"There are many hurdles that societies face across the world. However, the reality shows that governments and NGOs can’t tackle those issues alone. This is because the nature of these problems is very diverse and solving them requires different solutions & approaches. We believe that regardless of different local settings, social entrepreneurship is the answer to combatting numerous social issues. Entrepreneurship (of any kind) can create workplaces for those in need. Moreover, it can also take on social issues and lead to wider potential benefits for the whole society. Yet, social entrepreneurship is still an unknown concept to most of the youngsters, as well as youth workers. Youth’s (entrepreneurial) ideas could be a key to progress. The main goal of the ""Social Entrepreneurship Heroes"" project was to grow future social entrepreneurs who could tackle various social problems within their local settings, as well as on a wider scale. This way, the project implemented a positive effect for both the participants & their communities.OBJECTIVES TO REACH THIS AIM- to identify the best ways to teach youth (or youth workers) about social entrepreneurship;- to develop, test & launch a non-formal training programme on social entrepreneurship, targeting youth workers & disadvantaged youth from EU & Partner countries; - foster capacity building and new social initiatives in social entrepreneurship subject;- to increase transnational cooperation & exchange good examples from project partner countries; - spread the project's ideas to a wider audience, to get more attention and to extend the network. TARGET GROUPS- youth workers, younger leaders, - work with local communities and want to make an impact;- face social, economic, geographic or cultural obstacles.INDIRECT TARGET GROUP- a wider audience of youth workers and young people;- young people who want to implement their social business ideas;- independent social business initiatives.ACTIVITIES- research on identifying the best ways to teach youth (or youth workers) about social entrepreneurship;- 3 short-term training courses in Kazakhstan, Uganda, Argentina- job shadowing in Kazakhstan;- E-learning platform to share the ideas of the project with the public across the project countries (news, updates, educational material (videos, quizzes, online orientation game - learning social entrepreneurship through gaming in Lithuania;- series of events - series of (3) workshops & discussions on social entrepreneurship (Lithuania);- individual mentorship programme in India, Uganda, Kazakhstan, Lithuania;- local trainings (1-month intensive programmes) about small-scale businesses in India, Uganda and Kazakhstan;- and others;All of this improves the abilities of youth workers to help for youngsters who want to create social enterprise."

ENTER aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. Furthermore, it is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited.In order to design the ENTER iPET programme, a thoroughly market and requirements analysis of HEIs and educators needs will be conducted, focused on the EU and partners’ countries, but also considering opportunities in other markets like North Africa, South America and Asia. The ENTER iPET programme, accredited internationally by Estonian Centre for Engineering Pedagogy at TTU, proposes a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The actual design is to one of the outputs of the project, but we foresee 3 educational programs with different content and duration (names are tentative):- iPET-1 Short-focused (e.g. 2 ECTS) – “Qualification Development” Certificate;- iPET-2 Professional Retraining (e.g. 8 ECTS) – Diploma ‘’Higher Education Teacher”;- iPET-3 International recognized (e.g. 20 ECTS) – a full programme leading to international accreditation as “Engineering Educator”. Programmes have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members. Whenever possible, ENTER will avoid duplicating existing offers. For example, the International Engineering Educator Certificate ING-PAED provided by IGIP will certainly be a reference in the iPET programme design.

Since 2015 Kazakhstan has been developing a Road map for the development of dual education mainly driven by the Atameken National Chamber of Entrepreneurs. However, despite the attractiveness of the dual system in Kazakhstan, there are barriers that need to be encountered when transferring one system from one country to another. Vocational training is considered to be a gateway to the labor market. Approximately two thirds of all people recruited by companies in dual system programs are directly hired by the company, once the training is completed. Once hired, students will become employees with a specific qualification, getting a good salary and having the advantage of already knowing the company, the procedures, some of the peers, the organizational culture and values. Conversely, in Kazakhstan barely 10% of recruited students are offered a job position. The period of practice is short and does not allow to provide all the necessary professional skills. Furthermore, supervisors want to get paid for the extra job of training a person and students are not motivated since are not getting paid. At most, employees will cover their accommodation and travel costs. Only in very exceptionally cases, bright students may get some extra money as incentive or for performing specific tasks that provide added value to the employer. Moreover, there is a gap between vocational education and HE (levels 5 and 6).Seizing the opportunity of new Law , within the new autonomy given to HEIs, KAZDUAL will elaborate a model for internships, co-tutoring of students, conducting ongoing monitoring of student performance based on practice-based education and introducing modern forms of professional training based on best practices from EU partners. One of the main goals is that there is a continuation of learning skills (technical and knowledge-based) between the programs offered at vocational education level and HE level in 3 selected fields.