"In the UKids project, universities and their partner schools from six countries cooperated. The responsibility for the management is assumed by the University of Teacher Education Vienna/Krems. The university partners agreed on applying the distributed leadership concept, spreading the lead as follows: oUniversity of Oulu (Finland): O1 (the programme for the 3rd and 4th grades with materials for students and teachers at the primary schools), oUC Absalon (Denmark): O2 (Training programme as a blended learning approach at the university level), oIFTE (Austria): O3 (digital micro-teaching videos), oMarnix University (Netherlands): O4 (Online platform to present the results of the trash value and the community challenge of the primary school's students), oELTE University (Hungary): O5 (Action Research programme at the school level), oIPP University (Portugal): dissemination and extension. The UKids project has anchored social entrepreneurship education as a transversal competency in the education and training of primary school teachers in the universities' teaching and learning programmes in initial teacher/trainer education and continuous professional development. The project builds on the Erasmus+ programme Policy Experimentation project ""Youth Start Entrepreneurial Challenges"". Within the framework of UKids, parts of the existing programme were developed further and a methodological approach to entrepreneurial learning with gamification for Social Entrepreneurship Education was established. Learning strategies for Social Entrepreneurship were transversally tested and implemented in different learning areas in teacher training.In the universities’ respective partner schools, the Youth Start programme for primary schools was tested on a regionalised basis and extended by two challenges for children (Community Challenge and Lemonade Stand Challenge). A website was developed to exchange the results of the participating primary schools for the Trash Value Challenge and the Community Challenge: https://ukidsplatform.eu/de-at. For all eight challenges used, explanatory films (micro-teaching) were created and published on the website: http://www.youthstart.eu/en/terms/. The translated videos and materials for Activate and Concentrate are also posted there.The programme teaches children and students that, as part of civil society, they should take responsibility for more minor social challenges and develop different approaches to solving them. The selected social challenges are based on the UN Sustainable Development Goals (SDGs). The UKids Social Entrepreneurship Education training programme for teachers uses a blended learning approach. During the Covid-19 crisis, the programmes were entirely digital, using micro-teaching videos and digital platforms.The UKids Social Entrepreneurship Education project was accompanied scientifically and about twenty scientific articles were published, mostly in the journal “Discourse and Communication for Sustainable Education”, showing different perspectives on the joint research. In an article by Austrian colleagues, the children’s worldview was analysed. In an article by colleagues from Portugal and Austria, the programme’s impact in primary school was surveyed and very positively evaluated. All participating countries present comparable case studies for this field of research. In a Hungarian journal article, the role of parents in strengthening a growth mindset is analysed. In a journal article by Dutch colleagues, the teacher training, especially the entrepreneurial learning approach with gamification, in a Hungarian article, the challenge-based-learning approach and in an Austrian article, the relevance of strengthening potential was analysed. Scientific subject didactic articles show the possibilities of transversal competencies for arts education, for education in mathematics, social science and democracy education. A keynote article emphasises the connection between entrepreneurship and sustainability.3.638 students and 126 teachers participated at the partner and associated schools, 1.352 students and 126 lecturers attended the lectures at the partner universities. The UKids project’s impact is assessed positively at the partner universities. The Dutch partner university has chosen Social Entrepreneurship Education as a focus for the whole university. The Hungarian partner university has integrated Social Entrepreneurship Education into Bachelor, Master and PhD programmes, a step on which the partner from Portugal is also working. In Austria, entrepreneurship education has been included as a cross-curricular topic in the new primary school curriculum, which will lead to a further strengthening of Social Entrepreneurship Education in teacher training. The cooperation between the partner universities will continue in the future, and other universities interested in Social Entrepreneurship Education in primary teacher training are welcome."

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.

<< Background >>The idea to create the Young Students as Critical Science Detectives project emerged from a number of Erasmus+ experimentations with open schooling and open science schooling that have shown difficulties for many schools and science teachers when trying to implement the openScience schooling (OSS) methodology. The OSS methodology assumes to increase students’ engagement in science compared to a more traditional approach to science teaching. The Young Students as Critical Science Detectives project aims to address this issue and creating a new open science schooling approaches that is more practically implementable for schools and science teachers in typical secondary schools. In other words, creating an open science schooling that could be integrated in the normal science education or added to normal science education without the need to change the curricula fundamentally, and furthermore, be sufficiently flexible to be implemented in different ways according to the schools’ capacity and resources.<< Objectives >>The Young Students as Critical Science Detectives project aims to create a new open science schooling approaches that is more practically implementable for schools and science teachers in typical secondary schools. This through a Partnership with various competent school and knowledge partners across the EU. Therefore, the project aims to create an open science schooling approach based on the narrative form of classic detectives work in combination with science in order to make science learning more attractive and interesting to young students. The main goal of the project is therefore to create a model of Young Students as Critical Science Detectives attractive to schools and science teachers from across Europe. In addition, another goal is to produce an informative video about students' work with and perceptions of Open Science Schooling as young students as critical science detectives.<< Implementation >>The various project partners have had different roles in the project implementation; Absalon University College was lead on creating the Science Detectives Model, University of Eastern Finland was lead on the dissemination, Universitat Politècnica de Catalunya was lead on Web and media and WwEU was lead on the Policy Paper. Overall, the knowledge and quality assurance partners supported the practice partners in order to insure the implementation of the various phases of the project. A communication and document storage platform was created and online meetings was organized in order to insure project progress. However, the implementation of the project was largely driven by the practice partners and their student teams. Most important the student teams acted as key actors in the project chapters, creating all relevant practical experience in collaboration with science resources in the community, co-created many process outcomes and important parts of the final outcomes and shared their own videos with the partnership and therefore played a major role in the ‘I am a science detective – R U?’ Video.<< Results >>The Young Students as Critical Science Detectives project have produced a number of results. Firstly, the new Critical Science Detective Model have been created; it is guidance collection for secondary schools and their science teachers on how to easily integrate the critical science detectives method in the science curricula. Secondly, a 28 minutes ‘I am a scicence dectetive – R U?’ Video were produced. The video contribute with valuable experience and impressions from the students on open sciences schooling and sciences missions, and documents how the student teams’ developed new images of and engagement in science and science learning along the project duration and the many activities they were involved in. Furthermore, A theoretical paper have been produced discussing state of the art of Open Science Schooling from the point of view of lessons learned in the Critical Science Detectives project. Finally, a 38 pages illustrated PDF policy paper with a number of recommendations regarding Open Science Schooling have been created. The policy paper communicates important challenges linked to the innovation of traditional science learning largely based on contributions from the Young Students as Critical Science Detectives project.enstående

The rapid move to online learning as a response to the Covid crisis in early 2020 underlined both the importance of learning design and the challenge of engaging mainstream teachers in this process. Traditional course redesign methods, while effective, demand too much time and support to be truly scalable. Well before Covid, this contradiction frustrated educational ambition at all policy levels. Recognising the need for a radical rethink, the digital education team at University College London (UCL) developed a high-energy hands-on learning design workshop locally called ABC Learning Design (ABC LD), with a focus on blended (ICT-rich) learning. The key to this approach was pace, engagement and collaboration. In just 90 minutes, using a ‘rapid prototyping’ format, teaching teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities (both online and offline) required to meet the course’s learning outcomes. ICTs, assessment methods, cross-program themes and institutional policies can all be integrated into the process. The Erasmus + ABC to VLE project aimed to provide guidance and templates to enable educational institutions across Europe and further afield to localise the method and link to the institutional virtual learning environment (VLE), or Learning Management System (LMS). The thirteen partner institutions involved in the ABC to VLE project were chosen to represent a broad range of contexts, including ten countries (UK, DK, BE, RO, HR, FR, FI, IT, IE, EE), ten languages (EN, NL, IT, HR, FI, RO, ET, DA, FR, SV) and a variety of institutional educational technologies (Moodle, Canvas, Fronter, eDidaktikum, Blackboard). Some had used ABC before and others were completely new to the approach. This ensured the project was able to provide outputs relevant to a range of European universities, and beyond.The primary outcome was the co-development and release of a learning design and staff development online/downloadable ‘Toolkit’ including a resource 'pack', and seven guides for localising, training and cascading the ABC LD method within local communities. The pack was validated in three ways, firstly by co-development by the project team, secondly by case studies by the project partners in their own educational contexts, tracking the intervention on the participant experience and thirdly by a releasing version of the Toolkit in early 2019. This encouraged the establishment of a a transnational community of practitioners, many from beyond the original project group. The inclusion of these multiple perspectives has enabled the resources to be adapted across varied educational contexts and has already ensured widespread impact. The project was able to respond to Covid by adding a section on online ABC for the 2020 version of the Toolkit.

"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."