The demand to offer quality education enabling success for all students has made all European educational systems, their schools and people responsible for them try to design strategies, techniques and tools to better achieve that ultimate goal. For the last twenty years many efforts have been made to develop quality assuring school evaluation procedures and, as a consequence, the implementation of internal and external improvement plans has become one of the key elements for school development in many European countries. The Project “Supervising Schools in the 21st Century: Digital Tools and Improvement Plans” (SS21DTIP) has seeked to reinforce the improvement processes taking place within schools with the description of procedures and techniques and the creation of tools that have aimed to enable schools to engage with educational evidence and find enhanced teaching, learning and managing strategies. In other words, SS21DTIP has intended to contribute to a unique and innovative insight into school evaluation by assisting schools with what is the centre of effective planning activities, internal evaluation and planning processes. Bearing in mind all the needs and aims above mentioned, this Project has had the following objectives: 1. Identify dimensions, criteria, strategies and good practices linked to school improvement. 2. Provide inspectorate-of-education bodies and professional staff in charge of supporting schools' development plans with new perspectives of good practices and approaches toward school improvement. 3. Create an open on-line toolkit to provide those in charge of planning, developing and assessing schools’ improvement plans with criteria, strategies and instruments to do it in an effective way. 4. Provide policy makers and universities with data and information about improvement processes developed in schools linked to partner institutions taking part in this project. 5. Promote the European dimension of all actions and initiatives of this Project. In order to achieve these objectives, this project has developed four intellectual outputs: A published article on the role of inspectorates supporting schools in data-informed decision making, a report based on five national case studies to identify how improvement plans are being developed, a toolkit to develop data-informed improvement plans and Multilingual Open Online Course in an open access format to develop and distribute training materials on how to plan, implement and assess a school improvement plan. Four organizations from Spain, Ireland, Bulgaria and Greece have become partners to carry out SS21DTIP: CEYE-JUNTAEX (Consejería de Educación y Empleo- Junta de Extremadura), Dublin City University (DCU), “St. Kliment Odhriski” Sofia University (SU) and RPDE Stereas Elladas. The Inspectorate of Education of Extremadura has among its functions collaborating in the promotion of continuous evaluation by the educational centers, of their own functioning, of the programs that they develop, of the teaching-learning processes they carry out and the results of their students. DCU hosts the Centre for Evaluation, Quality and Inspection (EQI), a multidisciplinary research group examining the impact of evaluation and inspection in education and related fields, and is a designated University Research Centre. Sofia University has brought expertise in the area of school inspection, school improvement and school self- and peer-evaluation and rich experience in case study research. The RDPSE is a decentralized organization of the Ministry of Education, Research & Religious Affairs in Greece with administrative as well as pedagogic responsibilities, in charge of promoting and monitoring the innovations and reformations of the Ministry of Education within the region of Sterea Ellada. All the partners have taken responsibility in the development of the four identified outputs. The entire partnership has contributed to each output and both online and transnational meetings have been held to develop the final products. Committed to transnational usage the products are available in the four partner languages. Besides, a Joint-staff Training Event and a Multiplier Event have been held. The first focused on the importance of adopting a collaborative, whole school and data-informed decision making approach when developing school plans. The Multiplier Event, that was virtually held in a hybrid symposium, focused on disseminating the products of SS21DTIP at regional, national and international level.SS21DTIP Project has seeked to reinforce the improvement processes taking place within schools by enabling schools to engage with educational evidence, find enhanced teaching, learning and managing strategies and develop effective planning activities, data-informed internal evaluation and planning processes. This will, in the long term, bring a qualitative change to the way school evaluation is developed.

The context of this project entitled Intercultural Community Evaluation and Planning [ICCEP], is a social, and economic scenario that is increasingly concerned with the integration of migrant students into school communities, where the quality of education is central to economic productivity (Baxter & Hult, 2017) and the emphasis is on decentralising the management of public services away from government to other stakeholders. At the same time, somewhat paradoxically, this greater autonomy to develop practices to ensure the integration of migrant students has also been accompanied by increasing requirements for localised planning and quality assurance of activities (Brown et al. 2020). This project aims to explore and offer strategies and supports on how best to put in place the mechanisms that plan, evaluate and support the integration of migration background students into educational communities. Within Europe, various models of evaluation and planning have developed and transformed within a short period while the quest for the best fit continues (Ehren et al. 2012). The cost and complexity of individual schools working in isolation to put in place mechanisms to enhance the life chances of migration background students and in parallel, the need to empower schools to work together in clusters or groups have produced the concept of group or clusters of schools coming together for both developmental and evaluation purposes. This project aims to develop a community-based planning and evaluation system, referred to as ICCEP where schools and other stakeholders collaborative in networks for the improvement of migration background students and a member of the network or an external body act as a facilitator and mediator during the ICCEP process. The term ICCEP means involving all stakeholders in the process of evaluation and planning. In this project, the education governance systems and the underpinning intercultural policies and documents of the participating countries will be reviewed. Teachers’, school leaders’ and other sectoral support agencies survey responses will lead towards developing a conceptual map of ICCEP. and the development of a framework of quality indicators and the detailed mechanism of ICCEP. Through case studies, the consortium will explore what training needs should be provided to upskill the existing competencies of members of the network. For this reason, this project includes developing a Massive Open Online Course (MOOC) and a toolkit of essential resources to plan for and integrate migrant students in communities. It will also involve training on the mechanisms required for ICCEP.The participants in the project are academic staff from Dublin City University, Ireland; the Spanish Inspectorate of Extremadura; Johannes Kepler University, Linz (JKU); Pamukkale University, Turkey (PAU); and the University of Oslo, Norway (UiO). Each partner brings interest, knowledge, experience and infrastructure to the project. Each partner country has an established system of quality assurance and educational governance and has a high proportion of migration background students in their education systems and therefore, they are interested in exploring the scope of ICCEP as it specifically applies to all types of migrant students (refugees, asylum seekers and economic migrants) across Europe and developing a framework that offers a complete mechanism for this new model of evaluation along with a comprehensive professional development system for the upstream of stakeholder competencies in ICCEP. Activities and Impact will include:- Development of a multilingual Project Website - Analysis of National and Transnational modes of Network governance as applied to Inter-Cultural Community Evaluation and Planning and first suite of publications- Survey and a second suite of publications on teachers' perceptions of hindering and facilitating F(A)ctors relating to ICCEP- Case Studies and a third suite of publications on ICCEP Practices in Partner Countries- Conceptual Map and fourth open access peer-reviewed paper on ICCEP Conceptual Framework- A framework of ICCEP Indicators - Interim Report - Toolkit (to facilitate ICCEP)- ICCEP MOOC- Training Module for higher education and other training provides to train school leaders, Inspectors, and other sectoral support agencies- Project Evaluation - Final ReportThe potential long-term benefits of the project are invested in the sustained dissemination of the outputs which will provide on-going access and the availability of publications as well as CPD resources that provide insight into the theory and practice of ICCEP along with opportunities for professional development. The envisaged outcome is that this project will provide a complete mechanism for ICCEP that are aligned with EU governance structures.

"The initiative wants to develop an innovative model of promotion of entrepreneurship and entrepreneurship education based on the key concept that education, and in this case entrepreneurship education, happens everywhere, particularly in those environments where first education is provided (family). With that focus that entrepreneurship education has to be ""taught"" at school and outside school, that is as a formal and non formal education transversal content, the aim of this project is that parents have to receive a basic training to enhance and facilitate (as facilitators) the first steps of the community and society in entrepreneurial learning and attitude, so that they all acquire basic and transversal entrepreneurial skills. If this environment and its actor are not ready to transfer entrepreneurial competences, skills and knowledge, the community will not be able to start thinking, acting and seeing itself as entrepreneurial. Therefore the consortium is made of partners that ensure coverage of all competences needed to work with the target group like a partner with experience in research and analysis , an Intermediary Body in charge of local policy for employment and entrepreneurship, one European network representing target group (parents), two experts organizations on the topic of entrepreneurship education, a technical partner in charge of the networking and e-learning platform, and the last partner with wide experience and representation of training activity for community actors, operators (families, teachers, social workers). The structure of the project that will last for 30 months will be based on five phases. The first one will be an analysis and research work to better understand context and needs of actors with regard to entrepreneurship and family dynamics. The second step will focus on project implementation mainly through the development of the project training package for parENTrepreneurs. The third phase will consist on creating a set of tools to further support the learning process of parents: a social learning platform, an handbook for parents interested in continuing alone their training and a guide on how to assess competences developed. Two sets of training pilot sessions, first at European level and then in a Barcamp at national level, are foreseen. The programme will include different contents (concepts, techniques and tools, alternative education references, entrepreneurship examples, etc.) that will be addressed through a learning by doing method. All the contents developed for, during and after the pilot sessions will be available for any EU stakeholder through a social platform. It will be the channel used for a repository of lessons, tools, videos, and exercises making the experience of the target group lasting even after the pilot phase. Each partner will also host a final dissemination event to make public the results of the two-years project so that any local, regional or national entity is able to exploit this EU-shared knowledge. We expect several impacts for the project. The direct impact on the parents participating in the trainings will be partly intangible (motivation, awareness) and partly tangible (knowledge acquisition, posterior use of the techniques learnt for their daily work). The local/regional community of each partner/participant will also be more aware of the need to work on new approaches towards entrepreneurship. The partners will improve internal competences making them able to exploit project results and outputs to expand their field of activity. The indirect target groups include families, school teachers, children and young people, but also policy makers, by having a community aware of the importance of entrepreneurship for all. The VET sector and trainers will also be reached."

<< Objectives >>The children of today face grand challenges, ranging from the climate crisis to social challenges like increasing inequality. The project ‘Impact-Driven Entrepreneurship Education for Children’ (IDEEC) supports teachers in school education, impact-driven entrepreneurship education providers, and educational and economic policy makers to build and support effective programs that empower children aged 9-15 to develop entrepreneurial solutions for environmental and social challenges.<< Implementation >>The activities in the IDEEC project lead to four main products:1)a competence framework and didactics guide which provide a baseline to build an effective impact-driven Entrepreneurship Education (EE) program for children aged 9-152)a tested and piloted toolbox with practical building blocks for such programs 3)a tested simple impact measurement tool for such programs 4)a policy brief, aiming to inform educational and economic policy makers of the added value of impact-driven EE programs<< Results >>We need to equip our future leaders with knowledge and competences that allow them to find entrepreneurial solutions to grand challenges. The IDEEC project provides a baseline and a set of practical building blocks for teachers to apply effective programs that help children develop impact-driven entrepreneurship competences. By showing the potential of such programs, educational and economic policy makers are equipped to build policies to support impact-driven entrepreneurship education.

General aim of the AgriNext project is to create learning environment that responds to the skill demand on the job market in the field of Multifunctional Agriculture. In order to achieve this aim, the specific project objectives include: 1.Flexibilization of learning environments and curriculums in I-VET and C-VET, on EQF levels 3-6, in order to facilitate fast responses to job market demands 2.Teacher empowerment (continuous professional and pedagogical) for a fast response to the job market demands, 3.Established system of continuous exchange between employers, teacher/trainers/guidance service providers, in order to respond to the skills needed 4.To develop students/learners who are highly skilled, motivated, entrepreneurial and aware of the importance of C-VET and lifelong learning 5.Creating physical and virtual environment that enables: -Interaction between teachers, trainers, mentors from companies, students, and researchers; -Individualisation of the learning process; -Demonstration & try-outs of new technologies -Development of entrepreneurial activities 6.Promoting rural development & vitality by demonstrating and highlighting opportunities of Multifunctional Agriculture.7.Increasing digital competencies among students and teachersThe main expected results are: -Online training for guidance service providers for the use of new guidance service model-Online training for VET teachers for flexible learning processes-Proposals of flexibilization of VET -Green job = dream job video trailers-Established Incubators (business – education partnership) -AgriNext IT Platform for Rural Excellence Activities has been divided in to 5 implementation Work Packages:WP1–Guidance services to foster lifelong learning and development of VET skills in multifunctional agriculturalWP2–Flexibilization of school systemsWP3–Green job=dream jobWP4–Business incubator for rural excellenceWP5- AgriNext IT platform