CONTEXTThe provision of learning mobility opportunities – through Erasmus and other programs – has been an exceptionally successful initiative of the EU. Yet, even though the number of international mobilities has been steadily increasing, disadvantaged groups continue to be relatively less likely to participate in them. After 2020, the Erasmus program plans to focus on creating more mobility opportunities for disadvantaged groups. However, making mobility more inclusive requires additional efforts for the preparation of disadvantaged participants, as these learners typically face multiple (often mutually reinforcing) challenges and constraints that prevent them from fully benefiting from the experience.The project is based on the rationale that suitable training resources need to be developed to prepare disadvantaged learners for implementing and benefiting from mobility. Specifically, the project proposes to introduce game elements into the mobility preparation training experience.PARTNERSHIPThe project is a joint initiative of a VET provider, an organization active in mobility, 2 public authorities responsible for education, a technical university and an institute specialized in working with disadvantaged and disabled persons. These six partners represent four European countries: Bulgaria, Greece, Turkey and Slovenia.TARGET GROUPSThe project is mainly targeted at:-VET learners exhibiting mild to moderate learning difficulties that lead to low achievement-VET learners belonging to socioeconomically disadvantaged groups, including minorities and migrants-VET learners in remote and rural areas-Organizations and educators working with disadvantaged learners.THEMATIC FOCUSThe project activities concern VET in the field of tourism and hospitality.OBJECTIVESThe project’s overall objective is to promote the participation of disadvantaged tourism and hospitality VET learners in learning mobility and training placements abroad and to enhance their capacity to benefit from the experience, specifically by facilitating their effective training and preparation prior to the mobility.The specific objectives are to:-Develop an effective training curriculum for the preparation of disadvantaged tourism and hospitality VET learners prior to their participation in learning mobilities-Develop a gamified e-learning training program for the mobility preparation of disadvantaged tourism and hospitality VET learners-Raise awareness and develop comprehensive guidelines for educators and VET providers looking to organize effective international mobilities for disadvantaged learners.MAIN ACTIVITIES AND RESULTSIntellectual outputs:- IVET and CVET mobility preparation training curricula for disadvantaged learners- Gamified mobility preparation e-learning training program- Educators’ toolkit on facilitating mobilities for disadvantaged learners and introducing innovations and gamification in mobility preparation trainingDissemination events:- Gamification Co-Design workshops and Pilot Mobility Preparation Trainings for disadvantaged learners and their teachers (respectively, 45 and 75 participants)- Dissemination conferences for 140 representatives of target groups and stakeholders METHODOLOGYGamification refers to the integration of game elements and mechanics in e-learning. Gamified learning has a number of advantages that can make a difference with any learner, but especially so with disadvantaged learners. It requires active learning, increases motivation and engagement, allows the learner to experiment and fail without negative consequences, allows for micro-learning in the case of short attention spans, facilitates instructional scaffolding to reflect each individual learner’s needs and is appealing to the new generation of ‘digital natives’. Due to the above advantages, the project opts for a gamified e-learning program over conventional instruction. The benefits of gamification will be augmented by relying on non-conventional learning resources, such as multimedia and situational judgement tests.EXPECTED IMPACTSThe project will target VET providers, educators and learners at local level, and regional public bodies responsible for education at regional level. At national and international level, it aims to raise awareness of the benefits of providing mobility preparation training for disadvantaged learners.The project is expected to have the following impacts:Short-term:-improved process of preparation and organization of learning mobilities for disadvantaged persons-introduced focused and effective preparation training for mobilities in the areas of tourism and hospitality-more mobility opportunities for disadvantaged learnersLong-term:-improved international competencies and employability of disadvantaged learners-increased internationalization of VET-increased willingness of VET educators to use gamification in the learning process

"To develop and test new models of entrepreneurship education,8 different local and regional school authorities, Universities and learning provider organizations in the field of social entrepreneurship from 7 countries ""Finland, Greece, Ireland, Spain, Poland, Turkey and United Kingdom"" worked together to lead the project ,co-created and tested the following innovative methods and freely accessible OER:IO1: EUROPEAN EQF-BASED CURRICULUM ON INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATION BASED ON THEORETICAL FRAMEWORKThe theoretical framework of entrepreneurship education brings together the common experience and understanding of project partners, on what entrepreneurship education means, and what entrepreneurship education aims to achieve. The theoretical framework therefore served as the basis for the curriculum development.IO2: TRAINING MODULES ON INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATIONThe aim of the training modules, created together with the project partners, is to develop different aspects of entrepreneurship education.IO3: MOBILE INSTRUCTIONAL LEARNING APPThe mobile application has been developed to further support learning. It can be used to create questionnaires that can be used to either test learning or to utilise questioning alongside other teaching. The application can be used by both teachers and students. IO4: MULTILINGUAL eLEARNING PLATFORMThe eLearning platform is a 24/7 open learning environment translated into six languages. The content areas built into the Learning Units are intended for the development of teachers’ own skills. Teachers at different school levels can utilise the content in their own teaching, as well as adapting and extending the content to suit students of different ages, interests or learning stylesIO5: SET OF TAILOR-MADE MOBILE APPSThe educational institutions and teachers involved in the project pilots across the six partner countries experimented with the various digital tools and the Start In Mobile application in their support of entrepreneurship education.IO6: GUIDE FOR DEVELOPING AN INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATION ECOSYSTEM IN EUROPEThe purpose of this guide is to bring together the material produced in the Start In project and the experiences gained from creating it, to promote and develop entrepreneurship education in Europe. Please read more https://startin.erasmus.site/products/ In six Start In participant´s countries thirty teachers participated across two pilot phases by testing and implementing the eLearning Platform materials and Mobile Application in their daily teaching of entrepreneurship education with their students. They selected the suitable tools and practices to fit their daily teaching and group of students. Afterwards they gave feedback of the materials and tools used, based on their experiences. Feedback was collected via online questionnaires during the Start In project during the years 2019– 2020. .PILOT 1. ELEARNING PLATFORM MATERIALS AND MOBILE APPAt the first Pilot, done in the year 2019, the feedback was been collected from twenty-eight persons across six European countries. In Pilot 1. teachers became familiar with the Start In eLearning platform´s entrepreneurship pedagogy and learning materials, and they applied the Start In Mobile Application with their students. Feedback answers were collected from primary and secondary teachers as well as some educational policy makers.PILOT 2. ENTRE. EDU. MATERIALS INTO PRACTICEAt the second Pilot, conducted during 2019–2020, 30 teachers across 6 European countries have implemented entrepreneurship education practices with the students from the primary to secondary school levels. Teachers and educators implemented the Start In eLearning platform´s entrepreneurship pedagogy and used the eLearning materials in their teaching.All Start In units and lessons at the platform were tested and implemented in daily teaching practices. Test users gave feedback after implementation. Twenty-two feedback answers were collected from primary to higher level teachers and some policy makers. According to the feedback the eLearning platform mainly worked very well, and the feedback was very good. Most useful materials on the platform were videos, slides, tools and practical examples. According to the feedback of test users Start In eLearning materials and practices gave good examples of what entrepreneurship education is and how it can be implemented in different school levels in various, innovative ways.In this project,We encouraged teachers to step out of the school environment and utilise more stakeholders and companies to their teaching.With 6 meetings,6 Intellectual Outputs,6 Multiplier Events (Although it should have been 8, it could not be held in 2 countries),many exploitation and dissemination activities we have strength in cooperation, and we are now ready to meet the challenge of European entrepreneurship by training skilled teachers and enterprising young people."

The project is a joint initiative of a sports school, two universities, 2 public authorities responsible for education, and a private organization committed to promoting entrepreneurial learning and the link between education and business. The 6 partners represent 4 European countries: Bulgaria, Greece, Turkey and Cyprus.TARGET GROUPSEven though the project results may be useful for the wider youth work sector and other educational sectors, the project primarily addresses the needs of the following target groups:-secondary school students-secondary school educators in the sport-related disciplines and teachers in schools with sport profile-regional/local educational authoritiesCONTEXTAcross Europe, there is a broad consensus that entrepreneurial education has a positive impact on the competences, problem-solving skills and employability of students. As a result, entrepreneurial learning is being increasingly integrated into a variety of disciplines, such as engineering and the arts. However, even though sport is taught at all levels of education, it has generally been excluded from these developments. This project is built on the rationale that sport has cultural, social and educational functions that provide plenty of opportunities for innovations and even business. If provided with supporting resources, schools and educators can utilize the enthusiastic student engagement with sport to teach students to identify opportunities, lead others, and develop sport ventures or sport organizations. The combination of sport and entrepreneurship learning in extracurricular activities can thus build students’ transversal entrepreneurial skills and create motivation, passion and awareness to get engaged in business or social activities in the field of sport.OBJECTIVESThe project’s overall objective is to contribute to integrating sport into entrepreneurial learning in secondary schools.The specific objectives are to:-Develop a training program on sport management, coaching and physical education that could build students’ technical and transversal competences for sport-based entrepreneurship and leadership-Develop challenge-based learning tools and WebQuests related to sports-based entrepreneurship to enable a more effective and engaging learning process -Develop methodological guidance for teachers on designing and delivering sport-based entrepreneurial learning.MAIN ACTIVITIES AND RESULTSThe partnership will produce the following intellectual outputs:1. Extracurricular integrated training program on Sport-Based Entrepreneurship and Coaching2. Challenges and WebQuests Toolkit on Sports-Based Entrepreneurship3. Methodological guidelines for educatorsThe following events will be organized during the project:-3 workshops for students-4 dissemination conferences-3 practical sports-based entrepreneurial activities with student participation-5 trainings of trainersEXPECTED IMPACTSAt local level the project targets schools and educators, as well as students themselves. It will raise awareness that school sport activities can be utilized to build knowledge and skills. It will also provide guidance and resources for schools to experiment with the integration of sport into entrepreneurial learning and will train the first cohort of students and educators. The desired long-term impacts are to improve entrepreneurial learning in secondary schools, to facilitate stronger involvement of low-performing students in entrepreneurial learning, to contribute to enhancing graduates’ employability, and to provide new professional development opportunities for physical education teachers.At regional and national level, the project will target regional public bodies responsible for education. The desired short to medium term impact is to improve the strategies for supporting entrepreneurial learning and practical entrepreneurial opportunities through utilizing the multitude of sport activities currently being organized in schools, as well as to promote the use of challenge-based and experiential learning in physical education. The desired long-term impact is to support secondary schools in exploiting the educational impact of physical education and in utilizing sport’s contribution to skills building.

ASK4JOB has developed a training and upskilling path for long-term unemployed adults with low or medium skills to work. The course has as its thematic focus the enhancement of digital knowledge and strengthening of cognitive skills, in order to help people use the basic technologies of the information society (IST) with a critical spirit, both in work situations and in professional and personal development. In particular, Ask4Job implements the DigComp 2.1, that is the common European reference framework for digital skills. It is a path that focuses on the first 4 proficiency levels of the digital competence, i.e. basic and intermediate, with the aim of supporting an advancement towards more advanced levels or to consolidate the entry level.The Ask4Job consists of 3 macro-activities:1. The first activity (IO1) consists of an online digital knowledge self-assessment test, the Digital Knowledge Quiz. At the end of the test, the system identifies the digital competence entry level and suggests which training modules need to be followed to enhance it. The path begins with registering on the following platform https://quiz.ask4job.eu/. The SASS (Skills' Assessment for Job Requirements) is available in all the languages of the consortium (BG, EL, EN, ES, IT, LT, PL, SW, TK). At the end of the test, consisting of 80 questions that investigate the proficiency level in the five thematic areas of DigComp 2.1, users will obtain an evaluation of their digital competences in each area, which will be useful for customizing the access to the MOOC (IO2) (Basic or Intermediate level). The questions of the course were developed on the basis of the results of research work and consultation with stakeholders (medium and long-term unemployed; entrepreneurs; institutional representatives; employment centres and vocational education and training providers) conducted in each country, with the involvement of over 200 people in the first project phase. 2. The second activity (IO 2), which stems from the first, is a distance course (MOOC). The course consists of two macro-areas: the first one is dedicated to digital skills, while the second to the enhancement of cognitive skills. With reference to the first part of the course, it will be possible to attend all the lessons (basic and intermediate level) or only those suggested by the self-assessment test. The second part, dedicated to strengthening cognitive skills, is mandatory for everyone. The Ask4Job Online Course (IO2) is a free online training course of 15 hours in total (which can be reduced based on the test results), useful for consolidating one's own digital and cognitive skills or for developing new ones. The course consists of slides with audio commentary, accessible from any device, and has been fully translated into all the languages of the partnership. The Mooc was also published on the ERIFO e-learning platform to facilitate access by Italian low-skilled adults, the first to be affected by the pandemic lockdown and therefore potentially the most affected in the piloting action (IO3)3. The third activity consisted of in-presence or virtual laboratories (IO3) (delivered remotely as a result of the Covid pandemic). Remote piloting was carried out with the support of a tutor available on the phone, via online chat or video calls. Through the laboratories, aimed at the learners’ capacitation (Capability Labs), the beneficiaries of the ASK4JOB course were able to become aware of what they are able to do and be. This awareness arises from the experimentation of how the acquired digital knowledge can be transformed into useful actions for job search and / or career development. The experience of the laboratories, created to validate the SASS and the MOOC, was then codified into guidelines for the implementation of the Capability Labs, aimed at labor market operators and adult trainers / educators. The validation of IO 1 and IO 2 within the Capability Labs involved about 200 beneficiaries and led 160 low-skilled adults to the conclusion of the path (20 people for each country involved in the piloting).The project involved a large number of users:- 200 adults with low digital skills took part in the ASK4JOB course, testing the products developed by the consortium, namely the SASS, the MOOC and the Capability Labs;- Over 260 people participated in the 9 events of the ASK4JOB project in all countries of the consortium- 186 people supported the partnership in the realization of the laboratories, sharing useful information for the realization of the project outputs- Through the Strategic mailing list, 1200 organizations of various kinds were reached (adult education centers, employment agencies, career guidance centers, companies, social partners, etc.).- Through the project's social media, over 400 users have been updated on the project's products- Through the pledge of association, 8 organizations have already joined the A4J network as associated partners

This project is an initiative of 7 partners from Bulgaria, Greece and Turkey. The partnership includes 2 universities, 1 private company, and 4 directorates of education (one local and 3 regional). TARGET GROUPSThe project addresses the needs of the following target groups:-secondary school teachers (especially in STEM fields)-secondary school students-regional and local educational authorities-school managers and administratorsCONTEXTSTEM knowledge and skills are regarded as key to Europe’s competiveness and its ability to address societal challenges. Currently, there are not enough STEM graduates to meet the demand for STEM professionals. It is therefore necessary to increase the proportion of students interested in, and well prepared for, STEM studies and career. STEM needs to respond to the latest changes in technology and industry demands. At the same time, it needs to become more inclusive, engaging and attractive to students.3D technology, especially when combined with Programming, can greatly enrich current STEM initiatives. It develops students’ creativity, innovation and problem-solving skills. It sensitizes students to the link between STEM and the production process. It also fares very well in terms of student engagement. 3D leads to results that students can literally touch and see, which is satisfying and can make STEM activities more agreeable to otherwise reluctant learners. Finally, it is one of the best technologies for seamlessly integrating STEM into Arts & Design.OBJECTIVESThe project’s overall objective is to enable the application of 3D design and printing in STEM education in secondary schools.The specific objectives are to:-Provide teachers and students with learning/teaching resources on 3D design and printing-Provide teachers and students with learning/teaching resources on the application of the Python programming language in 3D design and creative explorations of 3D models-Equip teachers with methodological and didactic guidance for the design and delivery of STEM education in the 3D technology area.MAIN ACTIVITIES AND RESULTSThe partnership will produce the following intellectual outputs:1. Extracurricular Training Program “Introduction to 3D design and 3D printing”2. Extracurricular Training Program “Python for 3D printing and creative explorations of 3D models”3. Classroom Guide for Applying 3D Design, Printing and Programming in Learning ActivitiesThe following events will be organized during the project:-A Stakeholder Buy-In Workshop-Creativity workshops-Dissemination Conferences-A joint staff training-Trainings of Maker School Trainers-Demonstrations of the process of 3D design and printing to students-other dissemination events. EXPECTED IMPACTSLike many other new technologies, 3D technology is becoming cheaper, adapted to a greater variety of uses and users, and thus increasingly affordable. With this project, we seek to provide schools and their teachers with the tools, confidence and support to do the best with this technology in both curricular and extracurricular activities once it arrives in their school.At local level, the project will target local schools, teachers, students, local authorities and local educational directorates. It will aim at raising awareness that 3D technology creates many opportunities for improving the quality of curricular teaching and for delivering engaging and effective extracurricular STEM and STEAM (STEM and Arts) activities that are suitable also to reluctant STEM learners. It will also raise awareness among teachers and students that 3D technology can be integrated in learning in the areas of Informatics and Computer Science to build competitive skills and knowledge. In the long run, the project will seek to contribute to improved extracurricular STEM and STEAM education in schools, stronger involvement of students in such education, and new professional development opportunities for teachers in STEM and all other disciplines.At regional level the project will target public bodies responsible for education and in the long run will aim to contribute to better strategies for enhancing student results in the area of STEM learning at secondary school level. At national and international levels, the project expects to contribute to raising awareness of the full potential of 3D technology to improve STEM and STEAM learning, to advance students results in computer science and programming, to build design thinking skills and to prepare learners for Industry 4.0.