The RISE! project, (Rights In Sight for Everyone!) is a partnership of 6 schools with N. Ireland co-ordinating, Cyprus, Hungary, Poland, Romania and Finland in a programme designed to promote the educational rights and life chances of pupils from one to twelve. Our aim is to motivate and engage young learners so that they become intrinsically driven and suitably skilled , thus wanting to stay on in school and to improve their employability. In some European countries, the economy has been dictated by the curriculum. This partnership aims to make sure that the pre-school and primary curriculum has more of a role to play in shaping the future economy. European studies of pupil achievements show that in N. Ireland, pupils achieve well but that they are becoming bored with the curriculum at around ten years of age. Our objectives include devising suitable classroom activities and teaching strategies based on pupil consultation about what and how they want to learn. This will also involve parent information and education so learners are supported at home as well as in school. We aim to study best practice in the early years as these foundations are key to effective learning in later stages. We aim to improve transitions from pre-school, to primary to post-primary. Research and attitudinal surveys will provide direction for the project's activities. The development of ICT skills is also a key objective of our project. Employers need people with the right behaviours and dispositions and not just qualifications. There are thousands of IT jobs available and not enough people skilled to fill them. This project aims to get children, teachers and families to see the link between education and job prospects as well as boosting their individual capabilities. The methodologies include research on statistics related to achievement and employment in each country, as well as into attitudes and dispositions to learning and to the barriers to learning for particular groups of children. There will be sharing of good classroom and curricular practice from country to country. These practices will feed into policy development and adoption between the countries. There will be competence checklists devised, for pupil ICT progression. Pupils will be given opportunities to use digital technology for presentation, communication, information exchange and collaboration, particularly in their 'news style' videos for example. The inclusion of a business venture for the older pupils will include a range of learning and skills development in a real-life context. A key feature will be pupil consultation, choice and creativity, leading to analytical thinking, innovation and problem-solving. A major impact foreseen is on the creation of more positive attitudes to learning for staff, pupils and families, with greater parental involvement and a charter of rights for learners and their families. ICT skills will be developed which support learning across the curriculum. Institutions will review and amend their approaches to provision for pupils with barriers to learning and in light of best practice shared. Policies devised will influence classroom practice. There will be stronger and wider community links between schools and between schools and business. Such impact can be maintained after the life of the project. In the longer term, it is also envisaged that schools and pupils will have a focus on internationalisation which will lead to active European citizens, aware of their own national identity and yet respecting the rights and identity of our European neighbours.