CONTEXTThe Skills SETS partnership was developed in order to strengthen and sustain a knowledge exchange network of organisations, practitioner, experts and policy makers working in training and business support for the development entrepreneurial skills for the voluntary and community sector within the UK, Estonia, Italy, and Spain.AIMThe overall aim of the project partnership was to develop and disseminate knowledge and ‘market intelligence’ in order to provide resources for third sector organisations within the EU that are adopting – through choice, necessity, or both – more enterprising working practices and an entrepreneurial organisational culture. OBJECTIVESThe key objectives of the Skills SETS project were to:1) Assess the availability of formal VET learning opportunities relating to enterprise and entrepreneurialism for individuals and organisations within the third sector2) Review the suitability and the relevance to the third sector of the formal learning that is available3) Identify case studies for informal learning activities – such as mentoring programmes – designed to inculcate entrepreneurialism and assess whether such programmes can or should be replicated at regional, national and European levels4) Consider the potential impact of cultural and legislative issues and on entrepreneurialism within the third sector5) Develop recommendations to inform the development of enhanced learning opportunities related to entrepreneurial skills for the third sectorMETHODOLOGYThe project objectives were achieved through a programme of local case studies and national level research designed to facilitate the exchange of knowledge and best practice, not just between the project partners but also across different sectors and throughout their local and regional networks in each of the participating Member States. The results of this work supporting the project partnership by informing the development of policy recommendations focused upon enhancing the availability and quality of learning opportunities related to entrepreneurial skills for the third sector at local, national and European levels.PARTICIPANTSThe target groups for the Skills SETS project incorporated: VET learners and professionals; local, regional and national third sector organisations; awarding bodies that accredit relevant VET qualifications; and national and European level policy actors related to the third sector in general and social enterprise and entrepreneurship in particular. The Skills SETS project achieved its target of engaging a minimum of 250 VET professionals and organisations from these target groups via project activities.ACTIVITIESThe primary project activities were as follows:- Delivery of a series of 6 Transnational Project Meetings that facilitated cooperation and partnership working amongst the project partners and supported the management and delivery of key project activities and outcomes - Implementation of a programme of desk based and primary research that supported the development of Intellectual Outputs, including reviews of relevant VET provision, case studies and policy recommendations- Delivery of a series of 4 Multiplier Events that were designed to promote the Intellectual Outputs created by the project in order to maximise the impact of project activities in general and the Intellectual Outputs in particularIMPACTThe Skill SETS project provided significant beneficial impacts for the individuals directly involved in project activities, as well as for local and regional stakeholder organisations and people from target groups such as VET learners and professionals that are engaged and supported via dissemination and sustainability actions. For those participating directly, the project enabled them to learn from others’ experiences and to develop and enhance their professional competences through the sharing of skills and good practices. The work undertaken as part of the project activities provided participants and stakeholder organisations with access to a wide range of new perspectives on their day-to-day work within the third sector. In particular, partnership activities will provide opportunities to learn from best practice in other EU countries and other sub-sectors of the third sector. Finally, participating in the project also facilitated ongoing European level partnership work in cooperation with the partner organisations – in particular, the Italian, Spanish and UK partners continue to cooperate on a variety of current projects and programmes relevant to the Skills SETS project.

This project aims to enhance identify good practice in how the creative sector can be a critical part of tackling unemployment amongst young people, and how we can adapt our curriculum to include a new module on entrepreneurialism. This will allow young VET learners to set up new enterprises or become self employed, servicing the growing jobs in creative and media sectors. We will test, create &develop an Enterprise Module for all learners on Creative sector VET courses (eg. Film, New media, Hair and Beauty, Make Up, Media/Graphic Design, Pottery and Ceramics; Fashion). The project will create an innovative strategic partnership, teaching of VET. This will develop a bolt on module for Creative VET learners - in Creative Enterprise - so they can become self employed & set up new enterprises, in these creative sectors.NEEDS ADDRESSED We will work with our partners in Spain & Italy to develop VET, to identify best practice in how Creative and Film sector can tackle unemployment, through developing enterprise skills required to work in growth sectors. This will promote collaborative learning, cross border learning & use OER. UNITED KINGDOM: This addresses a major challenge in the UK. We aim to create a new approach to enhancing young people work skills, and improve the relevance of learning available to young people in the Creative sector. Many young people feel alienated (eg in UK over 1million young people are NEET), and through creating a new enterprise curriculum, we will better prepare students for work. London has significant issues with youth unemployment (25% and 238000 long term), youth apathy, low skills and poor education. Many are at the margins of society and feel isolated & disengaged. Youth discontent has resulted in many social problems, and some social disorder (Work Foundation. -Youth Unemployment)Italy: The present the rate of unemployment in the 15 –-24 age group in Italy is 32 %; it has increased by 2 % from the previous year. 20.5 % of the pool of unemployed people on the labour market come from those between the ages of 15-24. Every third young person in this age group is unemployed. (Source Youth Unemployment NOW 2014 issue 1; Skills OCED Data) There is a significant segregation in the population with respect to their possibilities on the labour market. The main determining factor is their level of education. SPAIN: The largest group of registered unemployed people are those with an elementary vocational education and high school and post-high school education. At the end of 2012 this group made up 28.3 % of the total unemployed, while those with high school and post-high school education were 27.3 %. Over 35% of 15-24 year olds are unemployed in Spain and this is an increasing trend. Low education, low skills and poor engagement in training are major factors. Through creating a strategy for how the Creative sector can tackle these chronic issues, through looking at self employment and enterprise, we will allow them to be more active in learning & will show young people to see & create a successful creative career. We will create a strategic partnership to look at how the Creative sector is Spain and Italy has helped tackle this problem, and how we can build on best practice in the UK. Teaching staff will be trained in new innovative industry led approaches and embed it within their VET courses. This will create a new approach and have significant and ongoing impact for young people's key competencies, and their employability and labour market skills. LOCAL REGIONAL AND EU LEVEL IMPACTS 1. Increased understanding of the needs of disadvantaged groups and improved way of working with these learners through Industry led VET modules amongst Policy Makers 2. Improved approaches to working with learners eg better engagement, enhanced curriculum, teaching methods and more attractive programmes, through embedded Industry led VET modules3. Improved processes for recognition and validation of Enterprise modules within our Creative VET courses 4. Improved methods of involving learners in Industry led VET modules programmes in UK, EU and wider community 5. Increased capacity within each organisation to implement innovative and good practice approaches to working with learners/young people 6. Increased capacity to work corroboratively across EU countries and with different stakeholders.

Context/Background of ProjectThe Best Practices in European Tennis Coaching (BPETC) project aims to address the lack of educational opportunities relating to tennis coaching. We have chosen to focus this project on tennis due to its huge popularity across Europe, as well as our partners’ previous experience and engagement in training and activities related to this sport. In order to achieve this aim, we will develop a tennis coaching qualification comprised of the best practices, styles and experiences from four European nations, in order to create a truly international qualification whose Learning Outcomes are in line with ECVET principles. The new qualification will be the Level 2 Best Practices in European Tennis Coaching Award and it will be piloted during the course of the project lifetime, to ensure it is tried, tested and improved by the end of the project in August 2022.OBJECTIVES/RESULTS:The three principal objectives/results we want to achieve by the end of this project are as follows:o Level 2 Best Practices in European Tennis Coaching Awardo Positive change in the personal and professional development of both participants and staffo Renewed attitudes towards tennis coaching in EuropeNumber and Profile of ParticipantsOur project is primarily aimed at non/low-qualified young people, all of whom have an interest in sports or tennis coaching. We will also focus on recruiting women due to disparities between the number of women and men engaged in all levels of tennis and tennis coaching.The project will encompass a pilot course for 12 students in each of the four partner countries, resulting in a total number of 48 participants. Description of ActivitiesIntellectual Outputs: The project will involve the production of three Intellectual Outputs which are as follows: 1. Transnational Level Review and Guide for European Tennis Coaches; 2. Development of Best Practices in European Tennis Coaching Award; 3. Pilot CourseTransnational Project Meetings: The project will also include six Transnational Project Meetings, with each of the project partners hosting one meeting throughout the course of the project and Community Coach and Third Sector International each hosting twoPilot Course: We will pilot the new qualification on a total of 48 participants and the course will run in each of the partner countries in February 2022. Multiplier Events: Each of the project partners will host a Multiplier Event in January 2022 which will be an opportunity for the staff involved with BPETC to showcase the activities, results and outcomes of the project to a range of local, regional and national stakeholders who have an interest in tennis or tennis coaching. Each ME will aim to achieve attendance of at least 50 participants; 40 who are from the host country, and 10 attendees who are from abroad.Methodology: Our methodology to achieve this ultimate aim is transnational, multi-disciplinary, and essentially European in its aims.Impact:The whole structure of the project will be designed to optimise the positive impacts on all those involved. Learners, partner organisations, target groups and stakeholders will benefit from a variety of impacts which will be specific to their type and level of involvement with the project. Key impacts will include:Learners – development of key skills specific to tennis coaching and an array of soft skills including teamwork, communication and time management. These will improve learners’ sense of confidence and increase their employability.Partners – Increased awareness of tennis coaching; exchange of knowledge and best practice on an equal and mutually beneficial basis; establishment as a training provider recognised by Europe-wide systems by the adoption of EU tools and ECVET principles; continued professional development of staff including foreign language competencies.Target groups – increased opportunities for marginalised groups to undertake a VET qualification, thus increasing their professional prospects and easing entry into employment. Remedying the gender disparities within tennis coachingStakeholders – tennis coaching networks will take our findings on board and make positive changes to their practices, alleviating barriers that exist within the industry for disadvantaged groups. Potential longer-term benefitsSustainability has been built into the ‘Best Practices in European Tennis Coaching’ project proposal in order to ensure the potential for the continuation and development of activities, outcomes and impact after Erasmus+ funding has ended. Community Coach and its partners aim to produce this sustainability primarily through a) the delivery of the resulting qualification b) its development and recognition in the UK and Europe c) ongoing dissemination by the partnership through networking and the project’s EuroCoach Platform, which is itself a product of our 2018 project ‘Best Practices in European Sports Coaching’.

Context/Background of ProjectThe BPESC project aimed to adapt the existing 1st4Sport Level 1 Award in the Principles of Coaching Sport by proposing a new qualification which incorporated an emphasis on sports coaching on a European level. This was through the creation of a unit called ‘Best Practices in European Sports Coaching.’ The new unit has learning outcomes and criteria in line with ECVET methodology. Results of the Project The three principal objectives/results we have achieved: - Best Practices in European Sports coaching ECVET-based unit - Positive change in the personal and professional development of both participants and staff - Renewed attitudes towards sports coaching in Europe Number and Profile of ParticipantsOur project was primarily aimed at non/low-qualified young people with an interest in sports or sports coaching. Our focus was on recruitment of women due to disparities between the number of women and men engaged in all levels of sports and sports coaching.The project involved a series of five pilot courses (10 students per course) in each of the five partner countries, resulting in a total number of fifty learners. Description of ActivitiesIntellectual Outputs: The project produced three Intellectual Outputs:1. Transnational Reports and Guide for European Sports Coaches2. Development of Best Practices in European Sports Coaching unit3. EuroCoach Platform Transnational Project Meetings: The project included five transnational project meetings, involving representatives from each partner organisation in Dublin, Ireland; Marseille, France; Brighton, UK; Seville, Spain; Amsterdam, Netherlands.Pilot Course: We piloted the new Best Practices in European Sports Coaching unit integrated into a sports coaching course or in the form of a workshop for 50 participants. Multiplier Events: Each of the project partners hosted a Multiplier Event to showcase the project activities, results and outcomes of the project to our key target groups and stakeholders with an interest in sports or sports coaching. Each ME achieved attendance of at least 50 participants. Methodology: Our methodology was transnational, multi-disciplinary, and European in its approach. For the course development as part of Intellectual Output 2, we employed an ECVET-based approach to ensure potential for transferability and clarity of learning aims – not only across different coaching qualifications but European countries too. Methodology for project management areas was also planned in advance of the project to facilitate financial management, risk prevention, evaluation, monitoring, etc. Key impacts included: Learners – development of key skills specific to sports coaching and an array of soft skills including teamwork, communication and time management. These will improve learners’ sense of confidence and increase their employability holistically. Partners – Increased awareness of sports coaching; exchange of knowledge and best practice on an equal and mutually beneficial basis; establishment as a training provider recognised by Europe-wide systems by the adoption of EU tools and ECVET principles; continued professional development of staff including foreign language competencies.Target groups – increased opportunities for marginalised groups to undertake vocational training, thus increasing their professional prospects and easing entry into employment. Redressing the gender balance within sports coachingStakeholders – through sharing our results, we anticipate efforts to integrate either the unit or its materials/themes (gender equality; accessibility; social inclusion; community role) further in sports coaching qualifications, particularly entry level. Longer-term benefits The partnership aims to continue the development of activities, outcomes and impact after Erasmus+ funding has ended. This will be in the form of continued engagement through the EuroCoach Platform, hosting materials generated by the project and wider dissemination through partner networks. We expect that the promotion of results and, in particular, the unit will lead to recognition and accreditation as an innovative addition to existing coaching qualifications. The methodology and wider goals of the project could continue as part of a follow-up Erasmus+ application in the area of tennis coaching, should it prove successful.

RATIONALEThe main priority for the ECVET for Community Development (EfCD) is the development of qualifications and curricula for the Community Development sector, in particular focusing on developing and integrating an ECVET approach for an existing qualification – the Level 3 Award in Community Development, accredited by City & Guilds. AIMS AND OBJECTIVESThe primary aims of the EfCD project are: (1) To use an ECVET approach to adapt the Level 3 Award in Community Development qualification accredited by City & Guilds to enable it to be delivered and recognised in a wider range of European Countries and; (2) To enhance the existing qualification by developing and integrating an additional unit for ‘European Community Development’.TARGET GROUPSThe primary target groups for the project are: - VET institutions active in the not-for-profit voluntary and community sector, especially those that are interested in developing specific VET provision related to Community Development work and/or supporting the internationalisation of their VET provision of the sector.- VET learners interested in pursuing a career in the Community Development sector, who we expect will primarily be young people aged 19-24 facing economic and educational obstacles towards achieving labour market integration within their chosen field- EU VET Support and the corresponding National, Regional and Sectoral Qualifications Frameworks in the participating Member StatesPROJECT ACTIVITIESThe project partnership comprises VET institutions based in Ireland, Italy, Romania, Spain and the UK and project activities incorporate a range of measures to support the development of VET training provision within community development at national and European levels. The partners in the UK and Ireland – DSC Regen and Capacity Ireland – are already accredited with City & Guilds to deliver the qualification but the project will support the other partners – MateraHub, CREED and 3Si – to gain accreditation to deliver the qualification and this will result in the qualification being available in Italy, Romania and Spain for the first time.The EfCD project partnership will work with City & Guilds to ‘internationalise’ the qualification by creating a new ‘European Community Development’ unit that can be added to the existing qualification. This unit will incorporate European level perspectives and focus on the history and tradition of Community Development within civil society in the participating Member States, we well as regulatory, legal and economic issues related to Community Development in the partner countries.METHODOLOGYThe project will also incorporate a comprehensive ECVET approach, based on adapted the units, learning aims and assessment criteria that comprise the qualification for use in the partner countries. The project partners will engage with EU VET Support and the corresponding National, Regional and Sectoral Qualifications Frameworks in the participating Member States (to the extent where they are already in place at national level) to facilitate recognition of the qualification in the partner countries and thus support work towards full credit transferability.Finally, the project partners will also reflect upon the process of adapting the qualification for use in other EU countries and the integration of an ECVET approach to produce a guide for further adaptation that will support wider use of the Level 3 Award in Community development by external organisations – including in other EU countries – beyond the lifetime of the Erasmus+ funding.IMPACTThe EfCD project will support 50 learners to engage in studying a Level 3 course for the Community Development sector and a minimum of 45 learners will achieve their target qualification and we anticipate that a minimum of 30 will progress into sustainable employment. Tutors taking part in joint staff training events will also benefit through access to peer learning activities that will enable them to develop new, European perspectives for the Community Development sector and integrate these within both the courses they teach and their own professional development. Each of the partner organisations is engaged wit local networks of Community Development organisations and participating in the partnership will create positive impacts on local ‘eco-systems’ of small scale non-profit associations and start-up social enterprises.