Career Planning in Online Business Erasmus Project

Project Title

Career Planning in Online Business

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Labour market issues incl. career guidance / youth unemployment; ICT – new technologies – digital competences; Entrepreneurial learning – entrepreneurship education

Project Summary

CONTEXT
The project idea was a natural initiative which stemmed from the needs identified at first by the coordinating school and then subject to discussion with the other partner schools. The analysis showed that most students were not properly equipped to launch and promote their trades in the virtual space, which often results in their inability to reach the target audience they need in order to sustain and develop their small enterprises. Some of our graduates do not find a workplace soon after their graduation, partly due to their poor knowledge of how to market themselves.

PARTICIPANTS
The project addressed students from wide range of specialisations – cookery, hospitality, tourism, agriculture, catering and services, transports or sports, in their pre-terminal years, which is at the age of 17-18. Out of the target group of 220 students, 64 participated directly in the transnational LTTAs, as a result of a fair and transparent selection process.

OBJECTIVES
The purpose of the project was to facilitate the insertion of students into the labour market or business world after graduation, through a learning by doing approach which gave them an idea about the requirements, limits and possibilities of the real business world.
Objectives:
– at least 70 % of the students in the TG gained knowledge of how to set up a business
– at least 75 % of the students created an online CV, a cover letter, a business card and a portfolio
– at least 60% of students used the online tools presented in the project meetings by professionals in order to access workplaces
– at least 40 % of sudents developed entrepreneurial skills
– at least 50 % of students made use of some of the online tools for marketing purposes
– at least 80 % of participants improved their foreign language skills
– at least 60 % of students and teachers in the partnership improved their organisational skills
– all participants improved their knowledge of other European countries, customs and traditions
– all participants improved their communication, team work and social skills

MAIN ACTIVITIES
We planned 4 LTTAs and 2 TMs and all of them were carried out
C1 – HU – Mar 2018: professionals in the business field lectured students about how to identify business opportunities, what to take into account and what to avoid when starting an enterprise, European funding and co-funding opportunities for new enterprises, creating business plans.
C2 – IT – May 2018: professionals in the hotel industry lectured students about the requirements in this area, as well as specialists in online marketing. Students simulated business initiatives based on knowledge acquired during C1 and C2.
C3 – MK- Oct 2018: Getting employment in the specific domains – CVs, cover letters, portfolios, online platforms
C4 – BG – March 2019: Online brochure for promoting the touristic potential of their areas, economy, job and business opportunities, cultural life, entertainment, hotels, restaurants and pubs, transport facilities, sports centres.
TM1 – TR – Nov 2017
TM2 – TR – May 2019

RESULTS
We attained the following tangible results:
– 5 sets of management and implementation documents
– 4 sets of documents related to LTTAs: minutes, certificates of attendance, Europass mobility documents, Europass CVs, students’ work, photos, presentations of schools and systems of education, business plans (4), online tourist brochure (1), students’ CVs, cover letters, portfolios, lecture materials, meeting minutes, meeting reports. We unederline that the Macedonian partners didn’t provide the students with the Europass relating to the mobility in Macedonia, in spite of the many requests sent to the colleagues and to their Headteacher.
– 2 sets of documents related to TMs
– 1 collection of dissemination materials – articles, workshops, websites, logo, links to articles and publications, photos, lists of participants
– 1 collection of evaluation documents and an impact study conducted at the end of the project.
Intangible results refer to the acquisitions of students and teachers in professional, cultural, linguistic and social terms

IMPACT
On participants:
– development of transversal competences such as ICT capability, critical and creative thinking, personal and social capability, intercultural understanding
– improvement of knowledge about other cultures in the European space and attitude towards otherness, thus becoming more aware of their social identity
– development of know-how about setting up a business, identifying business opportunities, promoting a business online
– improvement of the ability to create a professional set of employment documents – CV, cover letter, digital portfolio
– development of linguistic competence
– development of a sense of European identity.
On participating organisations
– schools acquired visibility and a positive image in their communities
– the students and teaching staff became more cohesive
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Project Website

https://sites.google.com/view/erasmus-ka2

EU Grant (Eur)

Funding of the project from EU: 118655 Eur

Project Coordinator

Istituto Tecnico “G. Deledda” & Country: IT

Project Partners

• Ivan Vazov High School
• Nyíregyházi SZC Sipkay Barna Kereskedelmi, Vendéglátóipari, Idegenforgalmi Szakgimnáziuma, Szakközépiskolája és Kollégiuma
• Afyonkarahisar Emir Murat Özdilek Mesleki ve Teknik Anadolu Lisesi
• SSOU MOSHA PIJADE – Tetovo