DOIT contributes to youth employment and to create new jobs in the social economy by nurturing in young pupils seeds for active social innovation: entrepreneurial mind-sets, knowhow and skills. The project empowers primary and secondary school pupils (6-16 years) alongside educators to apply open innovation methods, digital maker tools and collaboration skills to tackle societal problems. It will develop ground-breaking DOIT toolboxes for children as well facilitators, which provide complementary knowhow and support. They are designed for experiencing being a social innovator in mobile and fixed child-friendly makerspaces and are easily accessible at the interactive DOIT webplatform. Co-created with help of the Children’s Advisory Committee, DOIT novel resources cover inspirational experimentation, design, prototyping and basic business modelling knowhow needed for sustainable product and service innovation. The DOIT children’s social innovation and entrepreneurship programme is piloted and evaluated across 10 European countries (AT, BE, DE, DK, ES, FI, HR, NL, RS und SI), reaching 42.000 children and 20.000 facilitators in schools, innovation labs, maker spaces and social enterprises. It offers intergenerational workshops and training events targeted at different learner needs and learning settings. DOIT showcases how its child-friendly, intergenerational maker approach enables young people to acquire the manual, technological, intellectual and social skills they need to be active and initiate social good. DOIT’s online idea competition, open to all children in Europe, will inspire them to pursue an entrepreneurial career path. The project consortium comprises experienced actors across the social innovation value chain with links to related European initiatives fostering young entrepreneurship education. DOIT’s ambassador Network (currently more than 80 supporting institutions) and open educational resources will drive DOIT’s long-term sustainability and impact.

European Union Commission puts emphasis on education and training policy that enables all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job‐specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue. It is also believed that early childhood education and care can lay the foundations for these goals in life in terms of education, well-being, employability, and social integration, especially for children from disadvantaged backgrounds. Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education. Inclusive education can be defined as the education of children with and without disabilities in the same setting, mostly in classrooms. Its primary goal is to fight marginalization and exclusion. Inclusive education can be regarded as an important way to achieve “Education for All”. The GOPRINCE (Inclusive Education in Early Childhood: Developing Good Practices) Erasmus+ Project is a response to this call for a best practice approach and aims to make a contribution to the sharing of knowledge, understanding and best practices in inclusive education in early childhood education. The project was carried out by seven partner institutions from Turkey (Coordinator), Belgium, Denmark, Lithuania, Netherlands, Portugal and UK. The goal of the project was to analyse the inclusive education and its practices in each country and develop a new model with best practices in each country to use in teacher education to improve their teaching skills in inclusive classrooms in early childhood education. In the project we developed REACCH model which has 6 key elements, namely; Reflection, Ethos, Adaptations, Communication, Collaboration, Holistic view and supported the use of each element of with case studies prepared in different forms, such as video recording, stories, power-point presentations. The reports about inclusive education in each partner country, the model and case studies were provided as a manual to be used in teacher training to improve teaching skills in inclusive classrooms. This manual was also translated into partner country languages.During the project, the manual was used in intensive study programs. Pre-service teachers from partner institutions were trained and they were provided opportunities to gain knowledge and intercultural understanding about developing competencies and talents of disadvantaged children in inclusive classrooms through lectures, workshops and school visits and case studies in international group works; and they were encouraged to reflect about their experiences and to think how they can implement the good practices they experienced in their future teaching profession in international group works. In multiplier events, the model and case studies were introduced to in-service teachers and professionals from local educational authorities. In most of the participating universities and university colleges the project results of 6 keys of REACCH inclusive education model and case studies have been integrated in the curriculum.

"The FUTE project is a collaboration project with partners from Denmark, UK, Finland, Belgium and France, which runs from September 2017 to August 2020. The overall aim of the project is to contribute to a modernization of the European school through the use of design processes and methods, and hereby tackle challenges such as lack of preparation time for teachers which can translate into unmotivated students, who get tired of schooling, and risk to drop out before having reached qualifying youth education.The FUTE project has produced the following concrete material1) The FUTE Needs analysis 2) The FUTE Design Process model2) The FUTE method cards3) The FUTE training material4) The FUTE didactive learning platform5) The Good Practice and Recommendations reportAfter having carried through the needs analysis, the 6C model has as planned been adapted into a process map with 5 categories; 1) Process, 2) Analyse, 3) Ideate, 4) Research and 5) Create. The model is cyclic in nature, meaning that one can go through it multiple times to find the best way to work with the design challenge at hand. It is not a linear process, which means you can shift back and forward between steps as needed. The model is founded on two axes of knowledge; 1) going from producing knowledge about what is to producing knowledge about what could be and 2) going from producing knowledge through thinking to producing knowledge through experience. Instead of app. 100 method cards in the original set of method cards, that was based on the 6C model, the new set of FUTE method cards now contains 42 method cards, all of them specifically focusing on education, teaching and school related situations. There are 18 cards that can be used to facilitate the design process and e.g. establish the team rules, the success criteria and the way to communicate. These cards are designed to be used throughout the entire process. Six methods concentrate on collaboration and the dynamics within the team; six methods are about framing a challenge and evaluating the information and ideas, and six methods focus on communication and visual tracking within the team and on presenting to people outside the team. There are twelve method cards related to understanding “what is”. These methods focus on gathering and visually analysing information and inspiration in order to create learning and insights. Last but not least, twelve method cards can be used to help creating ideas about “what could be”. These cards can be used after you have completed the research, analysed the informa¬tion and decided what you want to focus on, because then you have a base from which you can ideate and create.This Teacher Training Module is designed to help school managers and teachers use the FUTE cards and the FUTE Design Process Method within the school, in collaboration with colleagues and pupils, and concretely within the teaching situation. The Teacher Training Module contains background information on design thinking, shows the potential of design thinking in an educational setting and provides several exercises to get acquainted with the method. Design thinking can be used in different educational settings: teachers can use this method to solve challenges in their organisation (teacher design teams), while teachers can also use design thinking as a teaching method that fosters creative and active learning (pupil design teams).After having developed all the FUTE material, all partners worked together with local schools and teachers, providing training and facilitated the implementation of local pilot projects, where the FUTE material was used in local schools and in concrete teaching and / or innovation situations. There are 4 areas where it has proven to be especially useful;a) the planning and development of learning and teaching processes, b) the creation of collaborative processes to discuss complex dilemmas in the school in general, c) reaching consensus between different groups in order to find concrete solutions to concrete challenges within the school environment or d) animating or facilitating concrete teaching processes with the pupils (best suited for pupils in lower and higher secondary education, or students in higher education)All the experiences and good practices that were gathered from the testing phase have been presented in the good experiences and recommendations report, where promoting factors as well as barriers for the implementation and application of the FUTE material. The report also contains a list of the top recommendations.The FUTE material has been evaluated by project partners and external pilot stakeholders to be innovative, easy to use and ""handy"", and the FUTE dadactive learning platform, that is accessible on www.fute-project.be, presents all the material both as printable material and an online version, which can be used directly from the platform."

CONTEXT/BACKGROUNDPROTEUS started with a key question in education from the EC: “How to inspire teachers to be proactive, reflective professionals who take ownership of their own professional development?” There is an international drive to enhance collaboration between teacher education, largely based in universities, and schools. The aim of PROTEUS was to enable key stakeholders to better integrate the academic and practical elements of learning to teach, by investigating the effectiveness of initiatives that promote university/school collaboration, such as university schools. At the same time PROTEUS has, with the involvement of teacher educators, teacher mentors and student teachers developed understandings of ‘new professionalism’, across boundaries of research and teaching practice. With the involvement of different stakeholders to teacher education, PROTEUS has also involved larger sets of actors with ideas and exchanges of experiences that can contribute to the development of teacher education. OBJECTIVESThe main objectives of PROTEUS have been:1. To identify the opportunities and constraints of existing university/school collaborations2. To evaluate the potential of ‘university schools’ as a specific model of university/school collaboration3. To evaluate the capacity of university/school collaborations to develop 21st century professionalismPARTNERSPROTEUS consists of seven universities/university colleges and two university schools, covering all levels of initial teacher education, from primary to higher secondary schools. The partners represent a broad range of European education systems and hence are able to produce detailed evidence about the opportunities and constraints of university/school collaboration and its integration into national systems. ACTIVITIESPROTEUS has worked with a range of university/school collaboration models. Participants saw these approaches at first-hand and, through transnational meetings and the production of the PROTEUS intellectual outputs, considered their strengths and weaknesses, whilst learning from each other.RESULTSThe project has produced knowledge about university/school collaboration, both locally at the partner teacher education institutions and internationally, through exchange visits and workshops with student teachers, school (mentor) teachers and university staff. The following basic principles have emerged from the work of PROTEUS:1)The ultimate goal of teacher education, as implemented through USPs, is to provide pupils with the best possible educational and personal outcomes from their time in school. 2)A subsidiary goal of USPs is to make the teaching profession sustainable, by increasing the effectiveness of teachers whilst reducing stress, burnout and attrition.3)University schools, as a subset of USPs, should be research-informed, meaning that they actively refer to research results as evidence for pursuing specific practices, but with a critical and inquiring attitude to research, and with the possibility of pursuing research in specific local contexts.4)University schools should be a form of clinical practice, involving varying degrees of responsibility and with active dialogue between student teachers, mentors and other in-service teachers, as well as teacher educators and researchers.5)USPs should maintain mutual respect and understanding between all partners/stakeholders6)Mutual expectations should be clarified at an early stage in partnership development.7)Systematic Teacher Professional Development should be an integral part of USPs8)USPs should have a clear plan for mentoring new teachers, as part of an induction scheme, even if this is not mandatory at national level.9)The roles of PhD and masters studies within USPs should be agreed at an early stage and steps should be taken to maximise the value of such studies to participating schools, for example by aligning research topics to local issues in teaching and learning.10)Spatial factorsshould be taken into account in USPs. Staff should feel at home in both school and university environments, with the possibility of a 'thirdspace' for dialogue or 'trialogue' involving all stakeholders.11) Spreading the word about the benefits of USPs is important, and communication channels and messages should be discussed by all partners/stakeholders.As a summary recommendation, we suggest that schools and universities involved in teacher education should create long-term structures to support ongoing dialogue regarding their relationship. This should cover not only practice arrangements for student teachers, but also the role of research and researchers in both school- and university based teacher education.IMPACTPartner institutions enabled to reflect on, and refine, their collaboration practices.LONGER-TERM BENEFITS Better pupil outcomesReduced teacher attritionMore cost-efficient teacher education