The overall objective of the SYSTEMIC project (“Say Yes to STEM In the Classroom”) was to increase young Europeans’ interest in maths, science, engineering and technology education and careers and to provide teachers with the appropriate pedagogical tools to enable them to teach STEM topics differently and in a more attractive way. The project contributed to a European Science awareness campaign, STEM Discovery Week, targeting teachers, schools, industry and educational organisations, engaging students and teachers in the contextualisation of STEM teaching). SYSTEMIC was a joint initiative of both Ministries of Education (via EUN Partnership) and industry (through CSR Europe, the leading European business network for corporate social responsibility). SYSTEMIC was coordinated by EUN Partnership, in Belgium. Since 2007, STEM (Sciences, Technology, Engineering and Maths) has been one of its major thematic areas. The main SYSTEMIC outputs were:1) The development of two MOOCS, targetting both teachers and career counsellors, which provided information and knowledge on existing STEM jobs and skills needed to access them. These MOOCs were supported by videos and webinars.2) A European STEM awareness campaign including a European STEM Discovery Week in all European schools as a culminating event of a school year campaign. The aim of the campaign is to allow students and teachers to participate in various projects such as the contextualisation of STEM teaching in cooperation with industry with for example professionals from industries going back to schools to take part to events with teachers and pupils. Also, several STEM competitions have been organised with the support of other projects, to award outstanding achievements during the campaign. A guide aiming to help schools and other organisations interested to organise such campaign, was also published.3) The SYSTEMIC project developed four additional guides .Two on how to bring professionals to schools, one for schools and one for industry. Two on teacher placements (one on examples of successful teacher placement initiatives, and the second one on how to develop teacher placement schemes). These guides have been developed with the active support of the STEM Alliance, mainly via European Schoolnet, CSR Europe and a local Technological centre in Obidos, Portugal aiming to educate support industry in cultivating fruitful collaborations with schools.SYSTEMIC outputs have reached over 130,000 students across Europe through the different activities organised and have been made available through Scientix, the community for science education in Europe, to ensure they are used beyond the duration of SYSTEMIC.

CONTEXT/BACKGROUNDThe eSafety Label (eSL) is a multi-stakeholder project which was initiated in by EUN in 2012, in partnership with various European MoEs, European education organisations and ICT companies, in response to the growing need for guidance and support for schools who aim to explore the use of online technology and digital devices, as these bring along an increasingly complex variety of risks and opportunities, which need to be addressed in a safe and responsible manner.PROJECT OBJECTIVESThe main objective of the eSL+ project was to draw upon and move beyond the well-established potential of the eSL infrastructure as also to identify, coach and empower a group of eSafety Champions in order to a) map current needs and key priorities in this area of work, b) build towards a more comprehensive variety of online learning materials designed by teachers for teachers, c) mobilise a wider community of educators and education stakeholders through an ongoing exchange of expertise and best practice experience.NUMBER AND TYPE/PROFILE OF PARTICIPANTSThe eSL+ project engaged the following participants and stakeholders: a) A group of 20 eSL+ Ambassadors went through a training and capacity building process with national partners and EUN through a series of online seminars and f2f meetings aiming to create eSafety educational materials, b) The launch of the new eSL portal has positively impacted the user experience of over 6,500 members of the eSL Community and will continue to do so in the future as more languages will be added and new features will be released, c) The engagement of 1,166 educators through their participation in the report study carried out in the context of IO1, provided an opportunity to get to know better the details of eSL initiative and its capabilities, d) Through the MOOC, 1,093 educators from 58 countries engaged with the eSL initiative and the eSL+ project, having the opportunity to develop an online safety strategy for their own schools and benefit from the Champion materials and other eSL resources, e) In the final eSL+ conference in Brussels, 73 participants discussed how to implement online safety education in schools and acquired a deeper understanding of the eSL initiative, the eSL+ project, the Champion materials and the ambassador programme.UNDERTAKEN ACTIVITIESeSL+ project implemented a 28-month work programme, along three main phases:In PHASE I the IO1 “Public-friendly research report: Mapping online safety needs and priorities in education” and IO2 “The eSL platform: Online capacity building tools and services” were implemented.In PHASE II the IO3,4 & 5 “ eSafety Champion materials EL, PT, CZ” were developed.In PHASE III the IO6 “ A European eSafety Champion MOOC for connected schools” and IO7 “ Final public report: eSL+ manifesto: Become the Next eSafety Champion - lessons learned and how to move forward” were realized.Additionally, national multiplier events organized in Greece, Portugal and the Czech Republic, with the active involvement of the certified eSafety Champions and a European multiplier event organized in Brussels, reaching out to European policy makers, while involving the full range of eSL stakeholders.RESULTS AND IMPACT ATTAINEDThe eSL+ project helped to expand the eSL ecosystem, into a vibrant online community of practice, supporting the continuous professional development of school staff, in particular ICT coordinators and teachers, dealing with digital competences and innovative pedagogies. eSL+ partners supported an eSL+ ambassador scheme, by selecting a group of 20 teachers from project partner countries. Ambassadors were coached online and offline during the first year of the project, resulting in a range of new learning materials freely available at the eSL portal. In addition, eSL+ project partners prepared an eSL+ MOOC which helped to drive traffic towards the eSafety Label ecosystem, mainstreaming a comprehensive set of whole-schools strategies and best practice solutions. eSL+ project outcomes definitely support school leaders and teachers to deal with increasingly complex school and classroom realities in the digital age, by adopting innovative methods and tools, exploiting the educational materials that developed from teachers for teaches and promoting and strengthening leadership in regards to safe and responsible use of technology.IMPACT AND LONGER TERM BENEFITSeSL+ succeed to make a direct difference to the online safety experiences to European schools, teachers and students and in long-term, project outcomes will be further disseminated to a much broader audience of public and private stakeholders through the established scheme of the eSL Champions / Ambassadors. Therefore, all outputs and reports developed in the context of the eSL+ project will positively affect EU and national policy discussions, ensuring an informed dialogue between decision makers and educators across Europe.

The diversity and complexity of students, fast pace of life, constant changes and huge amount of information place increasing demands on the teachers (who represent different generation) to provide effective pedagogy and instruction, validate and incorporate students’ knowledge and experience in the learning process (which differs from but also greatly contributes to the knowledge and experience of teachers) and thus create inclusive, healthy, welcoming, productive, collaborative, ‘making mistakes is ok’ climate in the classroom. To meet these demands teachers have to adopt new professional practices, skills and competences, as well as revisit their mindsets as personalities, professionals and citizens. At the same time learners have to assume more responsibility for their own learning, be more skillful and vocal in presenting their ideas. Both teachers and students have to improve their ability and motivation to collaborate in making the choices in terms of what, when and how to include in the teaching-learning process.Contemporary students are characterized by being autonomous, independent and self-confident, but at the same time they often lack collaboration and self-expression skills. The majority of schools still offer mostly traditional teaching where all students have the same tasks and work individually according to the teacher’s prescriptions. In order to make learning more effective, interesting and appealing to the learner we have to find answers to the questions “How to make students motivated and interested in what is happening in the classroom? How to incorporate students’ knowledge and skills in the learning process? How to promote student engagement and desire to be responsible for their own learning? What is the teachers’ role and what competences and characteristics should they possess in order to promote students’ and their own learning? How to connect learning in the classroom with the outside world – events and processes in local community and globally? How to move towards more meaningful and purposeful learning?”Aim: to explore the experience and best practice of partner countries in supporting active engagement of learners (both students and teachers) in planning, implementation and evaluation of the learning process at school and beyond in order for them to become co-creators of their own learning within collaborative learning process.Key aspects to be explored: self-led learning learning, an engaged classroom, collaboration with shared responsibility for decision making and results, providing open and immediate feedback, education technologies, Learning to learn and Cultural awareness and expression competences, interdisciplinary approach, Teacher as a learner, facilitator, supporter, guide, coach, mentor, nurturer, etc.Objectives:•To identify examples of learner engagement in co-creation of their own learning in partner countries;•To find out what are the obstacles to engaging learners in the creation and implementation of the learning process;•To collect examples of best practices where teachers are using new approaches/pedagogies, the latest technology, space, etc. to steer pupils/learners towards more meaningful and purposeful learning;•To explore what kind of support is required for teachers to be able to ensure student-led learning;•To elaborate a podcast series with instructional support materials for educators on how to implement new pedagogies in their practice. Target audiences:Direct: •Staff from project partner organisations who directly or indirectly work with schools;•Educators hosting learning visits in all partner countries;•Educators benefiting from the project results (i.e. Intellectual output, multiplier events, etc).Indirect:•Learners;•Educational community.Expected impact:•Increased capacity of partner institutions and their staff to provide professional development of educators;•Developed series of podcasts with supporting materials for school leaders and teachers on how to implement new pedagogies in their practice;•Raised educators’ awareness, increased knowledge and deepened understanding of multiple modes of instruction and learning that support active engagement of learners in all stages of the learning process and different contexts;•Presented practical applications of new approaches in teaching and learning;•Expanded partnerships and professional networks of educators and educational organisations in partner countries and across Europe.Nowadays all European countries face similar challenges in education systems and actively look for diverse solutions to react to fast changing situation in all spheres of life. Many school education systems struggle to respond to the profound and complex changes our societies and economies are undergoing. The need for innovative approaches and help for schools in adapting to the changing context, including the digital era and the increasing diversity among learners, is obvious.

The Agile EDU project aims to identify key success factors for supporting the implementation at scale of digital education ecosystems that enable inclusive and high-quality digital education. The consortium comprises European Schoolnet (coordinator) and partners from Portugal, Denmark, Norway, Sweden, Spain, France and Slovenia. The project aims to establish a European learning community engaged in dialogue and collaboration on digital ecosystem governance, to develop relevant organisational and individual capacity and to formulate recommendations to improve digital strategies through agile transformation of education systems. The project uses agile transformation methodology involving cycles of feedback and improvement of tasks to maximize the quality, usability and sustainability of project results. The spiral of agile transformation in the project includes three iterations of a survey of ministries and national agencies, four iterations of expert validation workshops, four rounds of Country Dialogue Labs involving the main stakeholders and three rounds of EU Dialogue Labs. In each iteration, case studies, learning stories, recommendations and training resources are improved, enriched and validated to ensure that final results are usable in different education contexts and countries. The use of data for learning is at the core of the project and questions such as the following are addressed: For what purposes are data collected and do they in fact serve those purposes? Which data are needed to lead to action? (pedagogical issue); Which actions are needed to keep data safe? How to guard against plagiarism and cheating in student assignments and grade tests? (trust and data security issue). Who owns the data, how are data stored and who should have access to data? (data ownership issue). Do teachers and parents need to be able to see everything a student has done online? Which rules should govern the use of Artificial Intelligence in schools? (data ethics issue).

The ContinueUP project addresses the question how more, and more effective teacher education and training can be offered to teachers across the continuum of initial and continuous teacher education and training. It achieves this by piloting processes and outputs at initial teacher education (ITE) and continuous professional development (CPD) level which on the one hand develop teachers’ capacity to benefit from online training opportunities, and on the other hand reduce barriers to take-up such opportunities. The project establishes a network of ITE and CPD providers that will co-construct and deliver an education and training programme across the continuum of ITE and CPD. The programme consists of an ITE module and a CPD MOOC which are both addressing teachers’ use of digital tools for professional engagement. The delivery of the module will be implemented jointly, allowing student teachers from different countries to study together. Student teachers are then encouraged to continue their learning by following the MOOC. By participating in the ITE module, student teachers will be better prepared to participate in and continue their learning through online and blended learning formats once they enter the profession. In-service teachers will benefit by developing their capacity to engage in more advanced online mobility activities and CPD opportunities. The co-construction process used for the development and delivery of the education and training programme also introduces mobility experiences to teacher educators and trainers, for them to be able to better promote such experiences amongst teachers. The co-construction process also aims to increase the effectiveness and cost-efficiency of developing new teacher education and training programmes. Furthermore, the project will pilot processes that can lead to the formal recognition of teacher CPD MOOCs, gaining valuable insights how to address barriers for the take-up of non-formal online learning formats by teachers.