<< Background >>The fundamental aim of AHEH is to improve the long-term prospects of our Arts and Humanities graduates and to equip them with the tools and confidence they need to succeed. Through a comprehensive programme of activities, we collaboratively researched a perceived skills gap between academia and business to inform the development and pilot-testing of an innovative training programme, tailored to the specific needs, sensibilities and learning style preferences of HEI arts and humanities students.<< Objectives >>1.Better align HEI entrepreneurship training to EntreComp. Create a training programme to up-skill HEI staff, embed delivery & translation within Arts & Humanities (A&H) faculties via dedicated Hubs2.Foster business/HEI collaboration to meet stakeholder needs, improve understanding of entrepreneurship & expand knowledge exchange & RD&I. 3.Foster business innovation through engagement with A&H students4.Develop & mentor A&H students through AHEH 5.Improve student entrepreneurial ability<< Implementation >>Research to ensure alignment with training needs specific to A&H. Inc. surveys, literature review, case studies & interviews. This informed the development of AHEH challenge-based training programme, reflecting preferred active learning style identified. Partners collaborated with stakeholders to film challenges for learners. Training was pilot-tested & evaluated at national & EU level to enable further refinement. Enterprise partner engagement was invaluable to give ‘in the moment’ feedback.<< Results >>•Multi-method research activity & contextual review report•Training programme, framework, resources and trainer & user manuals •Pilot training at EU & national level & reports•AHEH online platform, contents, platform map & manual•Webinar series•7 Entrepreneurship Hubs for A&H students in partner HEIs•Externally-set challenges•Dissemination assets, resources & report•Exploitation plan & manual for Hubs•Quality manual & reports•Project Management reports/agreements

FNS-Cloud will overcome fragmentation problems by integrating existing FNS data, which is essential for high-end, pan-European FNS research, addressing FNS, diet, health, and consumer behaviours as well as on sustainable agriculture and the bio-economy. Current fragmented FNS resources not only result in knowledge gaps that inhibit public health and agricultural policy, and the food industry from developing effective solutions, making production sustainable and consumption healthier, but also do not enable exploitation of FNS knowledge for the benefit of European citizens. FNS-Cloud will, through three Demonstrators; Agri-Food, Nutrition & Lifestyle and NCDs & the Microbiome to facilitate: (1) Analyses of regional and country-specific differences in diet including nutrition, (epi)genetics, microbiota, consumer behaviours, culture and lifestyle and their effects on health (obesity, NCDs, ethnic and traditional foods), which are essential for public health and agri-food and health policies; (2) Improved understanding agricultural differences within Europe and what these means in terms of creating a sustainable, resilient food systems for healthy diets; and (3) Clear definitions of boundaries and how these affect the compositions of foods and consumer choices and, ultimately, personal and public health in the future. Long-term sustainability of the FNS-Cloud will be based on Services that have the capacity to link with new resources and enable cross-talk amongst them; access to FNS-Cloud data will be open access, underpinned by FAIR principles (findable, accessible, interoperable and re-useable). FNS-Cloud will work closely with the proposed Food, Nutrition and Health Research Infrastructure (FNHRI) as well as METROFOOD-RI and other existing ESFRI RIs (e.g. ELIXIR, ECRIN) in which several FNS-Cloud Beneficiaries are involved directly.

DeuS is a 9-country project promoted by regional VET providers and cultural and creative industries representatives, variously linked to research and technological centres and public players, that even stand for 4 European Capitals of Culture, among past, presents and future designated cities. It lays its groundwork in the Open Design School pilot initiative promoted under ECoC Matera 2019, thought to be an open laboratory pivotal to the successful implementation of the ECoC programme. The project organizes a steady network to challenge the concept of urban sustainable development underpinning the Open Design School. It is in-depth discussed, tested and improved by benefiting from know-how, expertise, best practices and lessons gathered within close and comparable experiences from partners and stakeholders. It strives to enable EU regional environments and research-driven settings – both physical (Creative Open Spaces) and virtual (a multi-sided Creative Knowledge Platform) – that allow VET systems, professionals, researchers, policy-makers and local people to engage in iterative processes of innovation and problem solving to generate solutions to local challenges (RIS3) and deliver them to SMEs and other entrepreneurs, public bodies and everyone who need them. This approach enables educational opportunities in design and innovation, critical thinking and entrepreneurship to find creative and cost-effective ways to connect within and across regional territories. Cooperation and education provide opportunities to access skills, competences and research infrastructures. Players are all involved in feedback-loops allowing creative innovators to be more responsive and attractive. They can iterate, learn, and share with others, feeding innovation. Furthermore, joiners are allowed to assess social needs at local level and iteratively evaluate and improve their solutions by a trail-and-error approach that encourage sharing of lessons learned and best practices.

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

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.