Estrenando competencias emprendedoras - entrecom para adultos viviendo en zonas rurales is an Exchange of Good Practices Project that is planned to take place during 24 months starting with September 2020.The project involves a consortium formed from 5 partners with AIFED - Asociacion de Innovacion Formacion y empleo para el desarrollo sostenible as the lead partner together with Systeme in Bewegung e.v. from Germany, Europski klaster alpe adria pannonia from Serbia, Associazione Progetto Marconi from Italy, Austrian association of inclusive society from Austria.The project is set in the context of the current challenges Spain and European societies are facing: reductions in the budgets dedicated to PAC and the current crisis caused by Corona virus. In these crucial times, action has to be taken before we will have to face the huge economic impact this virus will bring to European markets. In these situations, one must think strategically and act with precautions. The actions we take now can make the difference between the future generations will live in.Therefore, the current project is addressing the needs of improvement key skills of two socially disadvantaged groups: women and migrants, with a focus on the members of these groups living in the rural areas. The main aim of the current projects is: increase the quality of the practices and methods used in the process of the development of entrepreneurial competences of the people living in the rural areas of Europe, with a focus on socially disadvantaged groups, in order to rejuvenate the economies and bring a betterment to all the communities. The project will carry out two transnational project meetings and three Short-term joint staff training events as following:1. Kick off meeting Spain The kick of meeting will establish the framework for the project implementation and guidelines ensuring that the project reaches its proposed objectives in a timely and cost-effective manner. Team members of each of the partners will work on establishing: platforms and templates to be used during the development of the project, monitoring and reporting documents as well as criteria for checking the achievement of the planned indicators. 2. Final Evaluation Meeting – Germany During this meeting the partners will evaluate the project implementation and how the project reached the planned indicators (based on the monitoring results, intermediary reports, feed-back and evaluations of participants and beneficiaries) they will present the results of the local focus groups and there will be a presentation of the booklet prepared by the German partner that presents the best practices found and the results of the activities at local level.Short-term joint staff training events1. EntreComp conceptual model, Area 1. Ideas and opportunitiesVenue: Italy, Duration: 3 daysThe Italian partner leading the first Short-term joint staff training event is expert in creative teaching methodologies. The first training corresponds to Area 1 of the EntreComp Conceptual model: Ideas and opportunities. 2. EntreComp conceptual model, Area 2. ResourcesVenue: Serbia, Duration: 3 daysThe second training is hosted by the Serbian partner that is experienced in working with entrepreneur women living in the rural areas. The topic of this training is based on the Area 2 of the model: Resources and its constituent parts: self-awareness and self-efficacy, motivation and perseverance, mobilizing resources, financial and economic literacy, mobilizing others. 3. EntreComp conceptual model, Area 3. Into ActionVenue: Austria, Duration: 3 daysThe last training will be focused on the block of competences under Area 3: Into action - 3.1 Taking the initiative, Planning and management, Coping with uncertainty, ambiguity and risk, Working with others, Learning through experience. As an exchange of good practices, the project is expected to have results over several areas and target groups:-The good practices found, together with the info resulted from the local activities (like the local focus groups, meetings with beneficiaries and other stakeholders at local level etc.) will be compiled in booklet available in all the partner languages and English -Increased activity of the target groups at local level, invitation to the cooperation for several stakeholders and institutions which are interested in the development of the internship environment in the rural environment -The creation of a network of institutions that support the entrepreneurial education of adults living in rural areas -Raised awareness of public and private stakeholders that can support the development of small businesses run by adults living in rural environment -Tangible exchange of good practices in the field of entrepreneurial education for adults living in rural areas

The extent to which teacher leaders adopted additional responsibilities varies in degree and description based also on the size, the country, the location and the conditions of the institution. Aspiring leaders or middle leaders in an education setting needed to develop more sophisticated management-oriented skills and collaborative practices to increase their preparation and readiness to manage their workload, sustain others in their professional growth and lead teams to work on school improvement and development. Due to the difficult tasks assigned, two-fifths of new teachers leaving within five years, and many citing increased workloads, stress and pay cuts as reasons for considering leaving, the challenges of leading frontline teaching teams were great.A shortage of senior teachers was adding pressure to many middle leaders, including teachers with additional responsibilities, such as assistant or deputy heads in primary schools, and heads of year and departments in secondary institutions. This middle tier was taking on greater responsibility for the day-to-day running of their schools while trying to juggle team management and a teaching timetable. The consortium's overall aim was producing and testing a program to help aspiring teacher-leaders, in developing more sophisticated management-oriented skill, increasing their preparation and readiness to manage their workload, while learning how to sustain and empower others and how to lead teams for the benefit of their schools. The program was completed with guidelines to assess the aspiring teacher-leaders to evaluate (using different methods: peer evaluation, panel and quizzes) if the professionals developed the required set of skills, as planned at the beginning of the program; and a training program that trainers, school-leaders, directors can use to replicate the Skill-AED program after the end of the present project. The all-in-one Skill-AED program composed of: *A TEACHER LEADERS-specific training expanding participants soft skills, ability to plan strategies and expertise in the area of educational communication, research, administration and management. *An effective MENTORING AND COACHING techniques equipping aspiring TEACHER LEADERS with the necessary competences and skills to handle both teaching and managerial position, covering MENTORING/COACHING and team-leading tasks *VIRTUAL COMMUNITY AND (local/virtual) PEER SUPPORT ensuring that the participants are not alone in facing their issues and can learn and exchange tips and suggestions with other educators with the same issues and experiences. *A PARTICIPATED EVALUATION METHOD guiding a panel of experts in evaluating the aspiring teachers’ leader after the training and after a trial period *A TRAINERS’ TRAINING aiming at professionals that were going to deliver the Skill-AED program The program has worked in different levels and improved all the participants on different skills, as – for instance – have instructed the aspiring leaders to give feedbacks to their mentees, based on structured evaluations, improving their ability to talk about delicate matters in a professional way while helped mentees in reflect on their preparation and accept comments made with the sole intent to help them improve. The digital solutions applied both at the evaluation and the delivery of the contents made it easier for professionals or institutions to monitor and evaluate learning’ progress and adjust the learning and mentoring provision according to the participants needs.The transnational partnership has contributed to improve and innovate the current situation at their local and regional level, offering also recommendations for validation of acquired competencies for the participants. In addition, the lesson learned, based on different approaches and on shared best practice has contributed to demonstrating the transnational values of the project results and innovation, offering a large number of teachers/ teacher-leaders across the EU the possibility for advancing in their careers, enhancing their competences, and planning their careers ahead, especially for younger staff.

As stated by the Europe 2020 Strategy, highly skilled individuals with critical mind-sets are needed to create the businesses of the future and more generally, to help business and the public sector to innovate their processes and systems to accomplish with the high standard set by European and National Governments. In order to facilitate students’ transition from full-time education to the labour market, contents and learning approach have to accompany individuals in challenging their thinking, practices and routines, so to evoke mindful thoughts about new sustainable ways of improving organizations / networks / society from within.For example, ICT professionals have to develop skills in marketing or management; services workers have to develop customer-oriented skills and digital literacy or tourism services professionals have to look for new ways to attract interest by potential clients. In many knowledge-intensive sectors, skills as managerial and scientific knowledge are in fact more and more frequently needed. The aim is offering participants a solid knowledge on how organizations operate and what employers expect from employees. The thematic workshops, based on collaborative learning methods, accompany students in acquiring skills requested by the 21st century workplace while learning the most common (and implicit) rules within a working organization, to meet employers’ expectations. The SUSTAIN program will accompany participants in analysing different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, social equity and sustainable management of resources thus building up the necessary skills and competences to be a suitable and reasonable employee. The process is aimed at offering students a better prospective on how sustainable and ethical organizations operate, to learn how to behave in a work environment and be better prepared for their internship or work insertion.One aspect concerning innovation is the provision of easy to understand information on organizational awareness (allowing students to understanding different aspects of the organisation including workings, structure, and culture of the organization) and organization competences (basics attitudes and competences necessary to be an active part of an organization) contained in the eLearning of the project. All those contents are usually absent in technical vocational carriers, but information as social responsibility and quality management or environment management (ISO 9001 and ISO 14000) are utterly relevant for companies of all type and shape – especially the small ones, that require staff to cover different position within the organization. Class activities structured in workshops, structured around company’s departments, will help them experimenting and practicing what real life situation, to get a better prospective on how organizations operate and have a hands-on experience. The inclusive education implies a vision different from the common education based on the heterogeneity and not on the homogeneity. Any inclusive training methodology is a fundamental element in students and trainers' curriculum. The use of diverse strategies will allow trainers to generate tasks and activities in which all learners have possibilities of participation, simultaneously which will encourage the cohesion of the group as well as foster collaborative learning paths.The content is developed jointly by 6 partners from different countries which ensure transferability of the learning content. Blended solutions are more likely to achieve success with ‘millennials’ or ‘digital natives’, for this reason some learning and evaluation activities will be conducted online. This will also facilitate data collection and reporting, sparing time to the educators while monitoring the learning outcomes level along the process.

The ENREAC-HEI project is based on a suggestion by the Working Group on Education and Skills under Open Science, that in July 2017 in a report supported by the EU, called ”Providing researchers with the skills and competencies they need to practice Open Science OS”, specifically suggested that “OS skills should become an integral and streamlined component of the standard education, training and career development paths of researchers, and if possible even at earlier career stages, in schools and universities”. In order to support the development of skills and competences in relation to Research Skills and Open Science practices, the ENREAC-HEI consortium, composed of 6 partners coming from 5 EU countries (Cyprus, Poland, Bulgaria, Italy, Portugal) has developed and tested two combined courses on Research Skills and Open Science practices, addressed mainly to HE, BA or MA students to increase their skills and competences in research management, open research techniques, collaboration and teamwork. More than 150 HEI students and experts in all partner countries participated in the project and tested the results. The innovative contents in the ENREAC-HEI program can enable HEI students regardless of discipline, in acquiring autonomy, critical thinking and the capacity for problem-solving to make them more efficient and effective at work, increasing their possibility for employment, succeed in their career and in general being all-around citizens too.In particular, the concrete results of the transnational partnership are: 1) “Essential Research Skills Course”. The course aims at empowering and improving students’ competences in research management, planning, personal effectiveness, collaboration, team-building abilities within a research experience. The course will facilitate students’ success in research, provide them with strategies for the thesis writing process as well as increase their effectiveness in any workplace outside academia. 2) “Open Science Skills Course”. The objective of this course is to provide students with the theoretical knowledge and skills required in order to conduct research activities using Open Science concepts. 3) The ENREAC-HEI Trainer Manual informs and guides the trainers and educators through the process of knowing and understanding the course curricula, their goals and benefits, and gives a vision of the expected profile of the trainers and of the learners. The Manual contains also suggestions for the delivery methodology, guidance on using the Moodle platform, the curricula and a toolbox with complementary activities that can be implemented in the classroom or online through synchronized meetings.4) E-learning Platform for online collaboration to deliver the eLearning courses, manage collaborative work and store data. The educators have complete access to the platform, students’ materials and assessment allowing them to monitor the progress and support their learning process. The project results are available in all partners’ languages and English and are developed in such a way and flexibility to be easy to be updated and transferred in other EU countries in the future. The innovative contents in the ENREAC-HEI program influenced the learners regardless of their academic discipline, in different ways: *Equipped and supported them to be adaptable and flexible in an increasingly diverse, mobile, multicultural and interdisciplinary work environment and society.*Enhanced their skills and expertise regarding research data, data production, management, analysis/ use/ reuse, dissemination of innovative contents.*Increased their performance and efficiency by the development of core transversal skills to keep pace with unpredictable market conditions. *Increased their capacity for professional development and employability skills, problem-solving, communication, and resilience.*Provided a better understanding of the concept of Open Science and increased capacity for professional development for the HEI staff involved in projects and research activities. *Increase the number of undergraduates and master students to get involved in opportunities to help them explore contemporary research problems and develop their research skills to become a researcher. The programme is defined in terms of learning outcomes, which facilitate HE students’ focus on those skills and competences they are about to study and acquire perception on them, forming the basis for their understanding of core topics associated with their academic curriculum.

Climate change education occupies a major node in school education. It is a rich topic to explore in the classroom. The fact that climate change may be viewed on local, regional, and international levels — not to mention through scientific, civic, and cultural lenses — provides students with the opportunity to develop critical analysis skills and ability synthesize information. It provides an important window into individual and societal responsibility, making it relevant for all partners involved and a global urgent matter. The purpose of the CC-EDU project is equipping students (such as the next generations) in having a holistic perspective over climate change and learn about collective responsibility toward environment protection and prevention of further damaging situations. The aim of the project is preparing teachers to deal with the complexity of the topic, making it factual and with a view on local, regional, and international situations, using different approaches. The 6 partners coming 6 countries offer a wide European diversity and socio-economical contexts (towns of different sizes, economical life and culture) and will at the same time contribute and benefit from the project. As a whole, the wide experience mobilised for the CC-ED project, offering complementary skills and competencies necessary for the consortium success, is presented through the professional preparation of the staff participating in the consortium, encompassing as communication skills, competence in climate change and related science and social topics, immediate reach of the project’s target groups and ability and great interest increasing key and wider competences in all EU students. Partner institutions represent organizations from different sectors and with previous record in working teachers and the different learning environment (online, class based, workshops…). Each partner organizations will provide the most significant inputs to project activities/products, and will be guided by the University professors involved which have picked up due to their background in climate change topics. Through the CC-EDU project, schools have an opportunity to teach their students to evaluate a variety of evidence and draw their own conclusions. If students are to leave school and tackle issues head-on, they can’t do so without understanding how to use information and balance opposing viewpoints.The possibility for offering more targeted support to help teachers develop competences, enhances the quality of teaching in general (School development and excellent teaching for a great start in life COM(2017) 248 final). A holistic, individualised and young-people-centred approach is crucial for keeping the interest of young people in any topic, on climate change in particular.