College-age young people are open and enthusiastic about making a change in their society and to serving good to all citizens. Global awareness and interaction has broadened their perspectives on the role of doing good. They are eager to be involved, to make an impact. That’s why it’s crucial that, while at the same time that young people are encouraged to be future leaders in the private sector, they should learn on the Corporate Social Responsibility concept/ Social Enterprise Model and vision themselves as Responsible Entrepreneurs.Our project (Students Today-Responsible Entrepreneurs Tomorrow) delivered tailored programs of Social Entrepreneurship and Corporate Social Responsibility to high school students that were enrolled in the school subject “Entrepreneurship” in the three respective countries (Macedonia, Croatia and Lithuania). The project modules were designed in a lead of the recognized NGOs from Macedonia (ARNO-coordinator of the project) and Belgium (Out of the Box International- partner) that offered full expertise in the design of modules and programs that improved the theoretical knowledge and practical skills of the students for becoming future Responsible Entrepreneurs.Young students accompanied by their teachers attended in total 4 trainings on Social Entrepreneurship and CSR with national follow-up activities that run throughout the entire project. They practiced the theory learned during the trainings by creating and running student Virtual Companies. Some of the student’s companies/ideas participated further in national competitions and won prizes, which proved that the project approach has visible and immediate impact on the student’s motivation and recognizable skills. Students and teachers were involved fully at all project stages and used creative tools to share the message of the project (Online Campaigns, Photo Competition, Gala Fundraising Event) while the private sector companies were mobilized to share stories and provide the students on-site learning and exposure to real business environments. With the outreach to the private sector the schools established contacts with local Companies with strong CSR practice and Social Enterprises; some of the contacts resulted in partnerships that will continue to support the schools and the entrepreneurial education and community involvement. The European dimension of the project ensured creative cultural learning, while the partners built stronger relationships and strengthened their international activities and culture of sharing best-practices. The successful implementation of the project resulted in greater commitment by all partners on working more devotedly on the topic of entrepreneurial education. The project inspired the design of the proposal “STRET Teacher Toolkit”- a KA2 approved project that unites the same partners and aims to bring academic and policy momentum to the same topic by empowering the professional communities and promoting the approach at European level.

"Social entrepreneurship in schools refers to teach students through learning-by-doing. The teachers guide students through the process of building their own social enterprise ideas that address a local community or school issue. Social enterprise, which is very popular today requires entrepreneurial skills and a community mindset, so it can be competitive at the market. The goal of the project is building the qualities, empowering students who will see themselves as young innovators and change-makers who can make a difference in creative ways and launch their own initiatives. In the realization of this goal the teachers will give their contribution through mutual work with the students, giving directions for work, by using the skills, competences and knowledge gained in the project. The teachers' guide, the curricula and handbook for social entrepreneurship, which are outputs of the project will be used as part of regular school activities on continues base, in every school year in the future. The activities in the project should encourage students to develop realistic social enterprise ideas that could launch by themselves and connect students with opportunities to take their ideas further. By engaging the students with social entrepreneurship, the school will not only give them critical enterprising skills for future employment, but also position them as thought leaders in this growing space. The main idea in the project is through different training's and workshops students to become capable to select an issue to address analyze its root causes, design a social enterprise solution and pitch this to their peers and school staff.The activities in the project should provide lots of training, collaboration and exchange for teachers from a great variety of countries. The teachers should gain skills and knowledge for finding out methods and tools that should implement in classroom to focus on the creativity of the students, so they will become more entrepreneurial and creative themselves.The project should involve eight meetings between participants (students and staff or only staff) in different partner 's countries. On each meeting there will be specific goals, activities, results and outputs. Dissemination and evaluation will be made after each meeting. Between meetings, partners will have individual activities and mutual activities that will be done on line. Objectives of the project are:- involving social entrepreneurship in educational process- training of staff for realization of teaching for social entrepreneurship - creating Teachers' guide, Curricula and Handbook by which VET educational process will produce social responsible and creative persons with entrepreneurial spirit for solving social problems. The Project will have a major impact on those directly and indirectly related to it.The project will increase the competences of direct participants in supporting and initiating projects and programs using the various aspects of social entrepreneurship education. Students are expected to discover a new forms of being creative and finding entrepreneurial solutions for solving social problems and improve their international communication skills. The teachers involved in the project are expected to enrich their pedagogical knowledge, skills and knowledge for teaching social entrepreneurship on their classes, will become more dynamic and open-minded. Schools and organisations involved in the project will be enriched by innovative ways of working with students – including active learning/teaching methods for social entrepreneurship. Exchange of experience in the field of social entrepreneurship education at large, developing a common methodology and tools to apply new methods who will have a positive impact on the partner organizations. Strengthened cooperation will further encourage communities to implement other national and international projects in this area.Local school and education communities will benefit from professionally implemented social entrepreneurship activities and initiate sustainable change in the area of social entrepreneurship education. Organizations such as municipalities, social enterprises, local community, students, parents, business sector will have benefit from implementation of social entrepreneurship in education.The project have three final outputs: Teachers guide for teaching social entrepreneurship, Curricula for social entrepreneurship in high school and Handbook ""Think global, entrepreneur local"". The outputs will be presented in two events - forum event in Italy and conference in The Republic of North Macedonia. They will be translated to each partner’s language. This outputs will be used in everyday educational process after finishing the project, because it is planned to be verified by official educational institutions in each partner’s country."

Our STRET Teacher Toolkit Project is built on this premise and experience on already built KA2 partnership from 4 counties: Lithuania, Croatia, Macedonia and Belgium. Our STRET Teacher Toolkit goes beyond teaching Entrepreneurship by adding new concepts to the knowledge and practice: Corporate Social Responsibility (CSR) and Social Entrepreneurship. These both areas have a room for further research at EU level and thus make this project more relevant and beyond the recognized potential and importance of investment in Entrepreneurial Education. The planned project activities contributed towards Improved ecosystem for promotion CSR and social entrepreneurship in and outside school, increased knowledge material on the topic for teachers, Increased capacity of the teachers in teaching about running virtual small scale business ideas, visibility of EU efforts to promote Effective Entrepreneurship Education Policy, lobbing at national and International level, increased awareness and public attention to the need of education new generations of responsible entrepreneurs. Moreover the Project has resulted not only with educational and lobbying activities but with the creation of professional teachers and expert communities that can further advocate for the integration of the STRET concept. The project has had a strong European dimension because it has searched for the roots of culture and recommendations of improving entrepreneurial education across 4 different countries and bringing recommendations at EU level by reflecting needs and success stories from the field. The main objectives was to train teachers, empower communities on the topic and further inspire them to advocate and gain momentum on the embedding of CSR and SE Modules in Entrepreneurship education and bring attention of stakeholders not to oversee this opportunity in the already hot discussion on school education and future business leaders who are Students Today (but should be)Responsible Entrepreneurs tomorrow.

"We are living at a time of profound technological, social and environmental changes. These changes are transforming the societies, and at the same time they challenge the education systems and put question on how do we educate and empower the next generations? How do we empower young people to succeed in 21st century and solve the rapid changes we are facing? Developing and promoting entrepreneurship education has been one of the key policy objectives of the EU institutions and Member States for many years. Too often, the value of entrepreneurship is only considered in economic value, creating profits for the individuals at (high) cost for the people or the environment. Making profits by doing harm to people and nature disengages young people more than it empowers them. If we have entrepreneurship education to only teach young people how to make profits, we invest in sustaining and empowering unjust societies. Social entrepreneurship by contrast is explicitly about creating value for others: economic, social and environmental value. This is the entrepreneurship the world needs more. There is growing body of evidence suggesting that young people place increasing importance on values and ethical practices: we see the rise of zero waste generations, green activists. Entrepreneurship education is essential not only to shape the mind-sets of young people, but also to provide the skills, knowledge and attitudes that are central to developing an entrepreneurial culture and new set of role models. SEED project seeks to educate and empower students and suggest that those who pursue social, environmental and economic value will be considered the entrepreneurs of the 21st century. SEED project focuses on delivering tailored upgraded programs for promotion of Social Entrepreneurship to high school students that are enrolled in the school subject ""Entrepreneurship"" in the three respective countries (North Macedonia, Croatia and Lithuania). The project upgrades its objectives by providing safe space for the students to run Virtual Social Enterprises and empowers them to receive and boost their employability skills by being leaders in organizing events in real life: organizing meetups with successful (Social) Entrepreneurs from their community, Silent Auctions and Talent Shows for Fundraising, community mobilization as sustainability approach (establishing ALUMNI networks at school) etc. The project modules are designed by NGOs that will provide new learning framework, experiential learning that is aligned with the transformed strategic environment and create new value in the education process."

"Second application after have been placed in 1st Reserve in 2019 by the EU Evaluating Panel. We have implemented requested corrections for final approval: 1/ identifying the 243 endangered species subject of study from the European Red List - IUCN and the UN official report. An immense work of several months done for free by our 3 environmental partners. Please see Irish, Spanish and Croatian list attached in the Annexes. 2/ We have entered Multiplier Events as requested. 3/ We have amplified the language learning element as requested. 4/ We have reduced the Intellectual Outputs to 6 as requested and finally 5/ we have improved coordination under the Supervision of applicant GRETB as requested.Introduction of a new R&D subject “Climate Change studies and research in the European Union” in the curricula of the applicant schools. Each of the 3 participant schools in all 3 countries will have a local partner, a charity with a proven record in environmental research. This charity will provide the schools with a selection of endangered land, water and air species subject of study and Records production and a method of researching them. The school research of mentioned selected endangered species will be followed and monitored with a continuous plan of formal evaluation where both students and participating teachers will obtain a grade. Also, each of the 3 participant schools will have their local City-Hall as an associated partner for dissemination and policy recommendations purposes aside the collaboration of the E.U. Culture Capitals 2020-2021-2022 and 2023.In numbers: 27 selected endangered biological species studied per school a year and each one subject of an individual Record with an innovative corrective action proposed for its preservation.Amounting a total of 81 species researched and 81 Records published in all the 3 participant countries on a yearly basis and 243 at project's completion. We will follow our master formula A+B+C=D in order to reach our yearly target (3 quarterly school evaluations prior to our Intellectual Outputs publication and broadcast during the last week of each course) but also to reach our main and agreed Final Result in 2023: our ""Erasmus + European sample on Climate Change"" merging all Records and audiovisuals previously produced in a final product to be massively disseminated and stored for good. All with a scientific input done by our environmental partners sampling the overall E.U. Climate Change current status and proposed corrective actions with three very differentiate European climates: North-Atlantic/Ireland; Mid-Atlantic/Galicia-Spain and Mediterranean/Croatia. Objective A. Innovation in formal education at international level.New R&D subject.Objective B. Awareness and policy recommendations. Aiming quantifiable corrective action on Climate Change. Objective C. Social inclusion by strengthening the teaching profession as a social agent with a sustainable investment. “Everyone not aware and acting it is excluded”. The grant returns to the tax payers as origin source.Target groups and impact:1/ School. 15 students per participating school a year, 45 a year in all 3 participating countries and amounting a total of 135 students at project’s completion alongside a panel of 25 participating teachers fully committed.2/ Scientific. Our 3 environmental partners, one per country, feeding the new 3 schools subject with topics for R&D which will also be our linkage to the scientific community due to their activities and volunteers network and have committed their highly established scientific magazines and webs for our Intellectual Outputs dissemination. Magazines distributes, web hits and TV share for impact measurement.3/ Public Administration. Galway, Rijeka and Rianxo City-Halls, alongside Gaway & Rijeka E.U. Capitals of Culture 2020, have issued a letter of support as associated partners to the project acting as receivers and transmitters of our studies' Policy Recommendations on Climate Change.They will also be disseminating agents and headquarters of public meetings and media presentations during the LTTAs and TPMs. Policies effectively changed due to our proposed corrective actions for impact measurement. After the initial input of the 2020 EU Culture Capitals Galway and Rijeka, both cities with schools participating in this project, we will follow up reaching the EU Culture Capitals 2021, 2022 an 2023 for them to disseminate our project as part of their official programmes.4/ General public at local, regional, national and international level. Reached through our Webs, news, events, and Intellectual Output #A# - Guide and Final Sample (Latin, Gaelic, English, Galician and Croatian) and Intellectual Output #B# - Audiovisual. Hits, magazines distribution levels, attendance and TV share for impact measurement. We have got a historic agreement among the TV channels TG4-Ireland (Gaelic and English) & TVG-Spain (Galician) and HRTV-Croatia (Croatian)."