"<< Background >>From amongst the well-known ""eight key competences"", ""Sense of initiative and entrepreneurial competence"" (SIEC) may be regarded as integrative, action-centered, creativity-driven, leadership-oriented one where all the rest of the competences are needed and might be regarded as components of it. SIEC is action-oriented while others are more knowledge-oriented. In spite of being the most important, according to our transnational survey, it is the least known amongst the educators. It is not taught in universities like math or languages and therefore, we got vague answers when we asked educators as to what SIEC is all about. Most of the uncertain answers regarding the entrepreneurial competence were ""it is something needed for entrepreneurs"". Wrong: it is for everybody and can be reformulated as ""ability to live a happy and successful life"" and the ""sense of initiative"" just reinforces that Most of the SIEC's specific components are well researched but comprehensive and integrated teaching/learning aids are really ""rara avis"".COVID has reinforced the need for such teaching aid and also for putting it to use. Schools were forced ""to take the initiative"" and turn to on-line teaching and one must admit that not all schools, not all teachers and not all pupils (and not all families) were ready for that. And in that struggle, not all layers of the society had equal chances. According to our experience, COVID has deepened the abyss between the poor and the rest of the society; the former facing also increased risk of being excluded. Therefore, SIEC is needed not just to give tool into the hands of the teachers and pupils to succeed but also a tool to fight for inclusion. To a different degree, but similar processes and situation are characteristic for all project countries. Transnational problems demand transnational efforts and answers. Our seven-country project team representing schools, SME's, not-for-profit organisations wishes to address the complex problems outlined above: develop teaching aid for two age groups (13-14 and 15-18) and support materials for their teachers too. Teaching aids will contain 14 important topics and 42 different components of SIEC. Teachers' support materials will contain exactly those modules but give wider and deeper knowledge, methodology suggestions, sample class plans, literature. Materials will be for on-line teaching having also electronic and smart-phone versions and having written support materials for all modules. Topics were compiled based on the needs analísis done by us in the project countries and module composition will again be gained from the second needs analysis done before the project actually starts. Materials will be elaborated in English but a short supplement on all project languages will support and ease their use. We are sure that materials to be prepared will meet the needs of the pupils and their teachers (and for that matter, their parents too) and will reinforce their ability and willingness to develop creativity, be able and willing to take initiative, increase their entrepreneurial spirit and thus become socially more valuable citizens. And higher social value of a citizen is the best tool for his/her inclusion. And it goes for pupils, for teachers and generally, for the adults too. Persons who have strong sense of initiative, who are action-oriented and willing to turn ideas into reality and put knowledge to work are always included into the society. Project results are to support such people and increase their number - it is for the benefit of the society.<< Objectives >>The seven-partner, seven-country project team plans to develop teaching materials about sense of initiative and entrepreneurial competence (SIEC) for two age groups: 13-14 and 15-18 year-olds. Further (since teachers themselves are not too familiar with that competence) also teachers' support materials (TSM) for the teachers of those age groups. Materials contain 14 topics (different for the two age groups) and each topic contains three modules to be taught in one class. (45') Topic and module composition are based on the results of two needs analyses done by the project partners in their countries. Topics and modules are semi-independent, i.e. the teachers (and also thir pupils) may chose any given unit to teach and learn - the one fits to the concrete needs, interests and experience of the given class. Teaching materials are for on-line teaching but also have electronic and smartphone versions too. Further, materials also have written support texts to help in teaching and learning processes. TSM contain methodology suggestions, sample class plans, literature too. Concept for the four groups of elaborated materials are elaborated and presented in the ""Groundbreaking""; a material containing, eveluating and analysing the overall educational ambience (tradition, rules, experience, methods, non-usual teaching practice, COVID experience, best practices, etc.) in the project countries and also evaluation of the results of two needs analyses, basic philosophy of the selected topics and modules, applied methodology and tools used in different versions of the teaching materials prepared - i.e., Groundbreaking serves as a sceleton and theoretical fundament for the teaching matrials and it also rerves as the basic guideline for the project work. It can also be used in school management, by the teaching staff and by the adults too. All materials are elaborated in English but each partner prepares a short supplement of the materials (five ""volumes"") in its national language. The 24-month project work will surely yield materials that will help children and their teachers not only to become familiar with the basic components of the SIEC but also prepare those persons to put their knowledge to work - i.e., to be more creative and innovative, develop and use their sense of initiative, sharpen their entrepreneurial spirit. With all that, persons become more valuable and also their society - more effective. Further, SIEC will greatly help incusion (and not just an an ad hoc basis but permanently, sustainably; SIEC is given not for just one moment. Albeit materials also provide short theoretical ground, topics and modules are fully action- (practice)-oriented. Materials elaborated in the project are basically for the pupils and their teachers, but they are usable effectively also for the adults, practically without any alteration. So, if a school or a teacher is daring enough, they may organise a joint pupils - their parents teaching/learning session. Therefore, project results are useable and useful not only for schools but also for municipalities, organisations active in adult training, volunteer civic groups or even in management courses. So, project results can be implemented is several ways and for several organisations; results achieved are very flexible.It is also important to note that elaborated materials can also be used in the classical frontal teaching. (Our transnational survey shows that the majority of the teachers in all countries still used that methodology before COVID forced them to change for on-line teaching.) That is, the elaborated materials are flexible enough also in that sense. That opportunity gives a great versatility into the hands of the educators to implement the best, the most effective methods to achieve the best results.<< Implementation >>Our project work is an effective superposition of transnational, joint, collective work of the project partners and tightly coordinated local activity conducted by each partner. Coordination and control are basically done on transnational meetings (personal ones and also on-line ones). Transnational meetings consist of three parts: Project management part; answering mostly on ""how we work"" (planning, progress, communication, quality assurance, finances, documentation, risk assessment, dissemination, etc.); Workshop part answering on ""what we have done and will do"" (discussion of materials prepared, their evaluation and approval, tasks to do till the next transnational meeting, elaboration principles and considerations, etc.) Workshops may be extended with other local participants and turned into a ""mini-symposium""; and Others for planning the next meeting, its agenda, tasks for the next period, etc. Because of COVID, three personal transnational meetings are planned (kick-off, midway and closing) and we will have several on-line transnational meetings, usually within three-four months. The agenda of the meetings is similar and contains around 20 agenda points. Transnational meetings serve ""transnationalisation""; i.e., coordinated project work and results of the partners become joint results after approval. There are interim periods between two transnational meetings and during those interim period the complementary activity is conducted: tightly coordinated and controlled local team work with each partner. (Here, COVID has highly increased the responsibility of and the workload on the local project managers.) Partners work on tasks assigned to them (division of labour is based on the results of the Groundbreaking) and regularly report about progress and results to the Coordinator and the partners. During interim period, communication is a vital tool and it also helps bridging the eventual obstacles; camaraderie of the partners is an overall attitude. Partners elaborate materials for wide use and therefore, sharing and promotion of it (shortly: dissemination) are also an ongoing activity and responsibility of each partner. Dissemination is also a superposition of activities and methodology: it partly rests on the joint project aspects, indications, principles and suggestions (i.e., the ""central"" aspects of the project common for each partner) and partly on local conditions, community interests, local circumstances, local stakeholders. It is again the local manager that organises those dissemination actions and his/her support team provides the necessary support. Each partner and also all project partners as a whole see to it to disperse the information about the project proceedings and results as wide as possible. All media available (written, oral, electronic, multimedia, internet) will be used for that and local, regional, national and EU-level stakeholders will be addressed. A very important sharing and promotion event will be the Multiplication Event held towards the end of the project; it will also be an important quality feedback about our work. (We regard all comments and feedback as quality indication; so the project will have a ""built-in quality assurance"" during the whole tenure of the project.Partners activites include also securing the sustainability of the project results. On the one hand, the components of the teaching materials are well established and stable but in methodology, new ways and means may arise. (It goes especially for on-line teaching and internet use). Therefore, project partners remain in touch after the project ends (in fact, they all are long-time friends and partners already) and each partner will update its material if need arises. Eventual expenses connected to updating will be covered by the given partner.Summarisingly, activities of the partners before, during and after the project will secure usable and high-quality teaching materials.<< Results >>There are two types of our project results: tangible and intangible ones. Tangible results contain five volumes of teaching materials (Groundbreaking, two teaching sets for the two age groups and two TSM's for their teachers.) Groundbreaking contains the basic philosophy and concept for the whole work and is also the basis for our division of labour. (It is also very useful for any school management and educational staff.) The five volumes are in English and each volume has its short supplements on all national languages of the project partners. So, all in all, project yields 5 volumes x 7 partners plus English =more than 35 volumes of materials. (We call them ""volumes"", even if we elaborate on-line teaching materials and not textbooks. However, written aids are also prepared and TSM's will be mainly written materials, so there will be printed materials too - amounting altogether to about 3000 pages) Tangible results serve as tools for sharing and distributing. (I.e., disseminating). Naturally, materials will be available free of charge, will be uploaded on the web-site of the project and also on EU's platforms. Further as ""tangible"" results, they will be deposited in the library of the given community, in the relevant schools, in municipalities. Since all materials will be downloadable free of charge, partners hope for a large amount of users. There are intangible results of the project too. The first is the most important: the more communities use our materials, the more persons will develop their sense of intiative, the more people will be action-oriented and results-driven - i.e. the whole society will benefit. In parallel to it, inclusion will be stronger (valuable persons are always included). That is the overall aim of the project partners. There are other intangible results too. Joint project work will develop the project partners themselves too. (""Docendo discimus"") Partners will learn how to work jointly and effectively, how to combine joint work end local initiative, how to accommodate other cultures and approaches, how to manage transnational teamwork, how to find and build synergy amongst partners, how to organise sharing and distributing (dissemination) effectively. That is, not only the partners themselves but also their organisations, their communities will also benefit from those intangible (and also tangible) effects. Quality and effectivity of the project results is secured also by the composition of the project teams. There are schools (general and also professional ones), SME's (having experience in teaching/training and preparation of specific teaching aids) and a Foundation (i.e., a non-profit civil organisation) as primary partners. That variety of the partners eo ipso yields synergy and intangible results. Further, non-school project members will involve their partner schools and schools - their municipalities and Regional Education Directorates. (Just because the last aspect: as it is now, we have access to more than 400 schools - which is an enormous base both for using our results and also as support and feedback for our work.)"