GEYC: Events - TVET Alliance Summit 9-10 July 2025

Events - TVET Alliance Summit 9-10 July 2025 - Conclusions

Between the 9th and the 10th of July, our Head of Entrepreneurship & Employability, Adelina Dragomir, represented GEYC and the SENSE. project during the TVET Alliance Summit, a SkillMan network initiative, that took place in Ancona, Italy bringing together educators, policymakers, industry experts, and youth leaders from across Europe and the Adriatic-Ionian region. Hosted at the Università Politecnica delle Marche, the summit connected the Skillman Network’s global expertise with the priorities of the EU Strategy for the Adriatic and Ionian Region.

The event was structured in 4 main panels and 2 rounds of parallel sessions during which stakeholders from academia, civil society, SMEs, Youth Councils, ministries, Chambers of Commerce and other public bodies engaged in an honest and proactive dialogue about current interest topics such as AI evolution, creativity, teacher motivation, entrepreneurship as a solution for the future and more. Bellow, we are capturing some of the ideas expressed.

Plenary Session 1, Aligning Skills Development with EUSAIR Priorities: The Teacher Academy Model

Plenary Session 1 opened the substantive discussions by examining how vocational skills development can align with macro-regional priorities. The Skillman Teacher Academy (STA) was presented as a model for integrating EUSAIR objectives into vocational excellence. Moderated by Paolo Sospiro, lecturer at Marche Polytechnic University and advisor to the Skillman Network, the session featured a diverse panel of policymakers, youth representatives, and institutional leaders from the Adriatic-Ionian region.

The session began with an address by Dr. Irene Psifidou, a senior expert at CEDEFOP, who framed the discussion within the context of European vocational education and training (VET) policy and lifelong learning. She emphasized the need to align national training systems with European frameworks to promote quality and mobility in education. Panelists contributed insights on how to bridge policy and practice to strengthen teacher training and skills ecosystems.

Blendi Hodai, co-founder of North Macedonia’s Forum for Educational Change and member of the EUSAIR Youth Council, shared the youth perspective. Advocating for education reform and stronger youth engagement, he called for a radical reimagining of education systems to meet current socio-economic needs. He highlighted the disconnect between outdated curricula and the skills needed in today’s labor markets, advocating for greater regional cooperation in education policy.

From the economic sector, Eleonora Tramannoni of the Forum of Adriatic-Ionian Chambers of Commerce underscored the importance of aligning vocational education with industry and SME needs. She highlighted the role of public and private partnerships in designing training programs that respond to labor market demands, particularly in light of post-pandemic recovery and sustainability goals.

Massimo Temussi, Director General for Active Labour Policies at the Italian Ministry of Labour and Social Policy, spoke about national measures to address skills mismatches and unemployment. He outlined Italy’s commitment to active labor policies and their relevance to regional development strategies. He emphasized the importance of sharing best practices among countries to improve employment outcomes.

Snežana Mirčevska Damjanovska, National Technical Advisor for UNDP North Macedonia, focused on capacity-building in vocational training as a tool for social inclusion and economic resilience. She noted that aligning VET with sustainable development goals can help tackle youth unemployment and gender gaps in the labor market.

Maryna Popovic, President of the Handicraft Chamber of Ukraine, provided an East European perspective. She explained how investment in skills and craftsmanship has strengthened community resilience in Ukraine. Her intervention extended the conversation to a broader European context, reinforcing the value of cooperation in skills development across the continent.

The dialogue among panelists identified shared challenges such as brain drain, the digital divide in education, and the need for inclusive and future-oriented teaching approaches. Central to the session was the introduction of the Skillman Teacher Academy (STA), presented as a tangible example of macro-regional cooperation in teacher education. STA, part of an Erasmus+ Teacher Academies project scheduled for 2026 to 2029, aims to transform teacher education and training in Europe through collaborative innovation.

Plenary Session 2, The role of entrepreneurship education in the regional development

Plenary Session 2 shifted the focus to the role of entrepreneurship education in promoting sustainable regional development. The discussion explored how strengthening entrepreneurial competences can support innovation, economic growth, and resilience in both EU countries and Western Balkan partners. Professor Donato Iacobucci of Marche Polytechnic University moderated the session, bringing academic perspective and guiding the conversation across policy, research, and practical examples.

Prof. Iacobucci opened the session by framing entrepreneurship education as a broader concept than startup creation. He argued that fostering an entrepreneurial mindset across the workforce is essential for innovation and adaptability. His remarks positioned entrepreneurship as a tool for empowering individuals to respond to social and economic change with creativity and initiative.

Dr. Julian Ng, CEO of the Warnborough Education Group, delivered the keynote address. Drawing on extensive experience in international education, Dr. Ng highlighted the transformative impact of learner-centered, experiential approaches. He emphasized that entrepreneurship education should cultivate creativity, problem-solving, and initiative in learners of all ages. In his view, successful programs move beyond competitions and focus on identifying real opportunities for social and sustainable impact. He shared examples from global practice, where intercultural exchange and hands-on projects helped learners develop digital and managerial skills while building resilience.

From the academic sector, Professor Marija Radosavljević of the University of Niš presented insights on embedding entrepreneurship within higher education. She underscored the importance of curriculum reform, calling for the inclusion of entrepreneurship modules tailored to a changing labor market. She noted that while many universities in Southeast Europe have launched innovation hubs and startup programs, pedagogy must evolve to match. Project-based learning and collaboration with local businesses were highlighted as key elements. She also emphasized the need to engage underrepresented groups, pointing to her work with women entrepreneurs and the value of inclusive support networks.

Claudio Mennecozzi, representing the European Digital Innovation Hub for the Marche region, contributed a practical perspective. As an experienced entrepreneur and project manager, he stressed that training for entrepreneurs should be grounded in real operational needs. He advocated for demand-driven programs based on specific local challenges rather than generic content. Mennecozzi gave examples of how small manufacturers and artisans in the region were upskilled through applied workshops, leading to direct improvements in productivity. His remarks reinforced the idea that entrepreneurial education must remain agile and responsive to both digital transformation and traditional industry needs.

Iván Bornacelly, policy analyst at the OECD Centre for Skills, brought an international policy lens to the discussion. He emphasized that investment in entrepreneurial skills and support ecosystems often leads to stronger innovation and job creation. He introduced the concept of a “skills-first” approach, where competencies and continuous learning are prioritized alongside formal qualifications. Bornacelly highlighted the potential of the Western Balkans’ young and educated population, arguing that targeted entrepreneurship education could unlock significant economic growth. At the same time, he pointed to persistent skills gaps and unequal access to training as urgent policy challenges. He recommended the use of frameworks such as the European Commission’s EntreComp and promoted micro-credentials to validate informal learning, aligning with broader efforts to modernize skills recognition.

Professor Urs Hauenstein, President of the International Council for Education and Management and Visiting Professor at Liverpool Hope University, added institutional and pedagogical depth to the session. He called for universities and vocational schools to operate as entrepreneurial ecosystems, encouraging innovation in teaching and partnerships with the private sector. He introduced the concept of “Xpreneurship,” which blends experiential learning with entrepreneurial thinking. Hauenstein stressed the importance of mentorship, ethical leadership, and soft skills, arguing that technical proficiency alone is not enough for sustainable entrepreneurship. His approach aligned with the summit’s broader focus on values-based education and human-centered learning.

The session concluded with a strong endorsement of entrepreneurship education as a driver for regional development. As Dr. Julian Ng noted, “Entrepreneurship education is about empowering people to be proactive, creative citizens who can adapt and drive change.”

Plenary Session 3, Educational Excellence for lifelong learning

Plenary Session 3 focused on how Centres of Vocational Excellence (CoVEs) and strategic partnerships can support the development of skills for the green and digital transitions.

Faton Deshishku opened the session with a presentation on the Western Balkans Regional Excellence Initiative, under the framework of a transnational project focused on green transition. He described how the initiative seeks to establish a regional Center of Excellence that addresses skills gaps in key sectors such as renewable energy, advanced manufacturing, and digital infrastructure. The project’s approach includes EU-aligned micro-credentials and cross-border alliances among universities, vocational institutions, and employers. Deshishku emphasized the need for agile upskilling systems that can respond quickly to industry needs while promoting regional integration.

Yuriy Balanyuk, Chairperson of the Ukrainian National Qualifications Agency, presented a compelling example of resilience in crisis. He explained how Ukraine has transformed its qualifications system during wartime by making it industry-led and digitally embedded. All updated qualifications now include digital skills, and the national register is being aligned with European standards. Balanyuk also described how the country is exploring the use of micro-credentials to certify informal learning gained during the war, including skills in drone repair and emergency services. His intervention highlighted the importance of preserving human capital during recovery and reconstruction.

Filippo Del Ninno, representing the European Training Foundation, underscored the role of CoVEs in responding to fast-changing skills demands. He emphasized that vocational excellence is not defined by equipment or infrastructure alone, but by responsiveness, effective partnerships, and the ability to drive continuous innovation. Del Ninno stressed the value of anticipating skills needs and coordinating across sectors to ensure VET systems remain relevant in the context of the green and digital transitions.

Laura Screpanti, teacher at a regional ITS Foundation, described how post-secondary vocational institutions in Italy have successfully built bridges between education and industry. She illustrated how curricula are co-designed with businesses and universities, offering students a dual learning model that combines technical education with hands-on experience. Screpanti shared examples from sectors like robotics, agro-industry, and furniture design, and noted that this model has improved employment outcomes and re-engaged students who had previously struggled in traditional academic tracks.

Annalisa Marchetti, representing a regional VET provider, shared practical examples of institutional modernization through partnerships with small and medium-sized enterprises. She described how programs are financed through a mix of public and private investment and are tailored to regional needs. One initiative combined traditional artisan techniques with 3D printing to support innovation among local producers. Another brought SME managers together in training clusters focused on digital transformation. Marchetti’s examples illustrated how training providers can serve as catalysts for regional innovation and economic development.

Concetta Fonzo, from Italy’s National Reference Point for Quality in VET, spoke about the evolving role of quality assurance. She argued that QA should move beyond compliance and become embedded in a culture of continuous improvement. Fonzo called for integrated systems aligned with strategic priorities such as digital and green skills. She also emphasized the importance of involving employers and learners in evaluation processes to ensure relevance and impact. European tools and frameworks are essential in building this new quality culture, she noted.

The session concluded with an open dialogue that touched on sustaining partnerships, building agile policies, integrating international dimensions, and using artificial intelligence responsibly in education. The panel converged on three key imperatives for achieving vocational excellence: anticipation, adaptation, and alliances.

Plenary Session 4, The future of creativity

The final session explored the relationship between creativity, craftsmanship, and emerging technologies such as artificial intelligence, with a strong focus on preserving human-centered skills and values. Panelists discussed how innovation can support meaningful work and learning while keeping human purpose and intention at the core of technological use.

Dan Petrică, from Agora University of Oradea, opened with a reflective intervention on the nature of creativity. He described it as a mindset rooted in transformation and exploration. Using imagery drawn from the natural world, he encouraged individuals and organizations to approach technology consciously and intentionally. Petrică emphasized that genuine creativity thrives on curiosity, discovery, and the courage to experiment which are qualities that cannot be automated. He urged participants to remain active in shaping their own creative processes, warning against a passive reliance on digital tools.

Jouke Verlinden, Associate Professor at the University of Antwerp, introduced the concept of “augmented craft,” where AI tools are used to enrich learning experiences in craft-based education. He presented a project that enables learners to engage with interactive tutorials, using AI to support exploration and associative thinking. Verlinden discussed the potential of these technologies to broaden access to heritage skills and stimulate innovation, while also pointing to the ethical responsibility involved. He called for design approaches guided by cultural awareness and argued for European leadership in defining responsible uses of AI.

Tetiana Botsva, speaking on behalf of the Handicraft Chamber of Ukraine, shared powerful examples of resilience and recovery through creative enterprise. She explained how veterans and displaced people are building livelihoods through crafts and microbusinesses, often starting with skills acquired informally. Botsva described how AI can assist in this process by suggesting personalized training options, identifying strengths, and supporting users through modular learning pathways. She highlighted the role of micro-credentials in recognizing progress and creating access to work for individuals who have faced disruption.

Urs Hauenstein, President of the International Council for Education and Management, concluded the panel with reflections on digital literacy, education ethics, and organizational learning. He stressed the importance of transparency, fairness, and authenticity in the use of AI within both educational and professional contexts. Hauenstein advocated for educational systems that support experimentation across disciplines and highlighted the importance of aligning technology use with human values and long-term purpose.

Throughout the session, speakers returned to a central message: that AI can play a supporting role in education and creativity, but it must be guided by human insight. Emotional intelligence, personal expression, and ethical awareness were identified as essential to meaningful innovation. Key themes included the need for transparency in AI design, the creative potential of imperfection, and the role of curiosity as a foundational skill. The session closed with a clear image: AI as a capable and powerful tool, ready to assist, but ultimately shaped by the intentions and imagination of those who use it.

What did the Summit mean for us @GEYC

The Ancona summit was highly relevant for our Entrepreneurship & Employability Department, reaffirming our commitment to supporting youth and educators through entrepreneurial and digital skill development. As a Romanian youth organization active within the Skillman Network, we align closely with the summit’s core themes such as innovative teacher training, entrepreneurial competences, youth engagement, and sustainable entrepreneurship. Participating in the summit enabled us to explore leading European approaches like the Skillman Teacher Academy and the EntreComp framework, which will enhance our capacity-building programs for teachers and youth workers. Networking with policymakers and industry experts also provided valuable opportunities for potential collaborations and policy advocacy, supporting our ongoing initiatives aimed at fostering youth startups, social entrepreneurship, and employability.

The added value for SENSE.

For our role within the SENSE. project, the summit highlighted key insights on creativity, innovation, and interdisciplinary education. SENSE., a Horizon Europe initiative where GEYC is an active partner, promotes integrating arts into STEM education to inspire greater student interest and engagement. The summit’s sessions on creativity, craftsmanship, human-centered education, and the responsible use of digital technologies underscored the importance of interdisciplinary and inclusive educational practices, strongly resonating with the objectives of our project. By exchanging experiences and best practices with educators, policymakers, and other stakeholders at the summit, we gathered essential inputs for the development and adjustment of our European STEAM roadmap. The discussions also affirmed our belief in the value of merging artistic expression with technical subjects as a strategic approach to shaping resilient, creative, and future-ready learners.