The project has produced a range of resources through careful planning, team-building, training, piloting, evaluating, collaborative writing, and reporting. The resources received great attention from Headteachers and teachers, education policymakers and planners, academics and teacher trainers. A handbook available includes all three deliverables of the project: the cradle methodology, a toolbox composed of resources for teachers and classroom activities, and practical implementation recommendations. All outputs are available on the project's webpage along with an online teacher training course. The CRADLE project is ambitious as it brought together different educational approaches (Entrepreneurship / Enterprise Education, CLIL, Design Thinking) in an interconnected way. The partners were from diverse academic backgrounds and educational systems and target audience was primary-aged pupils and their teachers/schools.This project consisted of a partnership between organizations with diverse skills and attributes, such as developing teacher training materials, expertise in entrepreneurial education, and foreign language teaching. Goethe-Institut was the co-ordinating partner. It brings expertise in German language teaching, in the development of training materials, in teacher and trainer development, experience in using Action Research and the CLIL methodology, and an extensive and international network of contacts for dissemination.Shumen University specializes in teacher training. The University of Athens contributed a rigorous evaluation of the project outcomes and impacts. The Danish Foundation for Entrepreneurship (FFE) is a knowledge center on entrepreneurship education. It brings a valuable contribution to the entrepreneurship aspects of the teacher-training course. Bantani Education contributed experience in policy design and building networks/partnerships across Europe. GO! Scholengroep Brussel is a group of schools, including 32 primary schools. It got involved many stakeholders in the discussions on the mainstreaming of the CRADLE methodology and teacher training course.Six schools formally participated in this project as testbeds representing different socio-economic and educational contexts as well as various foreign language specializations: Uwekind – an international school in Bulgaria, with an FL focus on English and German; Ellinogermaniki Agogi – a private Greek school with an FL focus on English and German; Neue Schule Athen – a newly established Greek school, with an FL focus on German; Unescoschool, De Toverfluit, and De Iris (members of the GO! Scholengroep Brussel) – all state schools situated in Brussels, with students from diverse socio-economic backgrounds. Their foreign language focus is French and, to a lesser extent, English.Up until March 2020, all the activities took place as planned, with occasional allowances for flexibility; once the COVID-19 virus pandemic took hold, live events and school-based activities as well as physical lessons were canceled as there was mainly online schooling. Also the last partner meeting planned for May 2020 in Athens, was canceled and took place online.

ObjectiveSchools: Future Labs aimed to increase the employability of young people, by increasing their interest and achievements in STEM and foreign language subjects.Problem statementThe problem we addressed was two-fold:• Low interest of students in STEM subjects, because these subjects were taught (and therefore perceived) in dry, theoretical, abstract terms;• Low proficiency in foreign languages, because classroom teaching was largely theoretical/passive, instead of participatory which would enable students to use and practice the language they are learning.Ultimately, these two subject areas were fundamentally linked in the sense that in theory, they appeared abstract and useless, yet once they were practiced, they opened doors to the world. Methodology, Activities and OutputsTo reach its objective, Schools: Future Labs developed and tested a teaching methodology based on Action Research, involving task-based exploration of STEM subjects during classes taught in tandem by STEM and foreign language teachers. Using mobile science labs that enable students to develop and implement their own experiments, this methodology was student-led, self-directed and included project planning and implementation skills: all essential to the development of transversal skills.The activities of the project implementation phase were primarily concern training of teachers, piloting of the methodology by teachers in their classes, further training and production seminars and on-line mentoring, resulting in the development of project outputs.The outputs of this project are:• A teacher training Course for the Schools: Future Labs methodology;• A series of “plug-and-play” STEM-CLIL lesson plans, applied to a variety of STEM subjects and applicable to any foreign language;• A virtual student learning portfolio which will document each student’s learning outcomes.Expected ResultsThe efficacy and effectiveness of this methodology was comprehensively evaluated, both in quantitative terms (did students test better than those not involved in this project?) and as importantly, in qualitative terms (were students more interested in STEM and FL than those not involved in this project? Did teachers and students find classes more interesting and motivating?)The evaluation demonstrated that as a result of Schools: Future Labs, students were more interested in STEM subjects, achieved a higher and deeper level of knowledge, developed better fluency in their chosen foreign language, and that these results were achieved in a cost-effective way.Based on this evaluation, the results were: - the participating schools will continue to use this methodology with their students;- the Schools: Future Labs Teacher Training Course have been accredited in most Partner countires as a teacher training course;- the participating teacher training institutes started offering this course as part of their new and in-service teacher training offer.We used these results to promote:- the adoption of the Schools: Future Labs methodology by public education authorities in the participating countries and its implementation in more schools, including in secondary schools;- the piloting and dissemination of Schools: Future Labs in more countries in order to extend its benefits to students (and businesses) across the European Union.Long-term impactsWe expect that as a result of this project, students will, as they grow older:- make a more successful transition into employment, in careers that are vital to the competitiveness of the European economies;- possess the skills that the private sector desperately needs. If these needs are different in 15 years' time, they will have developed the transversal skills necessary to adapt.ParticipantsThe project was piloted in 5th and 6th-grade classes (or local equivalent) in seven project partner schools in four countries: Bulgaria, Greece, Poland and Romania. One linked secondary school also participated in each country as an observer, with a view to extending the methodology to secondary schools in the future. Participants included STEM and FL teachers who were trained in the Schools: Future Labs methodology, as well as their students who did benefit from this methodology.Two Teacher Training Institutes (BG, PL), a University (EL) and an Education Ministry department (RO) specialised in teacher training, as well as two national cultural institutes (Goethe-Institut (DE) and Instituto Cervantes (ES)) trained, accompanied and supported the teachers and ensured that their work results in effective project outputs. The Spanish Ministry of Education completed the partnership, bringing its network and know-how to project dissemination.