Youth unemployment is an European problem, where 5.2 millions of teenagers make their first decisions wtih an impact on their future life. Most of them regard education as not useful at all as leading them to quit studying and abandon school. Those two issues will be the leitmotifs to be understood and respected. In this context, school should have an important role in developing non formal and informal learning giving expression to multiculturalist attitudes and the construction of personal fulfillment. To help teens make wise and fruitful decisions concerning their lives, we would like to involve students from our schools into the pan-European project called “Empower students with entrepreneurial skills ”. This project emphasises the build of ‘skills for the 21st century’, develop transversal skills such as entrepreneurship and highlights ‘the ability to think critically, take initiative, problem solving and work collaboratively’. These ‘entrepreneurial skills’ should be given particular attention, since they not only help to achieve concrete entrepreneurial activity, but also enhance the employability of young people in each partner´s country and in any European country. The priorities addressed by our project are: (i) Promoting the take-up of practical entrepreneurial experiences in education, training and youth work and (ii) Improving the attainment of young people, particularly those at risk of early school leaving which will be developed by seven schools in seven diverse countries – Portugal, France, England, Italy, Romania, Poland and Finland – whose learning and teaching profiles are different. So we defined four main key-Competences: (i) Raising awareness of cultural and geographical heritage of our regions; (ii) Getting to know the products´ features related to each region’s natural environment; (iii) Becoming acquainted with the local range of industrial, commercial and handicraft associations; (iv) Developing ‘the ability to think critically, take initiative, problem solving and work collaboratively’ through creative entrepreneurship workshops. We believe that the most relevant topics our project deal with are the following: 1) Entrepreneurial learning - entrepreneurship education, 2) Creativity and culture and 3) ICT - new technologies - digital competences. To achieve them we established a mix methodology to develop this project Action-Research. This framework allows us to carry out the project into three action-cycles. Each cycle is strictly related to the going up of the project in the beginning of each new year. Thus we decided to have three transnational project meetings, attended only by school coordinators. To measure the quality of the project we will use different tools to collect data such as questionnaires, surveys and focus group targeted to students, parents, teachers and local community. The main results expected are: (i) Exhibitions of students works concerning to the past and present of their regions for different economic sectors and creativity and entrepreneurship; (ii) Reports on the attitude of students to entrepreneurial activities, the importance of formal education and their needs; (iii) Films, publicity spots, presentations, models, photo albums and posters on the perspectives and news ideas of students in relation to regional development of products or particular economic sectors in their region; (iv) Website for other schools from our areas giving them information on how they can implement similar activities in their schools; (v) Form a group of students and teachers to present/share their knowledge in regional and national schools. As far as dissemination of the project the target groups will be students from different European schools, parents and community since being an entrepreneur in education also involves knowledge and share of good practices at national and international level. School websites, school papers, bulletin boards, exhibitions in school halls, libraries and others areas; Facebook, Etwinning and blogs, will be the internal and external privileged channels used to disseminate the project outcomes, whose the responsible for this phase of the project are the coordinators of each school partner. At the end of the project we look forward to fostering the impact on key-Competences gained by:1. students – independence, discipline, creativity, tolerance and team work skills, creativity and entrepreneurship; Language development and ICT literacy; 2. teachers – language and ICT improvements, team work and problem solving techniques; 3. community – improving cooperation with students’ parents, local authorities and other institutions and enhancing school prestige and popularity;4. school partners – cooperation, experience, motivation and opportunity to exchange professional experience and good practices.

"The objectives of the project ""YOUNG EUROPEANS THINK. DO. KNOW. ASSESS"" are related to the development of thinking skills through Mdia Literacy and the context of Cultural Heritage. The social and educational value of Cultural Heritage and develpment of basic skills are priorities of this year's Erasmus program. The development of key skills is facilitated by Formative Assessment, which runs through the whole project.The main objectives in this project:1) Raise awareness of many forms and contents of Media messages that we encounter in everyday life order to help students recognize how the media filter their perceptions and beliefs, shape the popular culture and influence personal choices. Students can learn how to read between the lines so that they can understand exactly what music videos, movies, and other forms of communication that reach youth are saying to them.2)To promote critical thinking skills and creative problem solving to become reasonable users and information producers; to improve methodology of Formative Assessment.3) Developing ICT skills and creativity. During the project students will make video, photo, audio materials in all involved countries that will be used by other students and teachers in the future education process at school.4) Five mobilities - it is a chance to expand our friendship and cooperation to a new level and make it more purposeful. The partner school’s students exchange will help to maximize and widen their and teacher’s knowledge, skills and experience about Media Literacy and Cultural Heritage. This will help the persons involved in the project become more active in future – in their working life. The active participants of the project are 120 students and 30 teachers from schools at Slovenia, Finland, Germany, Estonia, Latvia. Schoolchildren aged 14-18 (grades 7-11).Key activities:1) one active Project day each second month in each school topractic Media Literacy and Formative Assesment;2) four mobilities that develop project work in international teams; creates new content, video, audio etc.;3) project planning and evaluation meetings, also online in the eTwinning environment;4) mutual observation of lessons, conducting lessons at a partner school, exchange of good practice on forms of Formative Assessment and examples of envolving feedback;5) dissemination activities, teachers` and students`conferences, parents meetings, school parties;6) three days of study only for teachers to understand the key issues of the project (Media Literacy, Formative Assessment and Cultural Heritage) and to acquire new knowledge so that more in-depth learning can be achieved during the project.Methodology: let's use the learning approaches already learned in the previous projects: School outside (SOS), inquiry based learning (IBL), and learn new ways of different thinking strategies: interpreting, analyzing and evaluating text. Learning Activity Methods - Project Day – selected because it develops pupils' planning, research, collaboration, and decision-making skills.Results:1) The experience gained during project days and mobilities in Media Literacy and Cultural Heritage activities will form the habits to make a proper view to current situation or problem.2) The Student's e-Guide book to Media Literacy (made by students)3) The Teacher's e-Guide book to Media Literacy: Critical Thinking, Assessment and Evaluation, integrating Media Literacy across the Curriculum in English and nacional languages with anotation in English.Impact:1) Pupils and teachers use the e-Guide books created in Media Literacy and Cultural Heritage as learning materials for other pupils in the coming school years. It is expected that the students strengthen their sense of belonging to the European Union and increase their expectations towards their school experiences, which consequently will reflect in their academic results. The project affects students throughout the school as teachers work with formative assessment in the in the classroom and the school goes to the same goal together. Other teachers will also use the e-Guidebook of formative assessment in everyday teaching.2) After each day of the project, activities will be evaluated using different types of evaluation: self assessment, mutual and group assessment, focus group disscussions. We will use Google Drive questionnaires for teachers and students to evaluate mobility. At the end of the project, we will also assess the impact on other school pupils and teachers, to conclude that the objective has been achieved.Participation in the project contributes to the qualitative development of the school, which is one of the motivational aspects of all the participating schools."