Developing entrepreneurial competence is a key EU policy objective, which features in many recent policy documents including the Entrepreneurship Action Plan 2020 (EC, 2013), the New Skills Agenda for Europe (EC, 2016) and the Council Recommendation on Key Competences (EC, 2018),with continuing reference to the importance of “promoting entrepreneurial mindsets” and “nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people”. Despite this, there is still no consensus on what entrepreneurship competence is, with the final report of the Expert Working Group on Education for Entrepreneurship (EC, 2014) reminding us that the benefits of entrepreneurship education are not limited to boosting start-ups and new jobs, confirming wider potential for the development of creativity and self-confidence amongst all learners. Recognising that VET teachers have been slow to embrace the change required to embed entrepreneurship training across the curriculum and targeting increased competence and confidence among VET teachers and trainers with a view to securing improved entrepreneurship teaching in the future, partners from 4 European countries (UK, FI, ES, NL), each having confirmed low levels of early stage entrepreneurial activity came together to identify, adapt, develop and test a series of tools and approaches that would be able to assist VET teachers/trainers in the modernisation of teaching approaches. The project sought to produce four intellectual outputs - a Targeted Analysis Report (TAR), exploring the free availability of existing tools, programmes and materials within and beyond the participating countries and regions, an Outline Training Programme (OTP); multi-language Toolkit for Teachers and Trainers (TTT) and a series of Regional Development Plans (RDPs). Each of these tools was intended to foster confidence and capacity-building, among VET teachers and trainers.However, the project suffered from two significant problems. The first of these was a retardation in achieving the anticipated schedule of project activities and the second - and most crucial - was the winding-up of the coordinating institution.The principal factor from which the first problem emerged was the delayed production of the first intellectual output - the Targeted Analysis Report (TAR). However, this was eventually achieved and a copy of it is attached to this report. The second problem, which effectively terminated the project prior to its completion was the decision taken by the Board of the West of Scotland Colleges' Partnership to wind-up the company. Having made this decision, the Board implemented it rapidly. Nonetheless, the project partners had commenced working on developing the second and third intellectual outputs, by defining the elements that would be essential components of both. In the application, delivery of the project is outlined in terms of seven work phases (initiation and ratification; identification and analysis; development and adaptation; user validation; design and testing; discussion and agreement; dissemination and exploitation) leading to the production of the four intellectual outputs (TAR, OTP, TTT and RDP). However, the premature termination of the project meant that only the first two phases were completed and the third was commenced. Whilst VET teachers and trainers were the intended primary beneficiary audience for Entrepreneurship Anonymous, and VET learners and graduates were an important, secondary audience, the output which has been produced is likely to be of less interest to either and more useful for either teacher training institutions or staff development professionals who are concerned with developing resources for delivering entrepreneurial education to students or in building the competence of teachers from all disciplines to do so.

<< Background >>We applyed for this project in order to exchange good practices in organising skillscompetions and how to implement in the curriculum.And we want to abroad the possiblities for our students to have a skillscompetitiion experience abroad.The needs: Tools and best practices in order to prepare students on skills competitionsintegration of skillscompetiion jn the school: by policy document and by integrating in the curriculum<< Objectives >>Professional development of VET teachers in preparation of students in VET competition. Developed sustainable partnerships to establish further national, regional and sectoral skills competitions. Increase the attractiveness of VET by offering skills competition. Regarding the needs to be addressed, the partners shared the aim to seek improvements of the organization of the skills competitions and furthermore to integrate the skills into the pedagogical approach and curriculum.<< Implementation >>The partners exchanged good practices in organizing skills competitions and collected it in a handbook (attachment 2). It’s available online on the website of this project: https://www.skillscompetitions.onlineThe handbook also contains tools which are successfully used for the preparation of students in skills competitions. The handbook is available for students, teachers and policy workers. The handbook provides guidance to teachers to improve the preparation of students regarding skills competitions. Examples of those tested tools are: time management, teambuilding, communication, personal profiles, and training plans. A good example of embedding in the curriculum is the introducing of the minor in ‘Excellent craftmanship’. We expect impacts of: a greater volume of different skills competitions; increased awareness of value of skills competition; and at the end more students who participating in skills competitions.<< Results >>1.We developed 3 masterclasses via webinars for the professional development of VET teachers (1)*2.We developed a policy document on implementing skills competition in the curriculum (1)3.Three schools has broadened the amount of vocational fields involved in skills competitions (1)4.We developed and tested tools of preparation during the LTTA (2)5.We established constructive links with our stakeholders (2) which was a challenge due to Covid19.6.We developed a good practice handbook based on learning from each others best practices and tested tools (2)7.We developed guidelines for a successful training program (3)* numbers correspond to the list of attachments added to the final report.Attachment 1; Masterclass, Policy document, List of vocational fields en LogoAttachment 2; Tools voor preparation participants Skills competitions List stakeholders, HandbookAttachment 3; Guideline training programAttachment 4: Quality Survey and Quality Assurance PlanAttachment 5; Evaluation Transnational MeetingAttachment 6; Basecamp screenshotAttachment 7; Basecamp screenshot of virtual meetingAttachment 8: Agenda + minutes Transnational MeetingsAttachment 9; Dissemination sheet

"Virtual Mobility in the VET System (VIMOinVET) is a strategic partnership project supporting the exchange of good practices.The project partners are: -Scuola Centrale Formazione - IT (coordinating partner and promoter of the initiative)-HETEL – ES (expert partner for good practices in the implementation of virtual mobility integrated with geographical mobility)-Roskilde College – DK (expert partner in virtual mobility, distance learning, and innovative learning spaces)-ANFA – FR (partners with great experience in transnational mobility and mutual recognition through mobility)-Masinska Skola – SR (Serbian school that launched its Internationalisation Strategy through learning mobility in 2019).The partners come from 5 countries, they have complementary, long-standing expertise on the issues of mobility and internationalization at home. The good practice intercepted here is virtual mobility in its different facets and implementation models (didactic tools and methodologies), integrated with formal learning pathways and support/preparatory to geographical mobility. The project therefore aims to qualify VET practitioners on blended mobility and internationalisation methodologies. The strategic objectives of the project are:- To implement the internationalisation strategy of VET alongside geographical mobility through internationalisation activities at home integrated with the formal learning pathways of young people coming from European VET systems; - Enabling VET educational figures (teaching and mentoring) to acquire competences of facilitating/conducting virtual learning activities (facilitating virtual exchanges, conducting transnational distance learning activities); - Integrate the dimension of virtuality in learning within the VET system with a view to inclusiveness, thus responding both to the need to intercept young people with fewer opportunities and to use educational technologies through a motivating and creative approach.The project contributes to the implementation of ""inclusive"" education through the use of technologies, intercepting even fragile pupils with fewer opportunities. This assumption is particularly relevant in this emergency time in which all regional and European VET systems need to find their place in the context of the general educational offer and therefore have the need to:- Keep pupils and families connected through e-learning with accessible tools; - Train with motivating methodologies, able to enhance young people's attitudes and strengthen the citizenship skills required by the labour market; - Integrate the most vulnerable students through the use of ""inclusive"" methodologies; - Keeping alive the vocation of VET, based on ""learning by doing"", promoting ""problem"" based and ""learner-centred"" activities that trigger creativity, collaboration and spirit of initiative. The project sees the realisation of 6 transnational meetings in the partner countries: M1 Italy December 2020M2 Spain March 2021M3 Denmark June 2021M4 France October 2021M5 Serbia April 2022M6 Italy November 2022Participants of the meetings will be distributed as following: - 11 people in M1 (IT) - 18 people in M2 (ES)- 10 people in M3 (DK) - 14 people in M4 (FR)- 14 people in M5 (SR)- 18 people in M6 (IT)All partners undertake to ensure the implementation of at least 1 virtual mobility flow to support/integrate geographical mobility to be carried out within their ordinary mobility projects (VET mobility charter ownership and own funds). Exceptionally only for the Serbian partner the project provides financial coverage for the realization of mobility of 8 students accompanied by 2 teachers and aimed at this experimentation. The M3 meeting (Denmark) is not only aimed at the exchange of good practices but also sees joint training on a specific focus ""Educational Welfare and Internationalisation"" Joint training has as objectives:-the presentation of innovative elements on the theme of learning spaces (organization of spaces, architectural choices)-focus on the relationship between learning spaces and processes (learning styles, digital tools, digital didactics)-focus on synchronous and asynchronous internationalization at home activities.The last M6 meeting will be in Italy in November 2022. On this occasion SCF and the project partners will take focus on the state of the art of management and administrative tasks. Moreover, on the occasion of the final meeting SCF will organize the DO YOUR MOB event with its own funds in order to enhance the initiative and the results obtained. The DYM will see the presentation of the Guidelines and Recommendations for the implementation of virtual mobility within the VET systems."

"SIMPLE stands for the social inclusion of migrants through peer learning experience. The project has identified, exchanged and put together European ""good practices"" regarding the use of peer learning techniques to promote the social inclusion of migrants and refugees into the vocational education and training (hereafter VET). Thereby, SIMPLE reacts to the immense immigration to Europe since 2015. The average age of migrants is between 16-30 years old and the expected number of long-term unemployment of this target group is estimated at 55 %. Therefore, the need for a successful integration into education is extremely important. The access and integration to education minimizes the risk of unemployment and leads to a sustainable social integration. SIMPLE has identified methods that prevent segregation and discrimination and, furthermore, teachers and trainers are able to better deal with cultural diversity, conflicts and to build up a heterogenic learning environment. The participants within SIMPLE consist of teachers, migrants and students who have been involved in peer learning activities in VET. The project included six transnational meetings. In each meeting the partners visited peer learning groups and activities and identified common methods for a successful implementation of peer learning methods.At each meeting two local VET teachers as well as local students and migrants took part and reported about their personal experiences regarding the difficulties and advantages of social inclusion through peer learning techniques. Peer learning has till now mostly been used in non-formal education environments. In the last years, the methodology has been modified and adapted to emotive learning processes. Social and emotional gains through peer learning are nowadays as important as cognitive gains. SIMPLE has recorded the project's results in a “paper of recommendations” to integrate migrants into VET through peer learning experiences. The impact of SIMPLE is supposed to lead to an increase of numbers of migrants in VET and to represent a cost-efficient and fast assistance for educational staff for the social inclusion of migrants. Finally, the involved students and migrants can improve skills and competences in the areas initiative of one’s own, communication skills and team work. In addition, the peer to peer experience helps migrants to understand social and civic norms and experience them in their daily environment. On a regional level, the project partners of SIMPLE pass the results on to local VET schools, secondary schools and companies to cause effects of imitation. On a national level, the project can be seen as a role model for other institutes and firms and motivate them to commit themselves to the social inclusion of migrants. On a European level, SIMPLE shall enhance a better understanding of the need for social inclusion, common European values and the prevention of discrimination especially among students and migrants who have not dealt with intercultural conflicts and diversity yet. To achieve the described impact of SIMPLE the project activities have been disseminated before, during and after the project duration. The dissemination activities include the implementation of SIMPLE on social media channels, the participation in conferences, lectures, the development of print material as well as the presentation of the project results in the form of webinars and in view of the existing national and European network of the partner organizations. The network that is being used for the dissemination consists of VET and secondary schools, EfVET, Trade and Industry chambers, youth organizations and national education departments and has been extended during the project duration."

"SIMPLY INCLUDED aims to raise awareness for the need of social inclusion of migrants in(to) companies and VET and to deal with diversity in a positive way. Moreover, it will promote the idea of more inclusive work placements and enhance the willingness of companies to employ migrants and refugees, as migrants should be seen as future skilled employees. Therefore, migrants need to be empowered to promote themselves and their strengths in a proactive and individualised way which will help them to integrate into the labour market.The project builds upon the former project SIMPLE which aimed to promote the use of peer learning techniques for fostering integration of newly arrived refugees into VET. During SIMPLE we found that migrants are often not reaching their own full potential but find themselves in a harsh competition with EU born citizens. Manuela Geleng, head of the ""European Commission’s employment and social policy Refugee task-force"" points out that in terms of employment refugees need in average 15 years to catch up with EU citizens. In order to provide equal access to the labour market for everybody we need to help migrants become self-effective to attain vocational education and training and employment according to their skills. SIMPLY INCLUDED will empower and sensitize migrants to recognize their own skills and competences and enable them to compete with EU born citizens which will lead to an active participation in the labour market and a more inclusive labour market. Furthermore, migrants will learn how to promote themselves in the digital application process by using digital tools.The project will provide pedagogical tools and materials for teachers which will equip them with multicultural education methods, especially creative, critical and active cooperative learning methods preventing social exclusion of migrants in VET and later on the labour market. Companies will learn and receive information about the potential of migrants and gain a better understanding of the importance of promoting inclusive work teams. The project will finally create empathy in society and promote social inclusion. The project is designed for three different target groups: 1)Refugees and migrants2)Teachers of VET who work with migrants3)Companies and instructorsAll three groups will be involved in different activities of the project by being part of the national focus groups to contribute to the creation of the IO’s; by participating in the joint staff training C1; by being beneficiaries of the IO’s. SIMPLY INCLUDED contains the production of three intellectual outputs which will be jointly developed, produced and tested by young migrants, teachers and companies and made available to the public. Two out of three outputs will focus on video production and new technologies since it will allow an easy access for migrants who are familiar with the use of social media and smartphones instead of text-intensive outputs. IO1: a multimedia video collection. The videos will contain personal stories of migrants and companies and concentrate on the positive aspects of storytelling to transfer a strong message which will create empathy within the topic of social inclusion of migrants. It will enhance the willingness of companies to employ and work with migrants and empower migrants themselves to participate actively in the labour market. The results of IO1 will be used to implement a social media campaign for social inclusion. IO2: a toolkit for VET teachers. It will focus on the creative, critical and active cooperative learning methodology and on multicultural education and enable the teachers to prevent social exclusion of migrants in VET and later on the labour marketIO3: a videokit. It helps the users to approach the process of discovering their own potential and to present it to others by using digital tools such as an application video. The project will focus on multicultural education by using creative, critical and active cooperative learning methodology which has not been used much in VET and this transfer of non-formal methodologies into formal education constitutes the project's innovative aspect.The desired impact on the large scale will be an increased awareness within society for the importance and need of social inclusion of migrants in(to) the labour market and VET. This impact will be aspired for direct and indirect beneficiaries. Beyond increased awareness and acceptance, the target group of migrants will also become self-effective and learn how to promote their skills, especially their soft skills, in a new and efficient manner by using digital competences. This will lead to a larger variety of applications in VET and an increased quality of active participation in the labour market. These impacts will help to turn Europe into a more inclusive working and living habitat."