Nowadays, there are serious social issues that affect our continent. Many of them are consequence of the enormous economic crisis we have recently suffered. Youth unemployment, migratory movements, social exclusion and so on. These adversities should not be a pretext in order not to continue building a more powerful, united and solidary Europe. Educational systems cannot remain far from these challenges. They must contribute to this purpose. For this reason, it is highly necessary a reaction from the educational centers. To promote entrepreneurship from the school with a solidary dimension contributes to endow our students´ learning with significance. These elements are essential and must be present in annual action plans of educational centers due to the fact that with them, we foster their social insertion. Communication via E-Twinning together with former experience of each school has allowed us to ellaborate this project, where centers from Austria, Czech Republic, Hungary, Romania, Italy and Spain participate. With this project, we are trying to change social problems into employment opportunities for young people. Fostering entrepreneurship from the solidary use of ICTs in European educational centers. The entrepreneurship possibilities that new technologies offer our students are enormous. In order to specify: with the use of board Arduino in our schools, students can create products for physically handicapped users ( wheelchairs accessories, intelligent domotics applications, etc.). While with 3 D printing, they can make plastic pieces with solidary purposes for war conflicts victims, developig products such as prosthesis, pairs of glasses, maintenance material for hospitals, toys, etc. In any case, we start from designs and homologated materials for international rules. With this projects, partners aspire to provide leaerning with relevance: with the use of knowledge transfer, from the benchmarking, with the incorporation of innovative methodologies in our annual action plans such as Design Thinking, learning based on problems (ABS) or based on projects (ABP). To provide our project with inner coherence, the activities contribute to the aims achievement. There will be workshops, infographics, videos, seminars, mass media spaces, databases, teaching units about entrepreneurship and educational sites, creation of a transnational cooperative that uses ICTs with solidary purposes…. We have a wide range, adapted to any context, which will allow our students to acquire key competences such as entrepreneurship initiative, digital knowledge and linguistic competence. The success in the implementation of our project contains three major allies: effective integration of families at every stage of it, the strengths of each school in relation to the objectives proposed, and the creation of a transnational system of skateholders for the social entrepreneurship. With this project, we would like to transform educational centers into resolution factories of social issues. With visible impacts in a shrot term future in terms of productivity improvemnet, solidarity and the increase in employment rate of European young people. This is a huge challenge, with a great impact and promotion potential, which demands the acceptance of proposals from a transnational perspective.
I.INTRODUCTION. In our association, we are convinced that with the robotization of the production, many of the jobs that currently exist will disappear in a short future. However, in schools, we continue with the nineteenth-century philosophy of preparing students to look for a job, when we really should be doing just the opposite, we should be preparing pupils to create their own job. II. BACKGROUND OF THE PROJECT. Contributing to smart, sustained and inclusive growth is a great challenge, present and future, for Europe. The foundations of our association are found in the European response to this situation, which had as its genesis the "Strategic Framework for European cooperation in the field of education and training" (ET 2020); the "Green Paper" or the "European program in favor of entrepreneurship". All of them establish as a priority the search for solutions for the employability of young people collective and the need to cooperate for the creation of a more social Europe. III. PROJECT SUMMARY. The project consisted in helping our students learn to invent a job instead of having to look for it. We provide students with the necessary skills so that they can undertake this challenge, from a social dimension, making intensive use of ICTs. Hence, we established three restrictions to their business projects: the first was that its projects had to contribute to solving some of the social problems currently affecting Europe. The second, they had to use any of the following technologies: Arduino, 3D printing and / or augmented reality. And finally, they would work collaboratively on international teams. Teachers guide them in all phases of the process of creating their business projects. IV. OBJECTIVES. 1. Promote youth employment through social entrepreneurship. 2. Design and apply innovative educational practices. 3. Apply Benchmarking to the realities of partner schools to achieve knowledge transfer. 4. Promote the acquisition of key competencies. V. NUMBER AND PROFILE OF PARTICIPANTS. More than 5000 students and 108 teachers. The teaching profiles were mainly: business, technology and educational innovation. The participating student were young people with studies related to technology and business management mostly. VI. DESCRIPTION OF THE ACTIVITIES CARRIED OUT. In order to simplify the enormous amount of activities carried out we must distinguish between: • Activities carried out in mobilities which are enumerated in Sections 5.1 and 5.4 of this report. As you can see there were activities that involved the entire educational community and in which we involved a huge number of external agents. With them we get: 1) Apply benchmarking which contributed to the achievement of the objectives (Objectives 2, 3 and 4) 2) Incorporate a methodological change in our schools (Objectives 2 and 4) 3) The motivation of the students was fundamental because to have competent students, it was not enough that they "knew" but it was also necessary to get them to "want". Training activities contributed to its achievement (Obj 1 and 4) • Activities carried out through etwinning: they revolved around the specific training of students in very relevant areas of the project: the use of technology to solve social problems, entrepreneurship and educational innovation. Through them, teachers and students were able to work collaboratively in mixed teams exchanging ideas and knowledge that were necessary, among other things, to be able to develop the prototypes that were taken to the company fairs that we held in Romania. VII. RESULTS AND IMPACTS ACHIEVED. • We incorporate the objectives of the project in the Center Plan and, specifically, in the Educational Project of all partner schools, thus achieving that the project will be part of the daily work of the partner schools. • We created our non-profit association ECIE: a huge network of agents of interest at European level that integrates foundations, companies, universities, families, etc.) involved in helping our young people to start from a social dimension. • We develop exponentially the aptitudes and skills that will serve students to enter the labor market. • We use the comparison of the business situation of the municipalities corresponding to the centers associated with that of their countries of origin, incorporating the strengths provided by the other environments. VIII. LONGER TERM BENEFITS Ultimately, the achievement of our objectives, was a very important boost in the fight against youth unemployment in the medium term not only at the local level, but also national and international.