<< Background >>The current situation calls for development of sustainable alternatives and cooperation with European partners to learn from and with each other to face today's challenges in education and society. This means that VET institutions have to provide new flexible transnational projects, which can be carried out remotely or as blended learning to adapt to the Covid-19 and other environmental or societal changes. Considering the possibilities in technology and the growing relevance of digital education, partners want to explore and share good practices in digital education, entrepreneurial projects and simulations. The aimed result is to develop a transnational, interconnected online simulation that enables business VET students to learn in a work-based environment, and encourages and stimulates them to learn more about entrepreneurship and working in a multicultural environment. In the long-term, the idea is to implement the course as a part of blended learning. The VET institutions participating in the project have an already established partnership through the European Business Baccalaureate Diploma (EBBD)-network. EBBD is a harmonized qualification that aims to equip students to master extensive soft skills and business competence in an international context and prepare them to live, study and work in Europe. This network guarantees sustainable cooperation and a common spot on the horizon for the benefit of VET students. Partners know each other and this will have a positive effect on the outcomes and expected quality of the project. The partnership consists of six schools’ experts and students: Helsinki Business College, Finland Summa College, the Netherlands Rijn IJssel, the Netherlands Skive College, Denmark Nazaret Fundazioa, Spain Charles Peguy, France<< Objectives >>Expected impacts to the participating personnel are improved skills in the evaluation of best practices, accomplishing tasks connected to the activities such as planning, implementing or reporting, and giving inputs into building the framework. The project will help business VET students to gain extensive professional skills in entrepreneurial mindset, language and international competences and they are able to utilize those skills, to become more prepared for the future work life and be able to consider career options including entrepreneurship, self-employment and international work. When more students are offered virtual options for gaining knowledge in entrepreneurship and internationalisation, it could result in a higher percentage of self-employment.The impact on an organisational level is the ability to provide internationalisation in changing circumstances. Other VET schools can benefit directly from the project outcomes. The gathered best practices and the framework on how to implement virtual business simulation into the teaching of entrepreneurial skills will give a set of theory and practical tools to use for better teaching and thus guiding the students to acquire better entrepreneurial skills.<< Implementation >>The participating partners will start by sharing good practices of entrepreneurial study projects, use of digital methods, supporting language development and international competence, compare their entrepreneurial study modules and share best practices on use of business simulators. Shared best practices will be evaluated. Based on this evaluation, success factors will be elected. From these success factors, we shall jointly develop a framework on how to implement a digitally carried out business game into existing entrepreneurial studies. The purpose of the framework is to help other VET institutions to find possibilities for cooperation and learn from our experience.To explore the findings and credibility of the designed framework, a business simulator try-out for business students and teachers is organised. The business simulation will be a rich learning and development environment for VET students. The simulation is provided by Edumundo, an organisation that focuses on creating an interactive learning experience for students by bringing the latest in digital technology to, and beyond, the classroom.<< Results >>Considering the possibilities in technology and the growing relevance of digital education, partners want to explore and share good practices in digital education, entrepreneurial projects and simulations. The aimed result is to develop a transnational, interconnected online simulation that enables business VET students to learn in a work-based environment, and encourages and stimulates them to learn more about entrepreneurship and working in a multicultural environment. In the long-term, the idea is to implement the course as a part of blended learning.The added value of transnational activity is based on partner organisations' existing knowledge, common ambitions to improve digital readiness and the need to ensure our students internationalisation in changing circumstances. Giving opportunities to work with international partners contributes to the students' competence to work in an international environment, which is highly demanded by employers, but difficult to develop, for example due to the present Covid-19 situation.The impact on an organisational level is the ability to provide internationalisation in changing circumstances. Other VET schools can benefit directly from the project outcomes. The gathered best practices and the framework on how to implement an international business simulation into the teaching of entrepreneurial skills will give a set of theory and practical tools to use for better teaching and thus guiding the students to acquire better entrepreneurial and international skills.At the regional level, the project impact will be achieved by broad dissemination of the results found in the project and raised awareness of the framework. The improved efficiency of outreach in regional level impact will raise awareness of innovative ways to teach entrepreneurial mindset, language and international competence. These impacts will be achieved by dissemination both virtually and by facilitating multiplier events. Moreover, the project results will be disseminated in the annual EBBD meeting, EBBD website. The project results will be brought to the EfVET-network and annual meeting as well.The tangible results of this project are: - a description and evaluation of the best practices of each partner - a report of key success factors drawn from the best practices and - an implementation framework - minimum 6 students/partner participating in the LTT training- minimum 2 teachers/partner learning to coach the simulation in the LTT training.

BackgroundOn the one hand there is the ever-accelerating digitalization that fundamentally changes the competences needed for employability and active participation as citizens.On the other hand, recent research shows that students’ mind- and skills-sets do not comply with these requirements. They do have most unrealistic aspirations about the world of work and they are used to being taken care of in every aspect of their lives. Flexibility, mobility and open-mindedness, creativity, commitment, courage to experiment and learning from mistakes, as well as the willingness to make extra efforts can barely be found anymore. The upper secondary vocational education program European Business Baccalaureate Diploma (EBBD) can contribute considerably in order to bridge this gap by providing learning opportunities where students can acquire necessary competences, attitudes and realistic aspirations and by fostering excellence.ObjectivesThe main objectives are -updating the qualification by implementing the Digital Competence Framework for Citizens 2.1, Digital Competence Framework for Consumers, Entrepreneurship Competence Framework (all 2016), Council Recommendations for lifelong learning and Reference Framework of Competences for Democratic Culture (2018)-creating close links to world of work, thus promoting realistic professional aspirations based on authentic role models and keeping EBBD aligned to future requirements-informing/counselling students/their parents when choosing educational pathways-increasing the possibility of implementing EBBD in more European countries by making it more flexible, i.e. creating Learning Units (learning outcomes, knowledge, skills, attitudes, assessment according to ECVET and possibly credits)-further disseminating EBBD in EuropePartnershipPartners responsible for the development and future sustainability of EBBD, for (re-)accreditation of EBBD institutions and co-ordinators of regional/national EBBD networks:- EBBD e.V.- EBBD institutions represented in the Steering Committee of EBBD e.V.Institutions from European Countries where EBBD is not implemented, yet.(Associated) partners from the world of work and other stakeholders who can provide one or more of the following contributions to the project:-expertise with regard to the competences needed in the future-the feedback on how EBBD graduates match these requirements-cooperation with EBBD providers which will bring work-life closer to the students (high-quality internships, practical work-life experiences in projects, workshops, simulations etc.)-further disseminate EBBD (students, parents, companies, other stakeholders)ActivitiesAccording to the project’s objective activities will concentrate on the following:-developing modular learning units (learning outcomes, knowledge, skills and attitudes, assessment criteria according to ECVET-cross-checking LU with (associated) partners from the world of work regarding their relevance for the future. -collecting and compiling best practice examples in guidelines for (prospective) accredited EBBD institutions (creating links to the world of work, increasing elements of work-based learning (WBL), contacts with authentic role models, in particular EBBD graduates, counselling/ guiding students and parents)-developing information strategies, including a cohesive social media strategy-organizing EBBD conferences as platforms for exchange and improving links to stakeholdersResults and impactAfter completing the project, we expect to have-a redesigned/modernized EBBD in modular learning units. -guidelines that describe structures and strategies as well as best practice examples, that together enable EBBD institutions to create closer links to the world of work. -a strengthened EBBD network that helps keeping standards and aligning future developments of EBBD in all countries offering the qualification. -a new accreditation tool that is adjusted to the new learning units and facilitates the accreditation.Envisaged impact:- EBBD becomes a brand for high-quality vocational education- better guidance of students/parents regarding career choices- more realistic job aspirations- increased competences and employability of students- closer links to the world of work and other relevant stakeholders- better qualified applicants for companies and - more competent and committed European citizens- transfer of experiences and results to other Joint European QualificationsLonger-term benefits:By incorporating the recent European frameworks into EBBD their implementation in the European Education Area will be promoted within the participating organizations and all (prospective) EBBD institutions. EBBD will strengthen the development of a European identity of students (and their parents), their teachers, the EBBD colleges and other stakeholders.

D4 Entrepreneurship (Dream:Dare:Design:Do) is a partnership between six VET colleges (UK, Finland, the Netherlands, Spain and Slovenia) and a Business Incubation Centre in the UK. VET partners will also act as a host for 90 wider entrepreneurship ecosystem organisations/enterprises to participate.Commencing on 1 September 2020 and finishing on 31 August 2023 this is a three year project whereby 42 VET staff and 540 students from five countries will form six D4 Entrepreneurship Clubs and participate in Design Thinking projects aimed at developing new, innovative, creative, entrepreneurial education. VET students will have the opportunity to develop innovative ideas and ‘Pitch’ solutions to solve real-world challenges.Staff from the Business Incubation Centre will act as a source of expertise in developing a transnational Design Thinking competition and independently evaluate the project.Intellectual outcomes will include two D4 Entrepreneurship toolkits, one aimed at implementing Design Thinking methodologies with VET students and the other aimed at wider staff development and roll out of Design Thinking across different vocational sector and student levels.As well as Certificates of attendance all participating VET students will receive Europass recognition. Longer term it is anticipated that formal qualifications in implementing Design Thinking methodologies will be available for VET staff (facilitators) and VET Students (practitioners)Four transnational meetings, three Blended Mobilities and two Joint Staff Training event will be hosted in each of the five partner countries ensuring staff and students gain transnational experience.

"Looking for a flexible, interactive and, above all, a practical training course that will make it easier to plan classes and interact with your students using digital instruments and tools? E-trainers.eu is a great opportunity for you to become a more competent digital teacher.Apro Formazione has developed the E-TRAINERS distance-learning platform in cooperation with training institutions and teachers from 5 European countries: the Netherlands, Spain, Latvia, Croatia, and Slovenia. The ""E-TRAINERS: new skills and tools for vet"" project is co-funded by the EU Erasmus+ program and its main objective is to bridge the digital divide between young people and teachers. The E-TRAINERS platform is ready and available in 9 European languages. It is an online training course on three methods that help teachers and operators who, in various fields, work with young people to better prepare them and to develop their educational activities using digital technologies. A coaching service is available to support users in the use of the methods and tools learned during the course.The course features 3 modules on:• using videos as a didactic method (GUIDE STUDENTS IN CREATING DIGITAL CONTENT)• teaching methods for key transversal competences (DEVELOP LIFE AND CAREER SKILLS OF YOUR STUDENTS)• critical use of the Internet (BECOME A DIGITALLY CONFIDENT TEACHER)To start, just register on the website www.e-trainers.eu, follow the short introductory course '' How to use E-trainers '', take the entrance test and choose the module to start training with. At the end of each module, a test is available, exceeding which a certificate is obtained. At the end of the three modules, a final test is available for passing the complete course. You can check the usefulness and quality of this professional updating tool on digital teaching and work methods by visiting www.e-trainers.euGood surfing.Apro Formazione"

"Unemployment, particularly youth unemployment, is one of the greatest challenges of contemporary Europe in a constantly changing labor market: often young graduates lack the skills needed to face the World of Work, such as the capacity for initiative, working in groups, creative thinking, problem solving, adaptability, flexibility: in a word entrepreneurship, one of the 8 key competences that also the ""Agenda for Competences for Europe"" (""A New Skills Agenda for Europe ""COM 2016 381/12) indicates as a strategic and fundamental mind-set for improving the employability, competitiveness and growth of European citizens.The project intends to:- improve and expand the range of learning and entrepreneurial education opportunities offered by the five technical-economic partner schools of five different countries, Italy, Austria, Spain, Croatia and Macedonia;- support the development of basic and transversal skills of the learners of their vocational training, ie oriented towards the world of work,- support enhancement and systemization actions of open and innovative teaching methods,- improve the quality, innovation and internationalization of school education through transnational cooperation between the 5 partner schools.The main activity will be an exchange of good practices between the five schools, to be implemented through n. 5 ""short-term exchange of group of pupils"" that is one in each partner country: each school will select n. 24 students taking part in n. 4 short-term exchange of group of pupils in partner countries accompanied by n. 2 teachers: a total of 120 students and 40 teachers will be involved in mobility activities in 5 different flows towards the 5 different countries of the project.During the exchanges, the partner schools will be able to show and comment each of the good practices in teaching / learning entrepreneurship understood as a mind-set that supports the newly graduated student to face the world of work with more and better skills.In addition, thanks to exchanges, students and teachers will have the opportunity to develop their language skills related to the language of the host country and English, as a target language, and to develop transversal skills, such as the ability to relate and compare in a different cultural and social context, resourcefulness and the ability to adapt to various situations, intercultural awareness and European citizenship.The exchanges will mainly focus on the practice of SimulImpresa (in English Virtual Business) as a tool to educate entrepreneurship by bringing students closer to the business world through the simulation of entrepreneurial activities such as marketing, human resource management, purchases and sales , etc; during the exchanges there will be company visits and seminars / workshops involving the participation of exponents from the World of Work, in particular local businesses, and experts in entrepreneurship and communication education.The good practices shown and observed during the exchanges will be collected in a ""Toolkit for Entrepreneurship Education"" which also contains the premises of the project (needs, priorities, objectives) as well as guidelines for teachers on the teaching methods to be used in the Virtual Business labs.The Toolkit will be written in English and translated, thanks also to the help of the students who participated in the exchange, in the various languages ​​of the partnership; it will be a useful tool for the teachers and students of the EVB project as a reminder of the activities carried out, and for other European teachers who in the future will want to start a path of entrepreneurship education in their own school.In parallel with student exchanges, there will be local activities of SimulImpresa and activities of the eTwinning project that will continue until June 2020.Transversal activities of dissemination and exploitation of the project results are planned: a Facebook page and a Blog will be created in which all the audio-visual materials of the project activities, the Toolkit, the presentations of the schools, the exchanges and all the material produced during the life of the project will be published; on the eTwinning platform the five partner schools will convey all the project outputs as well as create a virtual space for comments and feedback on the activities already implemented and to be carried out.There are also plans to monitor and assess the impact of the project.The partners will work together also thanks to Technical Project Meetings that will be organized with Skype call and during the exchange; the meetings will be functional to the coordination and planning of the activities to be carried out."