The integration of many refugees is currently an urgent and outstanding task in many EU countries, and the accomplishment of this task requires the commitment of all social groups. Refugees who have sound professional experience and good entrepreneurial potential can be trained as entrepreneurs in the host country in a comparatively short period of time and integrated into working life as successors or founders of small businesses, thereby making valuable contributions to economic development. The project pursued this innovative and promising approach.Many SMEs experience a critical moment when the business has to be handed over to a new entrepreneur for age or other reasons. In fact, each year more jobs are lost due to failed business transfers than are created by start-ups. One of the main reasons for the failure of transfers and the associated high job losses in many EU countries is the large and growing shortage of qualified successor entrepreneurs under status quo conditions. By qualifying and integrating refugees as entrepreneurs, the project made important contributions to securing SME handovers and business start-ups. Against this background, the project pursued the outstanding goal of achieving the integration of refugees and securing SME handovers as far as possible by a) rapid integration of refugees into working life through training and promotion as entrepreneurs. b) attracting additional target groups and increasing the number of potential SME successors and founders. (c) improving entrepreneurial skills in order to attract qualified entrepreneurs, ensure innovative success and safeguard and increase the number of SMEs and jobs.The project was carried out by 5 partners from Germany, Italy, Austria and Hungary. The internationally active lead partner is particularly experienced in training and promoting SMEs. Three partners are chambers of commerce and associated institutions, which have been dedicated to the training of entrepreneurs and the promotion of SME handovers and business start-ups for many years. One university is successfully involved in the training of entrepreneurs and is particularly experienced in the development of curricula and evaluation processes.The project comprised 7 work packages with the following main activities. 1. Project management and implementation of 6 workshops and 2 international consulting and transfer conferences. 2. Identification of individual competences and entrepreneurial potentials of refugees. 3. Specialized language training and training promoting motivation and creativity. 4. Training as an entrepreneur, which can be completed with an official further education degree. 5. Training in preparation for an SME takeover or business start-up. 6. Inclusion of the trained refugees in existing support programs as well as accompanying coaching and integration programs from the competence assessment until after a successful business takeover or start-up. 7. Transfer of the project results to 70 chambers and higher education institutions/universities from 13 countries, which were involved in the project implementation as associated partners and received sustainable implementation advice, and implementation of further dissemination measures. For these main activities, instruments, methods, curricula, examination regulations etc. have been developed, tested and evaluated which can be used in all countries. Individual instruments and curricula have been so successful that they are already being used in all Baltic Sea countries for domestic and foreigners, for the recruitment and qualification of entrepreneurs. For the five products of the project - Blueprints for the reliable identification of entrepreneurial skills and for advising individual career and educational planning, - Curricula for language training as well as training promoting motivation and creativity for activities as entrepreneurs, - Curricula and examination regulations for entrepreneurship training, - Curricula for preparatory training and blueprints for the implementation of SME takeovers and business start-ups and - Manual with distribution via bookstores high sustainable uses are ensured with a process-oriented expansion of the implementation regions including financing.The project pursued a bottom-up strategy: By means of a rapid, successful qualification and integration of refugees as entrepreneurs or specialists in SMEs, companies and their organizations were to gain their own experience with foreigners on a broad basis and thus bring about sociopolitical changes in behavior. This strategy has had its first effects, particularly in Hungary.

"INITIAL SITUATIONSelecting the wrong field of study, too much pressure to perform, financial problems or poor grades are frequently reasons for early termination of studies. Young adults who terminated their studies before getting graduated face the challenge what to do without qualification. Very often such dropouts are taking odd jobs or positions for unskilled workers in order to survive and in worse case are relying on state assistance.At the same time dropouts have substantial, formally acquired professional skills and knowledge which differentiate them from the successfully graduated students only by not having a formal document, diploma or certificate, which confirms a completed formal education. PROJECT IMPLEMENTATIONAgainst this background the West German Chambers of Crafts and Skilled Trades´ Council (WHKT) has completed between 2013 and 2015 in North Rhine-Westphalia a pilot project “from dropout to a master student”. The goal was to identify new career opportunities in the craft sector (www.studienaussteiger-nrw.de).The ERASMUS+ project ""alternative career opportunities for dropouts – termination means restart"" takes this successful approach in order to bring the developed products in the above-described project, ideas and insights into a European and cross-sectoral information exchange.OBJECTIVES/RESULTSFor this purpose the consortium in the project has set and aimed the following objectives:A) Transfer of methods for counselling dropoutsB) Build up a network for counselling dropouts via social mediaC) Transfer of an information-brochure for companies (and regional adaptation)D) Transfer of an information-brochure, how academic achievements can be acknowledged for a professional activity (and regional adaptation)E) Transfer of best-practice examples in the project countries (dropouts)F) Transfer of a sponsorship model: build up a pool to support dropoutsTARGETGROUPSA) primary target group are dropouts in the project partner countries (AT, BG, DE, HU, GR, TR)B) secondary target group are consultants, coaches and stakeholder in the project partner regions (of dropouts)TRANSNATIONAL COVERAGE In all partner countries there is a great need for action to support dropouts (betw. 15% and 30% of all first-year students break off their study and have great difficulties in the future and limited career choices).For this reason, the project partners have agreed to combine their expertise, exchange knowledge/information and transnationally develop and disseminate together a model ""alternative career opportunities for dropouts"". Different project teams (composed of min. 2 partner countries) work on implementing the respective objectives.IMPACT AND BENEFITSAll project partners expect:A) to consult dropouts better and efficient with the new developed tools B) to be able to incorporate dropouts in the labour market easier and more efficient.In parallel to this, potential employers (companies and institutions) will benefit from hiring good educated dropouts as employees and make use of the currently available studies at the universities."

"Energy efficiency, climate and biodiversity protection belong to the EU top priorities and are likewise of considerable and growing importance of the economy in the member states. In order to meet the challenges of growing landfills, scarcity of resources, air pollution, to name a few of them, new ways of thinking and of innovative economic activity are essential. This is exactly what the Cradle to Cradle® (C2C) concept is: products flow in infinite material life cycles thus being economically successful, conducive to the environment and healthy for consumers without producing any kind of waste. Cradle to Cradle® concept, born as vision by Prof. Dr. Michael Braungart and William McDonough in 1990ies, has become real, and now it is well known on the world market: more than 2.000 products have been developed according to the C2C principles. The way of production ""from the cradle to cradle"" is directly counterposed to the prevailing production model ""cradle to grave"", where the material cycles are set up regardless of conservation of resources or environmental protection. So far, though, there lacks targeting of C2C concept in SMEs while increasing energy efficiency and environmental protection is of growing importance in SMEs. Moreover, SMEs with C2C are more future oriented, capture new market segments and create new jobs to reduce their costs and make a vital contribution to tackling the energy and environmental challenges in the long term. Despite the benefits the Cradle to Cradle approach in SMEs can bring it has been used only in individual large companies and in SMEs it is hardly known. For this reason, the project aimed at the development of further training measures that eliminate the knowledge deficit on C2C, meet the specific conditions of SMEs and start with C2C implementations in enterprises.The lead of the project took over the Hanse Parlament being an umbrella organization of 50 chambers of commerce, crafts and industry from 13 Baltic Sea Region countries. In 2010 Hanse Parlament established an association called Baltic Sea Academy to which currently belong 17 member universities from 9 countries. Together they focus on promotion of innovation and qualification for SMEs. Those 50 chambers and 17 universities are important associated partners and disseminated the project results on a wide basis. An important project partner was the Environmental Protection Encouragement Agency (EPEA), research and advisory centre, which has developed C2C and has all the bases for the realization of further training courses. As further project partners were involved three chambers with their educational institutions: the Chamber of Crafts Schwerin from Germany, the Lower Silesian Chamber of Craft and Small and Medium-sized Businesses from Poland and the Hungarian Ipartestületek Országos Szövetsége. These partners introduced the needs of SMEs, implemented further trainings for SMEs and contributed to the transfer. Satakunta University of Applied Sciences from Finland represented the university sector in the project, developed pedagogical concepts, implemented trainings for lecturers and conducted evaluation. The Project partner Provincial Fund of Environmental Protection and Water Management in Gdansk was involved as relevant public administration and fulfilled advisory and transfer tasks.The developed Train-the-Trainer program addresses universities and chambers so that well qualified personnel are constantly available for SMEs as trainers and advisors for individual support. The second developed advanced training on C2C for SMEs introduces C2C methodology, products and the way to apply C2C, receiving knowledge and skills in an interactive, multi-stage process with the excellent possibility to apply C2C methodology during the training in own enterprise. The environmental management in SMEs is particularly addressed, so that environmentally conscious entrepreneurship and entrepreneurial skills are promoted. The developed advanced trainings was tested in practice in Germany, Poland and Hungary and subsequently transferred to 50 Chambers and 17 universities from all Baltic countries that receive constant consultations to enable sustainable implementation of C2C. As results - in some cases in multilingual form - two curricula with application guidelines, teaching material, etc., an official training regulation and a manual with C2C concepts for SMEs are presented.This created all the prerequisites for SMEs in many countries to be qualified on a very broad basis in the future, and to successfully use these innovative C2C processes in production, marketing and sales, and to be able to make successful contribution to energy and environmental policy."

On average, SMEs are less innovative than large companies, as they have limitations due to more limited internal resources (EC, 2019a). Especially in Eastern European countries, SMEs have very low innovation activity and there are large differences between SMEs and large companies. In the field of customer innovation, SMEs find it particularly difficult to innovate. Meeting real customer needs is the core factor for successful innovation management, for generating customer-oriented business ideas and innovative concepts (von Hippel, 2005). SMEs do not have the time and resources to receive feedback and ideas from their customers. And when they do find the time, it is difficult to process the information and turn it into valuable solutions. A holistic approach to customer-centric innovation is complex and requires changes at all levels of a company. However, digitization and new media are now opening up far-reaching opportunities to make full use of customer-centric innovations in SMEs as well, thus strongly promoting innovative strength and competitiveness (Robra-Bissantz, 2017). These technologies and the opportunities they offer have so far been little known in SMEs and are only used by very few SMEs. They lack information, experience, knowledge and skills on instruments, methods and procedures as well as on the use of digital technologies to acquire, process and realise customer innovations.Against this background, the project pursues on a broad regional basis the objective of enabling and supporting SMEs to exploit their customer innovation potential and thus to strengthen the productivity and competitiveness of SMEs, to secure existing jobs and to create new ones. The following main activities will be carried out to achieve the objectives.a) In 13 countries, analysis and comprehensive investigation of best practices on how SMEs generate, process and realise customer-centric innovation approaches and which digital technologies they can use doing so. The best practices obtained will be processed, transferred to SMEs in the context of training and consulting, and supported in their implementation in the companies.b) Development of a toolbox with instruments, methods and procedures for the realisation of customer innovations in SMEs.c) Through the development of two specific training and coaching programs, SMEs gain digital skills and are enabled to continuously realise comprehensive customer-centric innovations. The learning takes place mainly at the workplace and at the same time includes individual company development projects, so that digital technologies are already used and corresponding innovations are realised during the further training. d) Comprehensive qualification of teachers and consultants of SMEs.The qualification, consulting and support programs are carried out by chambers, which, as central SME supporters, have direct access to SMEs and, with their training and technology centres, also have corresponding capacities. However, many teachers and consultants lack the knowledge and skills to qualify and advise SMEs and their staff in the application of digital technologies and in the acquisition, processing and realisation of customer innovations at a high quality level. Therefore, two specific train the trainer programs for teachers and consultants are being developed, which will be implemented and permanently run by 18 colleges and universities from 9 countries. These programs are:a) strengthening and promoting the knowledge and skills of teachers and consultants on digital technologies on the one hand and on the realisation of customer-centric innovations on the other hand.b) constantly providing well qualified teachers and consultants on a broad regional basis.The developed instruments, digital models, educational and support programs will be tested and evaluated under different national conditions in several countries and implemented by all project partners. A continuation of the work after the end of the project with an ongoing implementation of the educational and support programs is secured, including financing.The project is carried out by eight experienced partners (chambers, other institutions of vocational training and universities) from Denmark, Germany, Poland and Hungary with different levels of development and conditions. The transnational project approach enables learning from each other, identification and transfer of best practices and joint development work. All results of the project will be transferred to 68 chambers, SME associations and colleges/universities from 13 countries, which will receive implementation advice and will be involved in the project work as associated partners from the beginning of the project.

"<< Background >>Small and medium-sized enterprises (SMEs) in the construction sector urgently need to overcome the following challenges:a) Fast, active and efficient shaping of the digital transformation.b) Comprehensive realization of cooperation across different organizations at all stages of the construction process.c) Attracting the urgently needed, appropriately qualified next generation of skilled workers and entrepreneurs.The demand for good apartments and houses has rarely been as high as it is now, and yet there is far too little affordable housing available. Hence, significant increases in efficiency and acceleration of construction planning and execution are much needed in the construction industry. Construction projects can be carried out more efficiently through the application of targeted digital tools. In fact, around 30% of planning capacities can be saved this way. In addition, digital technologies make the identification of risks in the construction possible at an early stage so that they can be avoided. When building one- and two-family houses, up to 25% of the total construction costs go to coordination work, which can be reduced to a very large extent through self-coordination using digital tools.Since the construction industry is characterized by a highly specialized division of labor, coordination errors can quickly occur, which often result in inferior quality and delays. Furthermore, energy and environmental aspects are often not given enough attention during new constructions and reconstructions. With the help of digital technologies, building owners, architects, engineers and craftsmen can plan together easily, increase the quality and ensure the adherence to deadlines. Moreover, new technologies make it possible to determine the energy costs of a building at an early stage and to eliminate risks or hidden costs. Individual priorities can be placed on technical features or environmental aspects.Although digital technologies and tools are already being tested and used in practice, the overall digitalization in the construction sector is only advancing very slowly. Compared to other countries (e.g. the Netherlands, Denmark or Finland), Germany has a lot of catching up to do. SMEs in the construction and finishing trades, which are very active in the construction of one, two and smaller multi-family houses are particularly hesitant when it comes to using new digital tools and are therefore the focus of the project.The shortage of skilled workers is particularly severe in the construction industry. The attractiveness for vocational training and construction activities is clearly suffering from the high specialization, physically difficult work, heteronomy, etc. The targeted use of digital technologies can reverse these barriers and lead to decisive increases in attractiveness.Large companies and general contractors in the construction industry often use their own digital systems, which they impose on their SME subcontractors, making them dependent and completely transparent. This leads to the rejection of digitalization in SMEs. There is a lack of SME-specific advisory and training programs on digitalization in the construction and finishing trades. Both the owners and the employees of the SMEs have a high need for information, advice and further training.Support capacities must be expanded and teachers and consultants of SMEs must be prepared and trained in a targeted manner in order to be able to convey SMEs and their employees the use of digital technologies. The SME-specific training courses should highlight the intersections and interdependencies between the various trades and actors through transparent interfaces, in order to promote the need for cooperation and the use of digital technologies.<< Objectives >>The overall objectives of the project are:1. To quickly and productively shape the digital transformation in small and medium-sized enterprises (SMEs) in the construction sector based on the needs and challenges they are facing, so that as many SMEs as possible use digital technologies and tools in all fields of activity in their company.2. To facilitate easier cooperation through digital technologies between all those involved in the construction work (clients, architects, engineers and SMEs in the various trades) from planning to the execution, including the management of the construction of large scale projects.3. To increase the efficiency, quality and punctuality in the construction industry as well as the ability to include environmental and sustainability aspects in the planning, construction or renovation of buildings through the application of specific digital tools and technologies.4. To increase the attractiveness of vocational training and work in the construction sector in order to meet the already very high and still growing demand for qualified skilled workers and entrepreneurs in this sector.In order to achieve these decisive objectives, the following action goals are pursued in the project. a) Providing digital technologies and tools as well as cooperation methods suitable for SMEs in the construction industry by analyzing international best practices and adapting them to the different national conditions, which are then transferred to SMEs together with individual implementation advice.b) Providing SME specific education programs on digital competences and skills by analyzing and adapting international best practices, which are then implemented by chambers with their educational institutions, vocational schools and other VET institutions.c) Strengthening the educational and counselling capacities as well as the qualification of teachers and consultants of SMEs so that they can give sound advice on digital transformation and implement qualification programs.d) Increasing the attractiveness of vocational training and winning qualified young people with strong learning ability for the construction sector by developing, testing, evaluating and implementing additional qualification trainings on digitalization in the construction sector, which are completed during or directly after vocational training and result in an independent, recognized vocational qualification.e) Enabling architects, engineers and SMEs in the construction and finishing trades to realize comprehensive collaborations through the use of digital technologies by developing, testing, evaluating and implementing a training program on collaboration management and digital skills.f) Enabling SMEs and their employees to make full use of digital technologies in all areas of construction by developing, testing, evaluating and implementing a training program on digital competences and skills.g) Contributing to closing the entrepreneurship gap by attracting young entrepreneurs with digital competences and skills through the development, testing, evaluation and implementation of a module program for digital entrepreneurship training.h) Increasing the attractiveness of vocational training and work in the construction sector by offering interesting, expanded areas of activities as well as qualifications with recognized degrees at all levels of vocational training with maximum permeability.i) Strong regional dissemination of the implementations of the project results by transferring the results and demand-oriented implementation recommendations to 72 SMEs and education institutions from 13 countries.<< Implementation >>The project comprises seven work packages (WP), which include the following bundles of activities to achieve the project objectives.WP1 Project managementAll activities regarding the organizational, financial and content-related project management. Coordination and ensuring the cooperation within the consortium as well as with the 72 associated partners. Organization and implementation of workshops and project meetings as well as evaluations of the project implementations and the transfers and implementation recommendations.WP2 Best practices digital technologies and trainings1a) Surveys in 13 countries and identification of best practices regarding the use of digital technologies and the realization of cooperation and coordination through digital tools within SMEs in the construction sector and finishing trade.1b) Analysis and evaluation of best practices and adaptation to national conditions.1c) Development of implementation instructions and application advice as well as transfer to SMEs with implementation support. 2a) Surveys in 13 countries and identification of best practices regarding SME-specific training programs on digital competences and skills.2b) Analysis and evaluation of best practices and adaptation to national conditions.2c) Development of implementation instructions and application advice as well as transfer and implementation by chambers and other VET providers.WP3 Strengthening of training and counselling capacitiesa) Development of a concept as well as curriculum, teaching materials, etc. for a three- to four-day train-the-trainer program for teachers and counselors on digital skills.b) Testing, evaluation and finalization of the Train the Trainer program.c) Transfer of the Train the Trainer program to 22 colleges and universities from 9 countries.d) Establishment of online SME consulting in the field of digitalization in the construction industry.e) Establishment of a digital officer position.WP4 Additional digital qualificationsa) Development of a concept as well as curriculum, teaching materials and examination regulations for digital additional qualification programs for young people with strong learning skills that can be completed during or after the vocational training.b) Testing, evaluation and completion of the ""Digital Additional Qualifications"" program.c) Transfer to 50 chambers and other educational institutions from 13 countries.WP5 Further training in digital technologies and cooperationCreation of two further training programs ""Cooperation through digitalization"" and ""Digital training for construction and finishing trades”a) Development of concepts, curricula, teaching materials and examination regulations.b) Testing, evaluation and completion of the programs. c) Transfer to 50 chambers and other educational institutions from 13 countries.WP6 Digital entrepreneurship educationa) Development of concepts, curricula and teaching materials for modules of digital entrepreneurship education that will be integrated into existing master craftsman and construction technician training and bachelor degree programs.b) Testing, evaluation and completion of the module program.c) Transfer to 50 chambers and other educational institutions as well as to 20 colleges/universities from 13 countries.WP7 Dissemination, transfer and implementationsa) Personal, written and electronic transfer of all results.b) Production and dissemination of seven results videos.c) Organization and implementation of two international multiplier events.d) Individual implementation consultations for 72 transfer recipients from 13 countries.e) Implementation of further dissemination measures.<< Results >>During the project, six results will be developed, tested, evaluated, finalized and implemented taking into account the different national conditions.1. Best practices international analysis and adaption to national conditions for the construction and finishing tradea) regarding the use of digital technologies for the different SME specific tasks and for the realization of cooperation involving the different stages of construction (design, planning, execution, management).b) regarding SME specific training programs that combine training of cooperation and teaching of digital competences. 2. Train the trainer programs ""SME specific digitalization"" for advisors of chambers and associations as well as for teaching staff of vocational education and training institutions. 3. Curricula, teaching materials and examination regulations for the teaching of additional qualifications ""Digitalization in the construction and finishing trades"" for young people with strong learning skills (e.g. high school graduates) that can be completed during or directly after their vocational training and result in a recognized qualification, so that qualified skilled workers are gained and the attractiveness of vocational education and training is increased.4. Curricula, teaching materials and examination regulations for the further training of architects, engineers and SME owners and managers for the realization of cooperation through digital technologies in the planning, construction and management of buildings. 5. Curricula, teaching materials and examination regulations for the training of SME managers and, in particular, specialists in the construction and finishing trades for the use of digital technologies in all construction tasks.6. Curricula and teaching materials for the modules ""Digital Entrepreneurship Training"" as part of master craftsman and construction technician trainings as well as construction engineering study programs.The project and its results will achieve the following objectives and impacts in summary:The digital transformation in and by SMEs in the building and construction industry is promoted in an outstanding manner through targeted information, advice, best practice transfer. The motivation, responsiveness and capacities towards digital changes greatly increase. Innovative strength, productivity and working fields of SMEs in the construction industry are promoted and expanded.Through the extensive use of digital technologies, cost savings, quality increases and adherence to deadlines are achieved in residential construction. With the help of digital technologies, cooperation and holistic working methods are facilitated, so that SMEs are involved in all steps of the construction process from design to planning, construction and management. Measures of environmental policies are systematically included and monitored in all construction phases.Through holistic working methods and the use of digital technologies, the attractiveness of vocational training and activity in all trades in the construction industry increases. Further increases in attractiveness are achieved especially for young people with strong learning skills by offering additional digital qualification trainings. This provides them with the best prospects for professional activities and career opportunities in the construction industry.Through targeted training at all levels of vocational training (NQF 4 - 6), digital skills are trained, digital transformation is promoted and SMEs attract the urgently needed young professionals, managers and entrepreneurs.VET providers will receive best practices and digital education programs; their teachers will be qualified in the application of these and digital pedagogy. The capacities to promote digital transformation will be increased and secured on a broad basis.Cross-border cooperation, knowledge and experience sharing and best practice exchange of 13 countries will be built."