The main objective of the project is to promote professional development of sport workers through innovative VET. Through this project sport workers gained valuable professionals skills leading towards their empowerment, inclusion, and respect for diversity. The project achieved its objectives by: developing curricula for all sports workers (coaches, recruiters), piloting these curricula directly on sport workers in soccer trainers among partner countries, and broadly disseminating these curricula to sports workers in the partner countries and beyond. The project involves partners from North Macedonia, Greece, Italy, and Austria. The aforementioned curricula being one of the main results of the project were specifically designed for vocational education and training in sports, through custom made process. They are suitable for innovative VET education, for all professional sport workers. This means that they contain a minimum of narrative information and a lot of practical exercises and examples which convey the specific educational messages. The custom made curricula had been defined during the project, based on thorough analysis of the current state, as well as discussion and exchange between the partners. The custom made curricula address the following basic areas: 1. HR skills, and 2. Social Values. These broad thematic areas had been specified and the curricula had been developed based on a thorough assessment of needs. The curriculum that was developed is unique combination of state-of-the-art education activities and teaching strategies stemming from soft skills training and NLP coaching (total coaching, based on applied psychology). The project activities focused mainly on the following work: 1. Conducting an assessment of the specific training needs of workers in sport, 2. Developing two broad curricula, one of which in the area of life-skills, and the other in the area of social values, for sport workers, 3. Testing and refining these curricula through short term training for sport workers, 4. Implementing these curricula, 5. Broadly disseminating these curricula among sport workers. All of the project work was conducted in close cooperation between the project partners. The partners communicated frequently during project implementation for purposes of coordination, curricula work, planning of training, etc. The project produced 4 intellectual outputs (IOs): IO 1 - Curricula on HR skills for Sport Workers This curricula is focused on developing HR self-management skills (examination of self-image and its effects on behavior; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyze problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light). IO 2 - Curricula on Social Values for Sport Workers These curricula are focused on developing social skills (effective communication and avoiding misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations). IO 3 - Communication strategy with visibility plan for the project activities The communication strategy is a very important document that has been made available to the project partners and wider public, since it enables efficient and effecting implementation of the projects, risk management and it is enriched with visibility plan, which professionally promotes the project results to the wider public. The approach that was used to develop this very important document is innovative and creative, thus brings closer to true realization of its objectives. IO 4 - Training needs assessment studyThis study served as base for the development of the core intellectual outputs of the project. The study was performed by all project partners together and its outcomes will be discussed during a transnational effective workshop in order to agree on the needs of the sport workers as professionals and how these needs meet with the values and skill available in HR. The development of the TNA understood: • Collection of materials and data by experts and completing a comparative study on practices and sports • Development of actors' skill-set needs for sport workers • Assessments of educational providers outputs of skills • Developing projection document for current and anticipation of VET outputs and needs In conclusion, the project successfully promoted and implemented an innovative concept of education on empowerment and diversity for professionals in sport.

The project understands that the traditional universities have structures which are hard to change/adapt to new requirements of industry. In addition, industry needs are growing faster and changing rapidly and in order to keep up, the businesses need highly qualified staff which increases their cost of operations. Parallel to this, VET schools, for long period of time, have been seen as supplementary education to higher education.The project will offer educational model which can be utilized by VET schools, especially at tertiary level, in order to be able to offer high quality of services to various types of organizations which operate in national and international context. The model is structured to satisfy various target groups whose location is dispersed geographically and physical attendance is not always possible, especially not for long term periods. In addition, the project utilizes blended learning which provides the most optimal learning experience for the participants. The target group is comprised of VET learners, especially on tertiary level, youth workers, not-graduated university student between 30-34 of age, young entrepreneurs and professionals.The expected impact of the project is to increase and improve the provision of educational/work modules management mechanisms which can be utilized in the region and internationally, human and labour capabilities to be enhanced, increase the competitiveness of regional and EU educated workforce and utilize combined education by utilization of ICT tools.The project will engage in activities such as assessing the educational outputs of universities and VET schools as well as assessment of the real labour needs of the industry. This output will be the foundation for development of educational curriculum for soft skills development. A short learning-trainning activity will enable testing the model of education-in-action as well as produce ORE materials which can be later utilized via ICT platform. The educational model will be based on real case scenarios. In addition, the learners will be able to choose two different streams: entrepreneurial and intrapreneurial. All learners, as part of the holistic approach to learning, will be able to engage in apprenticeship and job shadowing activities. The goal of the project is to bridge the gap between the qualitative outputs of educational provisions and industry needs by offering innovative approach in learning and praxis.The specific objectives (SO) of the project are:SO1: To develop and deliver innovative educational method based on education-in-action of soft skills in order to enhance the quality of education offered in VET schools;SO2: To increase the cooperation between educational institutions and industry for improvement of educational outputs and increasing the employability rate of tertiary VET learners, youth workers, and young entrepreneurs and professionals.SO3: To enhance the VET system by improving utilization ICT tools for provision of combined learning and comprehensive data provision for policy and decision makers. The model allows adaptive approach to gaining knowledge based on the learning needs of the individuals. The project is designed with an inbuilt sustainability due to the fact that it is learner centered model and its provision envelops wider and diverse target group. The model provisions have cross-sectoral application and wide range of implementation. This means that VET schools can utilize the model for adding value to their programmes; companies can use it for in-house training; wide range of professionals and individuals can, at their own schedule, keep their know-how up to date. The structure of the modules ensures complete, systematic and measurable learning trajectory for the learners.

The main objective of GETM4 is to research how entrepreneurs can deal with disruption to support not only economic development but also societal wellbeing in a digitized world. Although the COVID19 pandemic was widely predicted, the resulting government restrictions caused unprecedented disruption all over the world. And since disruption has become the norm (e.g. wars, energy crises, climate change), we must be better prepared and learn how to respond appropriately to it. GETM4 aims at identifying how entrepreneurial talent (of individuals, higher education, and industry) can play a crucial role in exploiting the opportunities and tackling the issues created by disruption. Underpinned by cutting edge digital innovation, entrepreneurship is often expected to promote physical and mental wellbeing, while at the same time entrepreneurs wellbeing is frequently threatened by widespread of technology itself. To tackle this paradoxical situation, an innovative, multi-perspective approach is needed. The research approach to tackle a global disruption, needs to be global. Strong of an 18 partner Consortium comprising of a transnational, transdisciplinary, transgenerational, trans sectorial and gender balanced research team, GETM4 will organize over 300 secondments across 9 countries and 4 continents, and a series of sandpits rotating between the partner institutions. This global approach will allow researchers to gain first-hand and in depth insights on relevant research topics and develop their skills through networking and trainings. Our research will be underpinned by a “respectful impact” perspective as we believe research and innovation should be transferred and translated respectfully between the Global South and North and knowledge should be shared equitably and in all directions.