The expectation regarding the project implementation was to guide the knowledge, skills and pedagogical attitude of the participating principals and teachers in a way that they themselves will be able to consider new ways of developing entrepreneurial skills in their given school environment. Based on the best practices, they are supposed to take steps in order to develop the skills of their students in as many creative ways as possible. We expect the participants to apply new methods in their daily work in order to achieve the objectives defined above , for example through experience pedagogy,using the project method, activity-based teaching methods, and include as little frontal teaching and exercise formats as possible. A number of good practices were presented in each country involved in the project. By applying these methods and procedures, students can become prepared for an effective job search, a successful transition from school to the world of work, a smooth integration in the workplace community,or even for starting their own business. The participants of the project had a great opportunity to getting familiar with these practices, expanding the set of pedagogical tools of their own institution, and upon returning home, they were able to continue the entrepreneurial skills development of their students with a fresh, new approach. In addition to the direct teaching & methodological exercises, it was interesting to see how the educational institutions are connected with the different players of economy and how the profit-oriented mindset infiltrates the organization of education and training.
One of the key elements of the vocational training development strategy (2020) is the strengthening of dual training and harmonisation of the needs and requirements in the educational and economic sectors, including the development of the entrepreneurial skills of vocational students.The educational policy of the European Union added entrepreneurial skills to the basic competencies, indicating one of the most important fields for development of students in vocational education. Entrepreneurial competencies include the individual's personal capabilities, but also skills that support the contribution to the community, teamwork, creativity, and self-development. The development of this competence is therefore an extremely complex challenge for educators, especially when the right methods are not part of the Hungarian vocational curriculum. There are great initiatives in the educational culture of the Northern European states that can be transferred to the Hungarian curriculum. The principals and teachers who participated in the job shadowing programs organized by WEXEdU Foundation in Latvia, Estonia, Finland and Norway, were able to learn about the best practices in this field. By learning about the educational practices of the different countries, it becomes tangible, how the different sectors are closely connected, and the way an educational institution can even produce goods or offer services as an economic entity in itself. How do these practices help the smooth transition of young people into the world of work.