The purpose of the project is to develop a new methodology and teaching and learning model based on gamification for entrepreneurship compiled of both Entrepreneurship and Intrapreneurship. We aim to develop experiential learning model with a game and external business partners who will act as mentors to pupils and guide them in the process. Pupils work in teams to create virtual companies. At the end of the course pupils make expeditions to real companies and investors to present their businesses.The two target groups of NeXT are: - primary target are high school pupils in 10th,11th and 12th grades. Pupils are from general education and specialization in Management and Entrepreneurship.- secondary group - teachers in Geography and Economics; teachers in Entrepreneurship. Small-scale pilots of the model that we are proposing in NeXT have already been undertaken in the participating organisations and they show this model leads to reduction of early school leavers and higher pupils ‘engagement and thus better grades. By developing the project we have the following key objectives:- to take pupils out of their comfort zone via gamification to focus on user empathy, whole-brain thinking, collaboration, and experimentation;- to encourage pupils to start their own innovative businesses - whether or not they proceed and really found enterprises, they will develop entrepreneurial mindset and key business knowledge and skills; - to create better collaboration between schools and real businesses – in the process we foresee the active participation of managers and experts who will provide guidance and mentorship; - to develop necessary digital skills for both target groups - one, we aim for digital (virtual) business creation by student teams and second, lecturers use open educational resources to deliver the course and make it available widely. The project is set to produce four intellectual outputs as follow:-Teaching methodology and course syllabus; -Game, manual and training materials; -Teacher’s manual and study documentation; -Open education space platform. The ultimate outcome is development of a game and digital tools for starting and developing innovative business. The project will start with a detailed description and outline of the game content with the respective templates, tools and other elements that will be developed. We are focusing to equip the young people with the skills and mindset to start their own businesses Thus we develop our methodology in compliance with it as well taking into consideration the concepts we are using as well:- Innovation management with its elements – innovation culture, innovation process and capacity, innovation leadership. - Entrepreneurship – key elements of how to start a business- Intrapreneurship – how to develop the business- Design thinking – as a process to generate innovative products and services following the Stanford’s d.school framework: Empathize, Define, Ideate, Prototype, Test.The project aims to adapt the development of competences to the changing world. The students will not work to learn new things but to think of new things from scratch and interact with the real business. NeXT project is designed for strengthening the links between school education and business and enhancing the entrepreneurial training by building effective methodology and course framework to be implemented across different schools and applicable to various competence levels.

"""Early childhood care, education and upbringing (ECEC) forms the foundation for successful lifelong learning, social integration, personal development and later employability. The earliest experiences that children gain form the basis for all later learning."" (European Commission) The project partners from six countries have been working closely and trustingly together for decades. In each of the countries, a training facility and an NGO have teamed up to jointly develop and test a common training module that particularly addresses the needs of the disadvantaged. Product of the project is an innovative training module that has been tried and tested within the project and which offers learners the opportunity to acquire basic and cross-sectional competences in their professional field at European level together with learners from other schools / universities.The significant improvement in the quality of learners' skills in the field of early childhood education could be achieved by implementing the training module developed in this project. The planned integration of the training module into the curricula of the participating educational institutions (including the assessment and certification of the learning results) still takes time. This project provides the description of the training module, which is then taken over by the partners as a regular offer in schools / universities and also offered to other associations of educational partners for use.By linking the training module with the offer of a mobility experience for learners (they can either take part in the training module in their own institution or with one of the project partners), they acquire both professional qualifications and access to the basic elements of pedagogical training the Commission described eight key competencies in the ""Lifelong Learning Program""."

"The ""Pro Move II"" project aims to significantly increase the number of long-term study stays abroad in the context of vocational training and the relevant actors (vocational schools, chambers, training institutions, companies, local and national decision-makers, but above all the trainees themselves to inform about this possibility.The project continues a project of the same name, which was carried out by 6 of the project partners as a pilot project as part of an appeal by the European Commission until September 2019. The aim of the pilot project was to shed light on the reasons why only a negligibly small proportion of trainees carry out long-term mobility (6 months and longer), whereas most trainees only go abroad for two to four weeks. The project partners haveidentified many difficulties and obstacles during the pilot project and at the same time showed ways how these obstacles can be partially overcome.The project ""Pro Move II"" builds on the results of this project and wants to develop a material by producing a tutorial (video and print) and a documentary and image film that the above-mentioned relevant actors of the vocational education and training in the participating countries about Informed about opportunities offered by Erasmus + through the Erasmus Pro campaign. At the same time, institutions should be motivated to apply for Erasmus Pro funding for stays abroad. The video to be developed clearly shows the problems that can arise during the implementation of these long-term stays abroad and at the same time how the project partners have dealt with these problems. A third result of the project is a long-term analysis and evaluation of the results of longer-term mobility already carried out by the project partners after 3, 7 and 10 years and the development of a structured documentation and evaluation of longer-term mobility that is now beginning.The focus of the project is not the materials to be developed (video, documentation, website) themselves, but the impact that they can have on the public.The pilot project has shown that the biggest obstacle to the implementation of long-term mobility is that there are hardly any applicants for the target group of (former) trainees after completing their training. This means that there are hardly any scholarships or information for the trainees.While only 6 partners were involved in the Pro Move pilot project, there are already 10 institutions of vocational training in Pro Move II, the ""Transfer of Innovation"", which want to work to increase the number of people, especially through public relations events. who take up the offer to complete a long-term stay abroad after completing their training."

After several studies, it is confirmed that most of the people realizing such mobility experiences has concrete values (in terms of skills, open mind, self confidence....) but there is not existing concrete and really good ways and tools for these people to promote all these personnal and professional benefits after their return. People with fewer opportunities (unemployed, discriminated...) realizing such non formal education experience absolutely need to be supported after their return to facilitate their social and professional integration in their original environment. Moreover, the professional market is more and more difficult to integrate and it is important for the people out of this market to get knowledge about how to integrate it easier, how to capitalize correctly their experience and the developped skills and how to promote all of it for their professional and social integration.In this way, through this european partnership project PC IMPRESS (Promotion and Capitalization of International Mobility Project to Reinforce Employability and Sociability System), the partners have created new innovative tools to support people after their return from international mobility experience to capitalize perfectly their experience (professional and personnal skills, knowledge, other benefit) and to promote all of this on the good way to facilitate their social and professional integration. Our PC IMPRESS project has followed the recommendations of the European Quality Charter for Mobility by developing practical tools for people with fewer opportunities and to help them to qualify and promote their key competences.Thanks to this project, the partners have shared, with other european partners from several areas and specialized in international mobility, certification, employment and social inclusion, the existing tools and methods in different parts of Europe. They also have created new innovative tools and methods to support people with fewer opportunities in the capitalization and the promotion of their experience: - List of existing tools and methods in the field of Capitalization and promotion of International Mobility project in Europe (in the 5 involved countries).- Skills portfolio for the participant to capitalize all the competencies and knowledge learnt and developped during the international mobility project and to analysis the evolution between before and after the international mobility project.- Innovative IT capitalization tool of the needs and attempts of labor market (to match them with the attempts of beneficiaries coming back from international mobility project) - Online platform to share capitalisation and promotion tools and methods between non formal education workers (and other local, national and european organizations/institutions linked to social inclusion, employment and international mobility). - Framework for capitalization and promotion interviews (for the non formal education workers after the return of a beneficiary from an international Mobility project).- Practical guide on capitalization and promotion to be used by the non formal education worker after international mobility project of his (her) beneficiary.This project has been realized through different phases from september 2014 to august 2017:Preparation phaseImplementation phaseMonitoring and evaluation phaseDissemination phaseClosure phaseAll along this project the different partners have realized seminar/work meetings to exchange and work concretely on these tools conception to support the capitalization and the promotion of International mobility project realized by people with fewer opportunities.

The project derived from the acknowledgement that although the Tourism Industry was a fast-growing economic activity with a broadly positive impact on economic growth and employment, its potential was not fully harnessed. The two main reasons being: the lack of training in disability awareness and customer care and the poor attention to the economic and social value of Accessible Tourism.It is important to provide safe, convenient and appropriate tourism infrastructures, but it is fundamental to continuously improve the quality of services delivered by endowing tourism professionals with the right set of skills and competencies that will capacitate them to prepare adequate services to all tourists.Currently, EU Member-States lack efficient VET offers concerning the provision of Accessible Tourism skills within existing VET frameworks and commercial training offers. Aware of the importance of such topics at training level, it was critical to upgrade the qualifications and abilities of future tourism professionals, so that they could deliver better services.Regarding the economic and social value of Accessible Tourism, the market growth is continuous and accessibility is an important aspect of the demand of the world’s ageing population and also benefits people with temporarily reduced mobility such as pregnant women, injured people, or families with small children. That is to say, accessibility is an encompassing issue that can affect almost all of us at certain periods of our lives.TOUR4ALL aimed at responding effectively to four main goals: develop a training module on Accessible Tourism to be included in national curricula for Tourism VET courses; ensure that all tourism professionals will be better prepared to deal with accessibility and inclusion as enhancers of the touristic experience; upgrade the qualifications and abilities of future tourism professionals so that they provide better services; allow the trainees currently attending VET courses to acquire the skills to provide adequate services.TOUR4ALL consortium of 9 core partners from 6 countries included: 2 VET schools; 1 VET provider and subsidiary of the Chamber of Commerce and Industry; 1 NGO operating on the educational sector in collaboration with schools, universities, associations and institutions; 1 professional association for TVET providers in EU countries aiming at enriching the TVET education and training through transnational cooperation; 2 SMEs: one leader in the promotion and management of international projects of Innovation, Training and Research and also Technological Development and one expert in job placement and mobility actions; , 1 Tourism Association and 1 Association of People with Disabilities. The project had 2 Intellectual Outputs composed of a set of activities led by different partners according to their expertise. During IO1 the partners engaged in a desk research on Accessible Tourism in partner countries and then they fine-tuned the needs analysis by means of a field research which included: a collection of 411 responses to a questionnaire from Disabled People Associations, Tourism Associations and SMEs; 30 interviews with VET trainers; 4 focus groups with 27 participants from the tourism sector and from Disabled People Associations; a collection of 18 case studies/good practices on Accessible Tourism initiatives; a benchmarking analysis of existing VET curricula on Accessible Tourism for VET courses. The final activity consisted of creating the structure of the curricula, which included the objectives, contents and learning outcomes of the Module. During IO2 the partners developed an online training platform implemented in the project’s website and the training resources. They have tested and validated of the platform and training materials and produced a final publication on “Promoting Accessible Tourism for all”.The most immediate results attained were 9 training units, 9 training videos, 1 Trainer’s Guidelines in 7 languages which totals 133 available training resources. And also 1 training platform, exercises and extra resources. In the short-term the perceived impacts were: the availability of free online training; the involvement of stakeholders in the project’s activities; the acknowledgement of the importance of staff and VET training; the recognition of the importance of the training materials and platform for coping that gap; the quantity and quality of the participants on the project’s multiplier events and their willingness to disseminate the project and the networking opportunities during the events and activities.In the longer-term, the project has developed a training tool that will provide the trainees and tourism professionals with the right set of skills to deal with the requirements of accessible tourism, thus increasing sustainable and higher quality products and services, with greater value for customers, by making tourism offers and services accessible for all.