Support systems have a vital role to play in making progress. Schools and teacher education institutions should establish links and cooperation structures with businesses and community organisations to support their entrepreneurship curriculum.COMMISSION, ENTREPRENEURSHIP EDUCATION: A GUIDE FOR EDUCATORSThe Digital Economy 'potential is dramatically under-exploited in Europe, with 41% of enterprises being non-digital and only 2% taking full profit of the digital opportunities (embracing the four main digital technologies -mobile, social media, cloud and data analytics)' THE FUELLING DIGITAL ENTREPRENEURSHIP IN EUROPE PAPER, EC.It is one of the highest priorities in the Commission’s “rethinking education” agenda to build entrepreneurial mindsets and capacity among young people with the digital insight.The Commission recommends the creation of such entrepreneurial orientation linked to an open schooling perspective, in which the school and the students collaborate in real-life settings with a variety of organisations and professionals from the world of business and entrepreneurship.Various experimentations have been carried out in recent years to put those ideas into practice within the framework of the Erasmus+ and other programmes. Several project partners have been involved in such experimentation, building entrepreneurial capacity but also innovation interest among young students in secondary school.One of the most important lessons learned is:Yes, it is indeed possible for secondary schools to engage their teachers and students in such entrepreneurial capacity innovation, but it takes a lot of resources from the school and teachers – and also from the collaborating community – to establish the infrastructures of collaboration needed to implement such entrepreneurial didactics.Schools participating in these experimentations clearly state that they would not have been able to implement the entrepreneurial mind-set ideas without the support from the Erasmus+ project.It is challenging for schools and teachers to create the needed eco-systems of entrepreneurial collaboration with the community.Open schooling, entrepreneurial learning and the building of innovation interest will not happen in most secondary schools if the schools need to establish the basic collaborative infrastructures from point zero.THEREFORE SUCH INFRASTRUCTURES OF ENTREPRENEURIAL COLLABORATION MUST BE READILY AVAILABLE TO SCHOOLS – TO JOIN WHEN PLANNING TO ENGAGE THE YOUNG STUDENTS IN REAL-LIFE ENTREPRENEURIAL LEARNING.THE CHALLENGE IS THEREFORE TO ESTABLISH (LOCALLY OR REGIONALLY) PERMANENT COLLABORATION INFRASTRUCTURES BETWEEN SCHOOL AND BUSINESS FOR SCHOOLS TO MAKE USE OF WHENEVER PLANNING TO ENGAGE YOUNG STUDENTS IN ENTREPRENEURIAL REAL-LIFE LEARNING.The question is, of course: how to do that?How can schools connect to the entrepreneurial business or to the entrepreneurial social sector?How can such infrastructures be established at local or regional level?What kind of resources would be able and willing to set up and maintain such infrastructures?How, in short, to make it possible and sustainable?The project strategy to set up and maintain such infrastructures are based on the following logic:- Schools do not have the needed resources to do this and they do not know their way around the business world- The local or regional public educational departments are not known to take an interest in radical innovation and as public institutions they are not likely to have the resources for such engagement- In the world of entrepreneurial business private companies are unlikely to undertake such a demanding and permanent task- Therefore we point to local or regional chambers of commerce as the appropriate organisational platform for setting up entrepreneurial infrastructures for schools and young studentsChambers of commerce are ideal institutions for such permanent entrepreneurial collaboration, as:- they already operate as a bridge between business, society and education- they usually have a strong focus on entrepreneurship and capacity building for entrepreneurship- they already engage with schools and young people on a punctual basis- most chambers of commerce are developing new mind-sets inviting the chambers to be active players in the community at large- chambers of commerce by definition have an excellent network of business and entrepreneurial partners- chambers of commerce are increasingly active in European context- chambers of commerce promote entrepreneurial learning and mentality in society at large and in particular among young peopleThe mission of the School-Business Alliance for the Digital Economy project is therefore to set up in practice and evaluate dynamic chambers of commerce-led entrepreneurial infrastructures for schools, and to produce useful guidance and demonstration cases to interested schools and chambers of commerce across Europe.

How were your history lessons? Frontal? Boring? Quiet, just a textbook and you memorized everything by heart? Nowadays teaching methods have changed and most teachers today enable their students at least a small discussion about the topic or they use the projecting system to show the students pictures from the Internet. But is that enough? Four different secondary schools from four countries (Slovakia, Lithuania, Slovenia and Turkey) discovered that they are having similar problems regarding History at their school and decided to do something about it! The objectives of the project were: 1. to introduce a different kind of learning, that includes also other subjects 2. to enhance ICT learning and to improve the ICT skills of all the participants 3. to improve language skills of all the participants 4. to improve teaching methods of the History teachers involved in this project 5. to improve communication skills of all participants6. to make the participants aware of their own national heritage they can be proud of, but also to meet other cultures and their history and to accept them and overcome any prejudice against other cultures or vulnerable groups.On one hand there were secondary school students, aged from 14 to 18. Two of the schools were general grammar schools, two were vocational schools (students from one school were from Technical grammar school, from the other school they were from professions somehow connected to History ). On the other hand there were the teachers, which did not function in this project as just accompanying persons, but they also got to know other school systems, rules, teaching methods and in this way they reflected their own job and improved their lessons. The students that worked tightly in the project there were 6-7 in each country and there were in each country 2 History teachers, one ICT teacher and one English teacher (= Project manager) to help them. The project group (all countries together) consisted of 40 participants all together (plus 4 accountants, 1 for each country). What if you had the opportunity to give lessons to your peers and they would give lessons to you via Skype, if you were taught by foreign teachers, would have the opportunity to go to a certain country and learn right there, on spot, visit a castle, touch it, smell it, feel it, hear it... you would cook their food, wear their clothes/hairstyles, learn their folk songs, tales, dances, listen to their music, learn about the herbs they were using, get to know their legends and to perform them? Would you like to be guided through different workshops by the local museum? Wouldn't it be nice to be creative and to film a longer documentary about each country's castles/natural heritage and to help your History teacher,since it would serve as a teaching material for next generations... What about creating a commercial for the 3 castles you will visit in each country, which would serve as a promotional material for them? What about making a castle calendar, a 3D print of a castle or a flash mob? This is everything what we did. Quality of the project was ensured by 3 transnational project meetings in 3 different countries, at the beginning of the project, the middle and at the end of the project. Quality was also ensured by regular weekly meetings of each schools' project team and via Skype/email communication between partners, project managers were also present during all mobilities and also two polls served as quality control. There were many results anticipated in this project, but the most important ones were broadened knowledge of History in a different, more creative way, improved ICT skills with the help of modern technology ( as a result short commercials for the castles and long video for each participating country about castles/national heritage), improved English knowledge (and picking basics of other participants' languages), improved teaching methods, improved communication skills of all participants and nevertheless the programme helped all participants to be proud of their own natural heritage, but also to respect other. We also expected that all he kids accepted students from vulnerable groups. There was broad and long term impact not just on the participating schools, that improved their teaching methods, improved communication at their school, tightened bonds between students and teachers (that make work easier) or even get more future students, the project also had a great impact on the local community, since local museums prepared special workshops for the needs of our project, which they will later include into their regular offer and spread the knowledge nationally / internationally. This project also had a broader effect in all participating countries, the long videos were offered as teaching materials for free and participating History teachers also prepared seminars about teaching methods for their colleagues.

"Environmental responsibility, both locally and globally, has increased tremendously over the last decade. One of the strategies of environmental policy is also to raise awareness of people, especially young people. Young people are and will be increasingly involved in green economy policy, which is why Let`s Robot Waste was a great way to face solutions on waste prevention and separation.The ultimate goal of our project was to design and make a robot with three drawers for sorting waste. In the process of creating the robot, students of different ages (16-19 years), technical fields (mechatronics, ICT, mechanical engineeering) and grammar school program learned about the technical procedures of making a robot, materials, programming a system for moving the robot, graphic computer programs for design of the brochures and stickers, recording and editing videos, setting up and editing a website and last but not least about the environment and the importance of making others aware of waste separation and recycling.The students were working with suitably qualified mentors, who hepled the students to come up with solutions for the mechanical fabrication of the robot and the programming of the software of the robot. Since the materials for the robot were gathered during the ""lockdown"", the students and the mentors had a lot of problems with ordering and, last but not least, with exchanging the materials and getting proper ones. All lectures, meetings and orders were held in English through ZOOM or. Skype and via E-mail. The students and mentors were confronted for the first time with teaching and with learning practical training with the help of distance teaching and learning. Local companies involved in environmental protection activities have also adapted and during the COVID-19 pandemic made their presentation possible in the videoconferencing system.The robot we have assembled and programmed can be a fun and at the same time an educational element of every school. In the new school year, the robot will meet our students in the school lobby and remind them how to dispose individual waste in a proper manner (paper, packaging or organic material - stickers with icons, of course, were designed by students)-the students should out the waste in a suitable drawer. It was during the real and virtual meetings that we found out that not all high schools are equipped with different waste separation bins. With our robot, which we named Robbin, we want to influence not only students, but also school principals and employees to be aware of their responsibilities in waste management.In the extended deadline for the completion of the project, which the schools had due to the pandemic-related emergency, we carried out two real and one virtual mobility. 6 students and 3 professors participated in each mobility from each school. All three partner schools have successfully constructed a robot consisting of a head, a central body with three drawers and a chassis. The partner school from Lithuania took care of the production and design of the dissemination material - the brochure. The students have also set up a website (https://letsrobotwaste.eu/) to which they uploaded photos of all three mobilites. Each of the partner members also carried out cooperation with a local environmental company in the form of a brief presentation of their operation and the importance of proper management of various wastes. For the purpose of the virtual activity, short videos, sketches and matrices about the origin and complications of assembling the robot were created. Without a doubt, all participants in the project (students, professors, school management, local companies) improved their communication skills in both their mother tongue and English, as we were encouraged to do so by working from home and switching between different videoconferencing tools (ZOOM, Skype, Teams). We are very proud, however, that despite being unable to work at the school, we managed to assemble all three moving robots."