The SLIDE (SchooL Internationalization & DEvelopment) Project has been implemented over a 26 months (extended from 24 due to COVID19 restrictions) period by Scoala Profesionala Petricani, jointly with two schools from Poland and Turkey and with other 3 organizations with different types and high level of experitse from Belgium, UK and Italy.At the moment project starting, 4 of the total number of the partners (Liceul Tehnologic Petricani, IHF-Belgium, GoDigitAll -UK and Tungay Ciner-Turkey) were already successfully working together into another partnership (a KA202 VET Partnership called EmploVET - Employability & Workplace Skills for VET Students). SLIDE has naturally followed the EmploVET project as during work sessions and informal activities we identified common needs and interests and decided to set-up the SLIDE Project.The main aim of SLIDE Project was and remains to support unexperienced and disadvantaged schools to develop and increase the quality of the educational services they offer by making use of internationalization and digitalization, to help them embed creativity into their day-by-day practice through simple and accessible, yet highly effective tools, and, most important, make use of those tools to reduce ESL and support vulnerable students.The main focus of the project was consequently to use internationalization to support schools to meet the needs of disadvantaged/vulnerable learners.Project objective, which were all met and initial expectations exceeded, were the following:- To support disadvantaged schools to embed internationalization, digitalization and creativity into their day-by-day activities, by developing 3 highly practical and accessible interactive resources;-To support at least 10 rural schools over the implementation of the project to form internationalization teams;-To provide schools working with disadvantaged students with necessary knowledge and tools to integrate them into international activities;Target groups are mainly represented by rural schools, schools who have no ICT technician, no experience with internationalization or digital tools, disadvantaged schools, schools working with groups at risk.The final beneficiaries, even with no specific experience, are able to easily develop and implement their own internationalization strategy, create an internationalization team within their institution, learn effective leadership and team working and also elaborate and put in place a digitalization strategy.With the involvement of all the partners, SLIDE Project successfully developed 3 main tools which helped and still help schools (especially those which are less experienced) increase the commitment level of their staff, equip their teachers with the necessary skills so they can effectively contribute to the development of their own institutions and to make use of innovative tools in order to improve the level and quality of student's skills:- SLIDE Internationalization Team Toolkit – is a tool to help schools self-evaluate their problem areas, set-up an internationalization team and equip their teachers with the skills they need.Moreover, this output allows them to learn real leadership and effectiveness from actors operating into the private sector. It is also supporting them equip their staff with the knowledge and skills they need to start or improve the already existing internationalization process.-SLIDE Digitalization & Creativity Toolkit provides schools with all they need to turn into a highly creative and digitalized organization even with very limited resources, and also to creatively use these tools toempower and support students at risk of ESL/vulnerable students. - SLIDE School Digital Development & Creativity Embedding on-line training for teachers and school managers helps beneficiaries understand how they can use the toolkits to develop their organizations, increase the quality of teaching and learning, empower vulnerable learners, process and upgrade their own skills. .During the first project year, a short-term joint staff training event with excellent results and contributions to the final format of the outputs have been organized in Nottingham.Strategies for effective dissemination activities, quality assurance and overall project management have been put in place, resulting into a smooth implementation, without conflicts or difficulties.SLIDE produced and will produce significant short-term and mid term impact as the outputs are sustainable, scalable and transferrable. Moreover, they proven their practicality and usefulness during the difficult times of the coronavirus pandemic, allowing the schools to be better prepared to switch to online learning and also in the context of the new Erasmus programme as the outputs favour a strategic and long term-approach of internationalization.

EIDE (Emotional Intelligence and Digital Entrepreneurship in VET) has been implemented between October 2018 and November 2020 by 7 partners (PL, BE, IT, ES, RO, UK)with different backgrounds (business/ICT field, VET providers and social partners/NGO) in order to address one of the most important nowadays priorities - entrepreneurial activity, which, due to its positive effects (fostering innovation, job creation, encouraging competitiveness) is vital for economic growth and economic prosperity.Through its activities and outputs, it proposed an innovative approach of two factors influencing entrepreneurial success: emotional intelligence and digital skills. The project’s main aim was to contribute to the common European efforts of fostering entrepreneurial skills in all fields of education and fill some specific gaps existing between formal education and training systems (especially VET) and the real world. EIDE was highly innovative and ‘pioneering’ by bringing together different and apparently unrelated ‘facets’ of entrepreneurial education. It addressed the needs of 3 main target-groups:*Needs of students within the VET systemStudents enrolled within the pre-university VET system, although the most likely to start a business after acquiring a qualification, seem to be neglected compared to those in theoretical high-schools when it comes to entrepreneurial education. Through EIDE we intended to support them and broaden their area of choices, and break the stereotype that VET education only produces workers. *Needs of VET Providers and VET TeachersEIDE created learning resources for students, teachers and schools so that emotional intelligence and digital entrepreneurship can be integrated within the existing curricula.*Needs of companiesThrough the learning resources created and activities undertaken, EIDE also supported the needs of companies for intrapreneurs – employees with a high degree of business awareness, social interaction skills and business digital skills making them able to work independently and effectively without receiving directions all the time.The objectives of the project, which we successfully reached were:To create, develop and test innovative materials and curriculum framework which allow VET providers equipping VET students with two crucial entrepreneurial success skills: emotional intelligence and digital entrepreneurship skills.*To rise awareness among VET providers and education authorities concerning the potential of digital skills and emotional intelligence skills and their role as business success factors.*To equip at least 30% of the students of the participating organizations with emotional intelligence and digital entrepreneurship skills by the end of the project.In order to reach the above-mentioned objectives, the following outputs have been created:*O 1- EIDE E-learning course for Students- Emotional Intelligence and Digital Entrepreneurship- 12 modules;*O 2 - EIDE Part I - Emotional Intelligence Training for Entrepreneurial Success Manual and Guidelines for VET Teachers and Trainers Part II - Digital Entrepreneurship Manual and Guidelines for VET Teachers and Trainers*O3 - Emotional Intelligence and Digital Entrepreneurship Curriculum Framework* O4 - EIDE Train the trainer online courseThose products were pilot tested and validated by students and teachers over the lifetime of the project. Measures for open access and sustainability were planned and implemented, to ensure the usability of the project beyond project’s lifetime. Those outputs become even more relevant and useful during the coronavirus pandemic when schooling moved online and VET schools were the least prepared for the switch, lacking online training resources, as their activity is usually more practical. Due to their digital, open, easy to use and compatible format (can be used on any devices, including smartphones), they were broadly used and highly appreciated by the beneficiaries.All the outputs are sustainable, transferrable (to other education fields/target groups), scalable and relevant, with open and unrestricted access. The project management and methodology has been tailor-made, involving development of personalized project management, quality assurance and dissemination plans, internal project documentation and monitoring/evaluation tools, with clearly defined preparation, implementation, dissemination and monitoring/evaluation phases. Due to the presence of partners with a high level of experience and multiplication potential, the project benefitted from increased visibility and impact at national and European level, being able to reach very relevant stakeholders such as EU Parliament members and large numbers of companies.EIDE had and will continue to have significant impact at the level of VET learners, VET professional and participating organizations by involving development of unique social and technical skills.