to attain a better life for themselves and society as a whole.The objective of the HEALTH@HOME project is to help transform areas of social and economic disadvantage into sustainable, healthy communities by providing a full range of age appropriate and accessible family education resources to promote health literacy.A) Resources: These will include a suite of age appropriate family learning resources that build health literacy related to the 4 thematic areas selected - Promoting Positive Mental Health; Diet & Nutrition; Preventative Health Promotion; Social Media in the Health Sector - to include: - a collection of 12 themed comic strips for younger children, 4 for each selected theme, will be designed and produced and presented as PDFs for download and printing and as flip-books for online reading;- a compendium of 32 web-quest challenge-based educational resources, 8 for each selected theme at introductory, intermediate, advanced and expert levels for learners between the ages of 13 and 25;- a series of workshop lesson plans, tip sheets and a learner manual to raise health literacy awareness among parents and guardians- induction training programme for parents and guardians so they can facilitate and manage the family learning model developed.2. An in-service training programme for adult educators to support their engagement with the new family learning resources developed and to ensure that they acquire the necessary skills to develop their own comic strips and Web-quest challenge-based educational resources.3. A bespoke on-line learning environment will be developed and populated with the innovative family learning resources.All resources developed will be presented in traditional and on-line formats in 4 partner languages and made available to all interested parties without restriction in keeping with the open access requirements of the ERASMUS+ programme.

VRAILEXIA “Partnering Outside the Box: Digital and Artificial Intelligence Integrated Tools to Support Higher Education Students with Dyslexia”Students with dyslexia encounter several difficulties during their university career, leading to a greater rate of drops out with respect other kinds of students. Nowadays, tools for dyslexic students are mainly focused on primary and secondary school; conversely no standard methodologies are proposed for Higher Education. Starting from the attitude to visual thinking and creativity of dyslexics and their evidence neurodiversity. VRAILEXIA will develop learning tools and services for University dyslexic students to assure equal access and opportunity of success during their academic career and their lifelong learning experience.VRAILEXIA by using virtual reality and artificial intelligence will implement an e-learning adaptive digital tool (BESPECIAL) for supporting students with dyslexia. As a long-term objective VRAILEXIA will propose a sustainable teaching and training pattern for HEIs to allow them to boost their own strengths counteracting their seeming weakness.Moreover, VRAILEXIA wishes to emerge the mastery of thinking out of the box exploiting the ability to explore creative and unusual ideas that are not limited or controlled by rules or tradition.VRAILEXIA outcome is a network of HEIs piloting Hub engaged on a MoU for developing inclusion strategies for dyslexic students and enhance their opportunity of success during the academic career and integration into the labour market.VRAILEXIA’s general objective aims at changing the perception and implementing a tool to overlap dyslexic’s main difficulties with a positive impact on empowering their motivation and self- esteem. Consequently it will breed a common procedure within European Universities to assure services and learning environment based on student-centred vision and Universal Design Learning. The perspective is to enable Universities to develop strategies for inclusion of untapped students’ talents and strengths.Specific applied objectives:1.Design, develop and validate of “BESPECIAL” a digital tool for supporting students affected by learning disabilities, dyslexia in particular, through an e-learning platform based on artificial intelligence (AI) to automatically customize itself and adapt its contents to the dyslexic students’ needs. 2.Develop Virtual Reality test for the assessment of dyslexia profiles and for monitoring the level of motivation, anxiety, development of soft skills after the use of BESPECIAL. 3.Implement 2 training pilot paths for HEIs in order to implement respectively: a) training course for HE teachers to respond to the lack of competences and awareness in student- centred teaching methodology such as UDL b) a Pilot Crash Course on Creativity and Entrepreneurship for university students in order to boost up their visual thinking and mind-set skills.4.Assure the transferability of competences acquired during the training course in order to spread the student-centred approach within the HEIs;5.Build an OER Repository with a categorization of teaching and learning materials based on Universal Design principles available on line and specific contents developed within the project;6.Set up a MoU for clustering the actors/stakeholders to generate a European Network fostering a common strategy of inclusion within Higher Education targeted for students, teachers, administrative staff and as well Associated partners.VRAILEXIA leads to the following tangible results:--sustainable tools to support Higher Education providers in implementing inclusive learning approaches for dyslexic students;-an adaptive learning environment based on Informed Artificial Intelligence for supporting students with dyslexia;-a set of VR tests and a ‘strategy based on student- centred methods’ in order to motivate them in their lifelong learning process;-a common pattern shared within the network of Piloting Hubs fostering Universities capabilities to become innovative centres in supporting all students in their academic and job career.

"The concept of internationalization in the professional operations of SMEs is often approached by its employees without previous preparation or adequate strategies. Economic and Industrial Chambers, VET providers and institutions are available, but this concept is usually not incorporated in their main operation, and even if they are able to advise in this area they are not equipped with mechanisms or tools that would grasp activities from the beginning to the end to account for sufficient support to their beneficiaries.Thus, the ISO project is addressed to Economic and Industrial Chambers, employees of VET providers and VET trainers who work with and support SMEs (trade and services). The project results will also be beneficial for start-uppers or SMEs that have already guaranteed themselves a recognized position on the national markets, but are interested in introducing their businesses to the international markets (specifically to the EU audience).The project is a response to specific priorities in the VET field:1. Developing partnerships aimed at promoting work-based learning in all its forms, e.g. the development of new training content(including Joint VET qualifications), integrating periods of work-based learning, including opportunities to apply knowledge in practical projects/""real life"" workplace situations, and embedding international experience (mobility) whenever possible;2. Introducing systematic approaches to, and opportunities for, the initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings, with a focus on developing effective digital, open and innovative education and pedagogies; as well as to the horizontal priority: transparency and recognition of skills and qualifications.The project will fulfill the priorities, by developing and making available:IO1- Internationalization Service Officer profession manual.The manual will be developed for chambers employees who want to become Internationalization Service Officers and will provide them with the necessary help and advice on how to support for internationalization processes in SMEs. It will support them in promoting work-based learning opportunities among SMEs by striving to internationalize the enterprise in which they work or they are the owners.IO2- Videocasts for SMEs concerning internationalization processes.The videocasts will be prepared by SMEs representatives from every country who have achieved success in internationalization of their businesses. The scenarios will be developed by the partners and they will discuss ""real life"" workplace situations andpossibilities of WBL use for reinforcement and effectiveness of internationalization processes in SMEs realty. IO3- ISO mobile application for startups.The app will ensure personalized training pathways by initially testing the knowledge and awareness of Internationalization processes among startupers. The “ISO for startups” will also elaborate a personalised strategy for the startuper to be able to address the weak points and empower its approach to Internationalization processes. The app will contain: self-assessment panel concerning internationalization processes in SMEs; training pathway on 3 levels of advancement on the results of self-assessment; strategy maker panel.The results will account for competence development, facilitate WBL and assist in internationalization practices that SMEs are or will be participating in. Further speaking, the project's objective is also to promote WBL practices, support professional development of staff in VET institutions, assist companies in providing strategies enabling cross-border sales and promotion of how the cooperation with Chambers (at any level) will advocate business development.The ISO partnership constitutes of representatives from Poland (RIG and Danmar), Portugal (AEVA), Greece (HCCI), Italy (IFEL), Ireland (ITT) and Spain (Cenfim) - organizations experienced in impacting on societies lacking sufficient skills or resources. The partners are well-oriented in mechanisms for fighting market competition and carry out activities for the promotion of brand awareness on national and EU markets."