EULEP is the European Learning Experience Platform that brings together 20 organisations from 8 countries, working together to make C-VET more attractive for lifelong learning, offer businesses new and tailor-made training modules that correspond to their skills needs in innovation oriented subjects (artificial intelligence, virtual reality and social innovation), establish or reinforce knowledge triangles at regional and national level thanks to the triangulation business - VET provider - European Digital Innovation Hub (EDIH), embed VET in regional economic development strategies and reinforce its governance, putting it on a sustainable path.The project activities target directly VET providers, companies, potential VET learners from different horizons, EDIHs, public authorities and other stakeholders involved in the VET governance process or dealing with VET more widely.Some 500 companies take part in the different activities indicating their skills needs, evaluating and testing project outcomes. 24 VET trainers will be trained in 1 European Learning Academy, learning the 3 modules and training paths, and will in a second step train in total 240 VET trainers and 480 company employees/workers in their respective countries. 160 participants will join regional multiplier events, and a much higher number (tbc) will benefit from the information provided during the wide VET promotion campaigns. Regional VET Councils will draft 8 smart VET strategies and 8 action plans to put the project outcomes on a sustainable footing. 2 major project events will gather some 170 stakeholders.In total, 30 mostly electronic deliverables are foreseen. They include project management templates, tools and methodologies for training modules creation and teaching, recommendations for transnational VET modules development, a guidebook for SMEs, EDIH partnership MoUs, regional VET strategies and action plans and most importantly an online learning platform for VET providers.

OVERARCHING OBJECTIVE: Enriching the well-established EUREM European EnergyManager trainig program, making it available in new countries to allow more persons to become qualified/accredited experts or upgrade their knowledge and skills, and adding ancillary implementation support activities. Thereby contribute to increasing the quality of energy audit results, the probability of implementation of the recommendations, and ultimately the energy efficiency and competitiveness of the businesses. ACTIVITIES & OUTPUTS: 1) Enrich the training with: 4 new modules in e-learning format on mobility, Industry 4.0, energy audit standards and process, company energy culture, 1 enhanced module with stronger focus on financial topics, 1 new practice module working with the Energy Audit Support Tool to evaluate more complex measures in industry. Test the new training format in 6 countries, where EUREM is already established: AT, CZ, DE, ES, FI, GR. 2) Transfer the training to 6 new countries where it is difficult to establish without support for preparatory work; run the pilot courses and achieve national accreditation/recognition: AL, BA, EE, LV, RS, TR. 3) Develop and test add-on implementation support activities for trainees and other energy managers who need coaching/support beyond the training scope or want to practice more, eg. workshops on energy audits, on convincingly presenting energy measures to decision makers, follow-up on implementation of measures, networking/awareness raising activities including financial sector. 4) Conduct communication & dissemination activities including: • 6 good practice videos of participants' sustainable energy measures, • 2 conferences to enable exchange of experience of energy managers and auditors, financial sector representatives, trainers, and other experts, • 2 international EnergyManager Award competitions and national ones in new countries, • Press releases, classical and social media, newsletters, personal contacts, events.

<< Objectives >>Green Leadership addresses 2 general objectives:1) to propose innovative approaches for skills development in VET responding to the needs of labour market and economy;2) to address environmental challenges by developing green competences of VET teachers, trainers and managers, as well as green and transversal competences of VET students.<< Implementation >>This project approach is reflected in 4 main steps:1) identifying best practices of green transition in the Baltic region;2) developing and piloting Green Leadership training program for VET teachers and managers;3) testing active learning approaches in VET: local green hackathons, Baltic Green Hackathon;4) sharing and promoting results and methods.<< Results >>Outputs include:1) Green Leadership training program for VET teachers and managers;2) Active learning methods;3) VET students presentations of solutions for green transition.The main result will be green competences and other transversal competences of participants.Target groups include VET teachers, managers and VET students. Indirect target groups are VET stakeholders, authorities, sectoral representatives, teacher trainers. Approx. 400 participants will be directly involved in project.

<< Background >>Most firms in European countries are SMEs, with rates exceeding 90%, whilst such countries also present very high solo self-employment shares in the EU. At the same time, the momentum for firms in these countries has not looked particularly favourable over the last decade. Specifically, European countries like Cyprus and Greece were hit by two substantial shocks, one asymmetric (the debt crisis) and one symmetric (the recent Covid-19 pandemic). Taking as an example Cyprus, the recent banking crisis in 2013 has had multiple negative effects, including crippling the economy and severely damaging the country’s banking sector. Overall, the pre-crisis paradigm did not contribute to the emergence of innovative and financially resilient firms in countries like Greece and Cyprus, which are the main attributes of value in the post-pandemic economic system. The rise of non-performing loans, the fragmentation in the EU financial system and the marginal availability of alternative sources of financing hinder productivity growth of firms across sectors and deter innovation and digitalization, which are perennial to the integration of enterprises to the 4th industrial revolution.Against the above background, the era of financial technology (FinTech) is changing the financial services industry at a rapid pace, with consumers and “small investors” becoming increasingly more exposed to new financial products. Managing personal finances today is more complicated and time-consuming, yet more important than ever. People need to have an ever-increasing financial awareness to effectively use products offered through digital channels. The digital age demands for “digitally smart” people for their effective participation in the new economy. The Covid-19 pandemic has highlighted the significance of digital technologies for the resilience of firms in turbulent times. In certain European countries, however, coupled with weak digital skills, the adaptation to financial technologies is quite challenging. In Cyprus, Greece and other European countries, firms across sectors underperform in the field of technology adoption and digitalization. For example, according to the most recent data, 34% of Greek firms do not utilize any digital tools (Eurostat, 2018), while only 4% of Small- and Medium Sized Enterprises (SMEs) report revenues from e-commerce practices (EU-28: 11%). As for the Latvian business sector, according to DESI 2020 still fails to take advantage of the opportunities offered by digital technologies. The country ranks 23rd on the integration of technology by business. Only 8% of companies use big data, 19% have social media activities and 11% rely on cloud services. In addition, only 11% of SMEs sell online and only 5% of SME turnover is from e-commerce.Since digitalization is nowadays the most crucial factor for a country’s economic recovery and growth, measuring and enhancing digital financial literacy is a task of upmost importance. It entails going beyond its narrow metrics (i.e., digital skills, number of digital financial services available) and accounting for the way people and entrepreneurs actually use their financial knowledge and digital skills as well as the ecosystems that are supportive to it. The financial resilience of European enterprises in the Covid-19 era, the lack of coverage in terms of benefits and government subsidies for enterprises and employees, and the opportunities that might arise in the period of recovery, along with the availability of novel FinTech instruments, make the proposed agenda of utmost interest and importance for policymakers<< Objectives >>The ultimate purpose of this project is to contribute towards enhancing digital financial literacy/inclusion in certain European micro, small and medium-sized enterprises (MSMEs). The literature still has several unknowns regarding the factors and skillsets that contribute to (i) viable entrepreneurial activity, (ii) the incentives that can motivate informal attitudes to entrepreneurship to formalize, and (iii) enterprises transforming to medium and large-scale enterprises. Thus, this project attempts to cater to this gap, by examining the setting for European SMEs, the related skills that can foster latent and active entrepreneurial activity, the skillsets that are relevant to such activity, the awareness on novel financial instruments and tools by latent and current European entrepreneurs. The following question is of paramount interest: Does digital financial literacy of the entrepreneur affect the firm’s well-being? The partners will identify digital and financial literacy needs and provide training to fill in this gap for both professional and unemployed people. They aim at developing attractive, training programme in country language, that will allow digital financial literacy enhancement. The DIFILIM project seeks to deliver a curriculum to meet the real needs of entrepreneurs in the areas of financial literacy and digital skills. Through an analysis of the needs of entrepreneurs and the entrepreneurship programmes it will identify the fundamental competencies required in the two disciplines and the gaps in existing provision. The project will then design and apply a curriculum to deliver these skills in a combination of methods including an e-learning platform. The project aims to create networks at local, regional and European level for spreading good practices of educational integration.<< Implementation >>During the two-year project, partners will carry out various research and development activities and face-to-face meetings with entrepreneurs. The main activities include: A) Pilot surveys to identify digital and financial literacy needs; B) Analysis of best practices and development of blueprints and guidelines for the best practices’ implementation; C) Transferring best practices to the local context and developing implementation guidelines adapted to the local needs. The training programme addresses MSMEs and potential entrepreneurs. The framework designed for training and learning digital financial literacy will identify those aspects highlighted through empirical studies and theoretical research in each of the partner countries. Although they are not the only possible aspects of digital financial literacy, these areas seek to define what facilitators and learners should know. In this framework, the complex notion of teaching financial and digital literacy is divided into 4 competence areas: 1) Choice and use of financial services, 2) financial and business management and planning, 3) Financial security 4) FinTech, Cybersecurity and Digital Fraud. The areas and topics do not have a particular order. Within each area and topic, learning objectives will be targeting (and aiming to foster) A) Awareness, B) knowledge and understanding C) Skills and behavior. These three dimensions are ordered in the spirit as in the OECD/INFE core competencies framework for adults.The training programme will be developed mixing online training modules, in-class modules, and work-based learning periods, and available in all partner languages. The training material will be free of use.<< Results >>By the implementation of the project, we aim to provide improved level of digital and financial skills for employability. We will expect that MSMEs and potential entrepreneurs, will be better able to:•Recognise the interaction between personal and business finance;•Know where to go for help;•Improve their understanding of the digital financial landscape; and•Through information, instruction and/or objective advice, develop the skills, knowledge and confidence to:•become more aware of financing opportunities and (digital) financial risks and opportunities;•make informed business plans and related choices;•manage their financial records, planning and risks effectively over the short and long term; and•take other effective actions to maximise the potential of their business for the benefit of their enterprise and that of the wider economy.Overall, the project objectives include:•A situation-based assessment report, tackling the skills gaps •The development of a training model addressing the main topic of digital financial literacy. The model aims to enhance entrepreneurs' capacity to undertake responsible financial choices and to understand digital techniques readily available to boost their enterprise’ well-being.•The development of a free-to-use Toolkit for enterprises •A series of materials and documents supporting transferability and sustainability of the best practices•Dissemination events to raise awareness and reaching stakeholders across Europe

"In line with ET2020 objectives elaborated in Riga Conclusions (2015) calling to ""to promote work-based learning in all its forms"", ""to enhance access to VET and qualifications through more flexible systems"", “to promote the use of transparency and recognition tools”, “to support for transnational mobility”, as well “to support for professional development of VET teachers, trainers and mentors in school and work-based setting”, the implementation of the project “ECVET-enterprise” was based on the following goals: 1) To improve the skills and abilities of VET tutors and enterprise tutors for using learning outcomes (LO approach) and ECVET in assessment and validation of LO in work-based learning; 2) To move towards uniformity and common understanding of LO and use of EU tools, especially ECVET, within the Baltic Sea region; 3) To promote the mainstreaming of ECVET (more active use by practitioners) by offering support tools and resources; 4) To promote partnerships between VET schools and enterprises in the Baltic Sea region for national and transnational mobilities, apprenticeships or WBL.The partnership of “ECVET-project” consisted from 7 partners: Latvijas Tirdzniecibas un rupniecibas kamera as a Lead partner, Tartu Kutsehariduskeskus, Lansirannikon Koulutus OY, Deutsch-Baltische Handelskammer in Estland, Lettland, Litauen e.V., Kuldigas Tehnologiju un turisma tehnikums, Valsts izglitibas satura centrs, BalticBright, Ltd. ECVET-Enterprise project partnership consisted of VET providers, enterprise sector representatives, VET stakeholders and policy/decision makers from Latvia, Estonia, Finland and Germany.The main target groups of ECVET-Enterprise project were:1) VET providers, managers of VET schools, coordinators of WBL, and particularly, VET tutors supervising apprenticeships;2) Employers, coordinators of training, particularly, enterprise tutors (mentors) supervising apprenticeships;3) VET learners (apprentices, trainees) involved in national and transnational mobilities, especially for WBL.Within the “ECVET-project” the wide list of activities was implemented: were developed 3 intellectual outputs – Needs analysis and the training program for VET and enterprise tutors supervising WBL, Open Education Resources for supporting the training program - piloting the training program and open education resources on 3 levels, ECVET toolset for Assessment and Validation of WBL; a short-term joint staff training for tutors from VET schools and enterprises was organized; 9 blended mobilities of VET learners, where trained tutors from enterprises could test their skills, were organized; 6 multiplier events were held in 4 countries, including project’s final conference; a wide list of dissemination and communication activities were implemented with the aim to ensure wide use of the ECVET-Enterprise outputs and their sustainability.Through the well-coordinated work of partners, significant results and outcomes were reached:1) Training methodology and training program ""LO outcomes approach and ECVET for validation and assessment of WBL"" for VET and enterprise tutors supervising apprenticeships, national and transnational mobilities;2) Open Education Resources with practical examples to support training program, which was placed online on project’s website for further use by WBL providers;3) ""ECVET Toolset for Assessment and Validation of WBL"" with case studies, best practices, comparative analysis, project experience on using ECVET in partner countries, credit transfer, validation and assessment procedures, which was as placed online on project’s website for further use by WBL providers;4) 15 tutors from VET schools and enterprises participating in short-term joint staff training, mastered the principles and criteria of assessment of vocational education training, which are the basic standards of ECVET systems.5) 9 VET learners participated in 9 transnational mobilities, which provided the opportunity to test the skills of VET schools and enterprise tutors, who previously participated in short-term joint staff training, to evaluate their ability to use ECVET system and learning outcomes approach in the assessment and validation of apprenticeships. 6) Approximately 201 representatives of VET schools, enterprises, policy/decision makers from Latvia, Estonia, Finland and Germany participated in organized Multiplier events, where experience gained through “ECVET-enterprise” was shared, transnational mobilities were promoted, learning outcomes approach and ECVET system were promoted not only as a basis for apprenticeships, but as useful instruments for WBL as well."