Developing entrepreneurial competence is a key EU policy objective, which features in many recent policy documents including the Entrepreneurship Action Plan 2020 (EC, 2013), the New Skills Agenda for Europe (EC, 2016) and the Council Recommendation on Key Competences (EC, 2018),with continuing reference to the importance of “promoting entrepreneurial mindsets” and “nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people”. Despite this, there is still no consensus on what entrepreneurship competence is, with the final report of the Expert Working Group on Education for Entrepreneurship (EC, 2014) reminding us that the benefits of entrepreneurship education are not limited to boosting start-ups and new jobs, confirming wider potential for the development of creativity and self-confidence amongst all learners. Recognising that VET teachers have been slow to embrace the change required to embed entrepreneurship training across the curriculum and targeting increased competence and confidence among VET teachers and trainers with a view to securing improved entrepreneurship teaching in the future, partners from 4 European countries (UK, FI, ES, NL), each having confirmed low levels of early stage entrepreneurial activity came together to identify, adapt, develop and test a series of tools and approaches that would be able to assist VET teachers/trainers in the modernisation of teaching approaches. The project sought to produce four intellectual outputs - a Targeted Analysis Report (TAR), exploring the free availability of existing tools, programmes and materials within and beyond the participating countries and regions, an Outline Training Programme (OTP); multi-language Toolkit for Teachers and Trainers (TTT) and a series of Regional Development Plans (RDPs). Each of these tools was intended to foster confidence and capacity-building, among VET teachers and trainers.However, the project suffered from two significant problems. The first of these was a retardation in achieving the anticipated schedule of project activities and the second - and most crucial - was the winding-up of the coordinating institution.The principal factor from which the first problem emerged was the delayed production of the first intellectual output - the Targeted Analysis Report (TAR). However, this was eventually achieved and a copy of it is attached to this report. The second problem, which effectively terminated the project prior to its completion was the decision taken by the Board of the West of Scotland Colleges' Partnership to wind-up the company. Having made this decision, the Board implemented it rapidly. Nonetheless, the project partners had commenced working on developing the second and third intellectual outputs, by defining the elements that would be essential components of both. In the application, delivery of the project is outlined in terms of seven work phases (initiation and ratification; identification and analysis; development and adaptation; user validation; design and testing; discussion and agreement; dissemination and exploitation) leading to the production of the four intellectual outputs (TAR, OTP, TTT and RDP). However, the premature termination of the project meant that only the first two phases were completed and the third was commenced. Whilst VET teachers and trainers were the intended primary beneficiary audience for Entrepreneurship Anonymous, and VET learners and graduates were an important, secondary audience, the output which has been produced is likely to be of less interest to either and more useful for either teacher training institutions or staff development professionals who are concerned with developing resources for delivering entrepreneurial education to students or in building the competence of teachers from all disciplines to do so.

"The project ICT Challenges in Learning Mobility wants to realize 83 learning mobilities addressed to professionals in Vocational Education and Training in 6 EU countries: UK, Spain, France, Germany, Finland and Ireland. The staff training mobilities have had a strong common denominator consisting in the acquisition of innovative methods and effective use of technologies for teaching, for an innovative implementation of the processes of teaching / learning, able to contrast phenomena still very frequent in Italy as early school leaving and cyber-bullying in favor of a conscious use of technological tools and the integration of young students in the contexts of education and employment (according to the objectives of the Europe 2020 Strategy).The mobility of the training packages have been of short duration (3 days excluding travel) for the thematic areas: multimedia technologies, mobile technologies, video technologies. These mobilities include the creation of 70% of training activities (training of trainers) and the remaining 30% of job shadowing (direct observation). Short mobilities have been 71 and have been implemented in 5 countries. The project also have provided training packages of longer duration, two weeks, for the staff who have acquired language skills and in particular the use of technology in teaching of foreign languages and skills and knowledge of the CLIL method for teachers NOT of foreign language. These 12 mobilities have been realized in Spain, in Ireland and in France, with host partners specialized in the provision of foreign language courses and CLIL method. Even in this second case the mobilities have been constituted by a part of training of trainers (about 70% of the duration of mobility) and a part of job shadowing (the remaining 30% of the duration). The mobilities provided in both cases, a survey of the knowledge and skills acquired in the course of mobility by the participant; more realistically participants have realized the acquisition of small parts of very specific learning outcomes, that the beneficiaries may transfer in their job context to address concrete problems of their daily work, and that will allow them to contribute to the methodological changes within their organizations. The detection have been done through specific monitoring tool (Diary of Mobility) aimed to the external evaluation and to self-assessment of learning outcomes. The use of certification Europass Mobility regards the 12 mobilities of 2 weeks. The project ICT Challenges answered not only to the training needs of the participants (direct beneficiaries) but also to the emergencies in teaching about the motivation and integration of students of Vocational Education and Training (indirect beneficiaries). The project has been characterized by the creation of a sending consortium, capable of representing 17 regions from north to south of Italy. The geographical scope of the Consortium has realized a significant impact on the results of the project at the national level; The project also has an ""integrated"" character in relationship with the initiatives already undertaken by the promoter and by the Consortium in terms of technology investments, of actions aimed at limiting early school leaving and attitudes of bullying, including the sensitization of teachers to the promotion of intercultural education aimed at integrating young foreigners. The project has lasted two years, and has seen the realization of a medium-term event organized by SCF in the cycle ""DoYourMOB"" , that was held in November 2016 in Milan, aimed to return part of the results. The project finally has a core of partnership constituted by the hosting educational agencies that have implemented or are implementing practices of excellence within the themes promoted by the proposal, and with which SCF and the Consortium have already consolidated or are consolidating a relationship of ""mutual trust “ which can ensure sustainability policies and reciprocity of learning mobility."