CONTEXT AND OBJECTIVESIn the project we focused on providing the teachers we described in our application by providing them with a range of suitable assessment tools that they can adjust or use as they are. This main objective we have fulfilled and presented on the EntreAssess website. We had identified a need for practical and reliable assessment methods in Entrepreneurship Education in Europe to enhance entrepreneurial teaching and learning and the need to benchmark the qualities of EE. NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONS:The University of Iceland, School of Education was leading and managing the project. Three specialists took active part in the project, Tryggiv Thayer a specialist in ICT and innovations in education, the PI Svanborg expert in innovation and entrepreneurial education and manager Kristín Harðardóttir. The University of Wales Trinity Saint David (UWTSD) provided expertise in EE with the regular participation of three influential teacher educators in IEE, Andy and Kath Penaluna and Caroline Usei and also input from two other experienced teachers in EE and connections with primary and secondary schools working with EE. The main participant in the project from Me Analytics AB in Sweden was Martin Lacéus who provided valuable knowledge and experience from working in EE and with students and teachers. Carin Sävetun was also an active participant but did not attend meetings outside of Sweden. Valnalon, Spain used their work of leading a Teachers WorkGroup under the regional Teacher Training Centre to identify relevant learning outcomes and create a logic progression model. Their work with teachers connecting to the process of designing the assessment model, presenting and discussing it with them gave valuable insights. The main participant in the project meetings and work between meetings was Ivan Diego Rodriguez with extensive esperience in leading EE projects and implementing them. Rafael Balparda Pilar was presented San Jose de Calasanz in Spain, provided important insights and experiences from practice of EE in upper-secondary schoo RG Menntaráðgöf (Innoent), three active participants including professionals from Bantani Education (2 located in Brussels) offered various skills and exptertise:• expert overview of innovation education and entrepreneurship education and extensive research experience• extensive experience in government implementation of strategies involving EE• experts in emancipatory pedagogy linking EE to emancipatory teaching methods and evaluation structures MAIN OUTCOMES AND ACTIVITIESIn the project for the last two years we constructed a model of progression PEAT-EU for assessment including a framework for the EE learning path from pre-school to university to help teachers, administrators and policy makers to assess where their school or educational area is located in the overall development within the framework. These objectives were realized in the EntreAssess website where Methods, Tools and Examples of EE assessment are provided. The main outcome of this project was to provide a Progression model for assessment in EE built on lessons learned and suggesting potential applications. We presented an overview of innovative and adaptable assessment tools, including digital tools. It built on the collaboration of leading EE specialists, their experiences and research, learning from each other and harvesting the latest relevant European reports in the area. The project was structured around a sequence of peer learning activities (workshops) where partners gained experience and strengthen their capacities. Partners shared learning internally and locally among key stakeholders and used some of the lessons learned in each workshop into the practices of relevant organizations and devise a feasible action plan. Each workshop contributed to the co-production of a vision of success accepted by all partners. After each workshop knowledge was shared with colleagues and other members e.g. of local groups comprising schools and other key local stakeholders at the local level. Our meetings and learning activities were held and focused on: Peer Learning Activity 1. Entrepreneurial learning outcomes, frameworks and progression models. Peer Learning Activity 2. Assessment of learning outcomes: Teacher perceptions, training needs and most widely used methods. Peer Learning Activity 3: Innovative approaches and tools to EE assessment: The third workshop broadens the scope in order to accommodate new perspectives the assessment of the entrepreneurial key competence. Peer Learning Activity 4. EE assessment at transition pointsPeer Learning Activity 5. Action Planning. Discussing various dissemination actions with different stakeholders (see overview of dissemination). Discussing final steps. The project partners are willing to continue to offer advice and contribute to the development of quality assessment.

This two-year project involves an international and inter-sector research and training network that focuses on the potential of makerspaces, which are specific spaces that enable creative design and the production of both digital and non-digital artefacts, to foster the digital literacy and creative skills of young children. A key aim of the project is to inform educational policy and practice in this area, enabling formal learning institutions (early years settings and primary schools) to learn from practice in non-formal learning spaces, and vice-versa, and also to foster innovation and entrepreneurship in the makerspace sector, enabling SMEs to develop robust business models and appropriate resources for future work in this area. The project involves 16 academic and non-academic beneficiaries and 10 non-academic, non-beneficiary partners across 6 EU countries (Denmark, Finland, Iceland, Norway, Romania, UK), an Associated Country (Colombia) and 4 Third Countries (Australia, Canada, South Africa and USA). This global network of university scholars, cultural industry partners in makerspaces, early years practitioners, museum educators and librarians will engage in a collaborative research and training programme that addresses 4 objectives, which are to: 1. Conduct a comprehensive review of the role of makerspaces in the formal and non-formal educational experiences of children and young people. 2. Undertake empirical research to determine how makerspaces can foster the digital literacy and creativity skills and knowledge of young children. 3. Develop a conceptual framework for analysing young children’s engagement in makerspaces. 4. Make recommendations for policy and practice that will foster innovation and entrepreneurship in SME makerspaces and facilitate the use of makerspaces for enhancing digital literacy in early childhood educational institutions and non-formal learning spaces.