The project has produced a range of resources through careful planning, team-building, training, piloting, evaluating, collaborative writing, and reporting. The resources received great attention from Headteachers and teachers, education policymakers and planners, academics and teacher trainers. A handbook available includes all three deliverables of the project: the cradle methodology, a toolbox composed of resources for teachers and classroom activities, and practical implementation recommendations. All outputs are available on the project's webpage along with an online teacher training course. The CRADLE project is ambitious as it brought together different educational approaches (Entrepreneurship / Enterprise Education, CLIL, Design Thinking) in an interconnected way. The partners were from diverse academic backgrounds and educational systems and target audience was primary-aged pupils and their teachers/schools.This project consisted of a partnership between organizations with diverse skills and attributes, such as developing teacher training materials, expertise in entrepreneurial education, and foreign language teaching. Goethe-Institut was the co-ordinating partner. It brings expertise in German language teaching, in the development of training materials, in teacher and trainer development, experience in using Action Research and the CLIL methodology, and an extensive and international network of contacts for dissemination.Shumen University specializes in teacher training. The University of Athens contributed a rigorous evaluation of the project outcomes and impacts. The Danish Foundation for Entrepreneurship (FFE) is a knowledge center on entrepreneurship education. It brings a valuable contribution to the entrepreneurship aspects of the teacher-training course. Bantani Education contributed experience in policy design and building networks/partnerships across Europe. GO! Scholengroep Brussel is a group of schools, including 32 primary schools. It got involved many stakeholders in the discussions on the mainstreaming of the CRADLE methodology and teacher training course.Six schools formally participated in this project as testbeds representing different socio-economic and educational contexts as well as various foreign language specializations: Uwekind – an international school in Bulgaria, with an FL focus on English and German; Ellinogermaniki Agogi – a private Greek school with an FL focus on English and German; Neue Schule Athen – a newly established Greek school, with an FL focus on German; Unescoschool, De Toverfluit, and De Iris (members of the GO! Scholengroep Brussel) – all state schools situated in Brussels, with students from diverse socio-economic backgrounds. Their foreign language focus is French and, to a lesser extent, English.Up until March 2020, all the activities took place as planned, with occasional allowances for flexibility; once the COVID-19 virus pandemic took hold, live events and school-based activities as well as physical lessons were canceled as there was mainly online schooling. Also the last partner meeting planned for May 2020 in Athens, was canceled and took place online.

The overall objective of this project is to get more higher education institutions to implement entrepreneurship education and/or enhance the quality of entrepreneurship education in their initial teacher education for primary teachers.The main outcome of this strategic partnership is a toolbox for higher education institutions with initial primary teacher education. The toolbox will allow combining different items for study modules to be used in or adapted to different contexts. It will be flexible also in the way of delivery. The toolbox will be offered in different languages. It will be produced by researching existing national and European learning resources of all kinds, complementing them and providing new material derived from the partners´ local context and the process that lies within this strategic partnership itself. Experiences made during the project and pilot implementation of the toolbox will lead to a guidance report for future users. This and more intellectual outputs of this project are addressing initial primary teacher training. There are quite a few initiatives offering to teach primary school children the basics of entrepreneurship. Some even offer children the opportunity to learn first-hand how to start and operate their own business. In most European countries the focus for primary entrepreneurship education lies in the entrepreneurial mindsets though: encouraging character building, creativity, solution-oriented thinking, commercial/economic thinking and social skills. Thus, entrepreneurship education is one step ahead of the school curricula in most countries: To teach children to find resources to put their ideas into action. The project´s definition of entrepreneurship is this: “Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social”.The interested English speaking primary school teacher in service will find a surprisingly large number of websites offering material and courses. And even though many European countries have entrepreneurship education in their strategies and curricula also for primary schools, only three countries take it for granted that their future primary teachers have competences and skills for entrepreneurship education: Denmark, Estonia, Latvia. The University of Jyväskylä in Finland has implemented entrepreneurship education in several modules of teacher education on a compulsory basis.The EU Commission Report “Entrepreneurship Education: Enabling Teachers as a Critical Success Factor” (2011) states that the core skills linked to entrepreneurship education are seldom a priority in initial teacher education. We can therefore conclude that (compulsory) modules in initial primary teacher education in the EU are still very rare. There is no material for students in initial primary teacher education available.The international constellation of this strategic partnership and its involvement of schools and other external partners in the design of the project will allow closing this gap. The partnership brings the following competences together: experience in teaching entrepreneurship in ITE (University of Deusto, Spain, and University College Sjaelland, Denmark), research on EE and expertise in e-learning (Mid-Sweden University), entrepreneurship education as an interdisciplinary research approach (Leuphana University Lüneburg, Germany), informal practical EE (Technichus, Sweden), broad insight in EE from different perspectives as a foundation (The Danish Foundation for Entrepreneurship, Denmark), creativity as part of EE in initial teacher education (Artesis Plantijn, Belgium) and reviewing EE with policy makers (Vilnius Kollegia, Lithuania). On top of each programme organisation´s expertise, each partner will involve 10 students three times throughout the project (three cohorts) and form a network of at least two schools (including pupils, parents, teachers, headmasters) and local businesses (private and/or public). The project follows the methodical approach of a pedagogical action research cycle: the student course will be repeated twice and accompanied by profound observation and evaluation and continuous improvement, finally leading to a sustainable product. All experiences gained will feed into the guidance report for teacher educators.The project focuses on initial primary teacher education, but, given the fact that in some programme countries, entrepreneurship education is still seldom connected to primary education (despite governmental strategies and curricula), an impact can also be expected for the local school communities. Plus, the teacher students being offered entrepreneurship education will become `entrepreneurial´ teachers, teachers who act as a coach to prepare the pupils and create an environment which boosts their courage and knowledge to turn ideas into actions.

In last years there is a strong call for entrepreneurial education and training for young people according to European youth employment policy. And so, there is a lack of training for teachers how to teach entrepreneurial skills to young people and provide adequate training in entrepreneurship for students at universities. This project developed methodology for university teachers and develop evaluation certificate for absolvents of this training. We prepared tool which is international, because the topic of youth unemployment is the European topic and nearly every country tackle with high numbers of youth unemployment. We had three project partners to gain this goal and we had three main outcomes in the project. Outcome 1: Methodology of entrepreneurship training for Tomas Bata University. Outcome 2: Case study of implementing methodology for european universities (english and czech versions, case study is easier to understand, contains description of developing methodology, examples of use, video documentation, description of problems and fails and also achievements). Outcome 3: Evaluation tool for students and teachers and International Certificate for absolvents of training. Partner organisations are JA Europe, JA Czech, Denmark Foundation for Entrepreneurship. Nonprofit partners are MEP Michaela Šojdrová and TheoPraxCentre and Technologické inovační centrum in Zlín. Project duration was 2 years. We organized one dissemination event Barcamp „Zlínský Barcamp“ which took place on 20 and 21 April 2018. (Open conference of young entrepreneurs and other stakeholders, promoting outcomes and experience of the project, build a community of stakeholders in the area of entrepreneurial training for young people, disseminate outcomes of project namely the methodology and case study.) We had about 200 participants, 15 speakers and other participants in round tables etc. All outcomes of our project is available to any stakeholder on the web page http://www.businesseducation.cz/.

Due to a high number of unemployed youths, along with high rates of early school leavers, the idea of the project was to create tools to empower youths, especially those at risk of dropping out of school; to become a part of the solution, rather than the problem. The consortium aimed to create free and easily accessible DIY teaching materials, tools and open online courses through collaboration between different levels of society at social, linguistic and cultural levels. Synergies with organisations from the community, who wish to work with opportunities to develop innovation and support the idea of young entrepreneurs, were to assist us in developing an international, inter-cultural and social network, linking different socio-economic sectors to each other and help improve levels of skills for employability and new business creation (including social entrepreneurship), and become actively involved in local communities, stretching out to receive students from partner countries, increasing the European network and making it easier for youths to seek inspiration in another country, adding value to European projects, creating links between businesses and communities.The project envisaged that the use of the materials would reach teachers, students and youths in the partner countries, and that a grassroots movement would arise from the implementation of the courses, changing the attitude towards youth unemployment among local companies and schools. We hoped to see a development of the youths involved in the project, to become more independent, self-driven and creative thinkers, creating peers as role models for others, as some of the potential long term benefits. The activation and inclusion of students in the project would also ensure the sustainability of the project in itself, by giving it a life of its own. The project will not only rely on the teachers' work in the classroom, or on teachers giving lessons in the flipped classroom style, students are now able to teach themselves how to become independent and dynamic innovators wherever they are, whether it's in the bedroom, living room, or a classroom, and no matter which part of society they come from. All one needs is access to the internet.The project has a total number of 7 partners from 3 different countries under the KA2 strategic partnership youth action. 1 of these was a private boarding school, 2 public schools, 1 foundation involved in entrepreneurship in education, 2 private companies and the applicant organisation the municipality of Grand-Bourg in Marie-Galante. The external quality management of the project has been subcontracted to Coneqt. The project has produced lesson plans, theoretical manuals, and tools for teachers and other interested parties. This includes an option to make us of the materials as open online courses through tutorial videos with learnings scenarios linked to the theoretical guide. The outputs have been distributed at exploitation events and conferences, as well as broadcasted on social networks and media. The partnership has successfully produced the outputs as promised in the project, and through distribution among teachers and trainers the method has been used in classes across the 3 partner countries. The students involved in the project, of whom most were pattern breaker students, attending the project as part of their pattern breaker contract, have achieved higher academic results, and satisfactory attendance levels. The older students have moved on to further education, and all are at this point attending a school or enrolled to youth education. The teachers involved in the project have all shared and learned from one another, and have also gained new knowledge due to the collaborative aspects in different sector and cultures. The grassroots movement is clearly visible among the students, as they have taken a great interest in further developing their skills through international cooperation, several have or are planning on searching for opportunities in education or work experience in one of the partner countries visited.The long term benefits are not easily defined at this point, but there is a possible link to the participation in the life skills projects for students, and how they are managing academically today. This will most likely also lead to higher chances of success rates further on in the future. The attitude to teaching in the project style has also made changes to the participant schools and how they envisage educating their students in the future. The project based method will be implemented in the classrooms and more students will benefit from pattern breaking and project management skills.