With the project ETHIKA: Ethics and values education in schools and kindergartens we have developed and provides a comprehensive support to school and kindergarten teachers in relation to ethics and values education. Among the main aims of ethics and values education are to stimulate ethical reflection, awareness, autonomy, responsibility, and compassion in children, to provide children with insight into important ethical principles and values, equip them with intellectual and moral capacities for responsible moral judgment, to build a school environment as an ethical community, and to reflectively situate an individual into local and global communities. 9 partner organizations from 6 EU countries have worked together on the project that had complementary skills and represented diverse types of organizations (universities, schools/kindergartens, research institutes, NGOs). The partnership was based on previous projects, bilateral cooperation, expertise and commitment to the strategic partnership with development strategies, aims, and visions related to ethics education.In order to address the challenge of teachers often not being equipped and prepared to address ethics and values education, we have structured project activities around 4 main outputs. After a comprehensive user needs analysis that included in-depth focus groups we developed a Manual for teachers and educators presenting 13 methodological approaches to ethics and values education including practical examples and useful tips. The manual also contains a description of basic approaches in ethics education and key insights into the moral development of children. It represents a useful tool to be used in classrooms as well as for teacher/educator training. The second outputs are Educational materials and tools for ethics and values education. These are prepared according to the age levels of students (3-5, 5-7, 7-9, 9-11 and 11-14 years) and six key themes identified as the most relevant (justice, respect, responsibility, self-esteem, conflict resolution, ethical actions). They can be adapted given the specific aims of a teacher and the context. The third output is a Curriculum proposal for ethics and values education for teachers and educators. It is aimed both to developers and implementers of ethics and values education training as well as a self-study guide. It includes descriptions of various approaches to ethics and values education and an overview of the existing models. The 3 curriculum pillars that we have identified as key are Philosophy with children and critical thinking, Ethics and values education: methods and tools, and Ethical aspects and challenges of the contemporary world (and how to address them in the classroom). The fourth output is the Policy paper on ethics and values education in EU that provides comprehensive support to policy- and decision-makers for the domain of education (both at the EU level as well as on the level of member states) regarding various dimensions of ethics education. The paper addresses the importance and aims of ethics education, the state of the art, main challenges, and puts forward effective, needs-based and sustainable cluster of policy recommendations. In addition to the outputs, we carried out 3 comprehensive training activities. Within the project, we have reached more than 250 teachers with our training/learning activities, while the number of teachers reached with our educational materials exceeded 1700. The number of schools, institutions, and networks of organizations of teachers and educators that was be involved within the project lifetime was 591 and out of these 33 are now members of a network for ethics and values education. The number of general public reached by the media as part of raising the awareness was over 3 million. We contacted 3323 policy-/decision-makers. We have also produced 18 expert articles. We have provided teachers and educators with new opportunities for learning about ethics education and also made a push towards more systemic change to include these topics and approaches into their initial education. As part of the impact and sustainability activities, we have managed to secure follow-up projects. One of these (Little - Learn Together to Live Together) will use the outputs developed and transform them into online courses for teachers in 4 languages and will encompass a wide network of schools. The other will address the ethics educations as part of sports education. In future, we aim to build further synergy, reinforce cooperation, and exchange good practices between different players in the field of ethical education and peer-to-peer and experts support. That is why we have established a European network for ethics and value educations that will be led by the University of Ljubljana. With this, we will enhance innovation and internationalization in the school sector and strengthen cooperation and capacity building in the field of ethics and values education.

In today’s increasingly competitive environment, companies need to find that ‘added extra’ to stay competitive to retain existing customers and attract new customers. One way to do this is to encourage innovative and creative behaviour within the organisation to encourage intrapreneurs. An intrapreneur is a person within a business or corporation who takes direct responsibility for turning an idea into a profitable finished product through assertive risk-taking and innovation. Intrapreneurship can therefore be defined as any entrepreneurial activity performed within an organization. The most cost effective solution of achieving long term growth is by taking advantage of the untapped potential and talent that already exists within organizations. An intrapreneurial culture supports an entrepreneurial spirit with emphasis on:• strategic renewal and survival (major structural or organizational changes within a firm)• fostering innovation • corporate venturing (corporate entrepreneurial efforts that lead to the creation of new business organizations within the larger corporate umbrella organization)• increased long term profitability and liquidity • gaining knowledge of future revenue streams and international success• building of knowledge assets and knowledge dissemination/exploitationINTRAPRISE offered specialized intrapreneurial training addressed at the ICT sector to foster and promote growth, employability and ongoing sustainability. The project developed, supported, and upgraded a flexible intrapreneurial training program customized to the needs of the ICT industry so all levels of the corporation can become acquainted with the adaptation and implementation of a more intrapreneurial organizational approach generating increasing levels of cohesion within the organization. A team oriented work environment is more likely to achieve long term growth, innovation, employee satisfaction and success. INTRAPRISE aimed to enhance employee’s creativity, communication, decision making, and problem solving skills in order for them to be able to express new ideas, projects, and concepts without the fear of persecution or ridicule if they fail. By encouraging risk taking and experimentation, a company has more chances of creating a successful product/service. Risk-taking and failure are necessary components of progress that need to be accepted, understood and embraced by the organization. Failure is an important part of the innovation process. This can only be achieved with a high level of cooperation from management therefore in addition to addressing the intrapreneurs training needs and constraints, our program also focused on the necessary changes/adjustments needed to be made from a managerial standpoint. Managers and employees were trained in:• Identifying potential intrapreneurs and recognizing/instilling that innovation must be a strategic goal within their organization to foster long term growth• Promoting autonomy and the creation of teams• Creating new reward structures-leaving behind the one size fits all motivational concept• Teaching intrapreneurs the business- how it makes money, where clients come from, why they stay or go and other big-picture issues• Ensure intrapreneurs are working on products and services that they are passionate about. This dedication will get them through the long hours, the self-doubt, and the seemingly impossible problems. Intrapreneurs don't thrive in an environment where they are working purely for someone else to get rich (the board, CEO, etc.); they want to believe in what they are doing.INTRAPRISE developed:• Analysis report of management practices, organizational culture, and existing intrapreneurial training practices• Intrapreneurial training program framework-designing outline, structure, scope, learning objectives• Intrapreneurial training course curriculum-pedagogical handbook and concrete pedagogical scenarios• Learning materials (development of online and offline materials) based on the intrapreneurial training course curriculum• Development of E-Platform/System to deliver training (http://training.intraprise-project.eu)• Guidelines/handbook recommendations for the adoption and effective implementation of the training program for employers and employees• Project brand (logo, dissemination material, templates)• Project Website (http://www.intraprise-project.eu/) In the long term the project aims to alter the traditional structures of organizations thus creating an entrepreneurial setting by providing innovative training material, new opportunities and tested training methodologies. Through the use of the tangible outputs (i.e. the tested and complete blended training material and program) as well as through its intangible outcomes (i.e. long term growth and professional development), new and existing intrapreneurs and managers will become more familiar with certain underlying internal environmental factors that must be adopted to effectiv