We propose the following goals of the Conference: firstly, to demonstrate the impact and importance of Marie Skłodowska-Curie Actions on researchers and, consequently, on strengthening of the European Research Area. MSCA Conference will provide a platform for in-depth discussions on the built and transformed landscape throughout the implementation of Horizon 2020 programme for young researchers. Following the path of the previous MSCA presidency Conferences within the Horizon 2020 framework programme, the Conference will contribute to a more effective research and mobility policy in ERA as well as demonstrate MSCA as a flagship EU programme for research mobility and training. Secondly, the Conference will provide a platform for a discussion and examination of the impact of MSCA has on fair, balanced and effective brain circulation. Brain circulation, defined as a two-way flow of highly skilled people, provides the most necessary stimulus to knowledge and innovation exchange. However, divide between the more and less R&I intensive regions leads to research excellence being more and more clustered. One of the results of such clustering is the inability to fully recognize and exploit research and innovation potential of the ERA. A more thoughtful approach to migration of highly skilled workforce and researchers appears to be one of the most important elements contributing to national and European knowledge and innovation exchange, which could maximize European research impact, economic growth and a more competitive science. Thirdly, by highlighting what has been done and what is envisioned for the future period, the Conference will reflect on connecting the needs of the ERA - and researchers in particular - the development of skills of researchers that are of an utmost importance when facing the future global challenges and the ambitious goals set by the current and future framework programmes.

"With the growing emphasis on sustainable and effective adaptation of the digital education and training systems, e.g., Digital Education Action Plan (2021-2027), the DATADRIVE project explores innovative methods for empowering teachers and school leaders, by giving them modern tools, and necessary training to develop their skills and competencies to read, interpret and use different types of data to facilitate evidence-driven school improvement. These skills aim to help school leaders and teachers to take action based on evidence. When these stakeholders can gather and use reliable data to evaluate their schools, they can better detect and address arising problems, support their students and their families, and engage all parties to increase their performances. To support the teachers and school leaders in acquiring these skills;- The DATADRIVE project systematically reviews the materials on existing practices, frameworks, and instruments related to school quality as well as data use on school improvement; - The DATADRIVE analysis new evidence from practitioners to build a new ""school quality framework"" and new ""survey instruments"" to identify the underlying school quality dimensions as well as a data-driven school improvement framework. - To implement these new tools effectively in Information and Communication Technology (ICT)/Web-based environment, training materials, and instructional videos are created according to the identified needs of the school leaders and teachers team from selected schools. - The team of the school leaders and teachers are coached to collaborate as professional learning communities to use these frameworks and instruments to create a participatory governance structure. The DATADRIVE project is realized by 6 partners under the coordination of SCRIPT in the Ministry of Education of Luxembourg: the Ministry of Education of Croatia, the Autonomous Highschool of the German-speaking Community in Belgium, the University of Twente in the Netherlands, the SPOLECZNA AKADEMIA NAUK University in Poland, and Edurio Ltd. UK, an enterprise that helps school network leaders both in public and private sectors establish an evidence-based approach to school improvement in their organizations.The DATADRIVE first surveys school quality parameters from participating countries and data use practices in decision-making mechanisms, then uses the survey to create a school quality framework. This new framework comprises a data-driven school improvement framework, survey materials, and corresponding teaching material and videos, and a handbook on data-driven school improvement for professional learning communities. The workshops realized within this project intend to familiarize all stakeholders with methods of collecting and analyzing data and how to use project outputs in school improvements. The main objective of the DATADRIVE is to maximize the impact of the data-driven decision process in school improvements by developing content (frameworks, surveys, training materials, etc) not only that can be easily adaptable to specific school needs but also can be scalable according to the needs of larger education institutions and networks. With such a broad spectrum of applications, the impact of data-driven decisions can become observable at multiple levels. In addition to workshops, in order to facilitate the rapid dissemination of DATADRIVE outcomes among school leaders and teachers, teacher-training institutions, national departments working with schools on quality improvement, as well as national and international level education policy-makers, all project outputs are stored on the DATADRIVE's open-access website, and partners' websites. The training videos are kept publicly available on other platforms, such as YouTube, in addition to the DATADRIVE website."

The Mentoring for School Improvement (MenSI) project aims to mobilise 120 schools in six countries [Belgium/Flanders, Croatia, Czech Republic, Hungary, Italy, Portugal] to advance whole-school digital innovation to address both the general challenge of mainstreaming ICT at an institutional level as well as a set of more specific common challenges faced by national ministries of education, for example related to small/rural schools, social disadvantaged students, or challenges associated with personalising learning. Over 28 months project partners will: • Investigate and assess mentoring theories and practices (WP2); • Build and animate communities of practice based on 4 digitally advanced schools in each country, each mentoring four developing schools using a range of support models (WP3); • Support and train advanced schools in whole-school mentoring (WP4); • Document and analyse mentoring practices, scalability and effectiveness (WP5); • and Disseminate and sustain the networks through the Mentoring Policy Exchange awareness-raising platform and a Whole School Mentoring Massive Open Online Course (MOOC) (WP6). The foundations of the project will build mostly upon qualitative investigations of models of mentoring theory and practice and an analysis of policy related to whole school mentoring approaches mainstreaming ICT practices. Subsequently, partners will leverage their extended networks of schools for a “bottom-up diffusion of innovation through school-to-school peer learning” in regional hubs activated by the MenSI project. This knowledge on policy and practice will lead to recommendations and guidelines for mainstreaming mentoring practices which will be exploited by the Mentoring Policy Exchange and a MOOC for teachers. By the end of the project an inclusive European network of school leaders and teachers will engage in different stages of a whole school approach to embedding innovative pedagogical practice involving ICT.