The Key Competences Framework, set up in 2006, and revised with the Council Recommendation of 22 May 2018 (2018/C 189/01), aimed to contribute to the development of a quality, future-oriented education and training, tailored to the needs of European society. However, since 2006, European societies and economies have experienced significant changes, digital and technological innovations as well as labour market and demographic changes. And as Mr Teutsch, Head of Unit, DG EAC, European Commission, has outlined during the Key Competences Conference held in Brussels on 14 June 2017, to ensure that the framework remained fit for purpose, it is necessary to make sure that it adequately addressed the needs of today's society, and continued to inspire and influence quality and inclusive education, training and lifelong learning across Europe. During the lifetime of the KECO-4-ALL project, 6 short-term exchanges of groups of pupils, virtual cooperation on the eTwinning platform and 2 joint-staff training events will be delivered involving each school partner (Italy, Greece, Lithuania, Portugal, Sweden, The Netherland, United Kingdom, Spain), in order to find better ways to support the use of the Key Competences Framework and to support competence-based teaching and learning and assessment, linking these to practical application.During the project and after its completion we expect to create a support environment, in which teachers collaboratively explore and implement strategies designed to support the use of the Key Competences Framework to enhance student engagement and learning.Practicing teachers will develop and refine informal and formal assessment tools.Several key benefits of the KECO-4-ALL project will be:1) a fundamental shift from teachers and students talking about teaching to talking about learning;2) an integrated approach, both formative and summative assessments, will be complemented with peer- and self-assessments, constructive feedback, self-correction, etc; 3) An increased shared accountability from teachers and students as a result of the collaboration required in learning from each other;4) A better understanding of learning expectations among teachers and students, which creates engaged classrooms;5) An increased cooperation in learning and teaching within and between schools;The best tools and practices developed and experimented among schools during the short term exchanges (pilot classrooms) will be spread through free-access educational materials, Open Educational Resources and may give rise to replicas that could be carried out in different EU countries. The collection and publication of the final results will contribute to the overall diffusion and impact all over Europe.