"Project EcoMentor concentrated on the situation in the eco sector in the field of work-based-learning (WBL). As it was pointed out by the European Ministers of Vocational Education and Training in the Bruges Communiqué, WBL constitute a foundation for the social coherence of the current and future employees as well as the base for their professional and personal development. It is worth and important to include WBL into the strategic activities on the national and international levels. The renewed European agenda for adult learning also calls for promoting WBL, as a form of vocational education and training, which assure achievement of the aims of the Strategy ET 2020. Partnership of the project was properly selected and consist of 5 institutions from 4 countries: Poland (PL), Greece (EL), Italy (IT) and United Kingdom (UK). Partners have been chosen according to the project's aims and the expertise needed. They represent different culture and traditions of vocational education as well as assure geographical diversity of the partnership. The main aim of the project was to use good European practices, increase the availability and improve the quality of work-based learning, through skills development of mentors - experienced staff of companies assisting in obtaining necessary professional qualifications, taking care of trainees in the workplace, including the trainees participating in internships or apprenticeships in companies of the eco-industry. The mentor’s responsibility is to facilitate, stimulate and support the development of employees and prospective employees (interns, apprentices) by sharing their knowledge and professional skills, values and attitudes.In order to achieve the abovementioned aim, a system of certification of mentor’s competences was implemented. The system focused on the employees of eco-industry. Its implementation enabled: - Recognition of learning outcomes (non-formal and informal) of experienced eco-industry workers in the area of mentoring competencies necessary in the process of work-based training- Complementing employees’ professional competencies in eco-industry with mentoring competence enabling them to build a master-trainee relationship in the course of work-based learning- Enhancing the competencies of workers in the eco-industry resulting in the increase of their competitiveness in the labour market and the increase of employment opportunities (for the unemployed) or job keeping.The results of the project were aimed at different audiences, in particular: at vocational training institutions in the ""eco"" area of industry, teachers/trainers preparing for work in the eco-industry, employees in the eco-industry, institutions involved in the development, validation and certification of vocational qualifications and competencies, HR employees as well as professional and personal advisors.Main results of the project are:1) The standard of professional competences (SPC) for mentors of eco-industry which was based on the framework of general mentors' competences developed in CertiMenTu project. The competences of mentors were defined at level 5 of EQF. 2) Training programme for mentors which was developed based on the standard of professional competence (IO1) available in English and in the national languages of participating partners. 3) Blended learning VET course for mentors in eco-industry which was based on the developed VET programme. Τhe training course has been developed as blended learning course, melding face-to-face activities and a Moodle e-learning platform. All the materials are available in e-learning platform and the Trainers Handbooks. The e-learning platform is based on Moodle, an open source course management system (CMS). 4) Certification system for mentors in the eco-industry (your short part)5) Methodological and organizational compendium of ECVET system for mentors in eco-industry which gives an overview of the current state of progress of ECVET tool implementation and other systems available for recognition of competences among different EU states. The Compendium has been conceived as a practical guide on how to use the ECVET system in eco-industry. 6) The monograph summarizing the results of the project. The aim of this publication is to make the project results available, especially to VET experts dealing with formal and non-formal continuing education and to people who are or want to become mentors in eco-industry.All the results are available in 4 languages: English, Polish, Greek and Italian."

<< Background >>The WINnovators project stems from the belief that Higher Education Institutions can play as catalysts of change within the territories where they are located, contributing proactively to shaping socioeconomic development processes.Starting from this conviction, WINnovators develops tailored capacity-building actions primarily between the Higher Education Institutions (HEIs) from the WINnovators consortium and associated partners, then among the other non-academic partners (business incubators, tech companies, NGOs), to strengthen the links with society and business and reinforce the systemic impact of the Project Results. It is indeed necessary that HEIs act as change agents to foster sustainability and innovation goals and educate their students to guide and support other disadvantaged people - such as young women from rural communities - in the transformative innovation paths encouraged by peer-to-peer learning.Taking this approach requires reconfiguring teaching and learning practices in HEIs towards capacity development approaches that involve Open Innovation Ecosystems (OIE), communities and informal learners into teamwork practices, to transform young women’s careers towards digital, STEM/STEAM innovation, entrepreneurship and sustainability.In other words, there is the need for new approaches on how to attract marginalised young women to the blended informal-formal learning methodologies that could increase their career possibilities and open up the outreach to innovative, expert communities such as at HEIs and OIEs.Specifically, the WINnovators project stems from the following needs: i) The need for promoting digital, entrepreneurial, STEM/STEAM innovation and sustainability competencies of young women from rural areas and outskirts regions who are facing socio-economic difficulties because of the pandemic, or the lack of experience and skills and the absence of mentors and partners with whom develop further their own innovative business approaches. We believe that such young women fall into a risk category because of the lack of opportunities in their regional neighbourhood to engage with people who can accelerate their innovation ideas locally. The WINnovators project tackles unconscious biases regarding female entrepreneurship, innovation, and leadership. It indicates the need for such forms of learning and development of own entrepreneurial ideas, STEM/STEAM and digital innovation and sustainability competencies that are provided digitally, facilitating the learning process through problem-based settings. ii) The proved need of the HEIs to proactively develop new teaching and learning approaches that build innovation and entrepreneurial capacities across HEIs, OIE partners and communities, thus creating responsive environments to boost innovation and sustainability equally in the partners’ regions. The sustainability is achieved through the development of a shared capacity for being responsive to the needs of people and of the environment. The good approaches for HEIs on how to stream collectively towards capacity building are not yet developed and empirically tested.iii) The need of HEIs to develop novel teaching and learning approaches that engage HEI students and external informal learners (such as young women in the rural communities) to experience and develop jointly collective level capabilities and build the capacity in STEM/STEAM, innovation, sustainability and entrepreneurship, teaching them how to act as change agents in their communities and activate people with fewer opportunities towards innovative careers. WINnovators is not limited to the development of students’ competencies, but it aims to build collective level capabilities that they can evoke after graduation in their local communities. This is a practice that can be trained only in action settings, such as the ones developed by WINnovators, which binds together HEIs and the needs of young rural women at risk of marginalisation.<< Objectives >>The WINnovators project aims to draw attention and contribute to the development of entrepreneurial, STEM/STEAM digital skills of young women at risk of marginalisation in rural and outskirts communities, promoting gender equality through concrete initiatives and actions that push for the employment of these women in innovative/advanced business that follow digital and sustainable transformation goals of societies. WINnovators wants to contribute to the transformation of the educational practices in Higher Education, to provide students with concrete instruments and experiences to act as the capacity developing agents in their communities and create an actual value as part of their HEI learning practices. This will be ensured through specific capacity building actions that will see the participation of underrepresented young people (women), teachers and students from the universities, business incubators, open innovation ecosystems and local communities. In the long run the WINnovators project contributes to the increase of female innovators in Europe and to change the teaching practices of educators in HEIs towards capacity building goals for the communities.Therefore, the WINnovators’ MAIN OBJECTIVE is to co-develop and implement, in cooperation with the Higher Education Institutions (HEIs) and the Open Innovation Ecosystems (OIE) in the consortium, innovative teaching and learning approaches and concrete policies for capacity development in the digital, entrepreneurial, STEM/STEAM innovation and sustainability fields, from which young women from rural areas and HEI students and educators would mutually benefit in the short and long run.The project SPECIFIC OBJECTIVES are:i) Develop a set of capacity building practices in teamwork across HEIs, OIEs and rural community members of partners’ countries, through their concrete involvement in the co-design activities for the development of the WINnovators Training practices Collection (PR1).ii) Develop the entrepreneurial, STEM/STEAM digital innovation and sustainability competencies of young women at risk of marginalisation in rural and outskirts communities, and the capacity of HEI students and educators to act as change agents through the development of the gamified eTrainings and e-Modules that promote innovation-led collaboration between young women, HEIs students, educators and OIE experts (PR1, PR2, PR4).ii) Build a WINnovators Community as a shared capacity mediated by the WINnovators Interactive Working Space (PR3) for teamwork (HEI students, educators, OIE experts, young women from rural communities, associated partners’ networks, educational policymakers) and supported by the shared online space on social media.iv) Involve in an international online policy-seminar policymakers from all partners’ countries, who will contribute to the co-creation of WINnovators’ policy guidelines (PR4), to raise awareness and foster also at a European policy level the gender sensitive education, and the cross communities, HEIs and OIEs capacity building training practices in STEM/STEAM, digital innovation, sustainability and entrepreneurship.To reach such objectives, the following KEY MILESTONES have been identified:Milestone 1: Co-development of the WINnovators’ Training practices Collection (Y1, PR1).Milestone 2: Development and integration of the gamified interaction with the e-Modules and platform (Y2, PR2).Milestone 3: Final release of the WINnovators Interactive Working Space (Y2, PR3).Milestone 4: Launch and implementation of the WINnovators’ eTrainings (Y3, PR4).These Milestones will be a crucial indicator in the monitoring and evaluation process of project activities, to ensure the development of high quality and impactful results.<< Implementation >>Over a three-year period, the WINnovators project focuses on transforming teaching and learning practices and establishing specific capacity building actions across the HEIs, OIEs and communities in partners’ countries, where future educators are provided with digital, STEM/STEAM, entrepreneurial and sustainability competences to jointly collaborate with young women from underrepresented groups, exercise collective capabilities and grow as future societal agents. 1) Thanks to the joint effort of project partners and associated organisations, WINnovators co-develops the WINnovators’ training practices in the FIRST YEAR (PR1). In the SECOND YEAR, the HEIs partners will pilot WINnovators’ training practices, engaging young women from rural communities, HEI students and educators, the OIEs and community policymakers. Based on the lessons learnt, the project partners compose the contents of the two WINnovators’ e-modules: “STEM/STEAM entrepreneurship communities for young women” and “Joint capacity building for sustainable futures”. The project runs the WINnovators’ e-modules in the THIRD YEAR, engaging a second sample of young women from rural communities, HEI students and educators and policymakers.- Module 1: “STEM/STEAM entrepreneurship communities for young women” engages young women from rural communities aged 18-30 with scarce employment opportunities in their areas in STEM/STEAM innovation processes, as well as in sustainability and entrepreneurial projects that promote their competencies. The aim is to help them - with the cooperation of HEI students and mentors from OIEs - to improve their innovative business approaches and service ideas that promote their careers. The second target of Module 1 are HEI students and educators from various curricula (teachers’ training, andragogy, youthwork, educational technology, programming) which will learn and moderate STEM/STEAM innovation, sustainability, entrepreneurial teamwork and design innovations in cooperation with young women from rural areas. The final aim is to build students’ and educators’ long-lasting capacities with local OIEs, open education stakeholders and communities, and provide them with concrete experiences on how to take active roles as change agents in the communities. - Module 2: “Joint capacity building for sustainable futures” engages the HEI, OIE and community policymakers in developing their knowledge and skills of the good practices and policies for joint capacity building.2) The project co-develops the gamified learning principles for HEIs, OIEs and communities cross capacity development in STEM/STEAM digital innovation and entrepreneurship projects (PR2). These gamified learning principles should motivate the young women in their pursuit to be entrepreneurial innovators and the HEI students to be change agents in their communities. The gamified approach should promote social motivation with competition and support between the teams and experts. The effects of gamification on WINnovators training and elearning approach are evaluated.3) The project co-develops and evaluates the usability of the The WINnovators Interactive Working Space (PR3) that supports portfolio-based teamwork and gamified e-learning across HEIs, communities and OIE partners. 4) From the experiences gained at running the WINnovators’ training case studies (year 2) and the WINnovators’ e-training (year 3) the project co-develops: iii) Best practices on WINnovators eTraining and Impact Evaluation (D.4.1), and iv) WINnovators’ Policy Guidelines for HEI educators and communities (D.4.1), which are widely shared during the Multiplier Events organised in all partners’ countries and during the international online seminar targeting educators, communities, organisations who work with young women at risk of marginalisation, OIE partners etc.<< Results >>The project foresees the following Project Results and corresponding outcomes/deliverables:P1 - WINNOVATORS TRAINING PRACTICES COLLECTION (leader Tallinn University)→ D.1.1 WINnovators’ Training practices Collection are described based on 6 case studies carried out by HEIs partners with the involvement of about 50 young women from the rural neighbourhoods pursuing new innovative entrepreneurial ideas and careers. The training practices will describe how capacity building may be done when HEIs and open innovation organisations cooperate and actuate for the sake of the communities, engaging young women to innovation careers and students to be change agents.→ D.1.2 WINnovators’ e-modules contain open digital micro contents (learning nuggets) about entrepreneurship, digital innovation examples, STEM/STEAM innovation approaches, design thinking canvases and collaboration scripts and capacities, competencies focused assessments which are developed based on the WINnovators’ training practices experiences. On this proposal, two e-modules are developed: “STEM/STEAM entrepreneurship communities for young women” and “Joint capacity building for sustainable futures”, that are tested with different target groups of policy makers and young women and HEI students during the project lifetime, and will remain available for HEIs and other stakeholders beyond the project lifetime.P2 - GAMIFIED INTERACTION FOR WINNOVATORS LEARNING (Leader University of Ljubljana)→ D.2.1 Game elements for the WINnovators are developed and applied during the WINnovators Online Working Space as part of the e-modules, which will provide additional motivations for informal learners and the HEI students to engage with the self-learning contents, stay active during the teamwork activities and support others. One outcome is the knowledge about the effects of game elements on learning and designing in innovation teams, which can be used by HEIs and open education.PR3 - WINNOVATORS INTERACTIVE WORKING SPACE (leader VITECO)→ D.3.1 WINnovators Interactive Working Space supports HEIs and OIEs with the currently unavailable portfolio tools and sharing space for design thinking teams. The tool also provides e-learning nuggets about STEM/STEAM, entrepreneurship, digital innovation and sustainability issues with the gamified learning approach. Such a tool is currently missing from HEIs and communities.→ D.3.2 WINnovators platform usage guidelines (video-tutorial) provide easy to understand self-training tutorials for accessing and engaging the WINnovators Online Working Space.PR4 - WINNOVATORS ETRAINING AND POLICIES (leader BADEN)→ D.4.1. Best practices on WINnovators eTraining and Impact Evaluation provide case studies on how HEIs, OIEs and communities may together change the lives of the young women at risk of marginalisation towards entrepreneurial, STEM/STEAM and digital innovation careers and following sustainability goals.→ D.4.2. WINnovators’ Policy Guidelines for HEI educators and communities are co-developed as digital whitepapers and shared in the framework of the international online seminar, which will scale up the impact to the other universities and create synergy among HEIs, and OIE stakeholders.E1-E5 WINNOVATORS MULTIPLIER EVENTS WITH POLICY MAKERS IN ALL PARTNERS’ COUNTRIESOrganised in all partners’ countries to further share and promote the results of the project, involving as many stakeholders as possible, especially across the policy makers.E6 - INSPIRED WOMEN FOR STEM & INNOVATION VIRTUAL EVENTThe event sees the participation of the young disadvantaged women involved in the eTraining sessions, who will have the chance to virtually visit several ICT companies and speak with female entrepreneurs that will hopefully act as role models and good examples of empowerment.E7 - JOINT ONLINE MULTIPLIER SEMINAR FOR POLICYMAKERSThe event will see the co-development of D.4.2. WINnovators’ Policy Guidelines for HEI educators and communities.

Context: According to the English Institute of Health Equity (UCL, Workplace interventions to improve health and wellbeing, 2014) both physical and psychosocial work environments can affect health. Over the last decade, the literature exploring link between management behaviour and employee well-being has grown dramatically and the consistent message is that the way employees are managed is a key determinant of their health and well-being (Skakon et al 2010, Kelloway and Barling 2010). For this reason, it’s necessary mapping competencies that a manager should own to be able to implement a correct approach for preventing and reducing stress at work. This is what the WELLy project will do and, once the management competencies needed for engendering employee engagement, health and well-being will be identified, the challenge becomes supporting managers to develop the competencies and use them in their people management approach. Objectives: Given the exponential increase of work-related stress issues and the diffusion of depression among the European citizens, the WELLy project aims to set the role of Work Well-being Manager (WWM) in charge of making sure that daily working conditions are fair and as healthy as reasonably possible for every employee so that the overall quality of life at work improves within the organisation and across economies.Participants: At least 3 SMEs per pilot country (Slovenia, Italy, Greece, Spain, Portugal), with their employers and employees, will be involved. Direct participants will be the learners of the pilot training courses. SMEs will be involved with 1 participant each, choosing the employee/manager that is in charge of Human Resources management. Other participants that will be indirectly involved are employees working in the pilot SMEs as they will benefit from the introduction of the Work Well-being Manager professional figure in the workplace.Activities: As starting point an Analysis of the State of the Art in partners' countries, EU and USA will be carried out and will lead to a summary of literature and collection of case studies of companies that applied tools and rules to manage and guarantee the organizational well-being. Also an empirical research will be conducted to gather data directly from the companies (employers and employees) and associations for the protection of workers' rights (IO1). These data will represent the conceptual basis for the definition of the WWM professional profile and the related Training Curriculum and Course (IO2-IO3), leading to its recognition at EU level (IO4), and the development of a Manual with the optimal Toolkit for the implementation of measures to prevent and combat work-related stress (IO5).Methodology: Project activities will be implemented following a 3-step methodology.1) RESEARCH: First phase will start with Analysis of the State of the Art and will also define indicators to collect to evaluate the impact of introduction of the WWM in companies. Matching between experimental data and literature data will lead to the definition of the Work Well-being Manager professional profile and Training Curriculum. Main competences that this Manager should have and/or acquire through a training course will be defined in order to build a new professional specification and develop a common training model, learning contents and training materials. Building on results of the initial literature research, indicators collected from the enterprises and public information, an evaluation model will be developed to assess costs and benefits of introducing a WWM.2) PILOTING: Following step will be the experimentation through pilot tests of the Work Well-being Managers training course into the partners’ countries and evaluation of the impact. Validation of WWM in pilot companies will be conducted through the introduction of the Work Well-being Manager in 3 pilot companies per country. Monitoring of achieved results will be conducted through comparison between the employees’ wellbeing before and after. 3) EXPLOITATION: At the end of the research and piloting phases, a certification model to evaluate Work Well-being Manager’s skills will be developed and exploitation activities will be conducted in order to promote its wide recognition at European level. Results and Impact: As overall result, the project will elaborate the new job profile for WWM from a societal as well as from a firm’s perspective. From the firm’s perspective, lower work-related stress improves productivity and reduces turnover. From the societal perspective, the proportion of economically unproductive to productive times during a person’s lifetime is improved by reducing times of sickness, unemployment, and/or early retirement. The expected impacts are:- Introduction in the workplace of policies on mental health and welfare;- Improved mental health and reduced sickness absence in the working population;- Positive impact on productivity and economic results of workplaces

The project NGEnvironment contributed to the EU horizontal priorities of improving relevant and high-level basic and transversal competences of EU citizens. With its focus on adult education and under the perspective of lifelong learning, it aimed at capacitate new leaders for change engagement, improving entrepreneurial, foreign language and digital skills and fostering employability, socio-educational and professional development, through NGO action. Here NGEnvironment was very successful and offered different new learning modules and programmes for NGO leaders, staff members of NGOs and people who want to run an NGO in the future and act as Entrepreneurs. NGEnvironment was able to improve/extend the supply of high quality learning opportunities tailored to the needs of low-qualified adults so they acquire literacy and entrepreneurship skills, with the recognition of such skills.NGEnvironment was tailored for adult audiences, fostering social cohesion, boosting talent and taking their specific needs/concerns into account, and delivered novel learning approaches through a holistic, participative, motivational pedagogical process that improved key competences with a long term effect on European active citizenship for sustainability.Social inclusion was achieved in NGEnvironment with the trainings of new NGO leaders providing equal learning opportunities for all, despite their gender, religion, cultural background, age, etc. The project fostered social integration by creating jobs for socially segregated or low-skilled people.The primary target groups addressed by the NGEnvironment were: 1) adults citizens willing to become NGO leaders/entrepreneurs, 2) existing NGO staff who are to receive updated training in a perspective of lifelong learning, 3) existing NGO staff willing to share their expertise and to support the new leaders by participating in the immersion process.The material results of NGEnvironment were:- A research report about research conducted in each country to set the state-of-the-art, establish the general guidelines and which informed all development actions in the project. - Two training packages, a pedagogical one, directed at NGO mentors that will host new potential NGO leaders in the immersion programme, and one to specifically train adult new NGO leaders fostering a set of basic competences. So, NGEnvironment included a train-the-trainer concept with its modules and the learning modules for the final learners.- Online platform containing all relevant information of the project, hosting a repository for outputs, as well as the associated NGO observatory for showcasing best practice and role models. - An engagement toolkit including paper based, online and audiovisual communication channels assuring a valorisation framework and broad outreach of the project and motivating participation. - Instructive videos with NGOs best practice and social impacts to provide a cadre of role models or exemplars to support project valorisation.- A ‘survival guide for NGO Founding and Funding’ for new NGO leaders, as well as a layman report explaining the whole projects’ rationale, objectives, main conclusions and resulting case studies.- A policy paper providing recommandments to the EU and to policy makers with regard to the results of the project and changes in NGO and entrepreneurship policy as well as ideas for a course of action based on the experiences and lessons learned in NGEnvironment. A core issure of NGEnviroment is that a participatory society can only work when citizens are well informed, actively engaged in civic activity, and equipped with the skills of advocacy, debate, compromise, and leadership.

"<< Background >>The CREAM project arises from the evidence that traditional educational models adopted in schools don’t keep up with the fast running times anymore and need to be integrated with modern approaches based on the open schooling concept using co-design, creativity and critical thinking methodologies. STEM is an acronym for Science, Technology, Engineering, and Mathematics. These 4 disciplines are integrated in our everyday lives and many important jobs. STEM learning usually incorporates activities that encourage knowledge of everyday problem solving and critical thinking. Recent studies have extended the domain of STEM to STEAM including Art and design in order to promote the creative aspect of these disciplines. STEAM learning is important because these 5 disciplines promote problem solving, creative and analytical thinking, help students of all ages to grow and navigate through everyday challenges and are closely connected with the 4 Cs for 21st Century skills: Communication, Collaboration, Critical thinking, Creativity.Thanks to the implementation of CREAM project, partners will have the opportunity to develop and test a new STEAM approach for teaching and promote interest in STEM disciplines in schools meeting the need to have new tools and methodologies to adopt facing a context that is in continuous change, where ICT, digital innovation and environmental sustainability concepts are always more important and skills are required both in daily-life both in the professional sector. In this way, students will have the chanche to understand the importance of STEM and orient their university studies accordingly. Target groups are made up of high schools involving their students (12-18), teachers and other members of staff together with external actors like different learning providers (universities, Research and VET centres), representatives of business and wider civil society (both public and private).Taking into consideration the Science Education for Responsible Citizenship Report (EC, 2015), target needs that should be addressed by science education, in formal, nonformal and informal contexts and targeted by CREAM project are the following ones: make people aware that science influences all aspects of our lives and our decision-making processes; make available the science knowledge that citizens and society need, to support people of all ages and talents in developing positive attitudes to science; nurture the curiosity and cognitive resources of children; enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process.These needs will be addresses thanks to the development and testing of the innovative CREAM Creative Writing Laboratories model.<< Objectives >>The CREAM project aims at stimulating interest of school students in STEAM disciplines and will achieve this result by elaborating and testing a new model for teaching STEAM disciplines through the Creative WritingLaboratory technique by providing daily-life problems to be solved with a creative thinking approach and STEAM notions.GENERAL OBJECTIVE of CREAM project is contribute to: expand opportunities for promoting learning activities that focus the STEAM disciplines and help children learn through trial and error by experimenting and problem solving, acquire scientific knowledge and actively participate in the innovation process of local communities; develop an integrative and collaborative approach (Creative Writing Laboratories - CWLs) to link STEAM to daily-life problems and enhancing collaboration between formal, non-formal and informal science education providers, enterprises and civil society to integrate the concept of open schooling.SPECIFIC OBJECTIVESSO1: Explore what we know about STEAM innovative teaching approaches and initiatives using creative writing methodology within the school environment. This research activity will produce PR1 “State of the Art analysis on STEAM creative teaching approaches and initiatives”.SO2: Co-design of CWLs concept. This will ensure the development of CREAM CWLs model (PR2).SO3: Test and validate the CWLs model with the implementation of pilots in 4 countries (IT, SI, GR, PL) in PR3. Pilots will involve all actors necessary for the implementation of the model: schools, companies, social enterprises and NGOs, universities and other education providers.SO4: Storytelling (PR4). At the end of each pilot, participants will be able to give back to the society stories on lessons learnt, short video documentaries of the pilot experiences, successful stories of scientists and innovative company founders. Experience in CWLs pilots will have a direct impact on participants in making them “scientifically aware” or, for the youngest, make them consider a scientific career. Students will be invited to explore different channels and means of artistic expression to propose their STEAM based solutions to problems of public concern.SO5: Set a sound exploitation and sustainability strategy tailored on end beneficiaries of the project: schools. The aim is to provide a manual to replicate the CREAM experience and adopt, adapt and tailor the CWLs model.SO6. Policy Paper. The aim is to address policy makers at EU and national level in order to foster specific programmes to help the implementation of CWLs model as well as use results and knowledge created within the project in defining education policies.SO5 and SO6 will be achieved thanks to PR5 “Development of guidelines for CREAM CWLs model for replication”.<< Implementation >>As preparatory activity an analysis on the State of the Art on STEAM creative teaching approaches and initiatives will be conducted. This will serve as methodological base for the development of the CWLs model. Core activity of the project will be the organisation of CWLs inside schools and STEAM centres with the aim of stimulating interest towards STEM disciplines and careers with an Artistic approach. The basic idea arises from the definition of creative writing as the ""art of making things up"". The innovative aspect of CWLs model is the idea to apply STEAM concepts to the contents of writings in order to stimulate students’ imagination and creativity to solve problems of public concerns.RESEARCH PHASE 1) EXPLORE: PR1- State of the Art analysis on STEAM creative teaching approaches and initiatives. The result will be a reasoned collection of case studies and best practices on STEAM innovative teaching methods and example of creative writing initiatives on schools. This result will be reached thanks to Field research (collection of stories and use cases) and Desk research (scenario analysis and collection of insights onpractical experiences and feedbacks of involved actors). A context analysis will be carried out in order to understand who are the different actors that play a role in STEAM teaching and to obtain a full picture of scenarios: personas, users’ journeys, ecosystem maps. 2) DESIGN: PR2- Development of CREAM Creative Writing Laboratories model. After the exploratory phase, it will comes to the design phase during with the CWLs model will be developed with a co-design approach in which partners will play with personas, their journeys and created relationships defining an alternative approach that is tailored on all different users’ needs and pain points. On the basis of lessons learnt, the consortium will design the whole CWLs model. This includes defining roles, relationships, methods and rules of work. PILOTING PHASE3) MAKE & TEST: PR3 - Implementation of pilots of CREAM Creative Writing Laboratories model. The model drafted in PR2 will be tested through the implementation of 4 CWLs pilots in schools in Italy, Poland, Slovenia, Greece and The Netherlands. Experiences gathered and lessons learnt during the effective implementation in schools will flow again in PR2 in order to deliver the final version of the CREAM Creative Writing Laboratories model. During the 3rd phase, attention will be paid also to create evidences and stories to be promoted in order to attract interest towards the innovative model developed within the project (PR4- Storytelling of CREAM Creative Writing Laboratories).EXPLOITATION PHASE 4) EVOLVE: Once tested the model, it will be necessary to make it available for the public: schools and educational environment (as main target users) and policy makers. For this reason 2 main outcomes of PR5 (Development of guidelines for replication of CREAM Creative Writing Laboratories model) will be developed, shared and propmoted: a practical manual (with toolkit) for schools to guide them in the replication of CWLs model and a policybrief addressed to policy makers to promote at an institutional level the effective implementation of the model around Europe. The exploitation phase will use as tool also the Multiplier Events organised in each country as conclusion of the piloting activities (M31-M32) and the Final International Conference (M34) organised in Italy by Sinergie (in its role as coordinator) and targeted to different stakeholders: schools’ leaders and teachers, representative of business, no-profit sector, public administrations, policy makers, wider civil society and media (journalists, influencers...) to boost the promotion activities.<< Results >>Different actors will be involved: thanks to the collaboration with formal, non-formal and informal science education providers, families, professionals from enterprises and civil and wider society, schools become an agent of community well-being actively involved to stimulate consciousness and active engagement in real-life concerns.The project will impact the local communities that will be active participants in the CWLs model thanks to the involvement of the stakeholders (schools, university, education providers, business, NGOs, CSOs). The project will design and experiment a replicable methodology contributing to facilitate the diffusion of STEAM skills, toward a more science-knowledgeable society. National and EU stakeholders engaged in educational field as providers or policy makers will benefit of the project’s results as they will have at disposal valuable tools to support and widespread the implementation of innovative teaching methodologies in STEAM disciplines. A transferability framework and an open turnkey toolkit for schools willing to replicate the model will be made available. It will include: guidelines for co-design workshops; facilitation guide and materials; free repository of training materials for teachers, students and other lab participants. A series of entertaining and informative digital communication tools to show results to all citizens will be promoted among a wide audience during the project life and beyond.As overall result, the project will elaborate a new model for teaching STEAM disciplines through the Creative Writing Laboratory technique with the aim of stimulating students’ interest towards science and STEAM related careers by providing daily-life problems to be solved with a creative thinking approach and STEAM notions. Creative writing is a form of writing where creativity is at the forefront of its purpose through using imagination, creativity, and innovation in order to tell a story through strong written visuals with an emotional impact, like in poetry writing, short story writing, novel writing, and more.To this extend, the overall expected results of the proposal are:- Implementation in schools of innovative approaches to STEAM disciplines thanks to the involvement of different learning providers (also from non-formal and informal learning) such as universities, VET providers, companies, NGOs and CSOs.- Increased awareness on the importance of STEAM for the solution of daily life concerns;- Positive impact on students careers thanks to the development of soft skills like creative and critical thinking, learning and study skills, a growth mindset, communication abilities through different forms of artistic expression.These results will pass through the development of some practical activities and related results.The research activities will be based on existing knowledge and will go beyond: an Analysis of the State of the Art in partners' countries, EU and worldwide will be carried out and will lead to a summary of literature and collection of case studies of schools that apply innovative tools and methodologies for STEAM teaching. Also an empirical research will be conducted through surveys and interviews in order to gather data directly from the involved actors (PR1). These data will represent the conceptual basis for the CREAM Creative Writing Laboratories model (PR2) and its practical implementation through pilots (PR3). Evidences and stories produced within laboratories of PR3 (in the form of narratives, short movies, cartoons, etc.) will be collected in PR4 to generate the “story telling” of the project. Experiences gathered in previous PRs will converge in PR5 having as 2 main outcomes: a manual for schools and STEAM centres and a policy brief for policy makers at local and EU level to support the replication of the CREAM CWLs model."