Beyond #MeToo, Youth workers, Young People and the Wider Community making a positive change around GBV.This is a unique opportunity to bring together 2 communities to make a comprehensive and lasting change in attitudes, behaviours and relationships surrounding GBV Prevention work. We are looking at opening a dialogue and exploring GBV on a scale that both Reykjavik and the North East of Glasgow have never encountered before. This project will be the catalyst for a culture change within both communities; with community partnerships, public consciousness on the issue and political willingness all in place to ensure that this will be successful and sustainable. This work is based on the learning obtained during a previous Erasmus+ KA2 project, where we made a toolkit for youth workers which supported them when discussing gender-based violence prevention with young people. Throughout that process, we found that youth workers were calling for a lot more support and knowledge in dealing with GBV in their setting. We began our partnership work at the start of the #metoo movement which resulted in a lot of community members finding this subject extremely topical and relevant and many were just realizing the scope of GBV issues in the community. Following that we decided it was important to make this follow up project to provide the additional support youth workers were calling for and to include more partners so to reach a wider community. Our objectives in the projects are:-To increase the confidence of youth workers working in Glasgow and Reykjavik to enable them to implement prevention projects around Gender Based Violence. - For young people to have an increased awareness of GBV in their community and be better equipped to participate in positive change.-To actively deliver and robustly evaluate primary prevention activities in 2 communities.-For there to be a greater working relationship between key stakeholders in the community when talking about GBV.-To consolidate and share the learning through a curriculum so that youth workers out with the project can learn from the process.The outputs and events we will create/host will be as follows: -A curriculum for youth workers -Seminars to upskill youth workers and other staff working with young people -A toolkit which looks at the effects GBV has in sports clubs and gives support to coaches wanting change-A resource pack documenting how peer education has been used to challenge GBV in the community -A resource pack containing details on the process both communities have taken to engage the wider community-An academic paper capturing and reflecting on the work being delivered-A professionally made documentary which will follow the journies of Reykjavik and the North East of GlasgowWe estimate that no less than 50 people will be directly participating in the project. Each will bring in their expertise, from the youth who will give us guidance and insight into their realities, to youth workers, teachers, managers and experts in the field of GBV. In terms of full delivery, we expect that at least 2000 young people will come into contact with the activities/events planned; with at least 3000 adults also being involved.The impact of this project will be vast and long-lasting; with youth workers and sports, coaches involved showing increased confidence in delivering GBV issues in youth work. This will enable them to implement prevention projects around Gender Based Violence. Youth workers and coaches not directly involved will also have access to the materials made that will increase confidence in the issue. Although we are working in 2 communities in 'Northern Europe', we want this project to be an inspiration and motivation to partners across the EU and beyond.The young people involved will have an increased awareness of GBV in their community and feel better equipped to participate in positive change. They will be able to say they were part of a movement of change and feel that youth workers needed their help, whilst also becoming more responsible and healthy citizens. On a national level, this project will have a profound impact in Iceland and Scotland. It will provide further evidence of the youth work setting as being suitable for GBV Prevention work. The project will allow us the chance to share their results with the national government and with the evidence the research part of the project gives us to ask them for further support in issue-based prevention work.

The UN and UNESCO define education as a vital tool in developing ESD (Education for Sustainable Development) to a global phenomenon. In Europe this has been taken into account in curriculums widely but too often ESD is considered as an ‘add on’. Instead it should be a natural and essential part of school culture in order to educate students towards a sustainable way of life. There were four schools taking part in the ECORoad project, from Finland, Great Britain, Iceland and Belgium. Each of the selected partner schools have been committed to ESD for many years and they were well known for this work within their local communities. Each school also had a local specialist partner for supporting the schools' work to implement ESD. The ultimate target for ECORoad was to change pupils’, families’ and the whole community’s way of life to a more sustainable one. During the project we focused to improve each participating school’s culture to enable and support teachers work and school’s daily life within ESD. Through local and international trainings teachers learned new skills and developed their practices in designing and delivering ESD for their pupils. In addition to the local goals, the project wanted to influence the wider audience by producing a booklet, “Roadmap to an ESD school”. There were five project meetings, four of which focused on a specific area of school culture. Based on theories we divided school culture into four parts 1) Professional orientation, 2) Organizational structure (leadership and management), 3) Teaching and learning and 4) Student-centered focus. Before each project meeting there was self evaluation for the staff about the current practice in the specific area of school culture. During the meetings schools shared the results of their self-evaluations- their strengths and areas for development- and, in consultation with their partner schools and specialist partners, drew up an action plan with three targets for development. These targets were then implemented at school and the outcomes shared at the following project meeting. This kind of working methodology was good and it structured the development tasks into smaller parts. Between project meetings ECORoad also organized four teachers’ trainings into different aspects of ESD. Those themes were 1) Health and wellbeing of our establishment, 2) Outdoor education, 3) Living to learn or learning to live and 4) School's ecological daily life. Each participating school organized one training together with their specialist organization. Training programs included workshops of different methodology of ESD, job shadowing, visiting different schools and nature activities. After each teachers' training week there was an organized survey for participants and the feedback was very positive. Teacher trainings were useful for the whole project, because after the training sessions more participants felt ownership for the ECORoad project. We produced and published a booklet, ‘A Roadmap to an ESD School’ to encourage and support other schools to embrace ESD. The booklet is a comprehensive guide on how to develop a school culture which supports ESD based on our own journey. The booklet is universal and contains practical instructions and questionnaires. It was printed for the dissemination events, but it is freely downloadable from the ECORoad project’s homepage at https://ecoroad.weebly.com/. The ECORoad project had objectives for four different target groups: pupils, teachers, project schools and other schools nearby and far. Based on surveys and self-evaluations implemented in the project, it can be seen that ECORoad has influenced the school culture for implementing sustainable development. The surveys made at the beginning and at the end of the project showed that the awareness of sustainable development among staff in project schools had increased and that pupils got more school experiences related to the theme of sustainable development. Examples how we improved our school culture and practical examples of activities made by pupils can be seen in the booklet “Roadmap to an ESD School”. During and now at the end of project each participant has developed their own dissemination plan e.g. consultations, presentations, articles. The main message in dissemination events has been 1) education has important role for promoting sustainable development, 2) the school culture affects how sustainable development is implemented in teaching and school’s daily life and 3) “Roadmap to an ESD school” shows some of our steps to be taken toward ESD school. There are still many possibilities to improve ESD in project schools, but it can be said that these schools are now ESD centres of excellence in their own area. ESD is now more integrated into the school culture and the project has ensured that ESD is not a passing project in these participating schools but now embedded in their core values.

<< Background >>International organizations (OECD, UNESCO, UNICEF, …) and the European Union (EU) regard high-quality ECEC as an essential foundation for lifelong learning. The Council of the European Union (2017) highlights the need to prioritize high-quality ECEC to address inequalities in lifelong learning (Council of the European Union, 2017; the Toolkit for Inclusive ECEC, European Commission 2020). At the same time, there are concerns about the accessibility and quality of ECEC provisions for children with special needs. E.g., the Organization for Economic Co-operation and Development (OECD, 2004) reports that only one quarter of children with special educational needs are included in mainstream early education settings (Bellour, Bartolo, & Kyriazopoulou, 2017; European Agency for Special Needs and Inclusive Education, 2017)According to a recently published report the most often cited barriers to accessing ECEC for children with disabilities, are:-‘non-adaptation to children’s needs (52%)-problems of physical access (45%)-the non-availability of services or facilities in the local area (56%) (Hunt, 2019, p. 28,“Target group Discussion Paper on Children with Disabilities”, in: Feasibility Study for a Child Guarantee, European Commission) The recent OECD report ‘Providing Quality Early Childhood Education and Care - Results from the Starting TALIS Strong Survey’ (2019) is the first international survey that focuses on the ECEC workforce. The Be-In proposal addresses the following NEEDS identified in this survey:-Many staff work with diverse groups of children. But, the staff needs to be better prepared and supported to adapt their practices to children’s needs and diversity.-There could be many benefits from engaging parents in ECEC for children’s development. In all countries, parents are engaged in several ways, but this engagement could be deepened, particularly by using contacts between the ECEC workforce and parents as a bridge to children’s development at home.-Across countries, staff report a high level of need for professional development on working with children with special needs. The analysis of needs of the ECEC centres involved in this Be-In project proposal, confirms the above mentioned needs.Be-In invests in creating high quality ECEC services, by building on the folowing statements of the European Quality Framework (2014). (1)ECEC requires a provision that encourages participation, strengthens social inclusion, and embraces diversity.Be-In focuses on the inclusion of children with special needs and their parents in ECEC. Be-In contributes to pedagogical practices in ECEC that are better adapted to the needs of the children with special needs and their families. Be-In, therefore, addresses the need for building collaborative relationships between ECEC professionals and parents of children with special needs. The EQF recognizes partnership with families, based on trust and mutual respect, as one of the transversal issues fundamental to the development and maintenance of high quality ECEC (European Commission, 2014, p. 9).(2)ECEC requires well-qualified staff whose initial and continuing training enables them to fulfil their professional role.The EQF acknowledges that professional development has a huge impact on the quality of staff pedagogy and children’s outcomes. Be-In aims to strengthen the competencies of ECEC professionals to work with children with special needs and build collaborative partnerships with parents. Through a reflection toolkit based on a literature review and action research in various ECEC settings in different countries, Be-In aims to gain practice-based knowledge on inclusive approaches in ECEC and collaborative partnerships between ECEC professionals and parents. This will be translated into Training Resources which will be used in professional development activities for (future) ECEC professionals. Besides, the Be-In project also develops policy recommendations.<< Objectives >>The Be-In project aims to address the need to strengthen the competencies of ECEC professionals (childcare workers and leaders) to work with children with special needs and build a collaborative partnership with their parents. Hence, Be-In contributes to high quality inclusive ECEC for children with special needs and their parents.Be-in addresses this overall project aim, by: (1)Gain a detailed understanding of the policy, research, and practice with regard to inclusion of children with special needs and, in particular, the position and collaboration with parents in the context of inclusive ECEC in the involved countries.(2)Facilitate transnational learning (via training and job shadowing) for ECEC professionals on working with children with special needs and, in particular, building a collaborative partnership with parents, and strengthening the competencies of ECEC professionals in this.(3)Develop, implement, and evaluate actions to strengthen the competencies of ECEC professionals on working with children with special needs and their parents in different ECEC settings.(4)Equip trainers, school leaders, and local/regional authorities responsible for ECEC with knowledge, examples of good practice, and materials to support professional development of ECEC professionals on working with children with special needs and their parents.BENEFITS OF TRANSNATIONAL COLLABORATIONThe 3 countries involved (Portugal, Iceland, Belgium) in Be-In have each a specific context on inclusive ECEC. Through transnational collaboration the involved partners of the Be-In project can learn from each other which lead to an added value for each partner.-Sharing knowledge and expertise on inclusive ECEC across countries which has an added value for research, policy and practice in the involved countries -Maximizing the impact of pedagogical innovation that can be generated by joining the diversified expertise of each partner;-Providing ECEC staff with opportunities for transnational learning through shared training and job shadowing in other countries.<< Implementation >>The five main AREAS OF ACTIVITIES carried out within the Be-In project are:(1)Development of a Reflection tool based on a literature review on cooperation with parents in the context of inclusion of children with special needs.(2)Transnational learning activities via training and job shadowing in the different countries on inclusion of children with special needs and, in particular, cooperation with parents.(3)Action-research on inclusion based on training and job shadowing (2 per country) in Belgium, Iceland and Portugal.(4)Involve other stakeholders (other ECEC centres, training organisations, local or regional authorities, ...) to share the projects' process and results with a broader group who have an interest in inclusive ECEC and hereby enhance transferability of the project results.(5)Dissemination of the project’s findings and the training resources and policy recommendations.<< Results >>The TANGIBLE RESULTS in relation to the areas of activities are:-Reflection toolkit based on literature review on inclusive ECEC. The findings from the literature review will be translated in a Reflection toolkit which make the research findings accessible for a broader audience and useful in the context of professional development. -Training week for ECEC practitioners on inclusion of children with special needs and cooperation with their parents. -Job shadowing activities for ECEC practitioners from the ECEC centres involved in the Be-In project. -Case study reports of the action-research on inclusion of children with special needs and cooperation with their parents conducted in the involved countries. -Training resources on inclusive ECEC that can be used in other ECEC services in the countries involved and in other European contexts for professional development of ECEC staff. -Dissemination events to promote the project’s findings and the training resourcesThe INTANGIBLE RESULTS (impact) of the Be-In project are:(1) Impact on professionals:-Pedagogical practice of the ECEC centers is better adapted to the needs of children with special needs and their families.-Increased reflective/relational/methodological competences of ECEC staff on inclusive ECEC.-Increased cooperation at local level and networking among ECEC institutions at international (European) level for the exchange of good practice on inclusive ECEC.-Stakeholders outside the Be-In partnership (other ECEC centers, training organizations, local or regional authorities) use the Be-In materials and results in their own context.-(2) Impact on parents and children:-Parents of children with special needs feel more confident and involved in the collaboration with the ECEC staff.-Increased wellbeing and involvement of children with special needs.

"In the “Student Voices” project the partners will find an innovative way to develop their schools and contribute as well to the development of the education systems in their countries. Each participating school has already got a reputation for good educational results and innovative approaches in teaching and learning. The schools are all popular among students and parents and have a important role within their communities or neighborhoods. The Service Centre in Iceland is a coordinating centre within the City of Reykjavik, with the role of connecting schools and other organizations run by the City. Among other duties it has is to support and counsel parents and students on the selection of schools, to support students with learning or social difficulties, etc. The partnership represents a cooperation of schools and municipalities that can become exemplar for other communities in Europe. The education systems in all the four countries of the partners are facing different challenges and changes. In Iceland graduation period in upper secondary schools has been cut from four to three years, as well as opening up the possibility of shortening primary/secondary education from ten to nine years depending on the capabilities of the students and their outcome from a national test implemented in 9th grade. In Denmark and Finland students have graduated 19 year old from upper secondary level but would like to improve their results in science and mathematics. In Scotland students can graduate from upper secondary level at the age of 18. Part of the project will be to examine the education systems and curriculum's and to define best practices from each country that can be promoted and perhaps transferred to other schools and countries. The innovative approach in the ""Student Voices"" project is the dialogue between experts, teachers and students focusing on student’s involvement in the designing, developing and testing of new approaches in learning and teaching. Teachers will be trained in using coaching methods to enhance the student’s active participation in the project activities. Within the partner's organizations there is a vast number of professionals with considerable experience in teaching, counselling, research and development. Within the participating schools there are students with unlimited imagination and new perspectives on the digital future. The “Student Voices” project creates a process were these perspectives and roles are integrated, where teachers and the schools listen ""for real"" to the ideas of students on how they learn and how new learning styles and methods can enhance their interest and improve their academic results. Both students and teachers will benefit from the involvement of outside experts visiting classes and participating in the training of teachers and their preparation. The project will include all the necessary results in order to be successfully implemented. A total of 6 partners from 4 different countries, including both schools and regional/community organizations. The project includes 5 intellectual outputs (O) that is O1 Comparative study of education systems and best practices in partners countries, O2 Students Voices analysis within 3 different age groups/classes in each country, O3 curriculum and teaching methods adjustments or planing for O4 pilot teaching of new approaches/methods and O5 Student Voices platform presenting the project results to other schools, classes and countries. Partners have also defined strategies for management and implementation, quality assurance, dissemination and exploitation as well as 4 multiplier events, including 3 local seminars and a final conference. The project will impact over 3700 people, directly about 800 professionals, experts, teachers and students that will actively participate and indirectly at least 2900 people participating in multiplier events (meetings and conferences), receiving news letters or being parents to students involved. Participating countries have a lot to learn from each other. In the time of constant changes in the education systems and the world in the new Millennium it is important to create a dialogue where different perspectives can be discussed and innovation can occur between countries, students, teachers and other professionals."

"<< Background >>After the Covid-19 pandemic spread, with the transition from face-to-face education to online education, it has become more vital for teachers to possess pedagogical digital competence in order to manage the learning and teaching process in the most efficient and effective way, considering teacher education processes are predominantly shaped on the basis of effective face-to-face teaching. In the face-to-face education model, the teaching process holds an interactive and inclusive character. However, nowadays in the digitalized model of education, it is considered essential to enhance the VET teachers’ digital competencies and also digital pedagogic proficiencies including competencies on how to include slow learners, foreign students or disabled students in the learning and teaching process along with regular students. With the initiation of emergency online teaching, all countries and all educational institutions have put a lot of effort to quickly adapt into on-line education. Teachers had to take part in this process without any training on digital competencies. As a consequence, they, directly, tend to transfer face-to-face education activities into online education. Nonetheless, the dynamics of face-to-face education and online education are totally different from each other. In order to ensure the success of education in this process, providing teachers with sufficient digital competence is a key factor: The latest OECD’s TALIS study (2013) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching. This also shows us that for effective online teaching it is a priority to develop teachers’ / educators’ digital pedagogical proficiency, specifically digital competency. In addition to this, after COVİD 19 pandemia, effective inclusive online teaching is the main agenda of policy makers, educators, administrators, teachers, parents and students, especially in vocational education which has many practical implementations and is difficult to manage it by online teaching. So it is also vital to develop the digital skills of the vocational school teachers in order to produce a more qualified education and minimize the limitations and risks of online teaching.<< Objectives >>By implementing the e-FLIP project we aim to develop and to implement a flipped classroom-based education model (e-FLIP Teaching Model) and a teacher training module (e -FLIP Teacher Training Module) embedded in an e-platform for VET teachers and teacher candidates in order to develop their pedagogical digital competencies. We plan the e-FLIP teacher Training Module to incorporate four basic components:i. Lesson planning and preparation by implementation of e-FLIP Model based on flipped classroom approach.ii. Guiding principles for developing teaching/learning activities in digital environments.iii. Tools for developing teaching materials compatible with digital learning environments and guiding principles for an effective utilization of such materials.iv. Use of assessment and evaluation tools and guiding principles for an effective use of these tools.Within this framework, the project intends to support digital pedagogical readiness in school education in two main aspects:(1) e-FLIP Teaching Model aims to support and improve VET teachers’ and teacher candidates’ digital pedagogical readiness.(2) e-FLIP Teacher Training Module (proposed at the end of the project) allows VET teachers to be effective users of the e- FLIP teaching model and digital tools so that all the students, including disadvantaged ones, can benefit from online education and training services in the most efficient way.The e-FLIP project supports digital transformation plans at all levels of education and training through cooperation. It supports digital pedagogy and expertise in the use of digital tools for teachers (European Commission, Education and Training, Resetting education and training for the digital age, 2020).The Project aims to achieve the following objectives: · to enhance existing skills and to develop new one relevant to online teaching skills and coaching skills, digital skills of the participants,· to produce innovative teaching model (e-FLIP) effective in qualified online education which may supply the educational needs of students including disadvantaged ones (non-native speakers, immigrants, slow-learners etc.), · to produce teacher training module (e-FLIP Teacher Training Module) embedded in an e-platform,· to adapt e-FLIP teacher training module to teacher education curricula in order to equip prospective teachers (teacher candidates in their final year of education) with necessary competencies for online teaching,· to produce an e-book about flipped teaching model, its components and digital tools with sample practices including the inclusive ones.The e-FLIP project aims are coherent with the priorities such as “Addressing digital transformation through development of digital readiness, resilience and capacity"" and “Supporting teachers, school leaders and other teaching professions””by:· supporting digital transformation plans,· producing innovative teaching and training modules,· adaptation of flipped classroom approach to the online teaching,· strengthening the digital skills of VET teachers and teacher candidates by adaptation digital tools into the school curricula.The e-FLIP project also aims at contributing to find common solutions to a common education crisis caused by a global problem, Covid-19 pandemic. Following this goal and in order to produce internationally usable, inclusive and functional educational tools/products/strategies, the project needs to be carried out with the collaboration of different countries and with the contribution of several academics and policy makers with expertise in various fields so to ensure the consistency and “global” claim of a newly developed/ innovative educational platform and for its wider dissemination.<< Implementation >>The activities that will be implemented are the Transnational Project Meetings (TPM), Learning/Teaching/Training activities (LTT), production of Project results (PR), Dissemination activities including Multiplier Events, Impact, Dissemination and Sustainability activities. These all activities will be achieved by the coordination and cooperation among all project partners.Project results are the (1) E-Flip Innovative Teaching Model, (2) E-Flip Teacher Training Module transformed by the model and (3) Digital Platform including these project results with a special infrastructure and (4) E-book. All these project results will help them develop important skills related to digital pedagogical competence and the digital competencies of both teachers and teacher candidates in terms of VET process and aim that is also mentioned in the Erasmus Plus Programme Guide 2021 for VET projects’ priorities.The other activities that will be implemented are The TPMs, LTTs and pilot studies will be used to develop these innovations (Model, Module and Digital Platform) whose actual use will also be conducted in real school settings. Innovations revealed at the end of the project will be transformed into a e-book for a wider audience to be used as a resource which will give new ideas to potential users/practitioners.The activities will be supported via pilot studies for 3 months contribute the quality and effectiveness of the e- FLIP Model, Teacher Training Module and Digital platform. These pilot studies for the evaluation of the project outputs in real school and teacher training settings before finalizing them and finding out the missing points during implementation. These studies will be integrated with the training module and the digital platform development that will be used in both pre- and in-service teacher education processes.The integration process of the project results in all dimensions including teachers, educators, policy-makers and academics will be another implementation process during and after the project duration. The dissemination, promotion and other sustainability activities will also be implemented during and after the project duration. Some of the main activities under this are as follows:• Significant education networks such as EU Project Results Dissemination Platforms, e- twining, European SchoolNet, and national and EU online platforms will be used to increase the effect of project results which are already assumed as reflected through the selection of participating project partners. After the development of the PR, the partners will start to disseminate the PR via these platforms.• Multiplier events will meet project results, Project results and products, with key persons who will disseminate and sustain the project outcomes, contributing to increase the impact of the project. Also, the presentation project results in an international conference and will be published research paper will disseminate the project results also in the academic community to be used in wider platforms of teacher training and further research.• LTT – Learning Teaching and Training activities will also improve the proficiency of the teaching staff in digital skills, digital pedagogical competencies and also key competencies as communication in foreign languages, collaborative work. Visiting schools/ educational institutions will give a chance to teaching staff to job shadowing different sorts of implementations regarding the online education, inclusive online education and digital pedagogy.The methodology of communication and cooperation with partners and stakeholders including associated partners will depend on online or face-to-face meetings of the project like transnational project meetings and project management meetings for preparation, monitoring and evaluation of the project process, coordination among the contact person of the project partners’ and channels used for VET, EPALE and including Project Results Dissemination Platform<< Results >>In our project we plan to create intangible and tangible results. We consider the following results to be tangible project outputs:The project logo, promotional leaflets, website, blog, wikispace, eTwinning page and other social media and project dissemination platforms will be created and they will be used as an effective way for the project dissemination. For the promotional objectives we will also create a final booklet that will include project objectives, topics, activities, results with photos and memories from each TPM and L/T//T. We also plan to produce various ict-products (photo galleries and mini videos) to summarize each project activity.The main Project results are the e-FLIP Teaching Model, e-FLIP Teacher Training Module embedded in e-FLIP open access Digital Platform, and e-Book. We will also prepare an E-guide of the e-FLIP digital platform, tools and sample practices of the e-FLIP teaching model including inclusive digital classroom implementations thanks to which teachers can develop their own lessons and teaching materials. We will also offer teacher training for partner and pilot schools, academic staff and teacher candidates not only focused on the e-FLIP teaching model and digital tools but we will also include some inclusive practices for disadvantaged students. Research papers will be included in e-FLIP model and digital tools used in online educationThanks to the TPMs and L/T/Ts we will produce presentations, reports, records, seminars and workshops and also materials for the agenda of meetings, multiplier events and training.In the process of project implementation we will create records of the lessons realized thanks to the e-FLIP model and we will prepare various materials by digital tools to be used during the lesson as well. In this way the students from our partner and pilot schools will be educated using the e-FLIP teaching model. We will propose to include our e-FLIP teacher training module in the teacher training curricula of gaun and we suggest to integrate it for the professional development of VET teachers at partner schools and pilot schools.Thanks to the direct implementation of the project results we will obtain the reflection reports of the teachers focused on the e-FLIP model, module and digital tools that will be a formative and summative evaluation tool of the project and Project results. Evaluation and interim / final report of the project will be also written and submitted.Among the intangible results we expect the following outcomes:- VET Teachers´ improvement in respect to the digital education- Change of European teachers´ opinion and customs on online education thanks to project Project results that will be disseminated by associated partners.- Cooperation among various educational institutions for developing innovative ways of online education and for respecting the special needs of our students.- International experience for the project participants that will communicate in a foreign language and share the good practice in different European online education thanks to the project.Recommendation of the project's Project results by the important educational networks to its followers."