Students who are best prepared for the future are CHANGE AGENTS. OECD, “Education 2030”, 2018Encourage “open schooling” where schools become an AGENT OF COMMUNITY WELL-BEING… European Commission, Science Education for Responsible Citizenship, 2015The EU Commission, the OECD and leading learning pioneers all agree that school education should change dramatically to make students fit for learning, working and living in the 21st century.They all agree that-Students should become CHANGE AGENTS through new open schooling and taking action approaches-That schools must open the doors to REAL-LIFE LEARNING-And even that schools should become AGENTS OF WELL-BEING AND CHANGE in the communityThese are dramatic challenges to traditional primary and secondary schools that fundamentally breaks away from hundreds of years’ education.The ultimate goal of these changes, they all agree, is to make the new generations of students “change agents” in the community and in the world.They should learn not only TO BECOME change agents in school, but also to LEARN THROUGH becoming change agents in school.The SCHOOLS AS DRIVERS OF CHANGE project is based on the assumption that this can only happen to the extent that THE SCHOOL ITSELF BECOMES A CHANGE AGENT, A DRIVER OF CHANGE.The teacher or the student cannot move alone; the school needs to move.The project is missioned through practical experimentation in 5 schools from different countries to create guidance and best practice to secondary schools from across Europe wishing to engage in the process of becoming a “school as a driver of change”.The education we offer the new generations are not fit to give them the competences, skills and capacity to live and learn and work in the globalised 21st century.The world the new generations grow up in is above all characterizesd by constant change, unpredictable directions and serious local and global threats.At the same time the new generations of students are dramatically different from former generations: the young people think, live and learn in fundamentally different ways that the older generations.“Millennials worldwide are more similar to one another then to older generations within their nations.” Time Magazine, 2014As solidly demonstrated by research and by the EU Commission secondary school needs fundamental change: from traditional classroom and teacher-oriented education to real-life based open schooling through which the young students acquire the capacity to act in society, to take initiatives and to manage constant change.In short this is called capacity to agency, capacity to be “change agents” (OECD).The capacity to such agency cannot be taught in traditional classrooms, but only acquired through deep engagement in real-life and real-time challenges in the students’ local and global communities. Obviously, such new “didactics” fundamentally challenge what we call school education today.The many positive attempts to create new learning opportunities for young students have brought about a long line of useful improvements of traditional classroom didactics and pedagogies.However, they all have in common that they do not fundamentally break away from the basic axioms and discourse of traditional schooling, and therefore they have not been able to offer the young generations the learning opportunities they need.Key partners in the partnership have experimented with fundamental didactic innovation in secondary school for many years and through many challenging and hard-working Erasmus+ projects such as iYouth, iCAP, Open Science Schooling and similar Erasmus+ initiatives.The project will apply a double project methodology – innovation and progression methodologies - has been designed to accomplish its mission:an INNOVATION METHODOLOGY ensuring the proper implementation of the project innovation, and a PROGRESSION METHODOLOGY ensuring that the project at project level stepwise moves towards its results.The project consortium is composed to ensure quality implementation of the project’s major missions.The consortium includes experienced as well as new partners in EU collaboration, but also a quality assurance partner with 15 years of EU experience.The consortium is balanced between knowledge partners and practice partners, and the consortium includes partners from 7 very different countries and cultures.Key outcomes of the project are:-THE SCHOOL AS DRIVER OF CHANGE – 21ST CENTURY LEARNING FOR THE NEW YOUNG STUDENTSGuidelines and best practice for secondary schools, teachers and community-I’M A CHANGE AGENT – WHAT RU?Video documentary co-created by the secondary school student teams-HOW LOCAL POLICY-MAKERS AND EDUCATIONAL AUTHORITIES CAN SUPPORT SCHOOLS AS DRIVERS OF CHANGEPolicy paper-HOW TO PROMOTE STUDENTS’ ROLE AS PROTAGONIST IN THEIR SCHOOLS AS DRIVERS OF CHANGE INFLUENCING LOCAL AND VIRTUAL COMMUNITIES AND BECOMING GLOBAL AGENTS OF CHANGE?”Research paper