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.

People working with vulnerable groups of youth are struggling on a daily basis with the problem of maintaining work-life balance. Youth with physical disabilities, behavioral problems or intellectual disabilities, youth from alternative care, NEET youth and minorities face difficult problems in their everyday lives that can trigger strong feelings of empathy, sadness, helplessness or anger in youth workers. It can be very hard for youth workers to get proper rest after work and don’t think about distressing problems that young people they work with face. Most jobs and many life experiences generate some degree of stress but it seems that this problem is exacerbated among individuals working in emotionally demanding environments. The professional sphere often spills over into worker’s private life, and worker experiences a burnout. In order to achieve work sustainability, workers should find a balance between work and private life. Considering that we are lacking tools to help youth workers to alleviate the stress and emotions arising from such emotionally demanding work, development of a modern tool that is easily applicable and simple to use is of utmost necessity.Youth workers who learn how to take care of their mental health will be able to teach these skills to young people they work with too. When adopted, these skills make our daily lives more meaningful and enjoyable, even when we are faced with difficult situations and circumstances. Acceptance and commitment therapy (ACT) is a form of cognitive-behavioural therapy, an empirically based psychological intervention that uses acceptance and mindfulness strategies with commitment and behavior-change strategies to increase psychological flexibility. Psychological flexibility is the ability to stay in contact with the present moment regardless of unpleasant thoughts, feelings, and bodily sensations, while choosing one's behaviors based on the situation and personal values. Studies show that psychological flexibility is associated with quality of life and mental well-being.Unfortunately, the traditional face-to-face psychotherapy is usually too expensive or inaccessible to youth workers working with vulnerable groups of youth, especially to those living in rural or poor areas. Computerized cognitive-behavioural treatments show promising results in treating anxiety and depression symptoms, as well as in development of healthy ways of dealing with stress. That is why this project will use this modern approach to enable greater number of youth workers to learn and implement basic principles of ACT treatment for their own self-development and in their everyday work with young people.The objective of this project is to introduce psychological flexibility skills into youth work practices with the aim of empowering professional capacities of youth workers that work with vulnerable groups of young people. As a result, they will be able to cope with stress more successfully, protect themselves from burn-out and transfer those skills to the young people they work with. This objective will be achieved by development of an intellectual output: innovative tool for increasing psychological flexibility that will consist of 2 parts: workshop curriculum that will be used in synergy with the mobile application containing short excercise based on the principles of ACT therapy. The app will be available for use in 3 different ways: individually by youth worker, individually by the young person, or in group work.Target group of this project are youth workers from 5 participating countries who will take part in producing the described intellectual output, piloting it and disseminating it to the relevant stakeholders. In the beginning of the project, 10 team members will take part in joint staff training where they will learn the basics of ACT treatment that will enable them to develop the content for the curriculum and the app. The developed materials will be tested and revised in the second joint staff training that will be organized for additional 15 youth workers who will implement national piloting of the materials afterwards. Through these trainings, youth workers will develop their own psychological flexibility and with the help of the developed intellectual output, they will be able to transfer these skills in a systematic and easy way to young people they work with. The developed curriculum and mobile app will be freely available in the project website and widely disseminated to other youth workers who want to develop better ways of dealing with stress and transfer these skills to youth they work with. The expected impact and long-term effect of this project is raising awareness of the stress that youth workers who work with vulnerable groups of youth deal with in their everyday work, of the importance of adopting healthy ways of dealing with stress and taking care of own mental health for lifelong sustainability, especially in such high-demanding emotional work.

"The European coastline presents a large number of tourist destinations, with a great variety of historic, natural sites and remarkable landscapes. However, the European harbor cities do not necessarily benefit from the same tourist interest: they are appreciated for their infrastructures and conveniences (marina, transport, trade, hotel capacities), serve commonly as a base for the organization of the tourist stays, and are more rarely considered as tourist destinations by themselves.Yet, these cities have a rich heritage that is often poorly known, representative of a major history and urban culture: architecture linked with traditional, industrial or military activities from the Middle Ages to the present day (warehouses, customs buildings, wharves , etc.), intangible heritage (music, popular traditions, fishing techniques, etc.), naval heritage, ... which bears witness to a history still present.These once prosperous cities and popular neighborhoods have not always known or been able to highlight their wealth and are, wrongly, often neglected by tour operators, tourism professionals, and by the tourists themselves who see them mainly as a place of passage or an element of picturesque scenery to eat.Tourism professionals, like all locals in contact with visitors, do not have the necessary tools to make these places attractive to visitors. Moreover, the appropriation of this heritage by actors and inhabitants, necessary to ensure its conservation and long-term development, also deserves appropriate techniques and tools.The ""Heritage Harbor Story Telling -HHST"" project mobilizes 6 European partners - tourist organizations, cultural associations, training organizations - in 4 European port cities: Bastia (Corsica, France), split (Croatia), Piraeus (Greece) and Catania (Sicily, Italy). It is coordinated by the Office of Intercommunal Tourism Bastia.HHST aims to develop a tourism and social approach for the enhancement of port heritage, by strengthening the social and heritage skills of professional and volunteer actors who contribute to the port activity: entrepreneurs, fishermen, traders, tourist offices and guides, heritage development associations, residents ... The reinforcement of these skills will be based in particular on heritage interpretation training adapted to the profiles of the public and to the specificities of port heritage, which for a large part is part of an economic history still alive. The objective is to make all these actors ambassadors of the heritage of their ports, by valuing the complementarity of the points of view and the competences and constituting multi-thematic discovery paths where each actor constitutes a resource person.All professionals and citizen volunteers willing to work or simply develop an active citizen engagement on these sites will have new tools to bring a cultural experience to visitors.By making it possible to develop the attractiveness of these neighborhoods and increase the length of stay of visiting visitors, this new competence of professionals and local tourism stakeholders will benefit port cities more generally.The HHST project proposes to respond to issues raised by developing:- a participatory method for the appropriation and tourism development of this ""hidden"" heritage,- a stakeholder training framework based on a strengthening of heritage knowledge, the transmission of the contributions of heritage interpretation, the development of communication and mediation techniques applied to port heritage,- An online training tool, to sustain the training process,- An application of these methods and training contents through the creation of 4 cultural tourism routes aimed at discovering port heritage in the 4 partner cities.Cooperation between actors in Euro-Mediterranean port cities makes it possible to integrate the common historical and functional elements of port heritage into the training method and content. In the long term, it also enables the development of a real European network of tourism projects aimed at enhancing the heritage of ports and built from the same participative method. Finally, the transnational approach contributes to the emergence of an active European citizenship based on the reappropriation and enhancement of a common heritage."