Education from the end of the 20th century to the present seems to follow a different path from traditional methods as it is inextricably linked to the economic, social, political and cultural developments taking place globally. At the Lisbon European Council in 2000, the importance of educational innovations for achieving the strategic goal was highlighted, making the European Union the world's most competitive and dynamic economy (European Council, 2000). By recognizing that today's education system cannot follow change and try to meet the demands of a globalized society, it is constantly undergoing reforming education programs by introducing and applying innovative teaching methods and practices. The educational policies of the member states, through innovations, aim at developing and cultivating critical thinking, teamwork, knowledge building, technological literacy, and basic skills that pupils have to have in order to shield themselves from modern challenges (European Union, 2002). Since 2006, on the other side of the Atlantic, the US has considered STEM innovation in education, realizing that they are losing competition in the economy due to low levels of student performance in the fields of science and mathematics (OECD, 2012). STEM training is considered to be a driving force for preparing students for the future.The education system needs to be grasped with innovative elements that make young people more resilient, flexible and ultimately successful as they enter the real world and start to contribute to society. The creation of a STEAM school(with A-arts added to incorporate culture and communication) is an important step towards the necessary educational redesign. Emerging Education systems that want to develop STEAM schools need a model and activity guidelines or even a prototype.In this project we intend to develop a prototype school structure design with suggested dynamic curriculum, activities, learning and creativity plans and methods, developing also a training course for training teachers on how they can work effectively and productively under a STEAME school. The last letter E added to STEAM to make it STEAME may be considered as innovation as we bring the last letter E to stand for Entrepreneurship so STEAME is “Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship”. It is explained further in the proposed project that entrepreneurial mind set and skills are among the necessary components so creativity in STEAM can be transferred into an application for the society at large.The Intellectual outputs planned listed below. Related activities can be found in the full proposal: O1. Guidelines for dynamic and adaptive STEAME curricula O2. Guidelines for STEAME Activities in Schools for two age groups O3. Guidelines for STEAME School Organizational Structure Other results/deliverables include:D1. Electronic Reference Collection of activities and material developed by the 55 projects relating to STEAM approved from 2015-2018 under ERASMUS+.D2. Dissemination Plan and implementation ResultsD3. Contingency Plan and Quality Assurance Evaluation reportD4. Exploitation Plan with a webspace for continuous development , updating, support, networking and sharingD5. A STEAME Observatory with an international committee. Regulations to be developed by the partnership.D6. STEAME Symposium within the annual EUROMATH & EUROSCIENCE Pupils Conference.D7. An announcement and invitation for a new electronic publication called: “Journal of STEAME Creations for and by School students”The desired impact of the project on all levels is as follows:I1. Sharing innovative practices in a multi-layer methodology including international experts.I2. The STEAME as a comfort zone where teachers/leaders and organizations meet (STEAME Observatory in support).I3. The STEAME Guidelines as an instrument to strengthen the capacity of policymaking and to improve the quality of school development.I4. Support a new generation of schools flexible to new Organizational Structures and flexible to change. I5. Support a new generation of teachers deviating from teaching centered approaches to learning centered approaches and eventually becoming facilitators of learning and co-creators with their pupils.I6. Support a new generation of school pupils with creativity and research skills in the centre. Long term Impact on participants, target groups and relevant stakeholders:L1. Better connection on the world of school structures and management.L2. More attention to the core business of learning and creativity.L3. Freedom to focus on education in an experimental and innovative way.L4. Connection to the development of innovative learning material.L5. More opportunities to collaborate and experiment on international scale.L6. More widespread appreciation and use of STEAME subjects.L7. Better skills of school teachers in transforming into learning facilitators.