The COVID-19 pandemic has posed serious challenges to schools worldwide. The sudden transition from traditional to virtual classrooms plunged many teachers into uncharted waters, highlighting the insufficient experience with, and knowledge of, digital and remote teaching strategies. Practical and experiential, including Entrepreneurship Education (EE), have been halted despite the significant efforts and advancements of the last decade to include EE in school curricula. The Digital Firefly Project will develop tools and courses that will aid continuity in education by helping teachers to adjust to the new circumstances. The project’s target groups:i) Teachers and trainers in secondary education and VETii) Teacher educators involved in pre-service or in-service trainingii) Entrepreneurship educators involved in schools and VET who have never or only slightly been trained in digital and remote teaching strategies and thus currently face specific difficulties in adapting their EE strategies to a virtual environment and/or to a blended learning environment. The project will identify and address the challenges teachers, trainers and teacher-educators face in developing entrepreneurial competences through the New Normal, i.e. online and/or blended learning environments. The primary objectives of the project are:1) Investigate how teachers, trainers and teacher’s trainers could effectively maintain, adjust and scale their EE strategies to the demands of the New Normal.2) Train and support teachers, EE educators and EE teacher’s trainers on how to use digital and remote teaching strategies and tools for delivering effective entrepreneurial learning experiences.3) Provide practical online tools to ease the way for teachers/EE teachers and EE teacher’s trainers to ensure continuity of EE in online or blended learning environments.4) Contribute to the wider policy and research discourses on the post-covid future of education in general and EE in specific. The project will produce three primary deliverables:Output 1 - Digital Firefly Research and Policy reportOutput 2 - Digital Firefly Teacher Kit - teacher resources for online and blended entrepreneurial educationOutput 3 - Firefly training courses - Open online courses focusing on specific practical topics relating to online and blended entrepreneurial education. The research and policy report will provide the evidence base for and feed into both the development of the teacher kit and the Firefly courses. Furthermore, the resources in the teacher kit will be extensively referenced and used in the Firefly courses to provide course participants with tools that they can take with them from the trainings to implement in their own teaching environments immediately. The courses will promote collaboration and networking among European teachers to grow individual teachers’ personal and professional learning networks, thereby providing them with means and opportunities for continuous learning beyond the actual online courses.The policy and practice impact from this project is expected to be significant due to the innovative nature of this pioneering work that has not been done before for the schools and VET sectors - dissemination will focus heavily on scaling research and outputs to wider audiences at national and international level.

CONTEXT AND OBJECTIVESIn the project we focused on providing the teachers we described in our application by providing them with a range of suitable assessment tools that they can adjust or use as they are. This main objective we have fulfilled and presented on the EntreAssess website. We had identified a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance entrepreneurial teaching and learning and the need to benchmark the qualities of EE. NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS:The University of Iceland, School of Education was leading and managing the project. Three specialists took active part in the project, Tryggiv Thayer a specialist in ICT and innovations in education, the PI Svanborg expert in innovation and entrepreneurial education and manager Kristín Harðardóttir. The University of Wales Trinity Saint David (UWTSD) provided expertise in EE with the regular participation of three influential teacher educators in IEE, Andy and Kath Penaluna and Caroline Usei and also input from two other experienced teachers in EE and connections with primary and secondary schools working with EE. The main participant in the project from Me Analytics AB in Sweden was Martin Lacéus who provided valuable knowledge and experience from working in EE and with students and teachers. Carin Sävetun was also an active participant but did not attend meetings outside of Sweden. Valnalon, Spain used their work of leading a Teachers WorkGroup under the regional Teacher Training Centre to identify relevant learning outcomes and create a logic progression model. Their work with teachers connecting to the process of designing the assessment model, presenting and discussing it with them gave valuable insights. The main participant in the project meetings and work between meetings was Ivan Diego Rodriguez with extensive esperience in leading EE projects and implementing them. Rafael Balparda Pilar was presented San Jose de Calasanz in Spain, provided important insights and experiences from practice of EE in upper-secondary schoo RG Menntaráðgöf (Innoent), three active participants including professionals from Bantani Education (2 located in Brussels) offered various skills and exptertise:• expert overview of innovation education and entrepreneurship education and extensive research experience• extensive experience in government implementation of strategies involving EE• experts in emancipatory pedagogy linking EE to emancipatory teaching methods and evaluation structures MAIN OUTCOMES AND ACTIVITIESIn the project for the last two years we constructed a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university to help teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. These objectives were realized in the EntreAssess website where Methods, Tools and Examples of EE assessment are provided. The main outcome of this project was to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. We presented an overview of innovative and adaptable assessment tools, including digital tools. It built on the collaboration of leading EE specialists, their experiences and research, learning from each other and harvesting the latest relevant European reports in the area. The project was structured around a sequence of peer learning activities (workshops) where partners gained experience and strengthen their capacities. Partners shared learning internally and locally among key stakeholders and used some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop contributed to the co-production of a vision of success accepted by all partners. After each workshop knowledge was shared with colleagues and other members e.g. of local groups comprising schools and other key local stakeholders at the local level. Our meetings and learning activities were held and focused on: Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition pointsPeer Learning Activity 5. Action Planning. Discussing various dissemination actions with different stakeholders (see overview of dissemination). Discussing final steps. The project partners are willing to continue to offer advice and contribute to the development of quality assessment.

TRACKTION focuses on improving VET graduate tracking at institutional level. Tracking is commonly understood here as all systematic approaches that VET institutions put in place to record information on graduates, with regard to their learning progress, skills acquired, perceptions, routes into employment, self-employment, or further training. VET graduate tracking is part of a broader system that requires: 1) Creating and/or reinforcing VET Alumni Culture bearing in mind that “the ability to communicate with graduates is a precondition for tracking” 2) Recording information on VET graduates destination. Both with regard to entry of graduates into the labour market and their progression within it, perceived relevance of acquired skills and entry and progression into other education programmes. 3) Using tracking for evidence-informed institutional decision-making. Tracking helps VET providers to understand the impact of study programmes, as well as their relevance for the labour market. General objective- To improve VET schools understanding of “VET-to-work transition systems” (eg. impact of learning on VET graduates’ careers, labour market relevance) Specific goals-To establish a more coordinated and appropriate set of VET Graduate Tracking measures at VET-provider level. -To increase institutional capacity to act on and use results for a variety of purposes, such as enhancing study programmes and alumni services -To strengthen Alumni Culture in VET SchoolsNumber and profile of participants; TRACKTION is a collective endeavour comprising 6 organisations from Spain (2), Estonia, Italy, Netherlands and the UK. In terms of expertise, the partnership shows a good balance including 3 VET Schools (Alfa College, PKHK, Cometa Formazione/Oliver Twist School), 2 intermediary organisations bridging policy and practice at regional level (VALNALON and TKNIKA) and a research-focused organisation (Education & Employers Tasforce). Description of activities; In exploring this interesting topic (Alumni relations + VET Graduate Tracking) , the project will address a number of interconnected themes:1. Contextual conditions (system-level requirements at regional/national/european level)2. Conceptual dimensions (employability, school-to-work transitions, employment and entrepreneurship)3. Operationalisation issues (methodology and instruments already in place)4. Quality issues (optimise the ways in which graduates’ feedback on their destination influences VET provision/systems and is mirrored back to enhance VET learners’ learning outcomes (“closing the loop” of the VET quality cycle ).The project will result in 2 tangible outputs: - A Tracking Protocol that simplifies data collection from Alumni (O1)- A How-To-Guide “Building and Sustaining Successful Alumni Relations Programs in VET Schools” (O2)methodology to be used in carrying out the project; YEAR 1 (Sept 2017-Aug 2018). Recording information on VET graduates destinationA survey will be circulated among partners to take stock of Initiatives and Tools currently in use, obstacles and challenges ahead. Results will be collated in a baseline study that will be presented in June-July 2018. Impact evaluation framework will be defined and the identification of data requirements will precede Protocol Development YEAR 2. (Sept 2018-Aug 2019) Creating and/or reinforcing VET Alumni Culture A first version of the Protocol will be ready in Sept 2018. VET Schools will define an action plan to improve existing.provision of alumni services.VET Schools will select graduate sample for a first pilot test of the Protocol (O1) at 2 different points in time (eg. 2 and 6 months after graduation). YEAR 3 (Sept 2019-2020). Using tracking for evidence-based decision-makingVET Schools will select graduate sample for second round of pilots. Quantitative and qualitative data on user perceptions will be collected for analysis. Release of final versions of protocol (O1) and How-to-Guide (O2). Evidence, learning insights and key policy messages disseminated in Project Website, Multiplier Events and Peer-Reviewed JournalsThe project is expected to bring a better and broader understanding of school-to-work transitions and hence, schools will be in a better position to match supply and demand. Quality Assurance will be positively impacted as the project will support VET schools in improving actions around 2 of 10 European Quality Assurance in VET (EQAVET) quality indicators: Indicator “5 Placement rate in VET Programmes” and Indicator 6 “Utilisation of acquired skills at the workplace”. Learning insights will be shared with the members of the soon to be launched EC- initiative on graduate tracking to improve information on how graduates progress.

Entrepreneurial thinking and acting is increasingly becoming a highly sought-after competence in the world of work. Not only shall the self-employed and company founders have the appropriate skills, but also on their parts companies rely on entrepreneurial thinking because of the ever-increasing pressure to create innovations. Comprehensive vocational training does therefore not have to disregard the field of entrepreneurship education. One oft he project’s aim is therefore to develop a holistic entrepreneurship education-concept consisting of several identified best practices in order to comprehensively address the areas of the EntreComp framework. Digital change will be taken into account and the potential of digital media and media-supported forms of learning will be taken up in order to promote a tested set of instruments for measuring and promoting entrepreneurial skills among young people. The concept will be implemented on a digital platform that promotes collaborative and reflected learning among young people as well as educational staff and supports project management in the application of the instruments (organisation, monitoring and control). Subsequently, the platform-based application of the holistic entrepreneurship education-concept will be tested in the partner countries.The teaching philosophy behind the project is strength orientation. The application of this principle proves to be advantageous both for the development of competences of young people and for managers. Digital media offer young people the opportunity to organize their own learning. The project’s aims is to address digitization issues, such as industry 4.0 and design thinking, and on this basis to develop autodidactic modules for multipliers. The autodidicatic modules qualify people who work with young people in vocational orientation or training for matters of Entrepreneurship Education and they contain material that can be directly used for the work with young people. By a central digital platform being attainable for the supervisors, the mentors and the young people not only project information in various depth, organizational references and applied learning materials of the holistic entrepreneurship education-concept can be retrieved, but the platform also enables a direct communication, effective feedback processes, a better quality management and above all suitable solutions for people involved. In this context, suitable means that content can be flexibly used in terms of time and space and researched according to the current needs of the individual or group. The organization of the different work phases (self-learning - interactive work phase - cooperation with the learning guide) can also be coordinated and carried out accordingly. The participants can write reports, share their experiences with potential other participants, search the database of learning guides for competent contacts.The partners significantly contribute to the project’s success by their expertise and as coordinators of local activities. In Hungary and Bulgaria, the Chambers of Industry and Commerce were found as partners. In Greece, a renowned IT company and a management consultancy were won as partners, and in Spain an organization for business development and in Italy the Department of Business and Law at Milano Bicocca University. Last but not least, the consortium will be further enhanced by the two associated partners, the Lippe zu Detmold Chamber of Industry and Commerce and the Austrian Federal Economic Chamber. The project is coordinated by the Institute for Work Science (IAW) at Bochum Ruhr University.In the first step, the representatives of the respective partner country are trained in the transfer and application of the concept within the framework of the kick-off and a teaching/learning activity. In the total of all activities, the consortium will develop a series of intellectual outputs which will be applied beyond the project, which will be accessible to third parties and thus contribute to its impact and sustainability. The outputs are the holistic Entrepreneurship Education Concept and five autodidactic modules for self-study. The latter are to be established in the individual EU countries as a recognized certification program for so-called learning guides and are e.g. offered at the respective chambers and universities. In order to promote the project’s dissemination, impact, and sustainability, the project partners are to organize multiplier events in their countries in addition to the pilot application, where the holistic entrepreneurship education-concept, its application via the associated platform and the self-learning modules are presented and discussed.

Artists, creators and small cultural non-profit organisations are facing for years an increasing social and economic instability, in most of European countries. The ongoing health crisis due to Covid-19, which makes the cultural sector step into hard times and deep changes, will further weaken their working and living conditions in the coming years. Women, people from less privileged background, from deprived neighborhood, with a migration background or a low level of academic education, are particularly disadvantaged in this situation. Yet their voices, narratives and perspectives are essential to ensuring living democracies, a strong social cohesion and a real cultural diversity. In the same way, cultural small non-profit organisations struggle to sustain a third path between public cultural services and cultural industries. Though, they are essential for the quality of daily life within local communities.To address the problem with a fresh perspective, we built an original partnership, which includes a University, a public enterprise specialized in adult education, and five private non-profit organisations from the arts and culture sector. Our project intends to design and implement innovative methods, contents and tools in order to train our target group in the concepts and issues of current major transitions: social, economic, environmental, digital and democratic. We especially aim to achieve four crucial objectives:- Build innovative approaches, expertise and tools for adult education in the arts and culture sector through the topics of transitions.- Gain a better understanding of the concepts, issues and new models at the heart of current major transitions and their potential of renewing and change making for the professional arts and culture sector in Europe.- Identify in these transitions the levers and opportunities enabling the target group to secure and sustain his activities and design innovative, inclusive and sustainable socio-economic models. - Enable the target group to acquire forward-looking and useful knowledges, skills and tools in order to individually and collectively act for change.Through this international and cross-sectoral cooperation, we will implement several learning and training activities, designed as a social innovation process and gathering around the project many complementary skills and perspectives.UNDERSTAND. A first phase will bring together, after a preliminary research and a needs assessment, 210 participants (target group members, adult education professionals, external experts and various local stakeholders such as academic institutions, local partners, local authorities), through 7 co-creation labs on the topic of transitions in the arts and culture, implemented locally by each partner.ENVISION ALTERNATIVES. Two international peer-to-peer trainings - each gathering 35 participants from the target group and partners organisations - will lead to design collectively innovative frame and contents of the local pilots and of two intellectual outputs : an easy-to-use digital tool kit, supporting the target group to design innovative and inclusive socio-economic models ; a short web serie, highlighting the issues faced by our target group and emphasizing new alternatives to overcome it.ENACT. Through 6 local pilot trainings, we will experiment these new methods and tools with 120 participants from the target group, enhance it through their feedback and hopefully foster the emergence of innovative socio-economic experimentations implemented locally.IMPACT AND DISSEMINATE. We trust that the INPACT project will enhance the personal and professional background of participants and lead them to impulse significant changes in their professional path, activities and organisations. By disseminating a useable and useful digital tool kit and a playful and creative web serie, freely available in 7 languages, we hope to develop the target group’s ability to think and act for change within their professional sector throughout Europe.The active promotion of the “real utopias”, created by participants through the local experimentations, will contribute to open new perspectives to address social and economic difficulties of artists, creators and small cultural non-profit organisations and to spread new narratives about possible and desirable changes within the arts and culture sector. Finally, we hope that the sustainability of the original INPACT partnership and its several local satellites will initiate new alternatives to strengthen the resilience of the arts and culture sector through adult education. The current situation shows us that developing the capacity of individual and organisations to anticipate crises, face its consequences and design innovative solutions to overcome it, are not prospective topics but urgent concrete needs.