Entrepreneurship is the process of starting a business but can also mean an active attitude towards work, society, politics, and all the other fields of a citizen life. Developing entrepreneurship means therefore working on people active participation in their life and strengthen their ability to start new business, improve their working life, being a proactive citizen and consequently cope with the socio-economic challenges that Europe is facing nowadays. Entrepreneurship is a complex competence made of different skills such as: analysis skill, planning, problem solving, leadership, creative thinking etc. According to the Global Challenge Insight Report, the vital skills required for future jobs are the 5 skills: complex problem solving, critical thinking, creativity, people management and coordination with others. Those are directly connected with entrepreneurship (ASTD), but in partner countries they are at low level. The project’s aim is to develop relevant and high-quality skills and to support disadvantaged young adults (especially low-skilled NEETs in age 20-24) in acquiring entrepreneurial competences to build entrepreneurial mind-set with special focus on developing skills needed for the future entrepreneurs that will be inevitable for tomorrow’s jobs but are not considered crucial for the jobs today. This aim will be achieved through: - deepen research of detailed characteristics of training needs of young adults and skills needed for the future in area of entrepreneurship (complex problem solving, critical thinking, creativity, people management and coordination with others)- creation of a simulation game that allow to work innovatively on those 5 skills, in order to foster people’s participation in the labour market and make them play an active role in society and achieve personal fulfilment- creation of didactic handbook for using the game - wide dissemination and exploitationPrimary target group: young disadvantaged adults, especially NEETs in age 20 - 24Secondary target group: adult educators/facilitators including career advisors working in the non-formal education settingsThe new method that we propose is the use of a game that can reproduce virtual, plausible or hypothetical situations in which the players can use and improve their skills. The scenarios the game will be the result of a phase of research conducted by experts in the field of psychology, counselling, vocational guidance, coaching, etc.First of all the partners will conduct a deep study. The research will contain guidelines on how it is possible to exercise the 5 skills and which situation (in real or virtual life) offer the opportunity to foster their acquisition. Secondly, these guidelines will be put into practice creating a list of scenarios for the game. Besides the EKS game, the consortium will realize EKS handbook supporting teaching/learning process with the use of the game. The game and the handbook will be piloted within the target groups (NEETs and adult educators) in order to collect feedback and realize the definitive versions. The EKS game will be a very attractive way to involve young adults, especially NEETS to a training pathway and encourage them to never give up their learning throughout their life development. The expected impact of the project concerns partners’ organizations, their staff and learners, young adults, especially NEETs in age 20-24, their educators and stakeholders in the sector of adult education (adult education providers, job centres). The project is likely to have a sustainable impact within and beyond the project lifetime on young adults, who learn in informal education settings, especially low-skilled NEETs in age 20-24, educators of NEETs but also other disadvantaged learners, as well as stakeholders that operate in the field of adult education (adult education providers, NGOs, job centres, associations of trainers and job counsellors, etc.) Having the innovative didactic tool that is designed especially for young people they will be able to attract more learners and provide more effective educational services. It is expected that over 1000 people (NEETs, adult educators, external experts and stakeholders) will take direct part of the EKS project's activities.

Start-ups and entrepreneurs are the engine of economic growth in Europe. Entrepreneurship 2020 Action Plan aims to bring Europe back to growth stressing the need for more entrepreneurs, primarily through skills development and entrepreneurial education. Start-ups are the center of attention of the EC's Start-up Europe initiative supporting scale up of businesses. Entrepreneurship skills at all level of education and training are also one of the main objectives of the ET2020 strategy. According to “Rethinking Education”, in order to build “skills for the 21st century”, efforts are needed to develop skills such as entrepreneurship, which should be given particular attention, since enhance employability. Entrepreneurship is included in curricula of many EU countries but despite that, according to Final Report of Expert Group, there is still gap in knowledge and skills and the current needs of businesses are not taken into account. Recognising the importance of entrepreneurship, the Joint Research Centre of the European Commission has created the Entrepreneurship Competence Framework (EntreComp) which defines entrepreneurship as a transversal competence and offers a tool to be applied to all spheres of life, including to self-employed persons, and also to starting up ventures and offering (EntreComp). Understanding the significance of the framework, partnership wants to use it as a reference for achieving the aim of the VISE project, which is to strengthen entrepreneurship competences of start-uppers and wannabe entrepreneurs in the field of 3 most needed areas of entrepreneurship (according to EntreComp framework) together with taking up digital technologies to strengthen their business activities.The aims will be achieved through development of Virtual Integrated Start-ups Ecosystem consisting of:- skills’ assessment tool – multimedia based tests assessing 6 skills and resulting in individual entrepreneurial roadmap- e-course - consisting of training modules on corresponding 6 skills- Entrepreneurial Coach – mutual learning platform allowing for connecting and sharing and promotion of products and services Target groups:Primary target group are startuppers/wannabe entrepreneurs/startupsSecondary groups: companies, networks of companies, VET providers and VET Trainers (organisations that provide VET learning or have access to start-ups and entrepreneurs (i.e. VET trainers; lifelong learning and VET associations; entrepreneurs associations, incubators; co-working spaces; local or regional institutions), as stakeholders. The impact of the VISE project is expected to be clearly visible on the participants, participating organisations, target groups and other relevant stakeholders. It will show in strengthened entrepreneurship competences in the field of 3 most needed areas of entrepreneurship of startuppers and wannabe entrepreneurs and through that better competences of these groups to run own businesses, in increased awareness about existence of EntreComp framework among participants, target groups and stakeholders and better use of digital technologies in startups and other companies. It will contribute to establishment of better educational and training paths, educational training offers and innovative approaches to teaching entrepreneurship in partner countries and further, in countries beyond the partnership. The project will also increase cooperation between non-formal education and business world and develop networks between startups and VET providers across Europe.

All organisations that agreed to take part in 3DP TEACHER project, recognize the meaning and significance of the impact that 3D printing may have on many aspects of our lives and work in near future. 3DP market is developing fast, with its applications found in more and more different areas like architecture, medicine, and industry. Increasing number of businesses are interested in making use of its potential, hence it is reasonable to assume that also the number of jobs in this sector will be on the rise. The Industry 4.0, and particularly technology of 3D printing (3DP) is entering schools curricula all over the world, and its potential is becoming widely recognized. Many teachers consider this innovation in the sector welcome and necessary, but they very often lack proper technical and methodological knowledge to embrace this new technology. In order to change this situation, the aim of the project is to improve the digital competences of teachers in relation to implementing of 3D printing in education. This aim will be achieved through:- developing 3DP Teachers' Guidebook (covering case studies, lesson plans with 3DP, recommendations on possible implementation)- developing 3D modelling course for Teachers- developing of online environment for teachers interested in applying 3DP solutions - initiating the network of 3DP teacher expertsProject’s objective is also to facilitate cooperation between schools, policy makers in the field of educations and business sector. This cooperation is crucial from the point of view of future implementation of 3DP. Target groups: - teachers from secondary schools interested in innovations and development of their digital skills in teaching- students interested in new technologies and pursuing career in rapidly developing technology market- school managers/directors, officials responsible for education.To encourage teachers’ involvement and contribution, AEMRN, GD and SP interested in 3D printing became partners in this project. To ensure the effective transfer of technology and proper management of tasks and activities the schools will cooperate with business partners. As a result, an effective and mutually supportive partnership was established.The activities planned within 3DP TEACHER project lead to the formation of two intellectual outputs: “3DP Teachers’ Guidebook” and “Innovative Teachers Environment (ITE)”. The first one is to show teachers possibilities of 3DP implementation, examples of good practices, recommendations on methodology, hardware and software tips, as well as safety issues. The second will serve the creation of international teachers’ experts’ community, sharing their experiences and ideas on how to enhance the teaching process with 3D printing and create relevant 3D models. Their active involvement in the community will contribute to the creation of database of 3D models to use on lessons, lesson plans involving the 3D printing, methodological and technical aspects of using 3D printing for educational purposes.The expected impact is that the 3DP TEACHER project will significantly and in sustainable way influence participants, participating organisations, target groups and other relevant stakeholders. The desired impact is that teachers will improve their digital competences in relation to implementing of 3D printing and also that decision makers and teachers will understand and incorporate 3D printing in the process of teaching young people and that in effect, prepare them for the needs of labour market. The impact will be significant at all levels but especially on local and regional levels in which partners have access to schools and decision makers.

Companies with a social impact take advantage of the growing awareness of society toward social and environmental problems, transforming these challenges into enormous business opportunities. From a broader point of view, the business reason should be related to the great social and environmental challenges. Entrepreneurs are the engine of economic growth in Europe. It is a well-known fact that SMEs are the most important form of business organization in Europe, representing 99.8% of all enterprises. What is much less known is the growing importance of co-working spaces, which have become a common working place for free-lancers and young entrepreneurs, with more than 14.000 operators around the world. Coworking is a multi-dimensional booming industry and a strengthening cultural movement re-modelling the very notion of what workplace is, dedicated to providing support to those entrepreneurs who wish to go beyond the traditional schemes. However, several needs are usually identified by coworking spaces, coworkers and entrepreneurs, among which the need to improve the level of social interaction in the coworking space to increase the social impact of their activitiesThe main objective of COWLECTIVE is to address the training needs of entrepreneurs in coworking spaces in key transversal skills based on new updated research, and strengthen their business activities in terms of social and environmental impact. COWLECTIVE is a EU partnership designed to develop core and innovative learning methods that best encourage success in business activities, answering the need for education and training thanks to an innovative proposal based on participation and ICTs.The main target of COWLECTIVE are entrepreneurs in a coworking context, as well as future and wanna-be entrepreneurs in VET and C-VET contexts. They are mostly aged 25-40 entrepreneurs with high creative and technological profile, but need to upskill their soft skills to increase the social impact of their projects. Other target are all organisations that provide VET and C-VET training as well as services of support to entrepreneurs (i.e. co-working spaces, schools, entrepreneurs associations, chambers, incubators; local or regional institutions), as stakeholders. For them, COWLECTIVE will answer the need of educational resources to better provide their supporting services. COWLECTIVE proposal arise from a European partnership made of 5 EU organisations from Denmark, Poland, Spain, Italy and Greece, under the leadership of COWORKING+. Together, they will implement a series of activities and expected outputs, among which: -a Mobile report about social and environmental entrepreneurs’ skills demand according to representatives from the sector, entrepreneurs, trainers, and assessors. -a COWLECTIVE training package on the main skills needed by entrepreneurs to rise the social and environmental positive impact of their companies. This training will be developed on an online platform which will include social modules for a higher degree of collaboration and interaction. -a COWLECTIVE learning method for social impact, including recommendations on the training package, collective learning tools and network. COWLECTIVE will rely on a methodology of interaction and participation of the target groups, involving representatives of the target groups since the very beginning of the project and the development of a mobile report on skills need. COWLECTIVE will bring together the entrepreneurs with supporting stakeholders to create a wide community, sharing together good practices, business ideas and pitches, support for understanding the societal main challenges, customers’ expectations, potential impact, among others.As a result, COWLECTIVE expect to increase the level of education services provided by coworking and similar collaborative working spaces, as well as the skills of entrepreneurs oriented toward the development of companies with a significant positive social and environmental impact. COWLECTIVE expect to reach at least 500 entrepreneurs during the project life. At long term, it expects to rise the local, regional and European growth thanks to a strong network of micro and small companies implementing sustainable activities, thus contributing to territorial smart growth.

Rapid digitalization and Industry 4.0 processes, which we are now witnessing in many spheres of life (not only in advanced industry), has created a great challenge for educational systems and their most important representatives, teachers. EU has started to adjust their policy and took many initiatives to support the implementation of new technologies.As part of its new Digital Single Market Strategy, the European Commission wants to help all industrial sectors exploit new technologies and manage a transition to a smart, Industry 4.0 industrial system.The Teacher4.0 project concentrates on Industry 4.0 didactic competence of teachers of non-IT subjects. This competence, due to development of technology, became the key competence in today's world. Teacher4.0 project answers the priority of enhancing teachers professional development and strengthening teaching professions through fulfilling its aim which is to strengthen and acquisition of new professional skills and knowledge related to concept of Industry 4.0 and affiliated technologies among Teachers teaching non-IT subjects in primary and secondary schools.To achieve these, the following specific objectives are foreseen in the project:Specific Objective 1: To extend and develop Non-IT subjects teachers competences needed for effective teaching in Industry 4.0 context;Specific Objective 2: To support the implementation of Industry 4.0 didactic possibilities in primary and secondary schools programs.Specific Objective 3: To strength the capacity of Non-IT subjects teachers to develop pupils’ critical thinking and creativity through integration of innovative approaches into teaching process;Teacher4.0 demonstrates significant innovation, if compared to the previous projects, as it is designed for the new target group, non-IT subjects teachers, developing an innovative training course and guidance in terms of awareness and the ability to use Industry 4.0 possibilities in teaching. Teacher4.0 focuses on raising awareness and knowledge of this new concept and developing related skills.The project is also innovative since it turns out that none of the projects in the Erasmus+ Project Results Platform are both addressed to non-IT subjects teachers and relate to Industry 4.0. Most projects on Industry 4.0, which can be found are for VET and/or are related to specific business sectors. Those that concern school education emphasize mainly the importance of 3D printing and aiming STEM teachers.The selected consortium consists of partners from 5 EU countries, covering a wide range of expertise and experience related to the scope and aims of the Teacher4.0 project. The organizations are from different professional fields and with various competences: comprehensive schools (ZSZ, AEMRN), teacher training center (KRSC, CCD), professional training institution (CWEP, LABC). This variety will ensure the successful implementation of this multi-level project. To meet the above mentioned needs and implement the objectives, the partnership will develop 2 intellectual outputs.Significant division of leaders in the development of outputs is:IO1: Enchiridion 4.0 for Non-IT subjects teachers: main leader: ZSZContent divided into 6 modules and allocated to partners as follows:1. Augmented reality as a real alternative to analog didactic materials, led by CWEP2. Cloud Computing as the main source of information, led by CCD3. Cybersecurity in the classroom and after school, led by KRSC4. Digital Twin - a new way of presentation, led by LABC5. Collaborative Robots does not have to be expensive, led by AEMRN6. Artificial Intelligence as your classmate, led by ZSZIO2: 4.0 Lesson scenario video set: main leader: LABCTeacher4.0 will bring added value for all EU Member States. Please note, that after testing the elaborated results, representatives of the target group from other countries will also be able to easily apply the elaborated courses in their contexts. Importantly, the lessons learned from Teacher4.0 project can be applicable in the European debate, to be used by policy makers to discuss both the problems and the possible ways of solving them.