Science education needs to make students more scientifically literate and encourage larger numbers to take up science careers. Open schooling approaches can make science more authentic but tend to be adopted only as extra-curricular activities, in a minority of schools or are limited to gifted and talented students. CONNECT is an inclusive, sustainable model for enabling more secondary schools to adopt open schooling by embedding science-action projects in the core curriculum, using participatory science approaches with universities and enterprises. A science-action makes science more relevant to studentsOur age is profoundly shaped by science and technology innovations. Societies must become more scientifically literate to be able to make evidence-based decisions and sustain themselves in our highly competitive world. One solution that has been proposed for increasing students' aspirations in science is to open up school through partnerships and family involvement.To make open schooling inclusive and widespread in science education, we believe 3 questions need to be addressed: Q1. How can open schooling increase the value and priority of partnership activities and reduce the barriers to entry so more schools are willing and able to adopt them ? Q2. How can open schooling facilitate the interaction between all partners (science professionals, teachers, students and their families) to result in effective learning experiences linked to R&I? Q3. How can open schooling make science careers more inclusive by giving disadvantaged students more experience and insight into professional STEM jobs, supported by professionals and their families? CONNECT is an inclusive, sustainable model for enabling more secondary schools to adopt open schooling by embedding science-action gamification projects in the core curriculum, using fun approaches of participatory science with families, universities and enterprises to increase students’ interest and confidence with science in life.

CAMINOS deepened the Latin American Higher Education Space by improving the capacity of universities, associations and networks to enhance, promote and manage regional Latin American student and staff mobility. Specifically, the project developed a common mobility management model (defined by a Handbook) to this effect, premised upon and linking existing Latin American bi/multi-lateral mobility programmes and providing guidance on managing mobility. The project had three essential phases:1)A research phase for mapping a) existing Latin American mobility schemes and their management practices and rules, b) the actors and universities that participate in them and manage them2)A development phase for generating a Handbook that provided concrete advice to universities and networks/associations on how to enhance and promote mobility in the region. Focus groups on topics such as mobility management, credit transfer, recognition, institutional partnerships and joint degrees were organised to help draft the Handbook. In addition, study visits of Latin American partners to European universities were organised, to look at institutional case studies on these topics. 3)A pilot phase, whereby the Handbook was applied by both the partner associations/networks and the partner universities. Each partner implemented a pilot project that corresponded to at least one aspect of a mobility management ‘process’ listed in the Handbook. This included building a website for promoting mobility in the region, installing a new database for mobility, organizing international internships and summer schools in the LA region, etc. Coaching was provided by European partners to support the pilots. The project responded to the fact that LA regional mobility is a growing priority as it fosters academic cooperation and regional harmonisation. CAMINOS also reflected the interest to better promote ‘structured’ mobility and staff mobility. The project involved universities from Brazil, Argentina, Uruguay, Chile and Ecuador, as well as university associations from these countries. Additional actors and related E+ projects were involved in project activities to ensure wider ownership and synergies. A final project conference was positioned as a larger event for generating ‘clustering’ and synergies between beneficiaries of E+ projects in LA, dealing with themes related to internationalisation, mobility, recognition and joint programmes. The project has a direct impact in the LA partner universities in terms of their ability to manage mobility and generate awareness for the importance of regional mobility. In addition, the associations in the project were able to launch and and conduct a first assessment of a regional programme for mobility – ‘PILA’ – which allows for mutual exchange between Argentina, Colombia and Mexico, and should be expanded to other countries in the near future.