SMART PLUS aims to develop an innovative system that allows the identification of the mismatch between the needs in terms of competences required by the tourism industry labour market and the training contents offered by the educational institutions. This system will allow institutions to conduct a self-assessment that, together with an ontology-based tool (transfer and adaptation of SMART), provides information for a customised training e-learning solution. Educational institutions have, then, the opportunity to complement their training offer by adapting their contents and curricula to the labour market need through the SMART PLUS training, thus benefiting their students.The project objectives will be attained by implementing the following activities:• Identification of relevant skills and competences as foreseen in ESCO that are relevant for the tourism industry at EU-level and the definition of the SMART PLUS ontology-based system. The system will transfer, adapt and improve results of SMART (Supporting dynamic MAtching for Regional development - 2012-1-ES1-LEO05-49395) and will allow institutions to identify the mismatch between training contents offered and labour market demand in terms of competences, as well as it will allow students to complete a self-assessment of their competences;• Definition and design of a modular training that will help educational institutions tackle the mismatch problem and students acquire relevant competences. This e-learning solutions will be composed of 6 independent training modules addressing competences identified by the European Union as key competences for lifelong learning and that students should develop during their training and education. Topics include: intercultural competences, entrepreneurship, soft skills, ICT and communication in foreign languages;• Creation of the SMART PLUS Online Platform that will give access to the ontology-based tool, to the e-learning solution (training contents developed by the consortium) and also to a repository of additional open educational resources (OER) that allow institutions to customise the training pathway according to the learners’ needs and to the needs identified by educational institutions.Complementary to the project activities, the partnership will employ several tools and resources that contribute to the project dissemination, namely organising 8 events (two per partner country), including a Final Conference organised in Seville at the end of project execution to present the project and final scientific report to an audience of local, national and international participants.Other dissemination tools include the development of the project platform, creation of a Facebook fan page, development of the project visual identity, production of the project brochure, materials for events and other dissemination materials, periodical newsletters and the publication of 2 papers/articles). Evaluation & quality assurance and sustainability activities will support the overall project management and the attainment and quality of project results and outcomes.Target audiences for dissemination activities are mainly represented by:• Public and private VET schools, training centres and other educational actors with expertise on topics related with/relevant to the tourism sector – one of the main target groups of the project and the institutions responsible for allowing project results to be available for students and learners;• Higher Education institutions with expertise on topics related with/relevant to the tourism sector;• VET students, HE students and other potential learners as the end beneficiaries of the skills matching tool and of the training solution;• Public institutions;• Other institutions active in VET and relevant for the project, such as Chambers of Commerce, local development agencies and NGOs; • Tourism companies and institutions active in the tourism industry.The SMART PLUS consortium is composed of 5 institutions from 4 European countries (Spain, Italy, the United Kingdom and Hungary) that represent different fields of expertise and bring an added value to the project, covering cover all the critical competences needed to achieve project goals and objectives.

<< Objectives >>Specific objective 1 Ensure quality of resultsSpecific objective 2 Support HE students’ achievement of competenciesSpecific objective 3 Create and test the DOEER MOOCSpecific objective 4 Put in place long term exploitation of the project results<< Implementation >>Activity 2.1 Worst and best practices on (in)equal methodsActivity 2.2 DOEER framework Activity 2.3 DOEER Quality Guidelines for HE on equality-based practicesActivity 3.1 Contents of DOEER MOOCActivity 3.2 Creation of the DOEER online course for HE Activity 3.3 Pilots of the DOEER MOOCActivity 4.1 Dissemination activitiesActivity 4.2 Evaluation of achievements and sustainability<< Results >>R1.1: Interim technical reportR1.2: Final technical reportR2.1: Worst and best practices on (in)equality (OPEN DATA)R2.2: DOOER framework (OER)R2.3: Quality guidelines for HE digital and pedagogical competencies on equality (OER)R3.1 Contents of DOEER MOOCR3.2 DOEER MOOC (OER)R3.3 Pilots of DOEER MOOC in tourism sectorR4.1 Technical report on organized dissemination events and activitiesR4.2: Exploitation and sustainability project agreement

Innovation and new business development can be initiated by independent individuals or by existing enterprises. The first is referred to as (independent) entrepreneurship, the latter as corporate entrepreneurship. Many initiatives exist that are fostering entrepreneurship, while corporate entrepreneurship (and intrapreneurship) is still not the focus of most programme initiatives. Corporate entrepreneurship is defined as a process that goes on inside an existing firm and that may lead to new business ventures, the development of new products, services or processes and the renewal of strategies and competitive postures. As such, it can be seen as the sum of a company’s innovation, venturing and renewal efforts. Corporate entrepreneurship would not work, unless there are entrepreneurially-thinking employees – so called intrapreneurs. Although intrapreneurship (maybe because the entrepreneurship definition of the European Union is very broad) is not directly mentioned in the Europe 2020 strategy, its important features – innovation, creativity and entrepreneurship – are part of the strategy paper of the role of education and training in the implementation of Europe 2020. CIP (Competiveness and Innovation Programme 2007 – 2013) and COSME (Programme for the Competiveness of enterprises and SMEs 2014-2020) also deal with the issue of entrepreneurial thinking, innovation and creativity – also within existing companies. Hence, corporate entrepreneurship, is and will be an important growth factor for European economies as well as a main focus of the European policy to stay competitive in the world economy. Innovation (also determined by corporate entrepreneurship) is one of the driving forces of competitiveness and subsequently for company growth. Observing innovativeness in Europe, figures show that regarding product and process innovation medium-sized enterprises are performing significantly lower than large companies in almost every European country (Eurostat 2011). Still, European countries are ranked high in innovativeness reports (e.g. Global Innovativness Index, 2015), but other world regions (such as South East Asia and Latin America) are catching up. Others are already overtaking Europe. A holistic approach of the SCOPE project will assure that companies and their employees can benefit from the project and intrapreneurship can be established more efficiently. Newly developed and innovative competence matrices for managers and for employees/students and an easy-to-use ex-ante gap analysis tool for managers will offer added value to the European company and training provider landscape. Additionally the development of standardized employee incentive models for companies fostering intrapreneurship, which will be developed within the project, are missing in the European Education landscape. Objectives The overall project objectives are: • To foster innovativeness and company growth in European companies • To establish intrapreneurial structures in companies • To enhance the employability and intrapreneurial skills of employees Specific objectives are: • Identification of specific sub-competences constituting the general competences of intrapreneurship and identification of corporate needs in each of the sub-competences on employee and management levels • Development/Improvement of employee competences in companies in the area of intrapreneurship through a tailor made training programme • Identification and Analysis of European good practice models on intrapreneurship mechanisms, corporate frameworks and support systems as well as incentive schemes • Development/Improvement of manager’s competences in the field of intrapreneurship and intrapreneurship support through a tailor made training programme • Provision of a self-auditing tool for companies on corporate readiness for intrapreneurship and intrapreneurial friendliness • Setting up of a sustainability plan for future provision of intrapreneurship training after the project end and establishing a framework to embed the developed trainings in the ECVET system. TARGET GROUPS Direct beneficiaries of project results are: • Managers of companies • Employees of companies • VET students Target groups for dissemination: - Managers of companies - Employees of companies - VET students - training providers - business development agencies - employment agencies - chambers of commerce - chambers of labour - policy makers Intellectual Outputs: 1. Corporate entrepreneurship good practice catalogue 2. Corporate entrepreneurship competence matrix for managers and employees/students 3. Corporate entrepreneurship training programme 4. Corporate entrepreneurship guide book nad promotional video

The DIRE-MED project sought to establish, through university cooperation, a lasting relationship of mutual trust and intercultural awareness between the countries of the Mediterranean, promoting the mobility of people, exchange and, in the long term, greater economic and cultural integration in the region region.During its lifetime, DIRE-MED has:- developed a collection of good practices in terms of international mobility management.(https://www.diremedproject.eu/wp-content/uploads/2021/03/574184_D1.2_recueil-BP-1.pdf)- defined an internationalization framework and an action plan to facilitate exchanges of students, academic and non-academic staff of HEIs in the Mediterranean Bassin.(https://www.diremedproject.eu/wp-content/uploads/2021/03/574184_D2.1_cadreinternationalisation.pdf)- strengthened the capacities of the staff of the International Relations Offices of HEIs in Partner Countries, in order to configure them as “Offices of international opportunities” through training seminars, training visits and workshops at the local level.(https://www.diremedproject.eu/leprojet/renforcement-des-capacites-du-personnel/)- set up 69 mobilities: 32 student mobilities and 37 staff mobilities (20 academic staff and 17 administrative staff). 8 were made in the North / South direction, 16 in the South / North direction and 45 in the South / South direction.(https://www.diremedproject.eu/mobilites/)- organized 2 intercultural dialogue events to articulate university-society cooperation through the promotion of intercultural dialogue (https://www.diremedproject.eu/le-projet/promotion-du-dialoguesocial-et-interculturel/). The first one hold in Tangiers and the second one online, due to the pandemic crisis.- defined recommendations at the national level of each of the 3 Maghreb countries and at the regional level. (https://www.diremedproject.eu/wpcontent/uploads/2021/03/574184_D2_3_recommandations.pdf)Finally, the partners have defined a sustainability plan to ensure the sustainability of theachievements of the project beyond the end of the project. (https://www.diremedproject.eu/leprojet/plan-de-soutenabilite/).