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.

The SLIDE (SchooL Internationalization & DEvelopment) Project has been implemented over a 26 months (extended from 24 due to COVID19 restrictions) period by Scoala Profesionala Petricani, jointly with two schools from Poland and Turkey and with other 3 organizations with different types and high level of experitse from Belgium, UK and Italy.At the moment project starting, 4 of the total number of the partners (Liceul Tehnologic Petricani, IHF-Belgium, GoDigitAll -UK and Tungay Ciner-Turkey) were already successfully working together into another partnership (a KA202 VET Partnership called EmploVET - Employability & Workplace Skills for VET Students). SLIDE has naturally followed the EmploVET project as during work sessions and informal activities we identified common needs and interests and decided to set-up the SLIDE Project.The main aim of SLIDE Project was and remains to support unexperienced and disadvantaged schools to develop and increase the quality of the educational services they offer by making use of internationalization and digitalization, to help them embed creativity into their day-by-day practice through simple and accessible, yet highly effective tools, and, most important, make use of those tools to reduce ESL and support vulnerable students.The main focus of the project was consequently to use internationalization to support schools to meet the needs of disadvantaged/vulnerable learners.Project objective, which were all met and initial expectations exceeded, were the following:- To support disadvantaged schools to embed internationalization, digitalization and creativity into their day-by-day activities, by developing 3 highly practical and accessible interactive resources;-To support at least 10 rural schools over the implementation of the project to form internationalization teams;-To provide schools working with disadvantaged students with necessary knowledge and tools to integrate them into international activities;Target groups are mainly represented by rural schools, schools who have no ICT technician, no experience with internationalization or digital tools, disadvantaged schools, schools working with groups at risk.The final beneficiaries, even with no specific experience, are able to easily develop and implement their own internationalization strategy, create an internationalization team within their institution, learn effective leadership and team working and also elaborate and put in place a digitalization strategy.With the involvement of all the partners, SLIDE Project successfully developed 3 main tools which helped and still help schools (especially those which are less experienced) increase the commitment level of their staff, equip their teachers with the necessary skills so they can effectively contribute to the development of their own institutions and to make use of innovative tools in order to improve the level and quality of student's skills:- SLIDE Internationalization Team Toolkit – is a tool to help schools self-evaluate their problem areas, set-up an internationalization team and equip their teachers with the skills they need.Moreover, this output allows them to learn real leadership and effectiveness from actors operating into the private sector. It is also supporting them equip their staff with the knowledge and skills they need to start or improve the already existing internationalization process.-SLIDE Digitalization & Creativity Toolkit provides schools with all they need to turn into a highly creative and digitalized organization even with very limited resources, and also to creatively use these tools toempower and support students at risk of ESL/vulnerable students. - SLIDE School Digital Development & Creativity Embedding on-line training for teachers and school managers helps beneficiaries understand how they can use the toolkits to develop their organizations, increase the quality of teaching and learning, empower vulnerable learners, process and upgrade their own skills. .During the first project year, a short-term joint staff training event with excellent results and contributions to the final format of the outputs have been organized in Nottingham.Strategies for effective dissemination activities, quality assurance and overall project management have been put in place, resulting into a smooth implementation, without conflicts or difficulties.SLIDE produced and will produce significant short-term and mid term impact as the outputs are sustainable, scalable and transferrable. Moreover, they proven their practicality and usefulness during the difficult times of the coronavirus pandemic, allowing the schools to be better prepared to switch to online learning and also in the context of the new Erasmus programme as the outputs favour a strategic and long term-approach of internationalization.

The project Smart Aspirations Future Employment+ (SAFE+) is a partnership between 6 organisations from UK, Turkey, Romania, Germany , Netherlands and Austria, who have the same institutional needs; youth inclusion for a better life opportunities. It is estimated that about 90% of jobs will require some kind of digital skills in the future (EU2020) making it necessary for education and training institutions to offer training which supports the development of such skills. SMART+ project looks to foster the provision and assessment of digital competences by supporting personalised learning approaches, collaborative learning and strategic use of ICT. The central focus is to raise recognition that Smart City’ vision of the future world by reviewing topics like the Technology and curriclum, Employment skills of the future, Migration, Inclusion in 2030 and beyond. By this year the technological revolution will be promoting artificial intelligence, virtual reality, increase web traffic, introducing hybrid generation, robots etc. Smart City’ vision is shaped by providers of big technology, who are not attuned to bottom-up innovation. For organisations internationalisation, digitalisation, modernisation can be very difficult, as inexperienced organisations, to get the big picture and apply them to work effectively. It can prove challenging to an organisation whose staff have limited opportunity to gain even the most basic skills necessary to operate effectively into the field of international cooperation (e.g. emailing etiquette or networking basics) to break through. Or for a organisation who has no specialised ICT staff (and that is the case as many organisations don't even have an ICT technician), to implement digitalisation and creativity. The aim of this project is to share best practice amongst organisations working with limited opportunities, marginalised youth, long-term unemployed from urban and rural areas, young people from migrants and refugee families. SMART+ Partners selected this theme for the topic using the following methods SWOT analysis and in country research from this it was determined that this project can develop our work for our common needs. Also, we understood that the exclusion of youth from central societal sectors generates tremendous social and economic costs to the society and may even lead to social and political unrest, and our institutions curriculum must have a real development of skills and pedagogical approaches, who are key vehicles for developing the all educational process. It was our intention to have 5 transnational meetings organised every 4 months. This included a kickoff and a closingmeeting. The partners meet to ensure smooth & continuous communication and delivery on projects objectives. At these meetings we would time to reflect discusss key topics meetings, build on previous meeting outputs and prepare the nextsteps and activities. prior to the pandemic we had 3 face to face meetings and 2 virtual meetings (due to lockdown) plus 4 in between meetings over the project timeline. From our research in country we have better awareness and understanding of the future jobs and skills landscape and where each country it at, including government plans from our observations there is more to do on this topic.Access and training is the factor that will allow more young people to become aware of the possibliites for future employment we determined we could build on the project by creating KA2 around ICT specfic jobs and entreprenuership, gender and inclusion. Future jobs are coming and in some cases already here UK gave examples of supermarkets and digital shopping devices

"In September 2018, when the project officially began and the international partners met and got to know each other personally, there was much discussion about how invaluable the contribution that volunteering makes to society is: it is an important engine of inclusive growth, contributing to social and human capital, and promoting intergenerational solidarity, while also offering significant economic value. Involvement in voluntary activities is a tangible expression of participatory democracy and there is a strong connection between volunteering and active citizenship and participation. ""Volunteering"" refers to all forms of voluntary activities, whether formal or informal, undertaken out of a person's free will, choice and motivation, without concern for financial gain. It is estimated that there are 100 million volunteers in the EU, making an important contribution to the development of society, the economy and the individual. However, there remain clear differences in the level of volunteering among European countries. While some EU member states have long-standing traditions in volunteering and recognition of volunteer work and well-developed volunteer sectors (e.g. DE, UK, BE), in others the volunteer sector is still emerging or underdeveloped (e.g. GR, CY, PT, IT). The YECh project started from this very premise, with the common goal recognized by the partnership and project beneficiaries to promote inclusion, active participation and improve youth employability through the establishment of a volunteer work certificate. In this framework, this project has benefited from the ECVET system for the validation of knowledge, skills and competencies of young volunteers and youth workers. The objectives of the project were: - Promote the skills, competencies and knowledge that young people in EU acquire through voluntary work and informal and non-formal learning; - foster the inclusion and employability of young people, including people with fewer opportunities and young immigrants and refugees; - support the improvement of quality and innovation in youth work and volunteering in NGOs, organizations and institutions; - foster the recognition and quality of voluntary work and promote networking, training and exchange of good practices among youth workers at local, regional and EU level.For this reason, from the very beginning the partnership relied on a wide network of associations and organizations to support the project objectives, as well as a group of experts in training and education to ensure the excellence of its results. About 1000 people (volunteer representatives, youth organizations, NGO staff members, team leaders, youth workers, trainers, social workers) all over Europe have benefited from the project and actively participated in the activities: 14 training and education experts supported the conversion of the assessment platform modules into ECVET credits and the weighting of skills, knowledge and competencies; about 100 young volunteers responded to a statistical survey aimed at identifying the skills and experiences to be assessed; as many as 26 young people flew to Larissa, Greece, for training on a first draft of the project platform; another 140 tested the improved platform in summer 2020 and received the first certificate issued by the project; finally, a large number of other participants in dissemination activities such as 6 multiplier events and 1 final conference learned about the project results and committed themselves to disseminate and further improve them in their work areas or regions.The YECh project has established a methodology for the development of a certification of volunteer work through the definition of the profile of volunteers and the development of the certification itself, obtainable through an online pathway consisting of educational materials, open and multiple choice questions, discussion of case studies. The certification is based on a credit system inspired by the ECVET methodology and Youthpass, but it is innovative because it officially recognizes volunteer activities as an integral part of the EU training and work system, ensuring a specific focus on the various areas of volunteering (health, immigration, support to the homeless, education, etc.).Many of the certificates received have already been uploaded to the LinkedIn profiles of the project participants, and attached to their CVs, obtaining positive feedback and long-term benefits. The benefits will be guaranteed by the maintenance of the platform, which has been translated into 7 different languages, and by the commitment of the project partners to sponsor it and integrate it in their activities also in the future. Following the final conference, during which a Policy Paper was presented, representatives of EU institutions also underlined their commitment to promote the recognition of the e-learning platform and its certificate in order to make its existence official."