Context of the project and main objectives:This project on Entrepreneurship Education in Europe (EEE) was the link between education to employment through the use of enterprises and entrepreneurial skills.We fulfilled to target three of the EU eight key competences for lifelong learning: • Communication in foreign languages • The sense of initiative and entrepreneurship • Cultural awareness and expression Activites:We planned 9 LTTAs altogether. 4 LTTA Weeks ( C1-C4) Short-term joint staff training events each dealing with an other relevant topic for the project. The joint staff training events for teachers were aimed at exchanges of best practices among teachers focusing on how to improve teaching of entrepreneurship education, business and economy. GB: Start up Business and Team Building Methods of Teamwork, social competences, tools for pitching business ideas , Malta: Business Plan, Marketing and Market research, marketing strategies, entrepreneurial learning; France: Leadership: Personal competencies, strengths and weaknesses, personality tests, leadership qualities, personal profiles, business games; Finland: Finance, financial literacy and sources of finance, Evaluation and Dissemination - this meeting was held as a web conference via MS TEAMS) 5 LTTAs-EEE weeks (C5-C9) Short-term exchanges of groups of pupils to above mentioned topics where the materials composed in the teachers' LTTAs were tested with students. Austria hosted the first EEE week with students from France and Malta. At an EEE week 5-6 students each from 2 participating countries traveled .To foster cultural awareness host students mostly stayed with host families.Activities and methodology included visits to enterprises, discussion panels,learning cafés and presenting pitches as well as research in teams into job markets, making videos and leaflets. The CLIL methodology was applied for the non native English speakers. During all the assignments and activities a focus is put on P21's Framework for 21st Century Learning Skills: Learning and Innovation ( 4Cs), Digital literacy, Career and Life ( Social and Cross culture interaction, leadership and responsibility, flexibility and adaptability, initiative and self direction).Example of EEE week in Bridgewater:15 students arrived at Bridgwater and Taunton College to participate in their EEE week, with the theme of start ups and Teamwork. Students from Malta and Finland joined with the British students to participate, engage and mostly importantly enjoy their time togetherThe aim of the week was to enable the students to understand the skills needed to set up and run a consultative team, design concepts and to have the opportunity to prepare a pitch and to understand how to set up a dynamic and functioning team in a short space of time. These were framed around a real life project to help ‘The Sports Project’ a not for profit community interest company. The Sports Project intention is to develop as many children as possible not just in sport, but also in themselves, by embedding values such as respect, independence, confidence, leadership and teamwork. During the course of this project a number of educators and students were given the opportunity to interact with peers in other countries and collaborate on specific entrepreneurship related tasks. In Malta much of the subject matter covered in the joint staff meetings and the student mobilities have now been integrated as part of the Entrepreneurship course. From the student perspective, the fact that they could work on specific entrepreneurship related subject matter, work in teams, communicate and collaborate, provide presentations, etc. meant that they could hone in on the soft skills that are an essential part of their holistic education. The project outcomes: *A portfolio containing teaching materials for teaching entrepreneurship education in various subjects applying new methodologies e.g lesson plans, assignments, interview templates and feedback tools, timetables of the LTTAs. *The EEE webpage where you can find all the uploaded materials for teaching entrepreneurship education (www.entrepreneur-education.eu)* EEE-logo *Results and impacts: a better knowledge of the world of work, European enterprises and Start ups, more self-confidence, higher proficiency in English and a better cultural awareness and understanding. In a longer perspective we hope that our portfolio will become part of the curriculum for entrepreneurship education at schools.The main benefits of the EEE project: close cooperation of participants with the real world of employment, insight into local job markets,exchange of good practices among teachers. We also feel that one huge benefit lies in students actually meeting students in other countries and staying in their homes.

"With ever increasing competitiveness of the job market, education paths are becoming non-linear and this is especially visible in vocational education and VET institutions. Both, young people and adults are keen to choose their own speed and sequence of learning, combine different education forms and levels as well as blend informal learning and work experience into their individual learning paths. Multicultural and international environments, and the need to accommodate a growing number of students with a different mother language or skills background add new dimensions and challenges to VET schools. In order to respond to various student group expectations, the pre-admission phase into VET institutions is becoming more crucial. There is a plethora of research evidence to demonstrate the positive impact that good quality and timely information, advice and guidance (IAG) can have on learning and career decision making. Good quality and timely pre-entry information, advice and guidance (IAG) fulfils an important role in supporting learners to address diverse and complex needs and helps overcome barriers to access to the VET institutions and vocational education. The project aimed to showcase the best practices of IAG from partner countries, learn from each other and create a list of proven tools and methods of information, advice and guidance and thus support improvements of pre-admission and admission processes in VET institutions.To fulfill the aims, project partners organized 5 short-term training activities for partner schools staff members who are involved in the pre-admission and admission processes (admission managers and specialists, information, advice and guidance providers, career specialists, students support specialists, teachers involved in admission etc). In total 101 participation of LTT trainings took place. These trainings were most important to exchange existing knowledge, share best practices but also learn from other partners and adapt new ideas and best practices into participants work practice. In results of the five LTT trainings following results were achieved: 1) Short term trainings involved participants from all 5 partner schools, in total there was 101 participation in the trainings. As some persons participated at multiple trainings in total 63 persons participated. In result of these trainings, participants improved their knowledge of subject, got new ideas, tools and good practices from others. According to the feedback questionnaire 97% of participants were able to test or put in practice some new approaches, tools or methods of their trainings. Thus the short-term trainings gave inputs to improve their work performance or influence their school admission processes. Moreover, all participating schools documented number of pilot activities based on the project trainings and transfer of knowledge. In total there were 14 pilot activities carried out in participating schools based on the project trainings and exchange. It was far more than expected. Thus the project activities gave most important input to achieve the project aim to improve improve existing information, advice and guidance (IAG) systems of partner VET institution. All partner schools has made improvements in admission fields like informing potential target groups, improving methods and enhancing advice and guidance quality; developing flexible solutions and support measures to students to avoid drop-offs, etc. Moreover, the aim create functional and sustainable strategic partnership of VET schools has achieved also by several additional bilateral activities. For instance Tartu VEC managers delegation visited West Nottinghamshire College and marketing team has participated at short-term training visit at Helsinki Business College. The Elektrojarska skola started new cooperation with IIS Volta and West Nottinghamshire College as well as started mobility with Tartu VEC. New cooperation areas has been discovered and thus the cooperation will continue after this project end. 2) The partner schools staff also documented and presented their best tools and methods as well as identified best practices at online publication ""IAG Toolkit"" (IO1). The toolkit consists of 15 proven tools and methods to use to improve IAG at pre-admission and admission period. Thus the project also achieved the aim to accumulate best practices from the partner countries in order to develop information, advice and guidance (IAG) methods and tools to improve pre-admission and admission phase efficiency in VET institution. The toolkit and its main ideas were promoted on 4 multiplier events and disseminated over 100 contacts internationally."

<< Background >>The Cultural and Creative Sector (CCS) have been strongly affected by the COVID-19 pandemic, especially those sub-sectors most dependent on the presence of public, due to suspended live cultural events, which put more than 7 million jobs at risk in the EU (Morellato et al., 2020). The pandemic accelerated the digitalisation process, transforming the cultural experience (OECD, 2020), but many smaller CCS actors are not properly skilled to benefit from the new opportunities (IDEA Consult et al., 2021). The CCS is essential for socio-economic recovery, as it can encourage people’s wellbeing and resilience and promote a shared sense of European identity (Wahba et al., 2020; EC, 2020). To enable the CCS to continue to fulfill its primary function and support its recovery and resilience, CCS actors need to be urgently equipped with digital skills and capacity to harness digital opportunities. The European VET systems play a central role in preparing people and businesses to undertake the digital transition, and thus need to be modernised in order to close the existing skill gap. Yet, in many EU countries, VET programmes are still unprepared to reflect the current challenges (CEDEFOP, 2020). The pandemic hindered the delivery of VET programmes, revealing scarce ability to use digital tools, motivate learners, ensure the continuity of learning and equal opportunities for all, which increased the risk of drop-out (ILO, 2020). This is alarming as education and training are the true enablers of innovation, contributing to the workforce upskilling, and increasing employability. Unprecedented technological progress brings new business opportunities, creates new jobs, reforms the way we work and, importantly, determinates what, when and how people need to learn (Morellato et al., 2020). Digitalisation is not the only factor of change: demographic, environmental, political and economic challenges require greater emphasis on VET, enabling it to reconcile sustained productivity and adequate distribution of the benefits of growth (CEDEFOP, 2020). To ensure the central role of European VET systems to prepare people and business to the digital transition and overcome the existing skill gap, VET providers need to be agile, resilient and ready to react to skill demand changes. To face these challenges, RestART will address the following target groups:- CCS actors needing to improve their digital and transversal vocational skills: Members of the creative, cultural and artistic organisations, small creative businesses, grassroot cultural organisations, individual creators, artists and freelancers especially from the sub-sector of the performing arts and heritage, including people from disadvantaged groups.- CCS-oriented VET providers: Public and private VET providers offering training related to cultural and creative disciplines, that are not confident and sufficiently skilled in using digital technologies in training and wish to acquire the necessary competences to adapt to the new trends.<< Objectives >>RestART’s main objective is to support the digital transition and resilience of CCS actors by enhancing the ability of VET providers in creative disciplines to adapt their training offer to current and future needs of labour market, economy and society. Thus, the project will pursue the following specific objectives:- to create a transferable ECVET-based framework to support VET providers in designing innovative and flexible training offers for the CCS, leading to the achievement of transferable learning outcomes;- to strengthen key digital and transversal skills of CCS VET learners, helping them to create, manage, promote their products, and successfully participate in the changing markets and societies;- to equip CCS-oriented VET providers with tools and guidance on how to use digital technologies in training, competence assessment and validation, empowering them to support CCS actors’ resilience;- to facilitate the ability of CCS-oriented VET providers to respond to the challenges of the 21st century, becoming more open, inclusive, environmentally-conscious and able to provide training offers meeting the real needs of the labour market;- to upscale the RestART approaches, encouraging policymakers and other stakeholders to support the transformation of European CCS-oriented VET towards digitalisation, inclusivity, and sustainability.<< Implementation >>All project activities work towards increased innovation and digitalisation of CCS-oriented VET and the creation of a flexible upskilling opportunity for CCS learners, by involving them in the following activities in 6 EU countries: - Organisation of co-creative meetings, enabling an exchange between VET providers and learners from the CCS and in-depth transnational need analysis of their training priorities and desired learning outcomes, to create a flexible digital-based training framework, based on ECVET principles (R1).- MOOC-ART piloting with CCS-oriented VET learners and providers (R2): attending the course, CCS actors will strengthen their digital skills and key competences to increase their opportunities for active participation in the changing markets and societies; participating as observers, VET providers will learn about a cutting-edge open course to include in their training offer; by providing individual support to CCS learners lacking appropriate digital skills and/or means, the inclusion of VET learners with disadvantaged background and from vulnerable groups will be increased; piloting the MOOC, project partners will test its efficacy and eventually adapt it accordingly.- Interviews with representatives of national good practices in CCS-oriented VET to collect deeper insights on the selected practices in RestART-kit (R3), a comprehensive toolkit offering guidance on how to upscale the training offer for the CCS. - Organisation of National Validation meetings and the International Validation Forum with CCS-oriented VET providers to discuss the effectiveness of RestART-kit and foster European exchange and mutual enrichment between CCS-oriented VET providers (R3).- Conducting video interviews with members from the CCS and CCS-oriented VET, to analyse their experience within the project (R4).- Roundtable discussions with local/regional/national stakeholders in VET and the CCS, to identify innovative strategies for upscaling RestART approach and contribute to innovation of CCS-oriented VET through tailored, country-specific policy recommendations (R4). - Designing video recommendations for policymakers, highlighting specific and common challenges and needs across the EU, thus calling for their support to contribute to the innovation of CCS-oriented VET and finalising the RestART digital gallery (R4). - Multiplier events (E1-6) reaching out to a wide audience of VET providers and trainers, CCS actors, and key stakeholders and policymakers, fostering the exploitation and sustainability of the project results.<< Results >>The innovation of the CCS and CCS-oriented VET will be enhanced through the following tangible results developed within RestART:- A flexible, ECVET-based framework (R1), supporting CCS-oriented VET providers in designing training offers targeted to CCS actors leading to the achievement of transferable learning outcomes. - The MOOC-ART (R2) based on the R1 framework, equipping CCS actors with a cutting-edge, custom-tailored learning opportunity to strengthen their skills and competences to adapt their work and products to new digital formats of culture and art creation, distribution, consumption, as well as business models, while applying socially and environmentally responsible strategies, according to the 21st century demand. - The RestART-kit (R3), supporting VET providers’ ability to incorporate responses and mitigation measures in their training offer, in line with the digital transformation and with current and future societal and environmental challenges. - The RestART Digital Gallery for upscaling VET in the CCS (R4), encouraging policymakers and key stakeholders to take action for increased innovation of CCS-oriented VET in the EU. Thus, the following outcomes are expected:- Newly-created flexible ECVET-based framework supporting CCS-oriented VET providers in designing training offers targeted to CCS actors leading to the achievement of transferable learning outcomes.- Strengthened digital as well as transversal skills of CCS actors, enabling them to adapt to the progressing digitalisation, and transforming societies and markets, and enhanced business opportunities and competitiveness of the CCS actors involved.- Increased preparedness of CCS-oriented VET providers to use digital technologies and means in training management and delivery, competence assessment and validation, allowing them to improve their training offer tailored to CCS learners and enhance their human capital and resilience.- Enhanced CCS-oriented VET providers’ ability to respond to the challenges of the 21st century, as well as accelerated modernisation and transition towards more inclusive and greener future, and improved ability to swiftly revise VET training offer according to the changing skill demand.- Increased motivation of policymakers and key stakeholders in VET and the CCS to support the overall innovation of CCS-oriented VET in the EU towards digitalisation, inclusivity, and sustainability, confirming and reinforcing VET’s key role in European societies and economies.

<< 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.

"Studies has shown that despite of numerous training options available for adults, all potential target groups are not involved in. According to PIAAC data, only 20% of adults with low skills participate in job-related adult learning. Data from the 2016 Adult Education Survey (AES) says that 11.6% of adults with low skills looked for learning opportunities compared to 35.5% of adults with high skill levels. Similar learning gaps characterize other marginal groups (other language, marginalized groups by age, race or gender). Thus the lifelong learning strategies need support by smarter outreach strategies. Last decade has changes the way of communication. Marketing guru Philip Kotler (Marketing 4.0, 2017) says that recent research across industries show that more customers believe more in the f-factor (friends, families, Facebook Fans and Twitter Followers) than in marketing communication. Peer-to-peer information said to be 4 times more ""sticky"" than official information. Studies has shown that adults, especially marginal groups tend to be more skeptical towards official information and need much more individual approach in communication. Along with the growing flexibility of study forms, acceptance of informal learning or mixing curriculas also the forms and channels of communication needs restart and more innovative and inclusive communication tools and channels to reach efficiently to adult learners. The AIM of the project is raise learning demand by development of smart outreach tools in adult education target groups.Project has three specific OBJECTIVES:1) design methods for adult education institutions and provide knowledge to participant organisations staff on how to inform, inspire and engage adult learners in communication process;2) test innovative communication and marketing tools within project partnership and demonstrate the best practice to adult education sector;3) promote smart outreach.The project involves 7 adult education institutions from 5 countries across EU who unite their knowledge and experience to reach the project objectives. The main ACTIVITIES are:1) three short-term training events to exchange experience, learn on how to engage adult learners in communication process and learn how to build up a smart outreach campaign; 2) piloting of the outreach campaign to test tools and methods and find innovative solutions;3) share the lessons learned and compile 2 intellectual outputs: publication ""Instruction package on how to involve adult learners"" and webinar ""Smart outreach: practical tools and tips"". 4) promote the smart outreach approach via dissemination and 5 national multiplier events. By these activities following RESULTS AND IMPACTS expected:1) 67 staff members whose main task is connected with communication have participated in the project activities and has improved their knowledge and skills on how to involve, inform, inspire and engage adult learners into communication, has got practical experiences on smart outreach campaign implementation and improved skills to demonstrate the best practice. With new competences the organisations has improved communication with adult learners.2) at least 115 persons from adult education institution has received new knowledge and skills about smart outreach and thus the organisations are able to improve communication with their target groups.3) by these improvements adult learners, especially marginal groups of learners has suitable communication channels and improved access to trusted information and what are preconditions to raise adults learning demand. The project will develop and promote smart outreach approach for adult education in close cooperation and networking to achieve both project aims but also serve efficiently adults needs for lifelong learning in local, regional and EU level."