<< Objectives >>-research and creative utilization of EU projects’ best practices regarding agri-food & cultural heritage entrepreneurship in rural and regional areas-make the project’s beneficiaries central part of the creating process of the training material-extroversion of EU agri-food products from rural and regional areas-synergies of entrepreneurs in Agri-food and Cultural Heritage entrepreneurship-promote locally sourced agri-food products and healthy and environmentally friendly diets<< Implementation >>- a detailed review of the tools, methodologies and good practices that have been created under EU programmes in the fields of agri-food and cultural heritage entrepreneurship- one workshop in each partner country where the partner organisations will present their findings and co-create the toolkit along with the target audience- one innovative toolkit including a rich collection of resources - dissemination campaign<< Results >>- a well-grounded research methodology on the “upcycling” of previous EU funded projects- three co-creating workshops ensuring that the toolkit reflects and responds directly the target groups’ needs- one ready to use, interactive, free toolkit on Agri-food and Cultural Heritage Entrepreneurship that will be accessible online-- the establishment of the first European network on Agri-food and Cultural Heritage Entrepreneurship which will continue to be developed beyond the AGRICULT’s lifetime

"La actual crisis económica y de empleo en muchos países europeos ha aumentado la tasa de desempleo a niveles inaceptables, especialmente en el Sur de Europa. Al mismo tiempo, los empleadores siguen quejándose de la escasez de habilidades y competencias tales como la creatividad, los idiomas, el trabajo en equipo, el liderazgo o la comunicación. Además el actual escenario de trabajo altamente competitivo de la UE requiere competencias que vayan más allá de las exigidas por las empresas y cada vez más importantes a la vista de la evolución del mercado de trabajo y las necesidades sociales.La necesidad de mejorar la calidad y la pertinencia de las habilidades y competencias con las que los jóvenes europeos abandonan la escuela ha sido reconocida a nivel de la UE y a nivel de los propios países miembros y la urgencia de abordar esta cuestión está acentuada por la situación actual en la que Europa tiene un alto desempleo juvenil y, en algunos casos, serios desajustes en cuanto a competencias ofertadas y demandadas en el mercado de trabajo (EC/EACEA/Eurydice 2012).En los últimos años, el concepto de ""competencias clave"" o ""competencias transversales (CT) clave para la empleabilidad y habilidades para el empleo"" ha ganado protagonismo en los sistemas educativos de la UE. La mayoría de países de la Unión han logrado avances significativos incorporando las competencias clave en los planes de estudio nacionales, definiendo resultados específicos de aprendizaje y desarrollando una serie de herramientas de evaluación para apoyar el proceso de aprendizaje. Pero no sólo es importante incorporarlos en los diferentes currículos a través de las muchas metodologías existentes, sino también trabajar en la concienciación de los estudiantes de EFP sobre la importancia de las CT para la mejora de su cualificación y para su empleabilidad. A menudo, como demuestran las pruebas (Informe Pisa, 2010) los propios alumnos no son suficientemente conscientes de qué son las CT y cómo pueden adquirirse, teniendo serias dificultades para afrontar nuevos problemas y situaciones imprevistas en cualquier contexto. Las acciones de investigación llevadas a cabo por el consorcio durante el proyecto confirman este punto y la necesidad de métodos de evaluación combinados, que no son frecuentes. La investigación confirma también la importancia de que los demandantes de empleo sean conscientes de las CT que ya poseen y las que deben mejorar de acuerdo con el conjunto de competencias que se exigen más en el mercado de trabajo, como única forma de aumentar su potencial de empleabilidad.En este contexto, el proyecto KeySTART2Work ha diseñado un modelo de servicio de apoyo en el que jóvenes y adultos podrán, como punto de partida, obtener conciencia de qué son las competencias transversales y cuál es su potencial, y evaluar y gestionar sus competencias con la ayuda de herramientas de autoevaluación. Este modelo es la base para crear un servicio de asesoramiento de expertos en el ámbito de las competencias transversales que, gracias a las directrices y recomendaciones preparadas en el proyecto, podrán ofrecer a los usuarios una atención personalizada dirigida a mejorar sus habilidades, a través de la formación donde sea necesario y, por lo tanto mejorar los niveles de empleabilidad y de participación en procesos de aprendizaje.Los resultados del proyecto, diseñados y desarrollados en base a esa necesidad existente en el mercado de trabajo son:O1: Informe Europeo de síntesis de buenas prácticas y herramientas de evaluaciónO2: Catálogo de Competencias Transversales clava para la empleabilidadO3: diseño e implementación de una herramienta TIC de evaluaciónO4: Guía de transferencia y recomendaciones para la creación de un servicio de apoyo.El modelo y las herramientas han sido diseñados a lo largo del proyecto y finalmente probados y transferidos a un servicio experimental en la Cámara de Comercio de Granada.Los resultados están disponibles para ser usados tanto por alumnos como por proveedores de EFP y servicios de orientación que trabajen el desarrollo de CT. Los alumnos tendrán la oportunidad de autoevaluarse y reflexionar así sobre la importancia de estas competencias y su impacto en el desarrollo personal y profesional. Los servicios de orientación pueden obtenerse a partir de los resultados del proyecto, los conocimientos necesarios para ofrecer nuevas herramientas y programas de formación que fomenten las CT más relevantes en el mercado de trabajo de la UE. En última instancia también las empresas e instituciones se beneficiarán de trabajadores más cualificados y de una menor brecha entre lo que las empresas demandan y la cualificación de los recursos humanos.A corto plazo, las 6 entidades socias del proyecto, que prestan servicios de formación y empleo, se comprometen al uso de las herramientas KeySTART2Work en el marco de sus actividades. A medio y largo plazo esperamos un uso generalizado del Catálogo y de la herramienta online."

The two-year project entitled ‘ACCESS to VET – with Competence Development and Skills Recognition’ has been implemented by an international partnership composed of 6 members representing 5 countries (Hungary, Ireland, Italy, Spain, Romania) and led by the Government Office of Békés County with the support of the European Commission’s Erasmus+ programme. The project focused on improving transversal skills needed for taking up a job as well as learning, mutually becoming acquainted with best practices applied by the international partners in the topic of recognition and validation of prior knowledge, and further developing the professional activities of partner organisations. The exchange of experiences was realised in the form of holding 2-day transnational partnership meetings in each 5 partner country. During the meetings, besides carrying out project management related tasks, the hosting organisations presented the best practices, methods and the experiences of implementation applied by them or with organisations cooperating with them in the field of VET that are in accordance with the project aims. Presenting the methods was practice-oriented, besides receiving theoretical pieces of information, the participants could meet people implementing as well as participating in the programme in the form of on-site visits.Methods seen and acquired during the meetings could be further studied in more details between subsequent meetings, professional consultations and exchange of professional materials were continuous all throughout the entire project cycle. The project primarily intended to provide further development for professionals responsible for career counselling and guidance, VET, adult education and forming employment policies at the particular organisations, however the ultimate aim was to integrate the best practices seen and considered to be adaptable into the operation of the implementing organisations, and to further improve the level of their professional work with amending the methods, if needed. One of the major results of the project is the Brochure of Best Practices presenting the methods and approaches applied to improve access to training and qualifications by the partner organisations and the results and experiences of their operation in practice. In the document 2 best practices, labour market programmes per partner country are described, which contribute to reach entering adult learning, raising the motivation towards learning of adults excluded from the labour market or at a risk of losing their job without any learning activity, acquiring a new qualification thus their labour market integration. During the implementation, measuring impact received special attention. In the second half of the project, each partner selected one or some elements of the best practices seen, the testing and later adaptation and application of which they considered to significantly improve their own professional work. The project partners measured the impacts according to a pre-defined system of criteria, in which they described which methods they had chosen to test and in what ways they had integrated them into the operation of their organisation, and what amendments they would suggest in order to improve the method. Besides the Brochure of Best Practices, the study summarising the experiences of integrating the acquired methods into the operation of the organisations is also available at the http://bekes.munka.hu/Engine.aspx website under the menu item ’International projects’ and the partner organisations’ websites. The results published are recommended for any organisation and professional responsible for the project topics because they offer beneficial guidelines related to motivation towards participating in lifelong learning, the activity can be supported in any of the EU member states. Besides collecting, testing the best practices and measuring their impacts, it is another added value of the project that the further development of the so called ‘4-zone model’ seen in Ireland and tested, among others, in Hungary as well can be realised with the implementation of a new strategic partnerships project including the development of intellectual outputs. In the project started in October 2019, the Government Office of Békés County is also participating in the international partnership creating the former model.

The rich history and heritage of Europe make of culture an invaluable asset for Europe, which together with the talent and qualification of people in 28 countries across Europe makes that art and culture are call to be one of the engines in the economic and business growth of Europe. Training the people who will be moving forward this sector on the necessary entrepreneurial competences to effectively make culture and art a source of economic growth is a priority for Europe, even more taking into account the accredited lack of entrepreneurial competences and abilities of professionals in the artistic and cultural sector who possess abilities which are seen as opposite to those required by a business person. The ArtEnprise project has been conceived to advance in this EU priority and support artists and cultural operators in developing entrepreneurial skills. The project has analysed in depth the competences, abilities and areas of entrepreneurial expertise that artist and cultural operators should have to successfully perform as entrepreneurs. Such analysis has entailed quantitative and qualitative research involving both experts and the final target group, and an exhaustive desk research of similar previous initiatives in every one of the 28 EU countries, and has resulted in the development of a “Framework of Entrepreneurial competences for artist and cultural operators” in which these competences are structured into 3 main levels of experience. This is a valuable tool for artists and cultural operators to measure, assess and become aware of their current entrepreneurial competency levels. Conversely, trainers, educators and experts in entrepreneurship education and coaching can use it to develop tailor-made curricula and learning activities to improve artists and cultural operator’s entrepreneurial spirit. The project has advanced more in the goal of supporting artist, cultural organisations and professionals to develop and improve their entrepreneurial skills and has developed a specific methodology based on the concept of Enterprise Circles to support artists and cultural operators across Europe to start up and develop their business from their artistic and cultural practice. The ArtEnprise methodology is explained in the Enterprise Circles Facilitator Manual, a document addressed to those trainers, employment and entrepreneurship counsellors who want to organise group training and coaching activities to help the artist and cultural operators they work with to acquire the necessary entrepreneurial competences. The ArtEnprise methodology is complemented with a social learning platform https://training.artenprise.eu/en/ which is accessible both by trainers and by artist and cultural operators as “learners” looking to directly improve their entrepreneurial skills. The platform offers free access to training modules specifically designed for artists on the topics which has been identified as key when it comes to start a business in the cultural and artistic sector. Users can also access a European online community where the can meet other artist from different EU countries, exchange views and knowledge, collaborate with and create synergies. With all the different tools developed, the ArtEnprise project has made a valuable contribution to the development of entrepreneurial competences in the arts and cultural sector, which is expected to have a multiplier effect after the end of the project thanks to the extensive network of stakeholders in the field or cultural industries and entrepreneurship which has been established during the project which has served as a catalyst for many other initiatives and projects to be developed by the project partners in the near future contributing to fulfilling the training needs of this sector.

<< Background >>Zero waste power project is a part of a solution to the urgent environmental pollution problem.Project Zero waste power in the HoReCa sector focuses on the zero waste VET catering educationand at the same time on a business model. It produces tools for enhanced learning about Zero wastesubject and business transformation model. It connects VET catering education with businessexperience.The main focus is implementing standards of zero waste solution in VET education and cateringbusiness through the usage of social media and new digital tools.During the project, Zero waste practice and standards will be created - digital learning tool,curriculum, media learning environment, and zero waste evaluation tool.Due to the world climate crisis European environmental strategies are developing and searching forurgent and concrete actions. One of those actions is creating business zero waste standards indifferent parts of human activities. World policy strategies about climate changes are pointing theneed for more action in the business field.At the moment students around (School Strike 4 Climate) the world is gathering for the same cause -immediate environmental protection act. This project directly responds to their quest and providesthem tools for action on such an important subject. As students are this project aimed population weestimate they will continue to use gained knowledge and tools at work field as a chef, managers ofhotels and catering facilities and to establish the zero waste impact on the work field.For this reason, these project results are benefiting for all society and a sustainable future.<< Objectives >>The objective of this project is to strengthen and broaden catering education to meet the needs ofsociety and the environment. The purpose is to find an answer to the question of what needs to bedone to minimize the waste in the HoReCa sector. The more concrete aim is to develop specificprocedures to meet the needs of HoReCa sector to become Zero waste sector.The objective of this project is helping VET students by creating an IT Digital Training for sustainablesolutions in the HoReCa sector with the goal of environmental conservation. Also, this tools is meantfor use in the work process in the kitchen and hotels. We wanted to create learning tools and new Zero wastestandards in the transformation process to zero waste solution business model.The achievements exceeding the initial expectations were Zero waste materials adapted for the integration and implementation within the curriculum of SŠGT Celje-the topics and texts from the Zerowaste curriculum and e-book were selected and adapted so that they fit into the curriculum of our school. This means that they were not only implemented during the pilot testing but will remain integrated as an updated part of the school's curriculum. Materials integrated into the subjects cooking and nutrition were translated into Slovenian, too.The curriculum has been translated and adapted into the Croatian language, so that it can be more easily applied for interested users.At the Slava Raškaj Center, the zero Waste curriculum is implemented through an extracurricular project activity, which continues to be implemented through the new Zero Waste Catering Lab project for catering students.Project with its learning/evaluating tools also focuses on students with fewer possibilities in VETeducation system by giving support and individualized approach to a specific group of students.In order for VET education in the HoReCa sector to be more compatible with labor market needs andcommunity environmental needs, we have focused on creating new tools and content that willenhance the process of change in the waste management business strategy.<< Implementation >>Main activities in project and connection with the project objectives and results:1. Curriculum design for implementing specific procedures for waste management in HoReCa sector- the curriculum contains knowledge and specific instructions on how to organize work in acatering facility in a way that protects the environment based on zero waste standards. Afteracquiring knowledge from the curriculum, students are able to apply the same in their futureprofessional work.2. Designing digital learning tools based on curriculum – aim is to support learning throughpersonalised learning pathways and use of ICT tools - The outcome of this activity is a digitaltool, available for easier learning and learning for both students and for a broader circle of interestedpersonnel from the HoReCa sector, such as catering facilities and hotels, chefs, confectioners, andfood-related stakeholders. This is an excellent tool also for informal learning and vocational trainingand lifelong learning for hospitality professionals who have completed vocational education but stillwant to modernize and learn new applicable knowledge.3. Evaluation tool - creating IT zero waste standard tool, certificating and recognizing competenceaccording to minimum requirements and minimum zero waste quality standards in HoReCa sectorThe purpose of this tool to estimate the Zero Waste standard of catering facilities and to inform thecaterer of the current level of their catering business in relation to the desired Zero Waste standard. Itwill also be an incentive for the caterer's activation to start changing their business and to inform hisguests and the local community about it.He thus becomes a socially responsible entrepreneur who responsibly leads and manages hiscatering business. The tool will be able to use for self-assessment, and also it is possible for studentsto use this tool and evaluate catering facilities during LTT activities.In the activities of dissemination and promotion of project results, special emphasis is placed onall the stakeholders who are actively involved in project activity and who use the Zero WasteStandard Assessment Tools. With this activities project will have long term impact on a wider rangeof stakeholders in environmental protection, as it is a goal of this project.4. Learning through practice– zero waste professional learning experience for catering students - Intimes when young people are increasingly aware that the quality of their life is threatened in the futuredue to climate change, their awareness and desire for concrete activities are growing. Therefore, inour project, we had LTT activities for young VET catering students from three partnerorganizations in different EU countries to research the level of Zero Waste standard in variouscatering facilities. Also, they will be able to be disseminators of new knowledge andskills and initiators of positive changes in the work environment with the long-term goal of rescuingour planet and creating a healthy future.5.Social media in education - use of social media (Facebook, Instagram, blogs..) in presenting anidea and learning subjects of Zero waste -The students of the VET schools involved in the project were educated to present subjects of zerowaste on social media. With the guidance of their mentors, students are able to apply createdcontent and to post it on social networks (Instagram, Facebook, blogs). Also, there is a webpage created. It contains all intellectual output material with a direct link to all social media tools inthe project.This is an excellent model of dissemination since young people are easy to connect through socialnetworks Also, project activities were:5.ADMINISTRATION6.QUALITY MANAGEMENT AND EVALUATION7.DISSEMINATION AND EVALUATION8.DISSEMINATION<< Results >>1. Curriculum design for implementing specific procedures for waste management in HoReCa sector- the curriculum contains knowledge and specific instructions on how to organize work in acatering facility in a way that protects the environment based on zero waste standards. Afteracquiring knowledge from the curriculum, students will be able to apply the same in their futureprofessional work.2. Digital learning tools based on curriculum – aim is to support learning throughpersonalised learning pathways and use of ICT tools - The outcome of this activity will be a digitaltool, available for easier learning and learning for both students and for a broader circle of interestedpersonnel from the HoReCa sector, such as catering facilities and hotels, chefs, confectioners, andfood-related stakeholders. This is an excellent tool also for informal learning and vocational trainingand lifelong learning for hospitality professionals who have completed vocational education but stillwant to modernize and learn new applicable knowledge.3. Evaluation tool - creating IT zero waste standard tool, certificating and recognizing competenceaccording to minimum requirements and minimum zero waste quality standards in HoReCa sectorThe purpose of this tool to estimate the Zero Waste standard of catering facilities and to inform thecaterer of the current level of their catering business in relation to the desired Zero Waste standard. Itwill also be an incentive for the caterer's activation to start changing their business and to inform hisguests and the local community about it.He thus becomes a socially responsible entrepreneur who responsibly leads and manages hiscatering business. The tool will be able to use for self-assessment, and also it is possible for studentsto use this tool and evaluate catering facilities during LTT activities.