DOIT contributes to youth employment and to create new jobs in the social economy by nurturing in young pupils seeds for active social innovation: entrepreneurial mind-sets, knowhow and skills. The project empowers primary and secondary school pupils (6-16 years) alongside educators to apply open innovation methods, digital maker tools and collaboration skills to tackle societal problems. It will develop ground-breaking DOIT toolboxes for children as well facilitators, which provide complementary knowhow and support. They are designed for experiencing being a social innovator in mobile and fixed child-friendly makerspaces and are easily accessible at the interactive DOIT webplatform. Co-created with help of the Children’s Advisory Committee, DOIT novel resources cover inspirational experimentation, design, prototyping and basic business modelling knowhow needed for sustainable product and service innovation. The DOIT children’s social innovation and entrepreneurship programme is piloted and evaluated across 10 European countries (AT, BE, DE, DK, ES, FI, HR, NL, RS und SI), reaching 42.000 children and 20.000 facilitators in schools, innovation labs, maker spaces and social enterprises. It offers intergenerational workshops and training events targeted at different learner needs and learning settings. DOIT showcases how its child-friendly, intergenerational maker approach enables young people to acquire the manual, technological, intellectual and social skills they need to be active and initiate social good. DOIT’s online idea competition, open to all children in Europe, will inspire them to pursue an entrepreneurial career path. The project consortium comprises experienced actors across the social innovation value chain with links to related European initiatives fostering young entrepreneurship education. DOIT’s ambassador Network (currently more than 80 supporting institutions) and open educational resources will drive DOIT’s long-term sustainability and impact.

SySTEM 2020 will focus on science learning outside the classroom, mapping the field across Europe, evaluating a number of transdisciplinary programmes to design best principles for educators in this field, and also examining individual learning ecologies by piloting self-evaluation tools for learners which will document science learning outside of the classroom. This study will map practices in 19 EU countries, including in-depth studies in 8 of these countries, covering learners between 9 - 20 years from various backgrounds including those from geographically remote, socio-economically disadvantaged, minority and/or migrant communities.