Science is a cornerstone for meeting the challenges of an increasingly urban Europe. If Europe’s cities are to adapt, grow and meet their citizen’s needs then science must be at the forefront. Over 67% of the European population live in cities. Enabling those cities to deliver services effectively, efficiently, and sustainably while keeping their citizens safe, healthy, prosperous, and well-informed is amongst the most important challenges in this century. Improving the attractiveness of cities is targeted by the Lisbon Strategy and the EU's strategic guidelines for cohesion policy (Integrated Sustainable Urban Development) for 2014-2020.Without a strong scientific base Europe will not meet its Europe2020 goals of smart and sustainable growth. This includes more research and innovation to overcome challenges faced by issues such as climate change, biodiversity loss and increasing urbanisation. Unless young people choose to study science, then it is highly unlikely that the scientific expertise will be developed to fill the jobs needed to solve major EU wide problems created by climate change and urbanisation, and create new jobs in the green economy (as identified in Skills for Green Jobs – CEDEFOP 2010). There is a clear need to motivate more pupils to study science and be ready to tackle the challenges of an urban Europe.The Urban Science project aimed to contribute the needs of an urban Europe, where scientists of the future have the skills and knowledge to create healthy and sustainable cities. Urban Science focused on how science can develop solutions to urban issues, so motivating pupils to view the positive benefits of science to the urban environment. It supported teachers with exciting and innovative ways to teach science that has real life meaning for their pupils. It also aimed to meet the needs of pupils to be competitive in a rapidly changing world where scientific understanding is vital. Partners promoted a hands-on inquiry based approach to science that engages learners in everyday issues that have relevance and meaning for them. Urban environments were used as ‘living laboratories’ in which pupils explored how science can help create healthier places to live and work. The overall aim of Urban Science was ‘to improve the teaching of scientific inquiry and investigation so that pupils develop the competencies to actively contribute to creating healthy cities, gain scientific skills for employment, and are more motivated to study science.’ This was delivered through linked specific objectives:• Review the needs of science based businesses to identify the science skills and competencies needed for healthy cities and the low carbon economy.• Enhance the support available for teachers to increase their professional competence in teaching science in the urban environment using inquiry and investigation.• Develop formative assessment models that assess science competencies rather than knowledge.• Provide learning modules for teachers to deliver science in the urban environment.• Science that develops the competencies of pupils to be confident learners, creative thinkers and adept at solving problems.• Increase the motivation of pupils to study science and connect science with careers in a low carbon economy. During the project we expected to reach 300 teachers, 18 schools and 600 pupils; in all measures we exceeded our expectations in reaching 383 teachers, 46 schools and 1602 pupils. Through our dissemination activities we targeted more teacher, schools and education providers through conferences, social media and publications.The results outlined above where achieved through the development of 35 learning modules across six languages and six countries. These demonstrated how science can engage young people through exploring local sustainability issues using inquiry-based learning. Each module was piloted in schools and adapted based on results. Based on piloting, teacher training was provided to teachers through face-to-face workshops and online sessions, all backed up by a project website in English and partner websites in local languages. Background pedagogical research and assessment tools are also published.Urban Science aimed to be solutions based. Our aim was for pupils to explore solutions to urban issues not just the issue itself. This placed a greater emphasis on creative thinking and problem solving skills, and ensuring that the science pupils learn is seen to be practically applied. We are confident that this approach to Urban Science will mean the resulting resources have a long-lasting impact both in terms of the usability and on the people implementing them.

The European Environment Agency (EEA) admits that “Europe will not achieve its 2030 (sustainable development) goals without urgent action” (Dec 2019). Included in the seven key areas for action by the EEA are “support innovation and nature-based solutions” and “investing in education and skills”. Clearly, current approaches to achieving environmental sustainability and addressing climate change are not achieving results fast enough. Whilst a good first step, we need bolder approaches. Biomimicry offers a bold approach, one based on 3.8 billion years of research conducted by nature.A key educational challenge is to make the transition to a green economy tangible and meaningful. An approach embraced by business is biomimicry, a set of principles based on nature to address human-design challenges; to ensure that the way we meet the needs of humanity also meets the needs of the natural systems we rely on for survival. Google, Apple, Airbus and others are already tapping the power of nature to tackle some of humanities biggest challenges.NatEnt uses biomimicry to take students on a learning journey to discover the principles which makes nature a model for sustainability. It offers an opportunity to explore how these principles can tackle the sustainability challenges facing Europe. And finally, it empowers students to apply their new competences to create real solutions that work; entrepreneurship for social and economic good.STEM subjects offer the ideal vehicle. Biology teaches us about how nutrients cycle in a woodland and can help us see how technical nutrients can cycle in produce design. Chemistry shows us how nature creates infinite shapes and forms using simple formulas with degrade back into harmless elements. Physics demonstrates how forces can be harnessed to reduce energy use. Technology can use the science of nature to build new products, processes and systems which mirror nature.The overall objective of NatEnt is ‘to develop the key STEM and entrepreneurship competences of young people to play an active role in tackling Europe’s key sustainability challenges.’ This will be reached through four objectives:1.Develop the competence of students to apply biomimicry to understand and address Europe’s key sustainability challenges.2.Increase the capacity of students to apply entrepreneurial thinking and work collaboratively to create solutions for the green economy.3.Provide support for teachers to integrate STEM subjects with entrepreneurship.4.Improve access to digital learning to enhance both independent and collaborative learning.NatEnt will work with schools in 5 countries targeting teachers from secondary/vocational schools, and working with students 15-18 years. We expect to develop and pilot resources with 15 schools, 30 teachers and approximately 500 students. The final results will be widely disseminated to schools, education providers, education departments and networks nationally and throughout Europe. For students, teachers and schools, the project will result in:•More young people motivated and capable to act to bring about a sustainable future and green economy.•Students collaborating to design solutions to Europe’s key sustainability challenges.•New and innovative teaching resources for schools combining biomimicry, STEM, entrepreneurship and digital learning.•Increased capacity of teachers to provide inspiring learning for the green economy.•Future orientated curricula and learning activities.•Online independent learning modules for teachers and students.•Enhanced understanding and application of biomimicry in teaching and learning.NatEnt will achieve these results through integrating biomimicry into STEM subjects and creating entrepreneurial challenges through which STEM knowledge can be applied to tackle sustainability issues. Learning resources will use the natural world to inspire students about how nature solves problems elegantly and sustainably, and then demonstrate how biomimicry can use the same ‘natural genius’ to address human-challenges. Learning resources will be created as online courses to allow for student flexibility and independent learning, as well as more traditional classroom-based activities. A co-creation platform will be established for students to turn their learning from nature into entrepreneurial ideas to address human-challenges. The platform will bring students and entrepreneurs together around common challenges, encouraging them to work collaboratively to achieve win-win results for all.Over the long-term, NatEnt will contribute new perspectives and methods for young people to contribute to building a sustainable Europe. It offers new approaches to sustainability which are matched to the scale of change required. In turbulent times it provides new visions of hope; models to rethink how we meet our needs which bring us into harmony with nature upon which we depend for our future survival and flourishing.

Europe needs more young people with green entrepreneurship skills if it is to achieve its EU2020 target of ‘Sustainable growth - for a resource efficient, greener and more competitive economy.’ Delivering this target requires young people with the skills, knowledge and commitment to build a more competitive low-carbon economy that makes efficient and sustainable use of resources, protects the environment, reduces emissions and prevents biodiversity loss. The green economy is an increasing source of jobs in Europe (CEDEFOP) and Eurobarometer (2013) reports that green skills in SMEs are increasing with 4/10 employing at least one full-time employee working in a green job. Recent research shows that start-up rates increase by as much as 20% when entrepreneurship lessons are provided in schools. The GEE (Green Entrepreneurship Europe) project brings together the twin necessities of a green economy and increased entrepreneurship that provides meaningful jobs and restores our natural wealth. GEE will improve the capacity of schools to teach the competencies and skills for young people to take an active role in the green economy and strengthen cooperation between school and the world of work. GEE has been identified by the partners as a response to the need for a pan-European response to building the green economy, a belief shared by our project schools that have identified entrepreneurship education as a priority.The overall objective of GEE is ‘to improve the key competencies and skills of young people to take an active role in building the green economy and strengthen cooperation between school and the world of work.’ This project aims to achieve this through linked specific objectives:• Improving the capacity of schools to connect learning with the world of work within the context of building a green economy.• Providing pupils with a range of meaningful real-world experiences linking the classroom with business and entrepreneurship.• Developing the skills and competencies of pupils to rethink business models in-line with the need to build a green economy.• Enhancing the ability of teachers to teach entrepreneurship.• Increasing the sharing of educational resources for schools across Europe.• Sharing and enhancing good practice in integrating sustainable development into business thinking.In delivering the specific objectives listed above we will aim to work with 15 associate secondary schools in five countries, 30 teachers and approximately 375 pupils. Through dissemination and exploitation activities we aim to reach a further 125 secondary schools, impacting 3125 pupils, and 250 teachers as well as education providers and local education departments. The project results will be freely available as open online resources during and beyond the project.The overall impact of GEE will be to improve the competencies and skills of young people to take an active role in building the green economy and strengthen cooperation between school and the world of work. Pupils will benefit from entrepreneurial learning, developing business knowledge, essential skills and attitudes including developing: creativity, initiative, tenacity, teamwork, an understanding of risk and a sense of responsibility. This is the entrepreneurial mind-set that helps entrepreneurs transform ideas into action and also significantly increases employability.GEE blends two learning approaches: learning outside the classroom and real world learning. Learning is embedded through students' direct contact with business and entrepreneurs. We will connect schools with local businesses and entrepreneurs so that they can work together to develop green business plans and ideas for new products based on reality rather than fantasy. GEE methods develop entrepreneurial solutions that support a green and sustainable economy. To achieve this it uses the natural world as a metaphor and measure for sustainability. Outdoor learning helps pupils understand how nature works and the key operating principles. For example, in nature, waste from one process is food for another thus creating a virtuous cycle rather than the linear take-make-dump found in traditional business models. GEE applies these principles from nature to business through creating entrepreneurship ideas. Pupils use natural principles to explore what some businesses are already achieving (GEE case studies), work with real businesses and entrepreneurs through our Coffee House Challenge Events, and finally develop their own business ideas and plans which are shared with local business.In addition to the activities developed for pupils, we will offer online and face-to-face support for teachers and schools, and disseminate the results widely through teacher seminars, conferences and a project website.

The PULCHRA* project will explore the open schooling concept in the theme "Cities as urban ecosystems”, in view of creating new partnerships in local communities to foster science education for all citizens. Schools, in cooperation with other stakeholders will become agent of community well-being, taken that the theme to be explored encompasses the natural environment, the built environment and the socio-economic environment in cities. This is of great importance, taken that the urgency of cities to be approached as urban ecosystems is underestimated and limitedly linked to science education for all citizens. The methodology is based on pilot themes (termed as City Challenges) which create know-how, built trust in the science approach based on own experience, facilitate skilled use of tools and support community building as they are based upon the identity of the communities in which they take place. A City Challenges (technological) Platform is developed to bridge partners, schools and stakeholders; mixed Science Teams and students acting as City Reporters will explore and disseminate the City Challenges respectively. Our approach is situated in the own living environment. Engaging in environmental education has a direct impact upon the community and the personal lives of the participants. The benefit of international cooperation of the EU member states becomes obvious at the community level. The consortium is coherent and brings complementary expertise, whereas the project is supported by a wide variety of stakeholders in the participating countries, a fact which is considered an asset of the project and shows its replication potential. Finally the pilot themes to be explored within the project exhibit richness in science as they take note of several scientific fields as related to cities as urban ecosystems, they are supported by technology, bring in innovation and are directly linked to SDGs and the European policies for cities. *beautiful in Latin