The main objective of the SUSEN project was the creation of an innovative game-based, student-centred learning programme for lower secondary schools. The result is to ensure the acquisition of key competences with focus on entrepreneurship, which is seen as a key competence in the European strategic framework ET 2020. A strategic game is the core of the SUSEN learning arrangement. Students of 7th-9th grade assume the role of a manager/entrepreneur in the market of energy provision and collaborate in teams. The game-character of SUSEN will raise motivation so the learning topic has the maximum impact with the students.The consortium selected the energy sector as a focus for the project to combine entrepreneurship education with education for sustainable development. Energy provision, energy mix and energy consumption are central issues for sustainable trajectories in times of climate change. Sustainability comprises not only environmental but also economic and social factors. Consequently, the learning programme combines a classroom game with elements of service learning. Participating students have the opportunity to learn outside the confines of school. Students are confronted with tasks that suggest contacts external stakeholders. With this enrichment of traditional game construction, the partners intend to sensitise students not only for community but also to create opportunities and preparing young people for when they leave school.The SUSEN game-based learning is innovative according to the mentioned combination of learning topics with their particular learning goals: education for sustainable development, entrepreneurship education, and civic education. Far more, it will support collaboration strategies between the game players besides strategies to succeed in a competitive environment. It fosters creativity and design thinking, self-efficacy and self-efficiency. Not least, it requires transversal competences like a sense of initiative, learning to learn and digital competences. For this reason the consortium adopted a blended learning concept creating an online companion to accompany the game which is appealing to the younger audience offering ‘auditive’ and ‘visual’ learning styles.The consortium analysed at the first phase the learner’s needs according to the different topics and main learning goals to reach these objectives. Simultaneously they identified the relevant curricula to ensure the intended programme is embedded more effectively in schools' regular processes. Regional/national differences are considered in game construction by adaption of rules. The partners developed the game rules, defined players' roles, and identified relevant stakeholders (experts) who accompanied the game development critically. The classroom game and the online companion were piloted by schools in different programme partner countries. The evaluation of the whole programme led to a final version of the game and the online companion. Then the teacher support pack was developed as well as a syllabus and material to train teachers. The teacher training syllabus and the teacher support pack were tested and evaluated in several multiplier events in the different partner countries. The consortium of six partners from Germany, UK, Poland, Belgium, and Switzerland were selected for its breadth of relevant knowledge and skills and partners' experiences referring to the topics entrepreneurship, sustainability and civic education as well as their experiences in proceeding EU projects. All partners are situated in the educational sector - from higher education to adult education, from vocational to general education. The partners collaborate in all activities commonly and the main outputs which are listed below: • SUSEN Classroom Game• Online SUSEN Gaming Companion• Teacher Support Pack• Teacher Training Course• Teacher Training Syllabus• Piloting and Evaluation• SUSEN Best Practice Case Studies• SUSEN Portal and Website Due to its conception, the game is applicable to different curricular settings, national and international. So it is not necessary to adjust the game itself to national educational standards and contexts.. In order to enable students to see a connection between their national contexts and the game’s intention each partner designed several case studies. So the students’ game experiences are connected to concrete, national and real-life examples of companies that implement aspects of sustainable development into their company policy.The consortium was in a constant exchange of information with several experts, that accompanied the game-development (appendix „3-3 Comments of Experts“).All the main results of the project will be provided online for longer term benefits and maximum exploitation of the project via the SUSEN portal (http://powerplayer.info). After expiring, the website will be moved to one of the partners’ institutional websites (appendix„5.3-5 Project Website and SUSEN Platform”).

The project Serious Games for Entrepreneurship Skills of Adult Learners (SG4Adults) wanted to develop a game-based learning method which stimulates an entrepreneurship mind-set and develops entrepreneurial competencies in adult learners. The project is in direct correlation with the EU policy in the adult learning field, taking that the proposed method is contributing towards increased competitiveness, employability, social inclusion, active citizenship, and personal development of the targeted adult learners. In particular, the integration of an informal approach in formal learning environments for up-skilling adults for employment is aligned with one of the goals of the EU policy. The specific objectives of the project were:1. To design and develop a specific serious game that causes adult learners to develop their entrepreneurship skills;2. To develop a training curricula for teachers of adult learners in which they learn to use the serious game in the classroom; 3. To test and evaluate the impact of the serious game in formal adult education;4. To validate the proposed approach as a means of learning and evaluate its impact on adult learners.The project had six participating organizations. CVO Antwerpen was the coordinating organization. CVO Antwerpen is an adult education center with several campuses in and around the city of Antwerp in the Flemish region of Belgium. It is one of the largest centers for adult education certified and funded by the Flemish Government.It organizes more than 950 modular daytime and evening courses per year. This are courses for immigrants, formal vocational education and second chance to learn, higher professional education, language courses, entrepreneurial training courses, maritime training, welding and courses in application software.Universitat Jaume I (UJI), founded in 1991, is a public funded centre for higher education and research in Castellón, Spain. Its aim is to promote the social, economic and cultural development of its community through the creation and transmission of knowledge. It has four faculties – Law and Economics, Humanities and Social Sciences, Health Sciences – and a School of Technology and Experimental Sciences.IRIS VET Centre is a nationwide vocational training center providing certified training courses to the Greek public. The location of the VET Center is Piraeus, Greece. It also has two subsidiaries in the Greek city Egio and island of Kithira. The delivery of training takes place on certified premises all conforming to access standards for people with special needs. Youth Entrepreneurial Service Foundation (YES) is a non-governmental organization established in 2005 in Skopje, Macedonia, which aims to stimulate the entrepreneurship in the country through reinforcing the business and soft skills of future entrepreneurs needed for successfully running own company. YES sets the goal to support innovative start-up businesses through many activities and subventions in order to help the local development of the currently most productive sector – SMEs.The Elephant Learning in Diversity is an agency started in April 2008 in Nijmegen, The Netherlands, and is an expert in strategy and innovation in adult learning. We advise and support organisations in- and outside Netherlands how to make use of the European dimension of life long learning.Seed is a non profit organization active in social development and international cooperation projects in education and digital technologies. Founded in 2007 in Switzerland, Seed has run projects in Ghana, Ecuador, Mexico, Croatia, Brazil and has participated into many European projects for the development of innovations in education.The main activities were project management, baseline analysis, comparative analysis, serious game design and development, development of pedagogical guidelines and training of teachers, piloting of the serious game, quality assurance and exploitation and dissemination.The following results were realized: Operational results: 1 Project Management Guidelines; 4 transnational meetings; 2 Interim Management reports and 1 final report.Quality assurance results: 1 Quality management plan; 2 questionnaires, for trainers and trainees; 1 Quality management final report.Dissemination results: 1 Dissemination plan, 1 Dissemination report, project leaflet/poster/brochure, project website Exploitation and sustainability results: 1 Exploitation and sustainability planOther project results: training materials and pedagogical guidelines for teachers developedIn the long run, the results of this projects will stimulate teachers in adult education to apply the developed games in courses in adult education and as such, to integrate informal teaching methods in formal education.