Cybersecurity for children has become a rapidly growing topic due to the increased availability of the internet to children and their consequent exposure to various online risks. Children start going online at an early age, and are doing so even more after the sudden rise in remote schooling due to the COVID-19 pandemic. It is therefore very important to provide teachers with proper training in cybersecurity skills so that they can transfer them to their youngest pupils.SuperCyberKids aims to respond to this need by providing children aged 8 to 13 and their teachers with an educational ecosystem providing learning content on cybersecurity, using a game-based approach to increase motivation and engagement. The content will be delivered through a gamification platform, including two games on cybersecurity. The overall project approach is based on the delivery of the two main project results, the educational ecosystem and the related guidelines for implementing it. We will then carry out four pilots in four different settings (Europe-wide in English, and in local languages in Italy, Estonia, Germany) to test the results. This will lead to develop a Handbook of good practices on cybersecurity education in schools for children aged 8-13, including recommendations for researchers, school heads and teachers, parents, game and instructional designers, as well as Recommendations targeting relevant policy makers, regulatory bodies and institutions in cybersecurity education.Eight partners from 5 countries are involved, including the umbrella organisations dealing at EU level with cybersecurity (ECSO), and school heads (ESHA), who collect through their membership actors from all Europe. Thanks to ECSO and ESHA, stakeholders will be constantly involved in the project activities, through panel groups and small-scale enactment events, in addition to at least fifty school heads plus at least one-hundred teachers who will be directly participating in the pilot uses cases.

"<< Background >>The CREAM project arises from the evidence that traditional educational models adopted in schools don’t keep up with the fast running times anymore and need to be integrated with modern approaches based on the open schooling concept using co-design, creativity and critical thinking methodologies. STEM is an acronym for Science, Technology, Engineering, and Mathematics. These 4 disciplines are integrated in our everyday lives and many important jobs. STEM learning usually incorporates activities that encourage knowledge of everyday problem solving and critical thinking. Recent studies have extended the domain of STEM to STEAM including Art and design in order to promote the creative aspect of these disciplines. STEAM learning is important because these 5 disciplines promote problem solving, creative and analytical thinking, help students of all ages to grow and navigate through everyday challenges and are closely connected with the 4 Cs for 21st Century skills: Communication, Collaboration, Critical thinking, Creativity.Thanks to the implementation of CREAM project, partners will have the opportunity to develop and test a new STEAM approach for teaching and promote interest in STEM disciplines in schools meeting the need to have new tools and methodologies to adopt facing a context that is in continuous change, where ICT, digital innovation and environmental sustainability concepts are always more important and skills are required both in daily-life both in the professional sector. In this way, students will have the chanche to understand the importance of STEM and orient their university studies accordingly. Target groups are made up of high schools involving their students (12-18), teachers and other members of staff together with external actors like different learning providers (universities, Research and VET centres), representatives of business and wider civil society (both public and private).Taking into consideration the Science Education for Responsible Citizenship Report (EC, 2015), target needs that should be addressed by science education, in formal, nonformal and informal contexts and targeted by CREAM project are the following ones: make people aware that science influences all aspects of our lives and our decision-making processes; make available the science knowledge that citizens and society need, to support people of all ages and talents in developing positive attitudes to science; nurture the curiosity and cognitive resources of children; enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process.These needs will be addresses thanks to the development and testing of the innovative CREAM Creative Writing Laboratories model.<< Objectives >>The CREAM project aims at stimulating interest of school students in STEAM disciplines and will achieve this result by elaborating and testing a new model for teaching STEAM disciplines through the Creative WritingLaboratory technique by providing daily-life problems to be solved with a creative thinking approach and STEAM notions.GENERAL OBJECTIVE of CREAM project is contribute to: expand opportunities for promoting learning activities that focus the STEAM disciplines and help children learn through trial and error by experimenting and problem solving, acquire scientific knowledge and actively participate in the innovation process of local communities; develop an integrative and collaborative approach (Creative Writing Laboratories - CWLs) to link STEAM to daily-life problems and enhancing collaboration between formal, non-formal and informal science education providers, enterprises and civil society to integrate the concept of open schooling.SPECIFIC OBJECTIVESSO1: Explore what we know about STEAM innovative teaching approaches and initiatives using creative writing methodology within the school environment. This research activity will produce PR1 “State of the Art analysis on STEAM creative teaching approaches and initiatives”.SO2: Co-design of CWLs concept. This will ensure the development of CREAM CWLs model (PR2).SO3: Test and validate the CWLs model with the implementation of pilots in 4 countries (IT, SI, GR, PL) in PR3. Pilots will involve all actors necessary for the implementation of the model: schools, companies, social enterprises and NGOs, universities and other education providers.SO4: Storytelling (PR4). At the end of each pilot, participants will be able to give back to the society stories on lessons learnt, short video documentaries of the pilot experiences, successful stories of scientists and innovative company founders. Experience in CWLs pilots will have a direct impact on participants in making them “scientifically aware” or, for the youngest, make them consider a scientific career. Students will be invited to explore different channels and means of artistic expression to propose their STEAM based solutions to problems of public concern.SO5: Set a sound exploitation and sustainability strategy tailored on end beneficiaries of the project: schools. The aim is to provide a manual to replicate the CREAM experience and adopt, adapt and tailor the CWLs model.SO6. Policy Paper. The aim is to address policy makers at EU and national level in order to foster specific programmes to help the implementation of CWLs model as well as use results and knowledge created within the project in defining education policies.SO5 and SO6 will be achieved thanks to PR5 “Development of guidelines for CREAM CWLs model for replication”.<< Implementation >>As preparatory activity an analysis on the State of the Art on STEAM creative teaching approaches and initiatives will be conducted. This will serve as methodological base for the development of the CWLs model. Core activity of the project will be the organisation of CWLs inside schools and STEAM centres with the aim of stimulating interest towards STEM disciplines and careers with an Artistic approach. The basic idea arises from the definition of creative writing as the ""art of making things up"". The innovative aspect of CWLs model is the idea to apply STEAM concepts to the contents of writings in order to stimulate students’ imagination and creativity to solve problems of public concerns.RESEARCH PHASE 1) EXPLORE: PR1- State of the Art analysis on STEAM creative teaching approaches and initiatives. The result will be a reasoned collection of case studies and best practices on STEAM innovative teaching methods and example of creative writing initiatives on schools. This result will be reached thanks to Field research (collection of stories and use cases) and Desk research (scenario analysis and collection of insights onpractical experiences and feedbacks of involved actors). A context analysis will be carried out in order to understand who are the different actors that play a role in STEAM teaching and to obtain a full picture of scenarios: personas, users’ journeys, ecosystem maps. 2) DESIGN: PR2- Development of CREAM Creative Writing Laboratories model. After the exploratory phase, it will comes to the design phase during with the CWLs model will be developed with a co-design approach in which partners will play with personas, their journeys and created relationships defining an alternative approach that is tailored on all different users’ needs and pain points. On the basis of lessons learnt, the consortium will design the whole CWLs model. This includes defining roles, relationships, methods and rules of work. PILOTING PHASE3) MAKE & TEST: PR3 - Implementation of pilots of CREAM Creative Writing Laboratories model. The model drafted in PR2 will be tested through the implementation of 4 CWLs pilots in schools in Italy, Poland, Slovenia, Greece and The Netherlands. Experiences gathered and lessons learnt during the effective implementation in schools will flow again in PR2 in order to deliver the final version of the CREAM Creative Writing Laboratories model. During the 3rd phase, attention will be paid also to create evidences and stories to be promoted in order to attract interest towards the innovative model developed within the project (PR4- Storytelling of CREAM Creative Writing Laboratories).EXPLOITATION PHASE 4) EVOLVE: Once tested the model, it will be necessary to make it available for the public: schools and educational environment (as main target users) and policy makers. For this reason 2 main outcomes of PR5 (Development of guidelines for replication of CREAM Creative Writing Laboratories model) will be developed, shared and propmoted: a practical manual (with toolkit) for schools to guide them in the replication of CWLs model and a policybrief addressed to policy makers to promote at an institutional level the effective implementation of the model around Europe. The exploitation phase will use as tool also the Multiplier Events organised in each country as conclusion of the piloting activities (M31-M32) and the Final International Conference (M34) organised in Italy by Sinergie (in its role as coordinator) and targeted to different stakeholders: schools’ leaders and teachers, representative of business, no-profit sector, public administrations, policy makers, wider civil society and media (journalists, influencers...) to boost the promotion activities.<< Results >>Different actors will be involved: thanks to the collaboration with formal, non-formal and informal science education providers, families, professionals from enterprises and civil and wider society, schools become an agent of community well-being actively involved to stimulate consciousness and active engagement in real-life concerns.The project will impact the local communities that will be active participants in the CWLs model thanks to the involvement of the stakeholders (schools, university, education providers, business, NGOs, CSOs). The project will design and experiment a replicable methodology contributing to facilitate the diffusion of STEAM skills, toward a more science-knowledgeable society. National and EU stakeholders engaged in educational field as providers or policy makers will benefit of the project’s results as they will have at disposal valuable tools to support and widespread the implementation of innovative teaching methodologies in STEAM disciplines. A transferability framework and an open turnkey toolkit for schools willing to replicate the model will be made available. It will include: guidelines for co-design workshops; facilitation guide and materials; free repository of training materials for teachers, students and other lab participants. A series of entertaining and informative digital communication tools to show results to all citizens will be promoted among a wide audience during the project life and beyond.As overall result, the project will elaborate a new model for teaching STEAM disciplines through the Creative Writing Laboratory technique with the aim of stimulating students’ interest towards science and STEAM related careers by providing daily-life problems to be solved with a creative thinking approach and STEAM notions. Creative writing is a form of writing where creativity is at the forefront of its purpose through using imagination, creativity, and innovation in order to tell a story through strong written visuals with an emotional impact, like in poetry writing, short story writing, novel writing, and more.To this extend, the overall expected results of the proposal are:- Implementation in schools of innovative approaches to STEAM disciplines thanks to the involvement of different learning providers (also from non-formal and informal learning) such as universities, VET providers, companies, NGOs and CSOs.- Increased awareness on the importance of STEAM for the solution of daily life concerns;- Positive impact on students careers thanks to the development of soft skills like creative and critical thinking, learning and study skills, a growth mindset, communication abilities through different forms of artistic expression.These results will pass through the development of some practical activities and related results.The research activities will be based on existing knowledge and will go beyond: an Analysis of the State of the Art in partners' countries, EU and worldwide will be carried out and will lead to a summary of literature and collection of case studies of schools that apply innovative tools and methodologies for STEAM teaching. Also an empirical research will be conducted through surveys and interviews in order to gather data directly from the involved actors (PR1). These data will represent the conceptual basis for the CREAM Creative Writing Laboratories model (PR2) and its practical implementation through pilots (PR3). Evidences and stories produced within laboratories of PR3 (in the form of narratives, short movies, cartoons, etc.) will be collected in PR4 to generate the “story telling” of the project. Experiences gathered in previous PRs will converge in PR5 having as 2 main outcomes: a manual for schools and STEAM centres and a policy brief for policy makers at local and EU level to support the replication of the CREAM CWLs model."

This two-year project, which was led by one of the main Headteacher organisations in England and Wales, addressed the problem of how to improve the performance of school leaders, particularly in their first few years of leadership. It built a partnership of six organisations from six countries, all of whom had direct influence on the practice of school leaders. The overall aim was to develop an induction, coaching and mentoring programme for newly appointed school leaders, which exploited the proven expertise and capacity of experienced and recently retired members of partner organisations/associations. The partner organisations were in a unique position to exploit this expertise and already had a clear picture of need at a national level. Three of them had a dedicated 'retired members section' to their organisations, which enabled the retired members to keep in touch with developments. All partner organisations had substantial experience of offering professional development. The objectives were to: • establish a database in partner countries of high quality recently retired successful school leaders and select a team of trainers • audit the priority needs of new school leaders across the partnership • set up an online platform about the project and to host the resources • create a coaching and mentoring programme for new school leaders • train the trainers • pilot the coaching and mentoring programme • evaluate and finalise the resources • create a set of case studies • disseminate and promote the resources • expand the programme into other countries There is much room for improvement to professionalise school leadership, to support current school leaders and to make school leadership an attractive career for future candidates. School leadership is a priority for the EU. This project focused on how to up-skill school leaders, particularly in their early years of leadership. This is seen as a priority in the ET 2020 agenda if progress to meet targets on school performance is to be accelerated. The project had a number of main stages each with their own milestones and indicators and was divided into 3 sets of Intellectual Outputs. These were: • An Integrated Platform, to host the project website, online resources and virtual community and network building tool • A coaching and mentoring programme for new school leaders and a set of pilot training modules • A set of final downloadable training modules for coaches, mentors and newly appointed school leaders, supported by an e-handbook The outcomes have been welcomed by members of the organisations and have been adopted into practice in the longer term.

<< Objectives >>The proposed project is addressed to school leaders, including all professionals who have leadership responsibilities atsome level within the school system (focusing on primary and secondary schools). The project is intended to build a leadership for diversity training programme and on-line learning environment in order to improve the professional profiles of the target group and thus, enhance and promote more inclusive schools.<< Implementation >>Project implementation consists of four (4) work packages: Wp1: Project management and coordination.Wp2: Leadership for Diversity training programme.Wp3: European Intercultural Education eHub.Wp4: Dissemination, outreach and exploitation.<< Results >>The final outcome of the project will be a diversity for leadership training programme based on Design Based Education and Inclusive Education methodologies. Target group of the project will learn about educational leadership and diversity management related competences. At the same time, VET providers will be provided with a possibility to reinforce their ability provide high quality and inclusive education.