CONTEXTEurope is portrayed by a set of challenges - unemployment, poverty and social exclusion, terrorism, the mass influx of refugees and ecological construction - that has face to move forward. For such reasons, over the last years, the EU has paid increased attention to a new and progressive vision of combating inequalities that stems from sustainable development. In 2015, all EU member states and other countries in the United Nations have adopted the 2030 Sustainable Development Goals, while in 2018, the first Report for Sustainable Equality (2019-2024) was published. In successfully dealing with these crises, Europe needs to endorse a different approach to European Governance that draws upon sustainable development and equality. Ultimate victory is the proof that Europe may empower critical voting among youth that will allow for better decision-making across the EU.PROJECT OBJECTIVESThe first objective of this project is to empower youth to act as agents of change for building a Europe of sustainable development and equality by enhancing their critical-voting literacy that includes: (a) media and news literacy; (b) socio-emotional literacy, and (c) social-justice literacy. To do so, this project draws upon the strategies of critical literacy and experiential learning, by using new technologies, and innovative methodologies, such as collaborative role play and simulations, problem-based learning, critical-incidents analysis, and virtual communities of learning and practice. Another important objective of this project is to promote youth’s and teachers' training to enhance their competences in using such methodologies so as to meet the first objective.PARTICIPANTSFour schools, 2 pedagogical departments of 2 Universities, a confederation of education and training centers, and an association focused on developing new strategies for quality management in education, youth and society across 4 participating countries: Cyprus, Spain, Greece and Italy.METHODOLOGYAn iterative methodology under which 2 versions of the Resources and Activities Toolkti will be produced. After the completion of the 1st version, ‘Resources and activities toolkit’ will be validated in workshops with youth and teachers and based on the conclusions the next version will be planned. All other results will be planned according to the validation process.ACTIVITIES AND RESULTSThis project will produce a methodological tool for enhancing education for critical-voting literacy, including: media and news literacy; socio-emotional literacy; and social-justice literacy. The tool will be developed according to a comparative analysis of both teachers' and youth’s needs analyses in the participating countries, but also on the basis of the state-of-the art analysis in each participating country. According to this methodological tool, the consortium will produce a Toolkit of ‘Resources and Activities’ aiming to empower youth in critical-voting literacy. This Toolkit will be tested through workshops carried out with teachers and youth aged 14-18 and then localised and translated in national languages. As the project also envisages the development of teachers' and youth’s competences to work accordingly, a Teacher's Handbook and a Youth’s Handbook will be produced in the English language, and then localised and translated in national languages. A Group of Experts will contribute by sharing their ideas, expertise, and evaluative feedback to the development of all project outputs. A transnational joint-staff training event will be carried out in Greece to train teachers to use the project outcomes. All the project's products will be promoted through international and national multiplier events that will have the form of conferences organised by the consortium. The project's results will also be disseminated through other venues such as websites, social media, EU platforms, newsletter, publications, etc.TARGET GROUPSThe target groups in the life of the project comprise of youth aged 14-18 and teachers working with youth of that age. Apart from these direct target groups, the beneficiaries include also indirect target groups such as schools, youth’s associations and organisations, NGOs working in the area of voting education, policy makers and educational stakeholders making decisions about school curricula, parents, curriculum developers, teachers training institutions, universities with pedagogical departments. BENEFITPromote sustainable development and equality in Europe by reinforcing the development and implementation of successful initiatives in critical-voting education. The project will help in counteracting the detrimental consequences of populism to the values that define us as Europeans, and mainly sustainable equality, respect for human rights and freedoms, tolerance, pluralism and non-discrimination. Raise youth’s voices and active involvement in decision-making through innovative methodologies.

<< Objectives >>The We Teach DATA project aims to enhance ISCED level 2 students’ key competences, STEM teachers' teaching competences and professional development, and contribute to the modernisation of the STEM education through the development, testing, piloting and promotion of a set of comprehensive innovative learning materials and trainings for teachers, with focus on data science and cross-curricular instruction. This will be achieved as a transnational collaboration between 7 partners from 4 countries.<< Implementation >>The activities will be implemented in WPs dedicated to: coordination and communication, monitoring, evaluation, risk management and budget control; development and conducting of a joint staff training; development, testing, digitalisation, translation and piloting of a School Box a Master Class for STEM teachers a Training of Trainers; and implementing a comprehensive sharing and promotion campaign. We will apply the principles of innovation development through co-creation.<< Results >>Apart from the tangible results from each WP, we expect to benefit 600 students at ISCED level 2, 30+ STEM teachers and 2500 key stakeholders (during the project lifetime only and many more afterwards). Some of the intangible outcomes are: enhanced key competences (digital competence: information and data literacy; communication and collaboration; digital content creation; problem solving), teaching competences, professional development, awareness levels, quality and relevance of STEM edution.

"CONTEXT AND PURPOSEProjekt „StudEnts fight food and packaging waste throuGh entrepreneurial education and Game-baSed learning”, acronym EGGS is a project aimed at increasing the sense of initiative and the entrepreneurial spirits of students (11-15 years old) in order in increase their school engagement, sense of responsibility and digital competences. The EGGS online game was created in the serious game technology, i.e. it gives the opportunity to learn based on games (learning while having fun), where students will learn and play how to be food waste and packaging entrepreneurs. The game, not only will teach students about how to reduce food and water waste, labelling and recycling, but it will also make them learning by doing providing real tasks that they have to develop in the real world (especially in schools and back home with the family). The score will be calculated in terms of money saved and the social value of the actions. In this way, students will learn by doing that their daily actions can contribute to make the world a better place to live, increasing their self-esteem and responsibility. The game consists of three modules: school, shop and home. The hero of the game moves between these locations, meeting various people along the way (e.g. colleagues, teachers). He gains knowledge on how to reduce food and packaging waste, and also convinces others to change their behaviour in this matter. An advantage is not only developing the awareness of the social responsibility of players, how to live in accordance with the idea of zero waste, but also entrepreneurship.TARGET GROUPThe target group is students aged 11-15. The indirect target group is teachers/trainers and school staff as they were involved into the project activities due to the young age of the participants. Thanks to the networks of partners of the consortium, the involvement of the teachers were constant during the all life duration of the project. The indirect target group was involved in the project activities and the selection of learning content appropriate to the age of the students, so that this didactic approach and game could be used by professionals working with children as a means of reaching children more effectively and informing them about the benefits of not wasting food, packaging waste, but also entrepreneurship education.PROJECT RESULTS AND INNOVATIONThe main result of the project is the EGGS game, which includes 3 innovative elements: the SROI model (Social Return on Investment) - IO1; Game-based educational content where students will learn through the game how to prevent food and packaging waste at school, outdoors and at home with the family to ensure sustainable consumption and production patterns - IO2; an EGGS game that allows students to learn while having fun to make the planet a more sustainable system where waste is transformed back into resource-generating value. Calculating SROI will enable students to become aware of the social impact of their circular economy activities. The idea behind the project was to develop an entrepreneurial mind set in students to strengthen their ability to act in society as citizens of tomorrow's society. The challenge here is to move from entrepreneurship with a business focus to a newer entrepreneurial trend that focuses on an entrepreneurial mind set and behaviour. Entrepreneurship education is an empowering method that enables students to take the future into their own hands by promoting learning by doing, self-efficacy and influence on others and their motivation. In addition, students engaging in activities for the benefit of society by engaging in entrepreneurial activities will have a higher self-esteem and a sense of belonging to society, and thus it will affect their willingness to stay in school, develop, educate and drop out of the desire to leave school too early.In order to achieve the objectives of the project, 5 partner organizations associating students, teachers and school staff, food banks and a training centre, NGOs, city offices were involved in its implementation. The EGGS project ""Students fight food waste and packaging through entrepreneurship education and game-based learning"", focused on the challenges of ""Education and Training 2020"" (ET2020) in the following areas: 1) Improving the quality and efficiency of education and training; 2) promoting equality, social cohesion and active citizenship; and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training."

CONTEXTThe EU is facing several severe crises, such as the Covid-19 pandemic, the subsequent socio-economic crisis, the refugee crisis, and tensions between some of its Member States and third countries. To successfully deal with any crisis, ultimate victory is proof that Europe can successfully overcome any cultural or other differences between its people to become socially cohesive and resilient to meet current and new threats and challenges. Cultural diplomacy can be the vehicle leading to this victory, as it has the unique advantage of helping people to adapt more quickly to the demands of rapid change and the increased speed of change. Cultural diplomacy entails a type of public diplomacy and soft power that refers to the exchange of ideas, information, art, language, and other aspects of culture among nations and their peoples in order to foster mutual understanding and cooperation. The goal of cultural diplomacy is for people coming from a foreign nation to develop a rich understanding of one nation's ideals and institutions so as to build broad support for social, economic, and political goals. Cultural diplomacy is a course of action based on the exchange of ideas, values, traditions, and other aspects of culture or identity, to strengthen relationships and socio-cultural cooperation, to promote national interests and beyond.PROJECT OBJECTIVESThe first goal of the project is to enable children to become cultural diplomats so as to act as agents of change in order to build a socially cohesive and resilient Europe capable of meeting new threats and challenges. The achievement of the goal is based on the approach of cultural diplomacy, and the use of new technologies and innovative and creative methodologies, such as collaborative art-making, collaborative storytelling and poetry, and digital-cultural pedagogies. Another important goal of this project is to promote children's and teachers' training to improve their skills to become agents of the cultural diplomacy approach, in order to achieve the first goal of the project.PARTICIPANTSFour schools, two Universities focusing on teachers' preparation, two NGOs focusing on professional development, active citizenship, and other social goals across 4 participating countries: Cyprus, Spain, Greece, and Malta.ACTIVITIES AND RESULTSThe EURODIPLOMATS project will produce a methodological tool for the cultural-diplomacy approach according to a comparative analysis that will result from both teachers' and children's needs analyses in the participating countries, but also on the basis of the state-of-the-art analysis in each participating country. According to this methodological tool, the consortium will produce a Toolkit of Resources and Activities that will promote the objective of the project; that is children to become cultural diplomats to act as agents of change for a Europe of social cohesion and resilience which is ready to meet new threats and challenges. This Toolkit will be tested through workshops carried out with teachers and children 9-15 and then finalised. Partners will translate their own activities into their languages. As the project envisages the development of teachers' and children's competencies to work accordingly, a Teacher's Handbook and a Children's Handbook will be also produced in the English language, while including multimedia in the consortium languages. It is notable that a Group of Experts that will be created for the purposes of this project will contribute to the whole of both developing the methodological tool and the Toolkit of Resources and Activities, but also the Teachers' and the Children's Handbooks process by sharing their ideas and expertise, but also their evaluative feedback. A short transnational joint-staff training event will be carried out in Greece in order to provide the opportunity for teachers to be trained to use the project outcomes. All the project's products will be promoted through international and national multiplier events that will have the form of conferences organised by the consortium. The project's results will be disseminated through venues such as websites, social media, EU platforms, newsletters, publications, etc.TARGET GROUPSThe target groups in the life of the project comprise of children aged 9-15 and teachers working with children of that age. Apart from these direct target groups, the beneficiaries include also indirect target groups such as schools, children's associations, and organisations, policymakers, and educational stakeholders making decisions about school curricula, parents, children's curriculum developers, teachers training institutions, universities with pedagogical departments. BENEFITPromote, through cultural diplomacy, social cohesion, and resilience in Europe in order to become able to meet new challenges and threats. Raise children’s voices and active involvement in education via the innovative methodology of cultural diplomacy.

<< Objectives >>SPLENDID aims at offering a comprehensive starting point for sharing practices to support language teachers as they work to make their classrooms more accessible and cognitively intriguing to Students with Disabilities-SwD. Two main achievements:1Educate language teachers on practices and digital tools that could offer individualized and quality learning paths to SwD, enhancing in this way their motivation for foreign language learning 2Engaging SwD in meaningful English language learning<< Implementation >>In order to ensure a holistic outcome-oriented learning, SPLENDID uses a blended learning approach, combining online with face to face learning to reach maximum audience, ensure quality and engagement, continuity and sustainability.Face to face activities:Training sessions to teachers, with live-streaming, enabling remote participation Integration sessions to schools with online feedbackConference, with live-streamingOnline Activities:e-learning seminars/webinars an online course-MOOC<< Results >>Report on Literature reviewNeeds –Analysis to SwD: type of support when learning a foreign languageNeeds analysis to language teachers Training sessions to teachersIntegration sessions in classroom environmentsA Teachers' Handbook “Activities and Resources for SwD in EFL”A video serious game for SwD and EFLE-learning Sessions/Webinars to teachers Index of End-users An online course-MOOC with pedagogical resources and recommendationsAn OER with educational scenarios for SwD Conference