Effective collaboration between mental health (MHS) and correctional services (CS) impacts on mental illness and reduces reoffending rates. Service leaders have indicated a need for more effective models of collaboration. Researchers have identified the Change Laboratory Model (CLM) of workplace transformation as a more effective means of supporting interagency collaborative practice than current integration tools. It provides a way to optimise the effectiveness of mental healthcare provision to offenders through a model that fosters innovation and collaborative processes. However, the change laboratory, highly successful internationally and in other clinical contexts, is a new idea in prison development, none as yet being applied to the challenges facing the MHS and CS. The wickedness, complexity and unpredictability of challenges facing interagency working in these secure environments means that piloting the CLM is premature and it must first be adapted to the MHS/CS context. The aim of this study is to validate the change laboratory model ready for implementation in practice. This RISE application builds a community of practice that enriches international research capacity and cooperation to achieve this aim. It brings academic knowledge of the Change Laboratory model to the market of interagency practices between mental health and correctional services for the development of innovation and the advancement of integrated service provision to mentally ill offenders. Knowledge exchange takes place through secondments, interactive workshops, the development of workforce training programmes, study tours, shadowing opportunities and ethnographic research. Through this knowledge exchange, the consortium delivers a user-informed prototype of change laboratory model ready for implementation in the MHS and CS field. This validated change laboratory model, offers the ERA a clear strategy with which to promote integrated care for mentally ill offenders.

“But this method is no longer relevant, because students are no longer listening.” Teaching Digital Natives - Partnering for Real Learning Marc Prensky, 2011 The new generations of young students are challenging the very basic axioms of what we know as “education” and “educatability”. An increasing number of young students might therefore be called “unteachable” from the point of view of the educational establishment. The project aims to explore to what extent the new generation can be transformed from “unteachable” not to “teachable” but to “learnable” or “engagable” – without “revolutionizing” the entire education system. The “The Unteachables” is basically a KNOWLEDGE CREATION project, but knowledge based on practical experimentation. It addresses the rapidly increasing challenge of the unteachability of the new generations with which teachers and schools all across Europe are increasingly struggling. Schools and teachers are not at all prepared for this “cultural revolution”. Teachers are not trained at all to create learning environments for the new generations of digital natives and “unteachables”. IT IS INCREDIBLY IMPORTANT THAT BASIC AND FURTHER TEACHER EDUCATION AND TRAINING INCLUDES CAPACITY BUILDING OF THE NEW GENERATION OF YOUNG TEACHERS TO MANAGE AND TACKLE SUCH NEW “LEARNABLES” STRATEGIES AND DIDACTICS, GOING FAR BEYOND WHAT TEACHER EDUCATION AND TRAINING MEANS TODAY. THEY ARE NOT EXPECTED TO HAVE READY-MADE SOLUTIONS, BUT TO HAVE TOOLS TO WORK THE WITH THE CHALLENGES. In fact, the new generations of teachers need to have considerable insight into the profiles and identities of the young 21st century learners and how they can be taken from “unteachables” to “learnables”. This is why the project directly addresses and involves teacher education partners and teacher students. We all know this, but we see few attempts to systematically analyse what “unteachable” means, and what taking the young people to “learnable” means – in practice. Unteachable does not in any way mean that the young people are not able to learn. On the contrary, many of them are brilliant learners. The way they learn, however, does not fit well with what we know as “education”. Of course, this is to a great extent a result of what we know as “the internet revolution”, “digital natives” and “globalization”. The Commission calls for such initiatives as The Unteachables, and is at the same time aware of the mountains of challenges linked to such education innovation: it will take a sea change, says the Commission. The consortium therefore opts for a “The Unteachables” project with a clear knowledge creation profile and producing the needed resources to engage in future not one but several Erasmus+ experimentations, including preparation a higher level Knowledge Alliance. The missions of “The Unteachables” are therefore: To create authentic and accurate profiles of the present and future “unteachables” on which the development of future “learnables” strategies can build To identify the key challenges to traditional educational didactics emerging from these profiles To collect evidence of “learnables” experimentation from Europe and beyond and summarize this evidence into a set of basic principles for future-oriented “learnables” strategies To outline and describe a number of possible practicable innovative approaches to applying “learnables” strategies in school education for young students in secondary school. To create a powerful Knowledge Alliance application to be submitted in 2020, building on a considerable number of Erasmus+ projects and conceptualized from the “The Unteachables” project “The Unteachables” is prepared to face and tackle the “unteachability” of the new generations in its radical and future-oriented form and to address the full consequences of the increasing “unteachability” for traditional education. The project is based on extensive studies in the field of “21st century youth and learning”. The project will develop, produce and widely share in particular among teacher educations in Europe the following resources: 1 THE COLLECTION The full “The Unteachables” Collection 2 FROM UNTEACHABLES TO LEARNABLES Innovation strategies for turning “unteachables” into “learnables in the 21st century educational scene 3 THE FUTURE IS HERE – THE “UNTEACHABLE” LEARNER Profiling and analysing the new generations of “unteachables” and the challenges they present to 200 years of “education” 4 – “YET LEARNABLES” Collecting and presenting evidence of successful “learnables” experimentation from Europe and beyond and summarizing this evidence into a set of basic principles for future-oriented “learnables” strategies 5 – AND NOW WHAT? Politics recommendations for further research and practical experimentation with 21st century “learnables” strategies based on young people’s co-creation

"The partnership behind ""Reach Out"" consisted of a school and a youth-organisation (leisuretime) from each of the 3 countries DK, LT & PL + University College Absalon (DK), who was been responsible for research/intellectual output during the project. The schools did already back in 2014 set up 3 goals for their international projects: - free student exchanges in school-time as an integrated learning tool - teacher swob - workshops in schools with artists from other countries. The 3 involved schools are member of the network ""Exchanges for All"", which is consisting of 15-20 schools around the Baltic Sea and first of all has been busy with implementing mobilities for 8th grade students, but did miss implementing ""workshops in schools with artists from other countries"" and was interested in seeing, which impact this did have as an alternative or amendment to the mobilities.The 3 leisuretime structures all had experiences with such workshops and knows well a row of artists, both national and international, who during Reach Out project were working at 4 schools: 2 in Guldborgsund (DK), one in Klaipeda (LT) and one in Wejherowo (PL), which all were visited 3 times by 3 artists following a program developed in a national-funded project in 2010:Day 1:- 8:00: Warming up for the whole school - International & artistic introduction to the project- 8:30: Joint presentation circle for all participants, where each person at least says ""My name is.... & I'm ....years old"".- 9:00: Workshops of Dance, Percussion, Circus and/or visual arts, where the participants on forehand have signed up for one.-13:30: Joint evaluation circle for all participants, again making everybody give a small statementin English.Day 2:- 8:00: Warming up for the whole school - International & artistic introduction to the project- 8:30: Joint circle for all participants, again making everybody give a small statementin English.- 9:00: continuing Workshops of Dance, Percussion, Circus and/or visual arts,-12:30 Presentation of workshop-results to the rest of the school.-13:15: Joint evaluation circle for all participants This program did secure, that the whole school was taking part in for example morning warming up, and so all student did increase their intercultural knowledge and -understanding and their feeling of being a European and/or global citizen."

“The programme will also support the testing of innovative practices to prepare learners, staff and youth workers to become true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that –through education, training, youth and sport activities -enable behavioural changes for individual preferences, consumption habits, and lifestyles.”Erasmus+ 2020 Programme “Students who are best prepared for the future are CHANGE AGENTS”.OECD, “Education 2030”, 2018CHALLENGEThe project addresses two of the most urgent challenges in EU:- creating new, much more attractive and innovative science learning in secondary schools- engaging the young generation in climate change prevention and preparing them to act on climate change in the near and far futureClimate change engagement offers science education the most promising way to create fundamentally new and attractive ways for young teenagers to create deep interests in science, as climate change provides a wide range of scientific challenges, offers the young students a strong sense of relevance and importance – and at the same time offers them hitherto unseen opportunities to learn science through accomplishing important real-life missions in their communities.This unique opportunity, this unique momentum should not be lost to EU science education innovation.EU RESPONSE TO CHALLENGEThe Commission’s long-term strategies strongly support the idea of using climate change prevention as a platform for creating more attractive science education.The Commission has for many years invited experimentation with engaging the young students in real-life science and innovation activities, going far beyond traditional classroom teaching; in particular in secondary school as joint research clearly states that the young people precisely create their “science images” in the teenage years.At the same time the Commission strongly urges all citizens, and the young generations in particular, to engage in climate change prevention: in school, in the families, in the community and globally.One might say that the deep engagement of the young generations in climate change prevention is the most important success criteria for any local or global climate change prevention.KEY ACCOMPLISHMENTThe project is one of the first projects in EU to use climate change engagement as a platform for innovative science learning.Doing this is a major accomplishment in itself and the outcomes of the project will be of tremendous importance to secondary schools, science teachers and students from across EU.Supporting this accomplishment is the fact that the project will not bring climate change action and science learning innovation together at a rhetoric or theoretical level.On the contrary, it will build its results on students’ direct, real-life and mission based accomplishments.The resources the project will offer secondary schools as a result of the project will therefore be intuitively usable to teachers and students.KEY INNOVATIONA series of further Erasmus+ experimentation is expected to build on and refer to this first opening project.The project includes 4 integrated and mutually reinforcing innovations:- it uses climate change engagement as a platform for engaging and re-engaging young students in science learning- it will engage the young students in real-life and important climate change prevention missions, not simply create “awareness” among the young students- it will base the students’ engagement on the new open science schooling methodology, strongly recommended by the Commission and leading research, and tested through successful Erasmus+ projects- it will allow teenage girls to re-engage in science learning, as climate change prevention is known to be of great importance to in particular female students (it is not accidental that Greta Thunberg is a female teenager)KEY RESULTSThe key outcomes will be co-created by teachers and students to ensure a high relevance to teachers and students from across EU.They will be based on the documentation of the student teams’ climate change missions.The project has 4 target audiences, and it will create dedicated outcomes to all target audiences.The 4 target audiences and related dedicated outcomes are:YOUNG STUDENTS and SCIENCE TEACHERS AND SECONDARY SCHOOLSOutcome 1: The school guide to climate change educationOutcome 2: Why teenage girls will engage in climate change based science educationOutcome 3: The climate change education VideoPOLICY MAKERS IN THE FIELD OF SCIENCE EDUCATION INNOVATIONOutcome 4: A future-directed platform to engage teenage students in sciencePOLICY MAKERS IN THE FIELD OF CLIMATE CHANGE PREVENTIONOutcome 5: Engaging the young generations in climate change prevention through innovative science education

The overall objective of this project is to get more higher education institutions to implement entrepreneurship education and/or enhance the quality of entrepreneurship education in their initial teacher education for primary teachers.The main outcome of this strategic partnership is a toolbox for higher education institutions with initial primary teacher education. The toolbox will allow combining different items for study modules to be used in or adapted to different contexts. It will be flexible also in the way of delivery. The toolbox will be offered in different languages. It will be produced by researching existing national and European learning resources of all kinds, complementing them and providing new material derived from the partners´ local context and the process that lies within this strategic partnership itself. Experiences made during the project and pilot implementation of the toolbox will lead to a guidance report for future users. This and more intellectual outputs of this project are addressing initial primary teacher training. There are quite a few initiatives offering to teach primary school children the basics of entrepreneurship. Some even offer children the opportunity to learn first-hand how to start and operate their own business. In most European countries the focus for primary entrepreneurship education lies in the entrepreneurial mindsets though: encouraging character building, creativity, solution-oriented thinking, commercial/economic thinking and social skills. Thus, entrepreneurship education is one step ahead of the school curricula in most countries: To teach children to find resources to put their ideas into action. The project´s definition of entrepreneurship is this: “Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social”.The interested English speaking primary school teacher in service will find a surprisingly large number of websites offering material and courses. And even though many European countries have entrepreneurship education in their strategies and curricula also for primary schools, only three countries take it for granted that their future primary teachers have competences and skills for entrepreneurship education: Denmark, Estonia, Latvia. The University of Jyväskylä in Finland has implemented entrepreneurship education in several modules of teacher education on a compulsory basis.The EU Commission Report “Entrepreneurship Education: Enabling Teachers as a Critical Success Factor” (2011) states that the core skills linked to entrepreneurship education are seldom a priority in initial teacher education. We can therefore conclude that (compulsory) modules in initial primary teacher education in the EU are still very rare. There is no material for students in initial primary teacher education available.The international constellation of this strategic partnership and its involvement of schools and other external partners in the design of the project will allow closing this gap. The partnership brings the following competences together: experience in teaching entrepreneurship in ITE (University of Deusto, Spain, and University College Sjaelland, Denmark), research on EE and expertise in e-learning (Mid-Sweden University), entrepreneurship education as an interdisciplinary research approach (Leuphana University Lüneburg, Germany), informal practical EE (Technichus, Sweden), broad insight in EE from different perspectives as a foundation (The Danish Foundation for Entrepreneurship, Denmark), creativity as part of EE in initial teacher education (Artesis Plantijn, Belgium) and reviewing EE with policy makers (Vilnius Kollegia, Lithuania). On top of each programme organisation´s expertise, each partner will involve 10 students three times throughout the project (three cohorts) and form a network of at least two schools (including pupils, parents, teachers, headmasters) and local businesses (private and/or public). The project follows the methodical approach of a pedagogical action research cycle: the student course will be repeated twice and accompanied by profound observation and evaluation and continuous improvement, finally leading to a sustainable product. All experiences gained will feed into the guidance report for teacher educators.The project focuses on initial primary teacher education, but, given the fact that in some programme countries, entrepreneurship education is still seldom connected to primary education (despite governmental strategies and curricula), an impact can also be expected for the local school communities. Plus, the teacher students being offered entrepreneurship education will become `entrepreneurial´ teachers, teachers who act as a coach to prepare the pupils and create an environment which boosts their courage and knowledge to turn ideas into actions.