ECHE project fostered the provision and assessment of entrepreneurial skills for Cultural Heritage Entrepreneurship (CHE) and digital competences by supporting personalised learning approaches, collaborative learning and strategic use of ICT.Through the involvement of various communication channels, the project has achieved set priorities and had expanded its outreach beyond the project duration, with stakeholders and project participants interested in the using the project results.Each partner has reached at least 1000 participants through dissemination activities, social media and workshops.Participants involved in the ECHE project have expressed over 90% satisfaction resulting from their involvement in the project.Partners have reached youth, trainers and educators at different levels, and where great support have been local universities and youth centers along with representatives of public authorities. Partners have promoted, raised awareness and disseminated information on the importance of developing CHE competences for a better future. Involved youth had the possibility to increase their competence and received support for improving their situation on the labour market with the use of digital tools; this was also enabled through the close cooperation between public authorities, partners and the unemployed/youth. Trainers have increased their competences in delivering training to the youth with the use of new methodology; as well as extended their expertise on sectorial consultancy regarding effective intercultural education schemes supporting the professional activities of trainers with trainees. Moreover, the educators have increased their general knowledge on blended learning, as well as the practices, policies and education system of European countries. The policy-makers were addressed through the Policy paper (IO3), prepared by the University of TARTU emphasising the different ways in which youth can be involved in the CHE activities in the coming years.More than 300 youth have been reached in partner countries, through direct face-to-face, online workshop collaboration and the testing of the game and the mobile app. Further to the spreading of the Policy Paper by Tartu Uni, partners contacted local policy-makers and NGOs in their territory. Disseminated solutions were further used by partners to multiplying the audience effect.Partners have been involved in a variety of activities for the creation of conditions to promote social entrepreneurship education for youth. Developed have been results that focused on transversal but personalised approaches for the benefit of youth development. The approaches that were finally delivered have taken into consideration the peculiarities and differences in countries, to in the end have results for the benefit of a wider audience and not only for CHE. However, it is through CHE that the young participants have developed creativity, design thinking, leadership, social and digital skills to improve their situation on the labour market. Project results, to be used either in digital (game, app) or non-digital form (policy papers, guidelines) are relevant for developing competences in ECHE target groups.Partners have involved youth and youth workers into all stages of the project. Most of the young participants had limited opportunities – they were either unemployed (including refugees, asylum seekers and NEETs), living in remote areas or having economic obstacles. The participants were involved in development of project’s products, especially the game. They tested the APP and the game and provided feedback. They also participated in trainings (50 young people in 3 workshops in each partner country). In addition, two youth workers took part of LTTA in Tartu. Participants: had the opportunity of exchanging experience, increasing knowledge on CHE, receiving new tools, methods and resources for upskilling, but also enhancing digital competences, as well as raising awareness on cultural diversity, especially for tourism and creative industries contexts. Participating organisations: have exchanged valuable knowledge with the Consortium members, increased their expertise in relevance to CHE, but also developed the competences of staff for implementation of international projects and extended their capacities for delivering training for the purpose of distance learning, while increasing motivation in the youth.Other relevant stakeholders: have received new tools related to CHE, increased their intercultural awareness, as well as understanding of international educational, social and cultural systems, policies and practices, as well as reinforced interaction between practice and policy.