Context/background of the project;Generally the terms Enterprise and Entrepreneurship are interchangeable within the educational context, however a distinct difference can be drawn. The delivery of an enterprising curriculum benefits students by developing their inter-personal or transversal skills. ‘It combines creativity, originality, initiative, idea generation, design thinking, problem solving, innovation, expression, communication and practical action'. Entrepreneurship on the other hand focuses on ‘the application of enterprise behaviours, attributes and competences into the creation of cultural, social or economic value'. This can, but does not exclusively, lead to new venture creation. Project Objectives;Enterprise is VITAL aimed to develop creative and innovative teaching practice relating to Entrepreneurship Education and narrow the gap between what is taught and the requirements of the world of work. The primary programme objectives are:1. To work collectively as a network to develop the VITAL Resource Pack, Principals Workshop, Train the Trainer, Business Planning Competition and Guidance on Accreditation)2. To increase the entrepreneurial understanding and activity of 16+16 VET staff and 360 VET students throughout the project lifetime and by 20% thereafter.3. To narrow the entrepreneurship gap between academia and the world of work through the use of problem based learning techniques thereby creating better conditions for transition to working life.4. To start 4 new VET student enterprises5. To develop a process for crediting non-formal and informal learning in entrepreneurship across transnational boundariesNumber and profile of participating organisations;Through Enterprise Clubs VET students engaged with 45 local employers to create a Business Employer Database (BED). These included multi-national companies, local medium sized businesses, small enterprises and micro-businesses across a range of sectors including IT software, manufacturing and assembly, tourism hospitality and retail, transportation and logistics, material handling, and food production. Wider entrepreneurship ecosystem organisations such as start-up agencies, business incubators, science parks, innovation factories and local councils participated by hosting study visits and showcasing their incubation services. Participants also undertook transnational study visits to see first-hand start-up and growth journeys and associated regional support programmes internationally.Description of undertaken main activities;360 full-time VET students participated in this project through Enterprise Clubs. Each VET Partner recruited 30 young people annually, 360 in total. Working with VET staff, local employers Enterprise Club participants developed case study materials (A1) Start-up stories 10 case studies, A2 Why they Grow and A3 How they Grow. Each year 20 VET Students (5 per VET partner) were selected from the Enterprise Club to participate in a blended mobility for learners (C1, C2 and C3) to share case study material and participate in a Transnational Enterprise Competition. 10 VET staff and 2 world of work partner staff met three times for short-term joint staff training events (C4, C5 and C6) to develop a VITAL Resource Pack including guidance of College principals on how to integrate enterprise in the curriculum, delivery of business planning competitions and guidance on accreditation. Steering group representatives met three times during the lifetime of the project in Transnational Meetings to discuss and agree project management, coordination, dissemination and evaluation issues. Results and impact attained;The activities undertaken by VET students and staff achieved the desired results, in that a new VITAL Model for transnational business planning competition was tested and proved to be positive enabling students to explore and test ideas, and in doing so converting entrepreneurial thought into action. The inclusion of real-world-of-work partners with expertise in supporting nascent entrepreneurs was beneficial in providing critical feedback and making positive contributions. A significant achievement was that enterprises where started by students. One college developed a permanent start-up zone for students to trade, while others adopted on campus ‘pop-up’ models. All VET partners increased their engagement with wider entrepreneurship ecosystem organisations and provided ‘entrepreneurship-ready’ students as a pipeline to mainstream start-up programmes.The impact on the VET partners has been the increase in wider student experience programmes, broadening staff and student social capital and offering students an alternative to higher-education and employment promoting self-employment as a viable career option. The impact on VET staff is higher level understanding of the entrepreneurial mind-set and confidence to have closer engagement with companies locally and transnationally.