In summary, the project has reached the targets and objectives set out at the start. The Intellectual Outputs have been produced, and the project has reached a broad target group in the respective countries. Attendance to workshops and events have generally reached the tartgets, in some areas the number of participants has widely exceeded expectations.The Recruit Potential-project has addressed the challenge that the future labour market demand for specific skills in certain professions, will in many cases be higher than the supply. At the same time, there will be large categories of individuals that are outside of the labour market. The project has been directed towards a change in the employers’ strategies. A change that can result in more inclusive recruitment demands, were also individuals without all the skills traditionally required for a position could be employed. People would be recruited on their potential and then educated by the employer to reach the skills required for the position. The long-term effects of such a change in strategies are that employers will have a larger potential supply to choose from when recruiting for new positions. This will support social inclusion since groups usually not considered for an employment would now more often be given the opportunity. With inclusive HR-strategies, both for recruitment and inhouse VET, disadvantage groups like refugees, disabled, young people without experience, people with low formal education could be recruited on their potential instead of formal qualifications and experience. Barriers from the employer side could be lowered and more people included onto the labour market. The project has been targeted towards VET-training of Human Relations staff and management involved in HR-processes and special focus was on recruitment. HR-staff, Recruiters, HRBP, other HR-specialists and management are in the centre of the recruitment process and even if management usually are responsible for recruitment decision, HR-staff have a considerable influence on strategies, guidelines and policy in this area. The project Intellectual outputs are as planned;- IO1 a Classroom Course Curriculum for Inclusive HR-strategies with teachers’ packs and assessment tools. The Curriculum support the possibility to increase knowledge on the topic and promote a change in attitudes among HR-staff and management. - IO2 an Open online training course available online in different languages (English, Swedish, Portuguese and Latvian). The development of the IOs have been driven through five transnational meetings. The TNM were the project's focal points where experiences has been exchanged in a transnational setting, but also dedicated to input and feedback on the intellectual outputs. To ensure relevance for stakeholders not participating directly in the project local stakeholder groups has been set up to guarantee a link between the project and VET-stakeholders at partner level. The intellectual outputs contribute to HR personnel to reach a better understanding of the concept of Inclusion and how it could be integrated in core processes, such as recruitment and inhouse continuous VET. Through the Open online training course, the results can be used internally by organisations. Through dissemination and Multiplier Events the project has promoted the uptake . The project has been performed by five partners. Three partners are local public authorities, represented by HR specialists and management. One was a foundation partner, specialized in HR training courses and one a technical partner specialized in development of online courses and Open Educational Resources. The partners come from Sweden, Portugal, UK, Latvia, and the Netherlands.

There is a clear economic and social rationale to promoting a second chance for failed entrepreneurs and deriving positive experience from negative situations. First and foremost, businesses set up by re-starters grow faster than first timers in terms of turnover and jobs created (Stam, Audretsch, Meijaard 2006; Enterprise Europe Network), and approximately one fifth of all successful business people failed first time round. Secondly, most of the time, business failure is not due to the incompetence of the entrepreneurs. Thirdly, there is a lot of evidence to show that Europeans as a whole are relatively risk-averse, especially compared to countries such as the USA. In Germany e.g. only 1-2% of new companies per year are founded by second chance entrepreneurs (see KfW-Gründungsmonitor 2013) and the World Bank recently critiqued Poland for its failure to understand the value of second chance entrepreneurs as manifested in its particularly onerous liquidiation procedures (Devictor, 2013). EU Enterprise and Employment strategy already contains numerous references to second chance policies. However, until now this concept is almost completely absent from VET provision. Research shows that second chance entrepreneurs have different support and information needs than first time entrepreneurs (Melle-Wigt 2006, Kay 2004, Siegel 2006) but HEI & VET providers continue to offer a uniform service.Hence, the principal innovative contribution of this project will be to kickstart the development of a comprehensive and integrated international approach to second chance entrepreneurs by constructing tailormade training and support for them and mainstreaming it across relevant stakeholders at regional level. In order to do so we will firstly create three Regional “Second Chance Entrepreneurs Alliances”. This new strategy involves bringing together stakeholders in enterprise education and economic development - such as Universities and Colleges, VET providers, Enterprise Development Agencies, Local Governments, Banks, and Chambers of Commerce - to jointly contribute to sustainable cultural and institutional change towards business failure. This will be achieved in a “top down” strategy via dialogue, exchange of best practice and construction of a common agenda for action. This type of Alliance has never been used before in Europe and once stakeholders are aware of the changes needed, they will be in a position to work together, pooling resources to make effective and cost effective improvements in services. We will systematize the process and lessons learned in the form of a SEAL Toolkit, which will be published and actively promoted as a means of replicating the Alliances in other regions. As a first concrete outcome of the collaboration espoused by the Alliance, we will then develop, test, publish and promote a dynamic “Value of Failure Enterprise” training course directly targeted at graduates and second chance entrepreneurs. Specifically, the content of the course itself will be innovative: - It closes the gaps between information needs and existing support infrastructures- It is based on innovative pedagogic strategies and learning approaches such as the flipped classroom model, improved learner integration and the story-based learning approach. - It is based on the principle of collaboration for mutual advantage - It promotes innovation through fostering the chance of successful re-starts. VOF is delivered by a cross-sectoral partnership led by University Szczecin (Poland), known for its commitment to collaboration as a means to pursuing excellence. They will be joined by Enterprise Northern Ireland (UK) the primary Enterprise Education Organisation in the Northern Ireland region of the UK specialising in VET training and regional economic development programmes. Visionworks (Germany) are a specialised business start-up consultancy, whose practical and holistic approach to enterprise training is reflected in highly successful online learning platform “Univations Academy”. The partnership is completed by Canice Consulting (UK), an international consultancy in the field of business VET with a growing specialism in digital learning and online marketing and Creo Mind (Poland), whose Director is a recognised authority in Entrepreneurship education and new pedagogical approaches. As a result of our project, the 40 graduates and second chance entrepreneurs who participate in the Value of Failure Enterprise course will grow confident in their understanding and application of risk and the value of failure and are more likely to become self-employed entrepreneurs or gain the confidence to set up another business. At organizational level, the project provides HEIs & VET providers with real motivation to integrate the learning course into their own portfolio of services, as it is a high quality, cost effective solution to a real demand they are facing.

Much research has been carried out on the digital divide in the labour market, most notably the gap between the demand for employees with high level ICT skills and the low availability. However, in today’s labour market, it is estimated that 90% of ALL jobs require ICT skills (www.idc.com) since rapid innovation in ICT is leading to “the need for digital skills in nearly all jobs where ICT complements existing tasks.” (EC Digital Single Market texts) Nevertheless, 47% of the EU population is not properly digitally skilled and this is even more noticeable in Poland, where 54% of the population have no or low digital skills. (EC Digital Single Market publications). Indeed, Poland ranks last among OECD countries with less than 20% of all workers using office software daily. For these reasons, the Digital Skills Accelerator (DSA) project aims to put students in the driving seat of their own skills development. The goal of the project is clear: define the digital skills that should be prioritized by current and future cohorts of HE students, and create a self-directed multi-media learning system that students can access to bolster their skills in specific areas. In order to achieve this goal, we will: - Produce a DIGITAL SKILLS REPORT (IO1) identifying the most valuable digital skills required professionally and for civic engagement. - Create an ONLINE SELF-ASSESSMENT TOOL (IO2) enabling students to identify their digital skills’ profile and map a personalized learning pathway. - Develop the ESSENTIAL DIGITAL SKILLS TOOLKIT (IO3), an open, online modular training course allowing students to update their skills in the key areas. - Produce a series of MOTIVATION AND RECRUITMENT VIDEOS (IO4) as an essential component of the recruitment and learning process. - Rigorously test and optimize the resources before disseminating them widely to ensure strong use among the target groups. The DSA model is based heavily on the concepts of user based design and so it is only reasonable that our project should integrate as much user participation as possible at all stages, from design to execution to evaluation, specifically: - 50+ HE institutions, VET institutions and wider stakeholders will participate in the DIGITAL SKILLS RESEARCH REPORT - 36 teaching staff from HEIs &VET institutions and 60 HE students participate in USER TESTING - 12 + Students and/or other organizations will have their video CASE STUDY developed - 250 HE and VET institutions and wider stakeholders will participate in MULTIPLIER EVENTS On completion, the DSA project will have produced the knowledge, resources and social capital (commitment from key actors) to enable the introduction of the Digital Skills and Competences model to our HE and VET institutions, and through them to present and future generations of digital confident citizens. In order to achieve this overall impact, the project will produce 4 intellectual outputs (IOs) which each focus on producing a tangible result or output. 1 Digital skills research report (IO1) identifying and prioritize information for digital competences 1 Self-Assessment tool (IO2) students will use this interactive self-assessment tool to identify their current digital skills profile. 1 Essential Digital Skills Toolkit (IO3) - a comprehensive training course of circa 18 modules to assist students to updates their skills in the key areas. 1 set of Motivation and Recruitment Videos (IO4) The tangible results will lead to the following outcomes: - TEACHING STAFF in HE institutions in 4 regions will grow in knowledge and skills, being able to integrate digital skills into their courses. - HE STUDENTS, will develop digital competences and skills for application in their professional lives. - HE AND VET INSTITUTIONS AND WIDER STAKEHOLDERS will demonstrate greater commitment to support its implementation in education - WIDER STAKEHOLDERS AND POLICY MAKERS will gain greater awareness, knowledge and integration of Digital Competences as a new and important aspect of education. - PROJECT PARTNERS will acquire in depth knowledge of digital competences The impact of the project will be felt most at local and regional level through the strengthening of digital skills teaching and the ability of thousands of students to engage with the outputs of the project, thereby advancing their own digital literacy and competences. However, it also provides a reliable means of advancing systemic changes in approaches to digital skills education at national and international levels given the high relevance both of digital skills to the demands of our contemporary European economy, but also of digital literacy in these #fakenews times. Moreover, it demonstrates that there are many new and innovative ways to increase the social inclusion and civic engagement of young people, while also contributing to the overall European goal of social cohesion.

(see above)

Digital communications are revolutionising our economy and society, enabling disruptive innovation and creating new business models. In the words of JC Juncker, President of the European Commission, “Europe's path to growth is paved with tablets and smartphones.” (1)Yet the digital landscape is complex and as new business models emerge, our education and VET systems are lagging behind. The gap between real world opportunities and teaching is most acute in the creative industries where generic online retail strategies do not apply, but new collaborative models abound: online marketplaces, outsourcing communities, crowdsourcing funding are just some of the many opportunities which facilitate personalised marketing and pricing, while also ensuring secure payment and intellectual property rights. Now, more than ever, the creative and cultural sector can benefit from “going digital”Creative Entrepreneurship Online (CEO) aims to enable integrated action among VET providers and wider stakeholders to radically improve training for creative sector entrepreneurs, enabling them to harness online business models to grow professionally and increase their commercial success in domestic and international markets. In order to do so, we will: a) Establish sustainable, cross-sector collaborative relationships between VET providers, HEIs, and wider stakeholders via 3 Regional Alliances to optimise the creative sector knowledge triangle, create 3 Regional Action Plans for improving the quality and relevance of training and support on offer and creative spillovers to other sectors.b) Create and publish a “CEO Toolkit” to facilitate the replication of Regional Alliances across Europe. c) Create and publish a course curriculum, guiding VET practitioners on the topics and skills most needed by creative entrepreneurs in today’s digital landscape. d) Develop an intensive blended learning “Be a CEO” course to help potential creative entrepreneurs to set up online business in 30 days. e) Trial and publish the course, and engage in dissemination activities to facilitate its inclusion in mainstream VET provision.Our unique methodology puts participants and stakeholders at the heart of the project as a means to ensuring immediate results, wide relevance and fulfilment of needs of all parties concerned. Specifically we will test materials thoroughly by training 40+ creative sector entrepreneurs and work directly with the enterprise centres that provide training and support for creative enterprises; and we will build sustainable, synergistic relationships between stakeholders in VET and enterprise education, higher education, creative sector bodies and wider economic stakeholders, through the Regional Alliances. (12+ actors in each region, 36+ in total.) CEO is the first project of its kind to directly address the most recent developments in online business for the creative sector. This new category of training enables entrepreneurs to identify a much wider range of “sellable skills and services”, and to think of ecommerce not as simply selling and shipping a product, but as an evolving marketplace for selling creative services by the hour or by project, for funding new projects, for collaborating at distance with artists, and in doing so, crossing borders seamlessly, as part of a real single market.As a direct result of the project, - creative entrepreneurs will be equipped to use at least one, if not more online strategies within 30 days, will gain a competitive advantage and are more likely to increase turnover from domestic and international markets. - VET providers, especially enterprise centres and business development centres, will benefit from an immediate addition to their portfolio of training services and improved staff capacity for training in online business models.- Universities and colleges will also be able to improve teaching for young, prestart creative entrepreneurs by adopting the curriculum and course. (It will be designed so that training modules can be taught/learnt independently of one another if needed, leading to a flexible needs-based learning).On a wider level, key players in VET / enterprise education, higher education, creative sector and economic development will gain improved understanding of the new parameters of the creative sector, as well as access to specific policy tools and operational strategies that will help enable them to catalyse the evolution of creative enterprises. Based on this process, the commitments that each organization makes as part of the Regional Action Plan, and the strong social capital created, these organizations will be better able to fulfil their organizational mission (be it enterprise training, creative sector growth, economic development, etc) and to do so in a cost effective way (by pooling resources) which maximises economic growth and creative/cultural identity at regional level.