"Both partners, BHAK Steyr (Austria) as well as ROC Mondriaan (The Netherlands), are teaching business related subjects in the upper secondary level. Our students are well trained in skills like text processing, computer based accounting, foreign languages and more. All their gathered skills are highly requested in the labour market. Most of them are starting their careers in companies. But hardly any graduate starts her or his own business. It seems that all the complex contents of our subjects are great to qualify skilled employees, but not really foster an entrepreneural mindset.The title of our project ""School2Business - Entrepreneurship Education in the Dragon´s Den"" shows how we want to tackle this challenge. ""School2Business"" (short S2B) is used as an acronym connected to the business terms like B2B or B2C, showing that we want to link business education in schools directly to starting a own business. The pedagogical approach for this is known as Entrepreneurship Education. Dragon´s Den will be the concerted tool in this partnership to put our students in the position and mindeset of entrepreneurs. (Dragons' Den is a format in whichentrepreneurs pitch their business ideas to a panel of venture capitalists in the hope of securing investment finance from them, the Austrian format is known as ""2Minuten2Millionen"".)We pursue the following goalsa) Emplify entrepreneurial spirit of our students with a businessidea competitionb) Emplify presentation skills in foreign languages & digital competencies of our studentsc) Exchange of good-practice-examples for entrepreneurship educationd) Implement the experiences of this project sustainably in the curricula of our schoolse) Planning, organizing and implement two Dragon´s Den Events (one in Austria, one in The Netherlands)f) Realizing four Teacher Job ShadowingsA group of business teachers of both schools (app. 2-4 of each school) will exchange their approaches and good-practises on Entrepreneurship Education during two shortterm Jobshadowings. These mobilities will also be used to prepare the main events of this project: A Dragon´s Den in each country, starting with The Hague in spring 2021 and followed by Steyr in spring 2022. A guidebook will be elaborated which will help the students to develop their business ideas and prepare for the events. In each partnerschool app. 30 advanced students will work on this task. 15 out of them will attend the Dragon´s Den in the other country. Necessary skills will be determined by the teachers in accordance with the national curricula of the business subjects and trained over the duration of the project.The main specific outputs will be a guidebook for the students preparation for the competitions (including parts of the businessplan, calculations, marketing materials, ...), the business ideas & presentations elaborated by the students and a website that documents the process of the exchange, activities as well as the Dragon´s Den events itself.This school-exchange project will help the participating students to unfold their entrepreneurial spirit. Besides training new skills the participation in the contest sharpens our students entrepreneural view on the business market and should give them more confidence in starting their own companies in the future.But there is a lot more: The carried-out events and teaching lessons will help us to implement new entrepreneurship education methodologies in our school´s curricula for further generations of students. The Dragon´s Den events will show which digital competencies and language skills needs to be improved. The Job Shadowings will help our business teachers to explore new good-practice-examples for implementing entrepreneurship education as well as teaching computer competencies in our lesson plans. We expect that our goals will contribute to the entrepreneurship acumen of our future students and that some of them will choose to start their own businesses after graduation."

The Erasmus+ project „Adult Education - It’s Never too Late to Learn“ (AdELe) is the partnership of five European adult education and VET institutions, who contributed to Europe 2020 goals by sharing the best practices in the Adult Learning field and improved the skills of the teachers, trainers and the key persons in Life Long Learning process. During the project, they created a web-based Toolbox and increased the capacity of operating at the transnational level. Period: 30 months Participants: European Adult Education and VET institutions; the key persons of arranging the adult teaching/training process, adult educatorsAim: to improve the quality and accessibility of Adult Education by increasing the skills of the people responsible for putting it into practice – adult educators, Adult Education specialists, key persons in the local Adult Education field. Necessity: The project was called into life by Haapsalu Vocational Education and Training Centre, which is the local coordinator and main provider of Adult Education in the area. The project grew out of the real-life demand of how to better reach the age group 50+ and the low-skilled or low-qualified adults who are living in the countryside and are difficult to reach and how to involve more adult students into Life-Long LearningThe project concentrated on the topics which are relevant in every country and international experiences extended and developed educators' competencies and improved the quality and accessibility of Adult Education in every participating organization. Main activities: 3 Transnational project meetings for the project managers and Adult education specialists from every participating organization to discuss the activities, share responsibilities, evaluate the project, share feedback from the participants and work with the Toolbox. Finally, discuss the impact, make conclusions and discuss further dissemination and cooperation. 5 Learning/Teaching/Training activities, 4 participants (teachers, trainers, adult education specialists) from each country –. Every host country organized one LTT with a teaching program for 5 days. Every Training Activity was focused on a certain topic due to the strengths and experiences of the organizations: LTT 1 – Cooperation with different parties (local organizations, municipalities, enterprises, companies, unemployment agencies etc.)LTT 2 – In-service training as a service (how to build up adult education course, curriculums, methodologies, how to aim the right target group)LTT 3 – Marketing and sales of adult education courses – how to reach the possible learners (Increasing demand and take-up through effective outreach, guidance and motivation strategies which encourage low-skilled or low-qualified adults, to develop and upgrade)LTT 4 - Improving and extending the supply of high-quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (language learning, integrating migrants to the community and the local labour market, development of migrant education for instance language and citizenship).LTT 5 - Extending and developing educators' competencies through the effective use of ICT. Increasing the IT competencies of the learners and the effective use of ICT when running the courses ( how to do it)The two last LTT-s were arranged online. During every Training Activity: - the host country gave an overview of the Adult Learning possibilities at their school and generally in their country. - Visits to the local organizations and enterprises who provide Adult Education - Practical workshop for the participants to share the best practices of handling the topic in their country and at their school. The result of the best practices of every topic was collected on our website. (https://adultlearning4ever.wordpress.com/)- Working on the Toolbox for the Adult Educators Results (expected impact) Toolbox for the Adult Educators On the project web page, we collected: - The success stories of effective Adult Learning (blog) - The best ideas from every meeting - The best practices carried out during the Workshops- The Best ICT tools and free online environments for educators Dissemination of project results: we shared the results of the Project and our experiences during the mobilities on the Project Website, on the web pages of the participating schools, local associations and in the EPALE environment.https://adultlearning4ever.wordpress.com/https://epale.ec.europa.eu/en/node/300130https://epale.ec.europa.eu/et/node/300130?fbclid=IwAR0NQN9BfaGXDqchIoqYhrj6KQJ0dSgclHY2UI4QvikOT0sYUDmu9Q1laTg

Small and medium sized businesses in the service sector stands for an increasing part of employment in Europe. Entrepreneurship has been integrated in the curriculum across Europe and is an integrated part of almost all education programmes. Entrepreneurship education and programmes mostly focus on one country and one field. The aim of this project is to develop new innovative business ideas with service design by blending business ideas from five countries; Finland, Holland, Portugal, Slovenia and Sweden, and three different fields; hairdressing, media and fashion & clothing. The project comprise 7 different schools. About 120 vocational students and 20 teachers will participate in the project.In addition to blending business ideas from different countries and fields the project focus on future skills in sustainable development and circular economy as central themes. A good life is no longer achieved by simply producing more and more goods. How do we move to a circular economy, in which consumption is based on using services – sharing, renting and recycling – instead of owning things?, this is a question that every future entrepreneur should be able to answer (www.sitra.fi). The project also benchmark and develop new methodology and pedagogical tools for entrepreneurship education.A central theme is also aim to increase language skills, promote intercultural communication, develop intercultural sensitivity and teamwork skills for students and teachers participating in the project.

<< Background >>Taking into account the proposal for a Council Recommendation on Vocational Education and Training for Sustainable Competitiveness, Social Equity and Resilience and the updated European Skills Agenda, the Osnabrück Declaration focuses on four key areas for the years 2021 to 2025: 1.Resilience and excellence through quality, inclusive and flexible VET 2.Creating a new culture for lifelong learning - relevance of continuing education and digitalisation 3.Sustainability - a green link to VET 4.European education and training area and international vocational education and training With this project we will contribute to these objectives to a greater or lesser extent. Our two focuses within our project are mainly on 1 and 2. Through this project we want to upscale the digital skills of teachers and trainers in both the formal and non-formal sector so that they are able to develop qualittative interactive online teaching modules that contribute to a culture of lifelong learning. The developed modules focus on the theme of dementia in society. By doing so, we want to improve the quality of the existing care training programmes in the formal VET and the training programmes in the non-formal sector and adapt them to the increasing demand from society for quality education on this theme. This is necessary in order to detect the condition in people at an early stage and to provide them with high-quality care and support.On its website, the WHO identifies a lack of awareness and knowledge about dementia, which is widespread in many countries. The partners within this project consortium fully endorse this observation. The prevalence of dementia is escalating world-wide and knowledge deficits remain a barrier to community inclusiveness and quality care. The need for quality, comprehensive education has been identified as a key priority for global action plans on dementia. In the fight against Alzheimer's disease, early recognition of this condition is extremely important. The online material we are developing is focused on the one hand on recognising the disorder and experiencing it, and on the other hand on the care that people with dementia need in their day-to-day lives.<< Objectives >>With the implementation of this project, we want to offer 24 expert teachers/trainers a professionalisation path to further develop their digital skills so that they are able to develop high-quality online interactive modules. This should enable them to adapt existing training programmes and care courses in both the non-formal and formal sector to the need for lifelong learning that is independent of time and place. With the actual modules that will be developed through the implementation of this project, we are primarily aiming at family caregivers (20 persons) in the home environment of and the caregivers in training (80 persons) for the care institution for people with dementia. The aim is twofold: on the one hand, to give these target groups a better understanding of the manifestation of dementia so that they can cope better with this condition and be better prepared and, on the other hand, to provide them with insights into the kind of care, guidance and support people with dementia need both in their home environment and in a care facility.<< Implementation >>We will organise two trainings for teachers/trainers (2 groups of 12 persons each) from both the formal and non-formal sector to upscale their digital skills. In this trainings we will use of the TPACK model on the one hand and the ABC design method on the other and The 12 building blocks for effective didactics. These twelve instructional principles have been proven by scientific research as to why they work; in addition to elaborating on these principles, we will also provide participants with examples of how to apply these principles in their daily work as teachers and/or trainers.. TPACK consists of the three knowledge domains Content Knowledge, Pedagogical Knowledge and Technological Knowledge. Content Knowledge (CK) includes the central facts, concepts, theories and procedures of a particular subject area, but also knowledge of how the subject area is expanding. Pedagogical Knowledge (PK) includes the way in which pupils learn, their (mis)conceptions, use of learning resources, evaluation of learning, class management, lesson preparation and execution. With the combination of subject knowledge and didactic knowledge, the teacher can help students understand complex concepts. Technological Knowledge (TK) is knowledge of media. The TPACK model was developed by Matthew Koehler and Punya Mishra and describes the knowledge a teacher needs to integrate ICT into his or her teaching. Teaching involves a teacher knowing what needs to be taught (subject content) and how to teach it (subject didactics). In order to use ICT in a meaningful way in education, a teacher must know how the subject content can be made clear and understandable with the help of ICT and which didactics reinforce the learning of certain subjects with the help of ICT. The 'ABC curriculum design'-methodology, developed at University College London, enables didactic teams to design together a first prototype of the course in an interactive way. Katholiek Onderwijs Vlaanderen used this methodology to develop online interactive material and consists of an analysis phase, a design phase and the final design phase.What the teachers/trainers have learned in their training, they will also effectively apply in developing three different high quality interactive online modules that will all be developed around the theme of dementia and evaluated by the end users within the context of this project. The end-users are on the one hand the family caregivers in the home environment of persons with dementia and on the other hand the trainee caregivers who will start working in a care facility for persons with dementia after graduation. This development process of the three modules will be a co-creation between all project partners in this consortium where each will contribute from his/her own expertise the necessary knowledge and skills and network of interested stakeholders to make this process a success.<< Results >>At the end of this project, 24 expert teachers/trainers from the formal and non-formal sector will have upgraded their digital skills. Indirectly, there will be more people involved, because the 24 who are directly involved will spread the word within their own organisation.3 modules will be developed. A first module will deal with the dementia condition: issues such as What is dementia?, What are the symptoms?, Different forms of dementia , Stages of dementia, Observes and understand changing behaviour, Improve day-to-day functioning of people with dementia, Environmental impact on people with dementia, Dealing with changing behaviour, approaches and communication in dementia will be addressed. A second module will deal with the necessary care, support and guidance for people with dementia in their home environment and in a care facility. A final module will be about empowerment; with this module we want to achieve that people with dementia are seen and addressed to their full potential, within the context of this project by their family caregivers and their caregivers but by extension not only in care but also in society. The development of this material will ensure that care training in the formal VET sector and training in the informal sector can respond to the increasing demand for people with prior knowledge of dementia.

<< Objectives >>The project aims to promote education on sustainability in the VET sector in order to develop sustainability competence of HORECA employees. Successful implementation of the project will identify the requirements for sustainability competence and highlight what skills HORECA employees need, in order to properly apply the relevant sustainable actions. This will allow the creation of appropriate teaching/learning content on sustainability topics in accordance with HORECA sector.<< Implementation >>A survey of HORECA representatives and VET staff will be carried out to gather relevant information.The analysis of the results will lead to the establishment of Guidelines for Sustainability. All the information gathered will help to develop the content of the teaching/learning material. Sustainability-related materials will be created and hosted online publicly as OERs.<< Results >>The project will result in 1.Guidelines for Sustainability as a Competence in HORECA, providing a common ground and guidance to everyone in the HORECA sector and VET teachers advancing a definition of what sustainability as a competence entails. 2.Online Aim2Sustain learning space on sustainability in HORECA related topics hosting Open Educational Resources, that might be integrated in different subjects promoting interdisciplinary approach.3. Transnational dissemination conference.