The „Professional Development of University Educators for Improving Students' Entrepreneurial Skills” Nr. 2014-1-PL01-KA203-003551 Project aimed at increasing the quality of education offered by Higher Education Institutions in the field of entrepreneurship.The project focused on the promotion of entrepreneurship education based on an interdisciplinary approach combining entrepreneurship education competences not only with fields of studies connected with economics but also with other fields, such as: engineering fields (for example computer sciences) and social sciences (psychology). It was an innovative project because it developed and refined the concept of entrepreneurship teaching that was based on promoting entrepreneurial attitudes and skills of academic teachers and on encouraging them to integrate the development of entrepreneurship competences not only at the level of the subject/module, but also at the institutional and programme level on different fields of study.The main aim of the project was achieved by developing a complex set of tools targeted at supporting of academic teachers in deepening their knowledge and skills in the field of entrepreneurship and also supporting students by enabling them to incorporate entrepreneurship education in their fields of studies. To achieve this goal the project worked out:Result 1 – The report containing the analysis of educational offer in the field of entrepreneurship conducted in partner countries as well as in countries, which serve, in this area, as a reference point, i.e. the USA and Canada;Result 2 – The model of entrepreneurship education In higher education institutions. Result 3 – A guide, containing a set of module targeted to support the professional development of academic teachers.Result 4 - A set of scenarios for classes on developing entrepreneurial thinking among students and the development of their entrepreneurial skills as a tool supporting the lecturer. This is a ready material, on the basis of which, activities may be carried out, even by someone who is the entrant in this area.

As we can observe in employment strategies and youth employment contained in the Framework Europe2020. This strategy recognizes the importance of entrepreneurship and self-employment to achieve smart, sustainable and inclusive growth and there are several initiatives to address these issues: Agenda for new skills and jobs, Youth on the Move: education and employment initiatives and the European Platform against Poverty and Social Exclusion. With all these strategies, the European Commission intends to focus its efforts on the creation of enterprises by unemployed people, sustainability and quality of work of self-employed businesses and supporting social entrepreneurs.In a broad sense, entrepreneurship should be considered as a mindset that supports everyone in day-to-day life at home and in society, and provides a foundation for entrepreneurs establishing a social or commercial activity. Entrepreneurship is a key competence for lifelong learning, as defined in the 2006 European Framework for Key Competences.Education for entrepreneurship is already high on the agenda in most EU Member States. A wide variety of programs and activities exist across Europe. However, there is a need of promoting these initiatives more systematically. The European Commission is committed to promoting education for entrepreneurship at all levels, from primary school to university and beyond.From the states members of the European Union has sued a cooperative approach to the tourism industry. This perception has served to move towards an open EU approach to sector. The entry into force of the Lisbon Treaty has laid the foundation of a true European tourism policy. Thus, in accordance with Article 195 of the Founding Treaty of the European Union, the same may hereafter:1 Promote the competitiveness of companies in this sector and create an environment favorable to their development;2. Promote cooperation between Member States, including through the exchange of best practices;3 . And develop an integrated approach to tourism by ensuring consideration of this sector in its other policies.This framework provides an opportunity for initiatives designed to benefit all the countries of the Union. The first one was forged in the high-level conference on European tourism, held in Madrid on April 14, 2010. Then the Ministers of Tourism of the EU supported the ' Madrid Declaration', which makes a number of recommendations concerning the implementation of a consolidated European tourism policy emphasizes the need to strengthen the sustainable competitiveness of the sector and recognizes the value added of EU action to promote tourism, which positively complements the action of the Member States through an integrated approach to tourism .Subsequently.But if we take a look to the data of the failure entrepreneurs businesses the reality is, that more than half of the companies that are created do not exceed the first five years of operation. Specifically, 80% of small businesses fail within the first five years and 90% fail within 10 years. The data also handles alarming figure: 50% of new freelancers who are discharged daily, close within three years.In this context we have realized that it is essential to provide entrepreneurs not only with the tools and methods to open their own companies but to provide with tools and methods for keeping their business open after the third year.With this background, the ENTRETOUR project was aimed to get the following objectives:Develop a e-learning course in order to help entrepreneurs having a long lasting enterprise avoiding the failure after the third year. Ultimately, offer entrepreneurs a product that will help them to continue their business ideaSPECIFIC OBJECTIVES:• Analyze the situation of entrepreneurship rates and sustainability of the same in the EU • Analyze the types of entrepreneurship • Investigate stages of entrepreneurship. • Encourage the creation of new businesses by supporting them with tools for business consolidation. • Identify key skills for business consolidation • Encourage the motivation to continue the business started. • Strengthen and promote the recovery of an entrepreneurial culture • Strengthen quality and durable enterprises. • Support the socioeconomic competitive culture. • Generate new business entrepreneurs networks at European levelIn short, provide to the entrepreneurs with the tools and methods to face the challenges of self-employment despite the current economic situation, the current consumer environment and favor not everyone spends less than before.

"The purpose of PROVET 4.0 project is to respond to a strong need for Europe and specifically for the partnership: the need of qualified workers to face the challenges of the industry 4.0, though a) identifying the current and future capabilities requirements of Key Enabling Technologies for Advanced manufacturing in electric and metal mechanic industries in Italy, France and Spain and b) developing an innovative joint training programme and a blended free course which contributes to reduce the mismatches and shortages between VET providers and electric and metal mechanic industries demands in the need of key skills and capabilities for Advanced manufacturing.The previous analysis, made by partners (training center SIGMA, in FR/ Cofindustria SIAV, in IT / FVEM and VET FFE in ES) shows 2 conclusions:1-In recent years we are witnessing a huge resurgence of interest in manufacturing in Western economies: US National Plan for Advanced Manufacturing, UK Strategy, the continued adherence to the ""reshoring"" in many EU countries…. The reason for this interest is the finding of the major role that manufacturing industries have on innovation, productivity of the economy and sustaining the level of social development, weights much higher than other field of activity. The important relative specialization of the economy of the partner regions in the industry is reflected in its strength as a guarantee of employment and competitiveness even in the current crisis, becoming thus a key factor of development.Taking into account this important relative specialization in industry, partner regions have developed their own Smart Specialization Strategies (RIS3) and the three of them share two European priorities of RESEARCH and DEVELOPMENT: Advanced Manufacturing Systems and Key Enabling Technologies (KETs) (Smart Specialisation Platform (S³P)2-This new EU industrial revolution is marked by the advancement of technologies applicable to the industry, which demands high R&D intensity, rapid innovation cycles and more skilled jobs. The electric and metal mechanic EU industries need qualified people with a range of skills and competencies related to Key Enabling Technologies (KETs) for Advanced manufacturing to respond to demands of the new century organizations and maintain and develop levels of competitiveness.Unfortunately the overall R&D spending in partner regions is still very far from the European average of 2.0% and the Europe 2020 goal of 1.53%. To meet the challenge of this new industrialization 4.0 is necessary to invest in skills, increase flexibility of VET training programs, develop links between VET and the labor market and promote their presence in the company.PROVET 4.0 aims to contribute to a suitable, innovative and job-oriented vocational training responsive to the needs of this new EU industrial revolution, developing and validating an innovative curriculum and training material transnationally which allows qualify VET learners and workers of industry factories for the new industrial revolution 4.0. This purpose is stated in the following activities: -identify the current and future capabilities requirements of KETs for Advanced manufacturing in electric and metal mechanic industries in Italy, France and Spain-improve the knowledge and comprehension of KETs both at VET level and industrial level by organizing 6 multiplier event with stakeholders in each country -develop an innovative online joint curriculum and training modular programme to acquire skills and competences for KETs -qualify 90 industrial workers and VET learners through the online free course PROVET 4.0.Results:-analysis on current and future capabilities requirements of KETs in Advanced manufacturing will be developed.-Awareness and dissemination events in each partner country (Spain, France and Italy) to validate the project outcomes -an innovative modular training program will be developed and -a free course to reduce the mismatches and shortages between VET providers and electric and metal mechanic on KETs Impact and benefits expected:1- Vet learners will benefit from being able to be prepared with updated professional profiles required by electric and metal mechanic industries, ensuring the realization of the full potential of new technologies. 2-Industrial employees benefit from a training programme that matches their needs, and contribute to their employability and thus, their mobility. 3- VET providers and other adult education services have highly innovative and targeted curricula and be able to anticipate to the changes in the required competences. They will have more clear and structured identification of actual industrial problematic, broader vision for development and improvement of educational curricula. 4- Industrial companies benefit by developing their capacity to adapt and innovate, achieving higher added value products and providing a leading role in the development of vocational training."

The current SARS-CoV-19 crisis together with its implications on practically all societies and economic systems worldwide has shown impressively, in fact how fragile economic systems work and which (negative) impact a necessary lock down of systems may have also on education and training level. While in school-based education the European member states have tried to maintain and provide services via distance and online learning; on the level of companies, on the level of work-based learning, apprenticeship training, internship programmes etc. the consequences are indeed massive and problems are still practically unsolved. Once companies need to close (or at least reduce) their production and service offers, practically no work-based learning and training will take place since it would require functioning work/services for work-based learning. No one has ever thought about such a situation before and possible strategies to tackle these challenges to work based learning in front of a lock down on company and work based-learning level we are not only lacking infrastructure for virtualisation and distance work-based learning, we are also massively lacking competences on the level of trainers, instructors, foremen, all staff involved in work based learning offers in competences.In front of the described situation it is crucially important to develop digital-pedagogical competences as well as digital infrastructure to virtualise WBL content and especially apprenticeship training programmes / contents in companies to be better prepared for any force majeure events hindering face to face and presence learning in WBL in companies and businesses in future. For this reason, the project is going to envisage the following main aims: 1)Development of a modular and compact training programme for this target group (WBL trainers, professionals, mentors in companies) to be able to develop virtual learning content, employ modern learning and communication technology (e.g. web 2.0 tools but also virtual and augmented reality hardware (holo lenses, VR glasses etc.), develop storyboards for video tutorials, online learning chunks, select and use learning management and authoring tools etc. The training course shall be developed and implemented in blended learning format to offer a concrete learning by doing possibility for the target group. 2)Development of a toolkit for companies about adapting work-based learning in a virtual format. The toolkit will contain a selection of suitable learning software, hardware recommendations, concrete step-by-step guidelines for companies to prepare the own WBL system for any future disruptions caused by force majeure.In front of these two sub-aims, the results expected for the WBL_GOES_VIRTUAL project are:IO 1: modular training programme for WBL staff: on the basis of feedback talks and research of the project partners prior to the project start, the partnership is going to develop a tailored and compact, modular training programme for WBL staff (trainers, instructors, teachers, foremen, mentors, professionals etc.) about how to virtualise their learning content. The training will develop didactical and technological competences, include topics such as learning technology (including VR and AR based learning), development of tutorials, storyboard development in training, communication technology and a step-by-step approach for virtualisation of learning content also by using learning management and authoring software. IO 2: Toolkit for companies – virtualisation of work-based learning, challenges and solutions for businesses: Besides the training programme for WBL trainers / professionals and staff in companies, a concrete and practical toolkit for companies will be developed supporting them with virtualisation of their WBL content. The toolkit contains a selection of software available, tutorials, hardware and infrastructure recommendations and practical advice. It will allow the companies to select between suitable offers in relation to their needs, business sector, learning content, WBL offers and programmes. Moreover the toolkit will provide advice to companies during a process of development of digital infrastructure in the own company to foster virtual work-based learning and especially apprenticeship training. The target group of the project are trainers and professionals in companies for WBL programmes, HR staff, company managers/owners, line managers, foremen and shop stewards in companies with responsibility for work-based learning. The partnership of the project consists of 5 organisations (chambers of commerce, VET institutions, NGOs) from AT, DE, ES and SI which all have a high degree of work-based learning in their VET systems and therefore a huge urgency in supporting companies and trainers / professionals with this digitalisation and virtualisation need.

<< Background >>The COVID-19 pandemic has made the need to accelerate the digital transition in Europe more pressing. Since digitization is an essential element to respond to this crisis.In October 2020, the EU invited the Commission to present a global Digital Compass specifically setting out the EU's digital ambitions for 2030. The Commission presented its proposal with a structure in four main areas:• Capabilities• Business,• Public services,• Infrastructures.The proposal presents a vision for Europe's digital transformation with specific targets and milestones to be achieved by 2030. (Europe's Digital Decade: digital targets for 2030 (European Commission)EU Member States recognize the need to strengthen, modernize and clarify the rules on digital services in order to:• ensure the safety of online users,• enable the growth of innovative digital companies.The Commission proposes ambitious new rules to better regulate the digital space and digital services, in particular social media platforms. The main goals are:• ensure that digital users have access to safe products and protect the fundamental rights of such users,• Allow free and fair competition in digital sectors to drive innovation and growth.It is known to all that since March 2020 the global pandemic situation has completely changed the economy and the uses and customs of consumers.The pandemic has resulted in a rapid maturation of electronic commerce. During the worst months of contagion, consumers substantially increased the use of online purchases and companies have been forced to adapt to this new reality. Confinement and fear of face-to-face contact have led to a boost in the digitization of consumer channels and the increase in e-commerce.For a few months, specialists have warned of the acquisition of new consumer habits hand in hand with the increase in electronic commerce. The situation has changed from one day to the next. This includes what we buy, when and how.Linked to this adaptation, the profiles of these professionals require adaptation to new times. Therefore, the commercial profile, which until now has been required, has had to adapt and re-qualify to become a commercial profile more linked to digitization.<< Objectives >>DIGITAIL project aims to work to identify, describe and develop the Professional Profile that will be necessary to convert the profile of a commercial, a digitilized commercial profile with the aim of promoting the digitization of the retail sector.<< Implementation >>Behind this overall project aim we are setting up the following detailed aims and outputs which will be available and achieved on the completion of the DIGITAIL project: 1) Implementation of an explorative research study to identify in detail the needs and requirements at the target group for the planned training programme. The study will implement core focus groups (also relevant for dissemination and exploitation reasons) with companies and the Retail sector responsibles and commerce staff there, VET experts and VET learners to define the knowledge and fields needed to bridge the gap between The actual situation without digotalization and the digitalized sector.2) Development of a modular and fragmentised training programme for retail sector responsible and staff in companies and businesses , European VET standards, European VET methodologies and instruments etc. The training programme will be divided into several small learning chunks which makes it possible to reflect the different realities and competence needs in the different European countries. The whole training programme shall have a total duration of about 80 - 100 learning hours. 3) Development of a handbook for Retail sector staff in companies showing modern digitalization on the basis of European VET principles and practical exercises<< Results >>The planned outcomes and results are: R 1: Explorative research: In all partner countries focus groups will be implemented with representatives of companies, VET system, teachers, trainers and VET learners. The focus groups are going to define the different learning fields required by new digitalized retail sector from companies on the basis of a discussion of modern EU VET principles and methods. A research study report will be deducted from the results, providing the basis for the deduction of learning modules and topics. R2: Development of a modular training programme for Retail sector´s companies managers, responsibles or VET students of commerce: the partnership will then be elaborating a highly modularised and fragmentised training programme for Retail sector´s companies managers, responsibles or VET students of commerce. The content of the training programme will be covering modern EU VET approaches, especially development and assessment of learning outcomes, validation of non formal and informal learning, recognition of learning outcomes, tools and methods for planning digitalization process. The training programme will be completed by a set of learning materials and tools to use. The whole duration of the complete programme should be planned for 80-100 learning hours, however depending on prior knowledge and also depending on needs of companies, also single modules can be chosen. In a transnational learning and teaching activity (LTTA) the training programme will be tested with min. 2 representatives of companies concerned with digitalization issues from each partner country which could then also act as trainers, supporters and multipliers for the local implementation of the training programme in each partner country with min. 10 other participants per country. R 3: Handbook: “Modern and digitalized Retail Sector in Europe – concepts, methods, practical application”: besides the training programme, the partnership will also elaborate a comprehensive handbook for responsibles persons in companies, where the core concepts of digitalization in Europe and their impact for Retail sector companies will be described. The handbook is planned as standalone output besides the training programme and is dedicated to persons not attending the training programme. Here the core success factor is the clear use of business language in the whole handbook to be credible and understandable in a business environment.