Context/background of the projectThe impulse for this project came from the need to increase labour market potential of VET students of crafts and design. Among growing problems in Europe is unemployment of young people. Consequently, VET institutions have high responsibility in providing education and training that would meet the needs and trends of the society's labor market. Entrepreneurship and transnational networking, including distance team-working and ICT-based practices, are increasingly more important in creative industry labour market in addition to increasingly aiming to high standard professional skills. The project aims to contributing to the labour market adequacy of crafts and design education. Therefore, the project deals with increasing versatility of VET curricula in participating organisations, thus enhancing the quality of crafts and design education on local, regional, national and European level. Objectives– improving students' entrepreneurial skills for better labour market potential– improving students' classical and ICT based crafts and design skills– increasing participants' social competences to contribute to their cooperation and teamwork skills both in- and outside industry– enhancing participants' cultural and linguistic skills to raise their cultural awareness and competence to work on international level– sharing ideas and increasing EU partner network, thus raising the participating organisations' potential to provide competencies for better performance on EU labor market– modernizing pedagogy, raising quality and versatility of the participating organizations' VET curricula in terms of professional, digital and self-employment skills as well as knowledge on product design and cultural heritage. Tangible outcomes of the project will be – designed patterns inspired by cultural heritage or other culture-specific visual motives– deliverables (product prototypes) of different fields of crafts and design, representing regional cultural heritage or other visual features.Number and profile of participating organisationsAltogether, 5 organisations took part of the project: Tartu Art School (TAS), a vocational institution, Lybecker Institute of Crafts and Design (PRAVET), vocational studies, Instituto di Istruzione Superiore G. Mazzatinti, which is State High school offering five different courses with different curricula, Escuela de Arte y Superior de Diseño y de Conservación y Restauración de Bienes Culturales de Burgos (EASD), which offers both vocational and degree studies, and finally, ASOCIACION PARA LA GESTION DEL CENTRO EUROPEO DE EMPRESAS E INNOVACION DE BURGOS (CEEI-Burgos) which is a business consulting, incubating and innovation centre.Description of undertaken main activitiesAmongst the main activities of EntreVET were a Virtual Studio on cultural heritage in digital design, three Learning, Teaching and Training activities and two transnational project meetings.In addition, local dissemination activities, exhibitions of the products with patterns, regular management meetings in Skype, consulting and coaching between workshops, ongoing product and pattern development.Results and impact attainedResults on the level of participants:– increased entrepreneurial mind-set and skills, and therefore raised labor market potential– increased cooperation and communication skills both in- and outside own industrybetter understanding of cultural heritage and diversity, better cultural awareness, understanding of cultural diversity and linguistic skills– improved social and team-work skills– increased level of classical and digital competence to be applied in the field of crafts and designResults on the level of organisations: – due to successfully implemented methodology, an innovative entity of studies or its modules to be integrated in VET curricula of crafts and design education, more versatile curricula. Therefore better tools to support competitiveness and employment among graduates of crafts and design field.– increased motivation to integrate good practices and new methods into crafts and design studies– increased motivation of staff and capacity of organisation to work at international level– stronger and more active educational network of crafts and design on European level, increased opportunity for sharing good practices and innovative initiatives.Tangible outcomes of the project, that is:–a collection of digitally designed patterns inspired by cultural heritage or other culture-specific visual motives– deliverables (product prototypes) of different fields of crafts and design, representing regional cultural heritage or other visual features.

<< Objectives >>The aim of the project is to make the learning of horticultural automation more practical and attractive to students and adult learners. For schools, teaching automation effectively is a challenge. The research literature underlines that automation in agriculture is low compared to industry, which is highly automated. Low skills of staff are cited as one reason. It can be stated that graduates with better skills contribute to the optimisation of agricultural production.<< Implementation >>TaMi Automatics Ltd in cooperation with teachers from Räpina School of Horticulture, Zone College and Langenlois Horticultural School are developing a virtual greenhouse and training materials to support hands on learning. A virtual plant, developed outside the project, will also be integrated. Teachers will undergo methodological training, delivered by the Tartu Art School. Teachers and students from the three horticultural schools will participate in testing of the developed tools.<< Results >>As result of the project, learning horticultural automation will become more engaging for students and teachers. Students will be encouraged to experiment and programme different strategies, evaluate their cost-effectiveness and easily fix mistakes. After the project is completed, the virtual greenhouse and plant will be further developed, with more advanced features being introduced. This will be achieved by developing and implementing of the virtual greenhouse, teaching materials and training.

“Creative Digital Visualization for the Development of Design Thinking Strategies among students and youth” project is designed to encourage young learners - pupils, students, young people, but also teachers, coaches, youth workers to stay creative regardless of where they are: in the classroom, in their usual working environment or at home in isolation. The project aims to integrate arts and creativity to develop digital skills among target groups by the means of innovative practices in a digital era, in an era when distance learning becomes the “new normal” in education and youth work. It aims to enable learning opportunities for students, pupils, youth, teachers about innovative digital tools making use of and boosting their creativity. The partnership involves 5 organizations from Estonia, Finland, Denmark and Lithuania and it will last 2 years.The COVID-19 had a highly negative impact on the mental well-being of young learners. Being isolated at home, being deprived of social interaction and communication with their peers in the classrooms or in their usual environment, young people had to cope with these challenges alone. The need to address these problems is the reason to have this project. Our objectives are:- To enable young learners and teachers to use creativity and arts to stay balanced despite the situation they are facing;- To develop new skills and knowledge among young learners and teachers to help them to cope with problems, challenges, physical limitations;- To train students and teachers to use Visual Thinking Techniques for the creative visualization of their situation and condition;- To train students and teachers to use Design Thinking Strategies for the solution processes of various problems in life, in studies, in work;- To support teachers and youth workers to employ Design Thinking Strategies for planning lessons, delivering activities and content;- To elaborate a methodological framework for a course to be delivered in schools, youth centers, organizations on Visual Thinking techniques and Design Thinking Strategies;- To shift the approach to planning and delivering lessons to a new one, more creative, engaging and animated with the use of Design Thinking Strategies.For this purpose a series of activities will be developed such as training activities combining physical and virtual participation; training of trainers in VTT and DTS; exhibitions of artworks elaborated by our young learners with the use of VTT on the topic of “Creativity in Isolation”; a virtual festival of animated works of young learners with the main theme “The impact of COVID-19 pandemic on me as a young learner”; local events run by partners, educational conferences, small-scale training events at the level of each partner organization involved to share the new knowledge with colleagues, etc.An important goal of our project is to elaborate a consistent and qualitative methodological output - “VTT and DTS as tools for the innovation of learning and creativity and for the mental well-being of young learners”, that contains a set of structured principles that lay the foundation for the inception of education modules on VTT linked to innovative teaching methodologies such as Design Thinking Strategies. Our goal is that through this Intellectual Output to bring some contributions to the activity of those who are in charge of designing and delivering lessons and knowledge to help young learners to develop new skills. We aim at providing useful insights to innovative tools and technology for the purpose of strengthening learning and learning results regardless of actual physical conditions and location of the learner. The Intellectual Output production will involve the collaboration of 5 national teams composed of 5 trained trainers and one teacher/researcher per each team. The aim is that while the researcher gathers and elaborates the textual input,acting as observer, the trained trainers - coaches will provide the raw material based on their practice, acting as testers. The official launch of the Methodological Framework will take place in the framework of the Final conference organized offline and virtually simultaneously. As a result we have to plan a new framework for educators to apply in order to animate their lessons, to deliver them in an attractive way, to involve more actively the learner in the process of learning. We plan to have an enjoyable learning period for young people under any conditions, to enable tools for them to stay creative in the classroom or at home in isolation. We offer the framework that helps to open up the borders for our target groups the same way the COVID-19 pandemic closed them.

"The ENTRETOY project focuses on learning and teaching entrepreneurship in a new way. It is also the school of entrepreneurship and entrepreneurial attitude towards all. The partners' needs were as follows:1. Graduates lack confidence, initiative and key entrepreneurial skills.3 VET or higher education economics teachers have insufficient or absent practical experience and are unable to connect the learners' professional field with entrepreneurial studies.4 Lack of practical courses or continuing education mentors that could really support start-up entrepreneurs.The objectives:* Improving the quality of entrepreneurship education.* Training of the consortium's educators to have a new and more effective methodology for entrepreneurship education.* Testing different methodologies available.* Creating a curriculum for teachers and other entrepreneurship educators or advisors.* Creating educational materials for teachers and other teachers or advisors.* Creating a curriculum / annual program for an adult student pre-incubation course and higher education.The project partners are Belgium IEPS Jemappes (VET), Estonia: Tartu Art School (VET), Finland: SASKY (VET), Greenland: Niurnermik Ilinniarfik (VET), Spain: CEEI-Burgos Incubator, Poland: Regional Labour Office BialystokActivities: Teacher training, experimentation with new methodologies (FInland's TOY model and the ""Entrepreneurial School"" in Belgium), evaluation of results, combination of best practices. The creation of intellectual results: 2 curricula and teaching materials The results:- VET students and professionals have better key competences in entrepreneurship, initiative and trust.- Graduates are more competitive in the labour market. - New methods of teaching entrepreneurship are being used.- Teachers and mentors have innovative tools to teach entrepreneurship- The consortium's cooperation, evaluation and innovation processes create a basis for further development- An international network of teachers, mentors and students to support entrepreneurship learning processes.In the long term, we can expect to- more entrepreneurs, more jobs.- the graduate unemployment rate will be lower.- more collaboration between vocational schools, incubation centres and employment centres."

The project 'Numbers become Art' (acronym Be.Art) is an experimentation on flexible and innovative education and the use of ICT. It develops a pedagogical pathway by taking into account a problem common to many educational systems in Europe, and shared by the project partners, concerning the learning/teaching of Maths and other scientific subjects. Starting from the awareness of the difficulties many students have when approaching them, the project wants to offer a different view on how numbers can be dealt with and become matter for creating visual art. It offers an interesting innovative approach to arise confidence and look at maths, biology and natural sciences with different eyes. Additionally, it may ease their learning and teaching by creating a closeness between apparently distant areas of study.The experimentation provides pedagogical instruments and solutions which can be appreciated by teachers and trainers and facilitate their job as it helps provide equal opportunities to those students who present specific difficulties.The transformation of abstract data or tables into a piece of work of visual art can be, for students and teachers, a useful means to overcome resistance and convey motivation and beneficial outcomes as it involves a creative process. Moreover, the use of ICT/Infographics will be enlarged and improved being it the means by which purely theoretical data are transformed into images. In the project's attainment, this will ease the critical assimilation of the value of numbers and digital information. All in all, the 'scientific subjects-visual art' approach wants to consitute a peculiar method of joining creativity and effectiveness based on the experimentation of a didactic practice aiming at building up and testing an innovative pedagogical module which considers the transformation of abstract figures, data and scientific information into a visual product linked to image/visual art.The project fact filesa crucial point of the project is the joint participation and collaboration of students, teachers/trainers and staff. There will also be the support of external collaboratorsthe topics will be agreed on by the partners according to an organized thematic schedule in order to create a multi-part final product in the form of Art exhibits. field of study: the TERRITORY. Numbers, data, information, etc. will be extracted from the study of the territory from different standpoints: urban, environmental, historical, biological, naturalistic, architectural, etc.use of ICT: e-learning by means of video conference and webinarsuse of ICT: after the selection of data, information, graphs, etc., they will be processed and transformed into visual works use of ICT: creation of visual art products as a result of the digital processresults: realization of a pedagogical method implemented in the E-book of Good Practicesdissemination: the intellectual outcomes and the products will be disseminated through the media, web and two multiplier events.