<< Objectives >>ENTREPUBL project seeks to:Develop a training path on digital and entrepreneurial skills for public employees at local/regional level. Support VET institutions and partners with upskilling opportunities for their staffEmpower VET trainers to apply entrepreneurial thinking using a digital approach Promote the use of flexible online training by VET trainersStrengthen the public sector to deliver modern services and adopt digital practicesDesign a certification scheme for VET trainers<< Implementation >>The Project Activities (PA) in project’s lifetime are: PA1 Management: PM structure: Organisational set-up, internal communication, reporting guidelinesQuality Assurance & Risk Management: plan, monitoring & evaluation based on approved KPIsPA2 Implementation:• WP2 ENTREPUBL methodology & training modules • WP3 ENTREPUBL digital learning space• WP4 ENTREPUBL Policy recommendation & certification PA3 Dissemination & Sustainability:engaging a large network of stakeholders from local to EU<< Results >>Development of ENTREPUBL program on digital & entrepreneurial skills, an innovative VET product tailor-made for public employees at local/regional level validated by focus groups - 30 VET trainers, 30 public servantsThe ENTREPUBL path for e-/blended learning, tested with 660 beneficiaries The ENTREPUBL virtual community of practiceA policy paper on upskilling the public sector workforce, engaging min. 30 policy makers A certification scheme for VET trainers who complete ENTREPUBL training

The project has produced a range of resources through careful planning, team-building, training, piloting, evaluating, collaborative writing, and reporting. The resources received great attention from Headteachers and teachers, education policymakers and planners, academics and teacher trainers. A handbook available includes all three deliverables of the project: the cradle methodology, a toolbox composed of resources for teachers and classroom activities, and practical implementation recommendations. All outputs are available on the project's webpage along with an online teacher training course. The CRADLE project is ambitious as it brought together different educational approaches (Entrepreneurship / Enterprise Education, CLIL, Design Thinking) in an interconnected way. The partners were from diverse academic backgrounds and educational systems and target audience was primary-aged pupils and their teachers/schools.This project consisted of a partnership between organizations with diverse skills and attributes, such as developing teacher training materials, expertise in entrepreneurial education, and foreign language teaching. Goethe-Institut was the co-ordinating partner. It brings expertise in German language teaching, in the development of training materials, in teacher and trainer development, experience in using Action Research and the CLIL methodology, and an extensive and international network of contacts for dissemination.Shumen University specializes in teacher training. The University of Athens contributed a rigorous evaluation of the project outcomes and impacts. The Danish Foundation for Entrepreneurship (FFE) is a knowledge center on entrepreneurship education. It brings a valuable contribution to the entrepreneurship aspects of the teacher-training course. Bantani Education contributed experience in policy design and building networks/partnerships across Europe. GO! Scholengroep Brussel is a group of schools, including 32 primary schools. It got involved many stakeholders in the discussions on the mainstreaming of the CRADLE methodology and teacher training course.Six schools formally participated in this project as testbeds representing different socio-economic and educational contexts as well as various foreign language specializations: Uwekind – an international school in Bulgaria, with an FL focus on English and German; Ellinogermaniki Agogi – a private Greek school with an FL focus on English and German; Neue Schule Athen – a newly established Greek school, with an FL focus on German; Unescoschool, De Toverfluit, and De Iris (members of the GO! Scholengroep Brussel) – all state schools situated in Brussels, with students from diverse socio-economic backgrounds. Their foreign language focus is French and, to a lesser extent, English.Up until March 2020, all the activities took place as planned, with occasional allowances for flexibility; once the COVID-19 virus pandemic took hold, live events and school-based activities as well as physical lessons were canceled as there was mainly online schooling. Also the last partner meeting planned for May 2020 in Athens, was canceled and took place online.

The project promotes non-formal learning activities in youth work, targeting young people with fewer opportunities in Jordan and Palestine, The project aims to improve entrepreneurial competences, ensuring youth have the skills to actively participate in society and connect to the labour market. The activities in the project are designed to improve resilience of Jordanian and Palestinian youth by sustainably implementing the EntreComp framework in youth work organisations. We will do so by raising the capacity of two strategic youth organisations in Palestine (Sharek Youth Forum) and Jordan (Jordan River Foundation). In these regions we work with youth from severely disadvantaged areas in the Jordan Valley and the Southern West Bank areas.The European Entrepreneurship Competence framework (EntreComp) is a unique tool to train resilience, initiative and collaboration skills and for anyone who wants to help others develop their potential to make a positive impact. In the project, we are going to make youth workers in Jordan and Palestine aware of the possibilities of EntreComp in a way that they can utilize it for the youth target groups they are working with. The project is focussed on strengthening youth workers in their capacity to work with EntreComp and to fully implement the Arab EntreComp community among the partners and beyond. During the project 32 Youth workers are selected as master trainers and trained to train youth workers throughout Palestine and Jordan in working with the Arab EntreComp. We will make entrepreneurial training more attractive and relevant for youth by providing innovative digital training methods and updating of current training material. In total, we aim to train 80 youth in EntreComp via the interactive VR scenario’s. The result will be that the Arabic EntreComp is utilized, training material is further developed for wider use in MENA region and the relationship between youth stakeholders in the focus area is strengthened.

"The initiative wants to develop an innovative model of promotion of entrepreneurship and entrepreneurship education based on the key concept that education, and in this case entrepreneurship education, happens everywhere, particularly in those environments where first education is provided (family). With that focus that entrepreneurship education has to be ""taught"" at school and outside school, that is as a formal and non formal education transversal content, the aim of this project is that parents have to receive a basic training to enhance and facilitate (as facilitators) the first steps of the community and society in entrepreneurial learning and attitude, so that they all acquire basic and transversal entrepreneurial skills. If this environment and its actor are not ready to transfer entrepreneurial competences, skills and knowledge, the community will not be able to start thinking, acting and seeing itself as entrepreneurial. Therefore the consortium is made of partners that ensure coverage of all competences needed to work with the target group like a partner with experience in research and analysis , an Intermediary Body in charge of local policy for employment and entrepreneurship, one European network representing target group (parents), two experts organizations on the topic of entrepreneurship education, a technical partner in charge of the networking and e-learning platform, and the last partner with wide experience and representation of training activity for community actors, operators (families, teachers, social workers). The structure of the project that will last for 30 months will be based on five phases. The first one will be an analysis and research work to better understand context and needs of actors with regard to entrepreneurship and family dynamics. The second step will focus on project implementation mainly through the development of the project training package for parENTrepreneurs. The third phase will consist on creating a set of tools to further support the learning process of parents: a social learning platform, an handbook for parents interested in continuing alone their training and a guide on how to assess competences developed. Two sets of training pilot sessions, first at European level and then in a Barcamp at national level, are foreseen. The programme will include different contents (concepts, techniques and tools, alternative education references, entrepreneurship examples, etc.) that will be addressed through a learning by doing method. All the contents developed for, during and after the pilot sessions will be available for any EU stakeholder through a social platform. It will be the channel used for a repository of lessons, tools, videos, and exercises making the experience of the target group lasting even after the pilot phase. Each partner will also host a final dissemination event to make public the results of the two-years project so that any local, regional or national entity is able to exploit this EU-shared knowledge. We expect several impacts for the project. The direct impact on the parents participating in the trainings will be partly intangible (motivation, awareness) and partly tangible (knowledge acquisition, posterior use of the techniques learnt for their daily work). The local/regional community of each partner/participant will also be more aware of the need to work on new approaches towards entrepreneurship. The partners will improve internal competences making them able to exploit project results and outputs to expand their field of activity. The indirect target groups include families, school teachers, children and young people, but also policy makers, by having a community aware of the importance of entrepreneurship for all. The VET sector and trainers will also be reached."

The need for acquiring entrepreneurial competences is not limited to learners seeking careers as commercial entrepreneurs, but rather extends to all students in “all walks of life” as EU policy makers have repeatedly emphasized [1,2,3]. Consequently, the importance of entrepreneurship education (EE) for teaching professionals has been prioritised in recent years [4,5]. Despite a recognised need for entrepreneurial school teachers on the policy side, attention given to EE in initial teacher education (ITE) programmes remains rather elusive [6,7]. Ultimately, the underprovision of a profound entrepreneurial knowledge and competence base within ITE also causes a sub-optimal exploitation of entrepreneurial teaching potentials at school stage [7].Our project “Young Entrepreneurial Teachers Initiative” (YETI) has been designed to address this deficit. It focuses on ITE senior-stage students who are gathering their first practical experiences (ISCED level 3-4) either through school internships (“practicum”) or within the in-service “induction” phase. It is our main objective to empower a 1st cohort of ITE students to teach more entrepreneurially once they start their careers at schools. To do so, we pursue a co-creational approach for the implementation of the following sequence of inter-connected activities (A), objectives (O) and intellectual outputs (IO):I. Understand teacher education pathways of ITE partners (O1):YETI develops and applies a methodology to coherently map the educational pathway aspiring teachers undergo when transitioning from ITE to autonomous teaching at school (A1). Results (methodology + 3 country cases) will be captured in the YETI Teacher Pathway Report (IO1).II. Comprehend what ITE students understand of EE (O2):YETI reaches out to ~1.500 ITE students to unveil (via survey) their terminological and conceptual understanding of EE (A2). This will prevent conceptual mismatches between YETI resources and student mindsets. All materials and results will be compiled in the YETI Conceptual Screening Report (IO2).III. Raise awareness for the educational benefits of EE (as understood by the European Entrepreneurship Competence Framework – EntreComp) and capture entrepreneurial competence portfolio of ITE students (O3):YETI develops a Personal Entrepreneurial Canvas Model (PECM) and puts it to practice to profile entrepreneurial competences of 45+ selected ITE students (A3). Apart from these results, partners will provide a guide and webinar that introduces EE as much as the PECM itself (IO3).IV. Help teacher candidates to translate EE knowledge from simulative university contexts (ITE programme) into actual classroom environments (O4):YETI identifies and reflects typical challenges for teacher aspirants with regards to EE knowledge transfer from ITE to actual class-room settings. Main challenges and recommendations on how to overcome them will be compiled in the YETI EE School Transfer Strategy Handbook (IO4).V. Create digital one-stop hub for EE material (tools, activity ideas, lesson plans, etc.) to inspire entrepreneurial teaching interventions (O5):YETI select relevant EE contributions (based on EntreComp) from around the globe that prepare teaching interventions and compile them in a well-structured Wikipedia database (A5). This will become the YETI Entrepreneurial Education Hub (EEH - IO5). As a last preparatory step for actual EE teaching interventions, YETI will acquaint a 1st cohort of aspiring teacher (15+) with the EEH content.VI. Showcase YETI EE interventions to inspire other European ITE stakeholder (O6):The partners will motivate and gather successful 15+ examples of entrepreneurial learning interventions as part of regular school teaching of ITE (senior) students, who are part of the 1st YETI cohort (A6). The best performers will enter the YETI Interventions Showcase Collection (IO6). VII. Increase entrepreneurial learning interventions at school through teachers that act as “catalyst for change” in the wider education system with regards to spreading the benefits of EE (long-term objective & benefit).Methodologically, the project design of YETI is based on a backward reflection and planning process as implied by the theory of change [8]. The project will be realised within a 3-year long, interdisciplinary co-creation (4 HEI, 1 SME, 1 NGO, 1 European Network) of EE and ITE experts and is expected to unfold impact across 7 EU Countries involving 150+ ITE students and 60+ school pupils.[1] EC 2014 (p.7): Entrepreneurship Education. A guide for Educators.[2]. EC 2013: Entrepreneurship 2020 Action Plan.[3]. EC, OECD 2015: Entrepreneurship in Education.[4] Eurydice 2016 (p.95): Entrepreneurship Education at School on Europe.[5] EC 2016: Teaching professionals: skills opportunities and challenges.[6] see [4] (p.14, 94 ff).[7] EC 2019 (p. 92 ff): Education and Training Monitor 2019.[8] Rogers 2014: Theory of Change. UNICEF Methodological Briefs.