<< Objectives >>The SmartWo project intends to share and enhance concepts and practices to allow individuals to better face the challenges related to the diffusion (sometimes forced) of remote work through the creation and therefore experimentation of a training toolkit aimed at enhancing soft skills and the same digital competences for a more effective resilience of individuals to the new context that they have often suffered in a passive way.<< Implementation >>The project is divided into two macro-activities:- the collaboration (co-creation) between partners and beneficiaries for the creation of a multimedia Toolkit to allow workers of all levels and functions to better adapt to the challenges of smart working and therefore increase their efficiency- the experimentation and therefore validation of the Toolkit through constant monitoring that must cover the effectiveness of both the contents and the technological and digital components<< Results >>The main result of the project is a Toolkit available on a digital shared platform and conceived in stand-alone mode, which means that it does not require the presence of teachers and / or tutors for complete use (in line with the classic MOOC tools). The multimedia Toolkit will consist of video tutorials, didactic material for learning, exercise cards, discussion forums and self-assessment cards and a reference library for individual study.

<< Objectives >>By implementing this project, migrants seeking to enter the labour market will be better able to communicate and give a better service to service users. This is essential as the pandemic highlighted how isolated and vulnerable users can be. The project will help in inclusion of migrant workers, will improve the level of courses offered by adult education centres and will offer capacity building for the trainers.<< Implementation >>1.Our initial study created the basis for this project. We are going to build on the study and carry out a full blown training needs analysis which will translate into a research paper available for anyone with an interest in the INCLUSION OF MIGRANT LEARNERS.2. We will focus on the low and medium skilled migrant learners and we will develop an IT course which will serve as a tool for learners to follow further training courses.3. Adult education staff will be trained<< Results >>Our project is three fold:We will have information and data - qualitative and quantitative about the needs of migrant learners and employers.We will create an IT course - 8 modules which will be used of the first cohort of 80 learnersAn adult education staff course to give the staff skills to teach learners how and what needs to be done to follow virtual and blended courses. We will train on modern tools such as podcasting which will help the staff be more professional.

"<< Background >>Being entrepreneurial is a valuable skill for EU citizens, both for their personal and professional development. Entrepreneurship education plays a key role for Europe’s competiveness and for the continuous growth of Europe’s economy. Promoting entrepreneurship in education as a key competence encourages EU citizens to be enterprising and to formulate innovative solutions to societal problems and to design products of added socio-economic value.Despite these assumptions “just less than a quarter (23 %) of EU respondents said they had taken part in a course or activity at school relating to entrepreneurship, defined as turning ideas into action and developing one's own project” [European Commission/EACEA/Eurydice, 2016. Entrepreneurship Education at School in Europe. Eurydice Report]. The results of the 2018 PISA survey show that a large proportion of 15 year-olds still lack basic problem-solving skills. “School-to-work transitions have become more complex and prolonged. This reflects both changes in labour market demand, and a growing disparity with what education systems supply. This generation of young citizens requires curiosity, entrepreneurship and resilience to work effectively in the new labour market. They will need confidence to create their own employment and to manage their careers in new ways. Education systems need to prepare young people to be effective in applying what they know to ever-changing situations, expose them to relevant role models, and provide guidance that helps them discover their passions, areas where they can excel, and where and how they can find or create a job” [PISA 2018: Insights and Interpretations].This is exactly the background that moved to action the project partners with the shared consideration that an effective measure has to be taken with youngsters at the school age 11 to 13 to anticipate the effects on their education and their life action as a whole.In the Czech Republic there are several national strategies that link to entrepreneurship education, however none of these have it as the principal theme. Entrepreneurship education is integrated as cross-curricula themes for ISCED levels 1-2 ('Morals, Character and Social Education' and 'Civic Education for Democracy') and 3 ('Morals, Character and Social Education'), but not specific subjects are really targeted to the concrete definition of a business model (practical education). At the same time teachers have guidelines for entrepreneurship education but this only at a secondary education level.In Spain there is no specific strategy for entrepreneurship education at national level, although a number of Autonomous Communities have well-developed EE strategies at regional level. The 'Strategy for Entrepreneurship and Youth Employment 2013-2016', a broader national strategy linked to economic development, includes 85 short- and long-term measures designed to reduce the rate of youth unemployment, but only 4 are somehow referring to entrepreneurship education. As for Castilla y León region no specific strategy is envisaged.In Latvia the relevant strategy for entrepreneurship education for general school education and school- based IVET is contained in the 'Education Development Guidelines', led by the Ministry of Education and Science. One of the objectives is to promote the development of individuals' professional and social skills based on values for life and employability and now the basic notions start to be available also at the first-years of secondary school level.In Austria there is a clearly defined model of entrepreneurship education in use: the Austrian 'TRIO Model' for Entrepreneurship Education. In addition the 'Strategy on Lifelong Learning (LLL:2020)' is the most relevant strategy for entrepreneurship education which starts already at primary school level. Even if it’s a new strategy and still to be fully displayed the Austrian partner will provide to the project its fundamentals.<< Objectives >>Given the background scenario above outlined, the partners decided to move to action to define, settle and implement contents, tools and strategies to promote in entry-level secondary school students (in the age span between 11 and 13) an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit promoting actions for their pursuit in the first person, with a particular focus on the school, but adopting a proactive approach that leads students to take action personally in the pre-adolescents’ daily life.A coherent framework for entrepreneurship education was presented in the Entrepreneurship 2020 Action Plan and the Communication on Rethinking Education. As education policies are the competence of EU countries, the European Commission acts mainly as a catalyst and a facilitator for the promotion of entrepreneurship education. Exactly on the EU policies and strategies the 5 partners of the ENPOW4Kids found their inspiration to set the basis for this project leading to the creation of an effective Toolkit consisting of tools, contents and methodologies. In addition, to be even more effective and sustainable, the partnership committed itself in the creation and release of a set of Guidelines addressed to schools and policy stakeholders towards the proper ‘institutionalisation’ of the Toolkit.Entrepreneurship development is a crucial requirement for achieving the goal of smart, sustainable and inclusive growth set out in the Europe 2020 strategy. It is also a means to respond to new economic challenges, to create jobs and to fight social and financial exclusion. The impact of the global financial and economic crisis, even more sharpened by the COVID-19 pandemic and all its nefarious effects to local economies, calls for giving entrepreneurship and self-employment a stronger role in economic and social development policies. This is particularly relevant for youth who face higher unemployment rates than the adult population and increased difficulties entering the labour market to start their careers.More in details the primary target group are the students aged 11 to 13: they will be encouraged to transfer knowledge and awareness beyond their working group, by identifying ways to actively promote the entrepreneurial, creative and critical spirit and attitude beyond the school walls and function as role models. This way, they will have the possibility to influence their wider social network, including their family and friends, so acting as multipliers and in the direction of spreading this spirit within and outside the school environment.Of the same importance are teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges. In general the Toolkit and its components implemented by the project are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).A further target is represented by the families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole Furthermore, families and the general public will be among the recipients of the dissemination program.<< Implementation >>Specifically, the project objectives will be achieved through a set of project activities having a linear structure, inspired by the principle of action research as a methodology, so it should be emphasized that precisely to have a broad and lasting impact and applicability, activities are planned with a linear and simple approach. In fact, there are not too many ancillary and dispersive activities, but the ENPOW4Kids project focuses on highly integrated activities and outputs, rational in a form of consequentiality and implementation logic.More in details the whole project action is built around the two main project results and according to the following picture: Project Result 1 – ENPOW4Kids toolkit for teachers and pupils- Task 1: Setting the methodology and the tools. The very first activity leads to the precise definition of both the contents and the proper approach for the Toolkit to be tested in the school year 2022-2023 and then integrated within the school curriculum;- Task 2: joint on-line Transnational Workshops. The workshop is intended to share with all the defined teachers and school tutors the contents and the approach to be then adopted in class (as part of the Toolkit) and thus drafting the proper contingent adaptation / improvements;- Task 3: Regional implementation. This is the core part of the project where the new Toolkit and its components will be tested during the evolution of the school year 2022 – 2023. Project Result 2 - Toolkit validation and Guidelines setting- Task 1: Collecting inputs from the pilot phase. In parallel with the implementation of the pilot action in school all the partners will be responsible for the collection of feedbacks / inputs according to a shared schema and model leading to the final training validation.- Task 2 - Drafting and releasing the Guidelines. After the end of the pilot phase of the project, the collected and thus processed inputs / findings will be addressed to better shape the common final Guidelines intended as the practical tool to promote sustainability and institutionalisation of the tested Toolkit.From the project management side, the centrality of the two project committees (Steering Committee and Scientific Committee) is crucial. The two Committees will mainly deal with: the first one the direction and internal evaluation of the activities with meetings both in the project meetings and in videoconferencing at least every two months; the second will guide and manage the intellectual contents of the project and their implementation, being able to count on a continuous working method consisting of meetings of partners' meetings and videoconferencing also at least every month.Last but not least, the project promotes the widest possible dissemination of its tangible results starting from the definition of a precise ""visibility"" strategy that is effective not only in the regions / countries involved, but also in other geographical areas within the 'European Union, and even outside the Union. Tools, materials and targeted events will be displayed to reach the widest public and the most relevant stakeholders at regional, national and international level.As for the COVID-19 pandemic all main negative effects on the normal implementation of all the project activities (affecting firstly travels and physical meetings) are already monitored and proper tools and approaches for shifting the activities from a ‘physical’ to a ‘virtual’ modality have been already identified.<< Results >>The project main objectives of promoting an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit will be translated into concrete results to be achieved, in part, already during the project lifetime.First of all we expect concrete effects on pupils aged 11 to 13 on several aspects directly relevant to the ERASMUS Program, and especially KA2: increased sense of initiative and entrepreneurship (the clear aim of the whole action), improved levels of skills for employability and new business creation, including social entrepreneurship (again one of the main expectations from the use and application of the Toolkit) and a more active participation in society (as a consequence of the promotion of a proactive and non-conformist attitude and spirit). All these aspects will be investigated by means of questionnaire.As a direct consequence of the use of the ENPOW4Kids Toolkit and the acquisition of the described knowledge and attitudes pupils aged 11 to 13 will develop key competences and transversal skill such as creativity, problem solving and decision making to support a proactive attitude towards schooling in general and non-school activities.In addition the game based approach of the APP and the web platform will favour the promotion of education through interdisciplinary teaching in economic and design thinking, again to support the acquisition of self-esteem and critical thinking already at a pre-adolescent age.A second type of results are expected on teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges.Supporting teachers and school leaders on the acquisition of innovative teaching and assessment methods (being part of the Toolkit) with specific reference to transversal skill and competencies will also contribute to increase the value of the teaching profession and teachers self-awareness on their specific role in forging the citizens of tomorrow.In general the Toolkit and its components are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).Another positive impact is expected towards pupils’ families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole. Furthermore, families and the general public will be among the recipients of the dissemination program.Last but not least, the project will also have a significant impact on the partners involved, who will develop a common methodology that will allow the promotion of the entrepreneurial spirit in young generations to be systematically addressed in the future. This is all the more important given the heterogeneity of the organizations involved, which will thus have the possibility of a fruitful exchange of competences for the common objective of promoting project tools and results in educational and non-educational contexts."

<< Background >>The link between education and sustainability and fighting against climate change is becoming increasingly strict. Already in 1992, Education was recognized as an essential element to generate awareness on issues related to our Earth at the first UN Conference on Environment and Development in Rio de Janeiro, Brazil. As we look toward fulfilling the ambitious UN Sustainable Development Goals by 2030, as well as implementing the Green Deal and all the EU Commission targets regarding turning Europe in a Green and sustainable place to live, such objectives cannot be met without acknowledging the important connection between educational development and a sustainable learning environment. Our project idea is based on the fact that schools must act as a community and with coordinated actions in order to play an effective role in this field. This overall idea is based on international research, especially carried out in Australia and the US. Back in 2004, Henderson and Tilbury issued the “Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES)”. In the report they concluded that “whole-school approaches to sustainability were vital to move toward sustainable communities. This review was the first to define school sustainability at an organizational level, beyond singular aspects of building design or curriculum. It set a foundation and illustrated the necessity of making schools laboratories for sustainability”.Time has passed by since these first results, and today we are facing a phase in which such transformation and the need for coordinated sustainable actions have involved companies and business communities first. Following the flow of CSR approaches, the role of sustainability manager is becoming among the top searched professions in Europe and internationally. Project partners believe that it is time also for European schools to act in this direction. Class-projects or single activities are not efficient enough. They represent lots of energy, but limited results. We would like to support schools’ transition thanks to the activities and results created within our project. Schools will be provided with free courses, tools and strategies to turn into Sustainable Schools communities.Starting from the above mentioned context, project partners have carried out a preliminary research among 75 high schools to ask how they could be supported in this sustainable transformation process. The three main key points of this analysis are the following:-94% of schools said that they lack coordination and there is no real school policy in place regarding sustainability at school;-the same percentage stated that many green actions are carried out as class-based projects or outdoor activities, but that such projects do not follow explicit guidelines; -teachers are not necessarily prepared enough over the environment and sustainable approach. Very much depends on their personal attitude and interest and motivation to be informed on these topics.When it comes to the students, teachers state that they are highly motivated to be involved in green activities. Many are supporters of the green demonstrations among students, and have been involved in the Fridays for future. Regardless they strongly believe in such ideas or simply follow new tendencies, they embrace positive values and are open to be more actively involved.We believe that our projects’ results and activities meet the needs of our target groups, e.g. headmasters, school education staff and students of high schools (14-18 years old).We are focusing on high schools as students are the ones closer to turn in active and empowered citizens.<< Objectives >>We would like to reach the following objectives:-analyse and identify the key areas needed for a school to turn into a “Green school”;-prepare the schools to embrace the role of “Sustainability Manager” at educational level;-raise awareness among headmasters on the importance of building a sustainability strategy involving the entire school;-prepare the entire school staff community on key topics regarding environment and climate change;-involve the entire school in the sustainable transformation process;-increase awareness of teachers and students over environmental issues;-develop skills and knowledge of students and motivate them to embrace sustainable approaches, at school and at home;-let schools monitoring and tracking the afoot changes; -promote a “whole-approach” at school level, reinforce their capacity building and turn schools into a key drive for change, providing them with structured strategies to make in place.<< Implementation >>During the first two months of the project (November and December 2021), we will set the basis for a fruitful collaboration, will share the common rules and methodologies, in order to create a set of practices to be used all over the project.In November 2021, we will meet soon in the first physical TPM to get to know each other and to establish a solid basis for collaboration. In December 2021, project partners will start working on R1 (Benchmark Analysis and Materiality Report), as to create a common understanding of the most relevant topics and stakes regarding sustainability and environment at school level.The work will finish in September 2022.We will obtain the main R1 achievements in terms of key green areas of intervention at school level in June 2022. They will be the basis for R2 (model and tool-kit to support step-by-step the school sustainability managers to implement an overall strategy at school) and R3 (an e-learning to better prepare Sustainability managers at school level, as well as other school education staff actively involved in the process within the school community). In the case of R1, the involvement of external stakeholders (350 in total) will be strategic to embed their needs in the following results.R2 will first contain the description of the job profession of the School Sustainability Manager, its roles, and the envision of a strategic plan for schools with actions to take and practical approaches. Then we will create a set of tools that will help the practical work of the Sustainability Manager at school: escape rooms to create challenges at school level; a tracking tool to monitor the changes; practice sheets to support teachers and students.Such a production will last from March 2022 to August 2023, and will include:-internal revision phases;-piloting with Ambassador schools;-external revision thanks to Ambassador schools as well.As already said, R3 will focus on the main areas detected by R1, but also on the strategic approach promoted in R2.R3 will be composed of two main parts:-explanation of how to set a strategy and actions to take;-lessons on relevant green areas for schools.Its production will start in March 2022 with the creation of the website, and will end in August 2023 the latest. We are proposing a model to be scalable and replicated all over Europe, based on the role of the Sustainability Manager at school.That is why, we need to pilot it and to find endorsers. First “Ambassadors” of the project will be 5 selected high schools in each country that will test the model and will showcase it.All these actions taken together will be accompanied by:-a monitoring strategy, as largely described above, in order to control that all the steps of the project are proceeding as expecting, as well as to act in case something unexpected happens;-a dissemination campaign targeted to the educational world and potential endorsers, e.g. headmasters and teachers, as we would like to spread the message that a “whole-school approach” is key to reach the sustainable goal and to motivate and engage young students in the active citizen life.<< Results >>The partnership will produce three results:R1 is a benchmark analysis and materiality report to focus on the key stakes relevant for any Green School. When we refer to a “whole-school approach”, it is strategic to understand the different aspects of schools to be treated as priority to endorse sustainable principles and turn them into practice.R2 is a model and tool-kit to establish a sustainability strategy at school with a set of tools which will serve to create a community with the involvement of students and teachers in the entire school, track the changes and transfer to students key knowledge regarding sustainability and climate change, and how their behaviours impact the entire system.R3 is an e-learning to prepare schools’ sustainability managers and other staff to learn about key topics and how to act to implement green strategies at school.The main expected outcome of the project is to create a model to promote the strategic role of Sustainability managers at school and schools becoming key drivers in this process. That is why each partner will involve one “Ambassador school” to start piloting the model, and to showcase it. Until the completion of the project, we will also implement a very structured and targeted dissemination strategy in order to enrich another key outcome of the project: the scalability of the proposed resources and model. We will need to meet as many beneficiaries as possible, and we will identify the best ways to reach such goals, through a combination of events, workshops, engaging with stakeholders activities, social media etc.From a project management point of view, we aim to:-realize 6 transnational project meetings, half online and half on-site; -develop an exchange of best practices among schools and experts in creating educational resources, CSR and sustainability specialists.Thanks to the activities that will lead to the final results (R1, R2 and R3), the partnership aim to achieve this overall outcome: - create a strategic approach coordinated by the “Sustainability manager”. Headmaster won’t be alone in creating this new strategy within the school;- prepare teachers on key topics related to environment and tackling climate change, to be effective change makers;- create tools to implement a green strategy that will motivate and engage students, and will make them more aware of their role as sustainability and green citizens.

<< Background >>When Europe is facing a wave of socio-healthy-economic crisis, populist extremists and a general lack of trust in the democratic processes, the education world can help counter these threats.Project partners strongly believe that promoting citizenship and the common values of freedom, tolerance, and non-discrimination can’t be efficient and widespread enough without an active role of the school system. Schools grow up the future EU citizens since early childhood and can be the best drivers to share such values.The latest Eurydice report “Citizenship Education at school in EU” (2017) showed that the approaches to citizenship education according to national curricula vary from considering it as a cross-curricular theme, as an integrated theme into optional or compulsory subjects, to a compulsory separate subject. The same report reveals that just Czech Republic, Malta, Romania and Lithuania mention explicitly the EU Citizenship Education, but no one as compulsory.Starting from the above mentioned context, project partners carried out preliminary research that showed the reasons why schools find teaching EU related topics difficult:-many teachers are not prepared as their educational background not necessarily included European Union studies;-the resources online are many, but they are not always user-friendly and created with adaptive approaches; -given that EU topics are not very fascinating for students, teachers need more motivating ways to integrate such subjects within their curricula. In fact, surveys conducted during the 2019 EP elections showed that:-1 youth out of 10 stated that EU is far away from their needs;-25% of students stated that they don’t know what the EU is.It looks like there is a general need for creating a common ground to establish an educational space to integrate the European Union citizenship education at school level, to bridge the gap between young people and the EU, and to help teachers to be prepared to face such challenges. This need is shared by the entire partnership, as we are all very active in promoting EU citizenship, in finding learning solutions to boost social inclusion and promote diversity, to support the school to become more inclusive and based on EU values such as tolerance, equality, respect of human rights, in one motto “united in diversity”.<< Objectives >>Our project results:-will help teachers to include the EU and its values in their lessons, as well introducing in the school the EU citizenship education, both as a single or transversal subject; -will help students to be more connected with and aware of the EU. Being a EU citizen means being open to other cultures, to differences, and we want to promote all such values throughout our project activities; -will help schools to become inclusive environments, because they will be based on a European culture supported and integrated by the EU citizenship education. The objectives of the project are are:-train teachers on EU related topics;-support teachers in developing methodologies and strategies to integrate EU citizenship education in their subjects;-motivating students to become active citizens;-increase the awareness of students over the EU context, its rights, and common values;-support schools in enhancing civic participation and engagement and the participation of young students in the democratic life;-make the school a key driver in boosting the EU citizenship;-developing social and intercultural competencies, as well as critical thinking thanks to the activities proposed;-support the development of educational environments based on principles of inclusion and promoting diversity, embedding the very key principles of EU values;-boosting the collaboration among students regardless of their social background, special needs and origin.<< Implementation >>During the first two months of the project (November and December 2021), we will set the basis for a fruitful collaboration, will share the common rules and methodologies, in order to create a set of practices to be used all over the project. We decided to start the work on the three results in three different moments of the project, to avoid overlapping the very first phase and base the need analysis of each output on the results of the previous works.Result 1 will start in January 2022 and the very final version will be available in January 2023; Result 2 will start in March/April 2022 and will be concluded the latest in August 2023; Result 3 will start during the Summer 2022 and will be concluded in August 2023.The two main methodologies used to deliver the results are:-a centered-user approach will be used during the entire creation of the results, as we will be collecting feedback from partners school but also the educational world;-ADDIE model, which is a standard in e-learning and educational contents creation and stands for: Analysis (R1/A1, R2/A1, R3/A1), Design (R1/A2, R2/A2, R3/A2), Development (R1/A3, R2/A3, R3/A3), Implementation (R1/A4, R2/A4, R3/A4) and Evaluation (R1/A5, R2/A5, R3/A5).The creation of an e-learning on EU subjects to be taught at school is meant especially to train teachers on EU related topics and support them in developing methodologies andstrategies to integrate EU citizenship education in their subjects.The proposal of games/escape rooms goes also in the direction of motivating students to become active citizens, increase their awareness over the EU context, its rights, and common values and developing their social and intercultural competencies, as well as critical thinking. It aims at creating an inclusive environment at school based on the values of the European Unions, especially “united in diversity”.Last but not least, teachers not only will be better prepared, but will be able to deliver classes on the EU also thanks to the lessons and lesson plans on different EU subjects.Each result will be created on the basis of adaptive contents and accessibility, to make any student and teacher able to get the most from it. All these actions taken together will be accompanied by:-a monitoring strategy, as largely described above, in order to control that all the steps of the project are proceeding as expecting, as well as to act in case something unexpected happens;-a dissemination campaign targeted to the educational world and potential endorsers, as we would like to spread the message that the school has to be a key driver in boosting the EU citizenship, that schools play a role in enhancing civic participation and engagement and the participation of young students in the democratic life.<< Results >>The project pursues to reach three main results:-creating an e-learning to train teachers on EU related subjects and support them in including EU citizenship education at school;-creating a tool-kit with games and several activities to make EU citizenship education attractive to students and make them working together regardless their original background and provide teachers with innovative methodologies to present such subjects at school;-creating lessons and lesson plans on key EU topics based on visual and adaptive approaches for primary and secondary schools’ levels, to facilitate even more the introduction of such courses.The main expected outcome of the project is to create a set of tools to promote the European Union Citizenship education at school, as well as support teachers in becoming key drivers in this process.We really would like to create the ground for an increased interest towards the introduction of EU citizenship education, in more stable ways at school, to motivate students to becomeaware of the EU context, its rights, and common values.Until the completion of the project, we will also implement a very structured and targeted dissemination strategy in order to enrich another key outcome of the project: the scalability of the proposed resources. We will need to meet as many beneficiaries as possible, and we will identify the best ways to reach such goals, through a combination of events, workshops, engaging with stakeholders activities, social media etc.From a project management point of view, we aim to:-realize 7 transnational project meetings, both online and on-site; -develop an exchange of best practice among schools and other forms of organizations (companies, associations and university);-create user-centered results to answer to the needs of the final users;-enhance the international dimension of project partners: especially for the schools, this will be the first innovative project.