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D8.4 NEC - Requirement No. 5

OSOS_D8.4_ NEC - Requirement No.5 2

Document Control Page

WP/Task WP8 / T8.1

Title OSOS_D8.4_ NEC - Requirement No.5

Due date 30/09/2017

Submission date

30/09/2017

Abstract The deliverable D8.4 corresponds to OSOS Ethics NEC Requirement No 5 and provides details on the material which will be imported to/exported from EU

Author(s) Zygouritsas, N.

Contributor(s) Sotiriou, S.

Reviewer(s) Sotiriou, S.

Dissemination level

internal

public

confidential

Document Control Page

Version Date Modified by Comments

0.1 15/09/2017 Zygouritsas, N. Sotiriou, S.




Executive summary

This document describes the OSOS Ethics Requirement No 5. It provides provide details on the material

which will be imported to/exported from EU.

The OSOS project will develop a comprehensive OSOS Evaluation Framework consisting of a set of

measurable quantitative and qualitative indicators and impact assessment tools to gauge the

effectiveness and impact of the OSOS approach. The Evaluation Framework will also draw from current

interlinking validation methodologies for RRI in education.

A set of clear and measurable indicators will be developed in order to monitor the effectiveness of

OSOS model and activities, and if necessary, to adjust the model to suit national contexts. The

validation methodologies will include Science Pedagogy, Organisation issues (e.g. impact on the

curriculum), Technology (tools, services and infrastructure), Economic issues (value for money, added

value), Cultural and Linguistic issues. The next step will be to carry out a thorough and structured

evaluation of 100 pilot open schooling hubs at the 1st phase of the pilots and another 900 participating

schools in the 2nd stage of the pilots. As a follow up of the evaluation, applicability of OSOS model to

schools around Europe will be assessed and specific guidelines will be proposed on how OSOS

approach and activities can be scaled up across national education standards and practices. As a result,

the impact of the OSOS open schooling approach will be evaluated in the short, medium and longer

term including the assessment of how the model contributes towards the ERA objectives of increasing

the number of scientists and researchers in Europe.

As the assessment methodology will take into account the category of a school that will participate in

the pilots, thus it will include specific categories of criteria. These criteria will be implemented

according to the school that participate and the specific activities that will be realized.

The OSOS partners will work on the design of a set of impact assessment tools and indicators for

evaluation of the pilot open schooling hubs. Different methods and techniques will be employed,

including a mix of quantitative and qualitative methods such as document and statistical analysis,

interviews, focus groups, tracking of student interest/progression via surveys of pre-post reflections.

This will ensure that different perspectives are considered to heighten the quality and the validity of

the overall evaluation.

The OSOS partnership includes two partners (ORT Network, Bloomfield Science Museum) from Israel

an associated to the Horizon 2020 program country. Another partner originates from Australia (Curtin

University of Technology). Finally, the OSOS project has established a collaboration with a USA institute

(Massachusetts Institute of Technology).

Data import would be limited at most, since the only non-EU institutions involved are from Israel. Data

collected from institutions in this country are subjected to EU guidelines. All other possibly

participating institutions are from the EU. No data will be exported.


Table of contents

1 Introduction ..................................................................................................................................... 5

1.1 Purpose of the document ........................................................................................................ 5

1.2 Scope and audience of the document..................................................................................... 5

1.3 Structure of the document ...................................................................................................... 5

2 Monitoring and evaluating impact of OSOS approach and activities ............................................. 6

2.1 Introduction ............................................................................................................................. 6

2.2 OSOS Procedures ..................................................................................................................... 6

2.3 Monitoring and evaluating activities ....................................................................................... 7

3 Activities of the project outside the EU ........................................................................................ 10

3.1 Participating organisations from countries outside the EU .................................................. 10

3.2 Data collection, import/export from EU ............................................................................... 12

4 Conclusion ..................................................................................................................................... 14


1 Introduction

1.1 Purpose of the document

This document describes the OSOS Ethics Requirement No 5. It provides provide details on the material

which will be imported to/exported from EU.

1.2 Scope and audience of the document

This document corresponds to NEC - Requirement No. 5. It is confidential and is addressed only to

members of the consortium (including the Commission Services.)

1.3 Structure of the document

The first chapter of the deliverable presents the purpose of the document, its scope and audience as

well as its structure.

The second chapter of the deliverable provides information on monitoring and evaluating impact of

OSOS approach and activities

The third chapter provides information on the activities of the project outside the EU.


2 Monitoring and evaluating impact of OSOS approach and activities

2.1 Introduction



effectiveness and impact of the OSOS approach. The Evaluation Framework will also draw from current

interlinking validation methodologies for RRI in education e.g. EnRRIch, UNESCO global citizenship

goals, ENGAGE2020 and the EC guidelines from “Science Education for Responsible Citizenship” report.

The project will be implemented in 1,000 schools in 10 member states (Greece, Germany, Italy, France,

Ireland, the Netherlands, Spain, Portugal, Finland, Bulgaria) and one Associated Country (Israel). The

sample includes primary and secondary schools in urban and rural areas. Different implementation

strategies will be adopted in every country taking into account the local circumstances, the educational

policies and the reform efforts in place. The implementation will be supported by the National

Coordinators, partner institutions that have direct access in school communities.

Integrated students’ assessment mechanisms will allow teachers to assess the impact of their practices

in real settings. Its focus is not only on the integration of external resources into syllabi, but also on

subsequent adoption of the modernization of the school organization, school cooperation with

external players as well as the teachers’ professional development. Localized assessment approaches

will estimate the impact on both, individuals and schools as an organization, as well as on the

development of effective cooperation with organizations like universities and research centres,

informal learning centres (e.g. museums and science centres), enterprises, industries and the local

communities.

2.2 OSOS Procedures

The OSOS project will create a core network of 100 Open Schooling Hubs. Each one of these schools

will develop a network of at least 9 additional schools to form a national network of schools where the

Open School Culture is introduced. Overall more than 1,000 schools will be involved in the project in

two implementation phases.

The OSOS consortium partners are already working with these schools in the framework of current

initiatives. These schools are already part of a large school network, while there are involved in

numerous collaborative science related activities. The project will set in place an effective support

mechanism which will provide feedback and recommendations to the actors involved (teachers,

museum educators, outreach groups, parents). Finally, the main aim of the project is to provide

effective and systematic guidance and support at the school leadership level in order to facilitate the

introduction of the proposed school innovation process in schools.

In this framework the OSOS project is aiming to support a large number of European schools to

implement Open Schooling approaches by a) setting out the open schooling values and principles for

action around curriculum, pedagogy and assessment, b) offering guidelines and advice on issues such


as staff development, redesigning time, and partnerships with relevant organisations (local industries,

research organisations, parents associations and policy makers), and c) suggesting a range of possible

implementation models from small-scale prototypes through to setting up an “open school within a

school” or even designing a new school while it is testing and assessing them in more than 1,000 school

environments in 11 European countries (Greece, Germany, Italy, France, Israel, Ireland, the

Netherlands, Spain, Portugal, Finland, Bulgaria). The themes of the project activities developed and

pursuit in participating schools that will take place will focus on areas of science linked with the Grand

Societal Challenges as shaped by the European Commission, will be related to Responsible Research

and Innovation and will link with regional and local issues of interest. By proposing and implementing

such formats in 11 countries, we aim to gain a good understanding on how to create sustainable

relations with communities of stakeholders for schools around Europe. The overall aim of our

coordination action is to raise awareness of the importance and relation of science, research and

innovation with young people’s lives and raise their interest in following STEM related careers.

The center of the OSOS implementation and validation activities is the OSOS Open Schooling Model.

The OSOS Open Schooling Model will present a three-step process, aiming to Stimulate, Incubate and

Accelerate the uptake of innovative RRI practices in school communities and national policies. It will

describe the full cycle of the school transformation with the support of the OSOS support mechanism.

The process starts with the Change Agents who are becoming Inspiring Leaders of the school

community. The OSOS support mechanism will offer open, interoperable and personalised solutions

meeting the local needs, supports school leaders capture innovation, to decide on the appropriate

strategy to diffuse innovation to the school and through constant reflection is guiding them towards

the transformation of the school to Open Schooling Hub and finally to sustainable innovation

ecosystems. The Open Schooling Model is described in detail in deliverable 2.1.

The implementation sample of the OSOS project will include 100 remote and rural schools. These

schools will be involved in the different phases of the project implementation. The main characteristic

of these schools is that all of them are located in remote areas, where educational opportunities are

less, and both the geographical position and the poor socio-economic conditions are often responsible

for the lack of the offered infrastructure in terms of education and professional training. These school

communities have already been familiarized with educational applications and their integration to the

everyday teaching practice. The network of local “change agents” guarantees the active involvement

of the local school communities and thus maximizes the potential impact of all activities planned to be

implemented in the framework of OSOS. The schools will join the different phases of implementation

and validation of the project demonstrating the potential of the proposed approach to support science

education in quite demanding settings.

2.3 Monitoring and evaluating activities

A set of clear and measurable indicators will be developed in order to monitor the effectiveness of

OSOS model and activities, and if necessary, to adjust the model to suit national contexts. The


validation methodologies will include Science Pedagogy, Organisation issues (e.g. impact on the

curriculum), Technology (tools, services and infrastructure), Economic issues (value for money, added

value), Cultural and Linguistic issues. The next step will be to carry out a thorough and structured

evaluation of 100 pilot open schooling hubs at the 1st phase of the pilots and another 900 participating

schools in the 2nd stage of the pilots. As a follow up of the evaluation, applicability of OSOS model to

schools around Europe will be assessed and specific guidelines will be proposed on how OSOS

approach and activities can be scaled up across national education standards and practices. As a result,

the impact of the OSOS open schooling approach will be evaluated in the short, medium and longer

term including the assessment of how the model contributes towards the ERA objectives of increasing

the number of scientists and researchers in Europe.

The contribution of the OSOS project is to Support Schools to become Sustainable Innovation

Ecosystems according to the proposed framework and methodology. The proposed Assessment

Methodology will be based on the parameters that contributing to the Growth of the school so to

become a sustainable and open school ecosystem. Validation of the OSOS approaches and activities

will start with a comprehensive review of relevant theoretical approaches in evaluation of science

education models and initiatives that at the same time include and follow Responsible Research and

Innovation aspects. The review will also include assessment of evaluation procedures and experiences

in previous or on-going science education projects or relevant with RRI (e.g. CREATIONS, RRI-Tools,

NUCLEUS). The project partners will assess applicability of these evaluation approaches to OSOS Open

Schooling Model and activities and identify gaps/potential for improvement of the evaluation and

assessment procedure. The Assessment Methodology will be finalized after the selection of the specific

schools that will participate in the Pilot phases and it will be updated (if necessary) after the 1st pilot

period. As the assessment methodology will take into account the category of a school that will

participate in the pilots, thus it will include specific categories of criteria. These criteria will be

implemented according to the school that participate and the specific activities that will be realized.

The OSOS partners will work on the design of a set of impact assessment tools and indicators for

evaluation of the pilot open schooling hubs. Different methods and techniques will be employed,


interviews, focus groups, tracking of student interest/progression via surveys of pre-post reflections.

This will ensure that different perspectives are considered to heighten the quality and the validity of

the overall evaluation. The OSOS validation methodology and tools are described in detail in

deliverable D6.1 OSOS Assessment Methodology and deliverable D6.2 Impact Assessment tools.

Each OSOS National Coordinator and pilot hub contact point will populate the evaluation template and

submit quarterly reports. Data with headings to capture specific information such as the number of

industry role models engaged, number of students engaged with industry, number of partnerships

created etc will be then analysed by the evaluation team. During evaluation, the main issues to

consider include: how many partnerships between schools, local communities and local industry have

been created as a result of a pilot open schooling hub? How many stakeholders were involved and how

many interactions took place? Were these interactions structured or flexible? Were the interactions


dominated by any particular stakeholder or was the process flexible allowing for mutual learning two-

way knowledge transfer? What tools and skills were acquired by the stakeholders as a result of open

schooling activities? Did these tools and skills contribute to more scientifically interested and literate

students and, more generally, society? If yes, how?

Other evaluation techniques and methods to be employed will include tracking the number of

institutions that adopted the Open school hub model at staged intervals over the project cycle;

conducting surveys with random sample of citizens pre and post engagement in the OSOS open school

hub and comprehensive assessment of potential changes in attitudes, behavior, knowledge

attainment. The project will also evaluate the potential of OSOS model to integrate more effectively

RRI in OSOS pilot schools and more generally in schools across Europe. Specifically, it will assess to

what extent teachers, students and other stakeholders engaged through OSOS open schooling

approach have a holistic view of science, scientific research and major scientific developments. The

RRI component of evaluation will include student/teacher pre-post engagement reflections;

integration of RRI principles into school curricula and teaching practices etc. These reflections and

evaluation of curricula and practices will reveal changes in awareness/knowledge aspects/behaviour

in relation to the RRI principles - such as gender, ethics, open access, open science, public engagement,

governance, socio-economic development and sustainability, social issues related to scientific

developments. In addition, impact of the OSOS model on industry partners and non-formal education

providers will also be assessed, in particular whether industry partners incorporated any learnings into

their business processes, corporate social responsibility (CSR) and public engagement (PE) strategies

as a result of the OSOS engagement model.

Each national coordinator will collaborate with DCU who is responsible for the impact assessment of

the project as well as with EA the project coordinator in order to make sure that all national specificities

are met during the design of the implementation and evaluation activities. The informed consent forms

and information will be adapted to the need and regulations of each participating country.


3 Activities of the project outside the EU

3.1 Participating organisations from countries outside the EU

The OSOS partnership includes two partners (ORT Network, Bloomfield Science Museum) from Israel

an associated to the Horizon 2020 program country. Another partner originates from Australia (Curtin

University of Technology). Finally, the OSOS project has established a collaboration with a USA institute

(Massachusetts Institute of Technology). A description of each organization and their work in the OSOS

project follows.

Israel

ORT Israel is the largest educational network in Israel, providing educational solutions for over 100,000

students in 206 schools and colleges across 55 local authorities. It includes among its institutions 1

elementary school, 55 junior high schools, 76 secondary schools, 18 industrial schools, 12 centres of

excellence, 10 centres for diploma courses, 2 academic colleges and 32 colleges for technicians and

practical engineers. The latter train around 30% of the Israeli workforce in these areas.

ORT's Moshinsky R&D Centre is responsible for initiation, planning and management of projects

catering to the pedagogical needs of the ORT education system as well as the science and technology

education system in Israel as a whole. ORT’s pedagogical projects are notable for their innovation,

integrating online communication and a variety of unique teaching methodologies both in core

subjects of science and technology as well as in humanistic subjects such as language, social studies

and history.ORT Israel provides solutions for the growing global demands for highly qualified and

trained human resources in fields of Technology & Science, and can assist Education systems, both on

state level of Ministry of Education or private schools level, to achieve strategic goals of strengthening

country economy and reduction of socio-economic gaps.

Role in OSOS: ORT will act as National Coordinator in Israel. It will support the localization (translations,

curriculum adaptations, localized projects, selection of OSOS Accelerators for Israeli Schools) of the

project activities and will coordinate the network of the Open Schooling Hubs and the participating

schools in Israel. It will support the Evaluation activities as well as it will disseminate the project work

and outcomes in Israel.

The Bloomfield Science Museum Jerusalem (BSMJ) is a leading informal cultural and educational

institution in Israel, serving more than 300,000 visitors annually, from all sectors of Israeli society. The

museum has been granted on three occasions the highest distinction given to museums by the

Committee of the National Museum Council. It operates under the academic auspices of the Hebrew

University of Jerusalem.

BSMJ has wide experience in leading processes of promoting science and technology education, and

in particular IBSE, and problem solving based on Engineering Design Process in the Jerusalem region

and throughout Israel. BSMJ has a unique cooperation agreement with the Israeli Ministry of Education

to support STEM Education based on PBL throughout Israel. BSMJ is the initiator and the leader of

Urban Advantage - a consortium of informal science organisations in Jerusalem that supports schools

in promoting PBL and science fairs, in collaboration with the Ministry of Education and the Jerusalem


Education Authority of the Municipality. BSMJ has broad experience in pre-service and in-service

training for science teachers in collaboration with universities and teachers colleges, as well as the

teachers training centres of the Ministry of Education. BSMJ operates a science teachers club for

teachers in the region and a special support program for science coordinators at schools. BSMJ works

closely with leading industrial companies in Israel to develop educational activities related to their

engineering fields, including workshops and kits to be used in schools. BSMJ has also developed kits

on environmental topics for elementary schools which are used throughout the country.

Role in OSOS: BSMJ will contribute to the selection of the OSOS Accelerators and will collaborate with

ORT in order to support the project’s implementation in Israel. It will support the localization

(translations, curriculum adaptations, localized projects, selection of OSOS Accelerators for Israeli

Schools) of the project activities and will coordinate the network of the Open Schooling Hubs and the

participating schools in Israel. It will support the Evaluation activities as well as it will disseminate the

project work and outcomes in Israel. BSMJ will contribute to the development of the OSOS principles

and guidelines for gender awareness.

Australia

Curtin University of Technology is Western Australia's largest and most culturally diverse university,

with more than 60,000 students from over 130 countries. In the Academic Ranking of World

Universities 2015, Curtin asserted its position amongst the top 2% of universities worldwide. In the

Times Higher Education 2015 top 100 universities under 50 years of age, Curtin ranked at 81

worldwide. Finally, Curtin is recognised in the QS World University Ranking for its educational

programs being among the Top 100 Universities in the world for the subject of Education. Recently,

Curtin has become just the fourth Australian university to join the edX consortium of elite higher

education institutions which was established by Harvard and MIT universities, and offers interactive

online classes and Massive Open Online Courses. The Faculty of Humanities is guided by the principle

that “real-world problems, if they call for solutions that are technically innovative and cost-effective,

also call for solutions that are socially and culturally informed, critical, creative, and sustainable”.

Imagining the future of education and using new tools and environments to analyse data and evidence

to support strategic organizational improvement are among the key research priorities of the Faculty.

The School of Education has been offering educational programs that embrace innovation in learning

technologies, theory and practice since 1975. In the last five years a number of key initiatives have

strengthened its ability to deliver this goal. More specifically, School of Education have extended its

global reach by offering online courses through Open Universities Australia.

Role in OSOS: Curtin University will be involved in WP2 Open Schooling Framework, WP6 Impact

Assessment and WP7 Dissemination and Sustainability. No data is going to be collected from schools

in Australia.

USA

The OSOS project established a collaboration with a USA Institute and specifically with the

Massachusetts Institute of Technology (MIT). This collaboration is based on the implementing


arrangement between the European Commission and the Government of the United States of America

for cooperation between researchers funded separately by the European Union’s and the United

States Framework Programmes on Research and innovation (signed on 17/10/2016). Thus, the OSOS

Coordinator (EA) and the MIT representatives form an official collaboration through a specific

agreement that signed so to reach a common understanding in respect of intellectual property rights,

data access, and data dissemination and other matters considered essential to collaboration. The OSOS

Coordinator ensures that the understanding reached is compatible with the obligations under the

Horizon 2020 OSOS Project and MIT likewise ensures it is compatible with its obligations under the

respective funding mechanism.

The Office of Digital Learning of the Massachusetts Institute of Technology is led by educators,

advisors, and technology innovators committed to supporting and empowering MIT faculty as they

reimagine and reinvent education in the digital age. MIT has a long history of pedagogical boldness

balanced with deep introspection, dating from its earliest educational innovation: the merger of lofty

intellect with hands-on experimentation. Today, we extend this mens et manus (mind and hand)

approach to digital learning, uniquely combining digital tools with individualized teaching, research-

driven methodology, an ethos for open sharing, and the in-person magic of MIT — for students at MIT,

and for learners around the world.

Innovation and initiative are fundamental to MIT and how MIT impacts all walks of life, through

technologies developed at the Institute, and through the people who learn, work, and train here. The

Office of Digital Learning catalyzes and amplifies MIT's innovations and initiatives in digital learning by:

Supporting MIT faculty and students in bold experiments to enhance residential education and provide

resources for those who are interested in exploring how they might do so; Facilitating research on how

people learn and on new technologies that might improve understanding, retention and application;

Providing platforms for technological advances in digital education; Collaborating with companies,

universities, governments and organizations that wish to develop new learning capabilities and

enhance the competencies of their workforce, students and citizens; Extend MIT's knowledge and

classrooms to the world.

Role in OSOS: The OSOS consortium will set up a collaborative scheme with MIT focusing on the recent

Initiative for Learning and Teaching (TILT) that aims to bring the essence of the MIT learning approach

beyond the borders of the campus to K-12 learners and teachers around the world. TILT looks to fill a

growing need in science education by initiating new research, design, and outreach programs that will

transform both how students learn and how we understand how students learn. TILT is following

similar approaches with OSOS and offers a unique opportunity to follow its developments and (in case

the current proposal is approved) to cooperate systematically with the MIT team in the OSOS

Strategies and to the Open Schooling Hubs Support Mechanism.

3.2 Data collection, import/export from EU


collected from institutions in this country are subjected to EU guidelines which are presented in D8.2.


POPD - Requirement No. 2. All other possibly participating institutions are from the EU. No data will

be exported.

In addition to the EU guidelines for data collection, storage, protection, retention and destruction, the

following requirements concerning data collection outside the State of Israel for protected and

confidential information

▪ At this stage, the transfer of information will be approved only for the member countries of

the European Union.

▪ It should be ensured in writing that the recipient of the information takes sufficient measures

to ensure the privacy of any person which the information is about, and that he ensures that

the information will not be transferred to anyone else, whether in the same state or other

state.

▪ The supplier must have a valid ISO 27001 standard of service in the cloud or a corresponding

standard on the subject of Information security management.

▪ The supplier must specify whether the service in the cloud complies with international

information security standards (such as that of the Cloud Security Alliance).

▪ The approved cloud configuration is IaaS. The supplier must perform classification of logical

infrastructures (such as logical servers, databases and other services) from services of other

customers using cloud services. A specification of the architecture of the network that

supports this standard is needed.

▪ The supplier shall specify the information security management plan for the cloud service.

▪ The supplier must specify the frequency for carrying out the resilience tests, both

independently and by an external expert, in the communication layers, operating system and

application of the cloud service.

▪ The supplier must specify the frequency for carrying out the information security surveys, both

independently and by an external expert, in the communications layers, operating system and

application of the cloud service.

▪ The Supplier undertakes that the use of complementary to- and/or out of- the cloud tools and

/ or services will be fulfilled with the requirements specified in this document.

▪ All communication for managing the cloud environment shall be performed on an encrypted

medium with strong identification.

▪ The cloud service provider must forward a notice in advance to the supplier regarding the

termination of service – if the cloud provider is forced to terminate the service as a result of a

court order, a violation of the law / regulations or due to business / financial decision.

▪ The cloud service provider must enable the transfer of information and data to the supplier

before the disabling of the service.

Translated from:

http://sites.education.gov.il/cloud/home/meyda_le_sapakim/Documents/teken_avtahat_meyda.pdf

http://sites.education.gov.il/cloud/home/meyda_le_sapakim/Documents/teken_avtahat_meyda.pdf


4 Conclusion

The OSOS project will be implemented in 1,000 schools in 10 member states (Greece, Germany, Italy,

France, Ireland, the Netherlands, Spain, Portugal, Finland, Bulgaria) and one Associated Country

(Israel). The sample includes primary and secondary schools in urban and rural areas. Different

implementation strategies will be adopted in every country taking into account the local

circumstances, the educational policies and the reform efforts in place. The implementation will be

supported by the National Coordinators, partner institutions that have direct access in school

communities.



effectiveness and impact of the OSOS approach. Different methods and techniques will be employed,


interviews, focus groups, tracking of student interest/progression, online survey tools etc. To collect

quantitative data an evaluation template with standardized questions and reflection points will be

developed. Each OSOS National Coordinator and pilot hub contact point will populate the evaluation

template and submit quarterly reports. Data with headings to capture specific information such as the

number of industry role models engaged, number of students engaged with industry, number of

partnerships created etc will be then analysed by the evaluation team. During evaluation, the main

issues to consider include: how many partnerships between schools, local communities and local

industry have been created as a result of a pilot open schooling hub? How many stakeholders were

involved and how many interactions took place? Were these interactions structured or flexible? Were

the interactions dominated by any particular stakeholder or was the process flexible allowing for

mutual learning two-way knowledge transfer? What tools and skills were acquired by the stakeholders

as a result of open schooling activities? Did these tools and skills contribute to more scientifically

interested and literate students and, more generally, society? If yes, how?

Other evaluation techniques and methods to be employed will include tracking the number of

institutions that adopted the Open school hub model at staged intervals over the project cycle;

conducting surveys with random sample of citizens pre and post engagement in the OSOS open school

hub and comprehensive assessment of potential changes in attitudes, behavior, knowledge

attainment. The project will also evaluate the potential of OSOS model to integrate more effectively

RRI in OSOS pilot schools and more generally in schools across Europe. Specifically, it will assess to

what extent teachers, students and other stakeholders engaged through OSOS open schooling

approach have a holistic view of science, scientific research and major scientific developments. The

RRI component of evaluation will include student/teacher pre-post engagement reflections;

integration of RRI principles into school curricula and teaching practices etc. These reflections and

evaluation of curricula and practices will reveal changes in awareness/knowledge aspects/behaviour

in relation to the RRI principles - such as gender, ethics, open access, open science, public engagement,

governance, socio-economic development and sustainability, social issues related to scientific


developments. In addition, impact of the OSOS model on industry partners and non-formal education

providers will also be assessed, in particular whether industry partners incorporated any learnings into

their business processes, corporate social responsibility (CSR) and public engagement (PE) strategies

as a result of the OSOS engagement model.


collected from institutions in this country are subjected to EU guidelines which are presented in D8.2.

POPD - Requirement No. 2. All other possibly participating institutions are from the EU. No data will

be exported.