The Food Retailers Association (GDP) with Category Retailing Association (KMD) and the project partners designed “Enhancement of Skills in Retail” Project in order to create standardized online vocational education and publicity for the industry as a way to raise awareness for the employment opportunities. The project web site http://www.e-learnretail.org and the European Union Moodle training platform as a web site http://pergel.boun.edu.tr/ were adopted for Retail Vocational Training. The initial cooperative communications have been made through several channels depending on the location of the partners. Meetings were held and correspondences have been carried out with the partners in principle agreed on. All partners have wide audiences, networks and communicative skills and means to disseminate the project results. The workshops and meetings were held where brainstorming and planning was done by vocational education and human resources professionals of leading sector companies where the following conclusions were assessed;*Fundamental Retail Training curriculum needs to be renewed and standardized nation-wide*A Fundamental Retail Training content should be developed, that has to be compatible with distance learning*The Fundamental Retail Training should be sustainable, updatable, extendable, configurable when needed, where needed*Dissemination of the Retailing Training is great importance, both as traditional and distance learning.*Fundamental Retail Training should be recognized as a requirement for all blue-collars.*Members of both associations, who participated to the ‘Standards of Retail Sector’ workshops organized by Mesleki Yeterlilik Kurumu (Vocational Qualifications Authority), concluded a consensus on the adoption of vocational training standards and professional qualifications.*Blue-collar (store staff) need to be trained tested and certified within the framework of improved standards.*Exams/tests at the end of the trainings should be designed as accessible and common.*Certificate of Proficiency should be recognized nationally/internationally and ease the employment.Implementation of this project is based on the intention of partners to strengthen their cooperation in the framework of the vocational trainings and skill enhancement in retail sector, through addressing the issues and challenges limiting the employability. - Promotion of employment of young and women in the retail sector;- Standardization of Vocational Retail Training - Elimination of financial and time-consuming burden of retraining - Extend the accessibility of the vocational trainings to all - Upgrade vocational training to the European level, therefore support the social and commercial mobility and understanding - Cultural dialog amongst partners and participators - Develop team-work in international level amongst partners and participators- Improved internationalized perspective There are five main outcomes of this project:1) FORMATION OF THE VOCATIONAL EDUCATION MODULES FOR RETAIL : The education modules formed within the framework of the Project under the following titles:a) Basic Informationb) Customer Relationsc) Salesd) Cash Procedurese) Supply-Chainf) Regulationsg) Self-evaluation Testh) GlossaryThe sample modules are attached at Appendix to the project report and all of the modules could be seen on the training platform as a web site http://pergel.boun.edu.tr/2) SWOT ANALYSIS: In order to ensure the benefit of retail sector employees from a broad participation education platform and to get the highest efficiency from the Project, the strong aspects, weak aspects, possible opportunities and threats of the Project will be analyzed.3) FORMATION OF THE ONLINE EDUCATION SYSTEM: The online education system was formed within the framework of the Project on the web site http://pergel.boun.edu.tr/It was structured by Boğaziçi University which was among the Project partners at the same time. The online education system show compliance with both EU and Turkey vocational compliance criteria in addition to being easily accessible. The European Union Moodle training platform as a web site http://pergel.boun.edu.tr/ were adopted for Retail Vocational Training. 4) PREPARATION OF THE QUESTION PACKAGES AND EXAMINATION SYSTEM: At the end of each module, there are quizes regarding the relevant subject with which the students will strengthen what they have learnt. 5) EFFECT ANALYSIS: Effect analysis was made as to assess the development of the retail sector employees and the reflections of this development on the sector as a result of this Project. It was expected that the Project deliverables and reports will enlighten the future studies of project partners.

Background of the Project Appreciation of entrepreneurship in education does not only mean that vocational schools should educate future entrepreneurs. It is very important to educate entrepreneurial skills and attitude to vocational students in order to succeed also in general working life. Young vocational students fulfill many of entrepreneurial characteristics, but still there are lot to do to encourage young professionals to start new companies and succeed with them. Objectives of the projectThe main objectives of the project were following: 1) To create a new international, inspiring, practical and encouraging pedagogical model to learn entrepreneurship in vocational education 2) Get students to learn entrepreneurship by establishing international pop up restaurant 3) Increase the knowhow of culinary and food culture between different European cultures While achieving the main objectives we permanently aimed to: a. increase the cooperation of schools and students who have different main subject of studies in order to enable their future cooperation in business opportunities b. to increase the international cooperation of business and schools in order to let students to learn entrepreneurial skills and behavior from business professionals in business environment and enable business professional to get future employees from different countries c. to enable restaurant entrepreneurs from different countries to start new cooperation with each other in order to develop their skills and knowledge. Profile of participantsIn this project participating vocational schools represented fields of business studies (Helmi, Mercuria (Finland), Badalona (Spain) and restaurant services (Perho (Finland), Bardolino (Italy), Riga (Latvia). Also restaurant entrepreneurs from Finland, Spain and Latvia participated the project. Activities and methodologyDuring this project we established pop up restaurant (open 2 days) in Helsinki Finland (01/2015), Badalona Spain (05/2015), Riga Latvia (01/2016) and Bardolino Italy (05/2016). In addition to three restaurant services schools Perho, Bardolino, Riga, also three business schools Helmi, Mercuria, Badalona and restaurant entrepreneurs from all participating cities participated in this project. Workshops started from Helsinki, Finland where students established a pop up restaurant named “Mare Nostrum” during the project week (Workshop 1). Cuisine was Spanish specialities made by cook students and restaurant entrepreneurs from all participating countries and served by waiter students. Pop up restaurant “Mare Nostrum” was marketed by business students of participating countries. This same concept was done in Spain (Workshop 2), Latvia (Workshop 3) and Italy (Workshop 4). Students with guidance of restaurant entrepreneurs and teachers did a) planning b) establishing c) marketing d) selling e) evaluating of four pop up restaurants in four countries during the project. During the project we created a new international, inspiring, practical and encouraging pedagogical model to learn entrepreneurship in vocational education. In each workshop participated: 5 students and 2 teachers from each school and 1 restaurant entrepreneur/from Finland, Spain and Latvia (in total in each workshop: 30 students, 12 teachers and 3 restaurant entrepreneurs). Results, envisaged impacts and potential longer term benefitsTangible results 1. New international pop up curriculum model to study entrepreneurship 2. Pop up companies were established - students will be/were entrepreneursDirect impacts on students, teachers, company representatives, administrators, restaurant customers, partner schools. Intangible results of the project were:3. Increased knowhow of culinary and food culture between different European cultures (direct impact on all participants) 4. Increased national and international co-operation of schools and students who have different main subject of studies (Direct impact on students) 5. Increased the international cooperation of business and schools (direct impact on students, teachers, schools, company representatives) 6. Enabled restaurant entrepreneurs from different countries to start new cooperation with each other (direct impact on company representatives) 7. VET teachers learned new skills (direct impact on teachers) 8. (As a broader objective this project will impact the unemployment rate) (direct impact on students). This were not able to measure and verify. During this project young people were inspired and encouraged to show their entrepreneurial skills and test what was it like to be an entrepreneur. As longer term benefit students who participated this project became more willing to be entrepreneurs as they got positive experience on it.A PowerPoint presentation was made of the project results. The presentation can be viewed on Youtube: https://www.youtube.com/watch?v=JOyELMnz4ss

Context/background of the projectThe aim of EC action plan for Entrepreneurship 2020 is to ease the creation of new businesses and to create a much more supportive environment for existing entrepreneurs to thrive and grow. In this project we answer directly to EC´s intervention propositions:1) Entrepreneurial education and training to support growth and business creation and 2) Dynamising the culture of entrepreneurship in Europe: nurturing the new generation of entrepreneurs.Investing in entrepreneurship education is one of the highest return investments Europe can make. Surveys suggest that between 15% and 20% of students who participate in a mini-company program in secondary school will later start their own company.The previous KA2 project “Kick off to Entrepreneurship with Pop-up Company” (2014-1-FI01-KA202-000875) was selected as a Success Story and as a Good Practice Example by the European Commission.Objectives;1) CREATE a new inspiring, practical and DIGITAL eLEARNING ORIENTED PEDAGOGICAL MODEL - eLEARNING WITH POP UP COMPANY MODULE - in English to learn entrepreneurship in vocational education2) CREATE REAL Street food pop up restaurant in Finland, Spain, Italy and Latvia.3) UNITE European vocational curriculums of participating schools with new Working as Entrepreneur module (15 ECTS).4) DISSEMINATE new PEDAGOGICAL MODEL TO STUDY ENTREPRENEURSHIP to new countries outside Europe (incl. e.g. Jordania) with the use of filming the whole concept and inviting observers to pop up restaurants.Number and profile of participating organisations;The participating organizations were 9 vocational schools in 4 countries representing fields of BUSINESS STUDIES; Perho and Mercuria (Finland), Badalones (Spain), De Amicis (Italy), Jēkabpils (Latvia) and RESTAURANT SERVICES; Perho (Finland), CETT (Spain), IPSAR Luigi Carnacina (Italy) and Riga (Latvia). There was also a restaurant entrepreneur from each country participating in the project as a mentor.Description of undertaken main activities;During the project Working at a Company study module (15 ECTS) in eLearning format in English was created. The first Transnational project meeting to start the project took place in Helsinki in September 2016.Four workshops were organized and four real pop up restaurants were established in the four participating countries.Workshop 1 in Finland: Teurastamo Christmas market in December 2016 (Helsinki)Workshop 2 in Spain: Palo Alto market in May 2017 (Barcelona)Workshop 3 in Latvia: Christmas market in December 2017 (Riga)Workshop 4 in Italy: Chiaretto rose wine festival in May/June 2018 (Bardolino)The final dissemination seminar was organized in Helsinki in May 2018 and 50 stake holders were invited to participate in the seminar. Results and impact attained;During the project all business and culinary students studied Working at a Company study module (15 ECTS) in eLearning format in English. Students learned to setting up and running a successful pop-up restaurant and they gained valuable knowledge on entrepreneurship during the learning process. The learning process included two main methods; Working at a Company study module (15 ECTS) in eLearning format and establishing a real pop up restaurant in practice during the workshop week abroad. The activities were carried out in co-operation with restaurant entrepreneurs.In each workshop a pop-up restaurant was set up in one of the participating countries with about 30 students and their 10 teachers working together for the success of the restaurant. A total of four pop-up restaurants were set up in the four countries. Over 100 students were involved in the project during the 2 years.

CONTEXT AND BACKGROUND OF THE PROJECTVET schools has fulfilled most of its goals if students learn necessary skills and knowhow of particular profession, graduate on time and become employed after graduation. This task is not easy as alarming number of early leavers from VET education and decreasing number of employment rate of recent graduates show.Our aim was to find new pedagogical methods to tackle these challenges. We focused on develop of intrinsic motivation of students by collaborative knowledge creation culture, supporting atmosphere and constant feedback. This was done by studying larger multidisciplinary modules and with teachers who have a mindset of supporting coach. Finally learning framework for all this was a company – which students established, branded and run with coaching of well-branded companies and retailers, and use of advanced eLearning platform. OBJECTIVES OF THE PROJECT STUDENTS 1) Learn vocational and life-learning skills and STUDY PART OF VET DEGREE by a. establishing 6 companies as a mixed group (business & artisan students together) b. branding companies with coaching of well-branded company c. running the company as a mixed group and selling products in 3 countries and online webstore 2) Will be coached and supported in emotionally safe, helpful and permissive international learning environment 3) Support skilled and motivated students to make their dreams come true and learn VET degree in learning-by-doing way COMPANIES 4) Retailers support Young Talents and benefit from co-operation 5) Well-branded companies support students to create new successful brands TEACHERS 6) Learn new groundbreaking pedagogical model and mindset to work as supporting coach SCHOOLS 7) Participating students graduate on time and become employed with brilliant vocational and life-long learning skills. New alternative way of studying curriculum will be constructed (learning wise&economically competitive). VET EDUCATION IN GENERAL 8) Improve the brand of VET education in Europe RESULTS AND IMPACTS RESULTS 1. YOUNG TALENTS ENGAGING LEARNING MODEL TO LEARN LARGE PART OF VET DEGREE BY BEING INTERNATIONAL ENTREPRENEUR WAS CREATED 1.1. SIX INTERNATIONAL COMPANIES WITH STRONG BRAND WAS ESTABLISHED 1.2. LEARNING MATERIAL TO LEARN VOCATIONAL SKILLS AND ENTREPRENEURSHIP WAS PUBLISHED 1.3 RETAILERS GOT NEW PRODUCTS TO THEIR STORE 1.4. SCHOOLS GOT NEW DIGITAL PEDAGOGICAL TOOLS FOR THEIR USE IMPACTS: STUDENTS 48 students studied part of VET degree with multidisciplinary entrepreneurship studies and - Learning skills developed as they had to find themselves solutions to their company challenges - Super learned life learning skills including digital skills (incl. making of videos) - Are able to establish, brand and run a company in intl market - Have a real chance to become a fulltime or part-time entrepreneur after graduation with their company - Co-operation with retailers increased and possibility to get a job there improved - Were able to learn 24/7 TEACHERS got skills to change teaching from distributor of knowledge to supporting coach. WELL-BRANDED COMPANIES, RETAILERS AND JA FINLAND were able to participate in constructing content of VET studies. Can use Young Talents brand in company’s sustainable responsibility PR. Got new fresh ideas and new products to their company. SCHOOLS Change in pedagogical structure in VET schools makes it possible to re-allocate economical resources. Utilization of eLearning increased significantly. COORDINATORS’ Projects can be run more smoothly with user friendlier eKampus VET in general was polished by success stories of pedagogical model. RESULT 2. YOUNG TALENTS COACH ACADEMY MODEL FOR TEACHERS TO LEARN HOW TO WORK AS SUPPORTING COACH IMPACTS: STUDENTS are now better able to learn in emotionally safe, helpful and permissive learning environment. TEACHERS’ mindset changed from distributor of knowledge to supporting coach working with collaborative method WELL-BRANDED COMPANIES AND RETAILERS were able to participate collaboratively in developing VET education (in the learning process of students (and teachers)) SCHOOLS Teachers new competence makes it possible to re-allocate economical resources in new pedagogical focuses in VET schools LONGER TERM BENEFITS - Schools have opportunity to learn the improved learning and economically competitive features of the Young Talents Learning Model and the Young Talent Coach Academy model. For this reason, they may broaden the Young Talents Learning model to other studies in their school and coach new teachers with Young Talents Coach Academy model. Model was put in use also in other schools through good dissemination.See: - THE STORIES OF YOUNG TALENTS - INTRODUCTION TO YOUNG TALENTS LEARNING MODEL https://youtu.be/8Cn0nrAkNt0- YOUNG TALENTS COACH ACADEMY - New Learning Model https://youtu.be/QmcV1IRrixY- www.youngtalents.pro