"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."

Rapid digital transformation has influenced education, work and life and the Covid-19 pandemic has only highlighted more the divergences linked to digitisation in some territories, especially between urban and rural areas, and the need for innovation in education to respond to these challenges. For this reason, Our Digital Village aims to intervene in rural areas by promoting the acquisition of digital and transversal skills, preparing people to face the challenges of the future. It will do so by co-creating high-quality educational content that responds to the needs of the local context, while simultaneously ensuring the long-term transformation towards digitalization through active awareness raising on all levels of society. Through self-analysis workshops, the intrinsic motivation to change will be explored, and the needs of each local context will be identified. These will be taken in mind while co-designing the educational materials, followed by a training for teachers and trainers to ensure their capacity to implement the co-designed activities with their learners. In the testing phase of the educational materials, ICT courses will enhance the competences of young and adult learners, while consolidating the newly acquired skills of teachers and trainers. In order to build qualitative tools that can have a long-term impact not only in the communities involved, but also beyond the project consortium, a series of participatory evaluation tools will be developed and deployed throughout the project’s lifetime, as well as tailored activities to promote the project’s impact and results locally and internationally. With the direct involvement of people from rural communities as well as political actors - who will be part of the project processes since the beginning – the project shall promote a bottom-up participation approach that can bring a long-lasting impact on education and rural communities.

<< Objectives >>Project DEED has an ambitious objective to merge two of the most demanded educational priorities nowadays: acquisition of green competences in VET with the help of innovative digital approach utilizing the potential of personal mobile devices.The objective is intended to be achieved by developing a set of new training tools for both trainers and learners and by provission of the quality environment and quidance leading to the maximum exploitation of the tools by the end users.<< Implementation >>The project objectives will be reached by implementation of complementing activities:- development of the micro-learning lessons and micro-credentials assessment process on climate change, in the field of VET;- developement of a web-based training platform to deliver results to the target the most effective way;- instruction of the end users in using of all the tools;- thorough quality assessment of utilization potential of all tools;- massive spreading of the results within the EU.<< Results >>All the main project results will be digital and web based:- Virtual library providing the State of the Art information on both priorities;- Green competence training by micro-lesson approach;- Step-by-step guide on how to use the GreenComp micro-lessons both for VET trainers and students;- Scheme for GreenComp assessment utilizing the micro-credentials;- Training platform gathering all tools at one plance, providing a secure and users' friendly environment.

"""DigiCulTS - Digital Culture for SMEs"" is an innovative approach to support Small and Medium Enterprises (SMEs) up to 50 employees to find their place in the digital society. Digitalisation as an transformation process meets all aspects of life. It changes our concepts of the individual, of reality, time, the possibility of representation, the archives of memory. It influences our attitude to hierarchies, community, transparency and work life balance. In this societal shift ""digital competence is a key transversal competence that means being able to use digital technologies in a critical, collaborative and creative way"" (DigComp into Action, 7). To intensify this reflexive perspective on the digital transformation this project links basic digital skills to a more philosophical, cultural studies point of view. In the context of the scientific ""cultural turn"" transversal competences will be re-embedded in culture and society (Karl Polanyi: The Great Transformation).DigiCulTS will put the emphasis on the cultural and educational aspects of our digital society focused on SMEs up to 50 employees. In reference to the ""Digital Education Action Plan"" COM (2018)22 and to the ""European Digital Competence Framework"" of ""JRS science Hub"" (e.g. Dig Comp, DigComp in Action, DigCompOrg, DigCompEdu, EntreComp, DigCompConsumers) we will point out, that ""digital skills development is inherent to the success, employabilty, creativity and prosperity of every individual"" (DigComp into Action (2018), 7), if it is cultural reflected.SMEs up to 50 workforces are challenged by the ""Digital Revolution"" in a very specific way: on the one hand new technologies offer new business opportunities, (almost) independent of size and place to any enterprise. On the other hand resources for change processes and research activities to implement competitive products and services often are lacking. Changes, chances and challenges are obvious. But how to find the right way to digital future?ResultsAgainst this background our project will support SMEs by the ""DigiCulTS_Package for SMEs"" comprising 3 Intellectual Outputs:O1 - DigiCulTS_Diagnosis (assessment tool); O2 - Digital_Culture (online course: curriculum; learning platform); O3 - DigiCulTS_Guide (OER and content development).They will help to reach followingObjectives1) Identification of digital skills by an assessment tool, 2) Improving awareness of digital culture by an online course and 3) Finding a pathway to strengthen the strength or improve weaknesses in digital competences through a digital guide with access to Open Educational Resources (OER)Target groups A) Management - individual level (competences)and organisational level (structure & strategy); B) Staff - individual level (competences) C) Job candidates, seasonal workers (individual level); D) Stakeholders.MethodologyO1 - DigiCulTS_Diagnosis is an assessment tool including an automatically generated report describing transversal (including digital) competences. The methods used are: desk research, matrix analysis, qualitative interviews, online questionaire; programing,testing, feedback loop. The innovation is to use the framework of DigiComp 2.1 and other ""European reference framework""-tools for a taylored ""Package Digital Culture for SMEs"". DigiCulTS_Diagnosis will define the digital profile of a business as an organisation and for individuals. Managers as employees get a SELFIE of themselves. For job seekers and seasonal workers the results of DigiCulTS_Diagnosis can be part of their portfolio or Europass enhancing their chances on the job market.O2 - Digital_Culture will develop a curriculum for an online course, accessable by the DigiCulTS_website. Implementing a learning platform (e.g. moodle) it is open for future developments. Modular learning units will be created as creative commons in different designs (text, audio, video ...). O3 - DigiCulTS_Guide will offer E-Learning Courses (MOOCs, OER) related to the results of O1 and O2. Next to making use of already existing open educational ressources and online education programs, the project consortium will add to the pool of already existing open education resources. They will create several open educational resources based on project results. The overarching goal of the DigiCulTS OER is to support a digital culture and digital competences among SMEs. Benefit and Impact""DigiCulTS_Package for SMEs"" will be accessable by the projects and partners website and can be used by social partners and other associations for free. It fosters participants digital competences and raises awareness for digital culture.PartnershipSMC Study and Managment Center Saalfelden (AT) www.studienzentrum.at; Sea Teach (ES) www. sea-teach.com, Danmar Computers (PL) www. danmar-computers.com.pl, Danube University Krems (AT ) www.donau-uni.ac.at and Militos Consulting (GR) www. militos.org are well-experienced in projects at different levels (SMEs, ICT, Edu)."

The project addressed the digital literacy needs of the students and teachers in the secondary school sector. As part of the EU ‘Digital Skills and Digital Literacy : European Union policy actions’ the New Skills Agenda calls on Member States to develop comprehensive digital skills strategies. The Digital Competence Conceptual (DigComp 2.0) Reference Model was developed with this strategy in mind (http://aims.fao.org/activity/blog/digital-skills-and-digital-literacy-european-union-policy-actions). Phase 2 of the update includes 8 levels of learning outcomes and examples of the knowledge, skills and attitudes related to each competence. This ERASMUS+ Application incorporated learning outcomes and examples of the knowledge, skills and attitudes related to each competence. This ERASMUS+ Application addressed learning outcomes and examples of the knowledge, skills and attitudes related to each competence: 1. Information and data literacy To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content. 2. Communication and collaboration To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. 3. Digital content creation To create and edit digital content - To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licenses are to be applied. To know how to give understandable instructions for a computer system. 4. Problem solving To identify needs and problems, and to resolve conceptual problems and problem situations. To deliver on the objectives above the project developed two interactive and educational units for each project partner entitled: 1. Introduction to Tourism 2. Careers in Hospitality and Tourism 2. The provision of and open source resources available to target school/VET students to increase their digital literacy through encouraging active learning while promoting information on careers in a given sector. This Interactive Tourism Project (ITP) has identified a gap in that there is no specific open resource to target school/VET students within the regions. Our material was developed in English and in the target language of the partners region therefore each partner has 4 units at project completion stage. There is a total of 28 units; created by seven partners. The project is based on a prototype available at: www.tourisminsight.ie which provides valuable tourism insights to students and industry learners, informing them of career options within the tourism industry. Tourism is everybody’s business and every interaction with a tourist is an opportunity to make them feel welcome and we want everyone to understand the value of tourism and of every tourist. There is a strong need to present the industry as one which offers serious career options with good career prospects and transferable skills. Specifically after the challenges of COVID-19. Featuring interactive tutorials and interviews with young people working in tourism within the relevant project regions, the project will give a comprehensive introduction to the industry and its landscape. Students will learn all about this exciting business, what it means to the respective countries and region, what’s going on in the tourism industry in your region, and how tourism is promoted around the world as well was why tourists come to specific regions. The cohort of the project were secondary level students and VET students, who would like to be informed about their career choices. But it is also addressing school leavers who have not made up their mind about their future career and other stakeholders in the sector. Having international partners in this consortium added value to this project: students can get a feel for what the Hospitality sector is like in other countries; it will support mobilities of students by motivating them and working in an international team will have increased quality of the final results. Furthermore, as modules are also available in target languages of the partners, it enhances language learning of the students. Objectives: 1. Increasing students’ awareness of potential careers in the tourism, culinary and hospitality areas; 2. Addressing a shortage in human resources in these industries. Key features of this project were: • To promote Hospitality and Tourism as a career of choice to students at second level education. • To ensure the sustainability of skilled personnel within the market place in each partner's country. • The Hospitality and Tourism Industry in each partner's country will prosperous and grown. Please see https://t4c.erasmus.site/ for further details.