CONTEXTIn order to face the challenges posed by the current global socio-economic scenarios appropriately, it is necessary for young people to start acting on the basis of ideas, transforming them into value for themselves and for others. Drawing on this, the need to strengthen entrepreneurial skills among the younger generations has emerged over the last few years (OECD, 2009, 2014). Indeed, entrepreneurship education focuses precisely on transmitting to young people the ability to transform ideas into actions through creativity, innovation, risk assessment and assumption, as well as individual and team work (MIUR, 2018) to every working context and experience of active citizenship, regardless of their actual involvement in entrepreneurial initiatives (EC, 2007, 2016).OBJECTIVESThe general objective of the project is to enhance entrepreneurship education for secondary school students at European level. In particular:Improve the process through which students acquire entrepreneurial skills, through the creation and use of innovative ICT-based tools, such as a free digital gaming platform for entrepreneurship laboratories in schools;Improve teaching methods of teachers, through the development and use of new training methods on the development of entrepreneurial pathways to be carried out, in the specific case, through the use of the serious gaming platform that will be created.NUMBER AND PROFILE OF PARTICIPANTSThe project participants are:Second grade secondary education teachers (18 in total, minimum) who will be the main target of project activities and outputs;Second level secondary education students (360 in total, minimum) who will be the final beneficiaries of the project outputs.DESCRIPTION OF ACTIVITIESThe project includes the following activities:5 Intellectual Outputs  IO1: Need Analysis Report; IO2: Matrix of Learning Outcomes for teachers and students; IO3: Serious Game Platform; IO4: Methodological guide for teachers for the transfer of entrepreneurial skills to students through the platform; IO5: MOOC.6 Management Meetings  Italy, Finland, Spain, Turkey, Greece and Latvia1 Training Mobility for teachers in Latvia.METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECTThe methodology is based on the PRINCE2 model: the project is organized in several phases, in which the activities are divided, planned and assigned on the basis of the outputs.The project is divided into 3 Macro-phases: Preparation; Implementation; Closing. The phases of the project are of 2 types:Transversal: Project Management, Dissemination and Follow-Up;Chronologically vertical: Intellectual Outputs, Training Activity abroad.RESULTS AND IMPACT ENVISAGEDThe project aims to develop and transfer to students and teachers the learning outcomes (skills, knowledge and skills, according to the ECVET Recommendation, 2009):Students (EntreComp, 2016): ideas and opportunities: recognizing opportunities, creativity, vision, valuable ideas, ethical and sustainable ideas; resources: self-awareness and self-efficacy, motivation and perseverance, mobilizing resources, economic-financial knowledge, mobilizing others; in action: take the initiative, plan and manage, face uncertainty and risk, work with others, learn from experience.Teachers (Eurydice Italia, 2017): project-based approach; teaching for case studies in addition to the use of textbooks; interdisciplinary approach; group process management and group interaction; coaching (and not as a teacher); digital teaching and serious gaming.In view of this, the project aims to generate the following impacts:Students: Improvement of entrepreneurial skills, in line with the provisions of the EntreComp Framework (2016);Teachers: Improving entrepreneurship teaching methodologies, in line with what is established by the Document “Entrepreneurship Education at School in Europe” (Eurydice Italia, 2017).POTENTIAL LONGER TERM BENEFITSThe project aims to generate the following long-term benefits:Improvement of training models in entrepreneurship education, not only in schools, but also in companies and other local institutions active in adult education;Improvement of training policies to support entrepreneurship at all levels of government;Greater diffusion of the EntreComp Framework within EU Member States.

Since the advent of the Erasmus+ Programme, Gecko (UK) has devised and piloted an Enterprise and Employability programme which is complementary to KA1 VET work placements in foreign organisations. Throughout the lifetime of the project, this programme was shared and improved with the help of a network of European VET partners, working together towards achieving transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility.The organisations involved were: Gecko (UK), Reattiva, CEDIT & CPA Bomba (Italy), INCOMA & INTEGRA (Spain), Globtrain (Germany) and European Academy (Romania).Our now improved DEEM programme complements the KA1 VET mobility schemes, and adds value to them by offering a training scheme that equips and empowers beneficiaries of such schemes with entrepreneurship and employability knowledge and skills, leading to sustainable employment at the end of the mobility. The improved materials take the shape of: - 1 Workbook on Digital Competencies - 1 Workbook on Digital Competencies - Tutor's Copy- 1 Workbook on Intrapreneurship- 1 Workbook on Intrapreneurship - Tutor's Copy- 1 Workbook on Teambuilding- 1 Workbook on Teambuilding - Tutor's CopyTogether with:- Methodological notes- 1 Improved Individual Development Plan- 1 Improved Log BookThe training programme has been designed to work in symbiosis with the work placement, allowing the students to record both their professional and personal goals through the use of the Individual Development Plan and Log Books that are complementary to the training.The project built on the UK approach to student-centred learning, offering an innovative pedagogical approach to partner nations. The curriculum materials offer a formal training route, and opportunities for national and ECVET certification. The DEEM programme that we devised is based on an empirical approach, offering immediate solutions to engage employers in work-based learning and to help beneficiaries of mobility schemes into sustainable employment. Through implementing the project, the partnership also led to the development of better quality assurance mechanisms in VET, by identifying clear statements of learning outcomes.We worked together in sharing good/better practices, improving the materials of the Enterprise and Employability programme and then standardised them, with inputs from all the partners representing 5 EU countries. By using the knowledge of all the partners, we acknowledged the different pedagogical approaches of partners/nations, but also sought to be uniform in our approach, so that the DEEM programme can be used or adopted in any EU nation. The main result of the project: the DEEM network developed a common curriculum which we all own now – both as intellectual property and “own” in terms of our commitment to its quality delivery. The project built and strengthened a network of European VET providers, enabling them to deliver a standardised enterprise and employability curriculum, building organisational capacity, whilst working collaboratively towards achieving results that tackle EU's 2020 Strategy.

European Gateway is a project involving the strategic partnership of 8 establishments in 5 European countries: the Regional Federation of Vocational Colleges of New Aquitaine (FRMFR NA), the Active Education Methods Training Centres of New Aquitaine (CEMEA NA), the Apprentice Training Centre of the Lycée Gustave Eiffel in Bordeaux, the Association 'For You' of Varna in Bulgaria, COPAE Ilis in Gastouni in Greece, Uniser in Forli in Italy, Esmovia Training and Mobility in Valencia and Praktica Training & Consulting in Seville in Spain. For 3 years, these experts in mobility in vocational training, together with trainers, companies and learners have worked with the aim of making learning mobility open to as many people as possible and improving its quality. To this end, they have developed a quality approach which centres on the learner identifying the professional skills that he masters and is able to transmit, as well as the skills he will discover during his internship abroad which he will bring back to his country of origin to enrich his training course. European Gateway's partners have created many innovative tools and supports to guide the various interested parties in this process before, during and after mobility. They are freely available on the platform http://european-gateway.eu. The learners (any apprentice embarking on a mobility) will discover a set of 'playing cards' allowing them to prepare for their mobility, as well as supports to help with the transfer of professional practices. The sending and hosting organisations (companies, associations, training centres, etc.) have all the information available to fully understand the mobility process and to provide the best support possible to the learners. The mobility manager / mobility provider (any person contributing to the organisation of mobility and the monitoring of the learner's journey) will be guided on the platform at every stage of the mounting, monitoring and development of quality mobility projects. The commitment of sending and hosting organisations to providing quality support for learners is highlighted by the Community page of the platform on which they can share feedback and also be awarded a European Gateway medal according to criteria validated by the mobility manager who handled the mobility program. The project partners aim to create via this platform a rich community of organisations with quality commitment but also, after validation by the mobility coordinator, hope to receive the feedback of learners on their professional experience abroad and on the sharing of professional practices they may have achieved. Thanks to the diversity of the trades represented, the European Gateway platform can serve as a basis for raising the awareness of new companies of the interest of professional mobility and thus contribute to bringing the world of training and the world of work closer together. Videos presenting the points of view of the different participants in a mobility are available on the platform and on the European Gateway Youtube channel. Others will be published over the course of 2020 with the hope of attracting the interest of new players. Any learning mobilities organiser is encouraged to take advantage of the tools and the platform by going onto the Contact page and requesting the creation of an access to the control panel which serves to regulate the publications of organisations and learners. Following the project closing symposium of the project in Bordeaux in June 2019, several networks are now registered as for example some regional MFR federations or intermediate mobility organisations in Portugal, the United Kingdom and Germany. Various other avenues for the sustainability of the platform are currently being studied, particularly as part of the networking work of mobility actors in France (COREMOB, SoMobilité, Erasmus + developer network, etc.) In addition, the collaboration of all the actors of the European Gateway project was based on the preliminary definition of the working methods and frameworks for training sessions as well as the development of a continuous assessment process of the strategic partnership. These tools have been made available to other project leaders on the E + PRP results platform. Relationships between the participating organisations and individuals have given rise to numerous bilateral projects (KA1, KA2, OFAJ, Solidarity Corps, etc.) that will allow to deepen themes raised during this partnership such as the inclusion of people in difficulty, entrepreneurship, language learning, the training pathway of a mobility coordinator, training in work situations, the ECVET system, etc. To be continued !