<< Background >>The CIM project dealt with the acquisition and validation of competences related to Creativity and Innovation in Higher Education Institutes and Business. The acquisition of these 21st century skills affords not only new learning concepts but also a new way of facilitation. Both approaches (learning and facilitating innovation) have been combined by the CIM consortium of 16 partners from 9 member states.<< Objectives >>The project aimed at developing innovative teaching and learning approaches to include Creativity and Innovation Management (CIM), using a competence-oriented and constructive learning and developing approach that leads to concrete product and service prototypes.Educational professionals in HEI and in businesses have been qualified to facilitate CIM learning projects in a learner-centred way and also validate the competence development therein.<< Implementation >>The project started with a comprehensive survey designed to understand the needs of the different targets groups and educational sectors in terms of Creativity and Innovation Management. Subsequently, the project designed competence frameworks for future innovators and their facilitators. These formed the basis for a 5-day training mobility in which 66 educators learned how to facilitate practical learning projects on Creativity and Innovation in Higher Education and Business contexts.<< Results >>Based on the developed learning and facilitation instruments and approaches for “Design Based Collaborative Learning” the training and counselling concept was delivered to 66 professionals. They facilitated 66 learning projects in 9 partner countries with 90 learners and validated their development in terms of competence in spotting ideas and opportunities.CIM organised three large-scale conferencing events with more than 250 participants to largely disseminate and valorise its outcomes.

The project Constructing Learning Outcomes in Europe. A Multi-Level Analysis of (Under-)Achievement in the Life Course (CLEAR) is committed to better understanding the factors that affect the quality of learning outcomes (LOs) across European regions and intents to spark innovative policy approaches to tackle underachievement and increase social upward mobility for young people. It focuses the processes of constructing learning outcomes as the result of manifold intersecting institutional arrangements, spatial and socio-economic determinants, discursive and socio-cultural influences, as well as individual experiences, dispositions, cognitive and psycho-emotional abilities. The overall aim is to examine the combination of multiple factors shaping LOs and thus affecting their quality. Based on a better understanding of the processes of constructing LOs, CLEAR inquiries into the impact of policies to boost achievement and tackle underachievement, and designs participative activities at local level to spark innovative policy solutions. It conducts comparative, multi-level analyses in 8 EU countries – Austria, Bulgaria, Finland, Germany, Greece, Italy, Portugal, Spain – by means of quantitative and institutional analyses, expert surveys at national and regional levels, qualitative analyses and innovative participatory strategies at local level. Special attention is given to groups that are multi-disadvantaged and/or in vulnerable situations. Dynamic and relational concepts – Life Course, Intersectionality, Spatial Justice – help explore the several mutually intersecting dimensions of the issue – individual, institutional, structural, relational, and spatial. In line with Open Science, the project adopts an innovative transversal participatory approach, enabling young people and other stakeholders to proactively shape educational policymaking and contribute with their views, ideas, and experience-based knowledge, thus enhancing the impact of the project.