The aim of our project was the development of both an innovative webpage with CMS (Content Management System) and the development of Social entrepreneurship projects in a Portuguese and in an Estonian Schools, as a key element of the respective vet courses of education, namely Organization of Events and Marketing and Public Relations, in Portugal, and Multimedia, photography and ICT, in Estonia. In both schools, virtual companies were founded, which planned and implemented social events and activities. In both places, groups of students had to decide on the type of activity, content, target public and aims. They were involved in the planning and implementation of the events right from the beginning. Cooperation between both institutions will be based on information exchange and production of usable contents from the area of organization of events, multimedia and IT by the students using Web. 2.0 tools.Both countries were responsible for the organization of the events (two joint ones, one at each exchange period, and then one at each partner country, in an individual scale, for preparation of the joint one), dissemination of it and for the communication process / webpage with Content Management System platform. The events then: - Informed about each partner city, region, country (traditions, history, teaching-learning process, social responsibility in the respective region, etc)- Promoted intercultural communication (language, music, art, literature, etc)- Involved partners outside school- promoted social responsibility- Used resources efficiently- Were properly disseminatedThe teachers and students used Project management methodology for the development of the projects. The conditions were created and support was given to student in the company foundation by the teachers. There were training activities on project methodology and 2.0 web tools. One at each project year.Students and teachers/trainers from the referred VET areas decided on a common content structure of a Wordpress platform and developed together and progressively the content. Students knew how to work with web and wiki platforms and used them in order to find information. Competencies were developed in activities. Our concept was stimulating students to be active, to discuss and to create learning content which was stored in the Wordpress Platform and which is of practical use for further training and application in the further professional carrier.The use of SKYPE also allowed direct oral discussion. This way, the four main activities to develop foreign language competencies were addressed: writing and reading (in the Wordpress) and listening and speaking (by using SKYPE), linked to contents which address language (glossary, active use of profession related terms for content production, development of the language of communication (English), intercultural competencies, professional knowledge (content directly related to the students learning subjects), computer skills (active use of WEB 2.0 applications ) and skills for promoting life long learning (getting to know and practice of media based learning scenarios – the two last mentioned also important for the involved trainers in both institutions.Two training activities for the teaching-learning and practice of 2.0 web tools and Project Management Methodology were organized, one in each country which allowed for the successful development of the whole project.Two exchange periods of 10 days each in both countries allowed to the joint organization of the chosen real event and for the discussion of further development and results, getting to know each other by face to face contact as well as to focus on the practical experience of the other culture.Both countries were aware of the present economic situation and of high rate of youth unemployment and recognise it a challenge for schools and employers to train young individuals and to bring employement.

<< Objectives >>The project aims to develop a new Model Course designed in the format of the International Professional Standards for innovative educational leaders (AIEA-Supsi 2020) able to allow trainers to make a wide use of web-based simulation and active teaching methods using new tools, Hubs in order to perform effective teaching actions that could fit both lessons with physical presence-distance learning. LAILA contributes to the strengthening the digital transformation and multiple pathways to learning.<< Implementation >>The project include four main stages for 24 selected beneficiaries: the first one consists of comparing good practices about the application of web simulation based edu-teaching methods, analysing new digital tools on specific fields of application; the second one is the most productive and consists in developing a new Model Course involving the use of the agreed innovative educational leadership approaches that will be tested in the third stage and the results will be analysed and disseminated.<< Results >>The expected results are represented by the new Model Course and the recording of a effective interest in that products to be determined by stakeholders from other educational institutions also in other EU Countries, reached during the dissemination phase.In the testing stage it will be relevant to record a global achievement of the learning outcomes and awarding credits on the part of the learners because this would be the most demonstred performance of the effectiveness of the project's output

The project Youthpreneurs -Learning by doing follows 2 main directions: first, teaching business fundamentals by providing the knowledge and skills necessary for youth to start their own busines and second enhacing youth’s business skills for future career opportunities through hands-on experiences in the field of entrepreneurship.. The project objectives are: 1. To equip 36 young people from the partner organizations with necessary skills and knowledge in the field of entrepreneurship by participating in training and experiential activities. 2. To elaborate a common course curricula in the field of youth entrepreneurship and a guide for youngsters willing to start a new business. The proposal consists of 4 organizations experienced in the youth field and entrepreneurship in particular from Romania, Spain, UK and Portugal. During the project the youngsters will participate at a training course on entrepreneurship, will elaborate business plans, and will implement their businesses in local communities they come from. The project is a good way to engage, to raise motivation of the participants and to create excellent quality work through sharing of good training and learning practice between the partners. The partners organizations will use their experiences and will create 2 intellectual outputs ( Course curricula Innovative curriculum for entrepreneurship training of youths and the Guide How to start a business which are the results of sharing ideas, best practice, methodologies and resources between the partners.The project impacts the participants in terms of development of those qualities and personal skills which forms the basis of the entrepreneurial spirit and behaviour. The project creates pathways for youngsters to discover and create entrepreneurial opportunities and gives them the possibility to learn by doing through the planning and running of a business.

Background:Europe still faces a high rate of unemployment among young people aged up to 30. Basic skills of young Europeans have been becoming weaker in several member states, and access to education is often unequal. Education systems need to be further modernised and more open to disadvantaged groups with special education needs, in order to enable individuals to become active citizens, make the most of their working lives, and align their skills with labour market needs. Efforts to upgrade education systems at all stages must be extensive in order to open up perspectives to young people (e.g. young people with handicaps, disadvantaged young people, early school leavers, as well as migrants and young refugees). These young people had to take a transition path from school to VET (vocational education and training) or employment. Their school careers have often been unsuccessful and many times they lack the confidence to take this path. Public institutions offer them many measures such as vocational orientation and additional school years. But the problem is that many of these measures are mostly theoretical lessons or work simulations. However, the young people need a way to reflect their experiences and attitudes towards society and the world of work. They often display disruptive behaviour in these projects.Therefore, it is necessary to develop new and better strategies for the transition process that take into account the living environment, the biographical background, and the expectations of the young people. School or other training organisations must focus on establishing a work-based learning environment that fosters entrepreneurial learning as well as social entrepreneurship. In this context, social entrepreneurship and entrepreneurial education is becoming ever more important in European societies. Both offer possibilities to gain more practical competences that are in demand on the labour market, and to be successful in life in general. In the VET sector, the work-based learning approach is also known to be the best way of conveying competences, skills and knowledge to the learner. Project’s ObjectiveThe WoSo project was designed to bring together those two approaches: the WBL setting on the one side, which focuses on the teaching of professional competences, and the entrepreneurial setting on the other side, which introduces entirely new perspectives regarding work life. However, both scenarios can be combined nicely to improve learning settings, and to teach the most vital competences that are essential for reacting flexibly to the future challenges of a quickly changing environment.Through presenting best practices from different member states and conducting a Teaching Activity we empowered our staff members (trainers, teachers, VET-responsibles and managers) regarding the understanding of social entrepreneurship and the teaching of entrepreneurial competences. This exchange of experience, knowledge and new methods led to the development of concrete actions plans per partner institution, which aim to improve the existing training programs and establish new projects with the focus on (social) entrepreneurship. The project is described clearly in a project documentation.Activities and participantsIn 3 Transnational Meetings and 1 LTTA came together teachers, trainers, VET-responsible and managers of our institutions. Those people who are working with the above mentioned target group of youngsters facing divers problems in job integration. They got to know the concept of social entrepreneurship such as an insight into entrepreneurial competences and the EntreComp Framework of the Joint Research Centre by the European Commission. During the project the participating organisations analysed their existing training programs regarding the EntreComp Framework and elaborated on this basis individual action plans to implement entrepreneurial learning and social entrepreneurship in their programs.Impact The project led to trained and professionalised staff members, who gained a better knowledge of social entrepreneurship and who realised the importance of teaching also entrepreneurial competences. Through the concrete working with the EntreComp Framework and the elaborated action plans, we improve our training programs, which will lead to an empowerment of our target groups who will benefit of the new focuses. Through strengthen their entrepreneurial competences they will improve their ability to adapt to the circumstances, create their own jobs and they receive a better understanding of social impact and sustainable management of resources.

The economic strategy for Europe and the UK calls for world class leadership and more effective opportunities to acquire leadership skills through initial and continuing VET. In order to succeed in the future, leaders and managers (and particularly new ‘millennial leaders’) will need to become more agile, responsive and develop an ability to adapt to different needs generated by changing workplaces. Leaders will also need to be open to cultural and ever changing technological changes that will impact the core of organisational operations.The Xtended Reality Leadership for Xtra-ordinary Leaders (XRL) project is focused on preparing new leaders for Leadership in the 21st Century by developing high quality leadership competences and skills in the following areas: Improving productivity, Integrated technology innovation, Globalisation, Inclusive leadership, Responsible Leadership and Core leadership skills.In addition the project promoted the adoption of ‘new innovative practices in a digital era’ for VET through the use of Augmented Reality (AR) and Virtual Reality (VR) and innovative pedagogies to develop a new brand new digitally enhanced approach to leadership training. Partners from the UK, Spain, Portugal and Sweden collaborated with a wide range of stakeholders to deliver the following activities: 1. An innovative new curriculum and course plan in line with ECVET and EQF that addresses the key competences needed. 2. An OER platform containing innovative tools, resources and approaches for new leaders including 360 videos, 360 VR scenarios and simulations, an AR leadership skills App. 3. Designed and development a state of the art 3D AR/VR training workshop that blends a variety of approaches such as multi-player AR and 3D VR scenarios and simulations with face-to-face discussions in order to develop leadership skills for the future. 4. Produced publications that explored the future of leadership in a post digital era and identified the skills and needs required for the next generation of leaders along with training notes. 5. Designed and developed of a new methodology for assessment and evaluation of leadership skills along with implementation tools, assessments and action plans. In addition a range of events and a conference were held in the UK, Spain, Portugal and Sweden to share the project results with stakeholders along which we hope to cascade the curriculum, tools and resources developed to VET professionals and educators in the partner counties. There are 2 primary target audiences for the product which are: 1. New Leaders: Primarily ‘Millennials’ (but not exclusively), those on new apprenticeships, company internships and internal company leadership initiatives and those taking up leadership positions in a wide range of vocational subject areas. 2. VET Providers: Vocational training providers, training managers, colleges/ universities (lecturers/ teachers), independent trainers/ private training companies, HR departments, businesses, leadership coaches and mentors. The product gets Individuals, organisation's and those responsible for delivering VET training and CVET to think differently about leadership training and to implement new approaches to developing the skills and competences needed for leadership in a post digital era, ultimately equipping leaders to lead effectively and more relevantly in the future. In the course of our activities we reached a number of future leaders, VET professionals and other relevant stakeholders.