"To tackle the common problem of marginalization in rural regions in Europe and to address the need of those societies for a highly skilled, competent and flexible workforce, guaranteeing social inclusion, sustainable use of regional resources and environmental protection, the CRISTAL project (Creative Regions for Innovation, Skills, Technology, Accessibility and Learning) represents a new and exciting approach towards VET with the means of innovative STEM ""learning-by-making"" methods, digital fabrication, innovation and entrepreneurship competence, sustainability in teaching and learning and business know-how. The aim of CRISTAL was to develop a dedicated, dynamic and interactive ""open source"" virtual classroom in the form of a Knowledge Center, a platform for innovative STEM curricula along with Open Educational Resources for preschool, primary, secondary, upper secondary and adult education followed by a ""module"" for teachers' training.The main objectives of the CRISTAL project are the following: - To increase students' competence through innovative and creative learning; - To increase students' technological literacy and break down barriers to learning STEM-subjects; - To provide new interdisciplinary VET educational offers and didactic methodologies in the fields of STEM and IEE; - To provide education which is pertinent to the needs of rural marginalized communities in order to foster their competitiveness, enhancing their entrepreneurial and technological skills; - To elevate the status of vocational training; - To contribute to the promotion of environmentally sustainable forms of development for local communities.The partnership consists of five partners. The coordinator, Innovation Center Iceland (ICI) is a leading R&D institution in Iceland. ICI encourages innovation and promotes the advancement of new ideas in Icelandic economy by providing support to entrepreneurs and businesses. The Innovation Center operates several Incubator Centers that offers support and facilities to start-up companies working on innovative business ideas. Their Innovation and entrepreneurship services offers extensive internet information services, workshops and courses for SMEs and the general public. ICI the pioneer in bringing Fab Labs to Iceland and education in digital fabrication. Husavik Academic Center (HAC), which is dedicated to promoting and facilitating lifelong learning, university studies and interdisciplinary researches, has established an ""Educluster"" in the municipality of Nordurthing in North-Iceland that serves as a pilot-community in the CRISTAL project.Teachers at all school levels were involved in the activities and testing process of the intellectual outputs, developed within the project. University of Akureyri, Iceland, which has built a reputation for academic excellence and good industrial relations, involved the Department of Education in the project. The partnership is then composed of two SMEs, which will lead the in-formal and non-formal approach to the project. The Swedish start-up Lindberg&Lindberg Engineering AB has a wide area of competence in the field of ICT development. The Italian eco-innovative farm Azienda Agricola ""DORA"" brings expertise to the project in form of sustainability, environmental education, rural development, R&D and renewable energy production. The main result of the project lies in the establishment of the CRISTAL Knowledge Center on www.cristal.is in four languages. All of the projects results have been uploaded to a toolbox on the website and a functional virtual classroom can be found. The impact of our project involves critical and creative thinking to give learners the ability to interpret and take part and impact their society; enhancing rural entrepreneurship and sustainable development of rural areas. It also involves increased access to digital fabrication methods in schools in the area and increased interest of the teaching environment in the pilot community. Teachers in the pilot community are more interested in IEE, more flexible in their way of teaching and are more innovative. The project has also impacted the university as they have requested a cooperation with ICI to give lectures on IEE in initial teachers education at the university to get their students interested and aware of the matter. Long term benefits may be a change of teachers mindset and already schools in the pilot community have invested in equipment to evolve IEE teaching and increase interest in STEM subjects. Long term benefits, hopefully, may also include students seeing opportunities in their community, both in living there and creating job opportunities for themselves leading to rural development. Long term benefit can also lead to teachers' professional development within communities as they use problem-based methods in teaching."

CONTEXT AND OBJECTIVESIn the project we focused on providing the teachers we described in our application by providing them with a range of suitable assessment tools that they can adjust or use as they are. This main objective we have fulfilled and presented on the EntreAssess website. We had identified a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance entrepreneurial teaching and learning and the need to benchmark the qualities of EE. NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS:The University of Iceland, School of Education was leading and managing the project. Three specialists took active part in the project, Tryggiv Thayer a specialist in ICT and innovations in education, the PI Svanborg expert in innovation and entrepreneurial education and manager Kristín Harðardóttir. The University of Wales Trinity Saint David (UWTSD) provided expertise in EE with the regular participation of three influential teacher educators in IEE, Andy and Kath Penaluna and Caroline Usei and also input from two other experienced teachers in EE and connections with primary and secondary schools working with EE. The main participant in the project from Me Analytics AB in Sweden was Martin Lacéus who provided valuable knowledge and experience from working in EE and with students and teachers. Carin Sävetun was also an active participant but did not attend meetings outside of Sweden. Valnalon, Spain used their work of leading a Teachers WorkGroup under the regional Teacher Training Centre to identify relevant learning outcomes and create a logic progression model. Their work with teachers connecting to the process of designing the assessment model, presenting and discussing it with them gave valuable insights. The main participant in the project meetings and work between meetings was Ivan Diego Rodriguez with extensive esperience in leading EE projects and implementing them. Rafael Balparda Pilar was presented San Jose de Calasanz in Spain, provided important insights and experiences from practice of EE in upper-secondary schoo RG Menntaráðgöf (Innoent), three active participants including professionals from Bantani Education (2 located in Brussels) offered various skills and exptertise:• expert overview of innovation education and entrepreneurship education and extensive research experience• extensive experience in government implementation of strategies involving EE• experts in emancipatory pedagogy linking EE to emancipatory teaching methods and evaluation structures MAIN OUTCOMES AND ACTIVITIESIn the project for the last two years we constructed a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university to help teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. These objectives were realized in the EntreAssess website where Methods, Tools and Examples of EE assessment are provided. The main outcome of this project was to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. We presented an overview of innovative and adaptable assessment tools, including digital tools. It built on the collaboration of leading EE specialists, their experiences and research, learning from each other and harvesting the latest relevant European reports in the area. The project was structured around a sequence of peer learning activities (workshops) where partners gained experience and strengthen their capacities. Partners shared learning internally and locally among key stakeholders and used some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop contributed to the co-production of a vision of success accepted by all partners. After each workshop knowledge was shared with colleagues and other members e.g. of local groups comprising schools and other key local stakeholders at the local level. Our meetings and learning activities were held and focused on: Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition pointsPeer Learning Activity 5. Action Planning. Discussing various dissemination actions with different stakeholders (see overview of dissemination). Discussing final steps. The project partners are willing to continue to offer advice and contribute to the development of quality assessment.

Entrepreneurship education does not only mean preparing students to become entrepreneurs. As a key competence for lifelong learning, entrepreneurship education (EE) should prepare students to face real life challenges once they finish formal education. Possession of key competences ensures more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. Hence, “Entrepreneurship” is recognised as a key transversal skill that ENHANCES EMPLOYABILITY and contributes to the EUROPE 2020 OBJECTIVE OF SMART GROWTH (obtain a 75% employment rate for people aged 20-64 by 2020–by getting more people into work). Therefore, in times of the economic crisis, it is more than ever vital to offer entrepreneurship education to everyone by contributing to the objective of the Entrepreneurship 2020 Action plan of integrating it into ALL EDUCATIONAL LEVELS. Entrepreneurship education in the framework of regions that aim at smart growth, calls for MORE COOPERATION AND COHERENCE and demands that educators are equipped with the ADEQUATE SKILLS, COMPETENCES AND TOOLS THAT BOOST SYNERGIES between stakeholders of the entrepreneurial ecosystem and allow CROSS-SECTORAL SPILL-OVERS. There is a TRAINING NEED FOR ENTREPRENEURSHIP EDUCATORS to enable them to cope with these new trends that smart growth entails and provide them with competences and methodologies to deliver up-to date entrepreneurship education. ECO-SystemApp, as MULTI-SECTOR project, will respond to this need by adopting a SYSTEM APPROACH that considers all those stakeholders of the ecosystem that are involved in providing support for entrepreneurs as TARGET GROUP by recognising them as ENTREPRENEURSHIP EDUCATORS, namely: teachers, trainers and educators from all educational levels, businesses, public authorities and Civil Society organisations(associations, foundations, youth organisations). The project pursues the GENERAL OBJECTIVE of fostering an entrepreneurial environment that will boost the ecosystems knowledge based on entrepreneurial learning and experience.SPECIFIC OBJECTIVESa. Enhance the up-skilling of entrepreneurship educators and contribute to the embedding of EE at all educational levelsb. Promote the transfer and take-up of practical entrepreneurial experiences and disseminate effective methodologies, tools and resources for up to date Entrepreneurship educationc. Develop an assessment tool for the validation of learning outcomesd. Enhance strategic multi-stakeholder cooperation for synergies by strengthening peer-to-peer learningThe ECO-SystemApp Consortium is composed of 7 entities (Educational institutions, civil society organisation, public entity and business) with vast experience in entrepreneurship education in all educational fields tackled. Consortium partners are from 7 European Member States.To achieve the project objectives, the consortium will carried out the following ACTIVITIES: O1- created a peer to peer learning guideline that highlights role models of the entrepreneurial ecosystem; Multiplier events E1-E7- organized interactive peer-to-peer networking events that promoted collaboration and coherence on regional and international level; O2-created an open online training course for entrepreneurship educators in regions that aim at smart growth, O3- elaborated a Handbook that provides complementary course information and promotes curiosity based learning, O4 develop and piloted a virtual exchange programme between entrepreneurs and educators that promoted the acquisition of practical entrepreneurship experience for educators, O5-created an assessment tool for the validation and recognition of learning outcomes; O6-built a repository of open educational resources for entrepreneurship education in the framework of smart growth; O7- set up the “Entrepreneurship Hub” as an innovative peer-to-peer support structure that helps to discuss and jointly develop new approaches, methodologies and tools for smart entrepreneurship education, O8- Developed the Virtual learning environment that integrates O1-7; C1- ran a joint training activity that tested outputs O1-O8 and studied possibilities for the up-scaling of project results. The project used a participatory METHODOLOGY that is based on collaboration and fosters synergies and spill-overs that are instrumental to the transfer and scalability of project results. ECO-SystemApp involved more than 100 participants directly in the project activities and reached over 600 stakeholders through dissemination and exploitation activities. The RESULTS are up-skilled entrepreneurship educators and vibrant entrepreneurship ecosystems that are based on collaboration and coherence. The IMPACT is a higher number of students of all educational levels that benefit from an increased employability through the participation in smart entrepreneurship education.

"Many studies predict that more than a third of today's jobs will be gone within 20 years, while the number of unresolved challenges such as the fight against global warming, the preservation of natural resources, democratic/economic/social crises is increasing. Thus new models for economic growth are expected by 2025. In this context of global challenges, higher education and young people will have to adapt to these new professional realities. These challenges have their best representation in the 17 Sustainable Development Goals (SDGs) to which 193 states have joined, including the European Union and its member states.""Sustainable Development Goals for Universities (SDGs4U)"" is going to implement a capacity building strategy to help universities to translate the SDGs challenges into local strategies, and to promote new skills for students who are willing to tackle these challenges. We define 3 main steps:1.Train young people and university staff to identify and develop transversal, civic, entrepreneurial skills required to address the SDGs (with IO1 and IO4)2.Improve the implementation of the SDGs within the universities as a tool for better adaptation and attractiveness (with IO2)3.Extend and reinforce the leadership of universities through the implementation of SDGs Labs (with IO3)To achieve those general results, SDGs4U will provide open educational resources such as:- SDGs open courses for futures entrepreneurs including a recognition system- SDGs implementation guidelines for university staff- SDGs Living Labs implementation kit- SDGs tool boxFour universities and three NGOs in four countries (France, Belgium, Spain, United Kingdom) will share their experience and know-how to provide these complete and practical open courses and tools at a European level. This common project will reinforce the external leadership and internationalization of universities by showing the commitments of European universities for global challenges, and will promote interuniversity cooperation on SDGs. Cross-border cooperation is the very strength of this project by pooling the knowledge that exists in various EU countries to strengthen the universities and enhance employability for students.We will first concentrate on the creation of the contents and tools, and will organize in summer 2020 multiplier events to promote our work. Then, we will test the resources created and work with our local target groups to ensure an efficient use of SDGs4U.About 200 professionals and students will be trained in the 4 different countries. Stakeholders from public institutions, private organizations and civil society will be involved."

The escalating levels of social and economic complexity present challenges for education policy-making in today’s globalized world. To tackle with this, learners have to be globally competent; this means that they have to be able to examine local, global and intercultural issues, to understand the perspectives and world views of others, to engage in open and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. This is how PISA 2018 defined GLOBAL COMPETENCE and this is why Global Citizenship Education is needed because it empowers learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.Fostering Global Competence in Schools implies supporting individuals in acquiring and developing basic skills and key competences, and strengthening the profiles of the teaching professions. These reasons let us set two general objectives of this project and several specific objectives.1.To support the deployment of Global Competence in different European education Systems1.1.To set a framework to guide the education systems in accordance with the national curriculums1.2.To embed global competence in the professional development plans of teaching professions and other stakeholders2.To foster learners’ achievement of 21st century skills and topics for a deeper learning, a stronger European citizenship and a better integration in global society2.1.To identify school good practices on global competence2.2.To enable and empower teaching staff on global competence2.3.To develop cross-curricular projects that enhance learners’ global competenceIn a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from 3 different countries with different schools systems and different school traditions. The partnership is formed by 7 institutions from Belgium, Spain and the UK. The coordinator is the Barcelona Inspectorate of Education, a local educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, GO! Scholengroep Brussel. We also count with 3 schools who have successfully tackled with cross-curricular global projects. Finally, the University of Wales Trinity Saint David and the Institute of Education Science at University of Barcelona (IPD-ICE) have expert knowledge on professional development, curriculum and key competences and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are:- Students. They will improve their global competence through cross-curricular projects and they will participate in a short-term exchange. They will also participate in awareness activities (logo and audiovisual competitions).-Teachers and school leaders are the key to spread good school practices in schools, to implement global competence and to supply a bottom-up perspective.-University researchers will provide the theoretical knowledge of the topic and advice on professional development.-Educatiol authorities staff will enhance policies on global competence in the schools within their area of influence.To achieve the objectives of the project, we will produce:-General activities: project website, logo and audiovisual competition, erasmus+ corners, term newsletters.-Intellectual outputs: global competence toolkit for teachers, teacher training course on global competence and an academic global competence portal with theoretical framework, bibliography and recorded good practices.We expect the following results:-Students will improve their communication skills, their knowledge on 21st century issues and on social, European and global citizenship.-School teachers will be empowered to deal with global competence in their schools due to professional development course and the availability of tools to implement classroom projects.-Educational stakeholders will become more aware of the importance of global competence due to the availability of the project’s intellectual outputs and the dissemination activities: meetings, newsletters and multiplier events.-All the staff in the project institutions will increase their knowledge and expertise on global competence thanks to their participation in the projectWe also expect a very important outcome, which is an increase of the number of schools that implement classroom practices on global competence through cross-curricular projects within the project's area of influence. We have set a dashboard of output and outcome indicators to measure the results and the impact. The availability of all the products developed in the project in different open platforms will ensure the sustainability and the longer term benefits of it