As identified by the EU 2020 strategy - the European Union needs a smart, sustainable and inclusive growth and these three pillars are undoubtable interlinked. This project proposal focus on the need for a smarter growth by taking on one of the challenges already identified by the "Oslo agenda for entrepreneurship education" - The need for a systematic focus and approach to entrepreneurial learning. In this project we are addressing the described rationale by focusing on the following 5 project goals: 1. An analysis on how levels of entrepreneurship/entrepreneurial competences can be assessed in primary and secondary education through innovative use of ICT 2. An analysis of the perceived process of using innovative ICT for assessing entrepreneurial competences from a pupil and a teacher perspective 3. Increased knowledge of and capacity to use, in the participant regions and schools, innovative ICT for assessing entrepreneurial competences 4. Increased knowledge on the link between entrepreneurial learning assessment and motivation among teachers for working entrepreneurially in a systematic manner 5. Increased motivation in pupils in the participating schools for learning activities Pupils and teachers at three primary and secondary schools in Turkey, Sweden and Norway will during 3 years in two phases use an app where they assess or self-assess (for pupils) the level of entrepreneurial competences. The three schools all have different approaches to and experiences from entrepreneurial learning. The Norwegian school works with activity based entrepreneurship education, the Swedish school works with a broad definition and focus around 5 key competences; creativity, sense of initiative, decision making skills and cooperation skills. The Turkish school has no previous experience from working with neither entrepreneurial learning nor entrepreneurship education. Chalmers Technical University will analyse the test results from the use of the app combined with a number of in-depth interviews. This project uses a mixed methodology consisting of both quantitative and qualitative research methods. A quantitative approach will be used to capture emotional events as they occur through a mobile app based survey. This data will be further investigated through a qualitative approach consisting of semi-structured interviews aiming to reveal underlying mechanisms. For teaching staff at the schools we foresee a professional development in terms of the capacity to assess their own entrepreneurial teaching and linking this to a desired effect in their pupils. We also foresee them extending their professional network to create more of a boundary-less classroom setting for themselves and their pupils. We expect research staff to gain new knowledge and new insights hence leading them further in their research and closer to “finding the answers or posing new questions.” We also expect a closer reciprocal link between academia and applied education settings such as schools, authorities in charge of education and NGOs working with education. Meaning that we foresee a deepened academic understanding as to what “reality” they do research about and more importantly for and also from the educational setting, a deeper awareness of the importance of implementing contemporary research so as to use new knowledge that universities and others produce. We foresee an increased level of knowledge in terms of how pupils and teachers experience the assessment of EL through the app and also through the interviews meaning that the practice and competence of assessing entrepreneurial learning will be increased at organisation level. This we believe further on will make assessment of entrepreneurial competences an integral part of contemporary education hence leading to a quality improvement.