"<< Background >>Being entrepreneurial is a valuable skill for EU citizens, both for their personal and professional development. Entrepreneurship education plays a key role for Europe’s competiveness and for the continuous growth of Europe’s economy. Promoting entrepreneurship in education as a key competence encourages EU citizens to be enterprising and to formulate innovative solutions to societal problems and to design products of added socio-economic value.Despite these assumptions “just less than a quarter (23 %) of EU respondents said they had taken part in a course or activity at school relating to entrepreneurship, defined as turning ideas into action and developing one's own project” [European Commission/EACEA/Eurydice, 2016. Entrepreneurship Education at School in Europe. Eurydice Report]. The results of the 2018 PISA survey show that a large proportion of 15 year-olds still lack basic problem-solving skills. “School-to-work transitions have become more complex and prolonged. This reflects both changes in labour market demand, and a growing disparity with what education systems supply. This generation of young citizens requires curiosity, entrepreneurship and resilience to work effectively in the new labour market. They will need confidence to create their own employment and to manage their careers in new ways. Education systems need to prepare young people to be effective in applying what they know to ever-changing situations, expose them to relevant role models, and provide guidance that helps them discover their passions, areas where they can excel, and where and how they can find or create a job” [PISA 2018: Insights and Interpretations].This is exactly the background that moved to action the project partners with the shared consideration that an effective measure has to be taken with youngsters at the school age 11 to 13 to anticipate the effects on their education and their life action as a whole.In the Czech Republic there are several national strategies that link to entrepreneurship education, however none of these have it as the principal theme. Entrepreneurship education is integrated as cross-curricula themes for ISCED levels 1-2 ('Morals, Character and Social Education' and 'Civic Education for Democracy') and 3 ('Morals, Character and Social Education'), but not specific subjects are really targeted to the concrete definition of a business model (practical education). At the same time teachers have guidelines for entrepreneurship education but this only at a secondary education level.In Spain there is no specific strategy for entrepreneurship education at national level, although a number of Autonomous Communities have well-developed EE strategies at regional level. The 'Strategy for Entrepreneurship and Youth Employment 2013-2016', a broader national strategy linked to economic development, includes 85 short- and long-term measures designed to reduce the rate of youth unemployment, but only 4 are somehow referring to entrepreneurship education. As for Castilla y León region no specific strategy is envisaged.In Latvia the relevant strategy for entrepreneurship education for general school education and school- based IVET is contained in the 'Education Development Guidelines', led by the Ministry of Education and Science. One of the objectives is to promote the development of individuals' professional and social skills based on values for life and employability and now the basic notions start to be available also at the first-years of secondary school level.In Austria there is a clearly defined model of entrepreneurship education in use: the Austrian 'TRIO Model' for Entrepreneurship Education. In addition the 'Strategy on Lifelong Learning (LLL:2020)' is the most relevant strategy for entrepreneurship education which starts already at primary school level. Even if it’s a new strategy and still to be fully displayed the Austrian partner will provide to the project its fundamentals.<< Objectives >>Given the background scenario above outlined, the partners decided to move to action to define, settle and implement contents, tools and strategies to promote in entry-level secondary school students (in the age span between 11 and 13) an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit promoting actions for their pursuit in the first person, with a particular focus on the school, but adopting a proactive approach that leads students to take action personally in the pre-adolescents’ daily life.A coherent framework for entrepreneurship education was presented in the Entrepreneurship 2020 Action Plan and the Communication on Rethinking Education. As education policies are the competence of EU countries, the European Commission acts mainly as a catalyst and a facilitator for the promotion of entrepreneurship education. Exactly on the EU policies and strategies the 5 partners of the ENPOW4Kids found their inspiration to set the basis for this project leading to the creation of an effective Toolkit consisting of tools, contents and methodologies. In addition, to be even more effective and sustainable, the partnership committed itself in the creation and release of a set of Guidelines addressed to schools and policy stakeholders towards the proper ‘institutionalisation’ of the Toolkit.Entrepreneurship development is a crucial requirement for achieving the goal of smart, sustainable and inclusive growth set out in the Europe 2020 strategy. It is also a means to respond to new economic challenges, to create jobs and to fight social and financial exclusion. The impact of the global financial and economic crisis, even more sharpened by the COVID-19 pandemic and all its nefarious effects to local economies, calls for giving entrepreneurship and self-employment a stronger role in economic and social development policies. This is particularly relevant for youth who face higher unemployment rates than the adult population and increased difficulties entering the labour market to start their careers.More in details the primary target group are the students aged 11 to 13: they will be encouraged to transfer knowledge and awareness beyond their working group, by identifying ways to actively promote the entrepreneurial, creative and critical spirit and attitude beyond the school walls and function as role models. This way, they will have the possibility to influence their wider social network, including their family and friends, so acting as multipliers and in the direction of spreading this spirit within and outside the school environment.Of the same importance are teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges. In general the Toolkit and its components implemented by the project are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).A further target is represented by the families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole Furthermore, families and the general public will be among the recipients of the dissemination program.<< Implementation >>Specifically, the project objectives will be achieved through a set of project activities having a linear structure, inspired by the principle of action research as a methodology, so it should be emphasized that precisely to have a broad and lasting impact and applicability, activities are planned with a linear and simple approach. In fact, there are not too many ancillary and dispersive activities, but the ENPOW4Kids project focuses on highly integrated activities and outputs, rational in a form of consequentiality and implementation logic.More in details the whole project action is built around the two main project results and according to the following picture: Project Result 1 – ENPOW4Kids toolkit for teachers and pupils- Task 1: Setting the methodology and the tools. The very first activity leads to the precise definition of both the contents and the proper approach for the Toolkit to be tested in the school year 2022-2023 and then integrated within the school curriculum;- Task 2: joint on-line Transnational Workshops. The workshop is intended to share with all the defined teachers and school tutors the contents and the approach to be then adopted in class (as part of the Toolkit) and thus drafting the proper contingent adaptation / improvements;- Task 3: Regional implementation. This is the core part of the project where the new Toolkit and its components will be tested during the evolution of the school year 2022 – 2023. Project Result 2 - Toolkit validation and Guidelines setting- Task 1: Collecting inputs from the pilot phase. In parallel with the implementation of the pilot action in school all the partners will be responsible for the collection of feedbacks / inputs according to a shared schema and model leading to the final training validation.- Task 2 - Drafting and releasing the Guidelines. After the end of the pilot phase of the project, the collected and thus processed inputs / findings will be addressed to better shape the common final Guidelines intended as the practical tool to promote sustainability and institutionalisation of the tested Toolkit.From the project management side, the centrality of the two project committees (Steering Committee and Scientific Committee) is crucial. The two Committees will mainly deal with: the first one the direction and internal evaluation of the activities with meetings both in the project meetings and in videoconferencing at least every two months; the second will guide and manage the intellectual contents of the project and their implementation, being able to count on a continuous working method consisting of meetings of partners' meetings and videoconferencing also at least every month.Last but not least, the project promotes the widest possible dissemination of its tangible results starting from the definition of a precise ""visibility"" strategy that is effective not only in the regions / countries involved, but also in other geographical areas within the 'European Union, and even outside the Union. Tools, materials and targeted events will be displayed to reach the widest public and the most relevant stakeholders at regional, national and international level.As for the COVID-19 pandemic all main negative effects on the normal implementation of all the project activities (affecting firstly travels and physical meetings) are already monitored and proper tools and approaches for shifting the activities from a ‘physical’ to a ‘virtual’ modality have been already identified.<< Results >>The project main objectives of promoting an entrepreneurial mindset and behaviour and a proactive and non-conformist spirit will be translated into concrete results to be achieved, in part, already during the project lifetime.First of all we expect concrete effects on pupils aged 11 to 13 on several aspects directly relevant to the ERASMUS Program, and especially KA2: increased sense of initiative and entrepreneurship (the clear aim of the whole action), improved levels of skills for employability and new business creation, including social entrepreneurship (again one of the main expectations from the use and application of the Toolkit) and a more active participation in society (as a consequence of the promotion of a proactive and non-conformist attitude and spirit). All these aspects will be investigated by means of questionnaire.As a direct consequence of the use of the ENPOW4Kids Toolkit and the acquisition of the described knowledge and attitudes pupils aged 11 to 13 will develop key competences and transversal skill such as creativity, problem solving and decision making to support a proactive attitude towards schooling in general and non-school activities.In addition the game based approach of the APP and the web platform will favour the promotion of education through interdisciplinary teaching in economic and design thinking, again to support the acquisition of self-esteem and critical thinking already at a pre-adolescent age.A second type of results are expected on teachers and school leaders involved who, depending on the fact that each context materializes in the relationships that animate it, will in turn be made aware of the pro-active tools on entrepreneurship and personal empowerment and how to actively promote them at school. The same empowerment of teachers will include the re-definition of their role, accepting more responsibility over students’ personal behaviours and attitude towards their daily challenges.Supporting teachers and school leaders on the acquisition of innovative teaching and assessment methods (being part of the Toolkit) with specific reference to transversal skill and competencies will also contribute to increase the value of the teaching profession and teachers self-awareness on their specific role in forging the citizens of tomorrow.In general the Toolkit and its components are going to be integrated within the school curriculum as one of the transversal subjects to be transferred to the future pupils (this is one of the target of the second project result and the dissemination strategy).Another positive impact is expected towards pupils’ families, which should be exposed to the work of raising a self-confidence and entrepreneurial spirit on the students, with an expected increase in awareness and perception of relevance of their role within the community as a whole. Furthermore, families and the general public will be among the recipients of the dissemination program.Last but not least, the project will also have a significant impact on the partners involved, who will develop a common methodology that will allow the promotion of the entrepreneurial spirit in young generations to be systematically addressed in the future. This is all the more important given the heterogeneity of the organizations involved, which will thus have the possibility of a fruitful exchange of competences for the common objective of promoting project tools and results in educational and non-educational contexts."