"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."

‘Cultivating the Entrepreneurial mindset in Education’ is a key goal of the European policies in the last years, with a special emphasis in the 2014-2020 programming period, for coping with the severe consequences of the worst economical crisis met by the Europeans after the second world war.In today’s society, entrepreneurs are celebrated for creating successful businesses and leading the people out of the economical stagnation. On the other side, based on the cliché of the starving artist, parents discourage their kids from becoming artists in fear that they will end up struggling to support themselves.Buts artists and entrepreneurs have a lot in common: both are individualist and risk takers and both need to create. Nevertheless many artists fail at business, mainly because they don’t identify a viable market to fill. Creating art good art is difficult. But creating good art isn’t enough.According to several surveys, many artists say that learning how to make the best work is crucial, but being able to disseminate in an effective way is equally as important. They all highlight how they would have greatly benefitted from developing strategic plans for their career goals while learning how to market and promote their work. Likewise, art entrepreneurs wish they had had the opportunity to acquire additional knowledge and skills.Over the last years the so called creative and cultural industries have greatly increased, proving to be driving factors of economic growth and development even in countries suffering from high crisis.Thus the project main aims are:-to professionalize HE in PS, TN and UZ in a variety of knowledge-based creative fields focusing on three macro-areas (Music, Visual Arts, Performing Arts) and their interactions by providing the future artists with entrepreneurial and interdisciplinary skills - to prepare future artists in order to enhance in a more effective way their (self) employability and capacity to access the Creative Economy

-Project context: The key aim of the SENEL (Special Educational Needs Employment Links) project was to support transition into the labour market from vocational education and training (VET) and further education (FE) of disadvantaged learners: young people with special educational needs and disabilities (SEND). Such groups are particularly at risk of dropping out at this critical stage in their education and development in almost all countries in the EU (European Union). -Objectives: The key objective of this two-year Erasmus+ KA2 Strategic Partnership project was to contribute three dynamic, culturally-sensitive tools to support this transition process for students with SEND. National and international meetings and multiplier events supported the development of the tools which are available to an international audience on the SENEL website and the EPRP. -Organisations: This consortium comprised of 5 partners bringing direct experience and complementary skills. In England, Finland and the Czech Republic, partners included one institution of higher education (HE) in conjunction with one national partner of a different organisational structure: VET/HE institutions, non-governmental organisations (NGOs) and disability organisations. In Germany, the partner was a larger organisation offering both training for professionals and VET for young people with SEND. All partners offered relevant, specific skills and knowledge, in a wide range of contexts to maximise impact on stakeholders. -Activities: The principle activities of the SENEL consortium focused on the development and dissemination of the following Outputs: -Output 1 is a Portable Exhibition of Good Practice including documentary photographs and videos of best practices, with accompanying text in four languages. It is based on an analysis of shared good practice across the partners. It highlights access to the workplace and continuing VET, and links between VET and the workplace. It is available on our sustainable website dedicated to disseminating project outputs and fostering access to continuing VET, including groups at risk. This was the SENEL first output and continued to be developed throughout the project as a sustainable and flexible resource. -Output 2 is an innovative and flexible tool for employers: “A Mini Guide for Employers of Young People with Special Educational Needs and Disability”. Drawing on real-life case studies, it provides clear guidance about SEND for employers to support transitions into work. It emphasises the added value that people with SEND bring to the workplace, and provides a realistic view of reasonable adjustments which might be needed. -Output 3 is a unique tool for young people with SEND entitled “The Passport to Employment for Young People with Special Educational Needs and Disabilities”. A crucial part of VET training for people with SEND is how to make effective transitions into the workplace. This is a flexible self-advocacy tool for VET/FE students with SEND transitioning from VET/FE to work, for use at various stages of their VET and as they continue into the workplace. Multiple formats are available for example PDF files, an adaptable Word version and an interactive online tool. This will be the first time such a product has been offered in these formats, focusing on disadvantaged groups to support their access to long term, satisfying employment and promoting the inclusivity of continuing VET. -Results and impact: SENEL engaged a wide range of participants: key stakeholders were employers, young people with SEND and VET pedagogical staff. The development of the Outputs and dissemination activities also involved a wide range of relevant stakeholders as participants: NGOs, counsellors and careers advisors, government institutions, trainee VET teachers, VET providers, trainer/teachers, disability and adult learner associations, university staff and students, politicians and funding bodies and the general public. The SENEL project has been widely disseminated in partner countries and at international conferences, and was invited to present at a conference in Bangkok, Thailand, to a conference of professionals from 15 countries in South East Asia. Impact ranges from a direct and ongoing significant influence on the training and development of young people with SEND, to a continuing voice in national organisations and funding bodies. -Longer-term benefits: The long term sustainability of the project is ensured by the continuing free availability of adaptable outputs on the SENEL website, and the use of these materials not only by SENEL partners but also by the many participants in the project who have engaged with the materials and are using them in a range of contexts.

Smart Crop Farming technologies allow farmers to optimize inputs and tailor cultivation practices to specific crop requirements. Despite the potential of these technologies to enhance agriculture, their adoption remains surprisingly low in Europe. Well-organized, farmer-focused, multi-actor advisory systems and networks can play a crucial role for farmers to understand and implement Smart Crop Farming technologies. These advisory systems involve multiple stakeholders and prioritize farmers' needs, while enabling knowledge exchange among diverse players. Operational Groups (OGs) provide a strong platform for this, but many lack the required capabilities. TechCoach's main objective is to strengthen farmers’ ability to assess, adopt, and integrate Smart Crop Farming technologies at the farm level, by facilitating collaborative innovation and multi-actor advisory in Operational Groups and AKIS. This will be achieved through the mobilization of OG’s and AKIS actors, as well as the utilization of existing and new thematic networks and Multi-Actor Approach projects, to gather and disseminate knowledge and experience for application in local contexts across Europe. TechCoach will serve a dual purpose: (1) strengthening the results of Operational Groups, and (2) accelerating these results through networks at the national and EU level. The approach includes 3 levels of interventions. Firstly, we learn how EIP Operational Groups facilitate their members in the adoption of Smart Farming technologies. Good practices are described, and gaps are identified. At the start of the project, TechCoach will work with 10 OG’s in 5 countries. Secondly, we connect project OGs, other OGs and AKIS actors in national networks to share knowledge and experience on the theme of facilitating Smart Crop Farming adoption and to narrow the identified gaps. And thirdly, we connect OGs and national networks across borders and enhance pan-European learning and collaboration in Smart Crop Farming.

The disabled, stigmatized, chronically ill and elderly people in Kosovo are being served with allied health services of low quality level, often worsening their already limited capacities to cope with everyday life. The existing educational offers are failing to develop necessary competences needed to deliver better services. The aim of this Project is to enhance the development of research and innovation capacities in the area of allied health through education in line with the Bologna process in collaboration with clients, professionals, business, academic, industry, and governmental authorities. The main pedagogical strategy utilized during the Project is multidisplinary co-configuration. Consortium consists of 3 HEIs, 1 ministry and 2 NGOs from Kosovo and 2 HEIs from Finland and 1HEI from Turkey. The latter are specialized in multidisciplinary collaboration and modern pedagogy, innovation and entrepreneurship in the area of allied health. The project reaches its goals through establishing the SMAHPC, teacher training and development of CPD courses.The outputs and results are: - Clear and practical definitions of the research and innovation competences of allied health professionals - An innovation and research conducive student-run multidisciplinary allied health practice center - Eight continuous professional development (CPD) courses: one top-up course for teachers and seven for students/stakeholders on EQF levels 5, 6 and 7, and a digital platform to support the implementation of the courses.- Teacher and student handbooks, course plans and other relevant teaching and learning material.- Regional, national and international networks for disseminating and sustaining the work for development of research and innovation capacities in allied healthThe main impacts are improvement of the education environment, introduction of new learning methods, development of new and high quality allied health services/products, and new investment opportunities.