CONTEXTIn order to face the challenges posed by the current global socio-economic scenarios appropriately, it is necessary for young people to start acting on the basis of ideas, transforming them into value for themselves and for others. Drawing on this, the need to strengthen entrepreneurial skills among the younger generations has emerged over the last few years (OECD, 2009, 2014). Indeed, entrepreneurship education focuses precisely on transmitting to young people the ability to transform ideas into actions through creativity, innovation, risk assessment and assumption, as well as individual and team work (MIUR, 2018) to every working context and experience of active citizenship, regardless of their actual involvement in entrepreneurial initiatives (EC, 2007, 2016).OBJECTIVESThe general objective of the project is to enhance entrepreneurship education for secondary school students at European level. In particular:Improve the process through which students acquire entrepreneurial skills, through the creation and use of innovative ICT-based tools, such as a free digital gaming platform for entrepreneurship laboratories in schools;Improve teaching methods of teachers, through the development and use of new training methods on the development of entrepreneurial pathways to be carried out, in the specific case, through the use of the serious gaming platform that will be created.NUMBER AND PROFILE OF PARTICIPANTSThe project participants are:Second grade secondary education teachers (18 in total, minimum) who will be the main target of project activities and outputs;Second level secondary education students (360 in total, minimum) who will be the final beneficiaries of the project outputs.DESCRIPTION OF ACTIVITIESThe project includes the following activities:5 Intellectual Outputs  IO1: Need Analysis Report; IO2: Matrix of Learning Outcomes for teachers and students; IO3: Serious Game Platform; IO4: Methodological guide for teachers for the transfer of entrepreneurial skills to students through the platform; IO5: MOOC.6 Management Meetings  Italy, Finland, Spain, Turkey, Greece and Latvia1 Training Mobility for teachers in Latvia.METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECTThe methodology is based on the PRINCE2 model: the project is organized in several phases, in which the activities are divided, planned and assigned on the basis of the outputs.The project is divided into 3 Macro-phases: Preparation; Implementation; Closing. The phases of the project are of 2 types:Transversal: Project Management, Dissemination and Follow-Up;Chronologically vertical: Intellectual Outputs, Training Activity abroad.RESULTS AND IMPACT ENVISAGEDThe project aims to develop and transfer to students and teachers the learning outcomes (skills, knowledge and skills, according to the ECVET Recommendation, 2009):Students (EntreComp, 2016): ideas and opportunities: recognizing opportunities, creativity, vision, valuable ideas, ethical and sustainable ideas; resources: self-awareness and self-efficacy, motivation and perseverance, mobilizing resources, economic-financial knowledge, mobilizing others; in action: take the initiative, plan and manage, face uncertainty and risk, work with others, learn from experience.Teachers (Eurydice Italia, 2017): project-based approach; teaching for case studies in addition to the use of textbooks; interdisciplinary approach; group process management and group interaction; coaching (and not as a teacher); digital teaching and serious gaming.In view of this, the project aims to generate the following impacts:Students: Improvement of entrepreneurial skills, in line with the provisions of the EntreComp Framework (2016);Teachers: Improving entrepreneurship teaching methodologies, in line with what is established by the Document “Entrepreneurship Education at School in Europe” (Eurydice Italia, 2017).POTENTIAL LONGER TERM BENEFITSThe project aims to generate the following long-term benefits:Improvement of training models in entrepreneurship education, not only in schools, but also in companies and other local institutions active in adult education;Improvement of training policies to support entrepreneurship at all levels of government;Greater diffusion of the EntreComp Framework within EU Member States.

<< Background >>The COVID-19 health emergency has generated an educational emergency. Schools in most OECD countries have stopped their classroom activities by making significant educational and organizational efforts to continue distance learning, as they have been hit at their greatest weakness: the digital transition (OECD, 2019).Teachers have had to adapt to online learning which, in most cases, coincided with the use of a simple remote video lesson or pre-packaged training product, NOT conceived and created by placing the student at the centre of the teaching process, encouraged and required to act as an individual who learns in a self-regulated way, questioned and involved as a co-designer of the learning process. The plurality and heterogeneity of learning needs should not, in fact, be standardized and flattened but intercepted, read and interpreted to prevent the risk of drop out (THE IMPACT OF COVID-19 ON EDUCATION INSIGHTS FROM EDUCATION AT A GLANCE 2020, OECD).In other words, the crisis has revealed many challenges for teachers and students such as the weakness of distance learning systems, the inadequacy of pedagogical methods and the insufficient ability of teachers to deliver and evaluate high quality online courses while safeguarding educational equity (Second Amendment - 2020 annual work program - Erasmus + C (2020) 5495 of 14th August 2020).Even before the crisis, teachers reported ICT skills for teaching purposes as one of the highest professional development needs (18%) but only 36% took part in professional development courses for digital upskilling (OECD, 2019).These weaknesses are also attributable to the downward trend in investments by EU countries in education and teacher training (Eurostat, 2019) with IT, EL, ES, TR, MT and PL recording significant contractions.In response to these critical issues, digital technologies, if properly used, allow not only the adaptation of the teaching experience to meet the personal learning styles of students but to evolve teaching/learning methods, raising the role of teachers from mere knowledge transferors to knowledge co-creators, as mentors, orchestrators and facilitators in learning processes and, with a view to professional development, to act as role models for lifelong learning.<< Objectives >>o To encourage the methodological and technological upskilling of EU teachers from 6 countries (IT, TR, ES, PT, PL, MT), to conceive, design and deliver integrated digital teaching and personal empowerment courses by valorising resilience skills, flexibility and adaptation to change essential for a motivated and conscious evolution towards the role of Educational Innovation Advisor o To increase and maintain over time an articulated set of distinctive and emerging skills of a didactic, digital and design nature of the Teacher 4.0 called to work with a high degree of autonomy and continuityo To encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit to inspire and guide the professional action of future Educational Innovation Advisorso To generate a process of sharing and didactic uniformity in didactic and methodological approaches in a pool of partnership teachers, involved in a LTTA, on Instructional design and edutainment to create a DDI palimpsest for classes of students of different disciplinary fieldso To establish lasting agreements and synergies between schools, methodological and technological innovation training poles and public bodies to set up the train-the-trainer framework developed by the project and support sustainability and the search for excellence in the development of learning and teaching .<< Implementation >>Here follows the project logical framework showing OBJECTIVES, ACTIVITIES AND RESULTS:OBJECTIVE 1: Encourage the methodological and technological upskilling of EU teachersWP4 IMPLEMENTATION ACTIVITIES1.1 Field analysis with the holding of Focus Groups (M1-4)1.2 Definition of the Training Programme (M1-6)1.3 Definition of the organizational-managerial aspects of the training programme (M14-17)1.4 Piloting of the programme (M18-23) with the realization of the following sub-activities:1.4.1 Classroom Piloting (M20)1.4.2 Fine-tuning (M21)1.4.2 Train the Trainer Activities (M22)RESULT: A TRAIN THE TRAINER PROGRAMME SET UPPR1: QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR FOR THE IMPLEMENTATION OF THE PILOTING ACTIONS, THE ACTIVITIES RELATED TO THE FOLLOWING OBJECTIVES WILL BE UNDERTAKEN PREVIOUSLY:OBJECTIVE 2: Increase and maintain over time an articulated set of distinctive and emerging skills of didactic, digital and planning nature of the Teacher 4.0WP4 IMPLEMENTATION ACTIVITIES2.1. Creation of Learning content (M6-10)2.2. OER development (M10-13)RESULT:OPEN EDUCATIONAL RESOURCES JOINTLY CARRIED OUT, in the form of interactive training video pills; PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLINGOBJECTIVE 3: Encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit ACTIVITIES OF WP4 IMPLEMENTATION3.1 Co-elaboration of the QUID Toolkit (M12-17)RESULT: SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKITPR3 QUID TOOLKIT: METHODS FOR EDUCATIONAL INNOVATIONOBJECTIVE 4: Align a pool of partnership trainers and consultants involved in two transnational mobilities to acquire the methodological references of instructional design and edutainmentWP5 LTTA ACTIVITIES 4.1 Organization of the LTTA (M15)4.2 Delivery of the LTTA (M16)RESULT: A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS ESTABLISHEDOBJECTIVE 5: Establish lasting understandings and synergies between schools, methodological and technological innovation training centres and public bodies to set up the QUID framework 5.1 Drafting of the MoU5.2 Stipulation of the MoURESULT: MEMORANDUM OF UNDERSTANDING SIGNED<< Results >>o A TRAIN THE TRAINER PROGRAMME SET UP, responding to the needs of digital transformation of educational courses, which allows teachers to acquire and help acquire the articulated set of skills of the Educational Innovation Advisor (PR1 - QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR)o OPEN EDUCATIONAL RESOURCES JOINTLY CREATED, in the form of interactive training video pills, using Chroma Key techniques combined with motion graphics, to enhance, for a wide audience of teachers from European schools, a set of skills related to digital upskilling and role empowerment (PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLING)o SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKIT (PR3 - QUID TOOLKIT: METHODOLOGIES FOR EDUCATIONAL INNOVATION) focused on methods of) instructional design to design articulated and complex didactic architectures to create communities and interactive and transmedia virtual spaces ii) the latest generation of edutainment, which exploits game-based, immediate and direct ways, through which today's young people access and exchange knowledge, to stimulate them to learn through multi-channels, immersion, interactivity, relocating evaluation at the centre of the training process as an opportunity to become conscious of areas for improvement based on a detailed and shared evaluation processo A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS CONSTITUTED which will lead the synergic action of trainer training through the social media and platforms of eTwinning and School Gateway over a medium-long term horizon, extending the network to other teachers to reiterate the experimental methodological approach in other scholastic, geographical and cultural contexts. (LTTA)o MEMORANDUM OF UNDERSTANDING UNDERSIGNED to formalize multi-actor cooperation and PROVIDED FOR additional stakeholders to ensure continuity and longevity in the implementation of the project results to multiply its impacts.

"The construction sector plays an important role in the European economy as it generates almost 10% of GDP and provides approx. 20 million jobs (see COM/2012/0433 final). In the same time Cedefop’s 2016 Skills Forecast suggests that employment in construction will grow during 2015-2025, Member States will need to replace an ageing workforce, around 1 mln. new workers will be needed by 2025. The ECSO 2017 report (Improving the Human Capital Basis) also identifies the major structural barriers in the area: Decrease in the number of young skilled workers and ageing workforce. The report underlines energy efficiency as one of the main drivers of skills development in the sector.All countries involved in the project (BG, SK, TK, AT) have a significant number of learners completing upper secondary VET schools and above average attainment rates. However, apart from Austria, data from different country reports (incl. CEDEFOP) shows that many of these young people meet difficulties in being employed in the construction sector according to their qualification. Therefore the project ""Transforming VET in Construction – Innovative Materials for Building and Energy Efficiency"" (BEE-VET) joins the efforts of eight organisations from four countries in order to address the highlighted challenges in the sector and to contribute for narrowing the gap between school and business with a focus on practical innovation-oriented learning by using of digital technologies.Through cooperation between VET schools (from BG, SK, TK), suppliers of trainings, literature and methodological guidance in the field of education (from BG and SK), leading companies oriented to R&D and advanced technologies (from BG and TK) and an university which is a pioneer in introducing innovations into education and training, the BEE-VET consortium aims to design, develop, test, validate, exploit, disseminate and sustain a set of interrelated innovative products with a sound effect both for the secondary VET and the construction sector, as follows:-Interactive training materials on green, sustainable and energy efficient construction for upper secondary VET students on the application of new and advanced technologies/materials in the construction sector, i.e. BEE-VET Digital Toolkit.-Methodological materials for VET teachers in specific vocational subjects providing guidance on the using, inclusion and presentation of the Digital Toolkit as an effective tool, supporting the modernisation of VET training programs in Construction and promoting the use of digital technologies in creative, collaborative and efficient ways, i.e. BEE-VET Teachers Handbook;-Concept for curriculum update based on the information from the four partners’ countries and EU best practices identified, as well as on the specific products prepared, mapping expected learning outcomes acquired by VET students in the field of Construction to allow their transnational mobility and recognition of knowledge, skills and competencies, i.e. BEE-VET Concept for Curriculum Update.A joint staff training is also envisaged at the initial stage of the project in order to allow VET teachers from partners schools to get acquainted with latest developments in the construction sector, existing know-how and R&D activities and the possibilities for their integration into VET. All results achieved shall be further promoted through an extensive dissemination campaign on national and EU level, which includes a major dissemination event in the end of the project for more than 200 participants from the relevant target groups, related to Construction VET.We plan to achieve our objectives over a 30-month project lifetime. During that period each of the outputs will be carefully tested and evaluated and all activities will involve thorough quality assurance. The project is expected to directly benefit more than 1000 individuals, to include VET teachers in construction, upper-secondary VET students in specialties in the field of Construction. The project is also expected to have impact on policy-making authorities and construction sector company mentors and workers that may benefit from the developed BEE-VET products and the proposal for a common approach in the field of BEE-VET.The impact we expect to achieve could be summarized as follows:- increased competencies to design structured, up-to-date and practical training materials in the field of BEE-VET fostering the use of ICT;- increased knowledge on how to build long-term education-business partnerships to foster economic prosperity (with a focus on R&D and innovations);- establishment of a common framework in the BEE-VET and recognition of learning outcomes and qualifications.The desired long-term impact of the BEE-VET project is to contribute employability at EU level and economic prosperity through increasing the attractiveness of VET in Construction."

Students who are best prepared for the future are CHANGE AGENTS. OECD, “Education 2030”, 2018Encourage “open schooling” where schools become an AGENT OF COMMUNITY WELL-BEING… European Commission, Science Education for Responsible Citizenship, 2015The EU Commission, the OECD and leading learning pioneers all agree that school education should change dramatically to make students fit for learning, working and living in the 21st century.They all agree that-Students should become CHANGE AGENTS through new open schooling and taking action approaches-That schools must open the doors to REAL-LIFE LEARNING-And even that schools should become AGENTS OF WELL-BEING AND CHANGE in the communityThese are dramatic challenges to traditional primary and secondary schools that fundamentally breaks away from hundreds of years’ education.The ultimate goal of these changes, they all agree, is to make the new generations of students “change agents” in the community and in the world.They should learn not only TO BECOME change agents in school, but also to LEARN THROUGH becoming change agents in school.The SCHOOLS AS DRIVERS OF CHANGE project is based on the assumption that this can only happen to the extent that THE SCHOOL ITSELF BECOMES A CHANGE AGENT, A DRIVER OF CHANGE.The teacher or the student cannot move alone; the school needs to move.The project is missioned through practical experimentation in 5 schools from different countries to create guidance and best practice to secondary schools from across Europe wishing to engage in the process of becoming a “school as a driver of change”.The education we offer the new generations are not fit to give them the competences, skills and capacity to live and learn and work in the globalised 21st century.The world the new generations grow up in is above all characterizesd by constant change, unpredictable directions and serious local and global threats.At the same time the new generations of students are dramatically different from former generations: the young people think, live and learn in fundamentally different ways that the older generations.“Millennials worldwide are more similar to one another then to older generations within their nations.” Time Magazine, 2014As solidly demonstrated by research and by the EU Commission secondary school needs fundamental change: from traditional classroom and teacher-oriented education to real-life based open schooling through which the young students acquire the capacity to act in society, to take initiatives and to manage constant change.In short this is called capacity to agency, capacity to be “change agents” (OECD).The capacity to such agency cannot be taught in traditional classrooms, but only acquired through deep engagement in real-life and real-time challenges in the students’ local and global communities. Obviously, such new “didactics” fundamentally challenge what we call school education today.The many positive attempts to create new learning opportunities for young students have brought about a long line of useful improvements of traditional classroom didactics and pedagogies.However, they all have in common that they do not fundamentally break away from the basic axioms and discourse of traditional schooling, and therefore they have not been able to offer the young generations the learning opportunities they need.Key partners in the partnership have experimented with fundamental didactic innovation in secondary school for many years and through many challenging and hard-working Erasmus+ projects such as iYouth, iCAP, Open Science Schooling and similar Erasmus+ initiatives.The project will apply a double project methodology – innovation and progression methodologies - has been designed to accomplish its mission:an INNOVATION METHODOLOGY ensuring the proper implementation of the project innovation, and a PROGRESSION METHODOLOGY ensuring that the project at project level stepwise moves towards its results.The project consortium is composed to ensure quality implementation of the project’s major missions.The consortium includes experienced as well as new partners in EU collaboration, but also a quality assurance partner with 15 years of EU experience.The consortium is balanced between knowledge partners and practice partners, and the consortium includes partners from 7 very different countries and cultures.Key outcomes of the project are:-THE SCHOOL AS DRIVER OF CHANGE – 21ST CENTURY LEARNING FOR THE NEW YOUNG STUDENTSGuidelines and best practice for secondary schools, teachers and community-I’M A CHANGE AGENT – WHAT RU?Video documentary co-created by the secondary school student teams-HOW LOCAL POLICY-MAKERS AND EDUCATIONAL AUTHORITIES CAN SUPPORT SCHOOLS AS DRIVERS OF CHANGEPolicy paper-HOW TO PROMOTE STUDENTS’ ROLE AS PROTAGONIST IN THEIR SCHOOLS AS DRIVERS OF CHANGE INFLUENCING LOCAL AND VIRTUAL COMMUNITIES AND BECOMING GLOBAL AGENTS OF CHANGE?”Research paper

"Title: LEARNING THROUGH SCHOOL PROJECTS - MOTIVATE, CREATES AWARENESS AND MAKES STUDENTS MORE RESPONSIBLE Partners: Romania (coordinator) Turky, Greece, Italy, Croatia. Duration: 24 months. Argument: Education through and for culture represents a key concern for most schools, since cultural knowledge is essential for young people's development. Thus, culture must be a priority in their education. Based on the proposed activities, our project tar-gets students, offering an answer to their needs to learn and understand local, regional, national and European cultural values. Purpose: to educate and to stimulate students' interest towards the history of the town\city and their country, to discover the national identity by acknowledging cultural, spiritual and traditional values, getting involved in the conservation, harnessing and promotion of the national cultural heritage at a European level. Main objective: promoting European multicultural awareness, cultural diversity, multilingualism, intercultural dialogue and shared experience. Specific objectives. Students are expected to: - develop intellectual curiosity for discovering historical and cultural information regarding European countries; - create cultural diversity awareness by understanding their national cultural in relationship with the European environment; - increase their interest and motivation for learning foreign languages, by developing relations with the project partners; - develop positive attitudes, of respect towards diversity and cultural identity, based on developing the feeling of active European citizenship as well as fair-play; - understand the role and importance of local, national and international heritage in defining national cultural identity; - develop the ability to recognize similarities and differences between cultures by showing interest and respect for the national heritage items included in the International Heritage. Teachers are expected to: enhance their knowledge about European cultural diversity, the pedagogical best practices, the manage-ment of their discipline, the non-formal educational strategies by becoming aware of the models used by the partner institutions. Target group: approximately 1000 individuals: 1.direct beneficiaries: students and teachers of partner schools ( (100 individuals); 2. indirect beneficiaries (participants during disseminations): - the parents of students involved in the project; - other students and teachers from partner schools; - the local community (media representatives, museums, memorial houses, Creative and folklore centers, etc.). Effects=concrete results lasting sphere of learning, awareness, involvement and accountability of direct participants. Planned European Cultural Itineraries, to contribute to the discovery/definition of national identity, students’ awareness (direct/indirect), the sense of belonging to the European cultural-historical values. Non-formal education activities are an opportunity for: *students (beneficiaries of the first line),TO BE BETTER AND TO KNOW MORE, and so will give another dimension to their free time combining usefulness with pleasure and accepting that without knowing the history, culture and national traditions can not live in a modern society, you can not relate to the cultural space national in the context of Europe; * teachers: - new opportunities to exchange best practices for increase student performance; - a higher level in strengthening the teacher-student relationship in the context of partnership for learning; - supplementing teaching portfolio with specialized materials needed work in the classroom and in the transformation of an ordinary trip into a lesson of history, culture and civilization, to develop skills in assessing pupils / promotion of national cultural values. Methodology: -wokshops for: a) documentation, ""inventory"", selection and ordering information; b) research for mini-projects development, which will form the basis the project mobility; c) knowledge of customs and traditions specific to each partner countries (wedding rituals, folk festivals, or those occasioned by religious affiliation, etc.); - visiting regions, cultural-historical objectives from the partners countries included in the project; - working meetings; - competitions (face to face) on issues of history,culture, civilization's partner countries. It is transnational because: - involving participants from 5 countries located in different geographical areas of Europe; - each partner country comes to this project with the particular historical, cultural and civilizational specific. These coordinates will facilitate a multicultural and multilingual beneficial dialogue among participants, to strengthen the partner-ship between schools and an advantageous exchange of best practices in management education schools."