9 The goal of the Innovation Cluster for Entrepreneurship Education (ICEE) project was to understand the impact of increased entrepreneurship education in schools. For 3 years, 25 schools involving 12 000 students, teachers, parents and local communities in 5 countries had to scale up entrepreneurship activities to reach 50% of their students and teachers. The participating schools used the JA Company Programme as the test bed. Students involved in the programme improved significantly their transversal competences during the project, compared with students in the control group. This positive influence was highest in competences such as project management, self- efficacy, creativity and teamwork. In interviews, students underlined valuable learning concerning communication skills, conflict solving and decision-making, and the value of hard work. Moreover, students were content to work independently and take responsibility; they claimed they learnt more that way. The teachers, volunteers and parents noticed the same improvements in their students. One often-heard concern about introducing entrepreneurship education in schools is that it may steal time from other important school subjects. Neither in the qualitative research, nor in the quantitative one were any indications ENTREPRENEURSHIP EDUCATION FOR EVERY YOUNG EUROPEAN MEASURING IMPACT www.icee-eu.eu or findings to support this concern; rather the opposite. In fact, students spending at least 100 hours in the JA Company Programme improved their digital, entrepreneurship, civic, and mathematical competences as well as oral communication in their mother tongue. The Grade Point Average measuring students school performance was significantly higher among the students in the JA Company Programme than in the control groups. They also scored higher on school motivation, effort and presence. Teachers themselves said they felt empowered as their relationship with the students shifted to being more collaborative, respectful and on an equal footing. There was a lot of resistance among the teachers when we launched our participation in the ICEE project and that we would have to increase the number of students in the JA Company Programme from very few to 50%. At the end of the project, I expected all teachers to go back to normal, but when I asked them, they all wanted to continue offering the programme to the students. Headmaster in the ICEE project