The economic crisis is leading to the creation of many micro and crafts-type of enterprises, especially among women. Not finding employment elsewhere, or worse, losing their current job, leads many women to start their own microenterprise. In addition, the vast majority of firms in EU are microenterprises. Almost 90% of all enterprises in EU are microenterprises that account for 53% of all EU jobs (EU Commission, DG Enterprise, 2014). Micro and craft-type enterprises have a huge social and economic importance and in times of crisis they are a crucial professional and social “buffer”:1) in economic downturns microenterprise are more reluctant to fire employees; 2) starting a microbusiness is often the alternative for people who lose their jobs because of the crisis.Yet, microenterprises are the most vulnerable to the crisis and are the first firms to fall victim of downturns. Many capacity constraints undermine microenterprises’ competitiveness and ability to thrive. The need to define better and more concrete training for microenterprises is best captured by official papers of EU Commission: “Identification of Future Skills Needs in Micro & Craft-Type Enterprises Up To 2020”, DG Enterprise 2011, the EU Commission calls urgently to “develop tools and skills training structures with a special focus on micro and craft-type enterprises”. When put in the context of female entrepreneurship, such need for innovative and concrete training is even more important: “Promotion of Women Entrepreneurship”, DG Enterprise, 2009 identified the following “Soft Obstacles” affecting female entrepreneurship:A. lack of access to technical and general business networksB. lack of business trainingC. Low entrepreneurship skillsIn this context CRAFT aims at developing innovative training solutions to enhance the effectiveness and competitiveness of microenterprises, especially in the context of participation to national and EU markets. This will be achieved by developing relevant training solutions and material to strengthen the capacity of existing microenterprises and craft-type of enterprises to strive in the current economic environment. At the same time, CRAFT is devoted to all those individuals who wish to establish their own micro and craft-type enterprise as a response to the crisis or unemployment. While defined for this enlarged target group, CRAFT has a specific gender focus that privileges the support to female entrepreneurship.The partnership brings together 8 partners from 6 countries and includes target groups’ representatives, HEI, VET providers and entrepreneurship facilitators: the proposal is a platform to complement each partners’ specific expertise in this domain. This composition ensures geographical coverage as well as projection of dissemination and valorisation across the EU.Partners have carried out the following activities:1. identify specific capacity gaps of microenterprises and craft-types of enterprises. The needs and issues identified by EU documents will be corroborated by a survey of at least 120 target groups to pinpoint specific training needs through Output 2 Capacity Gap Assessment2.Design innovative multilingual training content, material and web based tools for the OER3.Test and validate main training modules and content with at least 200 micro/craft entreprisesThe methodology is based on a “collate -> analyse -> develop -> test & validate -> deploy” approach and combines academic pedagogical accuracy with VET demand-driven practical approach.CRAFT is devoted to microenterprises, entrepreneurs-to-be and facilitators of entrepreneurship with a focus on female entrepreneurship. Dissemination and exploitation plans have already been drafted to sustain visibility and mainstream results, both during the project and in the 2 years after completion. Valorisation activities will reach at least 48.000 recipients in 4 years (2 years of project + 2 years beyond). Active and wide exploitation focuses on VET providers, business facilitators and policy makers at all levels of governance, from local to EU.All training courses and resources in multilingual versions will be made freely available to all interested parties through the platform without restrictions of sort. Such open attitude enables CRAFT to generate impact in the immediate term on target groups of micro-craft enterprises, entrepreneurs to be and participating organisations and stakeholders. CRAFT will also produce long-term benefits in support of -female- entrepreneurship across EU.CRAFT is fully in line with Erasmus+Horizontal Priority 1: develop basic and transversal skills (such as entrepreneurship) in all fields of training, using innovative and learner-centred pedagogical approachesHor Prior 2: enhance digital integration in training: promote access to and learning through OERVET Priority 2: increase labour market relevance of VET and reduce skills mismatches and shortages in economic sectors.

EIDE (Emotional Intelligence and Digital Entrepreneurship in VET) has been implemented between October 2018 and November 2020 by 7 partners (PL, BE, IT, ES, RO, UK)with different backgrounds (business/ICT field, VET providers and social partners/NGO) in order to address one of the most important nowadays priorities - entrepreneurial activity, which, due to its positive effects (fostering innovation, job creation, encouraging competitiveness) is vital for economic growth and economic prosperity.Through its activities and outputs, it proposed an innovative approach of two factors influencing entrepreneurial success: emotional intelligence and digital skills. The project’s main aim was to contribute to the common European efforts of fostering entrepreneurial skills in all fields of education and fill some specific gaps existing between formal education and training systems (especially VET) and the real world. EIDE was highly innovative and ‘pioneering’ by bringing together different and apparently unrelated ‘facets’ of entrepreneurial education. It addressed the needs of 3 main target-groups:*Needs of students within the VET systemStudents enrolled within the pre-university VET system, although the most likely to start a business after acquiring a qualification, seem to be neglected compared to those in theoretical high-schools when it comes to entrepreneurial education. Through EIDE we intended to support them and broaden their area of choices, and break the stereotype that VET education only produces workers. *Needs of VET Providers and VET TeachersEIDE created learning resources for students, teachers and schools so that emotional intelligence and digital entrepreneurship can be integrated within the existing curricula.*Needs of companiesThrough the learning resources created and activities undertaken, EIDE also supported the needs of companies for intrapreneurs – employees with a high degree of business awareness, social interaction skills and business digital skills making them able to work independently and effectively without receiving directions all the time.The objectives of the project, which we successfully reached were:To create, develop and test innovative materials and curriculum framework which allow VET providers equipping VET students with two crucial entrepreneurial success skills: emotional intelligence and digital entrepreneurship skills.*To rise awareness among VET providers and education authorities concerning the potential of digital skills and emotional intelligence skills and their role as business success factors.*To equip at least 30% of the students of the participating organizations with emotional intelligence and digital entrepreneurship skills by the end of the project.In order to reach the above-mentioned objectives, the following outputs have been created:*O 1- EIDE E-learning course for Students- Emotional Intelligence and Digital Entrepreneurship- 12 modules;*O 2 - EIDE Part I - Emotional Intelligence Training for Entrepreneurial Success Manual and Guidelines for VET Teachers and Trainers Part II - Digital Entrepreneurship Manual and Guidelines for VET Teachers and Trainers*O3 - Emotional Intelligence and Digital Entrepreneurship Curriculum Framework* O4 - EIDE Train the trainer online courseThose products were pilot tested and validated by students and teachers over the lifetime of the project. Measures for open access and sustainability were planned and implemented, to ensure the usability of the project beyond project’s lifetime. Those outputs become even more relevant and useful during the coronavirus pandemic when schooling moved online and VET schools were the least prepared for the switch, lacking online training resources, as their activity is usually more practical. Due to their digital, open, easy to use and compatible format (can be used on any devices, including smartphones), they were broadly used and highly appreciated by the beneficiaries.All the outputs are sustainable, transferrable (to other education fields/target groups), scalable and relevant, with open and unrestricted access. The project management and methodology has been tailor-made, involving development of personalized project management, quality assurance and dissemination plans, internal project documentation and monitoring/evaluation tools, with clearly defined preparation, implementation, dissemination and monitoring/evaluation phases. Due to the presence of partners with a high level of experience and multiplication potential, the project benefitted from increased visibility and impact at national and European level, being able to reach very relevant stakeholders such as EU Parliament members and large numbers of companies.EIDE had and will continue to have significant impact at the level of VET learners, VET professional and participating organizations by involving development of unique social and technical skills.

"<< Background >>The ESPAS Global Trends 2015 stated that the transformative industrial and technological revolution will be a global trend up to 2030 and new industrial production, life science, communication and digital processes will transform societies. The speed of technology change is increasing. With this global trend there is an increasing number of companies which are becoming active in the aviation industry (drone and UAS, vertical flying, autonomous driving) – a constantly growing number of companies have established themselves on the drone market as manufacturers or professional users. The Drone Industry Barometer 2018 highlights that there is a significant market growth “for commercial drone applications.” Which according to statista.com will evolve from 99,53 Million US Dollar in 2015 up to 3.035,33 Million US Dollar revenue in 2030. Also, the SESAR European Drones Outlook Study 2016 also outlines the evolving drone landscape and that the types of use expand rapidly. There is a potential valuation of 10 billion EUR annually by 2035 and over 15 billion annually by 2050. Next to technology, ATM, regulation and societal acceptance, education plays a crucial role in the development of the aviation industry sector.The fast growing of the aviation industry sector leads to new requirements in the vocational education and training of personnel working in this field. Respective ESCO occupations such as Mechatronics Assembler (Code 8211.3) or Aircraft Maintenance Technician (Code 7232.5) lack specific skills and competences such as programming, electrics, mechatronics or safety issues. So, especially the competitiveness of small SME working in the aviation industry sector is endangered as they cannot afford recruiting only specialised engineers for simple tasks.AMTech is fully in line with Erasmus+ priorities as follows:VET priority 1, ""VET: Adapting vocational education and training to labour market needs""The AMTech project performs a trends and dynamics identiciation within the aviation industry sector to develop a new professional profile of the avaition aerospace mechatronics technician (AMTech), a new, innovative curriculum as well as a European Aviation Aerospace Mechatronics Passport for the new professional profile through the coooperation between educational institutions, SME working in the field of aviation industry as well as business institutions.VET priority 2, ""VET: Contributing to innovation in vocational education and training""The AMTech project with its new professional profile making VET more relevant for the future needs of SME working in the aviation industry sector (drone manufactures, autonous driving, vertical flying) The project AMTech plans to address the following needs:NEED: creating innovation in vocational education and trainingVET providers who need to upgrade and update their offerings and services to more innovative curricula and courses that meet labour market needs to support innovation, growth and competitiveness of SME working in the field of aviationNEED: upgrading competences and skills for the aviation industry VET learners who gain skills and knowledge relevant for labour market needs in the growing aviation industry sector NEED: skilled personnel for SMESME working in the field of aviation they will have workers who have the skills to meet the labour market needs<< Objectives >>The AMTech project has very clear and concrete objectives of adapting vocational education and training to labour market needs by:- upgrading competences and skills of VET learners to be able to find a job in the growing aviation industry sector- helping VET learners to gain the right skills that Europe can strengthen its position in global competition and have a sustained economic relaunch geared towards a green and digital transition- identifying trends and dynamics in the aviation industry sector and developing a new professional profile of an aviation aerospace mechatronics technician (AMTech) in alignment with ESCO through the cooperation between educational institutions and SME and chambers of industry and crafts- creating a new and innovative curriculum of the AMTech specifically designed for labour market needs- developing the “European Aviation Aerospace Mechatronics Passport – EAAMP” to codify the most relevant profile and occupational features of the new profession, highlighting the competences, knowledge and skills requiredMoreover, the AMTech project requires and produces European added value:1. materialize the transnational confrontation and exchange between different VET realities. AMTech brings together countries that have a strong connotation of SME and can each contribute greatly to creating a European product thanks to the diversity of the partners representing different approaches to the same challenge2. the diversity of the organisations represented amplifies the cross-border dimension of AMTech: VET providers (in different environments and contexts), SME as well as SME support organisations3. the diversity above materializes in a truly cross-border and transnational dimension allowing AMTech to broker the exchange from and between different realities, methodologies, working mechanisms and entrepreneurship models<< Implementation >>The AMTech project will have the following project activities:1. Project Management and implementation activities: Transnational Project Meetings (TPM): TPMs will serve the purpose of gaining an up-to-date overview about the overall project and financial management, the project activity implementation progress as well as to plan next activities. The partners will also discuss issues like possible delays, risks or controversies, the resources availability or the (re-)distribution of tasks and responsibilities etc. The project partners plan to meet for four TPMs that all partners will attend with at least one representative. Due to the uncertainty about the prospective development of the Covid-19-pandemic, the partners decided to conduct the First Transnational Project Meeting, which serves as the Kick-off meeting online as a video conference.Quality assurance measures: The Project Management Plan will include a section specifically dedicated to QA, which will define precise tools, actions and timetable of the internal monitoring and quality assessment to be realised, leaded by P5 IDP. Every PR will be peer-reviewed and evaluated with a QA Grid through the Steering Committee (SC). Three different evaluation results can occur, and the deliverable will be either: “Accepted”, “To be reviewed“ or “Rejected”. The coordinator will act as mediator for improving low quality outputs and get in contact with the respective project partner in charge for the PR. After 2 rejections, the PR will be again discussed at the SC, which may assign its preparation to another partner by transferring the referred staff days (loss of Budget for the respective partner).2. Project Dissemination Acitvities: Multiplier Events: The MEs will be held at the end of the project implementation to present the tangible results of the project to users, target groups and stakeholders. The MEs are not only a mere dissemination event. On the one hand, it is rather a real exploitation effort aiming to present the developed project results and get additional inputs from stakeholders and potential users as well as facilitate their adoption and use. The Multiplier events are going to be a workshop with clear “how to” practices on how to use and mainstream the projects results. On the other hand the ME is going to be a platform to discuss. An initial list of attendees and practitioners to be involved is to be seen as follows but not limited to it:• SME working in the aviation industry sector that need technicians-to-be,• VET institutions and VET learners, representatives• associations, interest groups representing the topic aviation and aerospace; the project will raise awareness for the new AMTech professional profile and curriculum • Public sector representatives to raise awareness of the topic• Policy makersSpecific dissemination activities: Through our dissemination strategy we are planning to implement dissemination activities- separated in ONLINE and OFFLINE. Offline means: personal meetings, conferences, publications, traditional media activities. Online means: websites, press release, activities in social networks and more. Before starting the activities, we need to develop a portfolio of dissemination material, including a visual identity (logo) for the AMTech project, branded templates for use across all electronic and printed materials.<< Results >>PR1 - Partners will first establish the digital identity of the project and formal “online storage” of all project’s results, relevant news and updates. Users will be able to access the content completely for FREE – no log in credentials will be ever required. The content will be also available for download, use and reuse in compliance with the “open access to research and data” as highlighted by the programme guide at page 14. The AMTech platform will remain available (free and open) for 2 additional yearsPR2 - In conjunction with PR1, the project partners will kickstart the identification of relevant trends and dynamics for the aviation industry sector. A common methodology for the assessment will be developed and shared among partners to assure comparability of findings and common operative guidelines. The analysis will highlight qualitative dynamics, quantitative data/statistics, tangible skills gaps, further challenges and opportunities and best practices Based on the above analysis, partners will start to develop the new professional profile of an aviation aerospace mechatronics technician (AMTech), qualifications and skills set needed and align it with ESCO references. Training needs, required skills as well as capacity gaps will be identified by the partnership to ensure accuracy and relevance of the training content to be developed by the project, especially in consideration of the target group of users. The partnership will involve at least 100 SME working in aviation industry.PR3 - During the project implementation period the project partners will develop an aviation aerospace mechatronics technician curriculum based on the defined professional profile designed in PR2. The curriculum will be designed in a modular approach. This will include generic as well as skills specific modules (like digital and new technologies skills).The curriculum will be prepared in English as it is the official working language of the project and later translated into national languages of the project partner countries. It is very important to know the exact competences that are needed for the future aviation aerospace mechatronics technician in order to be easily integrated into labour market.PR4 - With the completion of the previous PRs, the partners will have developed a complete set of professional profile, training content and capacity building strategy for the sector as a whole. To complete the picture, partners will develop the first “European Aviation Aerospace Mechatronics Passport – EAAMP”To develop the EAAMP partners will extrapolate the professional profile of PR2 and benchmark it against the ESCO profiles that are most relevant to this innovative profile. This process of “extrapolation” will allow to compile the set of skills, knowledge and competences for the specific Aviation and Aerospace Mechatronics occupational profile.In addition, the project partners expect further medium and long-term results through intensive European cooperation and the joint development of an innovative curriculum on three levels:- Increase of personal/personal knowledge and know-how,- Increased experience and knowledge of the direct and indirect beneficiaries involved- Qualified project work experience.Furthermore, two aspects are to be emphasized on the personnel/personnel technical level of the project partners. On the one hand, the people involved in this project have the opportunity to get in contact with people from different European cultures, so they can learn a lot about the so-called intercultural behaviour in practice. They will live the European idea and work together on a concrete problem. On the other hand, they will learn from each other the following aspects, such as gaining practical experience, how to promote soft skills, how to expand competencies and how to support small and micro enterprises"

BACKGROUNDMicro and small enterprises (MSEs) play an important role in the European economy. MSE are potentially particularly affected by a shortage of young talent, as they are unable to compete with the services offered by Medium-Sized Enterprises and large companies in various respects (e.g. job security, pay levels, promotion opportunities). MSE can and must react to this by paying special attention to maintaining the workability and employability of their existing workforces. In addition to the classic occupational health and safety measures, measures for the preventive maintenance of work and employability must be implemented to a greater extent, so that employees can and want to carry out their work until the planned retirement age. A comprehensive promotion of work ability can help to close this gap. Over the past few years, numerous research and transfer projects have developed and compiled instruments for the analysis and design of working conditions that make this comprehensive promotion of work ability possible. However, there is always feedback from consultants that the existing instruments cannot be used in companies with fewer than 15 employees: They are too complicated, do not fit in with the choice of words or can only be used with a larger number of employees.OBJECTIVEThe aim of the AKKUEurope project is therefore the systematic development and testing of a multimedia toolbox suitable for the target group on the basis of existing instruments, together with the owners and employees of selected MSE companies. For this purpose, a research of existing instruments in the participating European countries of the partners of the project is carried out first. After the research of at least 200 instruments in the context of health and employability, a catalogue of criteria will be compiled, according to which the instruments will be evaluated. The primary evaluation criterion is the applicability in the MSE. On the basis of the criteria catalogue, the expert project consortium will select at least 30 instruments for the toolbox that can be used throughout Europe. The selected instruments will be adapted to the needs of MSE or developed for this target group and especially for the employees working there and tested together with model MSE companies in all European countries covered by the project consortium. After the test phase, a final adjustment of the instruments based on the test results as well as a medial implementation of the toolbox will follow.PROJECT PARTNERThe AKKUEurope project represents highly motivated and experienced partners from 6 countries, each with specific expertise and experience in the field of employability and entrepreneurship in general. The partnership combines education providers with market relevance (micro enterprises) and IT partners. This composition ensures a geographical coverage and the possibility of dissemination of the project results throughout the EU. The partners have complementary skills and expertise that enable AKKUEurope to achieve objectives through solid and practical results.ACTIVITIESA) Analysis of existing instruments in the partner countriesB) Adaptation of the instruments and completion of the toolboxC) Test phase of the toolbox in the companyD) Media implementation of the instrumentsMETHDOLOGYAKKUEurope is based on a practical, precise methodological approach: such a balance is ensured by the partners involved. The methodology is outlined along the following steps:- Analysis of existing instruments and their adaptation- Development of the toolbox- Pilot project for user-based validation- Completion- Complete introduction and deployment through the OER platformRESULTSAKKUEurope results will be practical and relevant solutions for micro and small businesses, available in multilingual versions, free and without restrictions through the OER platform. IMPACT AND BENEFITSAKKUEurope will increase the competitiveness of MSE and promote its growth. It will generate immediate and tangible impacts at local level and reach target groups and relevant stakeholders.

Intangible Cultural Heritage (ICH) is a practice, representation, expression, knowledge/skill considered by the UNESCO to be part of a place’s cultural heritage; it comprises nonphysical intellectual property, such as folklore, customs, beliefs, traditions, knowledge and language.EU official papers confirm that Intangible Cultural Heritage is crucially important for socio-economic development:a) Council of EU “Conclusions on Cultural Heritage as a Strategic Resource for a Sustainable EU”b) EU Commission “Towards an Integrated Approach to Cultural Heritage for EU”c) EU Commission “Getting Cultural Heritage to Work for EU”ICH is more important for the EU economy than the entire automotive sector: over 300,000 people work in the EU cultural heritage sector. Almost 8 million jobs in the EU are indirectly linked to heritage (tourism, interpretation, security). For each direct job, the heritage sector produces 26.7 indirect jobs. This compares with 6.3 indirect jobs created for each direct job in the car industry.Notwithstanding this great potential, ICH is seldom capitalised as a topic for training to empower professionals to develop ICH-related economic opportunities, as old professions are evolving and new professions are developing.The EU identifies specific challenges and needs in its report “Skills, Training & Knowledge Transfer for Traditional and Emerging Heritage Professions” (Oct 2017):a) It is necessary to identify and map professions; demonstrate their position in the European Qualification Frameworkb) The “traditional” sectoral skills need to be updated. Training of cultural heritage managers is not well understood or prioritised: “management” is instead a priorityc) Successful ICH management across EU is vulnerable to variations in standards, practice, inconsistent career guidance and supportd) Training should be broader, go beyond “traditional” competences and skills involved in cultural heritage professions. New subjects need to receive increased attention:- transversal skills (management, communication, fundraising, sustainability)- ethics- new forms of heritage, such as digital heritage- transversal approach and multidisciplinary work.OBJECTIVE of NICHE (Nurturing Intangible Cultural Heritage for Entrepreneurship) is to enhance entrepreneurship in the ICH sector by developing innovative training for the underserved cohort of professionals (and prospective ones) who operate in ICH to promote entrepreneurial initiatives in the sector, enhance its competitiveness and sustain its growth.The objective is to develop professional profiles of ICH operator to leverage ICH, widen and create economic activities through increased entrepreneurship.NICHE is fully aligned with the Priorities of Erasmus+, specifically:VET Priority #5: strengthen key competences in initial and continuing VETHORIZONTAL Priority #9: Socio-educational value of EU cultural heritage, its contribution to job creation, economic growth and social cohesionVET Priority #4: Enhance access to training and qualifications for allPARTICIPANTS include 9 partners from 8 countries, all endowed with ICH and intangible assets. Partners provide for the complementary expertise, knowledge and competence to develop highly innovative and quality deliverables. Partners represent the various facets of ICH, VET and entrepreneurship ecosystems.NICHE also involves directly 180 learners among the target group and at least 5,000 stakeholders of the ICH domainACTIVITIES & RESULTS: partners will carry out a series of well-defined activities that will lead to the production of tangible and operational results, and develop:1) EQF compliant professional profile of ICH professional2) Training courses based on Learning Outcome and in line with EQF 3 to 5 on innovative topics for the ICH sector, such as management, fundraising, multifunctional work, digital Cultural Heritage3) A pan-EU Open Educational Resource that becomes the focal point for ICH professionals to widen and deepen their skills and competences to be more competitive and respond to the demand of a fast evolving and growing marketIMPACT and LONGER-TERM BENEFITS of NICHE are multifaceted as the project will provide tangible and operational impact on> Partners will have new and innovative training content, widening their offering and entering in new domains of entrepreneurship> Target groups will have acquired new competences and skills needed to unlock the potential of ICH in an operational fashion to develop ventures> VET system as a whole benefits from the NICHE training and tools that will be widely available for free, in open access modality and in multi-language versions to amplify impact> ICH ecosystem benefits from a renewed vision assisted by training and operational tools to develop ICH-related actions> Policy makers and stakeholders will have access to findings, knowledge and resources to advance evidence-based policy formulation and programmatic actions