The SEER - The STE(A)M Education European Roadmap, is an improvement journey with different stages associated to intervention steps based on research and proven experiences with recommendations, to get more STE(A)M-happy motivated and connected citizens. The SEER will be at the intersection of four major dimensions: (1) the need to collect all that currently is in place (such as STE(A)M education policies, innovative STE(A)M teaching practices, and feedback on how existing STE(A)M programs were implemented so far), (2) the importance to foster exchange and dialogue among all STEAM education stakeholders, (3) the necessity to permanently carry out needs analysis activities that would identify gaps, as well as impact analysis of initiatives and policies and (4) provide guidance for future actions and get the buy-in of citizens and particularly major stakeholders (Ministries, schools, parents, teachers) through outreach mechanisms. The SEER will deliver: a) The SEER process: including focus groups, seminars and case studies with supporting surveys, polls, and results, leading to the identification of gaps and the STE(A)M Education European Roadmap; b) The STE(A)M Education European Roadmap: The Atlas of roadmaps that will help improve STE(A)M Education from different stakeholders starting point and using a myriad of paths depending on the goal to achieve; c) The STE(A)M Education European Roadmap Impact Strategy providing a standard impact assessment mechanism for new STEM plans, projects, and initiatives; d) A proposal of how an Integrated STE(A)M education certification framework could contribute to educational reform, why it is relevant for students, teachers, citizens and MoEs, and how schools can self-evaluate. Additionally, to continuously engage the community at large on the options and benefits of STE(A)M in our lives and their connection to a better / greener world, and future degrees and careers, SEER will run an ambitious series of dissemination actions.

KIDS4ALLL aims to implement a pilot action that will experiment a learning method and learning environment in formal, non-formal and informal educational contexts to address the integration challenges of migrant children. The KIDS4ALLL learning method draws on (1) knowledge acquisition (2) skills training and (3) attitude transfer to convey lifelong learning competences as a whole within a collaborative and co-creative learning process. As a response to the educational needs of children, in particular of migrant children, and of educators as pathfinders for continuous lifelong and lifewide learning, the project is grounded on three Key Inclusive Development Strategies (KIDS) towards LifeLongLearning (LLL), which represent the specific objectives of the project: 1) Fostering acquisition, maintenance and cultivation of competences related to the 8 LLL key areas; 2) Enhancing the methodological competences of educators towards inclusive and participatory teaching, training and intercultural dialogue; 3) Testing the concept of peer-to-peer learning in the form of buddyship collaboration (guided pairing of learners) with the lifelong and lifewide dimensions of learning. The learning method will be corroborated by the online and offline instruments that represent the KIDS4ALLL learning environment. The KIDS4ALLL project team envisages implementation of the pilot action in formal, non-formal and informal institutions in 9 countries (3 of which non-EU), all chosen because of their specific and variegated migration and educational contexts, and reaching approximately 1000 members of the principal target groups defined by the project. The impact of KIDS4ALLL will be brought about through the combined expertise of the consortium members, including academic institutions, civil society organizations and policymakers from 8 EU countries and 3 non-EU countries, and an International Advisory Board that covers six additional countries in Europe and beyond.

The Mentoring for School Improvement (MenSI) project aims to mobilise 120 schools in six countries [Belgium/Flanders, Croatia, Czech Republic, Hungary, Italy, Portugal] to advance whole-school digital innovation to address both the general challenge of mainstreaming ICT at an institutional level as well as a set of more specific common challenges faced by national ministries of education, for example related to small/rural schools, social disadvantaged students, or challenges associated with personalising learning. Over 28 months project partners will: • Investigate and assess mentoring theories and practices (WP2); • Build and animate communities of practice based on 4 digitally advanced schools in each country, each mentoring four developing schools using a range of support models (WP3); • Support and train advanced schools in whole-school mentoring (WP4); • Document and analyse mentoring practices, scalability and effectiveness (WP5); • and Disseminate and sustain the networks through the Mentoring Policy Exchange awareness-raising platform and a Whole School Mentoring Massive Open Online Course (MOOC) (WP6). The foundations of the project will build mostly upon qualitative investigations of models of mentoring theory and practice and an analysis of policy related to whole school mentoring approaches mainstreaming ICT practices. Subsequently, partners will leverage their extended networks of schools for a “bottom-up diffusion of innovation through school-to-school peer learning” in regional hubs activated by the MenSI project. This knowledge on policy and practice will lead to recommendations and guidelines for mainstreaming mentoring practices which will be exploited by the Mentoring Policy Exchange and a MOOC for teachers. By the end of the project an inclusive European network of school leaders and teachers will engage in different stages of a whole school approach to embedding innovative pedagogical practice involving ICT.