“Youth SUCCESSors” project had as main focus the empowerment of European and International youth through the valorization and promotion of cultural and natural heritage.Considering the huge tangible and intangible cultural and natural heritage of each of the participating countries, young people can be considered as “rich successors”, but they need to learn how to manage these resources in a productive and sustainable way. Territorial promotion, sustainable tourism and many other sustainable entrepreneurial activities can be started around the preservation of environment and cultural heritage.The key of SUCCESS for our youth is to learn how to give value and take care of these resources but also to learn how to involve local communities in the protection and promotion of culture. In order to promote this objective, Y.S. consortium has organized 2 capacity building training courses for youth workers in order to train participants in entrepreneurial skills and in non- formal methodologies for skills development, and a Youth Exchange to involve directly young people in the implementation phase and to put in practice the new methodologies, 30 youth workers and 30 young people Italy, Greece, Spain and Argentina have been involved directly in the activities.All of them, at different levels, will be able to implement practically the knowledge obtained through their participation in the project, replicating methods and using tools and skills acquired.The consortium of Youth SUCCESSors was multi-actor and multidisciplinary, composed by Public Authorities, VET centers, NGOs and business representatives, all with a great experience in the field and covering complementary competencies. It was constituted from 5 partners from 4 countries, all facing the same difficulties related to youth unemployment and low participation to social and economic life. Info-days have been organized in each participating countries. High schools, NGOs, local authorities, private companies could meet partners and youth workers participating in the project in order to obtain information about project activities, results, possibilities of new collaborations in the development of entrepreneurial skills and raise awareness about the importance of preserving cultural and territorial heritage of each country. The publication online of 3 webinars and 2 OER e-Guide, 1 for youth workers and 1 for young people, has helped in increasing significantly the number of people able to acquire and spread the skills and best practices resulting from Y.S. project implementation, and to exploit the results.

Vocational Education and Training is now at the core of many international development strategies and objectives such as United Nations’ Sustainable Development Goals that aims by 2030 to “ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university”, and to “Ensure inclusive and quality education for all and promote lifelong learning”. Vocational Education and Training is even more important considering the two recent phenomena namely a) youth experience gap that recognize how “despite ever increasing educational attainment […] young people lack the other two components of human capital, namely generic and job-specific work experience. It is in fact with the aim to fill what one could call the ‘youth experience gap’ that they move in and out of employment in search for the best job-worker match”; b) Work experience trap: Bell and Blanchflower (2015) noted that “[…] this lack of work experience may generate an experience trap, whereas firms are in search for experienced workers, which prevents young people from gaining the work experience that firms require”. To this purpose DualTour has been conceived in order to promote a transnational cooperation of high-qualified institution from the public and private sector and generate a systemic change in which the dual system is implemented in the countries involved and innovate the tourism sector around the pillars of sustainability, inclusiveness and digital dimension.

"The ""FABU.LA- Financial And Business Activities Learning"" project promoted by the Istituto Suor Orsola Benincasa in partnership with 11 organizations in IT, ES, UK and TR expression of education, training and youth, the Public Administration and School System Authorities at Local/Regional level, aimed to engage, motivate and enthuse pupils of Primary Schools on Entrepreneurship and financial literacy by adopting an interdisciplinary, interactive teaching model integrated with economic/financial knowledge that can evolve methods, tools, solutions and learning situations. The project focused on the educational field, valorising the School as a key actor to promote pupils’ way of thinking and acting in a proactive and enterprising way, focusing on entrepreneurship education and financial literacy to:• cultivate those values, that motivation that makes them able to find information for problem solving, implementing their ""own entrepreneurial behaviour""• encourage children’s approach to financial issues to accompany them on a path that will lead them towards responsible and independent management of their resources.The project intended to respond to the following critical issues in the reference territorial contexts:• The Global Competitiveness Index (GCI) which saw Partner Countries averaging values of between 4.42 and 5.41, namely: IT 49th place with GCI 4.42; TK 45th place with GCI 4.46; ES 35th place with GCI 4.55; UK ranked 9th with GCI 5.41• Primary Education Competitiveness Indicator: IT 22nd with GCI 6.40; TK 69th with GCI 5.75; ES 34th place with GCI 6.25; UK 21st place with GCI 6.43• Low Entrepreneurship Rate (TEA) - Global Entrepreneurship Report 2014: IT 4.4%; ES 5.5%; UK 10.7%; TK 12.2%• Low levels of Financial literacy performance, emerging from the OECD Report - PISA 2012, which saw Italy at 16th place and Spain at 10th place, unlike the situation in the UK and Turkey, which have adopted a national literacy strategy.In response to these critical issues the following was created:1) OER, in all partnership languages, devoted to Financial Education, to strengthen financial issues related to banking products/services (ATMs, contactless, prepaid cards, home banking, telephone banking, bank transfers, credit cards, savings and savings accounts, savings and banking) and Entrepreneurship Education, in order to acquire the core competencies for business creation.2) F.ED.R.O. - Financial Educational Resources and Opportunities LEARNING ENVIRONMENT to enable the target group to access:- OER on Financial Education and Entrepreneurship- further information, research and/or partnership products, such as links, technical data sheets and games, related to the main topics: ATMs, credit/debit cards, home banking, telephone banking, etc.- the Educational Financial Game ""The Fabula Game"" conceived, designed and created following the edutainment logic, namely, educating entertaining, to promote financial and entrepreneurial behaviour that, through situations contextualized to everyday life, allowed users to understand the basic elements of economic and financial knowledge, stimulating direct participation in a recursive process of activation, verification and feedback through the game3) TESTING by 152 beneficiaries of the OER on Financial and Entrepreneurship Education, the Learning Environment and the Educational Financial Game contained therein.4) Creation of FABULA STORY, a trans-medial container in digital book format, using the Storytelling methodological model that contains information, interviews and multimedia clips with privileged testimonials and the pupils involved in testing, and allows one to understand:• What the project produced• The methodological and pedagogical approach adopted in the creation of the OER and the learning environment• The didactic solutions used to test the guidelines developed for teachers and pupils to integrate the school curriculum with the different online and offline training products developed• The testing results • Parental involvement in the learning process• The utility of the board game and online game to verify the learning of the notions of finance and entrepreneurship contained in the OER and the learning environment• The criteria and the approach adopted to involve pupils in the preparation and realization of theatrical shows"