Nowadays, it is essential to find a transition from learning facts to acquiring real life skills which will prepare young people for life and motivate to study. The schools involved in the project were with a different experience in developing entrepreneurial skills in young people and in approaches to career education. The schools worked on a cooperation model together: school – municipality council - entrepreneurs. An important aspect – students while participating in project activities investigated entrepreneurship environment and job market. The project intended to involve all subject teachers, not only economics and social science teachers, as entrepreneurial skills are developed in various situations and every teacher can contribute. Project aims: - To work out the themes for the business basics related to the skills of the young people and their interests based on the entrepreneurial skill development, to prevent dropping out of school because of out-dated methodologies. - To work out innovative pedagogical approach creating students` self-assessment system adopted into the formal education process. The main result – informal study tool – learning platform on Moodle with a certification possibility „Entrepreneurship skill development possibilities in young people”. The Project uniteed students and teachers from 5 countries – Latvia, Romania, Turkey, Spain and Croatia. The target group – young people, aged 15 – 19. Study materials are available in 6 languages – Latvian, Spanish, Romanian, Turkish, Croatian and English.For the convenience of users there is a link from the project website www.epps.lv to the e-platform - Learning Moodle http://www.epps.lv/moodle/ ..

"Recent European studies and partners experience have shown a shortage of soft skills among the students entering the labour market. The current labour market needs require new approaches and methods to get the necessary qualified work force. The aim of the project is to reinforce these skills through the direct application of the innovation model and tool, JOPAPP (job placements app), in the implementation of the module called ""job placement"", in which students spend a training period working in a company abroad. Nowadays, students do not seek their own work practices, it is the center who looks for, manages and develops the whole process. The student should lead the development of this process, they should be the driving engine of their own learning process, which would develop their soft skills such as a positive attitude, good communication skills, time management abilities, strong work ethic, problem solving skills, self-confidence, flexibility and adaptability, working well under pressure, competences for innovation in VET students.This JOPAPP model implements the contents and best practices of the RAINOVA model, previous European project, adapting it to a learning environment and creating a Manual of Implementation for teachers and counselors and creating an innovative app to guide students through the process of finding their work placement. Our intellectual outcomes include:O1. The bridge - Diagnosis report. The bridge is a set of tools for diagnosis, reflexion, measurement and learning that allows the organisation to move from standard model to ""my model"".O2. Rainova in the classroom. A shared vision of innovation is the identification of the relations between the different parts of the model, routines, enablers and cultural factors as well as a glossary of terms related with innovation. JOPAPP training material.O3. JOPAPP, mobile application for students.O4. Manual of JOPAPPTo reach these outcomes the partnership will follow a set of activitites for the best implementation of the project, project management and development, Project website, brochure, newsletter and logo, Dissemination and exploitation plan, Quality and evaluation. Internal project documentation is available in the project platform used for it, dropbox.The dropbox project area is organised in folders; 1 Management; Reports, Contracts, Timesheets, Meeting minutes, Finalcial docs2 A2 Brochure, logo, newsletter3 A3 Dissemination and Exploitation; Dissemination folder per partner and each partner has their dissemination plan, activities and evidence4 A4 Quality and Evaluation; meeting evaluation report, quality reports and quality assurance. Quality assurance is per partner and the biannual reports are there5 O1 The Bridge - Diagnosis report6 O2 Training in jopapp7 O3 jopapp8 O4 jopapp Manual9 Transnational meetings; Meeting agenda, meeting minutes, Certificates of attendance ...10 Multiplier events; 1 folder per event with the event agenda, signature list and event evidencesThe project dissemination will be done using project website as well as partners' website. The relevance of the project for the stakeholders makes necessary to disseminate it to VET colleges, to reach trainers and students. VET associations in each country will be the driver to reach this goal, as well as education innovation centers where possible, where the focus on innovative tools and methodologies is researched. All partners are committed to share the knowledge gained through the project with all the relevant stakeholders, specially trainers/counselors and students associations will be addressed. The partnership is working closely with Rainova's coordinator (www.tknika.net) for the project development and implementation."

Europe has clearly defined its aims and ambitions in learning mobility for 2020. There is a strong focus on creating opportunities for young persons between 16-29 years old to gain accredited skills to become competitive on an increasingly international job market. The EMEU4ALL project addresses all Erasmusplus program objectives (2014-3020) which prioritize the expansion of learning mobility opportunities, the creation of strategic partnerships for VET education and the accreditation of learning mobility achievements through the use of the European ECVET Toolkit instruments. Access for young VET students to teaching and training methods and work experiences in other countries will help to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. Student numbers have dropped dramatically in the last 10 years and therefore there is a clearly defined need to increase the quality and attractiveness of VET education in many European countries. The EMEU4ALL project therefore focusses on Learning Mobility which comprises both physical mobility and virtual activities, because current opportunities for physical mobility in VET education are low: in The Netherlands e.g. the number of secondary VET students involved in mobility programmes is just between 1-2 % . Internationalization@home (IaH) or Virtual mobility activities where staff and students work together at a distance are stable in HE and Universities, but very underdeveloped in VET; if activities are offered in VET, they are most likely not embedded in the curricula of VET colleges and therefore not validated. IaH, however, may be the only affordable key to mobilize the majority of non-mobile students. With the predecessors of the EMEU4ALL project, i.e. the Automobility project, the Automovet project and Engineering Mobility across Europe (EMEU) project (2014-2016) the partnership has actively supported and addressed the EU aims described above by creating an open and sustainable network for learning, working opportunities and validation through ECVET thereof for Engineering students in VET education. The attention and nominations the EMEU project has received since its inception has strengthened our belief that the project formula will work in all VET sectors as practice has attracted new partners to the project. Thus, the EMEU4ALL project aims to transfer the EMEU products, procedures and website for Engineering/ICT to Health Care, Social Care, Business Studies (Marketing), Sports, International Trade and Service (Retail and Catering). The existing and tested EMEU products and procedures (see: http://em-eu.eu) will ensure a transfer to the new EMEU4ALL VET sectors with which we aim to: 1. create and test a minimum 40 virtual mobility activities; 2. create and test 40 modules; 3. Create vocational blood groups of 5 partners; 4. promote and execute longer-term work placements for students after finishing the modules. (This means that after the EMEU and EMEU4ALL project, the partners will have developed and tested 80 copy-left modules and virtual assignments. 5. adapt the existing EMEU website for engineering/ICT to the new VET sectors involved. 6. adapt the existing ECVET for ENGINEERING manual to an ECVET4ALL manual. The experience gained with understanding and applying ECVET will help to embed the modules in their own educational programs to become part of the partner’s primary process; 6. Further develop teachers' professional skills in other VET areas regarding intercultural diversity, foreign languages and learning about the other VET programs in Europe. An extra focus for teachers will be on learning about and actively using social media, particularly through virtual learning mobility activities: If students are to be competitive on an international labour market, then it's necessary to gain the knowledge, skills and attitudes necessary in an international context and to assess and validate their achievements. 7. Promote an active relationship between Education and Industry: during and/or after the modules the students will visit local/regional companies to experience educational theory applied in practical situations. Local and or regional industry will also contribute to the project by helping to develop the contents of the modules and by offering work experience opportunities to the transnational students. In a nutshell, through virtually and physically participating in and, more important, after this project, many more VET students will benefit from an international experience which will enhance their chances on an international labour market. It will also develop the teachers’ knowledge and skills, create an sustainable, attractive and modern VET environment and actively address an active relationship between Industry and VET Education.