CONTEXTThe globalisation, the high degree of interconnectivity and new technological advances have forced many SMEs to reinvent not only their products and services, but also their business and organisational models, in view of staying competitive in a fast-paced economy. Considering this FLOURISH project seeks to address:+The challenge of the EU and its Member States to adopt a much more strategic approach to innovation.+The challenge of the fragmented and insufficiently innovation-friendly EU market.+The demand for innovation exposes a critical gap: a lack of innovation skills, knowledge and training across most organizations. Given that the majority of European SMEs are involved in global value chains, constant innovation and efficiency are a must to ensure competitiveness in a global context.AIM & OBJECTIVESThe general aim of the FLOURISH project is to support the uptake of organisational innovation by SMEs across Europe through the development, piloting and implementation of a holistic innovation coaching methodology using a multilevel approach - individual, group and organization.This aim will be achieved through the accomplishment of several specific objectives:1. To create the professional profile of Organisational Innovation Coach for SMEs2. To develop a holistic training course for Organisational Innovation Coaches based on APGICO'S participative innovation model and Creative Problem-Solving protocol3. To create an effective refresher training tool for Innovation Coaches4. To create a solid foundation for ensuring the usability of the course for a wider VET audience5. To increase the awareness of EU business and VET community about the importance of organizational innovation and create the necessary supporting culture for that6. To provide EU SMEs with open educational resources in the field of organizational innovationACTIVITIES & RESULTSThe project partnership developed 4 Intellectual Outputs:O1: Organisational Innovation Coach for SME - Professional ProfileDescribes the importance of coaching for the development of innovation at SMEs, determines who the innovation coach is, defines the tasks and responsibilities of the innovation coach and the respective knowledge, skills and competences an innovation coach should have.O2: FLOURISH Curriculum, Course and Manual for learnersThe Curriculum describes in detail the overall course design for training of Organisational Innovation Coaches for SMEs, including training sessions, session objectives and intended learning outcomes, class layout, procedures and timings. The Manual for Learners details the content of each module, proposing activities and structuring ways of knowledge evaluation.O3: FLOURISH Educational VideoThe Video serves the purpose of refresher training, aimed at recalling and reinforcing the knowledge and skills acquired during the FLOURISH training course.O4: FLOURISH Guide for VET providers and Compendium of Good Practices The Guide is a focused methodological document aimed at supporting VET providers in the process of using the innovative training content developed under the FLOURISH project as part of the training services offered.The Compendium of Good Practices presents 23 good and proven examples for organisational innovation in SMEs of various industries, sizes and age, which can be used as a source of inspiration for SMEs and as examples during the FLOURISH training.NUMBER & PROFILE OF PARTICIPANTSFLOURISH is targeted at: SMEs top and middle managers, employees, innovation consultants, training and VET providers, people responsible for innovation or HR management, and business-related young graduates.For the development of IO1 in-depth interviews with 28 matter experts from the five partner countries were conducted. During the pilot courses of IO2 representatives from 86 SMEs and VET providers were trained. IO3 was screened by 38 experts. IO4 was reviewed by 22 VET providers.A joint-staff training event “Organisational Innovation Transfer Workshop” with 16 participants took place in December 2018 in Kaunas.Partners conducted 7 multiplier events (2 online and 4 F2F), reaching 379 stakeholders.IMPACT & LONGER TERM BENEFITSLocal and regional impact: Following the FLOURISH methodology SMEs will be able to introduce new forms of work organisation, ensure stronger employee participation in innovation processes, advance the managerial techniques and draw lessons to build on in their continuous improvement.National impact: Partner countries will benefit from raising the number of SMEs adopting organisational innovation and producing products with a higher added value. FLOURISH open-access training content will be an easy way for VET providers at national level to modernize their programmes without investing additional funds.European impact: The FLOURISH outputs are widely applicable, available in 6 languages (IO3 in 13) and can be further developed beyond the countries involved in the project.

"Karaman Provincial Directorate for National Education (Karaman MEM) conducted the project “Enhancing Employment Opportunities for Vet Learners with Red Book” with 9 project partners successfully. Our role was to coordinate the activities, introduce the project, manage time & budget and complete the roles and tasks in the project. We decided to apply a project in the field of vocational and technical education under Erasmus+. The project idea was come from the crucial urgent needs of vocational education & training of Karaman povince after long debates with the department of vocational and technical education in Karaman MEM and teachers from vet high schools. We firstly created a project team to prepare the project; to find the appropriate partners, to identify the tasks and roles, to make the literature reviews of vet systems in Turkey and partner countries. We could summarize the needs of vet system in Karaman as:The business market needs more qualified welders, mechanics, technicians and electricians. The apprenticeships of vet learners have not enough to get the qualifications of their specific fields. Moreover, there is a huge gap between vet systems and business sector. This gap makes a loss of connection so the vet learners could not get the qualifications that the business sector and employers need to have. Within the scope of the project, we succesfully added more values in teaching and training of vet learners in Karaman. After completion of the project, we reached these given the practical objectives: - We identified the needs of business market in Karaman and partners’ countries,-We informed vet teachers about new facilities to improve themselves,-We attracted the attention of vet suppliers and teachers on job based professional development and the understanding of teaching,-We supported vet teachers and trainers' professional development,-We exchanged good practices of vet systems between project partners,-We identified vet learners' needs and analyzed their skills and characters,-We created solutions for the problems of vet teaching & training systems of partner countries,-We monitored and evaluated learning and development of vet systems of partner countries,-We integrated the families in the education system,-We advised new innovative in-service trainings of vet teachers and trainers.The project's Concrete Objectivities that we reached successfully are:-We created a bridge between education systems and business market,-We cleared out the needs of vet learners, business market and education system with questionnaires and surveys,-We prepared the intellectual output and published it; it includes good practices on training methods, questionnaires and project activities,-We created database about Vet Learners' Competencies between EU partners-We organized meetings, round table discussions, analyses, seminars and questionnaires,-We investigated vet learners' demographic, economic and psycho-social status,-We opened a web site and put the project results including the details of the studies carried out by the participant organizations during the project period and also informed the press, -We created ""facebook Group"" to review and develop best practice materials education for teachers,-We built good cooperation between the trainers, educators and the parents, Number and profiles of the participantsWe were 10 organizations from 5 different EU countries in the project implementation period. We conducted 5 transnational meetings in each partner countries. The participants in transnational meetings (total number 71) were the experts from department chiefs responsible for vocational education, teachers & trainers working in vocational education, researches, and specialists from project partners’ teams. The Project Partners:There were 10 organizations including the project coordinator in the project. These were:*Italy:-Consorzio Innopolis,-Camera di Commercio Industria, Artigianato e Agricoltura di Frosinone*Portugal:-APLICAPROPOSTA LDA BragaMob-Associação Comercial de Braga-ZENDENSINO - Cooperativa de Ensino IPRL*Spain:-AGIFODENT - Asociacion Granadina para la informacion, formacion y desarrollo de las nuevas tecnologias-Asociacion Rural De Desarrollo Y Cooperacion Europea Culturae*Lithuania:-UAB ""Alfa idejos ir technologijos""-Kauno mokslo ir technologiju parkasMain Project Activities and Their Outputs:*Developments on Methodology with articles and surveys,*Project book ""Red Book"" ""Guidance Book for Enhancing Job Opportunities for Vet Learners"",*Project Film,*Project Logo and banners,*Photo Album,*Project web page (redbook-vet.eu) and it is online for 3 years,*Leaflet and brochures,*Seminars, conferences and workshops for teachers, trainers and vet suppliers,*Press meetings,*We conducted 5 transnational project meetings,*Project ""facebook"" group *Social media tools for the project*Meetings with firms, factories and employees."

Enhancing digital competences is one of the priorities under the Europe 2020 strategy; consequently, the priorities in Erasmus+ programme emphasizes developing basic and transversal skills, and among them digital skills in all fields of education and training, using innovative and student-centred pedagogical approaches and developing appropriate assessment and certification methods, based on learning outcomes and enhancing ICT uptake in teaching and learning, through the support of learning and access to open educational resources (OER) in the education and training fields.This project recognizes the importance and necessity of improving the system of permanent teacher training in the field of digital competencies. The project is dedicated to the development of a set of open educational resources (OER) for training teachers in the field of digital competence, and assessment of their knowledge at the end of the seminar. The important goal of this project is developing a system of training and assessment with minimal financial investments by introducing a peer review system. Also, project will enable education authorities to ensure a number of digitally competent teacher and monitor their learning progress.Project is based on very successful Slovenian project called “eSchooling” (eEducation) in which more than 23.000 teachers form 674 schools (80% of all Slovenian schools) were involved in teacher training. Part of the project was also development of digital competence path and application of the digital competent teaching in class. Still, in the project eLearning content was not prepared.In this new project methodology of teacher training of the previous project and experience will be redefined and improved and the gap of eLearning content will be filled. Final coursework will be in-service oriented, to show the ability of use of digital competencies in local environment and own classes. Furthermore, so far existing practice of expensive commissions’ assessment will be avoided by introducing a peer review system. In this way, the costs will be minimized and self-sustain project’s results will be enabled. In the pilot phase of the project, six teachers per country will be trained in all five of digital competencies (Information, Communication, Content creation, Safety on internet and Problem solving) and skilled as a further trainer of teachers, called also Country digital competence promoters.Also, dissemination of project’s results is foreseen, which will be provided thru wide educational network of the partners in the project. While the two Slovenian partners will provide methodology for digital competence training and development of tools, other partners will implement new resources in their school networks. Croatian partner is Agency for Vocational Education and Training and Adult Education, a key stakeholder in Croatia in the field of VET and Adult Education, Spain partner is training and professional qualifications body for the metal sector in the Asturias province and Turkish partner is Provincial education directorate in Konya. This way, project’s results will be addressed to a large number of teachers, trainers and all relevant stakeholders in partners country.Costs of preparing, developing, maintaining and running of a web portal can be very high (fees for authors, designers, developers of multimedia content, preparation of assessment to a cost for running the portals, on-line tutoring, help to a learners etc.). This project, thru all activities, especially peer review system, eliminates high costs and at the same time introduce training in the field of digital competence which is very important for the modern educational system.

Enable project aims at reducing the number of early school leavers by developing career-oriented soft skills, enhanced in a technological environment. The European Union has set the goal of reducing the number of young people who leave school by 2020 by 10%. Students enhance transversal skills oriented towards the labor market through teaching supported by technology.The European Union intends to support young people and allow them to fully develop their personal talents. One of the main obstacles to the full achievement of this goal is the high rate of young people leaving school before completing the learning path and before obtaining a certification that guarantees them to be competitive within the labor market.The causes of early school leaving can be social, economic, individual or linked to learning difficulties. Plausible countermeasures can be the effective use of educational technology and the growth of awareness of educational goals in students.The use of the ENABLE platform for the development of soft skills allows a personalized approach to learning, a diversification of training paths to adapt them to cognitive styles and even to the expectations of young people.The student himself has some control over his training. The teacher or tutor can communicate directly with the student, assigning tasks and personally verifying progresses: for a student, especially if at risk of leaving school, having the opportunity to create his/her own portfolio of skills and negotiate educational goals useful for training a soft skill, is a powerful incentive to empowerment and consequently to the realization that what you learn is useful. By stimulating the curiosity of the students and their personal interests, their self-respect and awareness can be gratified and improved.IIS Federico Caffè in Rome is the Coordinator of the project that has Partners from four different countries, Italy, Lithuania, Romania, Sweden: the Regional school Office of Lazio (USR), Eco E-learning, as a technological partner, Effebi association (Finance & Banking, Association for Organizational Development and Human Resources), Technology and Scientific Park of Kaunas (LT), Simono Daukanto Progimnazija School of Kaunas (LT), Gheorghe Lazar National College of Bucharest (RO ) and Folkuniversitetet of Uppsala (SE).In addition to the activities planned within the Project Management and Implementation, A1- management plan; A2- quality plan; A3- Skype Partner meetings; A4 - monitoring and evaluation activities; A5- administrative and financial management activities; A6 - realization of the material for dissemination (brochures, newsletters, website, social pages); A7- agreement on Intellectual Property Rights and Open Access Strategy of the results obtained, five important outputs have been realized: O1-research and analysis of needs in the field of dispersion; O2 - the choice of the methodological approach; O3 - the realization of the technological environment; O4- realization and integration of pedagogical contents into the learning platform; O5 - Pilot Project to test the project activities.The Partners met in 7 transnational meetings and carried out 7 Multiplier Events for the dissemination of the project results.One hundred European students have strengthened their soft skills, carrying out the activities prepared by the Partners and inserted on Enable platform.Twenty teachers have improved their methodology, acting as tutors during the pilot project. The dissemination plan had been established from the very beginning of the project with the aim of spreading information about the project's aims, results and outputs through websites, newsletters, seminars and events, brochures and articles.

"The project team have decided to set up a vocational education project and have identified the needs of vet system in Karaman province. According to the need analysis, Karaman MEM made a final decision and on the topic of entrepreneurship skills of vet learners to foster vet learners autonomous skills to be moved smoothly to the labor force. The reason and rationale of the project is: Entrepreneurship and Education of Vet Learners have been vital issues of modern compound of vet's employability. Within the scope of project, we have organised 4 TPM and 2 LLL activity. For TPMs , there were 53 official participants ( we have add more participants by using management budget, but we didn't reques budget for them) working in the field of vocational education. For LTT activities, there were 27 participants working on the field of vocational education. Within the scope of the project, we succesfully added more values in teaching and training of vet learners in Karaman , After completion of the project, we reached these given the practical objectives:- We identified the needs of business market in Karaman and partners’ countries,-We informed vet teachers about new facilities to improve themselves by the meaning of entrepreneurship-We attracted the attention of vet suppliers and teachers on job based professional development and the understanding ofteaching,-We supported vet teachers and trainers' professional development,-We exchanged good practices of vet systems between project partners,-We identified vet learners' needs and analyzed their skills and characters about entrepreneurship education-We created solutions for the problems of vet teaching & training systems of partner countries,-We monitored and evaluated learning and development of vet systems of partner countries,-We advised new innovative in-service trainings of vet teachers and trainers.The project's Concrete Objectivities that we reached successfully are:-We created a bridge between education systems and business market for entrepreneurship-We cleared out the needs of vet learners, business market and education system During the period of the project, the participants has been working in the field of vocational and technical education as a teacher, trainer, manager or working in this field directly. We also integrated the vet learners in our project so as to make the project work for its concrete objectives. The students have created innovative creative materials in their own field, they made prototypes and models in robotics, electronics, wooden technoogy and decoration, cnc works in wooden technology, 3D printer works, designs and models of industrial sectors. ENTREDUCATION project is based on strengthening the corporation and innovation between vet schools and and business. The idea comes from the strict role of entrepreneurship on vet learners affecting their current and future life. Creating a link between business world and the possible future workers force us to attract the attentions of all relevant stakeholders. The need of increasing employment opportunities for vet learners is a crucial issue to see how far the vocational and technical education will be successful for the vet learners' future life. Vet learners and other relevant stakeholders expect that they will have a good job with good salary and social facilities after completion of formal and informal education period. Thus, vet learners are supposed to attain required skills and competences. Project's Outputs -We cleared out the needs of vet learners, business market and education system with questionnaires and surveys,-We prepared 2 intellectual output and published them; it includes good practices on training methods, questionnaires and project activities. We have sent them 80 National Education Directorates in Turkey and vocational education stakeholders in Karaman. We have sent its e form all partners and also they have published and shared them.-We created a professional WEB page about Vet Learners' Competencies between EU partners and including project activities and articles. It will be online for 5 years and a professional team will keep up to date it. http://www.entreducation.com/-We organized meetings, round table discussions, analyses, seminars and questionnaires,-We investigated vet learners' demographic, economic and psycho-social status,during the project period and also informed the press,-We created ""facebook Group"" to review and develop best practice materials education for teachers, (ENTREDUCATION) - We have prepared visibility documets such as; roll up banner, brochures, leaflets, press releases,banners, pencil, flagi project logo. We have used all this materials during project activitis. -Developments on Methodology with articles and surveys,- Project film and photo album- Seminars, conferences and workshops for teachers, trainers and vet suppliers,-Press meetings,We have added these matarials as attached file in annexes."