Welcome to the project VESVET website!

VESVET is an EC Erasmus+ KA2 projects aiming to foster students employability, enhanced entrepreneurship competence development, and validation in VET schools.

This will be improved by means of a good professional orientation and of the internationalisation of the professional experience. A student self-evaluation methodology enable evaluation of professional entrepreneurial competences and validation/recognition of the skills that should be reinforced in order to improve missing competences.

VESVET Sub-Competences of Entrepreneurship

During the workshop in the Kick-off meeting on November 21st 2018, all the participants from partner institutions were discussing and selecting entrepreneurial competences, which would be the most useful and needed for students and employees.

Sub-competences of Entrepreneurship:



Problem solving




Marketing competences

Information management

Communication management



Sense of initiative

Intercultural and diversity competence

According to the O1- Methodology of Development of Entrepreneurship Competence, each VET project partner school identifies and contextualizes entrepreneurship sub-competencies.

LEVEL5 system

VESVET makes use of the LEVEL5 system which is specifically designed to assess personal, social and organisational competence developments in rather non- and informal learning settings.  It is based on a 3-dimensio­nal approach to validate cog­nitive, activity related and affective learning outcomes – the LEVEL5 cube. LEVEL5 is a holistic learning process that benefits the learner, learning providers and host entrepreneurs.

For more information regarding LEVEL5 system, please refer to the network REVEAL aimed to promote, visualise and validate informal and non-formal learning.

What is a key competence – entrepreneurship?

Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

Essential knowledge, skills and attitudes related to this competence:

Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organization. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good, for example through fair trade or through social enterprise.

Skills relate to proactive project management (involving, for example the ability to plan, organize, manage, lead and delegate, analyse, communicate, debrief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when warranted, is essential.

An entrepreneurial attitude is characterized by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

  • The Key Competences for Lifelong Learning – A European Framework is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning that was published in the Official Journal of the European Union on 30 December 2006/L394.