-Project Exploring Cultural Heritage for Entrepreneurial Development was a School Exchange Partnership which started on 1st October 2018 and lasted 24 months. The partnership was formed via eTwinning and consisted of five secondary schools: coordinator from Poland and partners from Turkey, Italy, Portugal and Spain. -Project priorities were promoting entrepreneurship education and raising awareness of the importance of Europe’s cultural heritage through education. There were four main project objectives defined: I. Development of schools as organizations and increase in their abilities to work in international projects We want our institutions to create and develop European networks, work in cross-border projects, share and confront ideas and practices. II. Undertaking a mobility project We want our institutions to promote the values of inclusion, tolerance, language learning, linguistic diversity and multiculturalism. III. Promoting initiative and entrepreneurship education Project activities are based on Business Studies methodology to foster transnational initiative, entrepreneurial mind-sets and skills. IV. Raising awareness of the importance of Europe’s cultural heritage We want to raise awareness of social and educational value of European cultural heritage, its contribution to job creation, economic growth and promote intercultural approach to heritage. -Project participants varied in cultural and geopolitical background, approach towards heritage, motivation and learning capacities. In project there were included underprivileged participants with educational difficulties, economic obstacles, cultural differences and geographical obstacles. Participants with fewer opportunities were offered psychological, linguistic, cultural, economic and organizational support. All project participants included pupils, teachers and other school staff, pupils’ parents, local schools and authorities, business people operating in tourism. Project activities To raise awareness of cultural heritage pupils completed introductory tasks (a video pool research on cultural heritage, seminar classes on the changes in the attitude to heritage protection in the past, animated video presenting factors that influenced cultural heritage in the country in the past, data mining on tourism). Before each mobility, pupils brainstormed ideas for presentation and case study and host pupils were involved in field trip arrangements. Pupils took part in five short-term exchanges in partner schools where mobility activities were held under one main theme (debate on cultural heritage issues, designing enterprise, workshops, field trips). The entrepreneurship techniques applied in the field trip activities included: brain-storming ideas, SWOT analyses, elements of feasibility study including technical, strategic and market analyses, elements of business plan etc. Project outcomes: -a more dynamic, committed and professional environment inside involved schools, ready to integrate good practices into school activities, -successful cooperation of institutions and staff required by the assigned project tasks. -inclusion of participants with different difficulties, -enhanced awareness and intercultural understanding, -increased sense of initiative and entrepreneurship, -better understanding of interconnection between formal and non-formal learning. -enhanced intercultural and entrepreneurial approach to heritage. Long-term benefits -All partner schools develop as organizations and improve their professional environment, European dimension and readiness to integrate good practices in school activities. -There are also plans to continue using the results of the project in school activities. 1.The Business Studies curriculum will include a selection of techniques, ideas and content used during project activities. 2.Field trips organized by partner schools will include additional objective of assessing cultural heritage for business activity and job creation. 3.Pupils’ participation at least once a year in events such as tourist fair or entrepreneurship week, if the conditions permit this. 4.Pupils’ participation at least once a year in a visit to local enterprise and meeting with businessmen. 5. Partner schools will hold annual competition in which secondary school pupils will create enterprise projects based on national and international cultural heritage.

Considering the changes in the labor market and in the educational and training system, the development of this mobility project provided the partnership with the following possibilities:- To enable VET teachers to develop, through internships in European companies and through teaching in European educational centers, competences and skills to modernize and improve their teaching strategies, thus enhancing students’ chances to enter the European labor market, the adjustment to the digital age and the competitiveness in a knowledge-based global economy.- To know the labor market and the professional profiles to promote de acquisition and the development of competences required by the current job market. - To promote an innovative, dynamic and professional environment inside the educational centers that take part in the project, by integrating best practices, innovation, internationalization and modernization in training activities addressed to students.- To work as a team with teachers form other national centers that deliver training education in the same professional sectors and to establish lasting contacts with teachers from international centers and the companies that took part to the project, thus promoting VET students’ mobility and cooperation.- To improve the orientation service, provided to students in order to encourage them to choose VET as a first option;- To improve the implementation of evaluation and recognition systems of qualifications and competences that have been acquired through formal, non formal and informal training as well as during the experience abroad. ECVET CERTIFICATION SYSTEM and EUROPASS- To improve intercultural awareness, by understanding the real meaning of active international citizenship and of the democratic values, fostering inclusion, equality and equity.- To increase the appeal of VET education and the prestige of the consortium’s VET schools. The project, that has been carried out from the 1st of January 2017 to the 31st of December 2018, allowed 40 VET teachers of Administration, IT and Communication and Hospitality professional sector to have a teaching experience in equivalent European VET centers and to carry out an internship in European companies. 33 VET teachers had teaching experience in equivalent European VET centers and 7 carried out their internship in European companies, in Italy, Latvia, Croatia, Finland, Romania and Portugal. All the mobility process have been spilt in several flows: 2 to Italy, 1 to Latvia, 1 to Croatia, 1 to Finland, 1 to Romania and 1 to Portugal. The IES Sant Vicent Ferrer selected 7 teachers, the IES Serpis 5 teachers, the CIPFP Cheste 5 teachers, the IES María Enriquez 3, the IES Serra Perenxisa 2, the CIPFP Ciudad del Aprendiz 2, the IES Lluis Simarro 13 and the CIPFP Mislata 3.The main activities, developed during the project were:- The preparation of the mobility that included: selection of participants, initial evaluation of participants’ competences, preliminary training of participants, logistics and contractual aspects, coordination, etc.- Implementation of the mobility. - Evaluation of the participants. The competences acquired during mobility have been certified by the Europass certificate, the Participation Certificate and the Regional Department of Education’s certificate.- Monitoring. Participant’s development has be monitored by using the tools established by the project.- Evaluation of the Project.- Dissemination. The dissemination activities have been carried out throughout the project’s duration. Besides the impact on participants, the project has had an impact on the partner organizations, fostering European cooperation and the relationships between companies and educational centers, also generating an impact at local, regional and national level on other entities, that benefited from the project results, even though they did not take part to the project directly. Participation in all the project activities is part of the INTERNATIONALIZATION strategy that improved the employability, improved the QUALITY, and also MODERNIZED teaching methodologies that fit better with the European entrepreneurial sector’s needs, with the innovation and the digital era, also improving the students’ and teachers’ competences and the active international citizenship awareness. The project also improved the VET school’s appeal, the partner schools’ and the participating teacher’s association’s prestige. It allowed the acquisition and development of key skills for the labor market functioning and modernization, in order to provide new working methods to job-seekers, workers and entrepreneurs.It also allowed the development of new mobility and cooperation projects and made teachers know about new competence certification systems.The Project is linked to the Strategy 2020 and to the Skills Agenda for Europe and respond to the EU strategic priorities.

Considering the changes and modernization of the labor market as well as the changes that will be introduced by the Industry 4.0, the project provided the consortium with the following possibilities:- To enable VET teachers to develop, through internships in European companies, jobshadowing and teaching experiences in European educational centers, the needed competences and skills to modernize and improve their teaching strategies and methodologies, thus increasing students’ chances to enter the European labor market, enhancing the adjustment process to the digital age and the competitiveness in a knowledge-based global economy.- To get to know the characteristics of the labor market and the professional profiles in order to promote the acquisition and development of the skills, demanded by the current labour market. - To know how work practices and vocacional training in companies are managed in other European countries to promote work-based learning.- To promote an innovative, dynamic and professional environment inside the educational centers that take part in the project, by integrating best practices, innovation, internationalization and modernization in professional education, provided to VET students, by implementing new methodologies as analytic learning through exploration with a special focus on problem solving, working by challenges, gamification and collaborative learning.- Working jointly as a team with teachers from other national centers that deliver training education in the same professional sectors and establishing solid relationships with teachers from international centers and the companies that take part to the project, thus promoting VET students’ mobility and transnational cooperation.- To improve the orientation service, provided to students in order to encourage them to choose VET as a first option.- To improve the implementation of evaluation and recognition systems of qualifications and competences that have been acquired through formal, non formal and informal education as well as during the experience abroad. Certification (ECVET) and EUROPASS.- To increase awareness of interculturality, by understanding the real meaning of active international citizenship and the democratic values.- To increase the appeal of VET education and the prestige of the consortium’s VET schools. The project was addressed to 36 VET teachers of Administration, Computer Science, Building and Civil Construction, Electronics and Hospitality sectors. The project was developed from the 1st of June 2017 to the 30th of September 2018 to allow 30 VET teachers to carry out teaching or jobshadowing experience in European VET Schools and 6 VET teacher to carry out an internship in European companies. The mobilities took place in Italy, Latvia, Romania, Croatia, UK and Portugal. All the mobility process occured in several flows: 3 to Italy, 1 to Latvia, 1 to UK, 1 to Croatia, 1 to Romania and 1 to Portugal.The main activities carried out by Spanish consortium were:- The preparation of the mobility that included: selection of participants, initial evaluation of participants’ competences, preliminary training of participants, logistics and contractual aspects, coordination, etc.- Implementation of the mobility. Development of the activity programme in companies. The mobility also included cultural activities. - Evaluation of participants. The acquired competences during the mobility were certified by the Europass certificate, the certificate issued by the hosting company and the Regional Department of Education’s certificate.- Monitoring. Participants’ development was monitored thorough the tools established by the project.- Evaluation of the project activities.- Dissemination of the project activities.The project also have an impact in other partner organizations, fostering European cooperation and the relationships between companies and VET schools and it have had a local, regional and national impact on other organizations, that benefited from the project results, even though this institutions didn't participate on the project.As a result of the participation of the VET teachers in the project, all the educational community benefited from the knowledge that teachers acquired during the mobility experience abroad, the communication and collaboration among teachers from the different partner VET schools as well as among them and European VET schools and between teachers’ associations and companies were strengthened. That has also allowed to set up a long-term strategy for internationalization, that improves the quality of teaching and training, by which VET education is adapted to the Industry 4.0 and to the EU Strategy 2020 and Erasmus+ priorities, and meet the objectives of the New Skills Agenda for Europe and the strastrategies for employment end education,that has been set up by the Spanish Government in order to promote job creation and social cohesion.

Taking into account the changes in the current labor market and the changes that industry 4.0 will bring, the main objectives of the project were: -That VET teachers could develop - through trainserhips in European companies, Jobshadowing or teaching in European VET schools- the capacities and abilities to modernize and improve the quality of the teaching to give more possibilities to the VET students to be incorporated in the local, regional, national or European labor market -To promote the acquisition and development of crucial skills for the functioning and modernization of labor markets - To favor an innovative, dynamic and professional environment within the participant VET schools, integrating good practices, innovation, internationalization and modernization in their trainings - To work with new learning methodologies to facilitate the acquisition of technical, transversal, social and intercultural skills to the VET students including an innovative, modern and open to internationalization training - To improve the application of evaluation systems and recognition of qualifications and competences acquired through non-formal and informal training as well as periods of stay abroad. ECVET and EUROPASS - To Improve in the participants intercultural awareness of active international citizenship, responding to social, linguistic and cultural diversity - To Improve the attractiveness of VET to be selected as the first option by students and families as well as the prestige of the educational VET schools of the consortium The project gave the opportunity to 42 VET Teachers of Administration, IT and Hospitality; and ran for 15 months ( from July 1, 2018 to September 30, 2019) to allow 31 to do teaching or jobshadowing in European VET schools and 11 to do internships in European companies. The insterships were made in different flows: four to Italy, one to Latvia, one to Croatia, two to Romania, one to Belgium, one to Poland and one to the United Kingdom. The partners of the national consortium were 16 public institutes of vocational training. The international consortium consisted of public European VET schools, companies, European network of vocational training. With some of VET schools, reciprocity was established. The main activities that were carried by all partners were: -Preparation of the mobility: selection of participants, initial evaluation of their competences, previous training of the participants, logistical and contractual aspects, coordination ... -Trainsership in companies or VET schools -Monitoring: The evolution of the participants was monitored through the means established in the project. -Evaluation of the participants. The competences acquired during the project were certified with Europass, a company certificate and a certificate from the regional Ministry of Education. -Evaluation of the project in a quantitative and qualitative way -Dissemination. It was carried out during all the project by all partners In addition to the impact on the participants, the project has had impact on the partner organizations fostering European cooperation between companies and VET schools and has created an impact at local, regional and national level to other institutions that, although they have not participated in the project , have been benefited from the results. As a result of the participation of the VET teachers in the project, the educational community has been benefited from the knowledge that the VET teachers acquire, the communication and collaboration among the VET schools of the consortium , companies and the Teachers' Association. It has allowed us to establish a long-term internationalization strategy that has improved the quality of teaching tailored to the Industry 4.0 and the priorities of the ET2020 and the Eramsmus + program, and it is in line with the 20 principles of the European pillar of social rights and the employment and education strategies defined by the Spanish goverment to promote growth, job creation and social cohesion.

The project responds to the need that VET schools have to provide their students with the chance to increase and improve the quality of vocational training, by taking internships in European companies, and getting in contact with the single European labour market.This project stems from the successful cooperation of the previous partnership promoted by the IES Simarro, from the high rate of students’ employment that has been achieved (80%), from the interest and high level of satisfaction that have been expressed by both students and coordinating teachers that participated in the previous project as well as from the smooth and close cooperation, developed by partnership’s VET schools. It has propitiated the present project that has meet the demands of educational VET Schools, enhancing better relationships among them and national and European companies.The project has been addressed to 72 VET students and former students: second-year students of middle level vocational training of Tourism and Gastronomy, Computer Science and Administration or recent graduated (who graduated the last year), like mid-level technician of the mentioned professional sectors. The project has organized 9 mobility flows: 5 to Italy, 1 to France, 1 to Poland and 2 to United Kingdom. IES Enguera has selected 8 students, CIPFP Xeste has selected 15 students,CIPFP Ciudad del aprendiz has selected 8 students, el IES LLuis Simarro has selected 23 students, el IES Maria Enriquez has selected 9 students y el IES LLopis Marí has selected 8 students.In the project has participated 35 students of hospitality and tourism, 30 students of IT, 7 students of administration.The main objective of the ODEE project has been to promote student’s development of skills and competences through internships in companies in order to integrate the vocational competences they have already acquired and to efficiently enter the single European labour market. Therefore, students need, from one hand, to develop specific and technical skills in their professional sector, and from another hand, they also need to acquire and improve other key competencies, like cultural, linguistic, entrepreneurship, personal initiative, team, as well as to acquire knowledge about new different work environments. All these competences has enhanced student’s access to the EU labour market, both as self-employee and/or hired worker.The main ACTIVITIES that partners of the project will carry out are:- PREPARATION - IMPLEMENTATION OF THE MOBILITY.- EVALUATION OF THE PARTICIPANTS. - MONITORING.- EVALUATION OF THE PROJECT. - DISSEMINATION. The DISSEMINATION activities and the mobility itself has generated an IMPACT at local, regional and national level. The impact on the partnership’s VET schools has been:- Improving qualifications and competitiveness of youngsters, enabling them to adapt to the digital era’s demands and to a global knowledge-based economy, enhancing , at the same time, the increase of the youth employment and a sustainable growth.- Consolidating and increasing contacts with European entities to modernise education, to share good practices and to develop new projects in the field of European cooperation- Improving the quality of the training, delivered in the school, and adapted to linguistic, social and cultural diversity. This has allowed schools to meet disadvantaged people’s needs in a more efficient way and to understand better what active European citizenship is.- Improving knowledge and the use of evaluation and certification tools (ECVET and EUROPASS). - Increasing the attractiveness of vocational training education, to make it the first selected option for students and enhancing the prestige of the participating VET schools.The project has been strictly related to the 2020 Strategy and the New Skills Agenda for Europe 2016; it is consistent with the strategic priorities for contributing the increase in employment, productivity and social cohesion in the EU and its member states.