European countries have fulfilled the right to education, reaffirmed in many declarations, making education available, accessible, acceptable and adaptable. But it is not enough. Education plays a key role in determining how we spend our adult life and it has been proved that an individual’s level of education directly correlates to future quality of life. Consequently, there is a need for schools and education systems to focus on equity, as a measure of achievement, fairness and opportunity to ensure that personal characteristics are compensated and everyone can attain the same type of healthy lifestyle. School stakeholders have a key role to enhance equity in education and school autonomy is a drive for school quality. By enabling schools to combine equity and quality, all children are given opportunities for a good quality education. These reasons let us set the aim of this project: To empower schools to enhance and assess equity, and the following specific objectives: -To develop school practices that enhance equity in education -To create a framework to assess equity in schools -To empower school heads to lead school changes that increase equity in their schools -To promote awareness and collaboration in school communities to enhance school equity In a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from five different countries with different schools systems and different school autonomy traditions. The partnership is formed by nine institutions from Belgium, Italy, Romania, Spain and the United Kingdom. The coordinator of the project is the General Inspectorate of Education in Catalonia, a regional educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, the Evaluation Council of the Education System in Catalonia, the Ufficio Scolastico Regionale per la Lombardia, the Inspectorate of Education in Sibiu and Scholengroep Brussel, a school group with administrative power. With also count with Istituto Casati and Institut El Calamot, two secondary schools that along with some schools from Scholengroep Brussel have successfully tackled equity with good practices. Finally, the Welsh Centre for Equity in Education and the Lucian Blaga University of Sibiu have expert knowledge on equity in education and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are students, school leaders, university researches and educational stakeholders. They all have participated in different activities. We have applied action research and reflective practice methodologies and we have used teamwork as an organizational strategy. which have brought the following results: The project has had the following results:-103 staff mobilities in four transnational meetings-34 staff participants in one international training activity-More than 500 school heads and educational stakeholders in multiplier events-5 papers on school equity published in academic journals and international conferences on education-35 recordings and descriptions of school equity best practices-More than 200 school engaged in assessing school equity-More than 50 school heads trained in school equity-6 newsletters in 6 languages sent to more than 5000 educational stakeholdersApart from these results, we have produced 4 intellectual outputs: -Framework and methodological guide on equity-Digital tools to evaluate school equity (interactive rubric and indicators software package)-Training course for school heads on equity in education-Academic portal on equity in education with academic papers (written by project staff), best practices recordings and bibliography.Some intangible results are: -School heads have been empowered to deal with equity in their schools due to professional development course and the availability of tools to evaluate equity -All stakeholders have become more aware of the importance of equity in education due to the availability of the project’s intellectual outputs and the planned dissemination activities: school leaders meetings and multiplier events -All the staff in the project institutions have increased their knowledge and expertise on school equity thanks to their participation in the project We also expect a very important long-term outcome, which is an increase of the number of schools that evaluate equity and implement good school equity practices within the project's area of influence, thanks to the availability of all the products developed in the project in different open platforms, which will also ensure the longer term benefits of it.

Entrepreneurship education does not only mean preparing students to become entrepreneurs. As a key competence for lifelong learning, entrepreneurship education (EE) should prepare students to face real life challenges once they finish formal education. Possession of key competences ensures more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. Hence, “Entrepreneurship” is recognised as a key transversal skill that ENHANCES EMPLOYABILITY and contributes to the EUROPE 2020 OBJECTIVE OF SMART GROWTH (obtain a 75% employment rate for people aged 20-64 by 2020–by getting more people into work). Therefore, in times of the economic crisis, it is more than ever vital to offer entrepreneurship education to everyone by contributing to the objective of the Entrepreneurship 2020 Action plan of integrating it into ALL EDUCATIONAL LEVELS. Entrepreneurship education in the framework of regions that aim at smart growth, calls for MORE COOPERATION AND COHERENCE and demands that educators are equipped with the ADEQUATE SKILLS, COMPETENCES AND TOOLS THAT BOOST SYNERGIES between stakeholders of the entrepreneurial ecosystem and allow CROSS-SECTORAL SPILL-OVERS. There is a TRAINING NEED FOR ENTREPRENEURSHIP EDUCATORS to enable them to cope with these new trends that smart growth entails and provide them with competences and methodologies to deliver up-to date entrepreneurship education. ECO-SystemApp, as MULTI-SECTOR project, will respond to this need by adopting a SYSTEM APPROACH that considers all those stakeholders of the ecosystem that are involved in providing support for entrepreneurs as TARGET GROUP by recognising them as ENTREPRENEURSHIP EDUCATORS, namely: teachers, trainers and educators from all educational levels, businesses, public authorities and Civil Society organisations(associations, foundations, youth organisations). The project pursues the GENERAL OBJECTIVE of fostering an entrepreneurial environment that will boost the ecosystems knowledge based on entrepreneurial learning and experience.SPECIFIC OBJECTIVESa. Enhance the up-skilling of entrepreneurship educators and contribute to the embedding of EE at all educational levelsb. Promote the transfer and take-up of practical entrepreneurial experiences and disseminate effective methodologies, tools and resources for up to date Entrepreneurship educationc. Develop an assessment tool for the validation of learning outcomesd. Enhance strategic multi-stakeholder cooperation for synergies by strengthening peer-to-peer learningThe ECO-SystemApp Consortium is composed of 7 entities (Educational institutions, civil society organisation, public entity and business) with vast experience in entrepreneurship education in all educational fields tackled. Consortium partners are from 7 European Member States.To achieve the project objectives, the consortium will carried out the following ACTIVITIES: O1- created a peer to peer learning guideline that highlights role models of the entrepreneurial ecosystem; Multiplier events E1-E7- organized interactive peer-to-peer networking events that promoted collaboration and coherence on regional and international level; O2-created an open online training course for entrepreneurship educators in regions that aim at smart growth, O3- elaborated a Handbook that provides complementary course information and promotes curiosity based learning, O4 develop and piloted a virtual exchange programme between entrepreneurs and educators that promoted the acquisition of practical entrepreneurship experience for educators, O5-created an assessment tool for the validation and recognition of learning outcomes; O6-built a repository of open educational resources for entrepreneurship education in the framework of smart growth; O7- set up the “Entrepreneurship Hub” as an innovative peer-to-peer support structure that helps to discuss and jointly develop new approaches, methodologies and tools for smart entrepreneurship education, O8- Developed the Virtual learning environment that integrates O1-7; C1- ran a joint training activity that tested outputs O1-O8 and studied possibilities for the up-scaling of project results. The project used a participatory METHODOLOGY that is based on collaboration and fosters synergies and spill-overs that are instrumental to the transfer and scalability of project results. ECO-SystemApp involved more than 100 participants directly in the project activities and reached over 600 stakeholders through dissemination and exploitation activities. The RESULTS are up-skilled entrepreneurship educators and vibrant entrepreneurship ecosystems that are based on collaboration and coherence. The IMPACT is a higher number of students of all educational levels that benefit from an increased employability through the participation in smart entrepreneurship education.

The background of our project is the fact that the world is changing rapidly and becoming increasingly globalised. Our young people will be facing a very different employment market in the next 10-20 years. Employment opportunities will change as the use of digital skills increases with rapid developments in technology. Our project is based on the evidence that although students are overall improving their results in external tests, when students leave school many do not have the necessary skills to prepare them for future employment opportunities and life skills. Many students also feel that while they are prepared for taking part in examinations they do not have the skills to take responsibility for their own learning and become lifelong learners and that some lessons do not prepare them for post school experiences. Education & Training 2020 identifies that at school level there are still too many students that leave school early and/or do not have the competencies required for 21st century future employment. While overall standards of teaching in many schools is good there are still too many instances where the quality of teaching falls below the expected requirements. OECD International Summit (2011) states that quality of teaching is imperative to improved pupil outcomes; the challenge is to equip all not some teachers for effective learning in the 21st century. Our project’s OVERALL AIM was to strengthening the quality of leadership, pedagogy, communities and policy in school education. Our MAIN OBJECTIVE is to strengthen the competencies and learning of all students through more contextualised learning environments and strengthening teachers’ professionalism. We also had 7 Specific Student centered Objectives that included putting Learners at the centre/social/Emotional learning/ individual differences/Stretching all students/Assessment for learning & Building horizontal connectedness. We identified the OECD publication (2010) ‘The Nature of Learning’ to support our ideas to create a ‘Culture of Learning’ (CoL) in schools to support high quality teaching & learning by developing processes to meet the needs of learners. We developed our multi-stakeholder partnership (schools/universities/LA) to identify these processes using professional learning community principles for working together. We did this by developing an interactive CoL tool/matrix and guidance for schools and stakeholder to use to identify where their strengths are and what needs to be improved to create an effective CoL. This was developed, piloted, shared and refined over the three years. The resulting ‘tool/matrix’ is an overarching framework that can be used fully or in parts according to identified needs of the user organisation. It is now in process of adaptation for use with students teachers in one of the major Baltic State universities as part of their ITT. It has proved impactful for all partners involved and from our multiplier events feedback has indicated that schools find it useful for creating purposeful discussions on what their current CoL looks like and where they want it to be. We identifying these processes for developing a school CoL through a students’ wellbeing survey and a teacher’s self-evaluation toolkit. We built into our LTT events the development of teaching staff as ‘teacher-researcher’ to strengthen the professionalism of teaching profession to improve their skills in carrying out action research challenges with resulting case study reports. We also developed more innovative teaching/assessment resources to reflect 21st century learning. Project participants were also encouraged to use social media to record their research/results –these and all of the projects resources/outputs can be found on the project website at http://cultureoflearning.eu/. Our PLC used a participatory approach based to identify problems, seeking solutions from research, testing solutions in context and evaluating impact. We focused on the teaching profession at classroom & leadership level and their inter-relationship with their community (pupils/parents) LAs, universities and where feasible policy makers to create ‘CoL'. Our results and impact are wide ranging and tried and tested results include:•A robust working CoL matrix •Student wellbeing survey and analysis report•Teacher self-evaluation toolkit •Action research (AR) guidance•AR case studies•Website•Resources easily adaptableby teaching professionalsImpact:•Improved conditions for 21st century skills/culture of learning in schools•IMPROVED PROCESSES/SYSTEM CHANGE in school culture/provision•Increased participation of students in effective learning with improved outcomes•Improved quality of lessons and subsequent learning•Increased professionalism of teaching profession –through skills/competences•More contextualised learning/resources & assessment processes•More consideration of students’ wellbeing and improved provision

CONTEXT AND OBJECTIVESIn the project we focused on providing the teachers we described in our application by providing them with a range of suitable assessment tools that they can adjust or use as they are. This main objective we have fulfilled and presented on the EntreAssess website. We had identified a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance entrepreneurial teaching and learning and the need to benchmark the qualities of EE. NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS:The University of Iceland, School of Education was leading and managing the project. Three specialists took active part in the project, Tryggiv Thayer a specialist in ICT and innovations in education, the PI Svanborg expert in innovation and entrepreneurial education and manager Kristín Harðardóttir. The University of Wales Trinity Saint David (UWTSD) provided expertise in EE with the regular participation of three influential teacher educators in IEE, Andy and Kath Penaluna and Caroline Usei and also input from two other experienced teachers in EE and connections with primary and secondary schools working with EE. The main participant in the project from Me Analytics AB in Sweden was Martin Lacéus who provided valuable knowledge and experience from working in EE and with students and teachers. Carin Sävetun was also an active participant but did not attend meetings outside of Sweden. Valnalon, Spain used their work of leading a Teachers WorkGroup under the regional Teacher Training Centre to identify relevant learning outcomes and create a logic progression model. Their work with teachers connecting to the process of designing the assessment model, presenting and discussing it with them gave valuable insights. The main participant in the project meetings and work between meetings was Ivan Diego Rodriguez with extensive esperience in leading EE projects and implementing them. Rafael Balparda Pilar was presented San Jose de Calasanz in Spain, provided important insights and experiences from practice of EE in upper-secondary schoo RG Menntaráðgöf (Innoent), three active participants including professionals from Bantani Education (2 located in Brussels) offered various skills and exptertise:• expert overview of innovation education and entrepreneurship education and extensive research experience• extensive experience in government implementation of strategies involving EE• experts in emancipatory pedagogy linking EE to emancipatory teaching methods and evaluation structures MAIN OUTCOMES AND ACTIVITIESIn the project for the last two years we constructed a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university to help teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. These objectives were realized in the EntreAssess website where Methods, Tools and Examples of EE assessment are provided. The main outcome of this project was to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. We presented an overview of innovative and adaptable assessment tools, including digital tools. It built on the collaboration of leading EE specialists, their experiences and research, learning from each other and harvesting the latest relevant European reports in the area. The project was structured around a sequence of peer learning activities (workshops) where partners gained experience and strengthen their capacities. Partners shared learning internally and locally among key stakeholders and used some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop contributed to the co-production of a vision of success accepted by all partners. After each workshop knowledge was shared with colleagues and other members e.g. of local groups comprising schools and other key local stakeholders at the local level. Our meetings and learning activities were held and focused on: Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition pointsPeer Learning Activity 5. Action Planning. Discussing various dissemination actions with different stakeholders (see overview of dissemination). Discussing final steps. The project partners are willing to continue to offer advice and contribute to the development of quality assessment.