<< Objectives >>This project promotes the communication of students in STEAME topics (Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship), supporting the development of a European school student community. As this community is the target group of all education systems they are usually under- represented in decision making and especially in terms of evolution of education. The slogan “when students are teaching” is one that this project will be using.<< Implementation >>The two main activities to be implemented:Activity 1: EU Student Creations Exchange Forum1.1: Development of an online community communication forum 1.2 Development of a motivation system for studentsActivity 2: Student Community development 2.1 Development of the best presentations article proceedings2.2 Development of the EU STEAME School Students Network (E3SN) and the THALES Board mentors<< Results >>Result 1: EU Student Creations Exchange Forum1.1: an online community forum 1.1.1 Design and development of the communication platform1.1.2 Public Opening and Implementation of the Forum1.2 A motivation system for studentsResult 2: Student Community kick-off 2.1 Best presentations article proceedings2.1.1 Design of the specs for article2.1.2 Implementation of publication2.2 EU STEAME School Students Network (E3SN) with THALES Board mentors

The challenge of good teaching as a core task of the universities occupies the entire European higher education sector. The project e³Cases therefore, concurrent to the objectives of Erasmus + and Europe-wide standards, strives to innovate and to develop the higher education sustainably.European, E-Learning and Education: These are, as the title of the project already suggests, the contexts that are further developed and reformed by e³Cases in business administration with innovative ideas.For this purpose, three novel and pedagogically high-quality end products will be created:12 Case Studies with pedagogical high content, a Manual as a guide for the conception of such Case Studies as well as an Online-Planning-Guide for digital Case Study use by virtual, international learning tandems, which lead to a live final presentation (including the inclusion of all participants through a role play within the Case Study) between the tandem partners. The need for these products arises on the one hand from the previous didactic-educational deficits of existing Case Studies in business administration, the lack of a guide to the creation of elaborate, high-quality pedagogical Case Studies with practice content at the same time (which was previously in the foreground). On the other hand from the new requirements in the world of work as a result of digitization and the resulting necessary skills in intercultural relations and in dealing with new technologies.With the involvement of the project partners with extensive expertise and the associated partners 12 Case Studies are being developed with a high didactic-pedagogical level and at the same time the necessary practical relevance, whereby the deficits of the existing Case Studies in university teaching can be eliminated. The Manual, which provides guidance and suggestions for self-development for teachers, can guarantee the sustainable quality of Case Studies, designed according to this guideline, through the two-stage evaluation and optimization even beyond the project. For the first time, the Online-Planning-Guide enables location-independent, transnational Case Study deployment and use via virtual learning tandems. The quality of the three products is guaranteed by the double testing at the four partner universities, the two-stage evaluation concept and the feedback from internal and external experts.With the three outputs mentioned above, teachers can design their methods varied and creative and expand their own expertise. Students will be offered an interesting teaching setting, which, in addition to social competences, also promotes media and intercultural competence as a result of transnational learning tandems for Case Study editing. In addition, e³Cases gives students more autonomy in their learning process, enables their participation in teaching and provides innovative education. Under these conditions created by e³Cases, skills and capabilities required for the ever-changing labour market can be developed further, increasing the employability of graduates.Thus, with e³Cases, a long-term revolution in the teaching of higher education in terms of its quality, its diversity and the cost-neutral (through the use of new media no travel costs), international exchange is brought about. The dissemination and sustainable use of the results of e³Cases, in addition to the extensive dissemination activities, will be ensured by the transnational final conference, which will be linked to an international conference being selected during the project period in the partner plenum. Furthermore, the independent application of the project results of all four project partners as well as the partner tool (contact tool for transnational Case Study use) guarantees the international sustainability of e³Cases even after the end of the project. Interested parties from the higher education sector can entry partnerships develop further high-quality Case Studies with the help of the Manual, organize more international learning tandems with the Online-Planning-Guide and expanding their networks at the European level with the partner tool given by e³Cases.

Social entrepreneurship has been identified as a key feature of the EU social market economy, social enterprises (SEs) contributes to the emergence and expansion of new market-based business models seeking ways to contribute to economic and societal values. SEs also have great potential for developing social innovations to improve quality of life, satisfy new needs, or public sector restructuring. Nonetheless, the concepts of “social economy” and “social innovation” are little known or misunderstood and it seems to be considered rarely as an important factor for business, especially for young people. On the other hand social start-ups encounter more difficulties in reaching the economic sustainability.The project INN@SE rely on the idea that a successful approach to overcome such challenges, can be represented by the open innovation methodology based on a cross-sectoral collaborative process. Thus, the project partnership is created by organizations from countries with different level of know-how on SE (Poland, Italy, North Macedonia, Jordan), representing sectors with different approaches to the topic (higher education, research, NGO). All partners are highly specialized in activities related to young people empowerment, training, social economy research, and start-ups development and the diverse knowledge, experience and skills that each partner imputes to the project, should be valued and recognized as essential to ensure the success and sustainability of the joint efforts.Taking context and needs into consideration, partners have identified the following objectives which derive directly from the 3 target needs areas (skills & capacity building, orienteering & networking, awareness raising):1. To disseminate entrepreneurial mindset and skills among young people at a broader EU level; to provide aspiring young social entrepreneurs with a clear toolkit to start up; 2. To facilitate access of young people and youth staff to information regarding grant, training and mentoring opportunities and tools at local and international level; to promote networking among young SEs; 3. To promote an EU culture of SE among society, rehabilitating entrepreneurship through social entrepreneurship, with a special attention to the contribution represented “by” and “to” young people; to raise awareness among young people as active citizens regarding social, environmental, and diversity challenges of EU communities, and how SE can face them; to promote the visibility among key stakeholders of social businesses and the importance of social innovation and social impact.Target groups to be addressed:- young people (18-35), especially running/involved in SEs or with an interest in doing so – 280 participants directly involved in project activities;- youth workers, trainers, teachers, business coaches and other professionals (and related organizations) supporting and promoting entrepreneurship among young people, relevant stakeholders – at least 70 participants directly involved in project activities.Through a 3 project phases (preparation – implementation – exploitation), the partners will elaborate a joint innovative methodology based on the transfer of the open innovation and co-design approach. 4 intellectual outputs linked to 3 main need areas will be created:1. Inn@SE Youth SE Research Study - a multi-sided analysis in the field of youth SE to define the model of supporting SE of young people, spot weaknesses and strong points and design a training scheme both in the field of training for social entrepreneurs already working and for others who will like to develop their professional careers in this sector.2. INN@SE Youth SE Educational Game – to provide young people with innovative and attractive way to learn about social entrepreneurship.3. INN@SE Young People Training Program & Toolkit - to provide aspiring young social entrepreneurs with a clear and flexible toolkit to start up, with a particular attention to the financial sustainability topic.4. Inn@SE Services for Youth SE - innovative youth SE services and policy recommendation developed through service co-design and design thinking methodologies to better empower and support young social entrepreneurs.Moreover, 3 multiplier events (“Innovathons” which follow the hackathon methodology) will be organized to disseminate project results, promote their exploitation and involve young people at local level.The ultimate purposes or the expected impacts of the project are to contribute to strengthening the offer to enhance professional skills of young people and to promote effectiveness and innovation in the SE development.Holistic approach and multi-sided analysis will ensure the transnational applicability and relatively easy transferability. All materials and training tools will be available on an open source platform, in order to reach the maximum results in terms of visibility, dissemination and access to any indirect beneficiary interested in youth SE.

<< Background >>The project BioFoodVirLabs is aimed at supporting digital capabilities by development and promoting of new forms of remote and distance learning focused on higher education in the field of biology, biotechnology and food science based on mutual cooperation of participating universities: Slovak University of Agriculture in Nitra (SUA), Mendel University in Brno (MU) in Czech Republic, the University of Debrecen (UD) in Hungary and Pedagogical University of Krakow (UP) in Poland. Addressing the digital transformation through the development of digital preparedness, resilience and capacity is essential given the priorities set in the context of the ongoing digital transformation of the economy and society under the influence of innovative technologies and the global megatrends of the digital age. The digital transformation brings primarily a societal and not just a technological challenge that affects all citizens in Europe. The aim of the project is to develop and use digital technologies, practices, new methods and approaches to learning and teaching through virtual laboratories to improve higher education and optimize their contribution to the economic, social and environmental growth of countries with an emphasis on sustainable development. That is why the strategic goal of the state is to approach the topic of digitization of the higher education conceptually and to apply the supra-ministerial principle in order to significantly advance the digital transformation in Europe by new learning and teaching methods and approaches. The project builds on the experiences obtained during the outbreak COVID-19 pandemic. The massive transformation from face-to-face forms to completely online and distance learning forms was observed, however digital readiness, resilience and capacity have not been on such level allowing seamless transition. Although initial responses of higher education institutions were in change of their traditional curriculums to fit an online environment, the transitioning contents to an online learning environment is not enough. Innovative virtual forms in higher education became of high interest and importance. Along with transformation of theoretical lectures, where the transition towards online was less problematic, especially courses based on practical experimental work or on learning the technological processes were endangered due to pandemic restrictions and state of readiness to transformation of face-to form towards online and distance learning. However, one year experiences helped to transform many courses, practical education presents still the challenge for innovation in learning and teaching. The stimulation of the innovations is involved in the aims of the project. We propose the approach based on the conceptualization of virtual labs in three scientific areas and preparation of the background for creation these virtual labs. The horizontal priority addressing digital transformation through development of digital readiness, resilience and capacity is involved in the project as a whole. In the initial steps, identification of the teaching materials of different forms and their collection by all participating partners will be made. Creation of digital materials, their collection and exchange/mediation among the partners within the join virtual platform present the development of digital readiness for demand of such teaching materials. The digital platform will provide continuity in access to teachers and students deals with a digital resilience and capacity. Both teachers/students and educational institutions face numerous difficulties associated to access to technology, quality of online learning, and available infrastructure. The project takes into account the legitimate issues and goes beyond short-term solutions towards potential solutions in virtual labs preparation to minimize these problems faced by higher education.<< Objectives >>Common practice in the tertiary education is nowadays significantly influenced by the COVID-19 pandemic. The new approaches present an opportunity window in educational process. Especially those connected with remote and distance learning, since the various restrictions affected teaching and learning process in courses and practical training, as well as in international mobilities. Innovations in tertiary education are shifted mostly towards searching for the novel use of digital and information-communication technologies to cover the gaps that appeared. Transformation of education meets barriers in practical vocational courses/trainings. In this context a significant improvement over the classical teaching approaches in agricultural and life science education can be found in developments in Augmented Reality and Virtual Reality technologies. Virtual labs, as a kind of virtual reality, present an interesting form of modern digital technologies. Those advantages are breaking down the barriers of time and distance while maintaining a research-based learning approach. Promotion of remote laboratories makes available biological, biotechnological and technological processes and enhances experiment based on learning in higher education in digital way. The main objective of the project BioFoodVirLabs is fostering in higher education by development and promoting of new forms of remote and distance learning, new learning and teaching methods and approaches focused on vocational higher education in the field of biology, biotechnology and food sciences. The following 4 sub-objectives of the project are needed to meet the priority objective: (1) a survey and comparison learning and teaching methods and approaches, using information and communication technologies in the teaching process at the partner universities; (2) suggestion of innovative on-line forms of education, learning and teaching methods and approaches; (3) creation of digital materials, their collection and exchange/mediation among the partners within the virtual platform; (4) concept of common practical training and laboratory courses using modern digital technologies by virtual labs.The opportunity to learn from the transformation of education is a need that was brought by pandemic. The result is in reflection in development and use of novel approaches, reactions and discovering of best practices in tertiary education process. The project outcomes (virtual labs proposed) have to deal with the following challenges and needs to be fulfilled with the project solving: (1) reflection on current situation in the field of vocational education; (2) a need of safe environment to build up experience in vocational studies; (3) minimization of time and geographical limitations to make it accessible for a wide audience; (4) environment to build up soft skills for new generation; (5) inclusiveness – involvement of disabled students and their specific requirements.<< Implementation >>The design of the concept of virtual labs of the presented project will ensure key interdisciplinarity and summarization of theoretical and practical knowledge in the field of biology, biotechnology and food sciences, which will be distributed by modern technology to other educational areas, which fundamentally innovates the current educational environment. Emphasis will be placed on achieving an international quality educational-practical process with an essential link to research and innovation. The aim of establishing virtual labs at the university environment is to support the professional and personal progress of the graduate, the development of key theoretical and practical competencies of the graduate, the development of critical thinking or progressive stimulation of research and innovation at university conditions. A significant added value is the quality preparation of the graduate for a future career with the assumption of easier application and higher competitiveness on the European and global market. The design of the concept of educational, practical and innovative activities, which will be an integral part of the virtual labs, will be created thanks to the cooperative activity of the universities of Slovakia, Hungary and the Czech Republic. The acquired theoretical knowledge and scientific experiences of the institutions involved will be shared, assuming that the ideas and experiences of renowned foreign experts in the field of education and research will ensure the emergence of a quality international platform virtual labs. The concept itself will consist of internationally recognized study materials, methodological procedures, proven laboratory tasks, practical demonstrations, demonstration videos or interactive presentations, which will provide graduates with specific competencies, including the ability to design experiments, formulate goals and hypotheses or the ability to correct statistical evaluation and draw exact conclusions. An integral part is the development of creative thinking, the development of self-solving skills and especially foreign networking in the field of food science, biotechnology and biology. We are convinced that the concept of virtual labs will significantly increase the interest of future domestic or foreign graduates about the educational and practical process at partner universities.<< Results >>Expected results are summarised as follows: (1) Concept of 3 virtual labs – Biology, Biotechnology and Food Sciences, (2) Libraries of virtual labs: library resources, scientific methodologies, multimedia materials, inquiry-based learning activities, interactive objects, video and audio tutorials, virtual experiments, interactive learning activities, (3) Evaluation of outputs – the result of testing of collected materials will deal with: Promoting of joint research and educational activities within the international framework as a priority area with the use of the modern on-line education methods, Exchange of knowledge, experiences, good practice in the research process, Learning new approaches – personal communication, consulting with experts, Questionnaires on materials and their usability (interactive presentation software), Joint scientific publications - preparation of publications, Possible kick-off for preparation of joint projects in future. The project results will be in accordance with the main and partial aims focused on promoting the connection of theoretical knowledge and practice by applying innovative methodological procedures. The project enhances the internationalization of common teaching materials with innovative remote and distance technologies and materials which promote the international scientific knowledge and knowledge of involved institutions. This concept will include a summary of key areas in biology, biotechnology and food science for the successful and quality security of education and the creation of an educational environment in higher education.

Originally, the phrase ‘Lost Generation’ was used to describe the generation that came of age during World War I. But since the financial crisis of 2008 young people with limited employment and career prospects, have also been described as members of a ‘New Lost Generation’. An OECD report of 2012 warned that due to their lack of skills, motivation and self-worth this ‘lost generation’ might have difficulties in entering the workforce even when the recession ends and demand for employees is higher. (OECD Employment Outlook, 2012)The project addressed the issue of the very high number of young people between the ages of 16-24 who are not, or are at risk of not being in employment or training, by developing entrepreneurial skills in hard-to-help groups across the four countries participating in the project. This project looked at the development of an educational programme that can help to promote the entrepreneurial skills of disadvantaged young people in the widest sense, moving them from reactive to proactive behaviours.The main applicant, EDUNET Foundation has experience with major projects and programs which can be connected with the subject of this project. The foundation has taken part in a number of projects the aims of which included development of social and entrepreneurial skills. EDUNET mainly focuses on research and development and has a large number of cooperating schools and other organisations that can be inolved in practical activities connected to its projects. The Department of Entrepreneurship and Spatial Management of Pedagogical University of Cracow is responsible for entrepreneurial education. They organise forums of knowledge and experience exchange on teaching methods in entrepreneurship and other economic subjects, the confrontation of views of academic teachers, methodical advisers and school teachers on the goals, content and teaching methods in entrepreneurship.Euro-Trainings Centre, the German partner have many years of experience in managing bridge-projects between school and employment. Their target group is hard-to-help young people. They are familiar with the requirements of companies, education and labour market. They take part in further training processes, network developments and professional workshops concerning the qualification of migrants, communal bridge-programs, cooperation with municipalities and chambers. Train’d Up is a training company with wide experience in focusing on training initiatives for young people aged between 16- 24, and work with NEET groups and BAME groups. They have been involved in a large number of pan UK projects working with partners developing the skills of young people, whether this be basic numeracy and literacy, inter-personal and interview skills, vocational qualifications or apprenticeships. One of the key persons had been also involved in FIFOBI (Fit For Business) project.Based on the foundation study made at the beginning of the project and all the empirical experience of the project partners, the development process started according to the project plan, basically. After that ten competence areas featuring entrepreneurial skills, were identified by the project team. Based on that an assessment tool focussing on the active involvement of participants was created next. In parallel, the elaboration of activities developing the necessary competences started. The compilation of the tools assessing both personal and social skills also started at the same time. All materials are available in four languages (English, German, Hungarian and Polish). Once the three assessment tools were ready to try, testing processes began in each partner country one after the other. Feedbacks were systematically collected and analysed, thus, experiences of testing the assessment tools as well as learning and teaching materials were used to improve them. At the end of the project a foundation study, three assessment tools, a collection of 148 activities aiming at the development of the ten competence areas mentioned above, a follow-up guide and a final study are available as outputs of the project.All partners have disseminated RLG in the widest possible circle and will responsibly work for the sustainability of it. Several agreements with different organisations will guarantee that. The programme will certainly be part of the day-to-day activities of ETC, which systematically supports the activities of NEET young people. The testing organisations will carry on the programme in Hungary and new ones are also starting using it. In Poland, RLG has been integrated into a university further education programme for professionals teaching entrepreneurship. RLG programme will be incorporated in Scotland into the activities of a training firm run by the Scottish project partner. The RLG activities will also be used as part of the Scottish Government’s Developing the Young Workforce programme with school pupils and in vocational colleges.