The project starts from 2 realities: 1. education-digital technology skills and entrepreneurial skills-very formal; 2. economy-demands for inovative digital and entrepreneurial skills. In this situation, how can VET to respond, authenticly, to these demands? Response: connecting economic innovation with the educational curricula and approaches. This project aim is to be innovative in any aspect: idea of curricula, connection with economic environment, transnational partnership, ideas of activities. This is not a simple project, this is a project which has to make changes in partners curricula, to create curricula public policy, to strenght the partnership between schools and local companies, to include IoT and IoE in daily school activities and teaching/learning approaches. The project has qualitative and quantitative indicator results. The project connects persons, information, processes and things. The main goal of the project is to create an eco-edu-system based on which students will be empowered with digital and entrepreneurial skills. International learning activities and intellectual outputs represent the add value of the project, if you take into consideration formal educational national systems. Because teachers and students learn, in the same time, there is not anymore a formal learning relation, there is a peer learning relation. That is why, the dissemination activities will try to apply this concept of peer learning. Students and teachers, directly involved in the project, will create teams of innovation in their organizations. Being VET students and teachers, everyone involved will have increased social and professional opportunities. This is not a project for this partnership, this is a project extended to the educational communities, local communities, economical communities. Partners-VET organizations-have the chance to become more visibile in their communities. Dissemination activities and multiplier event have the role to connect persons from outside partners organization, to make IoT/IoE school networks at local and national level. The project can be used as the inspiration for new project with the same topic. It is very important that parteners become vectors of implementing IoT/IoE model at national and European level. The expectations regarding the project are very high. Direct and indirect participants, all will have something to gain from this project. In the end, the project is willing to respond to a very important problem: need of innovative entrepreneurs in the countries the partners are coming from. The project is a response for the economic future of the local communities , but, in the same time, for European economy.
The IoT for new business (Internet of Everything) project has been a challenge for all transnational partners. Somewhat familiar with the theme, the beneficiary invited into the project and encouraged the participation of the other partners, from the perspective of the technical-scientific and methodical-pedagogical contribution that each one could and offered within the project. The project started from 2 very clear realities: a super digitized economy that can no longer be satisfied with a certain level of competences of employees and national educational systems quite conservative in accepting that they must update to meet the needs of the economic environment. Of course, steps towards a curricular reform can be found in all partner countries, but it seems that this reform does not have the same pace as the European Agenda on Education. We all know what we have to do but how much do we do from what we need to do? The experience of the project has shown us that VET is that part of the educational system with great openness to innovation. We do not want innovation for the sake of innovation, but because we know, understand and accept the need to appropriate students' professional competences to the economic reality. This project has undertaken to connect people, information, processes and things. (IoE), starting from a technological reality: IoT and from a system need: bringing the curriculum closer to economic reality. The project encouraged peer learning through LTT activities, the collegiality being extended between students and teachers participating in the training sessions. We went beyond the concept of a project in which only some learn and we showed that our schools must be schools that learn, that in school both the student and the teacher must always learn, each from the perspective of his role in the educational act. Have we been able to create a network of IoT/IOE schools? Sure we did! We managed to prepare students and teachers the resource for others in terms of IoT curricular innovation for new business (Internet of Everything). Sure we did! We managed to bring to our educational systems, through the partners schools, a support for curricular updating: curriculum, textbook, e-learning platform? Sure we did! We managed to draw the attention of the local economic environment in our communities to the openness we have to learn about things that seemed inaccessible or undesirable to be known by VET? Sure we did! The participants: students and teachers, supported by representatives of local companies, of local public authorities, of regional educational authorities, have acquired added value professionally, by acquiring competences that other students and teachers, from other schools, do not have and have not designed to acquire! In this way, the partner schools in the project, VET schools have become more visible in their educational communities, more interesting as a school and vocational option, more reliable in the relationship with the economic environment. The whole project aims to make the IoT/IoE generation aware of the opportunities it has, on the challenges it has to respond to, on the solutions it has to provide. The project proposed a curricular innovation to help the schools that want to implement it to obtain the aforementioned results. It is a closed circuit: the educational environment must be more adequate to the economic environment which, in turn, through the evolutions it proposes, must support the educational environment to innovate. The project is an answer, but there may be others (through other projects) for constructive intervention, based on high-quality IoT competences and digitized entrepreneurship, in the economic future of the communities from which the direct and indirect participants come, but, why not, also thought from the perspective of the European economy.