<< Background >>There is a significant social investment gap in Europe, in particular with regard to social care and support. The situation has only worsened with the impact of the COVID-19 pandemic. Many social care providers traditionally rely on public forms of investment and have more limited understanding of private investment. Similarly, private investors tend to not have a good understanding of social care and support. Universities do not have strong training programmes on social investment.<< Objectives >>The main project objective is to boost social investment in Europe by establishing a Knowledge Alliance that provides professional development opportunities to create more informed intersectoral working between investors and social care providers.<< Implementation >>By the end of the project, the a4i project has helped social care providers, private investors and higher education institutions to form a common understanding on social investment and develop training material; both online and face-to-face.<< Results >>The main results of the a4i project are - State of Play report on Social Investment, European Guidance on Social Investment- a universal professional development programme on social investment & transpositions in BE, CZ, ES; following pilots in the three countries involved- An online knowledge centre with a Massive Open Online Course (Universal & BE, CZ, ES), a list of promising practices, a mentor database and much more.

beFORE took on the challenge to transform university entrepreneurship education, company training and business practice. The project consortium developed and released the original educational offer, which would nurture Futures Literate Individuals with improved capacity for analysing and dealing with the unknown future challenges when pursuing a professional career, managing an organisation or developing innovations. The project contributed to building a methodological and theoretical framework for future-oriented entrepreneurship coupled with the development of e-learning based educational solutions, in order to facilitate achieving a desired foresight awareness and maturity levels among entrepreneurs, students and educators.The specific needs of the target groups were analysed in a pan-European survey and effectively addressed in the educational offer composed of: one main and the three auxiliary e-learning courses for students, entrepreneurs and academics. Futures Literacy e-learning courses were tested among target groups in national pilots in: Poland, Italy, Germany and Spain. The European-targeted results of the project provide an effortless starting point for wide implementation across other countries, to which the associated partners (i.e. ISPIM, FEN, EPPM) will contribute to. The project outputs are instrumental in acquiring knowledge and skills: (i) by university teachers and company training providers allowing them to educate Futures Literate Individuals (ii) by entrepreneurs enabling them to take advantage of market and technological opportunities leading to innovations (iii) by students helping them to capture and develop business ideas. The project creates long-term impacts through: (iv) increasing synergies between educational offer of academia and business (v) increasing interdisciplinarity and flexibility of higher educational offer (vi) laying foundations to transform organisations into anticipatory and adaptive systems.

SCC (Sharing, Collaboration, Cooperation) is an Erasmus+ strategic partnership that unites co-working spaces, higher education institutions, innovation communities, international networks and umbrella organizations, with the general objective of stimulating the development of collaborative spaces for innovation and anticipating the transition to a digital society.In 2017 Cooperatives Europe launched a vision paper titled “A cooperative vision for the collaborative economy,” presenting the European institutions with a set of recommendations to shape a “responsible, sustainable and community-driven collaborative economy”.This project was built in the footsteps of that vision paper and adopted the definition of collaborative economy presented in it. To bring forward the reflection in this field, the partners researched the relationship between innovation and collaboration and produced 4 Intellectual outputs:- Best practices report on collaborative spaces and cooperative governance models (PDF)- Mapping of higher educational programmes embedding work-based learning in co-working environments (delivered in PDF and as an interactive online map on scc.coop)- Caracol Toolkit: Community-Aware Research and Action toolkit for Collaborative Learning (available on scc.coop website as )- Collaborating in times of crisis: Lessons learnt during the Covid-19 pandemic (PDF)The partners explored many dimensions of the topic. Starting from the definition of coworking and collaboration, to mapping existing higher education curricula offering work based learning through coworking spaces, to developing a comprehensive toolkit to support communities in the launch of their own collaborative initiatives, to imagining the future of work and collaboration after the Covid-19 pandemic.The multiplier events organised have reached directly over 100 people live and many more online disseminating project results and all the content published on the project website scc.coop.Partners and associated partners are committed to maintain the network alive and make use of all the produced materials to continue promoting and supporting community-driven innovation.

HETEL - Heziketa Teknikoko Elkartea, is an Association of twenty one Vocational Training Centres which are present in all the regions of the Basque Country in Spain. It was set up in 1987. All the partners in the consortium belong to the association. HETEL aims to facilitate the exchange of experience, know-how and setting up and jointly participating in projects related to pedagogical innovation and quality, organization, technical and technological innovation. Transnational mobility along with the development of projects of technological and educational innovation is an integral part of schools and is outlined as much in their strategic and management plans. The commitment of HETEL to the internationalization of the associated centers is evident given that Internationalization is one of its six quality management processes. It has a team of international coordinators, one per partner member in the consortium, who meet bimonthly to implement, coordinate and evaluate various European projects. This team is coordinated by the person responsible of the internationalization process.HETEL has been responsible for applying, supervising, and collaborating with the overall mobility project but each of the partner institutions of the consortium has assumed responsibility for the selection, monitoring, evaluation, dissemination and project certification. Cooperation has been efficient and smooth thanks to the fact that the team of international coordinators meets regularly.HETEL has enabled:- 41 students from the network in advanced vocational training to carry out their compulsory internship in European companies for 13 weeks.- 29 staff members from the various centers the possibility to establish cooperation and identify good practices in various areas through visits to other higher education institutions or companies in the program countries. Staff mobility favors the creation of new teaching and learning scenarios and methodologies that enable professionals to meet anddevelop innovative teaching and learning methods to be implemented in the partner schools. Student mobility has a clear impact on improving their language skills and their transversal competences which promote employability.

"TEAMIT+ aims to help change the pedagogical model on entrepreneurship and innovation education. Until now, these fields have been focused on the ""Individual Entrepreneur"" and on innovation that is mainly evaluated on the market. With TEAMIT+ we want to show in the long term that in order to meet the objectives of sustainable development, entrepreneurship and innovation must not only be thought differently but also taught differently. Entrepreneurship must become an entrepreneurship that responds to the objectives of sustainable development, it must promote equality and in particular by defending cooperative values. Innovation must now be based not only on market potential but also on responses to environmental and climate issues. In this perspective, the creativity methods taught must take into account the social and environmental benefits of innovation. To achieve this the project will make a territorial diagnosis of European regions to identify societal and economic challenges and understand the situation of different territories. This information will be used to create a novel ""Learning by creating"" learning model that will be later implemented in the trainning programme. TEAMIT+ includes two editions of the programme which consist on three modules in which participants (young people from 16-30 years from VET and HE, jobseekers and imigrants) will learn about climate change awareness and environmental issues, impact innovation and teampreneurship. The consortium will also work in the replicability of the course and will create a replicability guidelile to facilite the replication by other educational centres. In the 2 editions of the course more than 1.300 young people will be benefited as well as other other stakeholders like companies (>80). Main results of the project: TEAMIT+ trainning programme, replication guideline, white book, EU policy recomendation, commitment bookelts, trained volunteer, 20 business projects and entrepreneurs network."