"In 2016, the EC published a new Skills Agenda. It recognises the rise of “parallel universes” between formal and industry-based education. A component of the Agenda is the EU e-Competence Framework (e-CF) which is the first sector-specific implementation of the European Qualifications Framework (EQF), another is the Entrepreneurship Competence Framework (EntreComp). Both insist on the fact that future demand for skills goes beyond basic ICT skills and beyond basic economics knowledge to advanced and e-Business skills and will continue to grow as most staff is expected to possess them.In upper secondary education, the students are motivated young people who arrive to class with many ICT user skills already exercised through non-formal and informal education (at home, with friends, on internet). Their motivation decreases when they become aware that the school´s curriculum does not improve the knowledge & skills that they already possess.The students of upper secondary ask themselves ""Why not go further and make that the ICT and/or economy subjects serve me to undertake something and that my e-entrepreneurship capacity will be exercised & assessed?”In upper secondary, main ICT learning is focused on ICT user skills and not so much on e-business skills, the subject of economics is not oriented to the digital economy and the teachers are not supported in developing innovative teaching & assessment methods for e-business competences.e-business skills are the capabilities needed to exploit opportunities provided by ICT, notably the Internet; to ensure the more efficient performance of different types of organisations; to explore possibilities for new ways of conducting business and organisational processes; and/or to establish new commercial activities. One such advanced e-entrepreneurial competence is Digital Marketing: DM is one of the most demanded e-Business skills.6 secondary schools from Spain, Greece and Spain plus an SME, an HIE university business school and two local authorities for education, declared the ambition to create synergy of expertise and innovate through a powerful tool: to construct a digital marketing itinerary for teachers & students of K11 & K12 levels, and new assessment mechanisms by means of digital OERs and pilot them within ICT or Economics curricula in upper secondary schools.An EdTech SME from Spain, several SECONDARY SCHOOLS from Spain, Greece and Sweden, a prestigious UNIVERSITY from CYPRUS and 2 LOCAL AUTHORITIES FOR EDUCATION in Greece & Sweden want to make high schools ‘principals, students, teachers, policymakers more permeable to the acquisition & validation of e-competences aligned to the needs of the entrepreneurship world and the ICT labour market: project DIMAS - DIgital MArketing in Secondary.One of the most effective ways to introduce digital marketing in high schools is through a Project-Based Learning (PBL) approach. Part of DM fluency can to a certain extent be taught, the other part cannot. Skills needed to plan DM strategies can only be developed through practice. Teachers cannot teach how to do DM without themselves being “digital marketers”. DM competency & skills can be built only through hands-on real-life learning experiences. The DIMAS project will develop actions based on real-life scenarios, problem-solving, learning by doing and connecting the formal education and the business labour market. Students and teachers will acquire and validate digital marketing skills by conducting real activities within the same channels that their schools use to communicate with society (websites, newsletters, blog contents and social media).The project aims to invest in teachers & students to start and lead their DM venture taking advantage of their own schools’ digital channels.The partners will develop several IOs, such as an innovative Digital Marketing Competence Profile, a new DM curriculum, the corresponding elearning materials and the adaptation of an eportfolio to evaluate & recognise the students learning achievements, guidelines, implementation results report, and a strategy to implement the outputs of the project. Two rounds of local classroom project work with students & teachers - engaging the upper secondary schools and experts belonging to the world of business - are a source of input for the improvement of outputs. Multiplier events in different conditions will enable the strategic partnership to truly disseminate the results.DIMAS activities make a unique combination between the potentials of students and the opportunities offered by the entrepreneurship world and the ICT labour market, by means of improving the curricula.Supporting teachers in adopting a collaborative & innovative practice will strengthen their profiles to embrace teaching for e-business.DIMAS ensures the real impact on upper secondary education, as well as the impact on the mindset of the teachers and schools ‘principals involved, on the regional, national & EU level"