SUSTAINABILITY AND IMPACT REPORT OF ERASMUS + FESAC PROJECT

Sustainability will be gained by individual contributions of all the members who have been involved in the development of this project.
Teachers and students will be able to continue using the final products over time: the dictionary of financial terms that has been developed jointly by all the participating countries can be used when teaching Economics, English or maths. The Six Hands story may serve as an initial activity for entrepreneurship programs. The Economics departments may use the questionnaires prepared as a starting point for detecting students' previous ideas, and even as a final evaluation. The CROSS CURRICULAR APPROACH is a permanent tool which will be used in the entrepreneurship programs in which the schools can participate.
We have carried out evaluations of the activities done with the different collaborating companies to facilitate their improvement proposals and thus continue collaborating over time. In this way, permanent contacts have been established with private companies (insurance, financial entities, young entrepreneurs, associations of cooperative women, etc.), public companies (entrepreneurship centers) as well as with Municipal Authorities. 
Through all the work carried out by both students and teachers, softskills have been worked, producing an improvement in them; teamwork has been promoted through joint workshops, critical thinking has been promoted through the analysis of the information received, we have instilled the need to have continuous curiosity as a way of personal and professional growth, we have promoted autonomy through the elaboration of individual works, thus providing students with the ability to function on their own. All this has been complemented with the impulse of creativity and the acquisition of digital skills that will serve as basic tools in daily work.
It is important to highlight the emotional impact that this type of project has on participants which will last overtime, especially on those students from families with a low economic level who wouldn’t have been able to have this experience otherwise: the possibility of traveling abroad, exchanging experiences, giving a usefulness to the English language, doing that families are more receptive to exchanges and welcoming fellow Europeans, as well as appreciating the different contexts. 
Our stakeholders have provided materials and kits to be able to work entrepreneurship in a gamified way, in the classroom; this will have a direct impact on student motivation in the long term.
At a political level, we have obtained institutional support for the sustainability of both this project and future projects, and an increase in the interest of public companies for future collaborations.
Finally, it should be noted that schools with vocational training have found a way to collaborate with private companies in terms of carrying out professional internships for students as well as possible future hiring.