Io6 Pilot Experiences Report

Agreement no: 20141ES01KA201004318
Created: 06.07.2016
Last Updated: 20.09.2016
IO6 EARLY SCHOOL LEAVING - PILOT EXPERIENCES REPORT
Contents
Introduction .................................................................................................................... 2
Objectives and characteristics of pilot course ............................................................ 3
Description of work organization ................................................................................ 5
Training results and impact .......................................................................................... 8
Assessment system and tools ..................................................................................... 10
Equipment, material and technological resources .................................................. 14
Follow up of pilot experiences ................................................................................... 15
Mentor company .......................................................................................................... 16
Other aspects ................................................................................................................ 18
Conclusions ................................................................................................................... 19
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Introduction
The Practice Enterprise education and training system can help to reduce obstacles to
completing compulsory education and reduce Early School Leaving. The project work
focuses on the cooperation for innovation in the fields of Practice Enterprises and
exchange of good practices between partner country schools and the establishment of
Practice Enterprises targeting early school leavers in project schools.
This report summarizes the results of the piloting experiences by the partner schools in
Spain, Italy, Bulgaria and Lithuania, including systems, resources, characteristics, training
results and overall impact.
Many young people leave school early due to personal, social, economic or family
reasons, leading to increased levels of unemployment, especially among students. Schools,
as an active part in this process, play an important role in overcoming this problem. Good
education is essential for the personal fulfilment of young people, for their full
participation in the public life and for increasing the welfare of the whole society. Early
school leaving is a big problem in the educational system in Europe, leading EU countries
to commit to reducing the average number of early school-leavers to 10% from now to
2020. Early dropping out of students from the educational system and lack of complete
education are also some the key factors which lead to youth social exclusion. The
educational path has a direct influence on the choice of young people for their future
career development and professional realization in life.
The analysis of youth unemployment indicates that low or inadequate education and lack
of training are among the main causes of youth unemployment. Besides the structural
factors listed, among the causes of youth unemployment and inactivity, are lack of
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professional and / or work experience, lack of key skills and work habits, early school
leaving, as well as the loss of work motivation because of extended stay without work.
The Practice Enterprise helps to reduce early school leaving by offering a relevant and
engaging curriculum, flexible educational pathways, a strong and well-developed
guidance system and direct cooperation with the world of work.
The use of innovative training methods and techniques such as Practice Enterprise,
tailored to the requirements of the business environment and applying of successful
models for practical training will help students to overcome the challenges of the labor
market and the more competitive economy. Practice Enterprise methodology aims at
simulating the entrepreneurial spirit and contributes to the development of participatory
skills and entrepreneurial self-confidence and competence in young people at the earliest
possible stage.
Objectives and characteristics of pilot course
The Practice Enterprise model designed for the project is an innovation in the area of early
secondary education because it is adapted for experiential learning of students as of the
first years of secondary education who have a higher risk of early school leaving. The
innovative characteristics of the training program are the hours adapted into the
curriculum specifically supporting hands-on practical training at such an early age in
secondary from the standard, giving the students a head start on their peers of later year
apprenticeships and other practical opportunities.
Another feature of the pilot project for most participants is that the hours set out in the
project are in addition to completing compulsory classes in their school year and are held
as an extracurricular activity.
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There are four main purposes for operating the pilot project. The first is the establishment
of an interactive interdisciplinary training program oriented primarily to the personality of
the student. The second is to transfer knowledge by carrying out activities typical for a real
enterprise and the creation of relationships within the Practice Enterprise and others from
the national and international network. The third is the acquisition of professional and
technical skills in the fields of economy, information and communication technologies, the
use of language to meet the needs of administration and business communication, as well
as social skills and ability to work in a team. Lastly and equally important is to stimulate the
development of entrepreneurial spirit and the creation of key competencies, including
offering students a better understanding and perception of job market opportunities, to
offer a forum to learn by doing and making mistakes, to show initiative in generating
business ideas and operating a business.
In the Practice Enterprise students acquire a maximum amount of practical skills and
knowledge to help them be competitive on the labour market, and enables them to
benchmark with their peers. The program consistently and systematically integrates
business basics into formal education lessons of economics, languages and pre-vocational
programs and provides indicators of entrepreneurial assessment and evaluation of the
results of training. It equally emphasizes the connections between the concept of
enterprise, entrepreneurship, enterprise skills and personal skills.
The final objective of the pilot course is the training for the teachers. This includes
preparing teachers and school leaders to organize the work for Practice Enterprises, taking
into account the needs of students. It also includes the development of an operational
plan under which the lessons are conducted within the scope of the Practice Enterprise.
Each pilot school successfully launched and is currently operating a Practice Enterprise.
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Description of work organization

Lithuania:
11 students of 9th grade participated in Practice Enterprise activities. The structure of the
Practice Enterprise consisted of one director (1 student) and two departments: accounting
and human resources department (5 students), marketing department (6 students). The
main goals of the accounting and human resources department were to organize activities
related to staff, to manage the information, to fill administration functions. The marketing
department concentrates on how to investigate the need of necessary materials, supplies,
long-term and short-term asset and how to organize the purchase and selling, how to
expand consumer market and to meet customer needs.
There were 3 pre-vocational training lessons every Thursday when Practice Enterprise
activities were simulated. These lessons were integrated: 1st with Lithuanian language
lesson, 2nd with economics and enterprise, 3rd with information technologies lesson.
Four teachers worked in the Practice Enterprise. One was responsible for activities in
Accounting and Human Resources departments and consulted on Lithuanian language
issues. One was responsible for Marketing department and cooperation with other
Practice Enterprises. One was responsible for the usage of IT in all departments and
cooperation with Simulith Center. One was responsible for planning and organizing
Practice Enterprise activities. Teachers prepared methodological materials, questionnaires,
surveys and tasks, solved problems together and consulted on student assessment issues
throughout the project.
Italy:
15 students participated in the activities. The students were from the ages between 16 and
18. 2 departments were created, both the Kitchen and Room (half and half, alternately).
About 10 teachers were involved, of which 4 in practical competences. There was 1 tutor
and 1 project manager.
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The whole course duration is about 2000 hours over two years: 350 per year of internship
in enterprises, 200 hours per year in the Practice Enterprise.
These periods are separated into two 100 hour blocks, usually in November and
April/May.
The normal schedule is 20 hours per week (4 hours per day). During the time in the
Practice Enterprise students follow the real schedule: from 9:00 to 15:00.
Spain:
In Spain the course was implemented within the subject Entrepreneurship in the 3rd
year of secondary. The subject was developed over the year in 70 hours divided into
2 hours a week. There were 20 students and two teachers participating in the
project.
The students created a company and chose the brand name, created the company
logo. The Practice Enterprise is organised into four departments: purchasing, selling,
marketing and administration department. Students rotated work in each
department.
In the Administration Department, students answered phone calls, dealt with mail,
archived documents, dealt with the bank for collections and payments, remittances.
In the Purchasing Department, students created supplier goods files, supplier files,
dealt with orders and sent orders by email.
In the Selling Department, students dealt with customers files, incoming orders,
made delivery notes and sent by email, made invoices and sent by email.
In the Marketing Department, they made catalogues in Catalan, Spanish and English,
made a blog, searched for new products, and created marketing campaigns.
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The students used the same documents and communicating methods as in a real
company. The classroom had 20 laptops with Wi-Fi and the students did everything
through networking by Drive and Dropbox.
Bulgaria:
The classes are held as extracurricular activities, different methods and approaches
are used in the program to motivate learning in the Practice Enterprise away from
the traditional methods, and students coming to these classes do it willingly and with
motivation for work, not by obligation.
A total of 15 students were included in the project. These students were from 9th
grade at the age of 15, with a mixed group of students.
Most of the students involved in the project come from families with low
socioeconomic status, there are Roma children, and some of them are traveling from
the nearby villages of the municipality.
The work of the Practice Enterprise for the group of students included three
teachers, who integrated their knowledge and experience into the project.
An employee of the Municipal Administration, working as a chief expert on European
programmes, assisted in the Practice Enterprise and was responsible for the proper
reading, speaking and communicating in English.
Departments and functions included Management with a Manager, Administrative
with an Office manager and Secretary assistant, Human resources with a Human
resources manager, Accounting with an Operative accountant, Marketing with a
Product manager and Marketing analyst, Web designer, Public relations and
Commercial with a Sales manager and Warehouse manager.
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The classes were held on Thursday from 13:00 to 16:00hrs. The program of the pilot
Practice Enterprise was 64 hours, divided by four hours a week.
Training results and impact

In Bulgaria, Italy and Spain, student portfolios were utilized to show skills at the beginning
and at end of the course. These portfolios included the work accomplished, their
evaluations at the beginning and at the end of training, and examples of their
achievements in the course. An example of competency development from Bulgaria
included student business cards created before the training and another version of the
cards created at the end of training in part of portfolio that demonstrated a sharp increase
in abilities across the students.
Students enjoyed the collaboration with other countries. Students were more motivated in
the Practice Enterprise than in other classrooms. Testimonials from all schools
demonstrated this interest in the training.
Students in Spain had success in the Practice Enterprise and failed in other subjects, while
Bulgarian students also improved in other subjects following Practice Enterprise training.
Overall students achieved a large set of skills ranging from practical to economic to social.
Specifically, students achieved skills in the following areas:
Job Search skills
Widening the knowledge of different jobs by making interviews, visits, direct and indirect
information research, overcoming gender stereotypes.
Finding offers of employment in the public and private sector in the local, regional and
national socioeconomic context and examine the characteristics of the jobs offered.
Evaluate, use and prepare a CV and cover letter.
Properly read and interpret different job offers, think critically and analytically according to
the employers' requirements.
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Communicate by purpose, depending on the audience and context in job interviews.

Entrepreneurship skills
Define the concepts of an entrepreneur, entrepreneurial spirit, recognize the
characteristics of the entrepreneur in themselves.
Generate ideas for starting a business through creative thinking and implementing their
hobby.
Determining basic attitude, personal quality and skill characteristics which identify an
entrepreneur and apply them to design a viable entrepreneurial idea using the
appropriate tools.
Interpersonal skills
Doing activities which improve teamwork as a way of social dynamic growth and sharing
ideas and effort.
Develop a responsible attitude to the work and initiative, ability to make decisions
independently and in cooperation in agreement with the rest of the team, builds
interpersonal relationships.
Personal skills
Confidence in communication in native and foreign language by expressing in oral and
written forms clearly, convincingly and competently.
Demonstrate ability for self-assessment, recognize personal skills and how to use them,
what is the upgrade and where to apply it in the future.
Identifying the working skills, interests and attitudes in order to make personal decisions
about formation and labour integration so that you can have a flexible adaptation to
future changes in your personal and professional life.
Learning to make a training and professional itinerary taking into account continuous
training and personal expectancies using the self-knowledge and the information research
about the different training and professional options.
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Searching for, choosing and reading information, using it in a critical way and conveying
using information and communication technologies.
Strategies to promote themselves and their ideas.
Demonstrate the ability to engage an audience in a presentation.
Business skills
Develop business documents such as business letters, emails, offers, invoices, purchase
orders, integrating the capabilities of Word and Excel.
Building a corporate image using graphics programs and web resources such as logos,
business cards, advertising materials, catalog, promotional offers, website.
Successful sales techniques, show initiative and confidence in trade negotiations and the
conclusion of a deal.
Determining the company's role, as a provider of goods and services and as generator of
jobs, which works in a social responsible way.
Tracking the process of recruitment and concluding an employment contract.
Development of a simplified version of a payroll, calculating social security contributions.
Identifying the inter-relationships between organizations, companies, government and the
public and private sectors.
Assessment system and tools
It was very important to assess various competences that are achieved during practical
training activities. It is presumption of successful students' employment.
Assessment within the pilot course took place in all schools at three different times, and
there was also a specific assessment carried out of the English language Peer Learning
System.
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The three levels of assessment included an initial assessment where the students carried
out a self-assessment in all course subjects, which were then validated by the teacher. The
assessment is designed to diagnose different levels of competency of students.
There was also a continuous assessment carried out at all pilot schools were assessment
data was gathered in a portfolio of the tasks completed in each subject or department.
At the end of the pilot course in each school a final assessment was carried out in order to
produce a final result of the students' progress in the course.
The key competencies to assess included the following:

Social competence
Ethics including loyalty, honesty and integrity.
Entrepreneurial skills including initiative, entrepreneurship, business knowledge,
determination, skills, decision-making and risk-taking.
Leadership skills such as the ability to plan, manage and motivate learners, decision
making, negotiation.
Confidence in their own skills, positivity, conviction, knowledge of business communication
and etiquette.
Teamwork, cooperation.
Learning ability competence
Readiness and willingness to learn, receptiveness, curiosity, desire for self-improvement,
searching and acceptance of feedback.
Self-confidence, time planning, further actions foresight, responsible assessment of
incoming information.
Critical thinking skills including analytical skills, logic, precision, thoroughness.
Creative skills such as creativity, innovation, resourcefulness, ingenuity, lateral thinking.
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Communication, collaboration, problem solving skills.

Adaptivity such as the ability to adapt to the corporate culture, flexibility, quick orientation
to the environment.
Personal competence
Initiative, autonomy and problem solving capacity.
Self respect, keep the given promises, control emotions.
Efficiency and the ability to handle work tasks with good results
Self-management skills including responsibility, independence, time organization and work
tasks.
Self-motivation and enthusiasm, positive attitude to work.
Practical competence
Professional skills and knowledge specific skills and knowledge of the working position,
adequate picture of the job and company structure.
Communicating in native language using clear, convincing and literate expression in oral
and written form.
Foreign language skills including the use of spoken and written foreign language skills.
Self-presentation skills for successful performance when applying for jobs and during an
interview.
Computer skills such as use of Word, Excel, Access, Internet, web platforms, graphics
programs, presentation programs.
Office skills including finding and organizing information, documents, data, work habits,
use of office equipment.
Skills to work with clients such as responsiveness, positive attitude, tact, tolerance,
patience, polite attitude.
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Some of the assessment systems assessed key skills directly at the end of the pilot course.
Here is an example of key competences that were tested in Spain:
Understanding the personal and social skills needed in the labour market for different
professions and getting attitudes and skills related to entrepreneurship.
Assessing one's own skills and identifying different strategies in order to help taking
decisions.
Using properly different types of resources, like information and communication
technologies, to get reliable, rigorous and evidence-based information about the current
labour market characteristics.
Matching training with one or several professions which belong to one's own
training and professional itinerary and designing actions to achieve one's personal goals.
Identifying the main characteristics of a labour relationship. Analyzing the stages to get a
job in the public and private sectors as a self- employer or as an employee.
Recognizing the basic organisational structure of a company and the functions which
develops in the economic and productive world.
Identifying what parts a company project should have and developing one, tackling
unexpected problems and redirecting strategies if needed.
Using verbal and nonverbal communicational techniques in oral presentations and
arranging properly the speech assisted with information and communication technologies.
Various assessment methods were used by the partner schools, such as direct supervision
in the workplace, individual or group tasks, interview, surveys, self-assessment
questionnaires.
Competences were assessed both as a whole and by department for the professional skills
competences. Professional skills were assessed using tables of assessment methodology
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organized within activities by department, such as in Marketing, Accounting, Sales,

Administration and Human Resources.
The student practical work assessment has been done by checking the tasks done in every
department. Assessed evidences included items such as supplier files, customer files,
delivery notes and invoices, remittances, documentation, reports.
Students were encouraged a fond motivated for good work done in their Practice
Enterprise. For example, in Lithuania, results of the most active and hard-working students
were described in the schools newspaper and photos of the best students were placed in
schools stand. During meetings, the director and teachers commended for work welldone.
In all pilot courses, students received a certificate of achievement for their participation in
the pilot course and for their personal achievements within the scope of the course.
Certain events were also held to showcase the acquisition of knowledge such as
presentations and presentation of personal portfolios of skills and competence
acquisitions, giving students the opportunity to showcase their newfound knowledge and
abilities in public speaking and evidence of their practical achievements in a portfolio of
the work performed and the knowledge gained in the training course.
Equipment, material and technological resources
On process and operational sides, before training can take place, the physical
location and layout for a Practice Enterprise needs to be identified and established.
There are a number of issues that can beset the operational aspects of the training
following the pilot experience, and it is important that all practical details are on track for
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training delivery. The Practice Enterprise needs to be an open plan classroom for ease of
training and monitoring operational performance of all participants. It must be designed
to reflect a commercial business and have enough workstations to deliver the range of
departments within a business enterprise purchasing, sales and marketing, finance,
reception and human resources. The classroom office design must be a visual guide to the
trainers of the ambiance required for this training methodology.
In addition, the following characteristics of the Practice Enterprise must be maintained:
Classroom big enough to offer open plan office environment, with workstations for
each student. This station includes computer with office suite, access to internet,
telephone system operated at Reception Desk;
Access to a boardroom table, internet access, display board and facilities;
Trainer/teacher office with Workstation, computer plus printer;
Office to include printer linked to workstation computers that can handle high load of
printing;
Filing cabinets to store departmental files;
Display boards to display products and services.
In summary, the activities should be held in a specially equipped classroom for the activity
of Practice Enterprises with the appropriate office, communication and information
equipment and division of departments. Students should have access to the necessary
material resources such as stationery, payment documents, invoices, company letterhead,
binders, printers, supplies, badges and more. For software, Microsoft Office - Word, Excel,
Access, Publisher, internet, email, electronic banking, design software.
Follow up of pilot experiences
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In Lithuania the school changed their IT program to adapt to fit within the Practice
Enterprise curriculum.
The Bulgarian city representative assisted with training for language issues English and
demonstrated stakeholder interest. Bulgaria plans to continue with activities next year with
possible funding from the municipality even though there is no funding for activities to
continue, however teachers will continue to operate at no charge due to student
motivation to continue. The Bulgarian teachers were very motivated to stay on.
Italy will transfer the outcomes of the pilot course to other schools and will see where they
can go with the outcomes over the next year.
In the Spanish school there are three optional programs French, culture,
entrepreneurship and the majority of students want to go to entrepreneurship in the
next year (Practice Enterprise studies). This is creating issues for teachers having to choose
students for the Practice Enterprise there is excellent motivation, too many registrations
for the next year for the Practice Enterprise, a good sign of the outcome.
For the Reading in pairs, some schools plan to integrate the program directly into the
language program, or enlarge the Practice Enterprise hours to have additional compulsory
time (reading in pairs needs additional hours to 15 within the Practice Enterprise
curriculum).
Mentor company
A unit of a Practice Enterprise is the operational level of the model. Each Practice
Enterprise is a physical-conceptual learning environment where the model is made
concrete. The model allows the simulation of real economic procedures with varying
degrees of complexity, thus making them transparent for learning processes. The Practice
Enterprise is suited for the acquisition, practical testing and deepening of business-related
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knowledge as well as of personal skills and behaviour in all fields of company structures,
ranging from junior clerk to entrepreneur.
The model mimics a market, which means that each unit of a Practice Enterprise offers
some goods that are bought by other units of Practice Enterprises, students and schools in
the simulated arena. Those constitute the market of a Practice Enterprise or, in other
words, those to whom the virtual products of the Practice Enterprises are addressed. This
virtual economy generates the needs to which Practice Enterprises have to attend.
Business Mentors are companies from the real economy and from the same economic
sector in which the Practice Enterprise unit runs its business. Their role is to provide
business information and assistance to the students according to the real market. This may
include information about numbers of staff, salaries, capital, their own organisation chart
and copies of procedures manuals. They may help Practice Enterprises to set up the
simulated best practices of business such as marketing strategies, how to elaborate a
market pool, budgets and price lists. They may provide students with access to their
premises, ideas for project work and later on internship and employment for graduates. As
such, Business Mentors function as a link between the real market and the simulated
educational environment.
The Practice Enterprises from Spain, Italy and Lithuania are directly associated with realworld mentor companies. Bulgaria is in the implementation process of the mentorship
process. The students have been offered the experience to sell the products of the mentor
companies, such as in Italy, the mentor company was a catering, banqueting and
restaurant enterprise. In Lithuania, the Practice Enterprise Gift Kingdom produces
handmade ceramic, woodwork and floristic products that are directly produced also by
their mentor company in real life.
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Interactions took place within the project between Practice Enterprises from all of the
project partner countries. This included Skype conferences, exchanges of catalogs and
virtual sales and purchasing.
For example, sales conferences were held between the Bulgarian Practice and the
Lithuanian Practice Enterprise. Before the conference both Practice Enterprises sent their
catalogs to each other. During this conference, students presented and sold their products
and bought products from other Practice Enterprises. Both parties were able to negotiate
discounts. After the Skype Conference students sent and filled in purchase-orders and
payment-orders following the real-life examples of what would be carried out by their
mentor companies.
Other aspects
The success of the pilot course was evident, and the majority of aspects were positively
implemented. However, as with any pilot, certain aspects were adapted over the course of
the pilot and others were recognized in the post-mortems carried out following the end of
the pilot courses.
We look for a stronger methodological set up in the actual training enterprise to use it as
best practice for implementing new training enterprises
Due to the variation in the number of planned hours for Practice Enterprise is registered in
BUCT by the head of PE, then she introduces the procedure to the students step by step.
Since each student has an individual workplace and the departments work simultaneously
if a student shows inability to cope with the tasks of the workplace, he will be moved. Also
there is an option to move a student who is doing well to a place where he will be more
useful on the decision of the manager of the PE.
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The difficulties we have come across when putting in practice the project included that
students have no previous knowledge of the business environment, so we start from zero.
They have heard of invoices and receipts, but they dont know how to generate these
types of documents. They know about customers and providers but it is hard for them
relate them to purchases and sales. The students also lack of office knowledge. Although
they are a digital generation, they have problems using tools such as email, Drive,
Dropbox and some programs such as Excel and Word.
From the logistical side, there was some difficulty in phone contacting with other firms due
to a mismatch in working hours and in the classroom time periods, as well as the
availabilities of the trainers in connection with trainers in other partner countries. However,
the majority of connections were viable.
Improvement proposals for the following course included to make a formative unit of
office automation training, including operation of the email account and drive,
downloading Word documents and PDF conversion, downloading and uploading
documents to Dropbox, using the national web applications to use the real-life simulated
business services. Also, there were suggestions to include in the training how to send and
answer emails such as presentation and farewell formats and ways of improving the phone
contact with other firms. It was a challenge to use email and formal structure of emails due
to usage of informal social networking at that age. Also a lack of accounting software can
create extra work for teachers for keeping track of accounting using Excel forms. In some
cases, there were problems with internet connections technology in school connections
needing independent Wi-Fi in the classroom for the Practice Enterprise.
Conclusions
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Although the project aims to reduce the average percentage of young people who drop
out, it must be taken into account that with a two hours a week subject it is virtually
impossible to achieve this goal. Furthermore, it is very difficult to measure the effect. What
we have found is that the work done in the classroom with the Practice Enterprise
methodology improved student achievement in general and in particular of students who
often have more behavioral problems in an ordinary classroom. They are more motivated
because they are convinced they are workers of a real company. The work carried out is
very dynamic and is not monotonous because there has been done department
changeovers every three weeks to have an overview of the business. It is important for
student motivation to have a proper setup like an office instead of retaining classroom
structure, giving them the impression they are out of the classroom and into the real world
of work.
The model of Practice Enterprise for students aged 14-16 years proves that it can be
applied as a prevention to overcome the problem of the students dropping out of school.
The Practice Enterprise is a successful concept because it allows the training be performed
in an environment that inspires, motivates and engages. Learning by doing is perceived
with a desire by the students, because they solve problems and challenges from real life,
seek solutions, analyze. They realize that mistakes in the simulated environment have no
such importance, but receive a good lesson what would be the consequences in the real
environment. The results show a positive gradation in preponderance of the role of the
Practice Enterprise in the development of personal and social skills that are nowadays very
actual for overcoming the weaknesses and shortcomings of personality, stress, unlocking
the motivation and zeal to overcome the difficulties and continue to learn and develop in
the future.
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Agreement no: 20141ES01KA201004318

IO6 EARLY SCHOOL LEAVING - PILOT EXPERIENCES REPORT

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Objectives and characteristics of pilot course

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Description of work organization

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Training results and impact

Agreement no: 20141ES01KA201004318

Communicate by purpose, depending on the audience and context in job interviews.

Agreement no: 20141ES01KA201004318

Assessment system and tools

Agreement no: 20141ES01KA201004318

The key competencies to assess included the following:

Agreement no: 20141ES01KA201004318

Communication, collaboration, problem solving skills.

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

organized within activities by department, such as in Marketing, Accounting, Sales,

Agreement no: 20141ES01KA201004318

In addition, the following characteristics of the Practice Enterprise must be maintained:

Access to a boardroom table, internet access, display board and facilities;

Trainer/teacher office with Workstation, computer plus printer;

Filing cabinets to store departmental files;

Display boards to display products and services.

Follow up of pilot experiences

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

Agreement no: 20141ES01KA201004318

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