"In 2016, the EC published a new Skills Agenda. It recognises the rise of “parallel universes” between formal and industry-based education. A component of the Agenda is the EU e-Competence Framework (e-CF) which is the first sector-specific implementation of the European Qualifications Framework (EQF), another is the Entrepreneurship Competence Framework (EntreComp). Both insist on the fact that future demand for skills goes beyond basic ICT skills and beyond basic economics knowledge to advanced and e-Business skills and will continue to grow as most staff is expected to possess them.In upper secondary education, the students are motivated young people who arrive to class with many ICT user skills already exercised through non-formal and informal education (at home, with friends, on internet). Their motivation decreases when they become aware that the school´s curriculum does not improve the knowledge & skills that they already possess.The students of upper secondary ask themselves ""Why not go further and make that the ICT and/or economy subjects serve me to undertake something and that my e-entrepreneurship capacity will be exercised & assessed?”In upper secondary, main ICT learning is focused on ICT user skills and not so much on e-business skills, the subject of economics is not oriented to the digital economy and the teachers are not supported in developing innovative teaching & assessment methods for e-business competences.e-business skills are the capabilities needed to exploit opportunities provided by ICT, notably the Internet; to ensure the more efficient performance of different types of organisations; to explore possibilities for new ways of conducting business and organisational processes; and/or to establish new commercial activities. One such advanced e-entrepreneurial competence is Digital Marketing: DM is one of the most demanded e-Business skills.6 secondary schools from Spain, Greece and Spain plus an SME, an HIE university business school and two local authorities for education, declared the ambition to create synergy of expertise and innovate through a powerful tool: to construct a digital marketing itinerary for teachers & students of K11 & K12 levels, and new assessment mechanisms by means of digital OERs and pilot them within ICT or Economics curricula in upper secondary schools.An EdTech SME from Spain, several SECONDARY SCHOOLS from Spain, Greece and Sweden, a prestigious UNIVERSITY from CYPRUS and 2 LOCAL AUTHORITIES FOR EDUCATION in Greece & Sweden want to make high schools ‘principals, students, teachers, policymakers more permeable to the acquisition & validation of e-competences aligned to the needs of the entrepreneurship world and the ICT labour market: project DIMAS - DIgital MArketing in Secondary.One of the most effective ways to introduce digital marketing in high schools is through a Project-Based Learning (PBL) approach. Part of DM fluency can to a certain extent be taught, the other part cannot. Skills needed to plan DM strategies can only be developed through practice. Teachers cannot teach how to do DM without themselves being “digital marketers”. DM competency & skills can be built only through hands-on real-life learning experiences. The DIMAS project will develop actions based on real-life scenarios, problem-solving, learning by doing and connecting the formal education and the business labour market. Students and teachers will acquire and validate digital marketing skills by conducting real activities within the same channels that their schools use to communicate with society (websites, newsletters, blog contents and social media).The project aims to invest in teachers & students to start and lead their DM venture taking advantage of their own schools’ digital channels.The partners will develop several IOs, such as an innovative Digital Marketing Competence Profile, a new DM curriculum, the corresponding elearning materials and the adaptation of an eportfolio to evaluate & recognise the students learning achievements, guidelines, implementation results report, and a strategy to implement the outputs of the project. Two rounds of local classroom project work with students & teachers - engaging the upper secondary schools and experts belonging to the world of business - are a source of input for the improvement of outputs. Multiplier events in different conditions will enable the strategic partnership to truly disseminate the results.DIMAS activities make a unique combination between the potentials of students and the opportunities offered by the entrepreneurship world and the ICT labour market, by means of improving the curricula.Supporting teachers in adopting a collaborative & innovative practice will strengthen their profiles to embrace teaching for e-business.DIMAS ensures the real impact on upper secondary education, as well as the impact on the mindset of the teachers and schools ‘principals involved, on the regional, national & EU level"

<< Background >>In recent years, social entrepreneurship, a sub-discipline within the field of entrepreneurship, has gained increased attention from entrepreneurship scholars. It involves the recognition, evaluation, and exploitation of opportunities that result in social value -the basic and long-standing needs of society- as opposed to personal or shareholder wealth. However, regardless the value that social entrepreneurship has for the European society as a driver for solving environmental problems, schools in many European countries are slowly embedding social entrepreneurship in their curriculum.<< Objectives >>The INITIATION project aims to cultivate the social innovation and social entrepreneurship mind-set of high schools and their motivation to become more community oriented and be actively involved in designing solutions for environmental problems that their local societies are facing. Thus, high school students and teachers are the main beneficiaries of the project.<< Implementation >>To achieve the aforementioned objectives, INITIATION will implement the following activities and produce relevant results:A1. Design a methodological framework and a curriculum (Result 1) for high school students’ education and training in social entrepreneurship and social innovation for solving environmental problems adaptable to local/regional contexts. A2. Develop tailor made learning resources (Result 2) for the effective participation of high schools students in the provision of solutions to environmental problems by applying the model of social entrepreneurship. A3. Develop a web-based Digital Platform for Schools Social Entrepreneurship (Result 3) to be used as a tool that actively supports and develops high schools students’ social entrepreneurship and social innovation thinking. A4. Pilot the curriculum, learning resources and digital platform at 4 national pilots. Prior to the pilots, develop a teachers handbook (Result 4) and train the high schools teachers to gain skills & knowledge on how they could effectively support their students to be involved in social entrepreneurship endeavors.A5. Make recommendations for the exploitation of the proposed approach of INITIATION project and its results (Result 5).Moreover various multiplier events will take place in Greece, Cyprus, Estonia and Italy, as well as a short training for high school teachers in Palermo, Italy.<< Results >>The project results are the following:R1. A training methodological framework and a multidisciplinary curriculum for the development of SE competences of HSS based on practice-based pedagogies, active learning, design and creative thinking, team working and transformational learning. R2. Learning resources tailored to the needs and characteristics of high school students and promoting microlearning (be short, relevant, contextualized) and practice-based training.R3. A web-based Digital Platform for Schools Social Entrepreneurship, that will support high schools among EU to explore learning resources and mini games, develop virtual social enterprises aiming to solve environmental problems, and promote best practices among European schools. Moreover, it will provide high schools the opportunity to connect and collaborate with the real social entrepreneurship ecosystem at local/regional and even European level, creating communities of practice.R4. A teacher handbook (including learning resources) to support them for the efficient integration of SE in their schools and how can be used to provide sustainable solutions to environmental problems.R5. A guide with recommendations for the adoption and exploitation of the INITIATION approach and relevant results, by high schools, educational authorities, and policy makers.Through the proposed intervention, it is expected that high school students under the guidance of their teachers, will gain the necessary knowledge for developing social entrepreneurship and social innovation mind-sets to provide sustainable solutions to environmental problems. Moreover, teachers will gain the necessary competences to support their students to implement the entire process from the identification of environmental problems to the setup of social entrepreneurship endeavors.The project will also benefit actors of the social economy ecosystem (HEIs, social enterprises, SE policy makers, organizations supporting SE, etc.) through co-creation of knowledge and exchange of expertise with school communities and inspiration from fresh ideas coming from future social entrepreneurship actors on solving environmental problems.Last but not least, national, regional and local education authorities, as well as policy makers, will increase their ability to exploit ready-to-use tools and resources to develop strategies for the effective integration of social entrepreneurship in secondary education.

Over the past several years,tens of thousands of refugees and asylum seekers-including an unprecendented number of children-have braved rough seas and barbed-wire barricades to find safety and beter life in Europe.Are our schools prepared to help refugee students integrate into their new communities? And will they succeed in preparing all students for a world in which people are willing and able to collaborate with others of diverse cultural origins;appreciate diffrent ideas,perspectives and values;and join others in life,work and citizenship?Even before this latest influx,the population of refugee students had been growing and refugees are concentrated in schools-classrooms and community-ampliyfing the challenge of diversity for teachers, school leaders and policy makers.The successful integration of refugees involves a whole range of policy domains and therefore requires a hole-of-government,and indeed a whole-of-society,response.But education plays a crucial part in this.The policies and practices that countries use to integrate refugee students into schools have a major influence on whether integration is successful or not;and countries that are unsuccessful in integrating the first generation will pay an even larger price in future generations.So what should we do?Our project’s aims to provide language instruction ,offer high quality of early childhood education, encourage all teachers,prepare themselves for diverse classrooms,reach out the refugee parents,provide them social/counselling support.There will be 4 projects meetings will be planned during the project.Two meetings in the first year,two in the second year for planing,managing the process,improving the activities,distrubiting the tasks and responsibilities,correct social dialogues.M1:(2 participants) This meeting will allow adjusting the project organisation, considering the complexity linked to the number of countries, the introduction of the school/organisations and its systems ,adjusting the project organisation,introduction of the nearest environment in December 2016 in Turkey. M2:(2participants)Partner school/organisation progress project planning,evaluating, meeting researchers,distrubition of the tasks related to planned activity,revising and checking the questionaire's results,discussing about the researches which is done to the purpose of the ways of integration by all partners. March 2017 in Germany. M3:(2participants)Evaluation of the first year of the project about what has been developed so far,the fulfilment of the objectives,to plan activities and products that will be developed until the end of the Project in October 2017 in Italy. M4:(2 participants)Taking the responsibility for dispatching, collecting and integrating written contributions,dispatching preparation work and organize the inputs/contributions to feed the meetings of second year of the Project in February 2018 in Spain.There will be one a multiplier event activity in Turkey in April 2018 with the participant of all particants.All teachers who use APR and guide at their schools will come together for general evaluation.All menus of APR and guide will be discussed and evaluated.We do not want to find solutions in short term or just provide the target groups an awareness we exactly want to give the refugee students,their families responses to strenghten integration in the long term..That is why we want to form this monitoring-evaluation system by this way we will support their improvement processes by innovative techniques,demonstrate the values of cultural diversity.This system will bring innovation not only for the students and their families but also the teachers and the school leaders who are responsible to integrate them into the education..It will direct them to find practical tools or methods to comprehend the linguistic and cognitive capacities of the refugee students.It will provide educators integrating elements and symbols of the cultures of origin into school life, in the curriculum, textbooks, and in other school material. Educational authorities will scrutinise the procedures for assigning refugee children to schools for children with special needs.It will improve the general quality of the school via measures that include good management of the school, good cooperation among teaching staff, high expectations of teachers with readiness to give support, good quality of teaching, good discipline, good equipment of the school and strong parent involvement.The students will gain positive attitudes and behaviours and make the society change positively in the long term. Active involvement in the learning process.This project will help students to eradicate some barriers and phobias which prevent them actively involved in the activities and to encourage them to gain self-confidence.

<< Objectives >>We will further improve DIBL an innovative digital platform for collaborative learning based on dilemmas, adapt it to the Greek educational environment and evaluate its effectiveness.Then we will promote digital readiness, resilience and capacity by driving to informed implementation of Game Based Learning, supporting teachers' self-improvement and promoting the transformation of schools to learning communities by guiding their involvement in well organised training activities.<< Implementation >>We will organise learning experiences in an action research format, in two phases. In the first one in English, we will prepare teacher trainers as multipliers for the training activities of the second and main phase, to five different cities in Greek. We plan learning activities in six steps1. Mindset consolidation online2. Live/on site 5 days course 3. Supported pilot application of GBL 4. Evaluation-Certification 5. Dissemination-Reflection6. Informed implementation<< Results >>We will - evolve a collaborative dilemma based learning (DIBL) application - translate DIBL in Greek and prepare it for more languages- reach and include previously excluded schools and teachers and through them pupils- develop and share at least 40 evaluated GBL scenarios through digital teaching depositories in Greece and Europe- support GBL pedagogy and didactics by the informed implementation of GBL scenarios- promote participation of inexperienced school units in the Erasmus+ program

"The latest OECD Programme for International Student Assessment (PISA) data show that one in five pupils in the EU has insufficient proficiency in reading, mathematics and science. Between 2012 and 2015, the trend in underachievement for the EU as a whole has worsened. In the countries involved in the OECD Survey of Adult Skills (PIAAC) 2012, between 5% and 28% of adults are proficient at only the lowest levels in literacy and 8% to 32% are proficient at only the lowest levels in numeracy. According to the European Commission's contribution to the Leaders' meeting in Gothenburg(17/11/2017), the share of pupils with low achievements in mathematics has been stagnating for years at around 20%. These young people will encounter serious problems on the labour market. IDEA project through experiential action aims to address underachievement in the basic skills of maths. It aims at working effectively in relation to the subject of mathematics (covering maths material of the first 3 grades of the primary school including addition, subtraction, fractions, measuring length in millimeters and centimeters, decimal numbers, patterns, multiplication, division, geometrical shapes, etc) focusing on the ""multiplication table"" because of the complexity and the succession of manoeuvres needed for its application. IDEA project through experiential action will be fostering critical thinking skills by addressing cultural context in teaching science. IDEA comes to help teachers help students overcome their fear of maths. IDEA's 3D cultural games, will make pupils work effectively fulfilling missions, including confidence-building mini-games that look challenging but enable all students to do well. Experiential Teaching methodologies and learning by doing will be utilized to develop teachers’ relevant professional skills and boost pupils’ confidence and self-efficacy in maths, but also social, civic, linguistic and intercultural competencies.The project will be based on cartoon 3D environments representing selected cultural routes, one in each participating country. In these environments, with the help of mini-games, tasks and missions, the students will be able to interact with the 3D objects and get points, rewards and badges. The innovation of the 3D environments is that those will be available on web browsers (WebGL) and tablets, and that the content will be dynamically updated by the teachers through their web browser or tablet. Teachers will be able to select the mini-games they want, customize and translate the content, add narration, select the rewards and set up a personalized training path for each trainee.""IDEA PLATFORM"" will be built using state of the art technologies and will be available in WebGL format that can run on any browser without the need for plugins. The platform will be free for all schools and parents to use. The platform will be open and more training material (math or other) would be possible to be added and used for training purposes. Free Apps with training scenarios will be offered through Google Play for Android. The consortium is composed from 10 partners from 4 European Countries (Greece, Cyprus, Ireland, Spain) collecting all the required expertise in the design and development of interdisciplinary tools and learning by doing methodologies for maths training, covering maths material of the first 3 grades of the primary school. The duration of the project is 24 months. As far for the implementation plan of IDEA this is structured around the main goal of the project that is to deliver the foreseentraining tools and evaluate it against real needs of students. Thus, the first activity foresees the drafting of the pedagogicalframework of the IDEA platform. The activities that follow deal with the scenarios development (exercises covering the basic skills of the maths course of the first 3 grades of the primary school). From the proposed cultural scenarios the needs for 3D models, animations and graphics will be determined. Next these assets will be developed and together with the required mechanisms and game mechanics to support maths skills development will be integrated in the IDEA Educational 3D Game platform. In parallel, 2 teachers from each school will follow the short term joint staff training event from Galway University in Game Based Learning, Digital Storytelling and the use of Tablets in Primary Education. Real application and evaluation of the platform will then take place with the participation of the schools for an entire school year. During this period multiplier events will be taking place in order to disseminate the project's outputs. The training contents that are going to be produced as a result of IDEA project will be offered as Open Educational Resources (OERs) under a Creative Commons Public License (CCPL)."