Promoting entrepreneurship in Europe has been a core objective of the European Union ever since the Lisbon European Council decided in March 2000 to improve the EU’s performance in the areas of employment, economic reform and social cohesion.The development of entrepreneurship has important benefits, both economically and socially. Entrepreneurship is not only a driving force for job creation, competitiveness and growth; it also contributes to personal fulfillment and the achievement of social objectives. Moreover, numerous factors play a role in the decision to start up a business: for example, the existence of a suitable opportunity or market; the perception that starting a company might be difficult due to red tape; financial obstacles; or the need to acquire new skills. That is why the EU considers that it has a duty to encourage entrepreneurial initiatives and unlock the growth potential of its businesses and citizens. Europe’s economic growth and jobs depend on its ability to support the growth of enterprises. Entrepreneurship creates new companies, opens up new markets, and nurtures new skills. The most important sources of employment in the EU are Small and Medium-sized Enterprises (SMEs). The Commission’s objective is to encourage people to become entrepreneurs and also make it easier for them to set up and grow their businesses.Entrepreneurship is an individual’s ability to turn ideas into action. It includes creativity, innovation, risk taking, ability to plan and manage projects in order to achieve objectives. Only 37% of Europeans would like to be self-employed, compared to 51% of people in the US and China. Some of the challenges to be tackled to increase the rate of entrepreneurial activity include: providing education that offers the right foundation for an entrepreneurial career; building core skils to overcome the difficulty in accessing finance and markets; mitigating the fear of ‘punitive’ sanctions in case of failure. The European Commission’s initiatives promoting entrepreneurship were summarised in an Entrepreneurship Action Plan adopted in January 2013. These initiatives aimed to reignite Europe’s entrepreneurial spirit by educating young people about entrepreneurship; highlighting opportunities for women and other groups; easing administrative requirements for entrepreneurs and making it easier to attract investors. The proliferation of mobile technology devices and the habits and preferences of the young digital natives who use them on a daily basis for the widest possible range of activities presents both an opportunity and a challenge for educators. If these devices can be successfully harnessed to deliver entrepreneurship learning resources in formats that are coherent and attractive to today's digital natives then the growth of the entrepreneurial spirit which is of considerable importance to all local economies may be achieved. The AppHop project consortium takes up the challenge to develop and test a completely new entrepreneurship curriculum, based on the EntreComp Framework, but presented as a series of randomized breakout challenges for access on smartphones.There are three intellectual outputs foreseen and task allocation for their development is as follows:IO1 – AppHop Compendium of Digital Breakout Entrepreneurship Resources - Digital Breakout learning resources will address 3 competence areas identified in the EntreComp Framework and resources will be provided to develop each of the 5 competences under each key competence area. In total 15 digital breakout resources will be developed by each of the 8 project partnersIO2 – AppHop In-service training programme – In-service training to support the CPD of VET tutors will also be provided. this training will enable tutors to develop their own digital breakout resourcesIO3 – AppHop Online Interactive Portal – a bespoke online interactive portal will be developed to provide access to the new resources

Many VET organisations and their teachers did not feel well prepared for online learning when Covid-19 struck Europe (OECD, 2020). The OECD15 reports a recent TALIS 2018 survey has shown that the use of information and communication technologies (ICT) for teaching was the second highest area of professional development that teachers (18%) report a high need for. However, only 56% of teachers across the OECD countries had participated in training in the use of ICT for teaching as part of their initial education or training, and only 43% of teachers felt well or very well prepared for this element when they began teaching. These weaknesses have been exposed since early 2020 when Covid-19 arrived in Europe.Additionally, the COVID-19 pandemic’s call for online distanced learning as a solution to the lockdown, is far from the realities of most VET courses which focus on the learner being physically present at the VET centre, particularly vulnerable groups of learners such as low-skilled, upskilling and job seeking adult learners, NEET youths. The pandemic has had a greater impact on VET teachers as many VET courses focuses on work-based learning, which cannot be transferred as easily to an online contact as academic learning. To support learners at risk, teachers/schools: ensured learners had access to internet and equipment; translated / sourced materials in native languages for refugees and migrants; offer training opportunities for learners on digital skills; monitored engagement during online classes; and provided individual support where possible; but this was not always possible (CEDEFOP, 2020).The main concerns for VET teachers and trainers regarding distance learning are the use of equipment / reliability of internet connection, their own lack of digital skills / competence, poor experience in creating digital content, lack of e-learning experience, in particular around teaching practical components; and concerns over privacy, copyright and data protection (CEDEFOP, 2020). For learners, there is no digital inclusion without social inclusion’ marginalised and vulnerable learners are less likely to be involved in distance learning, which in turn, increases their chances of dropping out of VET (OECD 2020).Objectives:1. Facilitate European VET centres to embed digital technologies into teaching, learning and assessment2. Provide VET centres with bespoke analysis and insight to support learners, teachers and trainers in adapting to online/distance learningTarget Group:Vocational Education and Training Centres which provide initial vocational training to vulnerable learnersThe project will produce the following intellectual outputs:IO1. DigiVET Integration HandbookIO2. Interactive Digital Strategy Benchmarking ToolIO3. Modular Framework for a VET Digital StrategyIO4. “Learn Digitally” Guide

<< Background >>DIS-employability is a 24-month Strategic Partnership in the field of Youth Education involving several European entities working with disabled people. It aims at providing disabled people with useful employability skills through the development of critical thinking for promoting their inclusion in the labour market.Critical thinking is considered an important methodology for the development of employability skills. People with a high level of critical thinking and reasoning are likely to be innovative, bringing new ideas and creative solutions to even the most difficult business challenges.“UN Convention on the Rights of Persons with Disabilities” recognizes the right to work and employment as a fundamental right. The project will address and overcome systemic barriers to participation in education and the labour market that concern disabled people.According to Eurostat data, in 2010 in Europe, approximately 100 million EU citizens live with a disability. Their wellbeing is affected by various barriers, such as inaccessible physical environments and transportation, the unavailability of assistive devices and technologies, non- adapted means of communication, gaps in service delivery, and discriminatory prejudice and stigma in society.Furthermore, the Report on Disability and Work, elaborated by the International Labor Organization on 2019, showed that lower employment and education levels cause that the poverty rate for those with disabilities is 70% higher than the average, while the unemployment rate of around 4 million people in the European Union who have Intellectual and relational Disabilities is more than twice as high as for the general populationBased on this context,there is a clear need to target initiatives at these vulnerable people. Disabled people must overcome the barriers experienced as a result of the disability, and provide them with useful skills to tackle the challenges faced in the labour market because of their situationTarget groups are:Direct:Joint Staff: Youth workers who work in the field of Youth education in critical thinkingBlended Mobility of Learners: disabled people aged 18+ coming from disadvantaged urban and rural communities and Educators/Trainers providing or interested in providing support to their social inclusionIndirect: education institutions, NGOs, cultural businesses and associations, Arts centres/groups, Organizations of disabled people, Organizations/public agencies providing services fordisabled people<< Objectives >>DIS-employability aims at providing disabled people useful employability skills through the development of critical thinking for promoting their inclusion in the labor market.<< Implementation >>The activities foreseen by the project are:- short-term joint staff training event- five multiplier events (one in each partner country)<< Results >>DIS-employability will deliver the following tangible results: • Report, visible on project Web Platform, of research across partner countries identifying the needs and barriers of young people with disability (physical as well as cognitive) related to employability context as well as mapping the existing offer • Educational format based on NFE conceived as a term of reference for stakeholder institutions to put in place a specific educational offer aimed at training operators working with the youth target in implementing/supporting co-creation programmes in providing useful skills involving young people with and without disabilities.The format will be focused on activities aimed to enhance critical thinking, such as: thinking creatively, making decisions, solving problems, self-reflection, knowing how to learn, problem identification and solving, and analyzing information • International Piloting successfully implemented with the involvement of educators/trainers from partner organizations (5 educators/trainers per country/partner). • Local Programmes implemented in each partner country with the involvement of 15 learners per country. • 1 Guidebook providing orientation and methodological guidance for operators in the implementation of enhancing critical thinking skills programmes involving disabled people 18+ • 1 Web Platform in multiple languages including E-Modules for the self-development of operators in the field across partner countries and in Europe. • 1 Multiplier Event implemented per each partner country with the participation of 30 individuals among the general public, disabled young people and stakeholders Besides the tangible results, the project will achieve also some important intangible result, i.e.: • Policy-making authorities provided with meaningful insights for the improvement of sectoral policies/offer in the field of youth education and disability employment. • Operators from partner countries provided with the competences to be active in supporting the social inclusion and empowerment of disabled young people through providing employability skills through the enhancement of critical thinking • Disabled young people in partner countries sensitized to greater participation in education, social and working life • General public to develop more inclusive attitudes towards disability • Consolidate framework of cooperation

"CONTEXTAccording to Common Basic Principles/EU initiatives in the field of integration, “Basic knowledge of the host society’s language, history, and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration"" and ""Efforts in education are critical to preparing immigrants, and particularly their descendants, to be more successful and more active participants in society"". The Erasmus+ Program aims at promoting equity and inclusion by facilitating the access to learners with disadvantaged backgrounds and fewer opportunities compared to their peers, “.https://ec.europa.eu/migrant-integration/the-eu-and- integration/eu-actions-to-make-integration-work The educational tracks of those who receive residence permits should be expedited by lowering the threshold for integration training and the training following it. ""(quote from the report "" The educational tracks and integration of immigrants – problematic areas and proposals for actions"")PROJECT OBJECTIVESThe main goal of the project InclusionApp is to help RI&AS (refugees, immigrants and asylum seekers) learn the language & the culture of the host country through a mobile serious game and ood practices against social exclusion through a a Collaborative e-learning platform.Specifically the aims of the project are twofold:(a) The Design, Implementation and Evaluation of a Mobile Serious Game for learning the language & the culture of the host country (InclusionApp mobile game) for RI&AS(b) The creation of a Collaborative e-learning portal with good practices against social exclusion of RI&AS.SERIOUS GAME EVALUATIONOnce the software development is finished we will run a large scale trial in which we will involve at least 200 RI&AS (refugees, immigrants and asylum seekers) and observe their learning success and most important their inclusion in the host country with the help of our mobile serious game. We will then finilize our mobile game and share it on an EU-wide scale. Scientific publications will be published to renowned international scientific journals & conferences with the results of the evaluation.The OPEN SOURCE ACCESS to all project outputs will be guaranteed for at least 5 years after project end.PARTNER ORGANISATIONSThis initiative gathers 5 partners from Poland, Cyprus, Italy, UK and Greece.WYZSZA SZKOLA EKONOMII I INNOWACJI W LUBLINIE (Poland): University of Economics and Innovation in Lublin (WSEI) is a non-state higher education institution, funded in 2001. Welcome Home International (Belgium): Non-profit organisation providing encouragement, education, and assistance to refugees during their integration.INNOVATION FRONTIERS (Greece): An educational technology & research company expert in the design, implementation and evaluation of educational software.Eurospeak Language Schools Ltd (UK): A private English language school, accredited by the British Council, Independent Schools Inspectorate (ISI) and are a UKVI licensed Tier 2 General and Tier 4 General of the points based system.Tropicalastral Lda (Portugal): A private adult education provider and translation company, focused mainly on corporate clients in the Algarve area providing private executive business language lessons."

<< Background >>The reason why the partnership decided to apply for this project was to promote the tourism sector which was extensively affected by the COVID situatio and the need to develop and continue working toward a more sustainable world. Linked with these two needs, the partnership decided to combine them and establish the goal to promote sustainable businesses related to the tourism sector. Therefore, the aim of the partners is to start developing actions that move us towards a more sustainable world, including sustainable contents in education, but also in the labor world, such as businesses and entrepreneurships. Moreover, according to the European Commission, sustainable tourism is facing multiple major challenges and some could be solved if the companies started taking actions towards sustainability.In addition, the partners also want to create a stronger link between education and the community, collaborating with other companies in order to create something that is worth working on, motivating the students, giving them real and useful experiences in order to improve their curriculum and their entrance in the labor world. This situation facing the discouragement of students in front of their education or the lack of communication among the real needs of the companies with the education centres is an important need that will be addressed thanks to the service-learning activity, in which students will be part of real experiences that will put the in touch with the labor world, the needs of the community and that will have a real impact in their close environment.Consequently, this will promote the wellbeing of the local community and preserve natural and cultural resources, while the students acquire Key Competences such as Active citizenship and multilingualism, but also teamwork skills and knowledge about sustainable practices.Furthermore, the need of the localities to focus on more sustainable businesses and promoting sustainable practices among the different companies will also be addressed through the different activities and project results, targeting the general public with the Communication Campaign, the service-learning and the App.<< Objectives >>The objectives of the project are the following: GENERAL OBJECTIVEPromote sustainable businesses and entrepreneurship.SPECIFIC OBJECTIVESSupport the professional development of teachers, trainers, educators about sustainability with the service-learning methodology.Create free access to the general public about verified sustainable options.Involve the VET centres in the community participating actively in their improvement.By implementing this project all these objectives will be addressed. Thank to the Project Results, VET professors will be able to develop and update their competences and knowledge, while working with students in new activities that will allow them to be involved in the community thanks to the service-learning activity but also promoting their research skills and getting in touch with real companies, creating a network of contacts for their future employment opportunities. Moreover, as the project is focused on sustainability and promoting sustainable practices related with tourism in the areas, there will be shared information regarding the specific topic that will be accessible for the general public thanks to the Communication Campaign and the App that will be created during the life cycle of the project.<< Implementation >>During the project’s life cycle, the following activities will be implemented in chronological order:1. PROJECT RESULT 1: Teacher training guide on sustainable practices and entrepreneurship in the tourism sector: It consists of a general guide for teachers, including a teacher's dossier on how to explain sustainability and create activities that include the theme focused on sustainable entrepreneurship and sustainable businesses in tourism. The aim will be supporting the professional development of teachers, trainers, educators about sustainability.2. LEARNING, TRAINING, TEACHING ACTIVITY - C1: Sustainability strategies in business and entrepreneurship in IRELAND, in which teachers and the staff of the different partners will be trained about the content related with sustainable strategies for business, focusing on the tourism sector, showing tourism impact, talking about climate change mitigation actions and how to create a sustainable start-up.3. PROJECT RESULT 2: Guide for the creation of a communication campaign on sustainable tourism through service-learning: it will consist of a step-by-step creation of a publicity campaign in which students and local organizations will collaborate to promote sustainable tourism with a service-learning activity.4. LEARNING, TRAINING, TEACHING ACTIVITY – C2: Communication campaign for promoting sustainable tourism businesses through SL: this activity is linked to PR2, in which the students will be learning about the communication campaign and start a draft of the campaign to disseminate it in the localities.5. PROJECT RESULT 3: TOURBIZ App: the app will be a map in which the research about sustainable business is introduced, working as a consulting App for people interested in finding sustainable options (restaurants, hotels, transportation, places, companies, etc.), plus the communication campaign created by the students.6. LEARNING, TRAINING, TEACHING ACTIVITY – C3: Digital tools in the education field: the TOURBIZ App: training to explain how to introduce information in the App working together with students and staff of the different organisations. Moreover, during this activity the official beta testing of the App will be carried out.Apart from this, there will be three TRANSNATIONAL PROJECT MEETINGS to make sure the project is evolving as expected (or introducing any possible changes in time). There will be MULTIPLIER EVENTS in order to promote the use of the tangible products and encourage other businesses to be included in the App, while also motivating other VET centres to implement service-learning activities.<< Results >>There are a total of three project results included in this project:PROJECT RESULT 1: Teacher training guide on sustainable practices and entrepreneurship in the tourism sector: It consists of a general guide for teachers, including a teacher's dossier on how to explain sustainability and create activities that include the theme focused on sustainable entrepreneurship and sustainable businesses in tourism. The aim will be supporting the professional development of teachers, trainers, educators about sustainability.PROJECT RESULT 2: Guide for the creation of a communication campaign on sustainable tourism through service-learning: it will consist of a step-by-step creation of a publicity campaign in which students and local organizations will collaborate to promote sustainable tourism with a service-learning activity.PROJECT RESULT 3: TOURBIZ App: the app will be a map in which the research about sustainable business is introduced, working as a consulting App for people interested in finding sustainable options (restaurants, hotels, transportation, places, companies, etc.), plus the communication campaign created by the students.But, apart from these three project results, there will be more outcomes derivating from this project, as the local communication campaigns produced during the service-learning activity that will be implemented in the two VET centres participating in the project.