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.

Digital competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union and it involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT).As a consequence, the project main objectives and expected results were:- To create a Process of Revision of the existing Framework for Developing and understanding Digital Competences in Europe and an analysis, adaptation and updating of the required digital competence (DC) for the following profiles: Teachers/trainers and users/learners in Communication and social marketing, Digital Touristic management and Digital Tour Guide. -To create a specific Digital Competence Grid and a Self-Assessment grid for all these profiles as the prior step to create useful training materials for teachers in these areas and users/learners in order to be a master in these competences. (Validation and recognition). -Creation of a specific framework identifying, for each profile, all the required digital competences, and provide for each competence a description, descriptors, examples of levels, attitudes, skills and examples of applicability in different contexts and different purposes.-Designing of an innovative educational portal, a e-Learning Training Web Centre to organise and to test the training materials of the two on-line expected Digital Competences courses (one for trainers/teachers [O3] and another to learners [O4], On-line courses would be attended by 48 trainers/teachers and 120 learners.-To create a Methodological guide Handbook stating the on-line training courses methodology, content, style, achieved results (Digital Competences improvements and learners outputs) and mode.-To create a Digital Competence Certification for the following profiles: experts in communication and social marketing, Digital Touristic management and Digital Tour Guide experts. The Certificate will represent the competences and learning outcomes and will serve as the basic document for recognition and transparencyThere were different target Groups and expected impacts.On the one hand Teachers/Trainers in Communication and social marketing, teachers/Trainers in Digital Touristic management, Digital Tour Guide teachers/trainers and on the other hand Learners/Technicians in Communication and social marketing, learners/Technicians in Digital Touristic management and Learners/Technicians to be Digital Tour Guide.The expected impact on the target groups were to train and to show these trainers and teachers which are the minimum required digital competences that learners in Communication and social marketing, Digital Touristic management and Digital Tour Guide may have.Also, they were required to attend to an on line Training Course to be trained on the identified and required digital key skills of these working profiles.As the project tested non-formal DC training materials, it was of comparative interest to other institutions offering formal DC training programmes, and those who offered non-formal DC training to adults. Hence, due to the improvement of the curriculum to develop digital skills, the project has also impacted upon;- Institutions and their teaching staff offering digital competences/skills that are post-vocational education- Institutions and their teaching staff offering digital competences/skills that are integral to vocational training in VET and HE institutions.In addition, the project included a Kick-off meeting, 3 Management meetings and one final meeting.There were 8 direct participating organisations from ES, DE, IT, UK, GR and TR:-Integra Consultoría Coruña (ES): a EU Training Programmes provider with huge experience in managing EU training programmes and former transfer of innovation programmes; Integra has developed several on-line training activities addressed to unemployed to improve professional skills (including compute and digital skills).-Academia Postal 3 (ES), an Adult training centre which has developed several activities to promote the digital competences among young and adult learners. -Gazi University (TR) and Akto College (GR) both Universities offering graduate and postgraduate programmes of studies on ITC systems.-IHK-Projektgesellschaft (DE) a VET training centre offering training courses and certification oriented on the demand of their regional business and regarding national/international developments/ innovations.-Bildungswerk der N.W (DE) and Gecko Programmes (UK): Both Vocational and Training centres delivering vocational Training and qualifications to employers, employees and trainers/teachers. Both very active in skills development activities and they both brought experience in creating innovative training materials and didactics /methodological methods.- Consorzio Arezzo Innovazione (IT) a Public regional developer and training centre that develops training programmes to develop people skills