Context/background of project; Because of the COVID-19 crisis, a big part of all VET education needed/needs to be provided online or in a hybrid form. This brought all kind of challenges: some teachers don’t have a feeling for anything digital, teachers (and students) don’t always like online education, an element of non-verbal communication is not present in online education, interaction with students is a challenge, but also collaboration between students is harder to facilitate.VET Online wants to: •Create more awareness on the opportunities of online education •Create a more open mindset towards online education among teachers/trainers•Provide practical tools to face the challenges of online education compared to classroom education To reach these objectives, VET Online will develop: •the VET Online Toolkit - which will contain very easy to use, simple tools, activities etc. to be implemented in online classes. The goal of these tools is to recreate the vibe of offline classes. We will first identify the prerequisites, involve stakeholders in the development of the toolkit, in the testing of the toolkit and the dissemination of the toolkit. •the VET Online E-book - which will showcase the experiences of teachers who have used the VET Online Toolkit, and the impact of it on their education. It will show the benefits of online education, to gain a more positive idea about online education. We will first identify the prerequisites, involve stakeholders in the development of the e-book, in the feedback activities and the dissemination of the toolkit. We will involve at least 40 teachers and trainers from 4 different countries (5 different VET providers) in the pilot test. With VET Online we want to make a contribution to the regain of self-confidence, motivation, and work pleasure of teachers, although they have to provide their education primarily online. The project will create more awareness, but also more focus on the positive sides of online education and the opportunities it offers. We want to contribute to the professional development of the teachers, especially in the field of digital skills and how they have to arrange their online classes. Thereby, this project will contribute to the quality of VET. In the end it is all about providing the highest quality VET, in order to prepare students in the best way possible for their further career and life.

Following the research prior to the application stage, the ETC4SE partnership had identified that the long-term unemployed needed the encouragement to enter into the social entrepreneurship world, in order for them to develop economic activities as presented in the project and being social responsible.An overall solution was needed, an ecosystem containing information on training resources, case studies, examples, a simulator as well as mentoring support to help them achieve their goals, materialise their project and solve community challenges. The project aimed to improve certain general social competences of the TG users such as active entrepreneurship, critical thinking, and the use of digital competitions. By also providing information and data on Social Economy and localised information, our TG could work and develop the above mentioned competences. This project also aimed to put into service a specific method for social entrepreneurs to learn in the European countries and more elaborately, a method based on specific didactic material related to social entrepreneurs and economic activities creation, integration with social inclusion, user guides and How to Guides, containing different contents that can be adapted to other countries and different didactical / educational programmes. The main objectives of the project have been to create the followinga) an online multilingual platform containing training material, resources for mentors and users, and a business simulator for the creation of a social enterprise business plan,b) an ecosystem for social entrepreneurshipc) national competitions for social entrepreneurs through the method of pitching (4) with more than 80 TG members applying to participated) 5 multiplier eventse) marketing and dissemination material such as brochures, newsletters, a website (www.etc4se.eu) Taking this project as a model of management in the sector of the Social Economy for long term unemployed, the impact witnessed is great, the target group members had the possibility to understand the importance of the human capital over the capital as base for the creation of a stable and competitive company, the support structure to set it up, the resources and simulator tool to try and error. The project lasted for 24 months with the following partners participating: 5 organizations led by Drosostalida, a Greek social enterprise. SPI, a consultancy company from Portugal, IRIS, a VET center in Greece, Stichting Incubator, a Dutch incubator and BtF, a company from the United Kingdom.

"We see the role of teachers as vital in the learning process of students. However, in the true spirit of Lifelong Learning, teaching roles and required competencies need further development to sustain high-quality education, especially in the digital age. Recent research on the 'Open Education Europe' platform initiated by the European Commission shows that 70% of VET teachers understand the importance of digitally assisted teaching and learning, but 6 out of 10 people do not receive any training on how to use ICT in the classroom. As a result, only 1 out of 5 students is digitally taught by confident and supportive teachers. Digital skills are one of those skills that will play a big role in our lives, both personally and professionally. As the digital age continues to evolve extremely rapidly, these skills are in dire need of development. To enable students to acquire these skills during their education, it is necessary to be skillful so that they can advance their digital when they enter the business and start the field. This project will create a continuous digital literacy learning cycle for VET teachers and some.Our TCC VET project ""is focused on providing systematic approaches and opportunities for the initial and continuous professional development of VET teachers, trainers, and mentors in both school and work-based settings, and developing an effective open and innovative education method through the use of ICT technologies."" To achieve this, TCC VET has provided digital and interactive tools that will directly contribute to VET TEACHERS 'PROFESSIONAL DEVELOPMENT and improve their lessons using modern technology.In this project, 5 project partners worked together, achieving the targeted project outputs to achieve the goal of creating a continuous digital literacy learning cycle for VET.Our project outputs are:-IO1 - TCC VET TEACHER TOOLBOX (Collect and develop low barrier tools for VET teachers to use directly in the classroom)-IO2-TCC VET TEACHER HANDBOOK (Support teachers with a special to motivate and demonstrate the use of digital tools and teaching methods to VET teachers)-IO3-STRATEGIC ROADMAP (Determining for VET school management to best integrate interactive and digital education into their schools)-IO4- Facilitating the TCC VET TOGETHER teachers community. (To facilitate change and peer support. We also facilitate the international exchange of knowledge, skills, and experience and peer support among teachers. Enabling innovative approaches and inspiration to flow from one country to another.)Web page:http://tccvet.com Visit out community: https://thalys.gr/course/index.php?categoryid=43 ( Here you will be able to download the above-mentioned results.) eTwinning page: https://live.etwinning.net/projects/project/193077 Facebook page: https://www.facebook.com/tccvet2018 These 4 concrete Outputs were shared with VET schools, teacher training universities, VET networking organizations, and other relevant stakeholders and relevant external parties through Multiplier Activities and other forms of communication.The methodology used: Our project management methodology is based on ongoing internal and external evaluation with high frequency and open communication between partners, commitment to cooperation, well-defined and understood roles and responsibilities, clarity of tasks, deadlines, and requirements. Obtained results; • During the COVID 19 pandemic, the need for digital competencies has become more important for teachers and students. Our project continues to guide VET teachers and students during the ongoing pandemic process. • The awareness of teachers about using new teaching methods has been increased, • Teachers' use of digital, interactive tools and teaching methods in lessons has had a positive effect on their approach to involving students in the lesson.• Exchange and peer support was provided among motivated teachers regarding the application of digital tools and modern interactive teaching methods.• Continuity has been ensured in teachers' career development.• To school administrations; Guided them to align practice in the classroom with school policy regarding specific interactive, visual and digital teaching methods.Impact envisaged en long term benefits: VET teachers are the central target group of our project because they transfer their knowledge to the ultimate beneficiaries: the students. They need to understand digital education, explore and acknowledge the opportunities it brings and know how to use it in the teaching and learning process. The above-mentioned funding spent on technology investment will be ineffective if teachers cannot optimally use the facilities in their teaching.Therefore, TCC VET will take an integrated approach to serve the needs of teachers and their VET colleges, to optimally engage the final beneficiaries, the students. They need to become very familiar with digital skills and feel comfortable to continuously keep learning when new technologies or applications arise. This project, therefore, doesn’t foresee a specific single training for teachers and ultimately the students but it will create a continuous cycle for VET teachers to keep up to date with new technologies, applications, and programs so that there will be a continuous cycle of life long learning at the VET schools."

<< Background >>The arts are integral to the social, civic, and economic wellbeing and vitality of our nation. Arts participation in childhood and youth has been linked to positive academic and social and emotional outcomes later in life. There are also positive relationships between art-going and other social and civic activities, such as volunteering in communitiesArts and culture have experienced significant economic setbacks from COVID-19. Across the spectrum of artistic and creative endeavors, restrictions on gatherings, changes in consumer behavior (voluntary or otherwise), and severe unemployment have taken a devastating toll on the sector. The full scope and scale of the impact can be hard to discern, in part because of the size and diversity of the industries and occupations that constitute arts and culture.Art and culture are part of every vibrant community and form attractive urban environments. Artistic creation and entrepreneurship contribute to creating innovative meeting places that are buzzing with ideas, projects and cultural events. However, the cultural employment situation is complex and there is an over-establishment in several occupational areas. The massive digitalization in recent months in the culture and creative sectors is clearly not temporary and could create new forms of experience and business models with market potential. There is an opportunity for a major innovation breakthrough in terms of the deployment of state-of-the-art technologies that allow “presence at a distance” (artificial intelligence, virtual and enriched reality, Internet of Things, etc.) to build a new “experience economy”. New forms of digitally mediated, decentralized creative production allow for engagement with larger and wider communities, not only at the receiving end but also in terms of content production. This trend could lead to more inclusive and innovative forms of collective production of creative content. ‘Cultural footprint” is young entrepreneurial development project for emerging artists, which aims to develop an enterprising mindset among young artists and encourage them to take responsibility for their own success and life achievements. It applies a four-step methodology that improves youngsters skills and help them realize their first enterprising ideas: the first step is inspire them, the second to teach them practical skills, the third to mentor them and the fourth to network them and show them new horizons and perspectives. The learning by doing process is accomplished in cooperation with business incubators and entrepreneurs, who show in practice how enterprise and product process work. The project idea is about young promoting entrepreneurship individual tutoring, digital skills upgrading and creativity thinking among youth cultural workers and emerging artists (in the role of learners) and business experts (in the role of trainers) who had faced the difficulties of the post COVID-19 period in terms of cooperation, workload and financial incomes. The crises of COVID-19 had created new circumstances of work, request new models of business set-up, call for digitalization of almost all the business services though platform and tools. Additionally, it makes more urgent the problems faced by the young and emerging artists in EU and considering the self-employment status, no governmental support and wide restriction measures of their work. In addition, many well-educated cultural workers are under-employed or permanently part-time unemployed and find it difficult to develop their skills and live on their art. What is more, the new situation with the ongoing COVID-19 pandemic has made it even more difficult for the cultural stakeholders to find employment in their respective cultural areas. More specifically, the pandemic has created a new landscape and – as culture continues to play an important role in strengthening the social community and contributing to social inclusion – cultural creators need knowledge to be ab<< Objectives >>The outbreak of the Covid-19 pandemic particularly threatens the future of young and emerging artists, creators and cultural operators, who are severely impacted by the enforcement of social distancing measures and the consequent postponements, cancellations or closures of events, live performances, exhibitions, museums and cultural institutions. Such a situation, with obvious differences among Member States, regions and social groups, has an impact on the possibility for cultural sector youth workers to go digital and continue their activity, particularly in cultural and creative sectors where employment is precarious. It is also an additional hurdle for young and emerging artists, writers and newly launched cultural and creative enterprises, which face competition from well-established dominant cultural and creative content providers, with possible consequences for cultural diversity as the study on the 2008 economic crisis indicates. Young people employment rate have been rapidly decreased due to the COVID crisis. They have been struggling to find inspiration, work, cooperation and funds/grants to support their work.The lockdown and social distancing measures have also made evident the importance of arts and culture for people’s mental well-being – and possibly, through the increasingly documented psychosomatic effects of cultural access, also health. The youth and emerging artists have been facing one of the biggest crises for the last century as the pandemic have created a lot of restrictions to all kind of artistic works and created the need of essential re-structure and re-born the art using digitalization, digital cooperation, e-audience and e-business tools.The project entitled “Youth Creativity: activities for promotion and support of non-traditional business models and techniques in the creative and cultural sector” was planned and created as an answer to the emerging needs of youth artists and experts in CCS to receive expert support and to re-build or start their art-oriented businesses after the pandemic. The business reality will never be the same, the youth and emerging artists should carefully revise their skills, assess capacities, brands and organize their businesses in order to reduce the risks of second pandemic situation negative effects and to adapt to the new circumstances. The current project aims to create a methodology and training handbook on business set-up for young and emerging artists, from project management, financing, audience work and personal marketing (showreels), to technical knowledge to support of youth artists in the creation of small art businesses and/or cultural enterprises and the process of creativity thinking. This will be achieved by developing relevant training solutions and materials to strengthen the capacity of youth cultural workers to strive in the current economic environment. At the same time, the project is devoted to all those young people who wish to establish their own creativity micro enterprise as a response to the crisis or unemployment. Specific objectives of the project are: •Using innovative digital solutions to increase the business and IT competences of the youth experts in the cultural and creative sector and fill the missing gaps of entrepreneurial and digital skills. •Combining innovative digital tools and cultural content in order to help the young artist in their branding and structuring process using new models of business structuring. •Using of Innovative technologies for communication and training and setting up “digital residencies” for young and emerging artists •Activities that strengthen the cooperation and networking between business and artistic Organizations, CCS and entrepreneurship sector•Creating innovative training curriculum with elements of business development and creativity thinking<< Implementation >>1) The ‘Cultural Footprint’ training programme: The project will firstly investigate the essential post COVID-19 skills for young CCSs entrepreneurs, experts and artists in participating countries, as well as the existing training programmes for youth education at the field and their contents and creative thinking. The training programme will consist of 10 modules and will be partly delivered in person via webinars, local trainings and e-residency . The training program will be tested in two phases, first with an international group of trainers online, and then in follow−up trainings.2) The ‘Cultural Footprint’ Partnership: The consortium is composed of different actors from youth artists educational sector with international experience in EU-funded projects and different cultural backgrounds. Each project partner has a specific role in the project which determines the tasks assigned to that partner and the time requirements allocated for completion of those tasks. The partners also have permanent contacts and feedback from the target groups as well as good knowledge of the target sectors. This long−term benefit justifies the rather large costs invested in the development of the platform. 3) Manual for Recovery techniques and for supporting Artists in post-COVID 19 period: All consortium countries will participate in the process of collection data, analysis of skills and competencies, essential for youth educators and workers in the implementation of educational and training programmes in consortium countries and good practices identification. As a result of the current work will be examined 50-60 publications at local level, received 100 answers to digital questionnaire and involved 275 stakeholders in inception meetings and road tables, 10 local stakeholders’ meetings, research and manual for support.4) Guideline of Individual Business Coaching of young CCSs and Digital residency: Will be created a short guidebook providing introduction to trainers about the procedures and materials to be shared during the digital residencies. It will provide instructions on how to build your business in post-COVID 19 period and help the young and emerging CCS entrepreneurs get additional funding to support their work. 5) Training curriculum on how to develop and support innovative business ideas in CCSs and creativity thinking: An intensive training curriculum tailored to missing business skills and competencies for young trainees in CCSs and creation of business creativity thinking will be prepared, tested and piloted during the implementation of the project. The curriculum will be consisted of 10 modules with about 40 hours duration.6) Set of modular training materials: Course materials, including theory and practice which can be adapted in line with national, regional needs.7) Digital platform for networking and e-residency: The platform will provide additional support to all target groups and set of innovative activities such as 10 digital webinars with 200 participants, one e-residency tools for promotion of artists work with about 50 art works and 25 artists coached with 40 hours duration each 8) Project website, newsletters, articles, leaflet, social networking, local focus groups - conducted during the implementation of project activities, involving no partner organizations, local workshops and conferences.10) 3-days Training of trainers in Sweden “Training of trainers in practical tools for boosting of art businesses and creativity thinking” with 10 experts.<< Results >>The indicators of achievement consist of certain criteria of both quantitative and qualitative nature. The quantitative indicators mainly address the consistency of the activities undertaken to the target group(s) outreach as follows:• Number of beneficiaries directly involved in project activities (approx. 695 representatives of the main target group and stakeholders in five countries – Sweden, Italy, Netherlands, Czech Republic and Greece) distributed as follows:PR1o Focus groups – 270 participants.o Online survey with artists – 100 participants.o Online survey with publications – 60 publications examined and presented.o promotion of the report -300 copies spread in the partners’ countries.PR2o Trainers – 10 experts trained to deliver the methodology in project countries.o Training guideline promotion: 300 copies spread in the partners’ countries.PR3o online webinars: 10 webinars with 20 hours duration and 200 participantso online discussions: 5 discussion, 9.5 hours duration and 100 participantsPR4o coaches: 10 to 15 coaches trained and involved.o artists: 25 mentees will fulfill the 40 hours support procedure.o e-residency: 1.000 hours of supporto residency tool: 50 art pieces and 40% rate of success

<< Objectives >>SUSE wants to fight youth unemployment and socially include youth in the community. Through innovative entrepreneurship learning we will inspire youth and youth workers to focus on entrepreneurial elements of future employment, since it will activate intrinsic motivation, critical thinking and voluntary participation. SUSE will bridge the gap between businesses and youth and focus on the SDGs. SUSE will inspire youth workers to use digital skills in their current teaching methodology.<< Implementation >>The activities are described in the WPs and are the tangible outcomes of the project. WP2 is the development of a practical curriculum for youth, focussing on social entrepreneurship, the importance of the SDGs & a business model. WP3 is the development and implementation of a digital coaching manual for youth workers, focussing on how digital skills can be helpful in teaching. WP4 is the development of a handbook on pitching competitions & also the organisation of such a pitching competition.<< Results >>We envisage an impact among the youth who will be re-connected again with peers & the local community, using social entrepreneurship skills & motivate them by receiving qualitative education. Besides the previous mentioned results there are additional outcomes; - Stronger network among the target groups. - Increased usage of digital tools to educate youth about the chances of entrepreneurship, related to the SDGs. - Local awareness of the project and increased involvement of local stakeholder