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Application Form

Call: EACEA/41/2016
Forward-Looking Cooperation Projects

Deadline: 14 March 2017 - 12.00 noon CET

Erasmus+

ENTRECOMP FOR TEACHERS


(ECT)

DETAILED PROJECT DESCRIPTION

EN-Version 1

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PART 1. APPLICANTS' PRESENTATION, ROLE AND OPERATIONAL CAPACITY 3
Partner number – P1 UWTSD 3
Partner number – P2 Lappeenranta University of Technology 7
Partner number – P3 NCDIEL 9
Partner number – P4 European Business Summit Network 12
Partner number – P5 Bantani Education 13
Partner number – P6 Innogate to Europe 15
Partner number – P7 MatHub 17
Partner number – P8 MeAnalytics 19
Partner number – P9 Finnish Education Evaluation Centre 20
Partner number – P10 GO! Onderwijs Antwerpen 22
Partner number – P11 VUB 24

PART 2. PRIORITIES AND TOPICS OF THE CALL 27


2.1 Call priorities 27
2.2 The field(s) of education that will benefit from the activities /outcomes 27
2.3 Horizontal priorities 27
2.4 Sectoral priorities 28
2.5 Topics 28

PART 3. AWARD CRITERIA 30


3.1 Relevance of the project 30
3.2 Quality of the project design and implementation 38
3.4 Impact on policy development and dissemination 53
Contextual conditions 56

PART 4. WORK PLAN AND WORK PACKAGES 63


Work Package 1 – Project Management 63
Work Package 2 – Development and Testing of Skills framework 65
Work Package 3 – Development and testing of Self-Assessment Tool for Teachers 68
Work Package 4 – CPD Design and Implementation 70
Work Package 5 – Monitoring and Evaluation 73
Work Package 6 – Dissemination and Exploitation 77

PART 5. OVERVIEW OF CONSORTIUM PARTNERS INVOLVED AND RESOURCES REQUIRED 82

PART 6. OVERVIEW OF PROJECT EXPECTED RESULTS 86

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PART 1. Applicants' presentation, role and operational capacity

Please describe each partner organisation in the project below:

Coordinator and Partners

This part m ust be com pleted separately by each applicant in the project (coordinator and
partners).

Partner number – P1 UWTSD


(please ensure that the numbering follows the same numbering as in Part A. of the eForm and the partner
numbering of the Detailed budget table)

Organisation name Country code

University of Wales Trinity Saint David (UWTSD) UK

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
The University of Wales Trinity Saint David (UWTSD) was formed through the merger of three universities –
University of Wales Lampeter, Trinity University College Carmarthen and most recently Swansea Metropolitan
University. The UWTSD Group is also enhanced by the addition of Coleg Sir Gâr, a further and higher education
college with 5 campuses in Carmarthenshire and Coleg Ceredigion, a further education college with two campuses.
The UWTSD Group has over 25,000 learners across 17 campuses in rural and city locations. Together we deliver clear,
tangible benefits for learners, employers, industry and communities by offering a vocational approach from entry level
to post-doctoral research. The University’s Royal Charter is the oldest in Wales and England after the Universities of
Oxford and Cambridge. We help future educators, staff and students to see opportunities through ideas generation and
evaluation, networking and supporting through external connections, including Welsh Government who actively
support our projects. Our focus is on creativity and innovation in enterprise and entrepreneurship education, from
primary school level (age 5) to the HE sector. UWTSD has received international recognition for our approaches and
have helped to lead thinking at Enterprise Educators UK, Welsh Government enterprise initiatives, the Higher
Education Academy, the European Commission, and the United Nations Conference for Trade and Development.
Moreover, the British Council utliises our expertise in collaboration with the World Bank in countries such as Tunisia,
FYRO Macedonia and India.

Teacher Training. Teacher Education in the University in based in the Faculty of Education and Communities, and
brings together the very best practices at both founding institutions and will build on the early successes of the South
West Wales Centre of Teacher Education (SWWCTE). This Centre, which was established as one of three regional
centres across Wales, following the Furlong Review of teacher education in 2006, was formally launched in July 2011
and has, as its primary aim, the training of high quality Newly-Qualified Teachers (NQTs) for primary and secondary
schools in Wales and beyond. Altogether, some 750 trainees are currently trained to become teachers on the
University’s Swansea and Carmarthen campuses. Teacher Education in the University is an agile, fleet of foot,
politically astute. By bringing together the reputable strengths of staff at Swansea and Carmarthen, together with the
best training and mentoring available in schools, the Faculty clearly has a key role to play in supporting and
implementing a range of Welsh Government policies aimed at improving the effectiveness of primary and secondary
education across Wales. The three main initial teacher education and training (ITET) programmes offered within the
Faculty are the three year BA Primary Education with QTS programme, delivered in Carmarthen, and the one year
PGCE Primary Education and PGCE Secondary Education programmes, both of which are delivered on the Townhill
campus in Swansea. These three programmes are delivered in partnership with over five hundred partner schools
located across South, Mid and West Wales. We are also responsible for piloting innovative, new programmes of
school-based study and school-based development and practice and have strong relationships with our graduates who

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work throughout the sector and draw on their expertise to support the learning and teaching of our PGCE students.

Entrepreneurship Education. The International Centre for Creative Entrepreneurial Development (IICED) was
established within UWTSD to be an international focal point bringing together a distinguished group of international
experts in entrepreneurial education to engage in high-level discussions and to consider global perspectives that can
impact, or have impacted, on policy-making. The Institute researches and is actively engaged in developing
international best practice in enterprise, entrepreneurship and entrepreneurial teaching, learning and evaluation. The
team are acknowledged experts in developing Learning environments that enhance innovation and creativity capacity
within learners. On an international basis, IICED staff (in particular Prof. Andy Penaluna and Associate Professor
Kath Penaluna) are engaged in disseminating practice for embedding enterprise education/skills in the curriculum, from
both a research perspective at international conferences, such as the International Institute for Small Business and
Entrepreneurship ‘s annual conference and consultancy projects, such as the Ministry of Macedonia, the OECD with
its Entrepreneurship 360 project and the United Nations Empretec program. Liaison and collaboration with the
international entrepreneurship research community is on- going. Indicative of the interest in the co-authored research
and models of entrepreneurship education is the citation by peers and requests to support module development on
undergraduate and post graduate programmes internationally. Pedagogic approaches are incorporated as a best practice
case study in the HEA: ADM Emergent Practices for Entrepreneurship in the Creative Industries (Kellet, 2006) and
cited in ‘The Impact of Culture on Creativity’, A Study prepared for the European Commission (Directorate-General
for Education and culture) June 2009. Through IICED, UWTSD is networked in Wales to the Welsh Government,
Enterprise Champions network of 30 designated points of contact in each Further Education College and University in
Wales. Through consultancy, with the EU and the United Nations, we are likewise networked with 1000+ educators
at all levels of education.

UWTSD developed the first University-accredited teacher training provision for school teachers in collaboration with
Welsh Government and other educational partners in 2011. The new approaches they devised, and in particular the
learning outcomes and goals, were adopted by the European Commission’s Acknowledging and Developing
Entrepreneurial Teacher Training (ADEPTT 2012) project. The UWTSD teacher training initiative is the first in the
UK to offer a fully validated PGCE/PCET teacher training module in entrepreneurship education. Again, this initiative
is closely linked to the QAA Guidance initiative. The University is a member of the Building Enterprise Education in
Swansea (BEES) group. This group develops and co-ordinates enterprise education programme across all schools,
colleges and universities in Swansea, so that all young people can access high quality provision in entrepreneurship
and to develop the Enterprise Education Strategy for Swansea. UWTSD’s extensive network meant it received the
Global Enterprise Week’s High Impact Award for the range of its activities in 2014 and in terms of the number of
events during the week; it was the top of the UK University listing with 22 events.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
UWTSD will lead WP2 (Skills framework), which aims at developing the EntreComp for Teachers professional skills
framework. Particular experience in this regard includes Grigg’s and the Penalunas’ extensive experience in developing
enterprise education through the activities of the International Centre for Creative Entrepreneurial Development
(Penaluna and Penaluna) and Grigg’s experience as Head of the South West Wales Centre of Teacher Education.
UWTSD will lead WP1 (Project Management) to ensure the efficient management of the project, so that progress
against planned objectives is achieved, deliverables and the quality of the project outputs are maintained and the project
meets its overall aim. Particular experience in this regard includes UWTSD’s extensive experience of managing and
participation in EU projects with more than 30 projects successfully completed over the past 5 years. In addition to
WP2 and WP1, UWTSD will contribute to WP3, WP4 and WP6 to ensure wide impacts with reach and significance
across Europe. Particular experience in this regard includes both Grigg and Penaluna’s policy oriented research and
publication and their extensive engagement with policy makers at both national and international levels.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Associate Professor Associate Professor Russell Grigg (PhD) (M) Grigg was Head of the South West Wales
Russell Grigg Centre of Teacher Education between 2011-14 before being invited to take up his current
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role as Executive head of Research in the Wales Centre for Equity in Education. He has
more than twenty years’ experience in higher education, teacher education and inspection,
which us now centred on applied research and policy development. Grigg has professional
expertise in teacher training and education, serving in various roles including: senior
lecturer, MA programme director, quality assurance officer, head of centre, registered
inspector for Estyn, consultant, writer and researcher. He has provided courses for local
authorities e.g. Pembrokeshire and Rhondda Cynon Taf on aspects of primary curriculum
such as teaching the humanities and more recently on outstanding primary teaching. A
member of the Historical Association and BERA (British Educational Research
Association) he has research interests in: addressing equity issues in education; history of
teacher training and education in Wales; history teaching/humanities in the primary school;
problem-based learning; thinking skills in the primary school. Grigg has published
extensively in teacher and history/humanities education.

Recent relevant publications


• Grigg, R. (2014) Becoming an Outstanding Primary Teacher, London: Routledge,
2nd edn, in press
• Grigg, R. (2014) ‘Mind Readers’, Teach Primary, Issue 7:9, in press.
• Grigg, R. and Lewis, H. (2014) ‘See, Think and Wonder: making thinking visible in
the primary classroom’, Creative Teaching and Learning, Imaginative Minds Ltd - in
press.
• Grigg, R. (2014) ‘Think Big’ Teach Primary, Issue 8.2, pp.66-67.
• Grigg, R. and Lewis, H. (2014) ‘Order Your Thoughts’, Teach Primary, Issue 7.8,
pp.57-59
• Grigg, R. and Lewis, H. (2013) ‘Making thinking visible in the early years’, Early
Years Educator, Vol 15: 6, October 2013, pp.39-44, Salisbury: MA Education Ltd -
in press.
• Grigg, R. and Hughes, S. (2013) Teaching Primary Humanities, Harlow: Pearson.
• Egan, D. and Grigg, R. (2017) ‘Professional Learning in Wales: Past, Present and
Future’, Wales Journal of Education, 19.1, 1-15
• Grigg, R. (2016) Big Ideas in Education: What every teacher should know,
Carmarthen: Crown House
• Grigg, R. and Lewis, H. (2016) An A-Z of Learning Outside the Classroom, London:
Bloomsbury
• Welsh Government (2015) Reflective Practice, Cardiff: Welsh Government (written
on behalf of the Welsh Government)
• Welsh Government (2015) Making Effective Use of Data and Research
Evidence, Cardiff: Welsh Government (written on behalf of the Welsh Government)
• Grigg, R. (2015) Becoming an Outstanding Primary Teacher, Abingdon: Routledge,
2nd edn
Prof Andy Penaluna (M). Professor Penaluna is the Research Director of the IICED and
plays a leading role in developing the enterprise education agenda at institutional, regional,
national and international levels. His appointment as Professor of Creative
Entrepreneurship was made in recognition of his contribution to developing creative and
innovative thinking in business contexts. Penaluna subsequently set up the UK Higher
Education Academy's Special Interest Group in Entrepreneurial Learning, a group
dedicated to meeting the challenges of enterprise education, and in 2010-11 the 100+
University network Enterprise Educators UK elected him as their Chair. He is now an
Executive Director with a remit to develop international dialogues. He works closely with
Professor Andy
Welsh Government and the Enterprise Directorate the UK Government Department for
Penaluna Business Innovation and Skills and is also an acknowledged expert at the United Nations
in Geneva, where he has contributed to the development of a new international policy
toolkit. In June 2011 Andy received a personal mention in the Government's White Paper
for Higher Education 'Students at the Heart of the System' and was on the Advisory Panel
of the Wilson Review: Business-University Collaboration. Most recently he co-authored
the Westminster Policy paper, ‘An Education System Fit For an Entrepreneur’. Penaluna
chairs the UK's Quality Assurance Agency's Graduate Enterprise and Entrepreneurship
Group, a team that has put together expert guidance for all UK University educators. Andy
is also a Distinguished Visiting Professor at the American University in Cairo, Visiting
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Professor at the University of Leeds and an Innovation Business Fellow of the Royal
College of Art

Selected Key Publications


• Penaluna, A., Coates, J and Penaluna, K. (2010) Creativity-based assessment and
neural understandings: A discussion and case study analysis. Education +
Training
Vol. 52 No. 8/9, 2010
pp. 660-678.
• Penaluna, A & Penaluna, K., (2011) The Evidence So Far: Calling for Creative
Industries Engagement With Entrepreneurship Education Policy and Development. In
Entrepreneurship and the Creative Economy: Process, Policy and Practice, Colette
Henry & Anne de Bruin (eds). Edward Elgar Publications
• Penaluna, A., Penaluna, K and Diago, I. (2014) The Role of Creativity in
Entrepreneurship Education. Chapter 13, “Handbook of Research on
Entrepreneurship and Creativity” Sternberg, R & Krauss, G. (Eds) Cheltenham /
Northampton MA: Edward Elgar Publishing Limited
• Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) ‘When did you last
predict a good idea?: Exploring the case of assessing creativity through learning
outcomes’, Industry and Higher Education, Vol.8, No.6, December 2014: 399 – 410
Associate Professor Kathryn Penaluna. (F) Penaluna is the Enterprise Manager for
UWTSD and is an academic who has successfully delivered contextualised
entrepreneurship education across the University's four faculties, leading to her
secondment from the Business School to play a central role in taking forward the
enterprise agenda at University level. Penaluna is an internationally renowned researcher
on enterprise education and a regular presenter at conferences and workshops. Her
recent research has focussed on the role of innovative and creative thought within
enterprise and entrepreneurship mind set development. Kathryn Penaluna’s network
consists of a diverse range of stakeholders in enterprise education e.g. the United Nations
Conference on Trade and Development, Welsh Government, Local Government,
Educationalists and the Business community affords Kath on-going professional
development, both commercial and pedagogic.
Associate Professor
Kathryn Penaluna Selected Key Publications
• Penaluna, A., Coates, J and Penaluna, K. (2010) Creativity-based assessment and
neural understandings: A discussion and case study analysis. Education +
Training
Vol. 52 No. 8/9, 2010
pp. 660-678.
• Penaluna, A & Penaluna, K., (2011) The Evidence So Far: Calling for Creative
Industries Engagement With Entrepreneurship Education Policy and Development.
In Entrepreneurship and the Creative Economy: Process, Policy and Practice, Colette
Henry & Anne de Bruin (eds). Edward Elgar Publications
• Penaluna, A., Penaluna, K and Diago, I. (2014) The Role of Creativity in
Entrepreneurship Education. Chapter 13, “Handbook of Research on
Entrepreneurship and Creativity” Sternberg, R & Krauss, G. (Eds) Cheltenham /
Northampton MA: Edward Elgar Publishing Limited
Caroline Usei (F) Head of Enhancement Unit, UWTSD. Caroline heads academic
enhancement at UWTSD with responsibility for the areas of Professional Recognition,
Professional Development and Research and Scholarship. She was previously programme
director of the PGCE /PCET programmes. She is a strong advocate for the role of
Enterprise in the professional development of educators in the region and is experienced
in developing and delivering continuous professional development programmes for
teachers, lecturers and other educators. She was instrumental in the development and
piloting of the first UK accredited module in entrepreneurship education for teachers,
Caroline Usei
trainers and lecturers in 2012 Caroline was a key partner for the European Transfer of
Innovation project for the Acknowledging and Developing Entrepreneurial Practice in
Teacher Training (ADEPTT). Caroline is working with Welsh Government advisors on
the development of a curriculum and to provide training on Enterprise and Employability
Challenge for the Welsh baccalaureate qualifications. Key deliverables and outputs are the
development of a new curriculum for secondary schools throughout Wales and the
development of educator materials and teacher training delivery for educators across
Wales.
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Partner number – P2 Lappeenranta University of Technology
Organisation name Country code
Lappeenranta University of Technology (LUT) FI

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
Lappeenranta University of Technology (LUT) has for many years taken part in national and international projects and
is an important actor in the field of entrepreneurship education and research. The university promotes entrepreneurship
in many ways, such as with different degree programs and a wide range of continuing education. LUT has been involved
in entrepreneurship education since the year 2003. Initially, the activity was regional, but soon the training and
development operations were expanded first to the national and later international levels. LUT has been involved in
developing the Measurement Tool for Entrepreneurship Education (MTEE) which has subsequently been launch to
about 20 different countries. Moreover, LUT participated on developing entrepreneurship education (YVI) and The
Entrepreneurial School (TES) virtual platforms for teachers, teacher trainers and other educational stakeholders. LUT
has also been developing and conducting training programs for entrepreneurship education in Finland and other
countries.

Entrepreneurial learning in Finland: Since 1994, Finnish core curricula for basic education has included
entrepreneurship education as one of the cross-curricular theme. Moreover, a new curriculum was recently established
(autumn 2016 onwards), which emphasises themes of entrepreneurship, employability skills and entrepreneurial
learning. Moreover, Finnish Ministry of Education launched guidelines for entrepreneurship education in 2009. At this
moment, the Ministry is leading a process where new guidelines for entrepreneurship will be created. LUT has been
participating in both processes lead by the Ministry, but also the curricula renewal process, led by the Finnish National
Board of Education. All of these initiatives lay a good foundation to introduce and strengthen entrepreneurial learning
into teacher training and continuous professional development of teachers.

Relevant Partnerships for dissemination: LUT representatives are members in many steering groups related to
developing and studying entrepreneurship education. For example, member in Finnish Ministry of Education and
Culture’s steering group and working group of entrepreneurship, aiming at developing guidelines for Finnish
entrepreneurship education; Board member of Scientific Association for Entrepreneurship Education; Partners in 8
Finnish regional projects where regional strategies for entrepreneurship education were created (steering group
memberships, invited external experts, and partners responsible for evaluating and measuring entrepreneurship
education in regions’ basic, secondary and VET schools); Leader of LUT’s entrepreneurial university process; invited
Expert Group member by the European Commission in Entrepreneurship Education and Entrepreneurial Universities
as well as Evaluation of Entrepreneurship Education; an Expert Advisory Group member in “Entrepreneurship360” by
the OECD; Chair of a Working Group of Instruments to collect and assess information on international EU project
called European Entrepreneurship Education NETwork (EE-HUB.EU). LUT representatives have wide networks both
in Finland and abroad. They work intensively with practitioners, researchers, authorities and decision makers.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
LUT will work on WP3 (Self assessment tool). Their key role will be to create a self-assessment tool that reflects the
final EntreComp for Teachers framework, which can be used as a self assessment for teachers but also to produce a
baseline evaluation and measure the impact of project interventions in entrepreneurial education and the quality of
entrepreneurial teaching in the piloting countries. LUT will draw on the work they have done with their Measurement
Tool for Entrepreneurship Education (MTEE), a self-evaluation tool for teachers and educators working at different
education levels which evaluates contents, modes of operation and methods of teaching..

1.3 Operational capacity: Skills and expertise of key staff involved in the project

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Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Minna Hämäläinen (M. Sc). Project manager (F). Mrs Hämäläinen has many years’
experience in working in different projects, her main activities and responsibilities refers
to planning and participating of entrepreneurship education development projects and
continuing education for basic and upper secondary teachers. For example, she has been
working with projects, where different measurement systems for entrepreneurship
education were created (Measurement Tool for Entrepreneurship Education, MTEE,
Entrepreneurship Education Evaluation Tool for Universities of Applied Sciences and
YVI- measurement tool for teacher trainers). She is also a PhD student and member of
LUT enterprise education research group. Her main research topics are managing
Minna Hämäläinen enterprise education and principal´s role in enterprise education.

Recent relevant publications:


• Master’s thesis subject “Principal’s Role in Entrepreneurship Education”
• Ruskovaara, E., Hämäläinen, M. & Pihkala, T. (2016). Head teachers managing
entrepreneurship education – Empirical evidence from general education, Teaching
and Teacher Education, 55, 155-164
• Hämäläinen M., Ruskovaara E., Pihkala T. (2016) Head Teachers’ Networking
Activities for Entrepreneurship Education – Evidence from the General Education,
61st Annual ICSB World Conference.
Elena Ruskovaara (PhD). Director of entrepreneurship education. (F) Dr Ruskovaara
is a postdoctoral researcher, evaluation expert and a director of enterprise education
projects at LUT. She has worked as an instructor in continuing education for teachers in
the field of entrepreneurship education. She is an invited Expert Group member by the
European Commission in Entrepreneurship Education, Entrepreneurial Universities as
well as Evaluation of Entrepreneurship Education, and an invited Expert Advisory Group
member in “Entrepreneurship360” by the OECD. Dr Ruskovaara was project manager in
projects where different measurement systems for entrepreneurship education were
created. The projects were very successful: For example, the Measurement Tool for
Entrepreneurship Education (used by basic and upper secondary school teachers) has been
named as a best practise by the Nordic Council of Ministers (year 2012) and by Nordic
Innovation (year 2013). LUT also created an evaluation tool for teacher educators and
teacher students in “YVI Virtual Learning Environment of Entrepreneurship Education” –
project. The tool was mentioned as a best practise in “Entrepreneurship education: A guide
for entrepreneurship educators” document (European Commission, 2013; 56-57).
Dr. Elena Ruskovaara
Recent relevant publications:
• Sommarstöm, K., Ruskovaara, E. & Pihkala, T. (forthcoming). Company visits as an
opportunity for entrepreneurial learning, Journal for International Business and
Entrepreneurship Development.
• Ruskovaara, E., Hämäläinen, M. & Pihkala, T. (2016). Head teachers managing
entrepreneurship education – Empirical evidence from general education, Teaching
and Teacher Education, 55, 155-164, http://dx.doi.org/10.1016/j.tate.2016.01.004
• Ruskovaara, E., Pihkala, T., Seikkula-Leino, J. & Rytkölä, T. (2015). Creating a
Measurement Tool for Entrepreneurship Education – a Participatory Development
Approach, In: Developing, Shaping and Growing Entrepreneurship, Fayolle, Kyrö &
Liñán (Eds.). Edward Elgar. Entrepreneurship Research in Europe book. DOI
10.4337/9781784713584.
• Ruskovaara E., Pihkala T. Seikkula-Leino, J. & Järvinen, M.R. (2015). Broadening
the resource base for entrepreneurship education through teachers’ networking
activities, Teaching and Teacher Education, vol. 47, 62-70.
Professor Timo Pihkala. (M) Prof. Pihkala works as a Professor of Management and
organization at LUT. He has over 17 years’ experience in working as a professor
specialized in entrepreneurship. He has a wide experience in managing an academic
Professor Timo Pihkala research unit; wide experience in teaching and training at the master’s and doctoral
levels, as well as in training business professionals. Wide experience in project
management, administration and inter-organizational development projects. Scientific
expert tasks have included various editorial assignments, review referee assignments and
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a wide range of positions of trust, including board memberships and chairing regional
research funds.

Recent relevant publications:


• Ruskovaara, E. – M. Hämäläinen – T. Pihkala. (2016). HEAD Teachers managing
entrepreneurship education – Empirical evidence from general education. Teaching
and Teacher Education 55, 155 – 164.
• Mäkimattila, M. - Rautiainen M. – T. Pihkala (2016). Systemic Innovation in
Complex Business Portfolios – A Case Study. International Journal of Business
Innovation and Research, 10, 2/3, 363-379.
• Ruskovaara, E., Pihkala, T., Seikkula-Leino, J. & Rytkölä, T. (2015). Creating a
Measurement Tool for Entrepreneurship Education – a Participatory Development
Approach, In: Developing, Shaping and Growing Entrepreneurship, Fayolle, Kyrö &
Liñán (Eds.). Edward Elgar. Entrepreneurship Research in Europe book. DOI
10.4337/9781784713584.
• Ruskovaara E., Pihkala T. Seikkula-Leino, J. & Järvinen, M.R. (2015). Broadening
the resource base for entrepreneurship education through teachers’ networking
activities, Teaching and Teacher Education, vol. 47, 62-70.
• Ruskovaara, E. & Pihkala, T. (2014). Entrepreneurship Education in Schools –
Empirical Evidence on the Teacher’s Role, Journal of Educational Research, 1-14.

Partner number – P3 NCDIEL


Organisation name Country code
National Centre for Development of Innovations & MK
Entrepreneurial Learning (NCDIEL)

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
The NCDIEL team has rich and valuable expertise in the areas of entrepreneurial education and innovation. The two
Erasmus + ongoing projects: CRAYON (Creativity in Action to promote Young Entrepreneurship) and ECO-
SystemApp, are both focused on development of training materials and methodologies for building competences for
entrepreneurship, creativity, innovation and soft skills via social media and other online channels. As part of the
projects, innovative methodologies for assessment and evaluation, based on the feedback and insights of participants
are developed, tested and disseminated. The NCDIEL activities have valuable contribution for the social inclusion of
marginalized groups in the country. The two ongoing projects which are part of the IPA-12-9132 EU funded programme
aim to improve the position of marginalised and socially excluded individuals on the labour market. Also, the ongoing
project RISE contributes to greater social inclusion of young Roma through the establishment of a social
entrepreneurship hub and providing trainings and environment for further youth inclusive social entrepreneurship
development.

The NCDIEL team has also been active in various levels of Entrepreneurial learning development. They have
developed the Macedonian National Strategy for Entrepreneurial Learning, the national curricula for the subject
Business and Entrepreneurship in the first, second and third year of secondary (high-school) education and
implementation of innovative and entrepreneurial spirit rising teaching units in the curricula for the subjects: biology,
mathematics, chemistry, physics and arts in the last year of the elementary schools. The NCIDEL team has also
published 3 books that are recommended as innovation and entrepreneurship preparation material for high and
elementary school teachers. Furthermore, the NCDIEL team is highly skilled in development of micro, mezzo and
macro level innovation and entrepreneurship strategies and policy measures. They have been involved in the
development of strategic documents regarding innovation on different levels: the Western Balkans Regional R&D for
Innovation Strategy, Entrepreneurial Learning Strategy of the Republic of Macedonia 2014-2020, the Macedonian
innovation strategy 2012-2020, and they have developed the Innovation Strategy of the Municipality of Veles.

The establishment and operation of NCDIEL is supported by: Austrian Development Cooperation (ADC), Regional
South-east European Centre for Entrepreneurial Learning and also by a wide range of national relevant bodies and
institutions: Ministry of Economy and Ministry of Education and Science of the Republic of Macedonia, the three
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biggest chambers, the Faculty of Mechanical Engineering - Ss. Cyril and Methodius University, the Centre for
Research, Development and Continuous Education, Bureau for Development of Education and most of the local
governments. It is also supported by the Roma youth NGO, the Roma Resource Centre and by the students’
organizations ESTIEM, BEST and AIESEC.

NCDIEL is founder of the NEEN (National Entrepreneurship Educators Network) with more than 300 members most
of which entrepreneurial learning teachers in all official levels of education, as well as mangers of educational
institutions. Also, NCDIEL is co-founder of the YES (Youth Entrepreneurs Support) Network which is in its first year
and its already connecting more than 30 non-for-profit public and private organizations that are supporting young
entrepreneurs. This organization is National partner of SEECEL (South-East European Centre for Entrepreneurial
Learning), covering most of its activities in Macedonia.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
NCDIEL will lead WP6 (Monitoring and Evaluation). Their key role will be to produce a baseline evaluation and
measure the ongoing results and overall impacts of ECT’s interventions in the piloting countries and beyond. NCDIEL
will use an action research methodology and wider tools to examine the factors that proved critical in helping or
hindering the implementation of ECT, to evaluate the impact of ECT on teacher competences in entrepreneurial
education, draw lessons for future development and ensure that monitoring, evaluation and research activities comply
fully with all relevant ethical guidance.

They will also share their expertise of driving development of local entrepreneurial learning ecosystems for the co-
creation of learning between schools, policy and external community, business and entrepreneurs – supporting the
development of local stakeholder steering groups for the project.

1.3 Operational capacity: Skills and expertise of key staff involved in the project

Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Professor Radmil Polenakovik, PhD (M) is a professor on Entrepreneurship and Small
Business Management, Human Resource Management and Business Logistics at the
Faculty of Mechanical Engineering at Ss. Cyril and Methodius University in Skopje,
Macedonia. He has published more than 240 papers, reports and articles (12 books). He is
a team leader for GEM (Global Entrepreneurship Monitor) for Macedonia, member of
European Academy for Sciences and Arts, evaluator of FP7 and other EU funded projects,
member of ETF (European Training Foundation) expert group, NCP for Horizon2020
(transport), part of the national team for development of innovation strategy, strategy for
entrepreneurial learning, etc. Polenakovik developed, ran or acted as an expert in more
than 25 projects funded or supported by: OECD, World Bank, ETF, ADA, USAID, GTZ,
CEI, UNCTAD, SEECEL, ZSI, SEE-JTC (IPA-funds), UK Embassy in Macedonia,
Professor Radmil Macedonian ministries and agencies, etc. Polenakovik now is leading the Ss. Cyril and
Polenakovik Methodius University Business Start-Up Centre that supported the creation of 54 start-ups
in the last 7 years. He is also a founder and President of the National Centre for
Development of Innovation and Entrepreneurial Learning.

Selected Key Publications


• Polenakovik R., Sutevski D. (2014): Innovation –textbook for IX year of primary
schools, NCDIEL print.
• Polenakovik R., Stankovska I., Jovanovski B. (2015): Macedonian national
innovation system – main challenges, Economic review, 12(2): 21-34.
• Gecevska V., Jovanovski B., Polenakovik R., Sutevski D. (2014): Report prepared for
the World Bank regional office in Skopje – Evaluation of donor support in the area of

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competitiveness, export orientation, job creation and innovativeness of Macedonian
companies – Lessons learned, World Bank internal report, Skopje, Macedonia.
• Polenakovik R., Pinto R. (2010): The National Innovation System and its Relation to
Small Enterprises – the Case of the Republic of Macedonia, World Journal of Science,
Technology and Sustainable Development (WJSTSD), 7(1/2): 91-107.
Bojan Jovanovski, MSc (M) is a teaching assistant at the Faculty of Mechanical
Engineering, Ss. Cyril and Methodius University in Skopje and a co-founder of the
National Centre for Development of Innovation and Entrepreneurial Learning. He has also
been involved in the establishment and development of the Ss. Cyril and Methodius
Business Start-up Centre and the Innovation Centre – both institutions of high national
relevance. He holds a master degree in Industrial Engineering and Management, and is
currently working on his PhD research in Innovation Management. He developed more
than 30 modules of entrepreneurial learning training and has trained more than 2000 young
entrepreneurs on the topic of business model development, as well as more than 1000
elementary and high-school teachers on various topics on entrepreneurial learning and
innovation. He is also very active in development of curricula for entrepreneurship in
elementary, high-school on national level and in the design of the business-related subjects
and the tools for their assessment at the Faculty of Mechanical Engineering in Skopje.
Bojan Jovanovski
Selected Key Publications
• Jovanovski B., Sutevski D., Polenakovik R., Gecevska V., Stankovska I. (2014):
Modelling the Success of Small and Medium Enterprises, Mechanical Engineering –
Scientific Journal, 32(2):157-164.
• Jovanovski B., Nikoloski I., Polenakovik R., Velkovski T., Ivanovic E. (2014):
Reducing skills mismatch as a key for increasing the regional competitiveness of
women entrepreneurship in Southeast Europe, Proceedings of 7th International
Conference for Entrepreneurship, Innovation and Regional Development, ICERID
2014, 5-6 June 2014, Nicosia, Cyprus
• Jovanovski B., Nikoloski I., Polenakovik R., Velkovski T., Ivanovic E. (2014):
Training needs of women entrepreneurs in the Western Balkans, Turkey and Moldova,
Mechanical Engineering – Scientific Journal, 32(1):99-108.
Ivana Stankovska, PhD, (F) is project coordinator and researcher at NCDIEL. She
finished an interdisciplinary Master course at Lancaster University Management School
in the UK, entitled: "E-Business and Innovation", and a PhD course at University Ss.
Cyril and Methodius, Faculty of Economics, Skopje, Macedonia, specializing in
innovation, triple helix and small and medium enterprise development. Her main areas of
expertise are: innovation and open innovation; triple helix, knowledge-exchange between
higher education institutions and small and medium enterprises. She has participated in
various research activities and developed many research reports and scientific
publications. She has also been coordinating a European project and participating in
many national projects funded by the Macedonian government. Stankovska has been part
of the organizing committee for national business plan competitions and jury member
and main coordinator for the international competition Get In The Ring – investment
battle for start-ups.
Dr. Ivana Stankovska
Selected Key Publications
• Stankovska I., Josimovski S., Edwards C. (2016): Digital channels diminish SME
barriers: the case of the UK, Economic Research-Ekonomska Istraživanja, 29(1):
217-232.
• Polenakovik R., Stankovska I., Jovanovski B. (2015): Macedonian national
innovation system – main challenges, Economic review, 12(2): 21-34.
• Stankovska I., Josimovski S. (2014): Innovations for competitiveness and growth in
Macedonian companies: main challenges, International conference for development
of innovations and SMEs: Building competitive future in Southeast Europe, Ohrid,
Macedonia.
• Sutevski D., Polenakovik R., Gecevska V., Jovanovski B., Stankovska I. (2014):
Ownership, location, size, age and sector of SMEs as determinants for success – the
case of the Republic of Macedonia, Third international scientific conference

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“Strategic focused organisation and sustainable company competitiveness”, BAS,
Bitola, Macedonia.

Partner number – P4 European Business Summit Network


Organisation name Country code
European Business Summit Network (EBS) BE

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
EBS (European Business Summit) has been established by Business Europe and the Belgian Confederation of
Industries (FEB). EBS is the biggest networking platform on European Policy. It is a key player in bringing business
and politics together and our aim is to stimulate thinking on European challenges. Among our main partners, we
acknowledge Business Europe, CSR Europe and several international Companies that are member of our Steering
Committee. EBS is now widely known for organising the annual EBS conference that focuses on shaping the future of
Europe by bringing to the forefront key issues relevant to Europe. Building on its 15 years of experience and its
extensive network of companies and associations, from across all sectors EBS, is the key platform to facilitate the
interaction between the project consortium, the business sector and EU policy makers. EBS will reach out to
Companies, associations and confederations that are interested and actively involved on Education and Entrepreneurial
learning. EBS team will ensure that the project consortium is connected to key companies active on Education
providing a gateway to confederation of industries and business representatives in Europe. Thanks to their extensive
expertise in communication and engagement, the EBS team will allow the project results to be embedded in Education
CSR practices across Europe and reach-out to EU level organizations.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
EBS will contribute to WP6 (Dissemination and Exploitation) to ensure wide impacts with reach and significance
across Europe. This will include the building and servicing of the website, activities to raise awareness; engage target
audiences; provide national and European policy makers with tools that they can use in their work; spread knowledge
about our research to community and business contacts such as CSR Europe and Business Europe networks. Particular
experience includes very extensive reach into the high level of governments through its hosting of large networking
and debating events. EBS will play a key role through this experience of bringing politics and business together as
well as working with companies of all sizes, associations, governments, regional representatives. NGOs, academia and
think tanks from across all sectors, through reports, research and the delivery of large-scale policy events such as the
European Business Summit.

1.3 Operational capacity: Skills and expertise of key staff involved in the project

Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Arnaud Thyssen, Director General of the European Business Summit. (M) After
being Assistant Professor at the Law Faculty of Université Catholique de Louvain
(Belgium) and lawyer at the Brussels Bar, he followed the PhD programme in EU law at
the European University Institute (Florence, Italy). In 2009 he joined the Federation of
Enterprises in Belgium (FEB) at the occasion of the EU Presidency of Belgium. Since
Dr. Arnaud Thyssen
2012, Arnaud has been successfully developing the European Business Summit by
enlarging the EBS networks, attracting high-ranking profiles and expanding partnership
and research collaborations with stakeholders from the business community. Besides his
academic background, Arnaud Thysen will bring to the project his knowledge and
expertise on the European business sector.

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Elisa Martellucci, Research and partnership developer. (F) Elisa Martellucci joined
EBS in August 2016 as Research and partnership developer. She is responsible of the EBS
research Hub that aims to facilitate the interaction between the research community and
the business sector. Prior to EBS, she worked as project officer in the Jobs and skills unit
of the Centre for European Policy Studies (CEPS). She has been extensively involved in
several EU funded research projects on employment, education and Social welfare issues.
Her main publications focus on Lifelong Learning and Social innovation in education.

Elisa Martellucci Recent Relevant Publications


• Martellucci, E., Marconi, G. (2015) Barriers to and triggers of policy innovation and
knowledge transfer in Belgium.
• Beblavy M.,Martellucci (2015) Extending Working Lives A comparative analysis of
how governments influence lifelong learning,
• Beblavy M.,Maselli I., Martellucci E., (2012) Workplace innovation and
technological change
• Martellucci E., Thum A., (2014) Can social innovation in schools mitigate education
inequality?
Esther Read, editor, (F) Esther Read is EBS Editor. She graduated from the University
of East Anglia in 2012 (MA English Literature and Philosophy). She is currently
supporting the European Business Summit by providing her native English language skills
Esther Read and ability to conceptualise and clarify to communicate the organisation’s ethos. This
includes copywriting and editing of EBS communication tools. As well as this, she assists
the EBS Director General and Programme Manager in the actual creation of the summit
and the coordination of its high-level speakers.

Partner number – P5 Bantani Education


Organisation name Country code
Bantani Education (BANT) BE

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
Bantani Education is a non-profit business based in Belgium, working collaboratively to drive entrepreneurial and
creative learning. By bringing together extensive policy and practical experience, Bantani works with public,
community and private sector partners to embed entrepreneurial skills into any type of learning. Founded by Elin
McCallum, entrepreneurship education policy expert, and Rebecca Weicht, with a background in training and
communications, Bantani works to build collaborations and initiatives involving policy makers, educators, community
and the private sector, to embed high quality entrepreneurial learning practice and policy into formal and non-formal
learning. With very good EU and national networks in Europe and beyond, Bantani Education is or has recently worked
with the European Commission (EntreComp), OECD (Social Entrepreneurship), European Training Foundation
(entrepreneurial learning policy for ETF partner countries), national and regional governments (Bahrain, Montenegro,
Albania, Wales) and EU/national networks (Vleva, EEUK, Friedrich-Naumann-Stiftung, EU LifeLong Learning
Platform) linked to education and economic development. Bantani is the Welsh for 'Away We Go'. Through strong
connections to policy makers at national and EU level, Bantani can directly promote the work of the project to those
audiences who have the capacity to recommend new ideas to education systems and/or directly change curricular
approaches e.g. promoting EntreComp for Teachers to 38 ETF Partner countries who have a proven interest in this
work, or to key contacts on entrepreneurship education in DG Education, DG Grow, DG Employment and DG Connect.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.

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BANT will lead WP6 (Dissemination and Exploitation) to ensure a truly practical policy toolkit (bringing together all
outputs) for impacts with reach and significance across Europe. The dissemination will include activities that raise
awareness; engage pupils and practitioners; provide national and European policy makers with tools that they can use
in their work; spread knowledge about our research to schools, practitioners, academics, students and social partners
for them to develop the concepts further; and create a network of professionals who will continue to benefit from the
project tools and content after the project itself is complete. Experience in this regard includes BANT’s extensive
experience of participating and leading educational policy debate and development with the EU and national institutions
and schools across Europe. BANT will also participate in WP2 (Skills framework) by bringing their extensive
knowledge and understanding of the EU’s EntreComp framework, in which Director Elin McCallum played a key role
in developing.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Elin McCallum (BSc) (F) is Director of Bantani Education and experienced in policy,
practice and evaluation at UK and EU level, particularly entrepreneurship education.
Positive, motivated and able to engage partners at all levels. She has a strong background
in European policy at EU and UK level, with excellent networks across the education,
enterprise and employment policy areas, supported by practical understanding of EU
policy functions and drivers and is a specialist in entrepreneurial learning with 12 years
experience in national / international policy & practice, including 2.5 years at the European
Commission fulfilling the specific objectives for entrepreneurial learning within
Europe2020 and 8 years developing entrepreneurial learning strategy and innovative
practice for Welsh Government. Expertise includes:

• Knowledge of European funding programmes - involved in development of the


Erasmus+ funding programme for DG Education & Culture; knowledge of additional
programmes including COSME and Horizon2020;
• Evaluation – experience in design and implementation of evaluation methodology,
expert interviewing and presentation of recommendations.
• Interpersonal skills - practiced at dealing with people at all levels, and experienced at
working in a multi-cultural, multi-national diverse environment;
• Project Management - proven experience in project management including exploring
feasibility, building concepts, developing proposals and implementing these on the
ground at national and international level;
Elin McCallum
• Workshop facilitation - trained facilitator with expertise in participatory methods and
integrating technology. Background in designing and delivering workshops producing
tangible policy outcomes at national and international level (EU forums, expert groups
and working groups) or capacity building with stakeholders to promote policy
engagement and implementation;
• Proven background in building partnerships - bringing together partners from
government, business and civil society to build and agree a joint vision, action plans
or co-create entrepreneurial learning instruments;
• Leading networks - excellent skills and experience in leading and facilitating networks
at national and European level, engaging key stakeholders from across business, civil
society and government;
• Expertise in policy analysis at both national and European level - including the design
and development of European Commission entrepreneurship education studies and
leading on policy analysis of European and country level data.

Recent publications:
European Commission, (Eurydice) Entrepreneurship Education at School in Europe (2016)
Conference Paper: Promoting the Entrepreneurship Competence Of Young Adults In
Europe: Towards a Self-Assessment Tool, ICERI 2016 / IATED Academy

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Rebecca Weicht (MSc) (F) is Co-Founder of Bantani Education and as Head of
Operations uses multi-channel marketing strategies to develop communication and
dissemination strategies for various EU projects. An experienced journalist and trained
communications specialist, Weicht brings considerable experience including a role as
capacity building coordinator for the Foreign Trade Association where she worked with
Rebecca Weicht
European brands, retailers and importers to solve their training needs to the project. She is
also a World Economic Forum Global Shaper with the Brussels hub, Communications
Director with Professional Women International Brussels and was Deputy Director of
Communications & Marketing for Young Professionals in Foreign Policy Brussels (2014
- 2015).

Partner number – P6 Innogate to Europe


Organisation name Country code
Innogate to Europe (INNO) ES

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
Innogate to Europe (INNO) is an SME expert in access to funding, cluster collaboration and innovative
entrepreneurship. It has vast experience in adopting cross-sectoral approaches for stimulating creativity, innovation and
growth, especially through public-private collaboration involving triple helix stakeholders and transnational cluster
collaboration. Innogate to Europe is Intermediary Organisation for the programme Erasmus for young entrepreneurs
(EP partner in cycle 6, coordinator in cycle 7, partner in cycle 9), promoting and managing transnational exchanges
between new and experienced entrepreneurs to share knowledge, capacities and experience between companies from
different countries, backgrounds and sectors. INNO is also participating as partner in two projects under Erasmus+
KA2 – Cooperation for Innovation and the Exchange of Good Practices – Strategic Partnerships for higher education,
promoting entrepreneurship as a transversal skill using innovative methods: ECO-SystemApp and EFEB Network; and
one Strategic Partnership for vocational education and training promoting work-based learning in all its forms, with
special attention to apprenticeship-type training: PROMOTE-WBL. Additionally, it is the project coordinator of the
ArtReefs EU project (EMFF), project partner of the crossEUWBA EU project (COSME). It also collaborates with other
triple helix institutions in the development and implementation of transnational collaborative projects and initiatives
fostering entrepreneurship and industrial competitiveness (clusters, public authorities, industry, research organisations,
and academia at all educational levels).

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
INNO will contribute to WP2, WP3, WP4, WP5 and WP6 and pilot EntreComp for Teachers in Spain. INNO as an
expert innovation body is in direct contact with policy makers, stakeholders and other social and educational actors and
will also contribute to WP5 (Dissemination and Exploitation) in this way.

Particular experience in this regard includes INNO’s regular interaction and support to young entrepreneurs and SMEs
participating in the Erasmus for Young Entrepreneurs Programme, where the matching and the gaps between the young
entrepreneurs’s competences and entrepreneurial attitude and the expectations from experienced entrepreneurs are
evidenced and tackled to facilitate successful exchanges, and its work with schools, teachers, businesses, policy makers
and other stakeholders in the field of Education and Entrepreneurship in the framework of the Erasmus+ projects
PromoteWBL and ECOSystemApp. As Business Support Organisation INNO will build on its long lasting relationship
with triple-helix organisations involving academia, public authorities and industry, to ensure that teachers’ training and
competences are developed bearing in mind the perspective of the needs that students will face when entering the
business and innovation world. INNO is member of the EBN Innovation Network that brings together 250 business
and innovation centres and organisations that support the development and growth of innovative entrepreneurs, start-
ups and SMEs. Innogate to Europe’s Directors are Members of the Professional Women Network PWN Global (PWN

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Madrid and PWN Paris). As innovation and cluster experts of the Association of Clusters Madrid Network, INNO
participates in the National Network of Information Points on Public Funding for R&D and innovation (PIDI Network)
and Enterprise Europe Network (EEN). As such, its team members have large experience in advising companies and
other entities on access to funding and on organising B2B match-making events with a cross-sectoral approach and
have expertise in transfer of technologies, between research and industry. Paloma Lozano, Managing Director of INNO,
is Cluster Contact Point for EEN- the realm of this is to foster cross-fertilization among clusters and cluster members.
INNO is adhered entity to the Spanish National Strategy for Young Entrepreneurship and Employment 2013-2016.
INNO will also contribute to wider ENTTEACH piloting activities by actively promoting engagement across additional
schools at regional and national level via online marketing channels and direct contact via teachers or school leaders,
networks and national events.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Paloma Lozano (F) – Managing Director. Paloma Lozano holds a Law Degree, Master
in Laws and a Postgraduate Diploma in European Union Law by San Pablo-CEU
University of Madrid. Co-Founder and Managing Director at Innogate to Europe since
2011. She is project coordinator of E4IC II under the Erasmus for Young Entrepreneurs
programme, facilitating the mentoring and exchange of experience programme between
new and experienced entrepreneurs in COSME participating countries. She is also the
project coordinator of the ArtReefs EU Project (EMFF) and has participated as project
manager and project partner in numerous EU projects since 2001. Since 2008 she manages
the International Innovation Unit of Madrid Network (Madrid Region Parks and Clusters
Network) by providing business support services to its 700 members, including SMEs and
entrepreneurs, public administrations, non-profit organisations. As such, she is in charge
Paloma Lozano of networking and collaboration with regional and national stakeholders of the
entrepreneurial ecosystem (Accelerators, the business world, Higher education
Institutions, and public institutions, among others) and she disposes of large experience in
implementing networking and business/research partnering activities for entrepreneurs and
SMEs. She is member of the Enterprise Europe Network (EEN) sector group on Women
Entrepreneurship and the Executive Team of the Thematic Group of Cluster Contact
Points. Member of the School Board of Colegio Nervión School in Madrid as parents’
representative since 2014 (private-public Primary and Secondary School). She is
participating as Mentor for children aged 10-12 (5th and 6th grades in Spanish Primary
School) in the 2017 edition of the programme “We build our project” of the Créate
Foundation, to develop entrepreneurial learning in Primary, Secondary and VET schools.

Silvia Sarria (F) – Business Development Director. Silvia Sarria has graduated with a
BA in Political Science and Public Administration (Universidad Complutense, Madrid)
and a Master's Degree in European Politics (Université Libre de Bruxelles).
She disposes of ten years’ experience in business support for innovation. She is involved
in Enterprise Europe Network and acts as contact point for the national network of
Information Points for Research, Development and Innovation (Red PIDI, Spain). She has
Silvia Sarria
a vast experience in the inception and implementation of EU Projects both as member of
the coordination team and as project partner. Under Erasmus for Young Entrepreneurs she
is in charge of networking and dissemination activities. As female entrepreneur herself,
she is member of the “Professional Women Network” (PWN), promoting female
entrepreneurship.

Katharina Kühnelt (F) – European Projects Director. Katharina Kühnelt holds a


diploma in Geography and a sub-diploma in Economics and Social Sciences. Under
Erasmus for Young Entrepreneurs cycle 6 and 7 she has gained vast experience in
Katharina Kühnelt providing support to entrepreneurs in: revision of business plans, provision of information
on the local and regional entrepreneurship support ecosystem, networking and preparation
for a mentoring programme. She has more than 6 years’ experience in providing business
support services. Additionally, she provides information services about access to finance,
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acting as local contact point of the National Network of “Information Points for Research,
Development and Innovation (Red PIDI, Spain)” providing support and information to
businesses and entrepreneurs about national and EU access to finance.

Partner number – P7 MatHub


Organisation name Country code
Consorzio Materahub Industrie Culturali E Creative (MATHUB) IT

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
Materahub is an aggregator of people and business, a “space” where they meet, encourage the creation of new job
opportunities and the promotion of sustainable development. Through Materahub different subjects provide their
expertise and ideas to valorise the local and regional community, which becomes the starting point and meeting place
of national and international creative realities related to the HUB. For this reason, Materahub provides spaces and
resources, links and knowledge, talents, opportunities and investments to help people to turn ideas into reality.
Materahub’s primary objective is a better quality of life, made of the rediscovery of traditional values and innovative
solutions to emerging needs, with culture and creativity at the centre of each project. Learning processes are vital for
the development and empowerment of creativity and related skills, so Materahub promotes new methodologies where
creativity is used to make the learning path easier and much more participated by trainees/learners. In a historical and
social context in which the only sectors that enjoy growth and prosperity are those of culture and creative enterprise,
the best way to look at the future is the development of a economy of culture: an alternative way for each community
who wants to exploit its skills and distinguishing social, cultural and environmental factors solving critical problems
like youth unemployment and brain drain.

During the last three years, the focus of Materahub’s activities has been on:

• Promoting entrepreneurship as a mean for local development based on sustainability, social innovation and
valorisation of local heritage material and immaterial
• Entrepreneurship Education for young entrepreneurs, wanna-be entrepreneurs, students through mentoring
initiatives (in particular tailored on CCS)
• Business development supporting start-ups specifically in the creative and cultural sector but also on tourism and
other sectors
• Support to start ups and business incubators in connecting with other European experiences to be taken as
benchmark
• Promotion of new models of economy based on social enterprise, social innovation and sharing economy
• Supporting Creative and Cultural operators to transform their projects into sustainable economic activities
• Promoting Cross Fertilization of Creative and Cultural Industries and traditional economic sectors to activate and
foster innovation and new economic opportunities
• Supporting Creative and Cultural industries in Italy to be recognized by policy makers and receive adequate
support in terms of public funding and public policies
• Supporting Creative and Cultural industries in South of Italy to become aware of their role in local sustainable
development
• Supporting Cultural Centres at regional level to connect and enter into EU networks to promote competencies,
resources and people exchanges
• Promotion of local cultural heritage and development of innovative approaches on safeguard, restoration and
valorisation
• Promotion of new tourism models based on the interaction of tourism with creativity and culture and every day
life of citizens
• Support to local food industry and food clusters to activate projects of internationalization of “Made in Italy” by
joining efforts and productions

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1.2 Role of the partner organisation in the project
Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
Materahub will contribute to WP2, WP3, WP4, WP5 and WP6 and pilot EntreComp for Teachers in the region.. As
an expert innovation body, it is in direct contact with policy makers, stakeholders and other social and educational
actors and will also contribute to WP5 (Dissemination and Exploitation) in this way.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Luigi Martulli (M) has 20 years of experience as business consultant/trainer & over 10
years of experience in the management of regional, national and European projects in the
same fields. Among the EU projects he worked as manager: Life Third Countries CBSTD;
Interreg IIIA The Banking Bridge; LdV Pilot UBI MINOR; LdV ToI TTrainSME; AAL
Socialize. In the framework of these projects he developed and applied Quality Plan for
Luigi Martulli
the monitoring of projects results & outputs. He is involved in other EU funded project for
the support of entrepreneurship education like EYE, Aspire2Create, ReadyforBusiness. He
is actually in charge of the evaluation of business plans presented by young entrepreneurs
under the EYE program.

Raffaele Vitull (M): Currently working as project maker and facilitator in the network of
materahub, covering the official role of vice-president. His professional career starts on
2006, when he funded and managed a cultural enterprise called ARTEZETA, born to
develop a network for the cultural and tourist valorisation of Basilicata. In 2010 he started
his career on projecting and creation of cultural events by the coordination of a team of
professional of theatre and performing arts to realize the first work of contemporary theatre
of the city of Matera. Finally, since 2011 he is in charge of strategy for the management
Raffaele Vitull and valorisation of Cultural Heritage and project making in the sector of creative and
cultural industries trying to support and stimulate the development of new companies in
the field of culture and creativity in the area of Matera.With Materahub he is following all
projects related to the development of entrepreneurship education courses with a focus on
social enterprise, social innovation and mentoring. He has been certified as mentor of the
Mentoring Circle methodology and assessor of the Aspire2Create framework to assess
competences developed by artists in non-formal education processes.

Paolo Montemurro (M): With a degree in International Studies and a period of research
at Leiden University (Netherlands) for his final thesis, he had a period of training at Central
Unit of Italian Cooperation at the Ministry of Foreign Affair in Rome and at the Ministry
for Economic Development. Since 2008 he is working as a trainer in EU related subjects
and in the project management of several European initiatives for private organizations
and public bodies (consultant). He is the director of Materahub in charge for the EU
projects area and International cooperation. He is currently involved as project manager of
Paolo Montemurro
the project MOBILITAS - EYE program in which Materahub is involved. He is
coordinating the Strategic Partnership Break In The Desk which developed the Creative
Project Canvas, an innovative tool to support creative and cultural industries operators in
developing sustainable projects and entrepreneurial skills. He has been part of the group
that supported DG Growth in structuring the format of the Erasmus for Young
Entrepreneurs.

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Partner number – P8 MeAnalytics
Organisation name Country code
MeAnalytics (ME) SE

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
Me Analytics AB is a small company in Sweden with the mission to contribute to more effective development of
learning processes in education and employment through innovative, research-based and user-friendly IT solutions.
Our innovative products and services are based on leading Swedish research in the field and extensive practical
experience with development in the public and private sectors. ME’s main focus is to offer the IT tool LoopMe in order
to support the development of various learning processes. We help organizations in their systematic quality work to
achieve continuous improvement. We also conduct research and development projects in value creation learning (a
new flavor of entrepreneurial education). We collaborate with other researchers result in follow-up of various' skills
interventions. Our customers are around Europe, mainly in the education sector and in the private sector.

LoopMe (www.loopme.io) is an IT platform originally developed for research purposes at Chalmers University of
Technology in Sweden. The first version of the platform was used on entrepreneurship students in 2012. In 2014 the
platform was spun out as a research based education technology startup placed in the regional incubator Chalmers
Innovation. Numerous assessment studies have been conducted using LoopMe as a data collection tool, investingating
the impact of different kinds of entrepreneurial education on students of all ages, from primary education to higher
education and adult education. LoopMe has so far been used by some 3000 users in Sweden, Norway, Denmark, France
and Turkey.

1.2 Role of the partner organisation in the project


Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
Me Analytics AB, provides the project with the IT system LoopMe where the project manager and the participating
teachers will be able to lead and support the teachers in their individual development journey, primarily in WP4. The
system also works as a research tool that collects data about the participants' learning engagement and outcomes in the
project, which will be used in WP5 (Evaluation).

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Martin Lackéus (PhD) (M): Chairman at Me Analytics AB. Martin is a serial
entrepreneur in IT with long experience in mobile software design. He also works as a
researcher at Chalmers University of Technology focusing on entrepreneurial education
and its assessment. Martin has an academic educational background in Industrial
Engineering and Management, with major in entrepreneurship at Chalmers School of
Entrepreneurship and a PhD focusing on action-based entrepreneurship education and
Dr. Martin Lackéus university commercialization of technology.

Recent Relevant Publications


• Lackéus and Sävetun 2016. "Entreprenöriell utbildning som värdeskapande lärande -
en tredje väg? En effektstudie av värdeskapande lärande på uppdrag av Skolverket"
(Swedish report: Impact study of value creation in education)

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• Lackéus and Sävetun, 2016. "Koncept kontra skola: En studie av åtta entreprenöriella
lärmiljöer - En effektstudie på uppdrag av Region Skåne" (Swedish report: Impact
study of entrepreneurship and enterprise education)
• Lackéus and Sävetun, 2015. "Elevperspektiv från tre entreprenöriella lärmiljöer i
svensk grundskola - en effektstudie genomförd på uppdrag av Skolverket" (Swedish
report: Impact study of enterprise education)
• "Value creation as educational practice - towards a new educational philosophy
grounded in entrepreneurship?" (Doctoral thesis Martin Lackéus (2016)

Carin Sävetun (F): CEO at Me Analytics AB. Carin has a long experience of managing
different projects and organizations, also helping schools with different pedagogical
changes. She has also worked 4 years as research assistant in impact assessment projects
Carin Sävetun
outlined above. Carin has an academic educational background in communications and
media, and is also a certified coach.

Patrik Bäckström (M): Frontend Developer at Me Analytics AB. Patrik is a versatile


developer and his skills in software development span from front end web development to
Patrik Bäckström lower level programming. Patrik has an academic educational background in Software
Engineering & Management at the University of Gothenburg.

Christoffer Henriksson (M): iOS/Android/Backend Developer at Me Analytics AB.


Christoffer is also a very versatile developer with long experience of developing different
Christoffer Henriksson mobile software applications, backend service as well as designing statistic graphs.
Christoffer has an academic educational background in Software Engineering at Chalmers
University of Technology.

Partner number – P9 Finnish Education Evaluation Centre


Organisation name Country code
Finnish Education Evaluation Centre (FINEEC) FI

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project. The Finnish Education Evaluation Centre (FINEEC) is an independent
government agency responsible for the national evaluation of education. The evaluations of FINEEC cover the
education system in its entirety, from early childhood education to higher education. It carries out evaluations related
to education including the operations of education providers from early childhood education to higher education. The
aim of FINEEC is to implement evaluations related to education, education providers and higher education institutions
(HEIs). In addition, FINEEC implements assessment of learning outcomes for basic and upper secondary educations.
Moreover, FINEEC’s duties include supporting education providers and HEIs in issues related to evaluation and quality
assurance, as well as to develop education evaluation. Provisions on the duties and organisation of FINEEC are laid
down in the Act 1295/2013 and Government decree 1317/2013. The aim of the evaluations is to develop education
and to support learning while ensuring the quality of education. The evaluations also produce information for local,
regional and national decision-making on education as well as development work and international comparison.

FINEEC started its operations on 1 May 2014. It was formed by combining the evaluation activities of the Finnish
Higher Education Evaluation Council, the Finnish Education Evaluation Council and the Finnish National Board of
Education. The aim was to collect duties and competence related to evaluation under a clear entity and to consolidate
evaluation activities crossing educational level boundaries. The new Evaluation Centre creates improved preconditions
for the development of evaluation methods. In addition, the aim is to improve the preconditions for international
evaluation cooperation. The overall number of staff is approximately 45. The main office of FINEEC is located in
Helsinki. Some of the FINEEC operations are located in Jyväskylä. An Evaluation Council, appointed by the
Government to work in conjunction with FINEEC, monitors and develops the operations of the center and draws up its
strategic policies. The Higher Education Evaluation Committee decides on evaluation plans as well as planning and
evaluation teams for higher education evaluations. The Committee also decides on the outcomes of audits of the quality
systems of higher education institutions.

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P age 20 of 88
1.2 Role of the partner organisation in the project
Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
FINEEC will be a piloting partner for Finland – for existing teachers in primary, secondary and VET institutions.
FINEEC will also contribute expertise to the development of the professional skills framework – EntreComp for
Teachers. In this, we can e.g. utilize the design and results of our current cross-sectoral evaluation on the “Changes in
the role of teachers and the capacity of teacher education and continuing education to respond to the changes”. This
evaluation will focus, among others, on the changes in the role of teachers and the abilities of the teaching staff to meet
learners from different backgrounds and to respond to the challenges springing from, for instance, digitisation,
entrepreneurial learning, immigration, inclusion, budget cuts and changes in pedagogy and working-life cooperation in
pre-primary education, basic education, general upper secondary education, vocational education and training, and
higher education.
Based on the EntTeach evaluation, they will contribute the project through analysing the needs for teacher education
and teachers’ continuing education (CPD) to respond to changes in teachers and teaching staff roles.
This work will contribute to the current Finnish National Evaluation Plan for Education Evaluations 2016–2019
which includes evaluation of entrepreneurship education as well. The evaluation is called ”Changes in the role of
teachers and the capacity of teacher education and continuing education to respond to the changes”. The evaluation
will focus on a) the changes in the role of teachers and the abilities of the teaching staff to meet learners from
different backgrounds and to respond to the challenges springing from, for instance, digitisation, entrepreneurial
learning, immigration, inclusion, budget cuts and changes in pedagogy and working-life cooperation in pre-primary
education, basic education, general upper secondary education, vocational education and training, and higher
education; and on b) the capacity of teacher and teaching staff education and of continuing education to respond to
the changes and support the professional development of teachers and teaching staff. The evaluation will be carried
out in stages during 2016–2018 and the work of this project will complement and contribute to this.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Mari Räkköläinen (PhD, MSc and Vocational Teacher), (F) is a Counsellor of
Evaluation in the Evaluation of Learning Outcomes unit at the Finnish Education
Evaluation Centre (FINEEC), Helsinki, Finland. She has overseen the national
development project of the national evaluation system of learning outcomes in VET. She
has made her research on context-based assessment as basis of learning outcomes. Her
research is focusing especially on the tensions control and trust present in national
evaluation, assessments, reliability of assessments and confidence in the assessment
process. Her special area is continuous professional development of education personnel
and she has been a member of the group which has prepared the VET Quality Strategy
2011–2020 (Finnish Ministry of Education and Culture). She has conducted several
evaluations and worked as an evaluator in many national evaluations. One of them
focused on social and communicative competencies required in working life. It provided
information about social skills, communicative competencies, learning-to-learn skills,
Dr. Mari Räkköläinen and competencies related to entrepreneurship.

Significant project work and memberships


• VET quality strategy for 2011–2020 Opetus- ja kulttuuriministeriön
työryhmämuistioita ja selvityksiä 2011:9 [Committee memoranda and reports from
the Ministry of Education and Culture]
• Developing the quality of apprenticeship training Opetus- ja kulttuuriministeriön
työryhmämuistioita ja selvityksiä 2011:8 [Committee memoranda and reports from
the Ministry of Education and Culture]
• VAKUVA project. Development of admission and aptitude tests and language skills
tests in vocational basic education 1st November 2009 to 31st January 2011
• National Committee for development of the competence of educational personnel
November 2012 to December 2016: Cooperation between teacher education,
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universities and the National Board of Education to develop the competence of
educational personnel
• Chair of the Finnish society for research in Vocational Education, OTTU ry since
2016

International projects
• VET-LSA 2008–2009 (European Large Scale Assessment for Vocational Education
and Training / called ”Vocational Pisa”): Finnish coordinator in 2008–2009. The
project included eight European countries. Writer of the country report (2009)
• EU-TWINNING EGYPT -PROJECT: Strengthening the National Authority for
Quality Assurance and Accreditation of Education institutional capacity (NAQAAE)
in Egypt, short term expert 2013–2014
• Public Education Evaluation Commission (PEEC), Saudi Arabia, short-term expert
in evaluation of Saudi Arabia´s 45 school districts, working part of an international
evaluation team five weeks 12.10–15.11.2014
• ET 2020 Working groups: Member of the transversal Skills WG, expert in
Entrepreneurship 2015–2016. The working group contributed to the European
Reference Framework for Entrepreneurship Competence (EntreComp framework
defines entrepreneurship as key competence for lifelong learning). I was invited also
to Reviewers Body (2016) for validation of learning outcomes framework in
EntreComp

Partner number – P10 GO! Onderwijs Antwerpen


Organisation name Country code

GO! Onderwijs Antwerpen (GO) BE

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
GO! School District Antwerp is one of the 27 Districts of GO! Education, which represents public education providers
under the authority of the Flemish Community. It comprises all levels of education (from preschool to adult education,
including level 5 of EQF). The school district is responsible for 24 primary schools, 15 secondary schools, 3 centres
for adult education, a centre for learning at the workplace, an arts academy, a music academy, boarding facilities and a
centre for learner counselling. Annually 20000+ learners enrol in a course and over 2500 staff members are striving to
assure and offer excellence in teaching and learning. School District Antwerp takes its responsibility to constantly
improve the quality of education, both in range and in methodology. The pedagogical approach should ensure that
people feel like learning, exploring themselves and in the world of opportunities in which they can focus their talents.
Priorities include innovative education and ‘teaching entrepreneurialism and developing entrepreneurship’. Within the
school district there is a synergy between compulsory and non-compulsory education. The collaboration between
compulsory education and the adult education centre (CVO) guarantees a lifelong and life-wide education; there is a
collaboration between the schools and the CVO when it comes to integration of innovative techniques in teaching.

Besides education, our aim is to tutor each pupil’s entire personality. Our PPGO is the result of sound democratic
management, based on insight, understanding and participation. Education should provide each individual with
opportunities to develop their talents fully, avoiding excessive standardisation. Special attention is given to the
acquisition of an unbiased and creative view on man, nature and society. Each person is unique: that is why we want
every pupil’s individual features to bloom in all educational situations. This implies, among other things, equal
opportunities for pupils of equal ability. We educate youngsters to become socially involved, eco-friendly and tolerant,
with a broad-based interest in cultural events, both at home and abroad. The challenge was and still is to offer high-
quality education in an innovative and authentic way to the diverse student body. This asks for an innovative and
adapted approach.

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1.2 Role of the partner organisation in the project
Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
GO will contribute to WP2, WP3, WP4, WP5 and WP6 and pilot EntreComp for Teachers in the region. As an expert
innovation body, it is in direct contact with policy makers, stakeholders and other social and educational actors and
will also contribute to WP5 (Dissemination and Exploitation) in this way. GO will also contribute its considerable
expertise to the development of the teacher training in WP4. With more than 10 years of relevant experience, the project
office assists its management and teachers in the implementation of (European) projects at the school district and
beyond. School District Antwerp is ISO9001:2008 and ISO27001:2013 certified and the same rigour and procedures
will be applied to the internal quality assurance system for the provision of services and project management

1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Prof. dr. Koen DePryck (M), General Director of GO! School District Antwerpen. Prof
dr Koen DePryck teaches innovation of education and related subjects at the Vrije
Universiteit Brussel (VUB). Former director of one of the larger centres for adult education
in Flanders, he Is now superintendent of schools in the Antwerp region. Prof. DePryck
publishes and lectures extensively on evolutionary aspects of learning, the use of ICT in
education, formal and informal learning, the challenges of megatrends for education. He
is professor of research and education for sustainable entrepreneurship at the Anton De
Prof. dr. Koen DePryck
Kom University of Suriname. Koen DePryck is also member of the board and vice
chairman of VELOV, the Flemish association of teacher trainers. He is advisor on
education to the Organization of American States. As an accomplished Professor and
Director, Koen DePryck is skilled in achieving operational efficiency and increasing
revenue in Corporate Social Responsibility and he is committed to deliver high quality
results on sustainable education.

Ann Cox (F), Head of the department Internationalisation and Innovation. Ann Cox (F)
holds a master in law and excels at intercultural communication demonstrated by several
years of experience as a member of the Equal Education Opportunities (GOK) policy-
making team. She also is experienced due to professional know-how as a Vice Principal
and Principal in schools with a diverse student body. Responsible for project management
Ann Cox
of GO! school district Antwerp, she specializes in maximizing project opportunities in
various educational settings. Pluralism and cultural diversity are values preached by Ann
Cox, as shown in the elaboration of her project policy. Ann Cox has gained experience in
international project management through involvement in previous projects.

Hannelore Audenaert (F) works as international project officer and financial officer. She
obtained her master in communication science in 2007 and has been working as a project
manager ever since. With several years of experience in project management and financial
Hannelore Audenaert
controlling. Her contribution will focus on the project administration and day-to-day
management.

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Partner number – P11 VUB
Organisation name Country code
Partner 12. Vrije Universitat Brussel (VUB) BE

1.1 Aims and activities of the organisation


Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.)
relating to the area covered by the project.
The Vrije Universiteit Brussel (VUB) is a dynamic and modern university with three parkland campuses in the Brussels
Capital Region hosting eight faculties. High quality education and research are central issues. The research teams are
internationally recognised in many disciplines of fundamental and applied research. VUB offers a quality education to
more than 14.000 students. Add to that the almost 4.500 students of the partner, the Erasmus Hogeschool Brussels; the
5.000 students at the Centre for Adult Education sharing the same campus, and the more than 150 research teams and
a total of 6500 staff members working on all our campuses, making the Vrije Universiteit Brussel one of the biggest
centres of knowledge in the capital of Europe. The Vrije Universiteit Brussel has been participating in the Erasmus
programme for more than 25 years and is a holder of the Erasmus University Charter (EUC). Today, the Vrije
Universiteit Brussel has more than 275 Erasmus+ inter-institutional agreements with partner universities across Europe
that allow for student and staff mobility.

The Department of Educational Sciences is research-based and internationally oriented offering several high-quality
educational programs in instructional and educational sciences. One of the research groups within the department is
the Research Unit BILD (Brussel centre for Innovation, Learning and Diversity). BILD promotes interdisciplinary
collaboration for educational innovation. It works as an eclectic collection of researchers, educators and practitioners
with diverse backgrounds and experience, generating ideas and implementing experiments that have the potential to
transform education. IDEA programs share the common purpose of promoting social inclusion in educational priority
areas and implementing innovative learning environments. The BILD group is composed of 50 core and associated
members. The research group combines its multidisciplinary expertise on educational change, teachers’ professional
development, personalised learning, educational technology, and management and leadership in order to extend
knowledge on change processes in education.

Implementing learning environments for self-directed learning and synergizing personalized education (self-regulated
learning) and digital learning (blended and mobile learning) is a major focal area within the research programs of IDEA.
Throughout a long tradition within this domain, the research group aims at understanding the problems and processes
of educational change through e-learning environments and the application of these understandings for improving
schools and classroom practice. At the micro-level (teachers and learners), processes and effects of innovations on
learners, and factors, conditions and interventions and their impact on student learning are investigated. At the
organizational-level, the impact of the organizational culture, policy and the role of leadership in the change processes
is a particularfocus of attention. In particular, the research group examines how change and instructional innovations
can meet the needs of the rapid technological developments, and how individuals and organisations react and adopt
technology-enhanced innovations at various educational levels.

VUB will bring in scientific expertise within the domain of educational sciences. More specifically, it will provide its
expertise on personalised learning, professional development, pedagogical models (e.g., project based learning and
communities of practice), and educational innovation. Especially, ECT will greatly benefit from VUB’s expert
knowledge concerning factors that may aid the implementation of educational innovation (such as ECT) in daily
teaching practice. VUB will moreover draw upon its experience with Technology Enhanced Learning Environments
(TELE) with regards to in-service training and student learning (i.e., primary, secondary and adult education; teacher
training; mobile learning…). Through its recent involvement as t-MAIL project leader, VUB gains increased insights
into the mechanisms of direct feedback (through learning analytics) in order to boost student self-regulation and in-
service teacher learning. In addition, VUB has extended experiences with leading and participating European projects
that are thematically linked to ECT. These collaborative experiences make VUB a reliable consortium partner.
Moreover, the networks formed in the framework of previous European projects will be used to widely disseminate
and exploit ECT outputs. VUB can draw upon multiple networks at different levels, being academic, educational
(teachers, schools, teacher educators, educational policy), and European [e.g., UNICA (Network of Universities from
the Capitals of Europe), EARLI (European Association for Research on Learning and Instruction), EFEE (European
Federation of Education Employers), EDEN (European Distance and E-Learning Network), ETUCE (European Trade
Union Committee for Education), and ATEE (Association for Teacher Education in Europe)].

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1.2 Role of the partner organisation in the project
Please describe the role of your organisation in the project and how the organisation will contribute to the operational
and financial management of the project.
VUB will be primarily engaged as leader of Work Package 4 (CPD) as well as provide support in the WP’s 2, 3 and 6.
Considering VUB’s scientific record in educational sciences and its specific experience with multiple educational facets
outlined in WP4, VUB‘s profile is considered highly relevant for carrying out WP4 and related activities:

• VUB will draw upon its extended expertise relating to personalised learning, self-regulation and socially-shared
regulation to provide a sound framework underpinning the pedagogical design of the ECT CPD model,
technological infrastructures and procedures. It will equally apply its standard knowledge of pedagogical models
such as project-based learning, communities of practices and capacity strengthening.
• In this regard, VUB will safeguard sound application of ICT’s in education and will justify technology integration
from an educational perspective. It will ensure that technologies will effectively empower teachers and students
and help them self-regulate their learning rather than focus on transmission of knowledge to enhance
entrepreneurial competencies.
• Given the focus of ECT to use direct feedback loops to improve personalized entrepreneurial learning, VUB will
bring in its recent t-MAIL experiences with integrating learning analytics and direct feedback mechanisms to
multiple stakeholders (teachers, students, teacher educators, policy stakeholders, and scientists).
• Moreover, VUB has extended experiences with multi-stakeholder projects, which will be crucial for all WP4
activities related to CPD and for mapping learner needs (in e.g., teachers as learners). More specifically, VUB will
put to use its scientific studies with regards to a community school approach (engaging teachers and schools’ local
stakeholders) aimed at increasing student entrepreneurial learning.
• In addition, VUB will exploit its diverse range of networks to disseminate and exploit ECT’s results. Finally, VUB
has sound expertise in the design and evaluation of pilot studies, and in teacher professional development. As such,
VUB can contribute to other WP’s which aims to test and evaluate ECT in different pilot countries.

1.3 Operational capacity: Skills and expertise of key staff involved in the project
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Professor Koen Lombaerts (PhD) (M). Full Professor Koen Lombaerts is Fead of the
Department Educational Sciences and chair of the research group BILD (Brussels centre
for Innovation, Learning and Diversity) at the Vrije Universiteit Brussel. The work of Dr.
Lombaerts deals with the development and implementation of innovative learning
environments within formal and informal educational settings. A central focus in his
research is clarifying learner needs when designing learning and e- learning environments,
taking into account the impact of self-regulatory skills of students and teachers. He is
currently promoter of several PhD’s within this domain and published several peer-
reviewed articles in high standard international scientific journals on these topics.
Currently, he is the project manager of the recently granted Erasmus+ Key Action 3
projects, several national inter-university basic research programs and Flemish policy
Professor Koen research projects on educational innovation, teacher professional development and
Lombaerts personalised TECH-integrated learning.

Recent relevant publications


• Peeters, J., De Backer, F., Kindekens, A., Triquet, K., & Lombaerts, K. (2016).
Teacher differences in promoting students' self-regulated learning: Exploring the
role of student characteristics. Learning and Individual Differences, 52, 88-96.
• Vanslambrouck, S., Zhu, C., Tondeur, J., Philipsen, B., & Lombaerts, K. (2016).
Adult learners’ motivation to participate and perception of online and blended
environments. Proceedings of the 15th European Conference on e-Learning, Prague,
750-757
• Byl, E., Struyven, K., Abelshausen, B., Meurs, P., Vanwing, T., Engels, N., &
Lombaerts, K. (2015). The potential of peer assisted learning as a tool for facilitating

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social and academic integration. Journal of Learning Development in Higher
Education, 11, 1-28.
• Peeters, J., De Backer, F., Buffel, T., Kindekens, A., Struyven, K., Zhu, C. &
Lombaerts, K. (2014). Adult Learners' Informal Learning Experiences in Formal
Education Setting. Journal of Adult Development, 21(3), 181-192.
• De Backer, F., Lombaerts, K., De Mette, T., Buffel, T. & Elias, W. (2012).
Creativity in Artistic Education: Introducing Artists into Primary Schools.
International Journal of Art & Design Education, 31(1), 53-6

Assistant Professor Free De Backer (Phd) (M) is member of the Department


Educational Sciences and core member of the research group BILD (Brussels centre for
Innovation, Learning and Diversity) at the Vrije Universiteit Brussel. Dr. De Backer
completed her MSc in Adult Educational Sciences and obtained her PhD degree with a
dissertation focusing on arts mediation and diversity in educational approaches at the
Vrije Universiteit Brussel. Dr. De Backer has been especially interested in questions
relating to the facilitation of creativity and arts education within and out-of-school
context; the relationship between arts education and personalised learning and the
dynamics of lifelong learning. She is involved in different projects and networks related
to cultural education, educational innovation, and lifelong learning. She is promoter of
several PhD’s and research projects in these domains.
Assistant Professor
Free De Backer Recent relevant publications
• Peeters, J., De Backer, F., Kindekens, A., Triquet, K., & Lombaerts, K. (2016).
Teacher differences in promoting students' self-regulated learning: Exploring the
role of student characteristics. Learning and Individual Differences, 52, 88-96.
• Peeters, J., De Backer, F., Buffel, T., Kindekens, A., Struyven, K., Zhu, C. &
Lombaerts, K. (2014). Adult Learners' Informal Learning Experiences in Formal
Education Setting. Journal of Adult Development, 21(3), 181-192.
• De Backer, F., Lombaerts, K., De Mette, T., Buffel, T. & Elias, W. (2012).
Creativity in Artistic Education: Introducing Artists into Primary Schools.
International Journal of Art & Design Education, 31(1), 53-66.

Jeltsen Peeters (PhD) is postdoctoral researcher at the Department Educational Sciences


and core member of the research group BILD (Brussels centre for Innovation, Learning
and Diversity) of the Vrije Universiteit Brussel. She completed her MSc in Adult
Educational Sciences and obtained her PhD degree with a dissertation concerning the
introduction of self-regulated learning practices in primary education. Her work focuses
on depicting the main barriers and facilitators of the promotion of self-regulated learning
through a multidimensional approach in order to inform educational policy on how to
stimulate and support teachers to implement classroom practices that facilitate students’
use of effective self-regulated learning strategies. Currently, she is the project
coordinator of the recently granted Erasmus+ Key Action 3 project called t-MAIL
[Teacher Mobile Application for Innovative Learning]. The project aims at integrating
Jeltsen Peeters most recent scientific insights on self-regulated learning, socially-shared regulation,
mobile learning, learning analytics, and teacher training for the purpose of developing a
mobile app for teacher professional development.

Recent relevant publications


• Peeters, J., De Backer, F., Kindekens, A., Triquet, K., & Lombaerts, K. (2016).
Teacher differences in promoting students' self-regulated learning: Exploring the
role of student characteristics. Learning and Individual Differences, 52, 88-96.
• Peeters, J., De Backer, F., Buffel, T., Kindekens, A., Struyven, K., Zhu, C. &
Lombaerts, K. (2014). Adult Learners' Informal Learning Experiences in Formal
Education Setting. Journal of Adult Development, 21(3), 181-192.

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PART 2. Priorities and topics of the call
2.1 Call priorities

Proposals submitted under the present call must select one of the listed priorities. Please identify which priority this
application addresses:

 ☐ Priority 1 – Acquisition of basic skills by low-skilled adults


 ☐ Priority 2 – Promoting performance based approaches in VET
 ☐ Priority 3 – Promoting innovative technology in the field of providing career guidance
 x Priority 4 – Professionalisation of staff (school education, including early childhood education and
care)
 ☐ Priority 5 – Achieving the aims of the renewed EU strategy for higher education

Describe briefly how your project addresses the selected priority (max. 1000 characters):

This project will address professionalisation of teachers through a skills framework model to understand and
strengthen teacher competences for entrepreneurial learning. This will impact on building creative and
entrepreneurial mindsets and bringing in real-life context within their teaching.
The project will develop and test EntreComp for Teachers via (1) EntreCompEdu a Professional
Entrepreneurial Skills framework. The project will consult widely to develop a competence based
framework outlining the skills that teachers can use to facilitate entrepreneurial learning in the classroom,
supporting by extensive user testing with learners, teachers, leaders, community and business. An (2)
Implementation Practice Map, collated by teachers and for teachers, will contain practical examples of
how teachers themselves have used these skills in their teaching.
This will be followed by development and testing of a (3) Scalable Model for Initial and Continuing
Professional Development [CPD] based on ECT, using an innovative social learning media to network and
support both trainee and existing teachers to enhance their skills.

2.2 The field(s) of education that will benefit from the activities /outcomes
 ☐ Adult education
 ☐ Higher education
 x School education
 x Vocational training
 ☐ Youth

2.3 Horizontal priorities


Please indicate below the horizontal priorities that are addressed by this application (maximum 2 choices for each type
of priority).

 ☐ Fostering the assessment of transversal skills


 ☐ Promoting the professional development of staff and youth workers in ICT methodologies
 x Promoting the take-up of practical entrepreneurial experiences in education, training and youth
work
 ☐ Supporting the production and adoption of Open Educational Resources in diverse European
languages
 ☐ Facilitating the validation of non-formal and informal learning and its permeability with formal
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 education pathways

2.4 Sectoral priorities


Please indicate below the sectoral priorities that are addressed by this application (maximum 2 choices for each type of
priority).

 x Developing partnerships between education and employment


 ☐ Developing short-cycle post-secondary or tertiary qualifications in accordance with the European
 Qualifications Framework
 ☐ Improving the attainment of young people, particularly those at risk of early school leaving
 ☐ Contributing to a reduction in the number of low-skilled adults (re-skilling and up-skilling of adults)
 ☐ Stimulating active participation of young people in democratic life
 ☐ Improving the attainment of young people with low basic skills
 ☐ Developing high quality and accessible Early Childhood Education and Care services
 ☐ Promoting young people's social inclusion and well-being
 ☐ Promoting healthy lifestyles (incl. participating in outdoor activities and grassroots sports)
 ☐ Contributing to the modernisation of Europe's higher education systems as outlined in the 2011 EU
 Modernisation Agenda
 x Revising and strengthening the professional profile of the teaching professions
 ☐ Aligning VET policies with national, regional or local economic development strategies

Describe briefly how your project addresses these horizontal and sectoral priorities (max 1000 characters)

Promoting the take-up of practical entrepreneurial experiences in education, training and youth work:
Through the EntreComp for Teachers deliverables (skills framework, practice map, CPD), there will be
a clear rationale of what skills teachers need to implement practical entrepreneurial experiences, an
understanding of how to bring the real-life context to their teaching, and how to involve external partners
from community and business.

Revising and strengthening the professional profile of the teaching professions:


The project focuses on professionalisation of teachers - the EntreCompEdu skills framework outlines the
skills profile to help teachers deliver entrepreneurial learning in their teaching, while the Practice Map
demonstrates how each skill can be put into practice. Through the CPD, teachers develop skills and clear
understanding of links with learner engagement, active citizenship and employability.

Developing partnerships between education and employment:


Teachers will understand why (importance) and how (methods) community and business engagement
supports entrepreneurial learning, with examples of how to build stakeholder engagement into their
teaching.

2.5 Topics
Please indicate below the topics that are addressed by this application (maximum 3 choices)

 ☐ Agriculture, forestry and fisheries


 ☐ EU Citizenship, EU awareness and Democracy

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☐ ICT - new technologies - digital competences
☐ Creativity and culture
☐ Disabilities - special needs
☐ Access for disadvantaged
☐ Early School Leaving / combating failure in education
☐ Economic and financial affairs (incl. funding issues)
☐ Social dialogue
☐ Labour market issues incl. career guidance / youth unemployment
☐ Energy and resources
☐ Enterprise, industry and SMEs (incl. entrepreneurship)
☐ Environment and climate change
☐ Ethics, religion and philosophy (incl. Inter-religious dialogue)
☐ Gender equality / equal opportunities
☐ Health and wellbeing
☐ Home and justice affairs (human rights & rule of law)
☐ Inclusion - equity
☐ Intercultural/intergenerational education and (lifelong) learning
☐ International cooperation, international relations, development cooperation
☐ Key Competences (incl. mathematics and literacy) - basic skills
☐ Natural sciences
x New innovative curricula/educational methods/development of training courses
☐ Overcoming skills mismatches (basic/transversal)
x Pedagogy and didactics
☐ Quality and Relevance of Higher Education in Partner Countries
☐ Quality Assurance
☐ Quality Improvement Institutions and/or methods (incl. school development)
☐ Reaching the policy level/dialogue with decision makers
☐ Recognition (non-formal and informal learning/credits)
☐ Regional dimension and cooperation
☐ Research and innovation
☐ Roma and/or other minorities
☐ Rural development and urbanisation
☐ Teaching and learning of foreign languages
☐ Recognition, transparency, certification
☐ Transport and mobility
☐ Youth (Participation, Youth Work, Youth Policy)
☐ Open and distance learning
☐ Post-conflict/post-disaster rehabilitation
x Entrepreneurial learning - entrepreneurship education
☐ Fighting discrimination and intolerance, usage of drugs/doping, match fixing, violence in sports
☐ Healthy lifestyle, active ageing
☐ Sustainable financing in sports, dual careers involving sports, good governance
☐ Grassroots sports
☐ Enhance social inclusion, equal opportunities and participation in sports
☐ Fight against doping at grassroots level
☐ Fight against match-fixing
☐ Approaches to contain violence and tackle racism and intolerance in sport

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 ☐ EU principles on good governance in sport
 ☐ EU guidelines on dual careers of athletes
 ☐ EU physical activity guidelines
 ☐ European week of sport

Describe briefly how your project addresses those topics (max. 500 characters):

Entrepreneurial learning - entrepreneurship education


Entrepreneurial learning is the central topic– the project will develop ‘EntreComp for Teachers’ policy
toolkit made up of the EntreCompEdu professional entrepreneurial skills framework, an implementation
practice map of pedagogy, and an innovative CPD model tested via initial and continuing professional
development.
New innovative curricula/educational methods/development of training courses
The innovative CPD model focuses on the EntreCompEdu skills framework, through social learning via
online collaborative training. Teachers self-assess strengths and select skills to address through
deliberate practice in their teaching, supported by peer/mentor feedback.
Pedagogy and didactics
The project creates routes to teachers’ heart, mind and practice based on sound pedagogy and didactics:
• Heart – sharing vision and rationale for an entrepreneurial teaching approach
• Mind – demonstrating Skills framework and identifying strengths of teachers
• Hands – sharing know-how to use these skills in teaching, with support and mentoring to build
confidence & self-belief.

PART 3. Award criteria


3.1 Relevance of the project
Under this criterion, applicants need to state the relevance of their proposal in relation with the call objectives and
priority, project approach and its innovation elements as well how the expected results will be mainstreamed and have
the potential to be transferred to European policy development.
3.1.1 Project objectives
Please define the specific aims and objectives of the project. Explain in which way the project addresses the call
objectives and the selected call priority (see section 2.1).

The rationale:

Teachers are at the frontline of education, and in a changing world there are ever more demands on their
time and expertise. Entrepreneurial learning is perceived as an add on task by many teachers, and there is no
clear understanding of how these teaching pedagogies and didactics can actually support curriculum and
subject delivery while potentially addressing wider learning priorities such as learner engagement,
citizenship, social cohesion or employability. While EntreComp is a clear framework of the skills that
learners need to be entrepreneurial, there is no clear map to let teachers see how these skills can be integrated
into any type of learning, nor to show a teacher the strengths they already have and how they can use these
to deliver impactful entrepreneurship education within their own teaching. That it may be about rethinking
and re-purposing the skills they already have from their teaching or wider life experience learning, or seeing
exactly how these skills can be pot into action in the classroom.

Yet national and international policy continues to ask schools and teachers to respond to the call for increased
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action to develop entrepreneurial skills and behaviours 1, leaving them struggling to reconcile competing
demands. This also reflects the ongoing challenges of flexibility in curriculum delivery, assessment
constraints, engagement of external partners and crucially the training of teachers as the individuals at the
frontline of the learning experience for young people across Europe.

The impact of this work comes back to reducing the increasing skills mismatch between the skills our
education systems are delivering and the needs of society – that teachers are asked to combat, that is resulting
in a serious skills shortage and damaging the aspirations of Europe's young people and, ultimately their
future well-being and prosperity. 2 In a typical education system such as the US 3, results indicated that ‘since
1990, even as IQ scores have risen, creative thinking scores have significantly decreased' 4. These skills and
mindsets are indispensable in a society and workforce that must be alert and responsive to change and
capable of designing and implementing new innovative and entrepreneurial solutions to complex problems.

The solution:
Teachers need to rethink the skills they have and how they can be used, by seeing their own strengths within
a professional entrepreneurial skills framework designed with and for teachers. This project aims to improve
the quality (and inclusiveness) of school education through making direct policy and practice based links
between the professionalisation of teachers, educators and leaders and how this can be supported by
developing the capacity of teachers to deliver entrepreneurship education through their teaching. The
‘content’ of a professional skills framework will be drawn from the EntreComp framework, designed to
support learners in developing the kinds of creative and critical thinking skills they need for life and
employment. 5 This framework is chosen because it meets European-wide policy imperatives, offers
consistency to the quality assurance of the project and enables teachers to tailor and align their own
professional learning to student focused outcomes. This will be the first time in Europe that a teacher focused
skills framework has been developed to address the high priority yet difficult-to-address teaching area of
entrepreneurship education. The skills framework will operationalise a teacher-focused model of the skills
teachers need to develop to facilitate entrepreneurship education, a Practice Map will demonstrate both what
these skills look like in practice and a personalised learning process and an innovative collaborative training
model will provide a personalised learning model to support teachers to develop and/or strengthen these
skills and practices. This will be brought together into a Policy Toolkit to demonstrate how implementation
of these deliverables can be scaled up to impact at macro-level through more and better quality practical
entrepreneurial learning experiences for young people.
Project Strategic Objectives:
SO1 Design and development of ECT - a professional entrepreneurial skills framework for teachers,
a both strategic and practical tool supporting a common understanding and operationalization of skills
development needed for the delivery of entrepreneurial teaching, learning and assessment. This aims
to support teachers to empower all young learners, with an explicit focus to engage learners from all
abilities, less privileged backgrounds and those with disabilities, to develop their innovative and
entrepreneurial capacity.
SO2 Develop an innovative self assessment tool which will empower teachers to understand their own
skills and strengths to deliver entrepreneurial teaching, learning and assessment.
SO3 Design and pilot cutting edge professional development for trainee and existing teachers that
develops teachers skills based on ECT skills framework and demonstrates how these skills can be put
into action in their teaching through a Practice Map, to support practical entrepreneurial experiences,

1
Ruskovaara, E. and Pihkala, T. (2013), "Teachers implementing entrepreneurship education – classroom practices", Education + Training, vol. 55, 2,
pp. 204-216.
2
World Economic Forum, (2016) The Future of Jobs, Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, Global Insight
Report http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
3
No comparative or detailed data available for Europe
4
Kyung Hee Kim (2011): The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking, Creativity
Research Journal, 23:4, 285-295 http://www.nesacenter.org/uploaded/conferences/SEC/2013/handouts/Kim_Creativity-Crisis_CRJ2011.pdf
5
Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence
Framework. Luxembourg: Publication Office of the European Union
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engagement of stakeholders into education and development of entrepreneurial and creative mindset
of learners.
SO4 Embed the use of Entrecomp as a learning outcomes framework developing innovative, empowered
learners.
SO5 Develop a system model of ECT through a policy toolkit that can be promoted to and for the policy
level with clear evidence of how it can support system change
SO6 To generate a sustainable and systemic impact on education by widely disseminating the
knowledge generated to key stakeholders at all levels of policy, community, business and education
Project Outcomes:
- Co-constructed and tested EntreComp for Teachers - a Professional Entrepreneurial Skills framework
for Teachers inspired by EntreComp, developed in close consultation with learners, teachers, school
leaders, community and business
- Clear understanding of how a professional entrepreneurial competences framework is applicable to all
curriculum areas
- Demonstration of the effectiveness of the principle of Deliberate Practice in teaching to drive effective
CPS and support life long learning mindsets for teachers
- Training model for teachers through initial teacher education and continuing professional development
using an innovative and collaborative social learning media environment (loopme.io)
- A policy toolkit outlining why and how the SKILLS FRAMEWORK can be embedded into existing
ITE and CPD at national and regional level, developed in consultation with European and
national/regional policy-makers

3.1.2 Project approach


Please explain that the project concept is sound and credible.

Supporting entrepreneurship education – developing teacher competences to support creative and


entrepreneurial mindsets among young people:
The ECT approach will provide a clear model of teacher skills and how to develop them, integrating cutting
edge thinking on new and innovative pedagogies designed to maximise engagement with learners and the
routes to engage external partners (community, business, entrepreneurs) as a critical component of
entrepreneurship education. This is about professionalising teachers by shaping a vision of the skills they
already have and can develop to support the key policy priority of entrepreneurship education. The skills
framework and supporting teacher training will demonstrate and develop the skills teachers need to support
learners to maintain their creativity and develop new ideas in situations that require them to spot opportunities
that develop their flexibility, motivation and perseverance. Progressively, learning environments will
become more complex, and designed to enable teachers to build a role as facilitator within a more learner led
learning process, thus developing self-efficacy. The approach will capitalise on how to include divergent
thinking learning strategies and value creation for others, carefully mapped against European skills gap
priorities - as expressed through EntreComp and DigComp.
Training for teachers (both initial and continuing professional development) will itself be collaborative and
entrepreneurial in nature. We will use an exciting and innovative social learning media environment through
LoopMe to provide a cost-effective and interactive training environment that drives peer networking and
feedback, as well as measures the efficacy of the training and its impact on teacher’s entrepreneurial learning
outcomes.
A convincing and high quality policy toolkit will bring together the rationale, evidence and outputs into a
simple model for policy makers to implement at local, regional or national level.

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Building a professional skills framework supporting excellence in pedagogy and didactics:
The World Economic Forum and similar experts support the notions proposed by EntreComp for 21st Century
Learning 6. Challenging norms and responding with alternatives is a central premise of the ECT project,
driving an EntreComp for Teachers skills framework which reflects the reality of learner needs in the modern
world. Problem solving within increasingly complex scenarios will empower learners to vision, develop and
contribute to new business models.
Evidence from the world's high-performing education systems, such as Singapore and Finland, shows that
the professional learning of teachers is central to their success. 7 The key message for policy makers is to
empower teachers to demonstrate innovative practices, build teacher confidence and invest in worthwhile
professional development. And yet we also know that as little as 1% of professional development focuses on
transforming classroom practice. 8 The EntreComp for Teachers professional skills framework will be based
on the characteristics of teaching excellence as well as link to the core cross-curricular competences of
EntreComp, drawing clear comparisons between how entrepreneurship education can support wider teacher
priorities and teaching excellence. Additional and significant emphasis will be placed on learning experiences
and pedagogies designed to maximise learner engagement in the process of learning. The co-construction
with teachers, as well as consultation with learning stakeholders including learners themselves, community
and business, will ensure that professional development is not marginalized, not remote from everyday
teaching and is ‘done with’ rather than ‘done to’ teachers.

Characteristics of effective teaching Link to EntreComp Competence Areas


C1 Creative 1.1 Spotting opportunities; 1.2 Creativity
C2 Collaborative 3.4 Working with others
C3 Critically thoughtful 3.2 Planning and management;
C4 Caring 1.5 Ethical and sustainable thinking
C5 Committed 2.2 Motivation and perseverance

Creating effective and engaging CPD:


Professional development, like effective lessons themselves, includes three components:
• A WAY IN: Getting oriented and engaged; establishing communities of practice and
mentorships; identifying needs and project scope;
• A WAY THROUGH: Skills and resources for planning, discovering, reflecting, collaborating,
building, testing entrepreneurial ideas. Content integration and learning lenses for teachers
shall support teachers to develop differentiated learning paths for themselves and ultimately
students.
• A WAY FORWARD: Ensuring that outputs and outcomes are achieved; tangible evidence of
impacts made visible through online teacher e-Portfolios and learning outcomes mapped via the
LoopMe social learning media platform

Building on this, our project will be based on the characteristics of the most effective CPD. These include:
● opportunities for collaboration
● evidence informed decision-making
● regular and critical self-evaluation and reflection
● an inquiry-based approach
● student focused outcomes

6
https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology/
7
http://www.suttontrust.com/wp-content/uploads/2015/01/Developing-Teachers.pdf
8
Curee (2012) Understanding What Enables High Quality Professional Learning, Coventry.
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● sustainable and relevance practices. 9
ECT will design and test blended cross-cultural teacher development program (tailored to firstly initial and
secondly continuing professional development) focused on fostering inclusive engagement in
entrepreneurship education. Training will be facilitated via LoopMe, a collaborative social learning media
environment, providing a professional learning community where teachers can share ideas, evaluate,
reflect and retain control over their own learning and commitment to professional development.
The first phase of training will engage trainee and existing teachers from six countries as action researchers,
to test and research their own personalised learning. This will result in concrete outcomes in terms of teacher
skills development measured through a tailored self-assessment tool and validated through learning outcomes
mapped within the ‘LoopMe’ social learning media training environment. All teachers would be asked to
contribute practice examples – pedagogies, technology-based tools or teacher techniques, that they consider
demonstrate ECT skills framework areas in action.
A second phase of CPD will open this process to online-only participants engaging via the LoopMe
platform, allowing a low cost and scalable model to be tested and validated. This training phase would be
promoted to all countries in Europe via strategic partners and collaborators.
Links between education and community/business – building real-life context into learning:
A strong focus across the ECT project will be to develop the engagement of external stakeholders. This
would be through the design and testing of all project deliverables, as well as to build understanding and
knowledge of the why and how to engage these partners into the learning process. Research from the UK 10
shows that strong links between schools and employers contributes positively to prospects
for student employability.

3.1.3 Innovation
Please describe the project's innovation potential and what are the main innovative elements of the project (e.g.
ground-breaking objectives, novel concepts and approaches).
Translating EntreComp into a professional skills framework for teachers
While this is about to be launched for DigComp (DigCompEdu), a teacher-based skills framework has not
yet been developed for EntreComp. There is no existing skills framework linked to the delivery of
entrepreneurial learning in the classroom, and importantly no existing practice map aligning identified skills
areas to practical ways to put these skills into action with learners. Our ECT skills framework will be co-
constructed with teachers themselves, alongside consultation and user testing with learners, policy-makers,
community, business and entrepreneurs. professional learning community of teachers and partners. This
will denote a shift from a traditional ‘fix it’, top-down attitude to a ‘growth-driven’, collaborative, inquiry-
based approach to professional learning. The focus will be entrepreneurial education using EntreComp as a
shared, bridging framework between teaching and learning

Teachers as action researchers


Teacher action research is a method for educational practitioners to engage in the assessment and
improvement of their own practice. It can be an individual tool, helping teachers reconsider

9
See, for example, Walter, C. and Briggs, J. (2012) What professional development makes the most difference to
teachers? University of Oxford Department of Education
10
Brooks, Ruth (2012) Evaluating the impact of placements on employability. In: Employability, Enterprise and
Citizenship in Higher Education Conference 2012, 27 March 2012, Manchester Metropolitan University. Pegg, A. et al
(2012) Pedagogy for Employability, London: HEA.

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their teaching methods or to adapt to solve a problem. Embracing this role within the project will allow
teachers to be an active part of the CPD design and development process, enriching both their experience
and the results emerging from the project implementation.
Using a process of deliberate practice, which will be for the first time applied to a professional community
of teachers
While there are decades of research bearing out the importance of deliberate practice, this has not been
embraced within skills and training for teachers linked to entrepreneurship education. This project seeks to
explore the potential of this exciting CPD methodology, using an iterative rather than a linear approach
based on K. Anders Ericsson’s concept of deliberate practice. 11 His research shows that people, in all walks
of life, demonstrate certain qualities and attributes to become experts in their field:
• They are self-motivated and exert considerable effort to improve performance
• They select an aspect of their practice e.g. a specific skill, to work on repeatedly
• They benefit from direct coaching and instruction which includes immediate feedback
We want to apply this evidence of peak professional performance to improve the quality of entrepreneurship
education. We have chosen deliberate practice not only because it is underpinned by extensive research but
also because it sends out important messages to teachers about how they should view the talent, motivation,
perseverance and engagement of their students. Put simply, we want teachers to become learners themselves
and to select aspects of their practice that they consider need improving. Through a process of focused
practice, support, challenge, feedback and reflection, we want to explore with teachers how they perceive
their development.
Teacher training using social learning media [SLM]
By combining authentic assessment, reflective assessment, learning analytics and experience sampling, a
new category of IT tools has been formed and labeled SLM, signifying social media that is optimised for
social learning. LoopMe (www.loopme.io) is a digital and mobile communication platform platform
originally developed for research purposes at Chalmers University of Technology in Sweden. Numerous
assessment studies have been conducted using LoopMe as a data collection tool, investigating the impact of
different kinds of education on learners of all ages, from primary to adult education.
Trainers can use SLM to design an action-based learning experience by breaking it down into manageable
tasks - this clarifies goals and prompts learners to act and reflect upon each action. Tasks are constructed by
employing constructive alignment principles 12, i.e. by letting learners do those tasks they need to do to learn
what trainers want them to learn. Once the tasks are distributed to all learners, the progress for the entire
cohort of learners can be followed in real-time and trainers can get live feedback and a final summary of
completed tasks. For learners, LoopMe represents an appreciated digital channel for feedback and an
environment to collaborate and discuss with peers. It also gives structure and support to learners in the
important reflection around learning activities, prompting learners to tag the learning outcomes (i.e. learning
outcomes ‘tags' that teachers can select to identify achieved learning outcomes for a specific task) they feel
they have achieved as they progress through the tasks. These tags could be aligned with the ECT skills
and/or the impact goals of the project.
This online data can then be mined for evaluation / research purposes. Causality can be established
quantitatively by relating which tasks lead to which tags. Causality can also be established qualitatively by
investigating and interpreting the free text reflections that each task generates from a broad number of
practitioners. The dialogue that a completed task can spur between teacher / coach and learner adds to the
qualitative analysis. This analysis can support the operational and impact analysis during the evaluation
process.
Embedding (and making explicit) pedagogies and methodologies relating to learner engagement

11
Erisson, K. (2016) Peak: Secrets from the New Science of Expertise, Houghton Mifflin
20 Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.

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This project shall research and demonstrate what works with children, along with practical, cross-cultural
strategies for implementation in a wide arena of contexts, with students traditionally marginalized or
excluded from education innovations, and aligned with national standards for teachers. This inclusive focus
will be a central pillar of the work at every step.

3.1.4 Transferability to European policy development


Please outline how the project demonstrates its potential for transferring results to European policy development.
Partners have strong links to the EU policy level
The partners involved in this project are strategically involved in the design and development of European
policy tools such as EntreComp, as well as being expert advisors invited to a range of focus groups, working
groups and expert groups within DG Grow, DG Employment, DG EAC, European Training Foundation,
OECD and United Nations
Involving leading European level policy makers from different policy specialisms, from the very beginning
of the project
The project advisory board for this project already has the commitment of the Euroopean Commission Joint
Research Centre lead for the development of EntreComp. Beyond this, there are informal expresssions of
interest from different DGs to become involved should the project receive funding. They see this as a
strategic project that matches their working priorities. The work is especially linked to the New Skills
Agenda for Europe which places a priority on development of EntreComp and on a review of the key
competences framework. From a schools perspective, the schools modernisation communication (due later
in 2017) is likely to address the need for teacher development (due later in 2017) and the cabinet of
Commissioner Nacvrasics has experessed a commitment to having a set of recommendations for the
development of entrepreneurship education towards the end of 2017.
EntreCompEdu and DigCompEdu – creating common policy tools for European Competence Frameworks
for teachers
The poirposed development matches that already done for DigComp i.e. DigCompEdu – a professional skills
framework for teachers, which is due to be published in April 2017. The JRC are endorsing this proiject in
recognition of the policy and practice excellence of the partners involved, and the potential of the project to
be a grassroots initiative to answer a clear need for development at EU policy level i.e. to develop
EntreCompEdu, but going further than the existing DigCompEdu initiative by also developing additional
tools to drive implementation (Practice Map, Professional Development, Policy Toolkit).
Creating a high quality policy toolkit to demonstrate efficacy and support scaling
The project will embrace policy as its final audience, and integrate testing of core deliverables with
policymakers throughout the lifetime of the project to build understanding and awareness. The final project
result will be a comprehensive policy toolkit bringing together the project deliverables and creating a
relevant and tailored rationale and practical guide to allow scaling at all policy levels. This would be
available online and this would be actively promoted at policy level through the dissemination of this project,
with high level dissemination via the strategic level advisors who will be part of the Prohect Advisory Board.
A commitment to promote this work at EU level beyond the lifetime of the project
Beyond the lifetime of the project, there is a commitment to integrate ECT into the ongoing work of both
UWTSD and BANT as leading policy organisations working in Europe and beyond. UWTSD would
promote this work via their own website and both BANT and UWTSD would, as appropriate, share the
results via their government and international advisory roles. BANT commits to maintaining and updating
the website for at least three years and actively promoting this as part of the policy level activity that it is
involved in at EU level. (See also WP6).

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3.1.5 Mainstreaming
Please explain why this project it needs a transnational cooperation for achieving its results. Please describe the
project potential for transferring results to countries not involved in the project or to other sectors.

The transnational cooperation of this project adds to the depth and applicability of the toolkit for policy
makers. By being tested in six regions/countries spread across Europe and of diverse nature and size, this
will provide the breadth of experience needed to demonstrate applicability of the model to countries across
Europe:

Early School EU Innovation


Piloting Country/Region European zone Policy level Leaving rate Scoreboard
Belgium Flanders region Central/West Regional 10.10% Strong Innovator
Finland North/Nordic National 8.90% Innovation leader

South-East / Pre-
FYRO Macedonia accession National NA Modest Innovator

Regional and
Italy South National 14.7% Moderate innovator

Spain Madrid region South Regional 14.7% Moderate innovator


UK Wales region West National 13.40% Strong Innovator
In creating ‘EntreComp for Teachers’, it is vital to ensure that the model fits a wide range of educational
environments and policy systems. By building in policy engagement from the beginning and throughout the
project, the partners intend to ensure applicability and strong rationale for scaling up the project results by
clearly demonstrating the potential and value of mainstreaming.
Transferring results to other countries is enabled through the policy toolkit which bring together the
deliverables into a scalable package, and demonstrate the rationale for scaling as well as the routes that can
be taken.
The strong links to EU policy level environment will ensure that the project results are disseminated and
promoted to key policy audiences in countries outside the seven involved directly in the project. It is intended
that this will be a European model of applying EntreComp to the initial teacher education and CPD, which
can be promoted through the EU wide dissemination of EntreComp-related initiatives that is being
undertaken by DG EMPL with the support of the Joint Research Centre.
Close collaboration is assured with European Training Foundation and UN agencies (UNIDO and
UNCTAD), who are closely following EntreComp developments and actively promoting this framework to
the countries they work in. This will expand the potential scope for the project to 38 partner countries who
work with ETF and the global reach of the UN.

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3.2 Quality of the project design and implementation
Under this criterion applicants need to explain project design, analysis of needs and target groups, management plan,
monitoring strategy and tools, and measures adopted to ensure that the proposed objectives and results will be of high
quality and achieved in the most economical way and on time.

3.2.1 Project Design


Please describe schematically and chronologically the main phases of the project highlighting the major milestones and
deliverables/outputs/results.
This project will address professionalisation of teachers by developing and testing an ECT Professional
Entrepreneurial Skills framework for Teachers, based on EntreComp. The project will consult widely on
the approach and content of the skills framework and will develop a competence based framework
outlining the skills that teachers use to deliver/facilitate entrepreneurial learning in the classroom. This will
be supported by a Practice Map of specific examples, collated from teachers across the piloting countries,
of how they themselves have used these skills in their teaching to support entrepreneurial learning.
The framework will be tested through an initial user testing process to establish its usability for teachers
and their training, followed by tailored initial and continuing professional development (PD) designed to
share and review the skills framework as well as develop the entrepreneurial skills of both trainee and
existing teachers. The PD will be blended learning focused on teachers identifying their own learning
priorities through the skills framework (supported by a self-assessment questionnaire) and tailoring
learning to improve the specific competence areas they have identified. This will be done via face to face
and online, facilitated and assessed via an innovative online social learning media environment. This will
provide a cycle approach of training - teacher practice in the workplace-, with review and feedback
facilitated within the social learning media environment (LoopMe). The self-assessment questionnaire to
allow teachers to review their strengths and be inspired to explore how the SKILLS FRAMEWORK
could support their PD and teaching, and will be part of the pre-post evaluation to demonstrate teacher
progress. The PD would be translated into a blueprint for an accredited (10 credit) MOOC or blended
learning module at level 6 or 7, providing universities across Europe the chance to freely accredit this in
their own institution.
A policy toolkit will bring together the deliverables into a scaleable package, and demonstrate the rationale
for scaling as well as the routes that can be taken.

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M1-12 Development of ECT Skills SKILLS FRAMEWORK is an adaptation of EntreComp –
framework: it will be a framework of the competences that teachers
need to deliver/facilitate entrepreneurial learning in their
Consultation, design and
classrooms. Intended to build on their existing strengths
user testing
and demonstrate the wide relevance of entrepreneurial
learning across different subjects and educational levels.
M1-12 Development of ECT Self- A self-assessment tool to allow teachers to map their
Assessment Tool strengths across the SKILLS FRAMEWORK . It will
enable the project to create a tailored baseline measure for
Consultation, design and
CPD and will be an engagement tool for teachers to
user testing
interest them into the CPD available.

M10-20 Development and delivery Will professionalise teachers by developing their ability to
of CPD - Phase 1 embed entrepreneurial learning into their teaching through
a blended learning approach within the LoopMe social
Incl. design and
learning media environment, by:
implementation process,
- Introducing them to the skills framework
CPD phase(s)
- Developing understanding and buy-in for
entrepreneurial learning in their teaching
- Self assess strengths against skills framework
- Using the principle of deliberate practice, will allow
teachers to identify and improve specific skills to
support improvement in their teaching (personalised
learning). Includes specific focus on engage external
partners into learning
− Teachers develop their own practice examples to share
with other teachers and critically review the training
process through role as action researcher
M12-30 Development of ECT Ongoing action to collate and review practice examples by
Practice Map and for teachers, and bring these together into a practice
map linked to the ECT skills framework.

M20-30 Development of CPD Phase Training is redesigned to be delivered online only, and
2 – online teacher training opened to teachers across Europe.
Incl. design and
implementation process,
CPD phase(s)
M24-36 Dissemination and Includes the development of policy toolkit (by M30 to be
exploitation launched at European Business Summit) to demonstrate
findings and their relevance as a policy tool to support
education, employment and economic outcomes/impacts
and disseminating it to policy makers.
M1-36 Evaluation Baseline and final assessment of teacher competences.
User testing of deliverables to inform review and ongoing
improvement
Demonstrate how efficacy and relevance of different
deliverables and the policy toolkit which brings these
together into one model.

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Major Milestones:
Month 3 Local steering groups set up with diverse stakeholders (including policy makers) to guide and
advise project development and deliverables
Month 6 First iteration of ECT Skills framework is available
Month 10 First iteration of ECT self-assessment tool is available
Month 19 CPD Phase 1 is completed for 84 teachers across six countries
Month 22 CPD Phase 2 launched for teachers across Europe
Month 30 Policy Toolkit is fully developed and ready for launch at European Business Summit
Month 36 National dissemination events held in six countries to promote policy toolkit alongside
comprehensive EU wide dissemination drive reaching key policy makers and intermediaries in at least 25
countries
Outputs - Deliverables
1. ECT Professional Entrepreneurial Skills framework
2. ECT Self-Assessment Tool for teachers
3. CPD programme (blended and online only)
4. ECT Policy Toolkit
5. Final report
Outputs – Quantitative Results of Activity
• Engaged stakeholders via 7 local steering groups involving at least teachers, policy makers, community,
business and school leaders
• CPD Phase 1 – 84 teachers from 12 countries, representing primary, secondary and VET sectors
• CPD Phase 2 – Minimum of 150 teachers from at least 15 countries, representing primary, secondary
and VET sectors
Qualitative Outcomes:
• Clearer understanding of how entrepreneurial learning translates into skills for teachers via the design
and validation of EntreComp for Teachers as an internationally transferable teacher professional skills
framework
• Innovative and effective CPD to support teacher entrepreneurial competences via a scalable and
transferable CPD model supporting skills mapping and CPD in entrepreneurial skills of teachers
• Improvement in teacher entrepreneurial competences for the design and delivery of entrepreneurial
learning in schools and VET
• Policy makers who have a better understanding of why and how to support teacher skills for
entrepreneurial learning, and access to a system model for direct implementation.

3.2.2 Needs and target groups


Please define the needs and target groups identified and describe how the project is going to produce effective results in
relation to this.

The target audience and their needs are

Teachers

− Who lack an understanding of how teacher entrepreneurial skills are relevant to and can impact their
teaching
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− Who lack high quality professional development relevant to entrepreneurship education
− Who lack the awareness of entrepreneurial pedagogies
− Who lack high quality teacher tools.

Teachers will benefit from the project by

− Gaining an understanding of the why and how to facilitate the creative mindset development through
innovative learning and teaching practices
− Having tools at hand to measure their entrepreneurial skills and are being given approaches how to
improve their skills
− Having ideas how entrepreneurial learning can easily be introduced into their pedagogy without
creating additional workload
− Having routes to introduce the wider community into the school life
− Having an understanding and acceptance how skills developed through wider life experience can
contribute to skills for teachers in the classroom.

School leaders / schools

− Who are not responding to the need for new methods of learning to build entrepreneurial skills
− Who are not providing the required support to enable school change

School leaders will benefit from the project by

− Having tools at hand to easily implement entrepreneurial learning approaches into their classrooms
− Being connected with a community of like-minded practitioners for reflection
− Having the skills and tools to actively achieve education innovation for the benefit of teaching and
learning
− Being embedded as central part in the wider community.

Policy Makers

− Who face ongoing challenges of learner disengagement and early school leaving
− Who have no international indicators relevant to entrepreneurial learning
− Who face a disconnect between learning in the school system and skills employers need
− Who have no national mainstreamed approach to entrepreneurial learning in Europe
− If entrepreneurship education exists, the focus is on business and not its social value.

Policy makers will benefit from the project by

− Having a large scale tested professional skills framework for educators


− Having the tools ready for educator assessment and methodologies (deliberate practice) and a fully
accredited CPD for teacher development
− Having a policy toolkit to change curricula to reflect the ECT approach as inspiring example of practice
to support at school level
− Having a model that can impact to wider policy agenda areas - employment, social inclusion, economic
growth - to demonstrate the importance of investment in education.

In addition to these target groups, learners and the society at large are clear beneficiaries of the ECT
project too.

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Learners

− Are provided with the skills (in particular innovative and entrepreneurial thinking) to be part of a
workforce that is alert and responsive to change and capable of designing and implementing new
solutions to complex problems
− Have the opportunity to meet external stakeholders through learning.

Society at large – parents, community, business, entrepreneurs

− Understand and see ways that they can engage in learning – to support more real life context for
learners within their learning experiences
− See the concern about low levels of entrepreneurship spirit in Europe addressed
− Benefitsfrom the engagement between schools and business / the wider community and provides
community representatives (civil society, business, social innovators, parents) with avenues showing
them why they should and how they can engage
− Benefit from the project’s focus on the creative mindset as an enabler of innovation.

3.2.3 Management plan & monitoring strategy


Please provide a description of the management plan, including how resources are allocated to tasks, how cooperation
and exchange of know-how and information will be ensured, as well as how the decision-making process is organised.
Work Package 1 (Project Management) will establish the appropriate organizational structure to assure the
successful elaboration of the project. Through WP1 the partnership will
• Monitor and control the project maximising the potential for exploitable benefits
• Coordinate the overall legal, contractual and administrative management of the consortium
• Ensure the project & beneficiaries are well managed facilitating quality delivery on time, in
budget

The Lead Partner, UWTSD, will be responsible for the implementation of this WP and will appoint a
Project Coordinator, Finance Manager and Administrator to work on the project as described below.
UWTSD will also take a leadership role in the oversight and quality assurance of the implementation of
WP2, WP3, WP4, WP5 and WP6, working closely with each respective work package leader and the
Working Group. Within this, UWTSD will maintain overall responsivity for technical implementation,
reporting, financial claims, audits and critical risk assessment and ethics. This management structure is
represented in 3.3.3 below. A detailed breakdown of tasks and responsibilities is as follows:

Task 1.1: Organisational Set-Up and Communication


Immediately after the approval of the proposal, the Lead Partner will act for:
a) the review and potential reformulation of the project planning and responsibilities assignment
taking into consideration any comments submitted by the Erasmus+ Managing Authority,
b) the preparation and signing of the respective partnership agreements,
c) the formal establishment of the project's organizational structure,
d) the allocation of project resources.

Partnership Agreement. The Partnership Agreement will be prepared and signed between the Lead
Partner and each Partner, pursuant to the Erasmus+ common provisions, ensuring the smooth completion
of partners’ obligations and the proper implementation of the project. Decision making will be based on
unanimous decisions mainly during the Coordination Meetings. Conflict resolution among partners will be
pursued via mutual understanding collaboration under the arbitration of the Lead Partner.

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Task 1.2: Develop and implement quality and risk management plan (M1-M36): Risk assessment will
be carried out at the start of each WP in consultation with the relevant WP leader through the Working
Group. A project Risk Log will be maintained during the life of the project. Any minor deviations from the
plan to be reported to the Project Steering Board members and upwards to the Project Management Group.
The Board will consider the problems and, where appropriate, make recommendations for implementing
the contingency plan(s) associated with the WPs in question. In the event of more serious problems, the
Board will convene to determine the best route forward and will advise the PMG of the problem and seek
their approval for the proposed solution.

Task 1.3: Monitor and develop ECT project performance indicators (M1-M36): A comprehensive set
of Key Performance Indicators (KPIs) will be developed for each WP by the Working Group and Project
Coordinator, using the SMART methodology. The KPI’s will be monitored on a twice yearly basis
through Task 1.5 and reported to the Project Steering Group. The Project Advisory Board will also review
the KPIs and report on project delivery. Corrective measures will be developed for any areas of
underperformance, and good practice disseminated through the PSG and WG.

Task 1.4: Financial Management and Resource Allocation. In accordance with Consortium
Collaboration Agreement and EC Grant Agreement, the project coordinator, with the assistance of the
other consortium members, will ensure that deliverables, technical and financial reports are reviewed and
delivered to EC on time. The financial report from each project partners will be audited by the Financial
Manager, member of Project Steering Board. The Financial Manager will audit the declared expenditures
in comparison to the realised activities as stated in the progress report. The progress reports will include all
the deliverables which justify the implementation of the project activities. They will also contain a
comparison of the initially established targets and those achieved. The financial reports will include entries
for the costs incurred during the reporting period of the project, categorized according the foreseen budget
lines.

Task 1.5: Quality Management and Assurance


The objective Task 5 is to ensure the appropriate quality management and continuous improvement of the
work and deliverables of the project. The quality management will focus on management process, the
evaluation results undertaken in WP6 (Research and Evaluation) and WP 4 (CPD) The monitoring of the
proper implementation of each WP and Task will be undertaken by the project Coordinator.

Please explain how the monitoring strategy is organised. In particular, explain how the risk identification and a mitigating
actions plan is envisaged within the monitoring strategy.

ECT is an ambitious project with a large budget and a multinational partnership. It consequently carries a
certain level of risk that will need managing effectively. As shown below, a provisional risk assessment
has been carried out, and will be monitored through Task 1.5 (Quality Management and Assurance).
Before each stage of the project commences the Project Coordinator and Work Package Leader will
complete a full risk assessment. This will follow the process of identification, evaluation (ranking in terms
of likelihood and impact) and response planning. Prevention or reduction plans can be put in place or the
risk can be accepted and tolerated. Alternatively, a contingency plan could be put into place and a
contingency trigger assigned. The impact of this risk will then be assessed and contingency resources
planned. Once the risk assessment is complete, it will be included in the Milestones Report and approved
by the Project Steering Board. Whenever a major change to the project occurs, risk assessment will be
revisited to ensure no new risks are evident and that existing risks have not changed. The management of
risk will be facilitated through the Risk Log. This will detail the identified risks, their likelihood and
impact, contingency plans, the risk owner and the contingency trigger. Once a risk contingency has been
activated it will record the details of this and the outcome for the project. The Project Coordinator
maintains the log.

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Description of risk (indicate level of Work Proposed risk-mitigation measures
likelihood: Low/Medium/High) package(s)
involved
Conflicts within the consortium, resulting in WP1, 2, 3, 4, Several of the project partners have worked
poor or late decision making and lack of 5, together previously and have successfully
international collaboration. LOW collaborated in the proposal development. A robust
management structure is in place to facilitate good
decision making and conflict resolution.
Partners do not meet deadlines or produce WP1 Lead partner has long experience in conducting
low quality deliverables. Stakeholder similar EU projects and developing internal control
disengagement. Poor project impact. mechanisms. Robust procedures will be established
Escalation of costs. in WP1 to monitor other partners’ activities and
Failure to meet KPIs. LOW their progress. Corrective measures will be
established through PSB and PMG.
Project breaches ethical issues around WP1, 2, 3, 4, A robust ethics review process will be devised with
consent and data protection. LOW 5 review at 6 monthly points for each WP. WPs are
designed with low ethical risks, but if they arise
corrective measures will be established between
UWTSD, WP leader and stakeholders concerned.
Resistance from local and national school WP2, 3, 4, 5, National Ministries of Education are partners on the
leaders to allow for piloting of new 6. project. Their expert advice and approach is
approach to teaching and learning. Policy included in building the project. WP6 has a track
resistance, leadership suspicious of record ground work for seamless collaboration with
programs other than those mandated by the schools and system leaders. This project
state emphasizes vertical and horizontal engagement
LOW from the very beginning, and highlights innovative
school leaders.
Organisational barriers for developing WP4 Pilots participating in the project are early adopters
innovative and personalised pedagogies and of ICT solutions with flexible organizational
assessment practices. According to a structures to accept and test the new models and
preliminary analysis of the educational tools. Demonstrations will contribute in advertising
framework with respect to PBL across the project results to future potential adopters and
Europe, currently there are poor regional acting as multiplier mechanism in the adoption of
and national guidelines on the use of PBL in less innovative schools. This can be remediated by
school education, although informally PBL easy access to online services with minimal risks
is part of the learning process. MEDIUM
School commitment / to evaluation and WP6 Targeted support through national coordinators;
action research. Lack of data produced. reduce expected number of case studies of good
MEDIUM practice
Language of instruction. The rigour of WP 2, 3, 4, All partners take the responsibility of translating to
translating to all possible languages in in 5, 6, own languages. Engage trusted translation
order cover Europe-wide MEDIUM application to translate other languages. Budget had
been allocated to this task.

3.2.4 Implementation & quality assurance


Please describe how the evidence base built can be transferred into concrete policy actions
The primary output that can and will be transferred into concrete policy actions is the policy maker toolkit.
The professional skills framework is a a stand-alone output to demonstrate a common understanding of
teacher competences for entrepreneurship education, while the wider outputs (Practice Map, Professional
Development, Self Assessment Tool) will drive innovative and engaging implementation of this skills

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framework directly for and with teachers. The Policy Toolkit will be presented online at the project
website, as a persuasive and policy-outputs oriented roadmap to impact at system level.
In essence, the policy toolkit will demonstrate a process for increased teacher professionalisation in the
field of entrepreneurial and creative learning. It is a policy rationale and roadmap designed to facilitate the
roll-out of the skills framework and the supporting tools/techniques that policymakers can use to meet the
requirements of a modern and functioning teacher CPD process to drive the hard-to-reach skills associated
with successful delivery of entrepreneurship education (based on the principles set out in Project
Approach). This will be demonstrated to answer a range of policy priorities such as learner engagement,
active citizenship, employability, as well as answering the needs of teachers to support learners to develop
creative and entrepreneurial mindsets.
The outputs of this project can be picked up by EU policy makers and promoted through EU level working
groups and dissemination networks as policy tools designed for Member States. The approach of this
project will aim towards and be designed to fulfil this ambition, through robust testing and validation at
regional/national policy level, ongoing consultation with policy makers at all levels to tailor content
accordingly, prior to strategic dissemination to support mainstreaming via policy channels at regional,
national, European and global level. Checkpoints at regular intervals during the project will review
outputs to ensure their relevance and usability to the policy level.

Please define the specific quality measures to be put in place, as well as indicators foreseen to measure the outcomes of
the project. Explain which mechanisms you intend to use to ensure the monitoring and evaluation of the project, its
deliverables, results and outcomes.

Quality measures and the mechanisms used to ensure the monitoring and evaluation of the project

Quality assurance is given central importance in the project to ensure the appropriate quality management
and continuous improvement of the work and deliverables of the project. The quality management will
focus on management process, the evaluation results undertaken in WP6 (Research and Evaluation) and
WP 4 (CPD) The monitoring of the proper implementation of each WP and Task will be undertaken by the
Project Coordinator. The following two phases are foreseen:

• Risk Management: This phase will concern the identification of the risks, the assessment of the
impact and the cost and delay; and the definition of actions to reduce the unacceptable risks. Based
on the risk analysis and within the quality planning process, procedures will be developed oriented
to Internal Auditing and Preventive/ Corrective Actions. A Risk Management Log will be
produced in this regard.
• Quality management: will be a continuous activity during the implementation of the Project. The
purpose of quality management will be to ensure that all quality criteria are being met. Quality
control will take place before deadlines, before reporting and before milestones such as interim
and final reports. Quality management will be undertaken by the Project Coordinator and report to
the Project Steering Group within the context of the project progress reports. In addition, the
Project Coordinator will prepare the Quality Management Handbook and will be responsible for
the preparation of the Interim and Final Quality Reports. The purpose of the Quality Handbook
will be to define the structure of the project’s Quality Management System, the tasks and
responsibilities of the involved personnel and finally the procedures and guidelines which will be
used by each Work Package leader to ensure high standards of quality of the work produced. It
will include the detailed description of procedures such as:

• Communication between participants;


• Documentation;
• Production of reports and deliverables;

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• Review of the various types of deliverables and reports;
• Internal Auditing;
• Non conformities, corrective and preventive actions;
• Dissemination;
• Measures to ensure impact;
• Ethics and data protection;
• Management review of the results of the Quality Management internal audits and the corrective
actions that will be implemented in cases of divergences from the initial specs.

Indicators foreseen to measure the outcomes of the project

• The evaluation measures will demonstrate the usefulness of the SKILLS FRAMEWORK and
effectiveness of the CPD.

The self-assessment tool for teachers will measure:


• Teacher competences in entrepreneurial learning through a baseline test and four follow-up tests
during the implementation year
• Effectiveness of the CPD by indicating the progress teachers made in improving their
entrepreneurial teaching skills
• The feedback provided on the Professional Educational Skills framework will also iterate back
into its improvement.

User testing will measure the usefulness of the SKILLS FRAMEWORK through:
• Teacher feedback through the LoopMe tool will define if and to what extent the SKILLS
FRAMEWORK has made an impact in the classroom (i.e. improved learners’ entrepreneurial
skills)
• Teacher-led learner survey to gather opinions on the introduction of new methodologies in the
classroom
• Project Impact Survey to collate wider impact measures of project activity
• Learning Outcomes Assessment - teacher based.

3.2.5 Budget and cost effectiveness


Please describe the measures adopted to ensure that the proposed objectives and results will be achieved in the most
economical way and on time. Please argue how your proposal can be considered value for money. Explain the
principles of budget allocation amongst the partners. How are the financial management arrangements organised and
in which way are they appropriate to your consortium and project design?
Financial Management. Financial Management of the project and the development of the balanced budget
has been undertaken by project’s Financial Manager, Dr Matt Briggs, based in UWTSD’s Research,
Innovation and Enterprise Services (RIES). RIES unit have very considerable experience in the preparation
of project budgets, and in financial management, having participated in and led over 120 funded projects in
the past 5 years, with a UWTSD value more than €30m. As noted above, each partner will prepare a six-
monthly financial report, which will be audited by the Financial Manager, who is a member of Project
Steering Group. This report will be reviewed by the Project Management Group. The Financial Manager
will audit the declared expenditures in comparison to the realised activities as stated in the progress report.
The progress reports will include all the deliverables which justify the implementation of the project
activities. They will also contain a comparison of the initially established targets and those achieved. The
financial reports will include entries for the costs incurred during the reporting period of the project,
categorized according the foreseen budget lines. Corrective measures will be put in place based on the 6
monthly reports, either to address project overspends, or to reallocate unused funds, within the financial
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rules of the programme and any conditions of the Grant Agreement. The Financial Manager will be
responsible for reporting to the Erasmus+ Programme Authority, providing oversight of any partner audits
and in seeking approval for any budget amendments such that are required. The Financial Manager will also
be responsible for the proper financial closure of the project and the retention of project documentation in
line with Programme rules.

Budget development. All budget figures presented in Part 5 of the proposal reflect the estimated costs
expected to be incurred in carrying out the project and were calculated according to the accounting systems
of the partners, who will each contribute 25% of the project budget though their own resources. The overall
financial plan matches the complexity of the project and the different roles of the partners, and the project
has been designed to achieve the highest impact with the lowest financial resource. The approach taken in
the allocation of resources to tasks and partners, to ensure good project delivery and value for money, is as
follows.

Justification of Resources.

Travel. Travel and subsistence costs have been kept to a minimum by scheduling all Project Steering
Meetings centrally in Brussels. This also means that four partners (GO, VUB, BANT and EBS), all based
in or close to Brussels, do not require project resources for this purpose. Additional meetings will be held
remotely using electronic communications (GoToMeetings). Project management meetings account for 57%
of the Travel & subsistence costs (€51,000, while a further €45,700 will be used to directly fund the travel
of teachers, school leaders and policy makers to attend project meetings and focus groups in WP2. The
partnership’s commitment to value for money and the allocation of resources to project stakeholder
involvement is reflected in this regard.

Cost category Total %


Travel & subsistence 89,190 15%
costs
Equipment costs 0 0%
Subcontracting costs 0 0%
Other costs 122,200 17%

Other Costs. The Partnership is committed to ensuring the highest possible impact for ECT, and has
committed 17% of the budget on ‘other costs’ to ensure the direct and high quality engagement of
stakeholders in the project’s activities. Under this category we have included €36,000 for translation, to
ensure that teachers can access the project’s outputs in National languages (including the medium of Welsh
in the UK), €32,400 to cover 210 days of supply teacher costs to trial the CPD programme (12 teachers per
country at 2.5 each), and an additional €20,000 to ensure high quality dissemination and exploitation. The
partners have not foreseen any subcontracting and to keep cost at a minimum and will use existing equipment
in the delivery of the project.

Staff costs. The costs for the single partners are well adjusted to their individual engagements and workloads
in the WPs. Except for Partner 3, based in the Former Yugoslav Republic of Macedonia where human
resource costs are considerably lower, each Partner’s budget is relatively equal to ensure equal capacity,
commitment and involvement in ECT’s activities. Work Package Leaders have higher costs as compared to
the partners, who are contributing to the WPs, to ensure sufficient resourcing of the leadership role.
Likewise, the project coordinator (UWTSD) has allocated 70 days of project management and 60 days of
administrative support to ensure the proper implementation of the project, with the costs as follows:

Project Management €15,330


Project Administration € 7,920
Total €23,250
Total project HR budget: €376,481

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6% of HR costs
3.7% of total budget

While modest at just 6% of HR costs UWTSD has extensive experience of coordinating projects and
experience demonstrates this is sufficient. Any additional HR commitment will be met from UWTSD’s own
project management resources. To meet ECT’s objectives, and to ensure value for money, almost half the
project’s Human Resources are also weighted towards activities which directly engage with teachers (35%)
and stakeholders through dissemination and exploitation activity (10%), with a further 25% on the
development and evaluation of CPD resources, as can be seen below:

Likewise, the allocation of resources for Partners involved in these tasks is also weighted towards piloting
partners:

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A full account of the resources committed to each Work Package is provided in 4.3 (Explanation of work
package expenditures). Overall expenditure is as follows:

Travel &
HR costs Subsistence Translation Events Dissemination Audit Total
WP1 58289 51590 0 6000 115879
WP2 92473 36000 7500 13200 149173
WP3 28326 600 7500 36426
WP4 146283 7500 26400 180183
WP5 43460 3000 46460
WP6 7650 1000 7500 28000 44150
Total 376481 89190 33000 39600 28000 6000 572271

3.3 Quality of the partnership and the cooperation arrangements

Under this criterion the applicants need to focus on the expertise of the partnership proposed to achieve the project's
objectives, cooperation arrangements and on the partnership's capacity to translate results into policy actions and
transfer these to policy makers as well as the ability to potentially influence the European policy Agenda.

3.3.1 Rationale for setting-up the partnership


In which way are the organisations in this application capable of ensuring full achievement of the call objectives, in
particular with due regard to the selected call priority? Describe expertise within the partnership directly related to the
planned project activities.

The ECT project brings together an strong and diverse partnership consisting of three universities with
world leading expertise in creative pedagogy, education innovation, entrepreneurial education and
evaluation (University of Wales Trinity Saint David, Lappeenranta University of Technology, Vrije
Universiteit Brussel), two University spin-outs with strategic priorities in educational development and
entrepreneurship (National Centre for Development of Innovations & Entrepreneurial Learning and
MeAnalytics), educational evaluators (Finnish Education Evaluation Centre), two educational policy experts
(Bantani Education, European Business Summit), state based education providers (GO! Onderwijs
Antwerpen), and regional/business development linked organisations with a particular remit for education
(Innogate to Europe, Consorzio Materahub Industrie Culturali E Creative) and expertise on educational
software with a key expertise in social learning (MeAnalytics).

Each partner brings essential expertise and knowledge and an extensive network that will enable EntreComp
for Educators to reach its objectives. With a broad geographic spread covering Nordic, western, southern
and south-east Europe, and representing both regional and national level organisations, this offers the
diversity needed to test, validate and disseminate a system model for ECT.

The three Universities are the leading partners in creative educational development and will lead the
consortium’s first three strategic goals (though al partners have expertise in this area), SO1 (the design and
development of the skills framework), SO2 (to develop innovative self-assessment tool based on the skills
framework) and SO3 (to design and pilot cutting edge teacher development courses to develop the skills
identified in the framework). The University of Wales Trinity Saint David (UWTSD) will lead WP2 on the
ECT skills framework. Expertise here draws on the University’s long history of providing initial teacher
education and training with an extensive reach into over five hundred partner schools located across South,
Mid and West Wales. LUT will lead on WP3 (linked to SO2)regarding the self-assessment tool, building
on their vast experience of the design and implementation of the MTEE online teacher assessment tool.
VUB will lead on WP4 linked to SO3 , using the expertise of their education sciences department in online
teacher development and e-portfolios (particularly from the EU Tmail project) working in close
collaboration with MeAnalytics who bring their LoopMe social learning media platform as an online
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collaboration and networking environment allowing assessment of learning outcomes and delivery of CPD.
Their work will fulfil SO4 (to embed the use of Entrecomp for learners within the teacher training process)
providing a bridge between the teacher skills framework and the learner-centred approach of the existing
EntreComp framework, supported by UWTSD and Bantani Education involvement in the development of
the latter framework.

NCDIEL will bring their extensive EU project experience and their background as a lead organisation within
the implementation and evaluation of the Macedonian national entrepreneurship strategy. Supported by the
Finnish Education Evaluation Centre and Lappeenranta University of Technology, NCDIEL and our
partners will use their very extensive experience in the development of international and national educational
evaluation, research and benchmarking to achieve the aims of WP5 on Monitoring and Evaluation.

Bantani and the European Business Summit (EBS) will lead on interaction and dissemination at European
level to support SO8, and direct this work at national level, supporting WP6. Bantani is a European-level
non-profit organisation leading on entrepreneurial learning promotion, while EBS is a leading policy
interlocutor at EU level working to bring the voice of business into different policy areas including
education. These organisations will lead the development of the Policy Toolkit, leading on consulting and
user-testing to ensure its relevance and usefulness to policy-makers at all levels. This policy toolkit will
bring together all deliverables of the project into one tailored package as the primary deliverable of the
project and fulfil SO7.

3.3.2 Partnership composition


Please describe how the partnership composition and organisation bridges analysis, practice and policy making?
Explain the complementarity of partners in this respect.
This partnership evidences a broad range of experience in analysis, practice and policy making, with
crossovers between themes and sectors providing significant depth in all three areas. The partner roles have
been allocated according to their experience.

Practice:
A wide range of practice expertise exists within the partnership:
Skills frameworks development – UWTSD, FINEEC, BANT, LUT, NCDIEL
Teacher Education - UWTSD, VUB, GO, BANT, LUT
Entrepreneurship/creative education - BANT, UWTSD, GO, MATHUB, ME, INNO
Education-business partnerships - NCDIEL, INNO, GO, MATHUB,
Education innovation – VUB, UWTSD.

Analysis:
Skills frameworks research and development – UWTSD, FINEEC, BANT, LUT, NCDIEL
Research and country analysis – UWTSD, VUB, LUT, BANT

Policy making:
All partners have connections to and experience of working at policy level, particularly UWTSD, BANT,
EBS, LUT, NCDIEL and FINEEC. While section 3.3.4 demonstrates the routes to policy for all partners,
there is also a EU coordination led by BANT and EBS. They will be actively focused (via WP6) on
promoting to the regional, national and EU policy level through their strategic connections and partnerships
(Business Europe, CSR Europe, EARLLAL, LifeLongLearning Platform, ReSET Network, ERRIN,
European Institutions)

3.3.3 Cooperation arrangements across the partnership


Please describe the cooperation arrangements across the partnership, the responsibilities for decision making, conflict
resolution, reporting, monitoring, communication and other relevant issues. How does the attribution of roles to each
partner guarantee a good balance between analysis work and exploitable outputs for policy making?

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Overall Management Structure. The project management structure is designed to ensure the project
achieves efficient innovation management and provide a simple and effective way to make important
project decisions, providing effective day-to-day management of the project. Overall project direction
will be governed by the Project Management Group (PMG) which will consist be the Project
Coordinator (PC) and Financial Manager (FM) at UWTSD, and the Innovation Manager at BANT. The
Project Management Group will meet every 3 months. Operational matters will be devolved to the
Project Steering Board (Project Steering Board) as detailed below.

Project Steering Board. Each partner will delegate one representative to the Project Steering Board
who will have one vote. The Project Steering Board will meet two times per year Project Steering
Board will monitor and guide the implementation of the project, resolve raising conflicts, as well as
review work plans and deliverables.. The tasks and decisions of the Project Steering Board will be
guided by the outcomes of the Quality Monitoring, Auditing and Evaluation system (Task 1.4)
Working Group. The Working Group which will be chaired by the Project Coordinator, is the central
unit for the technical coordination of all the tasks across each WP. Each partner will delegate one
technical representative to the WG.. The Working Group will meet at least on a 3-monthly basis, twice
per year at face-to-face meetings which will tie in with the meetings of the Project Steering Board (and
at least twice by year by remote means). The Project Coordinator may request more frequent meetings
if required.
Project Coordinator (PC) The Project Coordinator and will be responsible for managing the project
on a day-to-day basis. This role will involve chairing the Project Steering Board and Working Group
meetings, managing the project on behalf of the Project Management Group, liaising with the EC’s
Officer and providing project administration support. The PC will be responsible for:
• Managing the project, organizing and supervising operations within schedule and budget
• Proposing strategic orientations to Consortium members
• Control of risks and contingency plans during the execution of the project
• Provide overall financial status information and identification of financial issues
• Ensuring fluid communication with the EC, including reports delivery

The Project Management Group have also appointed a Dissemination and Exploitation Manager
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(Rebecca Weicht, BANT) a Financial Manager (Dr Matt Briggs, UWTSD) and an Innovation Manager
(Elin McCallum, BANT) who will report directly to the Project Steering Board and Project
Management Group. They will respectively be responsible for the development and coordination of the
dissemination and exploitation strategies for the project.

Dissemination and Exploitation Management. Communication channels will be established by the


Dissemination and Exploitation Manager (Rebecca Weicht, BANT) to facilitate the free flow of
information, for example, dedicated mailing lists and dedicated secure cloud storage for the sharing of
meeting minutes, report input, journal papers and data. Project reporting will be undertaken in line with
contractual obligations and all participants will be required to contribute in a timely and comprehensive
manner.

Innovation Management. Innovation management will be led by the Innovation Manager (Elin
McCallum, BANT). Management of knowledge and innovation is an integral part of our project. We
will focus on the role and synergies between partners’ experiences, competences, capabilities, and on
how partners will protect inform policy and practice, and share, manage IPR capital and undertake
effective exploitation. Detailing of the exploitation plans and preparation for innovation activities will
be continuously followed up throughout the project. In the event of any conflict between project
participants, issues will be dealt with appropriately and pragmatically be the Project Management Board,
to ensure that problems are dealt with promptly and with minimal disruption to project delivery.

Work Package Leaders. We have defined the role for Work Package Leaders (WPL). Each WPL,
identified in work package descriptions in Table 4, will be responsible for the management and
successful delivery of that work package and will be members of the Working Group. The following is
a list of the responsibilities of the WPL:
• Coordinate the cooperation between partners within the WP
• Coordinate the technical work of the WP
• Agree tasks to members of the Work package teams (Task Leaders)
• Monitor the milestones, deliverables and the expected outcomes of the work in the WP
• Plan, coordinate and harmonise deliverable content
• Report on progress to the PC in activity and progress reports
• Organise WP meetings as necessary
• Coordinate the WP input/output from/to supporting partners and external parties
• Share and disseminate information to the other work package leaders to ensure a smooth
coordination of work package activities.

This structure will allow an appropriate balance between analysis work and exploitable outputs for policy
making.

Project Advisory Board A Project Advisory Board, (PAB), will be assembled to provide global
expertise and a further layer of quality control and provide their opinion on the direction in which the
project is going is an important input to the project. The PAB will be made up of selected experts in the
field, from a diverse set of backgrounds (education industry, social innovation etc.) and geographies,
who have technical expertise in a subset of the topics that the project is developing and testing. The
role of the PAB will be to periodically review the progress and results of the project from a variety of
angles and provide advice on ongoing and future work. The Project Advisory Board members will be
invited approximately once per year to attend one of the regular project meetings. They are expected to
inform the consortium about education, technology or other trends that are of relevance to the project
work, increase the impact of the project by creating visibility of ECT in other geographic regions (e.g.,
US, China, etc.), and provide an external view of the project, to allow the project leaders to better
position and articulate the public profile of the project. Project Advisory Board members may also
participate in some of the planned dissemination activities of the project, such as training activities or
transnational workshops etc. The Project Advisory Board, is chaired by the Innovation Manager. The
following individuals will be invited to participate:
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Organisation Contacts Scope
UNCTAD – United Fiorina Mugione – Chief of International
Nations Conference on Entrepreneurship Section
Trade and Development
Margherita Bacigalupo – Joint Research European (lead for EntreComp)
European Commission Centre (confirmed)
Global Education expert Kelwyn Looi (confirmed) International
European Commission TBC - DG EAC EU
European Commission TBC – DG EMPL EU
EU Partner Countries – south
European Training eastern Europe, Eastern
TBC
Foundation Partnership, south
Mediterranean

3.3.4 Translation of results to policy making


Please outline the partnership's capacity to translate results into policy actions and transfer these to policy makers.

The partners in the EntreComp for Teachers project are policy oriented with engagement into the regional,
national and European development of strategic priorities in educational development and entrepreneurship.
They have expertise in supporting the role of entrepreneurial learning ecosystems at regional and national,
including connecting learners and educators with external partners from business, community and policy to
be directly engaged in design and delivery of learning

This project will engage in high-level discussions and to consider global perspectives that can impact, or
have impacted, on policy-making is enhanced by the expertise of Bantani Education and the European
Business Summit both of whom contribute to educational policy development at national and EU levels.
Project coordinators, UWTSD’s International Centre for Creative Entrepreneurial Development, the
National Centre for Development of Innovations & Entrepreneurial Learning and Bantani Education are
highly active in the national educational state policy sphere with regular high level work for the respective
state departments, agencies and international NGOs (such as national and regional governments, European
Commission, European Training Foundation, UNESCO UNCTAD and the World Bank). IICED will also
make significant policy interventions by bringing their distinguished group of international experts in
entrepreneurial education to further promote the findings into academic journals and scientific discourse.

The direct involvement of the Joint Research Centre through the Project Advisory Board will allow the
project results to be disseminated through the interenational policy communities and promoted as a
transnational example of EntrreComp implementation via European Commission expert and working
groups. We will also invite existing contacts with DG EAC AND DG Employment to join the project
advisory board to act as advisors with support dissemination to relevant Member State Ministries.

Our piloting partners (GO! Onderwijs Antwerpen (GO), National Centre for Development of Innovations
& Entrepreneurial Learning (NCDIEL), University of Wales Trinity Saint David (UWTSD), Finnish
Education Evaluation Centre (FINEEC), Innogate to Europe (INNO) and Consorzio Materahub Industrie
Culturali E Creative (MATHUB) will further ensure this wide dissemination and have established linked
to the policy level to ensure engagement of the policymakers with competence for education from the
outset of the project, and to engage them into a local steering group to guide and oversee the progress and
dissemination of project results:
− GO! is part of the Go! Flanders-wide network of community schools with over 1000 institutions across
the region. They are funded directly by government to deliver education at all levels. They work
directly with government policy makers and are key influencers within the development and
monitoring of Flanders entrepreneurial education strategy.
− NCDIEL is a lead organisation within the National Steering Group for Entrepreneurship Education,
working closely with policy makers from the economy and education areas to develop national
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initiatives to support the implementation of this national strategy.
− UWTSD work directly with schools and policy. They work closely with Welsh Government as expert
advisors on entrepreneurial learning to the network of Welsh Pioneer Schools leading development of
a new competence framework for wider skills (e.g. digital/entrepreneurial) and also as the first
University-accredited teacher training provision for school teachers on entrerpreneurship education in
collaboration with Welsh Government and other educational partners in 2011. The UWTSD teacher
training initiative is the first in the UK to offer a fully validated PGCE/PCET teacher training module
in entrepreneurship education. They also chair the Wales Education Commission, implementing the
latest recommendations for the evolution of the Welsh Education System from the Donaldson review.
− INNO work closely with the Spanish Confederation of Schools (CECE) on projects and initiatives
related to both policy and practice. This ensures links to policy makers at national level building on
their strong collaboration with the regional Autonomous Community education ministry in Madrid.
− FINEEC work on the national evaluation of education, and are key partners of the Ministry of
Education and the national steering group for entrepreneurship education and this results in concrete
influence and contact with policy makers and schools.
− MATHUB has a signed working agreement with the Regional Office for Schools, the representative
institution of the Italian Ministry at regional level, to involve and promote initiatives relevant for the
topic of entrepreneurship education. The direct link to policy is clear, and through this as well as active
development of entrepreneurship education networks in the area, have forged working links with a wide
range of schools via education-business projects and regional initiatives.

3.3.5 European Policy Agenda


Please describe the partnership's ability to potentially influence the European policy Agenda.

The project has excellent links with the EU policy level.


• Bantani Education leads on this work with working links to DG EAC, DG GROW and DG EMPL. Elin
McCallum has worked extensively on the development and promotion of EntreComp with DG EMPL
and Joint Research Centre and is a member of the DG EMPL Informal Working Group on the
Competence Frameworks. Bantani are the coordinators of the DG EAC School Gateway online
community for entrepreneurship education in Europe. They also work closely with the European
Training Foundation and connections to the Committee of the Regions. Bantani holds an annual
Brussels-based practice into policy forum bringing together EU policy representatives and
entrepreneurship education practitioners, and the project will be profiled through this avenue.
• European Business Summit is a key partner in dissemination and leads publications and research as well
as the very well-respected annual European Business Summit in Brussels, creating one of the largest
networking and debating events in Brussels. They are a key player in bringing business and politics
together witjh the aim of stimulating thinking on European issues that span political, social and
environmental challenges.
• UWTSD (IICED) is widely recognised as one of the world’s foremost institutions in creativity-based
entrepreneurship education. IICED has challenged many theories of business education and informed
the international entrepreneurial community on approaches that enhance creative abilities in education
and enterprise. They work extensively with the European Commission, OECD and UN on linked policy
areas.
The project will share its results directly with the European Commission, and Margherita Bacigalupo
(project lead for EntreComp) of the Joint Research Centre will be part of the project advisory board. There
is clear relevance to the development of EntreComp at EU level wituh a direct link to the implementation of
the New Skills Agenda for Europe, and it is expected that should the project be approved that progress will
be closely observed by both DG EMPL and DG EAC, indeed policy officers from both DGs will be invited
to be part of the project advisory board.
The policy toolkit will be developed in consultation with EU policy partners, and consultation for the
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development of this toolkit will take place widely including with key EU policy individuals within DG EAC,
DG GROW, DG EMPL and the European Training Foundation.

3.4 Impact on policy development and dissemination


This criterion focuses on the measures taken by the partnership to ensure the appropriate dissemination and
communication strategy, exploitation of project's results and outcomes, as well as their long term impact.

3.4.1 Impact at European level


Please define the potential impact at European level related to the priority addressed.
The professionalisation of teachers will be supported through the EntreComp for Teachers project by the
development of a European skills framework for teachers – the EntreCompEdu Professional Entrepreneurial
Skills framework for Teachers. This offers a common and validated understanding of the skills needed by
teachers to integrate entrepreneurship education across the curriculum at all levels, particularly through
practical entrepreneurial experiences and involving external stakeholders as advocated in a range of
Commission Communications and policy guidance documents 13. This answers the challenge that teacher
education institutions and policy makers face of how to best integrate this into initial and continuing teacher
education. It can also be used to show how skills gained beyond teaching (via life experience) can contribute
to classroom expertise, potentially contributing to the recognition of transversal/complimentary skills by
those entering the profession.

Supporting this is a map of how these skills translate into teaching pedagogies and didactics, as well as
professional development to understand strengths and identify where to target training to develop individual
teacher competences. The result is teachers who understand the why (importance) and how (methods) of
community and business engagement to support entrepreneurial learning. The impact is professionalisation
of the teacher community in terms of their confidence and ability to deliver high quality entrepreneurship
education within curriculum, and an understanding of how these methodologies support wider policy
priorities (e.g. citizenship, employability).

3.4.2 Dissemination and Communication Strategy


Please outline the awareness-raising, dissemination and communication strategy put in place that ensures reaching the
relevant target group(s) as well as the relevant stakeholders and the general public during the lifetime of the project.
Please explain the plans for making any educational materials accessible through open licenses.
A full dissemination and exploitation plan will be developed by Month 3 of the project lifecycle. This will
outline the specific steps to be taken, however these will include:

− Project website (developed by EBS) using simple engagemrnt tools like padlet and tricider
− Project newsletters 3 per year (developed by all project partners, led by BANT)
− Social media accounts – facebook and twitter (managed by BANT)
− Conference workshops e.g. European Business summit (event managed by EBS), EU Evaluation
conference (by FINEEC), ISBE and IEEC (by UWTSD)
− Demonstrator events for EU policy makers e.g. through OMC groups (managed by BANT)
− Overall coordination of national dissemination and exploitation activities (managed by project
partners in each country)
Primary target audiences for the project are teachers, school leaders and policy makers, to achieve wide-
spread EU up-take of the professional skills framework and practice map. Our dissemination activities

13
Such as Rethinking Education (2012), Entrepreneurship Action Plan 2020 (2012) and the 2014 Final Report of the EU
Thematic Working Group on Entrepreneurship Education.
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facilitate the project's general and strategic objectives by increasing their reach, enabling exchange and
engaging partners. This is of importance as the project is only then successful when it can make a broad
impact and bring its innovative approach to education. Thus, dissemination activities are closely linked to
engaging target audiences effectively at the level where they have the competence to make a change.

Before and throughout the project, ECT consortium partners and Project Advisory Board will use their
networks and access to influencers to disseminate information on the project to grow interest. It will do so
by heavily promoting ECT through network or institutional contacts (meetings as well as using newsletters
and social media channels that hold information available for the target audiences and can be accessed at
times of their convenience, e.g. during a commute in the form of bite size video updates) in the first year of
implementation. We will interest the target audiences by highlighting the innovative and easily
scalable approach of ECT and its tools. Teachers and school leaders will understand that they are not
required to do more work but learn how the work they are doing already will align with the teaching of
entrepreneurial skills through awareness raising of what it means to teach entrepreneurial learning.

Thanks to the partners’ strong networks to policy makers, we will engage policy makers continuously
throughout the project lifecycle. We will first raise awareness of the project in the networks of partners
through networks contact. These range from working groups engaged with topics of entrepreneurial and
creative learning (e.g. National Entrepreneurship Steering Group in Finland, LLLP, EARLLAL),
professional associations (e.g. the Association of Teacher Educators in Europe, EURASHE, EUROCLIO),
sustainability initiatives (e.g. through EBS’ partner CSR Europe) and more. We will then continuously
update a wide range of stakeholders through newsletters and social media channels (namely Facebook for
these audiences to be able to follow the aspects of the project they are particularly interested in both a
professional and personal capacity). Finally, building on this constant stream of information, we will host
workshops in all partner countries to really engage with teachers, school leaders and policy makers. This
will be (NB activity is in addition to the user testing with these audiences through WP2), focused on
dissemination of project results. It is deemed that local events will be more effective than one final
conference to ensure maximum uptake at regional and national policy level.

At European level, EBS will be a crucial partner who will disseminate the project outcomes and outputs to
policy makers and practitioners through its networks and importantly through their yearly European
Business Summit that attracts thousands of influencers from EU policy making, industry and
beyond. BANT will focus on the OMC networks and the European Institution policy contacts, working to
share results and secure ‘demonstrator event within the Member State and EU regions networks to reach
education policymakers.

Learners will be one of the key stakeholders of the project. We will engage learners by including them
within the consultation process for the skills frameworks and training material (the EntreCompEdu
professional skills framework and practice map).

The project’s research outcomes will be presented to researchers in the field at important conferences
such as the European Evaluation Society Annual Conference.

In addition to its European Union focus, the project will be able to disseminate its findings and tools
widely on a global stage through the members of the project advisory board who work with EU partner
countries or globally in their policy and practice scope.

We will disseminate the project to the general public via the project website as well as by making the
newsletter and its video updates openly available. This enables anyone interested in the field to also access
the project outputs freely. They will be hosted on the project website as part of the Creative Commons
licence BY NC SA 4.0 for download. This means that users are free to share, copy and redistribute the
material in any medium or format and adapt, remix, transform, and build upon the materials under the
following terms: Attribution: one must give appropriate credit, provide a link to the license, and indicate if
changes were made. One may do so in any reasonable manner, but not in any way that suggests the
licensor endorses him/her or his use; Non-Commercial: one may not use the material for commercial
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purposes; Share Alike: if one remixes, transforms or builds upon the material, one must distribute his/her
contribution under the same license as the original.

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3.4.3 Project outcomes and policy
Please explain how the project outcomes are strengthening the educational landscape by developing innovations which meet the needs of the Education and Training field related to
the selected priority and where relevant by delivering such innovations to the practice.
The EntreComp for Teachers (ECT) Logic and Evaluation Model

ECT
STAKE Contextual conditions Activity and Deliverables How it will be measured? Outcomes related to policy
HOLDERS
Learner benefits from practical entrepreneurial
(1) Baseline evaluation of teacher
Concerns about low level (1) Teacher progress data / experience – through increased teacher understanding
competences and state of play of
of entrepreneurship spirit in learning outcomes from LoopMe and expertise of how to embed this in their teaching
CPD in partner countries
Europe. – illustrates feedback from teacher Learner benefits from increased methodologies
(2) Local steering groups about impact of their training dedicated to increasing learner engagement –through
Lack of learning focus on within the classroom
involving diverse stakeholders increased teacher expertise via professional
creative mindset as an
including policy-makers, to guide development (PD)
enabler of innovation. (2) Learner opinion surveys –
development of project at partner
Children and level (e.g. learners, teachers, teacher led surveys to gather Learner benefits from creative mindset development
Lack of opportunity to meet opinion on the introduction of new
young school leaders, parents, community, - in line with education neuroscience
external stakeholders methodologies in the classroom
people… business, entrepreneurs, policy) recommendations on maintaining child levels of
through learning.
(WP2) creativity - via increased teacher expertise via PD
(3)Learning Outcomes Learner benefits from increased contacts with
(3) The EntreCompEdu Assessment - teacher based external stakeholders through learning experience –
professional entrepreneurial via focus within PD on more and better engagement
Lack of understanding of skills framework for teachers (4) User testing results of the Teacher professionalisation via understanding of why
teacher competences to (WP2). Consultation and user EntreCompEdu skills framework and how to facilitate entrepreneurial mindset
support entrepreneurship testing with stakeholders – learners, – understanding the usability and development among learners – and how it links to
education and wider teachers, school leaders, parents, ensuring relevance of the wider priorities e.g. learner engagement,
priorities. community, business, framework employability, citizenship education
entrepreneurs, policy Teacher awareness and confidence in own skills and
Lack of high quality (5) Self-assessment tool – teacher abilities to integrate entrepreneurship education into
Educators teacher professional (4) Project advisory Board at EU self-perception of skills strengths own teaching
and development relevant to level to guide strategic direction of and areas for improvement Professional development on entrepreneurial
education entrepreneurship education. project and promote policy
teaching, learning and assessment - as part of
leaders… dissemination and mainstreaming (6) Initial and Continuing professional development (for trainee and existing
(WP1) Professional Development – teachers)
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Lack of awareness of progress, assessment and Opening up recognition of teacher skills - common
entrepreneurial pedagogies (5) Self-assessment tool for completion understanding and acceptance of how skills developed
and tools. teachers to map their strengths through wider life experience can contribute to skills
against the (1) Skills framework for teachers in the classroom
Schools are not responding (WP3). Consultation and user School modernisation - teachers encouraged to
to the need for new testing with teachers and education support a school-wide commitment to building the
methods to build leaders (7) Project Impact Survey – entrepreneurial and innovative capacity of learners
entrepreneurial skills. completed by each teacher to
(6) Practice Map of practical collate wider impact measures of
Education systems are not pedagogies, didactics and tools that project activity Schools within community - Teachers and leaders
Schools… providing required support demonstrate how to put the encouraged to support outward looking school
to enable school change. EntrCompEdu skills into practice in actively engaging community and entrepreneurial
teaching partners
Low levels of engagement (8) Involvement of stakeholders in Community awareness - external partners understand
(7) Professional development
between schools and local steering groups and are empowered to support and advocate
business / community. pathways for trainee and existing entrepreneurial learning
teachers to implement the skills
(1) Analysis of teacher learning Collaboration - Conversations are created within and
Lack of awareness among framework into skills training for
outcomes via LoopMe to identify across borders between teachers about why and how
community representatives teachers
Communities results on external engagement to engage external partners
… (civil society, business, Engagement - Involvement of external stakeholders in
parents) about why and how (8) Innovative online community
(5) Teacher self-assessment tool the design and user testing of the EntreCompEdu skills
they can engage. (LoopMe) for networking, peer
framework
learning and the facilitation of
No national mainstreamed Policy makers understand and are empowered via the
Professional Development
system approach to (9) Engagement of policy makers Policy Toolkit to support and advocate a professional
Pathways
professional development in local steering groups and EU entrepreneurial skills framework for teachers and its
for entrepreneurship advisory board supporting tools, to support entrepreneurship
(9) Sustainability development
education in Europe. education in schools
plan to drive the policy
mainstreaming efforts beyond the (10) Successful access to EU level Policy makers can directly link the EntreComp for
Ongoing challenges of policy environmenrt e.g. OMC Teachers Model to wider policy agendas –
lifetime of the project
learner disengagement and groups in DG EMPL and DG employment, citizenship, learner engagement
early school leaving. EAC
(10) High Quality online Policy
Policy Toolkit to support dissemination
Disconnect between (11) Final Project Report: collated
makers… and mainstreaming
learning in school system evaluation and findings from all
and skills needs of elements of ELSIE Learning
employers. Model
(11) Final evaluation of project

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3.4.4 Exploitation approach
Please describe the approach and measures to effectively exploit the project results. Please explain how the results of
your project will be up-scaled, mainstreamed and multiplied and how the results could contribute feeding into the Open
Method of Coordination in the fields of education and training.

Elin McCallum of BANT will manage all exploitation planning as the Innovation and Exploitation Manager.
She will oversee this throughout the funding period, and coordinate exploiting project results after the project
lifetime. She will also oversee the creation of the final policy toolkit (WP 6) as one of the primary
exploitation products from this project. She is particularly well placed to do so as she has contributed to the
development of the EntreComp framework as well as has a strong and wide network of policy contacts
thanks to her previous experience in entrepreneurial learning with 14 years experience in national /
international policy & practice, including at the European Commission fulfilling the specific objectives for
entrepreneurial learning within Europe2020 and developing entrepreneurial learning strategy and innovative
practice for Welsh Government.
The exploitation and sustainability efforts will be achieved by:
• Involving experts and policymakers from education and employment policy to guide development
and quality,
• Work with EU level policy makers to support exploitation through provision of briefings and/or
worksbops for the DG EMPL working groups, DG EAC led ET2020 working groups and DG
Schools involving with Member States and social partners via the open method of coordination
• Participating in events to network and to help mainstreaming the project (e.g. attend meetings,
conferences and debates, have one-on-one conversations with key actors, showcase results).
• Feeding international debate on teacher education particularly linked to teacher competences for
entrepreneurship education, to influence high-level change in policy development, promote project
results, and align work with local, national and European levels
• Promoting the tools to policy, academic, research, public and private sector organisations on a
regional, national, EU and global level (including via project advisory board)
• Commitment to extend promotion of the project results by mainstreaming into UWTSD and BANT
policy work at EU and global level.
• Developing a sustainability development plan in an early stage to create broader sustainability with
wider policy stakeholders and networks lasting beyond the 3-years funding period

3.4.5 Long-term impact


Please describe what kind of systemic impact the proposal is aiming to achieve in strategic, qualitative and quantitative
terms. Explain how the results are expected to lead to systemic change and long-term impact on improving, advancing
or developing new policy action(s) in the countries involved in this proposal, as well as its potential impact at European
level in the education and training fields.
The systemic impact of this project is aiming to be:
EU level:
− Long term commitment by policy makers at EU level to the EntreCompEdu professional skills
framework, for example by co-promoting alongside the DigCompEdu skills framework for teachers.
− Demonstrator workshops at the OMC forums (working groups / high level groups) within DG EMPL
and DG EAC resulting in concrete interest and uptake of the model.
− Demonstrator workshops with policy audiences from the 38 partner countries of the European
Training Foundation resulting in concrete interest and uptake of the model – and ETF recognition of
the contribution the EntreComp for Teachers model can make to achievement of the SBA human
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capital dimension indicators (includes teacher development for entrepreneurial learning)
− Uptake of the system model of EntreComp for Teachers by countries/regions across Europe and
beyond. This is intended to complement the existing EntreCompo framerwork, allowing those who
have committed to integrating the EntreComp for learner framework to maximise efficacy by also
addressing the vital teacher development requirement using innovative tools tailored to work with the
EntreComp learners framework.
National/regional level
− A new recognition of and commitment to teacher development for entrepreneurship education, alongside
a recognition of the wider value of the EntreCompEdu skills framework and policy toolkit i.e. how
teachers can use the skills identified to embed entrepreneurship education which will also impact on
wider educational priorities such as citizenship, learner engagement and employability.
− Uptake of professional development modules within teacher education institutions to impact on the skills
of future teachers
− EntreCompEdu skills framework would be integrated into national recommendations/guidance on the
training of trainee teachers
− Policy commitment to EntreCompEdu skills framework as a tool for national CPD providers to map
effectiveness of teacher training

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PART 4. Work plan and work packages

Work Package 1 – Project Management


4.1 Workpackage activities

Work
1- Project Management
package No.

☐ Preparation
x Management
Work ☐ Implementation (the substance of the work planned including production, testing, etc)
package/Acti
vity type ☐ Quality Assurance (quality plan)
☐ Evaluation
☐ Dissemination and Exploitation of results

Title Project Management

This work package is broken down into two main areas - project management and quality
assurance.
The objective of the work package is the establishment of the appropriate organizational
structure and its effective function to assure the successful elaboration of the project, the
effective communication among the partners and stakeholders, the maximisation of project
impact and the proper reporting to the European Commission.
Through WP1 the partnership will
Description
• Deliver high quality and value for money: ensuring the project & beneficiaries are well
managed facilitating quality delivery on time and in budget
• Maximise exploitation potential: ensuring regular reviews of project exploitation potential
• Implement effective coordination and communication: ensure a smooth implementation of the
work plan, meaningful monitoring and control of project activities, with productive and
transparent communication between partners and project bodies
• Coordinate the overall legal, contractual and administrative management of the consortium.

WP1 is broken down into six Tasks and is led by UWTSD, while all partners will contribute to
the realization of the foreseen activities.
UWTSD, as lead partner, will be responsible for the implementation of this WP and will
appoint a Project
Coordinator. UWTSD will maintain overall responsivity for project coordination, technical
Tasks / implementation, reporting, financial claims, audits and critical risk assessment and ethics.
Activities
A detailed breakdown of tasks and responsibilities is provided below. The partners will engage
their competent staff in the various activities based on their experience and expertise.
1.1 Organisational set-up and communication
● Signing partnership agreements
● Formal establishment of project’s organisational structure

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1.2 Development and implementation of a risk management plan
● Develop and maintain a project risk log
● Deal with any upcoming risks
1.3 Development and implementation of a quality assurance plan
● Develop and implement quality assurance procedures
● Develop and implement quality planning approach
1.4 Compile and deliver interim and final project reports
1.5 Oversee innovation management across project activity
1.6 Data management planning
● Develop and implement a data management plan

Estimated
Start Date January 2018
(mm-yyyy)

Estimated
End Date December 2020
(mm-yyyy)

Lead UWTSD
Partner

Contributing UWTSD – leads on Project Coordination


partners
BANT – Innovation management (linked to WP6) - supporting Quality Assurance
LUT, NCDIEL, EBS, INNO, MATHUB, FINNEC, GO, VUB. – Project Steering Board

4.2 Expected Results

Number D1.1

Title Final Report

Type Report

Deliverables, Description Categorized according the foreseen budget lines.


outputs, outcomes
Due date Month 36

Language EN

Media(s) Document

X Public
☐ Restricted to other programme participants (including Commission services and project
Dissemination
reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and Commission
services and project reviewers)

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4.3 Explanation of work package expenditures
Please explain what costs will be associated to each work package.
The following costs are associated with each work package:

HR Travel &
costs Subsistance Audit Total
WP1 58289 51590 6000 115879

Human Resources.
€58,289 has been allocated for staff costs. This includes €15,330 for project coordination (70 days) and €7,920 for
administrative support (60 days). Staff resource has been kept at a minimum with each partner contributing 11 days
to attend the Project Steering Boards and to engage in reporting (an average of €2,800 per partner) other than BANT
who will commit a further 30 days to quality assurance tasks (€8,400).

Travel and Subsistence. Project management meetings account for 57% (€51,590) of the Travel & subsistence
costs. All travel has been kept to a minimum, with budget allocated for one partner representative on the Project
Steering Board, except for the Lead Partner, whose financial manager will also attend. Working Group meetings,
when they do not coincide with Project Steering Boards, will be held by remote means. The partnership’s
commitment to value for money and the allocation of resources to project stakeholder involvement is reflected in this
regard.

Audit. A budget of €3,000 has been allocated to P1 and P11, who will require the services if an auditor to verify
expenditure, as these partner budgets exceed €6,000

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Work Package 2 – Development and Testing of Skills framework

4.1 Workpackage activities

Work package No. 2 - DEVELOPING AND INITIAL TESTING of Skills framework

☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results

DEVELOPING AND INITIAL TESTING of Skills framework – the


Title EntreCompEdu Professional Entrepreneurial Skills framework for
Teachers (SKILLS FRAMEWORK )

SKILLS FRAMEWORK is an adaptation of EntreComp – it will be a


framework of the competences that teachers need to deliver/facilitate
entrepreneurial learning in their classrooms. Intended to build on their existing
strengths and demonstrate the wide relevance of entrepreneurial learning across
Description
different subjects and educational levels.
Developing the professional educational skills framework for teachers will take
place in co-creation with learners and educators.
Task 1 Practice and Literature Review: Of existing examples of professional
skills frameworks linked to education – explore interesting / useful
characteristics and how have been successfully implemented.

Task 2 - European level consultation led by BANT i.e. survey of views and
contributions- target EU level organisations representing learners, teachers,
education leaders, community, business, policy makers
− Brussels based meeting (web-streamed)
− Online focus group
− EU steering group established for ongoing advice

Task 3 - National/regional consultation with stakeholders led by piloting partners


– learners, teachers, education leaders, community, business, policy makers.
Small focus groups with key groups – targets would be:
Tasks / Activities − Learners (circa 20 per partner representing primary , secondary, VET
− Teachers/action researchers (6 per partner representing primary, secondary,
VET)
− Education leaders - 3 per partner
− Community / business 5 (cross section)
− Policy makers (ideally representing education, employment, enterprise)

Task 4 - Each piloting partner to establish Local steering group for ongoing
advice and meetings once per six monthsn t review progress of activity and

Task 5 - Development of framework


− Create content of framework and review with previously identified user
groups (see task 3) and local steering group
− Develop working prototype of skills framework

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Task 6 User Testing of Skills framework
Create a specific user testing process that is designed to allow teachers to see
whether the content of the framework aligns to the skills they use to deliver/work
with learners
− Test with trainee teachers x 10 in three teacher training institutions
(NCDIEL, UWTSD, VUB)
− Test with existing teachers x 10 in all piloting countries
Outcome would be a validation of the content of the framework re teacher
competences

Estimated Start Date


January 2018
(mm-yyyy)

Estimated End Date


December 2018
(mm-yyyy)

Lead Partner UWTSD

Contributing partners BANT, LUT, NCDIEL, INNO, MATHUB, FINNEC, GO, VUB.

4.2 Expected Results

Number D2.1

Title EntreCompEdu Professional Educational Skills framework

Type Document

The Skills framework helps stakeholders and teachers understand the


Deliverables, Description teacher competences needed to deliver entrepreneurship education
outputs, outcomes

Due date Month 12

Language(s) EN, IT, ES, MK, FI, NL, Welsh

Media(s) Document

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

4.3 Explanation of work package expenditures


Please explain what costs will be associated to each work package.

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HR Travel &
costs Subsistence Translation Events Total
WP2 92473 36000 7500 13200 149173

Human Resources.
340 days of staff resource are allocated to WP2. UWTSD are leading this WP and have budgeted for 85 days
(€27,000), with additional support from LUT who have budgeted for 51 days work (€14,000). The remaining
partners will also contribute with an average allocation of 22 days (€5600).

Travel and Subsistence.


The consortium has considerable experience in working with teachers and schools, and past project work shows that
engagement is significantly hampered if schools are required to meet their own costs. We have therefore budgeted
€36,000 to fund local travel for focus groups (8 meetings x 20 people @ €50 per trip) in each of the piloting countries
/ regions.

Translation
Translation. Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP2. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance

Events.
€13,200 has been allocated for the hosting of 8 school and teacher engagement events in each piloting region /
country. Costs have been kept to a minimum with a budget of €350 each covering catering and venue hire. Any
underspend in this area will be used to fund additional supply teacher days.

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Work Package 3 – Development and testing of Self-Assessment Tool for Teachers

Work package No. 3 -Self-Assessment Tool for Teachers

☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results

Title Self-Assessment Tool for Teachers


A self-assessment tool to allow teachers to map their strengths across the
SKILLS FRAMEWORK . It will enable the project to create a tailored baseline
Description
measure for CPD and will be an engagement tool for teachers to interest them
into the CPD available.
3.1 Literature / practice review - of existing self-assessment frameworks for
teachers – what is out there, how it is used and what results it provides for
teachers
Tasks / Activities 3.2 Design and review self-assessment tool with teachers from primary,
secondary and VET sectors in each piloting country
3.3 Review with local steering groups in each piloting country
3.4 Create online version of self-assessment tool
Estimated Start Date
January 2018
(mm-yyyy)

Estimated End Date


February 2019
(mm-yyyy)

Lead Partner LUT

Contributing partners UWTSD, BANT, NCDIEL, EBS, INNO, MATHUB, GO, VUB.

4.2 Expected Results

Number D3.1

Title Self-Assessment Tool for Teachers

Type Online Tool


The Self-Assessment Tool for Teachers is an easy-to-use, web-based
Deliverables,
self-evaluation tool for teachers. The tool evaluates teachers’ assessment
outputs, outcomes
Description of their entrepreneurial skills against the EntreComp framework and will
help them to apply their know-how in entrepreneurship and creative
education.
Due date Month 14

Language(s) EN, IT, ES, MK, FI, NL, Welsh

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Media(s) Online Tool

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

4.3 Explanation of work package expenditures


Please explain what costs will be associated to each work package.

HR Travel &
costs Subsistence Translation Total
WP3 28326 600 7500 36426

Human Resources.
Partner 2 (LUT) have a budget allocation of 75 days (€20,075) to lead on WP3, with partners 1, 3, 4, 5, 6, 7, 10 and
11 contributing 31 days (€7,251) to the WP’s activities and deliverables.

Travel & Subsistence.


A small budget of €600 has been allocated to piloting partners to engage with policy makers.

Translation
Translation. Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP3. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance

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Work Package 4 – CPD Design and Implementation

Work package No. 4 -CPD Design and Implementation

☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results

Title CPD Design and Implementation


An online professional development course will:
- Introduce teachers to the skills framework
- Develop teacher understanding and buy-in for entrepreneurial learning
- Map teacher strengths using the Self-Assessment tool (WP3)
- Use the principle of deliberate practice to identify and improve specific
skills of teachers to support improvement in their teaching (personalised
learning)
- Show how teachers can engage externals into the classroom
- Collect practical examples of how teachers use the competences in their
teachers (teacher contribute their own ideas and practice through role as
‘action-researcher’).

Process:
− Baseline measure of teacher understanding will be achieved through a self-
assessment questionnaire for teachers.
Description − Country based research on the following areas:
o Existing Professional Development (PD) routes
o Awareness of EntreComp
o Baseline of teacher understanding of entrepreneurial skill
development including EntreComp
o Teacher perception of what CPD they need
A PD process will be developed to enhance educators abilities to develop
entrepreneurial skills with learners through the context of social innovation,
focused on increasing creative mindset, citizenship and employability. CPD will
promote understanding and use of EntreComp.
Using LoopMe – this will establish a learning community to foster peer-to-peer
learning, collaboration and reflection, using an online social learning media
environment where they are encouraged to peer learn and feedback both within
and between countries

4.1 Review of best practice


4.2 Design of learning resources for module
Tasks / Activities 4.4 Online community
4.5 Delivery of course twice (phase 1 face to face and online

Estimated Start Date


October 2018
(mm-yyyy)

Estimated End Date April 2020

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(mm-yyyy)

Lead Partner NCDIEL

Contributing partners UWTSD, LUT, NCDIEL, EBS, INNO, MATHUB, FINNEC, GO, VUB, ME.

4.2 Expected Results

Number D4.1

Title CPD

Professional development training relevant to trainee and existing


Type
teachers
An interactive teacher training online course. The course will introduce
teachers to the professional skills framework, allow them to understand
Deliverables, how it can be used in their classroom, provide them with a space for
outputs, outcomes Description interaction and peer learning. A process of deliverable practice will
allow a personalised learning approach. A PD model will be created
which can be easily accredited to fit into teacher training institution
courses at level 6/7.
Due date Month 16

Language(s) EN, IT, ES, MK, FI, NL, Welsh

Media(s) Online / MOOC format

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

Number D4.2

Title CPD

Type Practice Map


A Practical guide mapping implementation methods against the skills
identified in the skills frameworks. These will be built up by the
Deliverables, Description
teachers during and as a result of the CPD process, in their role as action
outputs, outcomes
researchers

Due date Month 16

Language(s) EN, IT, ES, MK, FI, NL, Welsh

Media(s) Online

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
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4.3 Explanation of work package expenditures
Please explain what costs will be associated to each work package.

HR Translation Events Total


WP4 146283 7500 26400 180183

Human Resources.
VUB (partner 11) will lead WP4 with 143 days (€52,000) budgeted for their work. Partner 8 (MeAnalytics) have 118
days to pilot and support the use of the LoopMe social learning system. The remaining 6 piloting partners will
commit an average of 35 days each to this WP (€9,000).

Events
We have allocated supply teacher cover for 12 teachers per piloting country (2.5 days each) at a
total cost of €26,400 to enable the trial and dissemination of the CPD framework.

Translation
Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP4. These are necessary
to ensure wide stakeholder engagement with the project’s major deliverables which will be made available in national
languages, including Welsh in the UK. In this regard the following outputs will be translated into Dutch, Welsh,
Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance

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Work Package 5 – Monitoring and Evaluation

Work package No. 5 - Evaluation

☐Preparation
☐Management
☐ Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
x Evaluation
☐Dissemination and Exploitation of results

Title Evaluation
The work package will be the core for the baseline and final assessment of
teacher competences. The evaluation measures will demonstrate how useful the
skills framework is, the effectiveness of the CPD via progress on the self-
assessment tool and the user perception of the policy toolkit

Evaluation measures
1. User testing results of the EntreCompEdu skills framework – understanding
the usability and ensuring relevance of the framework
2. Use of self-assessment tool – as baseline and final measure of teacher
competences
3. Impact of Professional development:
• Progress: Reporting from teacher progress data within LoopMe –
illustrates feedback from teacher about impact of their training
within the classroom
• Assessment of learning outcomes within Loopme as perceived by
the teacher
• Results from learner opinion surveys – teacher led surveys to gather
opinion on the introduction of new methodologies in the classroom
during teacher training
• Completion rates and surveys from teachers involved in PD
Description 4. Project Impact Survey – completed by each participaoting teacher to collate
wider benefits/impacts of project engagement
5. Level of Involvement of stakeholders in local steering groups
6. Level of engagement of policy makers in local steering groups and EU
advisory board
7. Successful access to EU level policy environment
8. User testing of policy toolkit

For the purposes of the FLCP project, a self-assessment tool for teacher
evaluation will be developed, as presented in details in WP3. It is important that
ways in which entrepreneurship educators are assessed come in line with the
goals of entrepreneurial education. The overall aim of this work package is to
assess, to value and to make the results of the individual improvement of
teachers’ competences, as well as to validate the learning outcomes and to
demonstrate and promote the usefulness and effectiveness of the SKILLS
FRAMEWORK in general. In addition to this, the proposed evaluation process
will produce indications and guidelines on further improvement of SKILLS
FRAMEWORK . The evaluation is based on the self-assessment tool in
combination with a methodology that will be developed for analysing the
assessed results.

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The evaluations produced with the self-assessment tool will be further analysed.
A methodology for analysing the evaluated results will be developed and tested.
As a basis for the development, the methodologies for analysing the existing self-
assessment tools will be reviewed. It could be expected the delivered
methodology to be a combination of both, qualitative and quantitative methods,
depending on their applicability on the dataset produced by the self-assessment
tool. With the delivered methodology, the evaluated results will be examined and
the effectiveness of the CPD will be assessed. Based on the conducted
assessment, further directions and steps for improvement of the SKILLS
FRAMEWORK will be proposed. It will be ensured that monitoring, evaluation
and research activities comply fully with all relevant ethical guidance.

The expected result of this package primarily is continual improvement of CPD


and the SKILLS FRAMEWORK , an increase in the recognition of learning
outcomes of up-skilled entrepreneurship educators and as such, an increased
creation of market value for the acquired skills which results in an enhanced
employability. In addition, the produced evaluations and the drawn conclusions
could further assist the policymakers and inform the development of the policy
toolkit, as well as testing the efficacy of this toolkit.

WP6 is led by NCDIEL and counts on the active participation of each partner.
NCDIEL has an extensive experience in developing evaluation tools and
methods for a variety of target groups and educational sectors. Its team has been
involved into development, evaluation and alteration of various formal and
informal entrepreneurial education systems and assessment systems.

Task 1 – Design and agreement of full project evaluation strategy to address the
implementation and evaluation of all actions (as indicated in the guide to
evaluation measures above and in logic model) involving liaison with WP3 (self
assessment tool) and WP4 (CPD using LoopMe tool).
− Developing and testing the methodology for analysing the self-assessment
results (Testing the draft methodology and fine-tuning, Delivering the final
methodology)
− Analysing the effectiveness of the CPD using methods identified in
description=, including comparisons with the results from the previous
evaluations during the project
Tasks / Activities − Proposing further directions for improvement of the skills framework
(Collaboration with the kills framework development team and sharing the
results and conclusions)
Task 2 - project evaluation (part of the final assessment planned for month 12)
− Guiding for the inclusion of evaluation methods into WP2, 3 and 4
− Collating and reviewing all evaluation results
− Summarising the results of the all evaluation activities (including
through WP 2, 3 and 4
− Reviewing the project objectives and indicators that are achieved
− Evaluating the success of the project
Estimated Start Date
January 2018
(mm-yyyy)

Estimated End Date


December 2020
(mm-yyyy)

Lead Partner NCDIEL

Contributing partners UWTSD, LUT, EBS, BANT, INNO, MATHUB, FINNEC, GO, VUB,

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4.2 Expected Results

Number 5.1

Title Baseline Assessment

Type Document

The baseline assessment of teacher’s skills in entrepreneurial learning


Deliverables, will provide an insight into teachers’ awareness and understanding of
Description
outputs, outcomes the topic. It will be referred to later in the project to compare teachers’
progress.

Due date Month 14

Language(s) EN

Media(s) publication

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

Number 5.2

Title Evaluation report

Type Document

Deliverables, Description The final report of the evaluation actions across all project activity
outputs, outcomes
Due date Month 33

Language(s) EN

Media(s) publication

x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

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4.3 Explanation of work package expenditures
Please explain what costs will be associated to each work package.

HR
costs Translation Total
WP5 7650 3000 10650

Human Resources.
Partner 3 (NCDIEL) will commit 50 days to this task (€4810) as WP leader. BANT will support with a further 10
days’ work (€2,800).

Translation
Translation costs of €33,000 have been allocated across all work packages, with €3,000 in WP5. These are necessary
to ensure wide stakeholder engagement with the project’s major deliverables which will be made available in national
languages, including Welsh in the UK. In this regard the following outputs will be translated into Dutch, Welsh,
Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance

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Work Package 6 – Dissemination and Exploitation

Work package No. 6 - Dissemination and exploitation

☐Preparation
☐Management
☐ Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐ Quality Assurance (quality plan)
☐ Evaluation
x Dissemination and Exploitation of results

Title Dissemination and exploitation


Primarily, this work package will develop the policy toolkit to demonstrate the
project’s findings and their relevance as a policy tool to support education,
employment and economic outcomes/impacts. The work package will be central
in disseminating the toolkit to policy makers across Europe at different levels
(European, national, regional) to provide them with the tools they can use to
mainstream the CPD framework developed in particular and entrepreneurial
Description
learning in general.
This work package will also coordinate all dissemination and exploitation
activities throughout the lifetime of the project, to be fully outlined in the
Dissemination and Exploitation plan which will be produced by M3 of the
project lifecycle.

6.1 Finalisation and implementation of a full dissemination and exploitation plan


including:
− Project website
− Project newsletters 3 per year
− Social media accounts – facebook and twitter
− Conference workshops e.g. European Business summit
− Demonstrator events for EU policy makers e.g. through OMC groups
Tasks / Activities − Overall coordination of national dissemination and exploitation
activities
6.2 Development of policy toolkit
6.3 Dissemination of policy toolkit
6.4 Communicating project and its outputs in general
6.5 Finalisation and implementation of sustainability development plan to ensure
long term future of the project

Estimated Start Date


January 2018
(mm-yyyy)

Estimated End Date


December 2020
(mm-yyyy)

Lead Partner BANT

Contributing partners EBS

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With support from UWTSD, LUT, NCDIEL, INNO, MATHUB, FINNEC, GO,
VUB,

4.2 Expected Results

Number D6.1

Title EntreComp for Teachers Policy Toolkit

Type Policy Toolkit

The primary purpose of the toolkit is to provide guidance on how to


design an appropriate entrepreneurial learning professional development
programme. The Toolkit’s starting point is that successful
implementation can only be achieved on the basis of a sound
understanding of the benefits and characteristics of well-defined
professionalization of educators and the value of entrepreneurial
learning for teachers.
The policy toolkit will contain widely tested approaches how teacher
professionalization in the field of entrepreneurial and creative learning
can take place. It is a manual designed to facilitate the roll-out of tools
and techniques that policymakers can use to meet the requirements of a
modern and functioning teacher CPD (based on the principles set out in
Project Approach).
How the toolkit can be used:
- Understand the problem of professionalisation in education and
importance of entrepreneurial and creative learning
Deliverables, Description - Understand teachers and their needs and learn how to fix the
outputs, outcomes challenges of CPD
- Learn about accessible and easily implementable tools to make
policy mainstream.
The toolkit will be designed to be accessible and easily implementable
by both public sector decision makers and private interests (e.g. schools)
and can thus serve as inspiration for collaboration between the two.
Roll-out of the toolkit will be complemented by workshops for policy
makers in place of a single final conference to engage movers where
education policy is being decided upon. At a European level, the toolkit
will be presented at the European Business Summit.
As information dissemination of the project in general and exploitation
of the toolkit in particular is crucial to the success of the project, the
overall dissemination an exploitation strategy for this project and
communicating it at large is also part of this work package. To this end,
the first activity of the work package team will be to finalise a
dissemination strategy and engage with all project partners to establish
contact with decision makers as early as possible and involve them and
keep them informed of the project ongoings.

Due date M30 (in English)

Language(s) EN, IT, ES, MK, NL, Welsh, FI

Media(s) Online

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X Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

Number D6.2

Title Sustainability Development Plan

Type Plan

A sustainability development plan brought together at an early stage to


Deliverables, Description create broader sustainability with wider policy stakeholders and
outputs, outcomes networks to support the project lifespan beyond the 3-years funding
period and ensure ongoing evolution (e. g. version 2.0, continued rollout
of CPD)and systemic impact (policy takeup) of project results

Due date M18

Language(s) EN

Media(s) Online

X Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)

4.3 Explanation of work package expenditures


Please explain what costs will be associated to each work package.

HR Travel &
costs Translation Dissemination Subsistance Total
WP6 43460 7500 28000 1000 79960

Human Resources.
Partners 4 (EBS) and 5 (BANT) will contribute equally to WP5, with 65 days each allocated to the tasks (€31,000).
All other partners have budgeted for 5 days (€14,460).

Dissemination
A total of €23,000 has been allocated for dissemination costs, with a further €5000 for website development, hosting
and graphic design. While the budget has been devolved to partners, the Dissemination and Exploitation Manager
will develop a Dissemination plan by Month 3 of the project, in order to ensure a coordinated approach, value for
money and maximum impact for each partner, at regional, national and EU levels. The Project Advisory Board will
also insure an international reach for the project’s work.

Travel & Subsistence.


A small allocation of €1000 has been budgeted for local travel to meet policy makers.

Translation
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Translation. Translation costs of €33,000 have been allocated across all work packages, with 3,000 in WP6. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance

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PART 5. Overview of consortium partners involved and resources required

Indicative input of consortium staff - The total num ber of days per staff category should correspond w ith the inform ation provided in the Detailed
budget table.

Number of staff days


No of Role and tasks in the work package
Partners
Work
involved Country
package
Category Category Category Category
Total
1 2 3 4
Lead
1 P1 UK 70 0 60 130 Project management and coordination
partner
Contribution to Project Steering Group and
P2 FI 11 11
Reporting
Contribution to Project Steering Group and
P3 MK 11 11
Reporting
Contribution to Project Steering Group and
P4 BE 11 11
Reporting
Contribution to Project Steering Group and
P5 BE 41 41
Reporting. Quality Assurance.
Contribution to Project Steering Group and
P6 ES 11 11
Reporting
Contribution to Project Steering Group and
P7 IT 11 11
Reporting
Contribution to Project Steering Group and
P8 SE 11 11
Reporting
Contribution to Project Steering Group and
P9 FI 11 11
Reporting

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Contribution to Project Steering Group and
P10 BE 11 11
Reporting
Contribution to Project Steering Group and
P11 BE 11 11
Reporting
Subtotal 70 140 60 270
CPD Pilot: Run focus groups and regional steering
Lead groups, develop CPD framework, conduct user
2 P1 UK 85 85
partner testing of framework with teachers and learners;
review of framework
CPD Pilot: literature review; develop CPD
P2 FI 51 51 framework; user testing - design/overseeing of
process; report and analysis; review of framework
CPD Pilot: Design and oversee pilot phase; Run focus
groups and regional steering groups, conduct user
P3 MK 33 33
testing of framework with teachers and learners;
review of framework
CPD Pilot: Framework development; EU level policy
P4 BE 14 14
focus groups; review of framework
CPD Pilot: EU level policy focus groups; review of
P5 BE 28 28
framework.
CPD Pilot: Run focus groups and regional steering
P6 ES 23 23 groups, conduct user testing of framework with
teachers and learners; review of framework
CPD Pilot: Run focus groups and regional steering
P7 IT 23 23 groups, conduct user testing of framework with
teachers and learners; review of framework
CPD Pilot: Framework development; review of
P8 SE 16 16
framework; EU level policy focus groups
CPD Pilot: Development, review and testing of
P9 FI 21 21
framework
CPD Pilot: Run focus groups and regional steering
P10 BE 23 23 groups, conduct user testing of framework with
teachers and learners; review of framework
CPD Pilot: Run focus groups and regional steering
P11 BE 23 23 groups, conduct user testing of framework with
teachers and learners; review of framework

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Subtotal 340 340
Lead Self-Assessment tool development, design, evaluation
3 P2 FI 75 75
partner and review with user groups
P1 UK 3 3 Self-Assessment tool review with user groups
P3 MK 3 3 Self-Assessment tool review with user groups
Translate Self-Assessment tool to online version; EU
P4 BE 11 11
stakeholder review
P5 BE 2 2 Self-Assessment tool EU stakeholder review
P6 ES 3 3 Self-Assessment tool review with user groups
P7 IT 3 3 Self-Assessment tool review with user groups
P10 BE 3 3 Self-Assessment tool review with user groups
P11 BE 3 3 Self-Assessment tool review with user groups
Subtotal 106 106
CPD design, and implementation (phase 1 and 2);
Lead
4 P11 BE 143 143 Collate and review practice examples map for
partner
framework
Collate and review CPD practice examples map for
P2 FI 3 3
framework
CPD implementation (phase 1 and 2); Collate and
P3 MK 28 28
review practice examples map for framework
Collate and review CPD practice examples map for
P4 BE 3 3
framework
CPD design, review practice examples map for
P5 BE 8 8
framework
CPD implementation (phase 1 and 2); Collate and
P6 ES 28 28
review practice examples map for framework
CPD implementation (phase 1 and 2); Collate and
P7 IT 45 45
review practice examples map for framework
CPD design, learning resources design,
implementation (phase 1 and 2); Collate and review
P8 SE 118 118 practice examples map for framework; Online
community design / runnin- Loopme; CPD results
report (Phase 1 and 2)

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CPD design, learning resources design,
implementation (phase 1 and 2); Collate and review
P9 FI 47 47
practice examples map for framework; reporting
(phase 1 and 2); review of best practice
CPD implementation (phase 1 and 2); Collate and
P10 BE 28 28
review practice examples map for framework
CPD design, and implementation (phase 1 and 2);
P1 UK 38 38 Collate and review practice examples map for
framework
Subtotal 489 489
Lead Dissemination; website development; policy toolkit;
6 P5 BE 65 65
partner exploitation
P1 UK 5 5 National/regional dissemination
P2 FI 5 5 National/regional dissemination
P3 MK 5 5 National/regional dissemination
Dissemination; website development; policy toolkit;
P4 BE 65 65
exploitation
P6 ES 5 5 National/regional dissemination
P7 IT 5 5 National/regional dissemination
P9 FI 5 5 National/regional dissemination
P10 BE 5 5 National/regional dissemination
P11 BE 5 5 National/regional dissemination
Subtotal 170 170
Lead
5 P3 MK 50 50 Evaluation: design, implementation and reporting
partner
P5 BE 10 10 Evaluation: design and implementation
Subtotal 60 60
Total 70 1305 60 1435

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PART 6. Overview of project expected results

Please add lines as necessary according to number of work packages and project results (outputs).

No of Work Start End Outputs Medium that will be Languages Dissemination Target groups/potential
package date date used (publication, level (Public, beneficiaries
electronic, online, Restricted,
other (specify)) Confidential)
1 M30 M36 Final Report publication EN Public Policy, Business,
Community, School
leaders, Teachers

2 M1 M12 EntreCompEdu – Professional publication EN, IT, Public Policy, Business,


Entrepreneurial Skills Framework ES, MK, Community, School
FI, NL, leaders, Teachers,
Welsh Learners
3 M1 M14 Self-assessment tool for teachers online EN, IT, public Teachers, school leaders
ES, MK,
FI, NL,
Welsh

4.1 M6 M16 Professional development training online EN, IT, Public Teachers, school leaders
relevant to trainee and existing ES, MK,
teachers FI, NL,
Welsh

4.2 M12 M30 Practice Map Online EN, IT, public Teachers, school leaders
ES, MK,
FI, NL,

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Welsh
5.1 M12 M14 Baseline assessment of teacher publication EN public Policy, Business,
competences Community, School
leaders, Teachers,
Learners
5.2 M24 M33 Final evaluation report publication EN public Policy, Business,
Community, School
leaders, Teachers,
Learners
6.1 M24 M30 Policy Toolkit Online EN, IT, Public Policy, Business,
ES, MK, Community, School
FI, NL, leaders, teachers
Welsh
6.2 M12 M18 Sustainability development plan publication EN public Policy, Business,
Community, School
leaders, Teachers,
Learners

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