"<< Background >>Cities have been at the centre of change, from the spread of Greek and Roman civilizations, through the Italian renaissance period, to the industrial revolution. By 1950 more than half of the European population was living in an urban area, today almost ¾ of European Union population is living in cities. By observing the trends in other parts of the globe we can be sure that this number will increase in next 50 years. Urbanization created some of the biggest challenges facing the planet, it also provides potential, as cities are creative hubs and may provide possible solutions to a range of environmental issues.It is increasingly recognized that compact cities are resource-efficient ways for people to live and for businesses to exist, as close proximity provides potential efficiency gains. New technologies can be used to improve the environmental performance of urban areas, for example, public transport systems or the construction and functioning of buildings, to reduceresource and energy consumption.The attractiveness of urban areas is much about the quality of life that it offers to old and new residents as it is about the competitiveness of its urban economy for businesses. Cities are therefore more and more branding themselves as ‘green’, ‘creative’ or ‘cultural’, in order to increase their attractiveness by promoting their environmental assets for the health and wellbeing of all citizens. In the postmodern era, where the tourist has an active role in the choice and enjoyment of his own travel, it is necessary to change the approach to create awareness. The concept of educational tours, which are providing a hybrid between training and tourism is in the centre of the reply of G&PS to the challenges and develop an offer to:- promote local innovations and environmental solutions- care about sustainable practices- highlight the often hidden work of local citizens to improve life- make the links between local communities across Europe visibleWithin G&PS we want to increase the awareness among the city-dwellers, tourist and local actors for more sustainable solutions, environmentally friendly ways of life and green trends to create and to accelerate 'green' change in EU societies.With this kind of approach, we are now assisting to the rise of a new “race” of creative mediators like:- digital programmers and designers- experts in storytelling methods that come from other departments of “cultural industries”, able to project new output and experiences of environmental solutions,Creativity has become a strategy which cities and regions need and have to expand and promote the innovation and development of individual abilities.The project G&PS intends to apply a transnational strategy of green education, educational tourism and sustainable development of urban areas. This renewal is promoted by the European Commission, which aspires to realize a series of activities that promote competences and innovative touristic output referring to specific themes with a remarkable growth potential and capable of responding to social concerns of territorial cohesion and protection/valorization of cultural and natural heritage.<< Objectives >>The G&PS project is aimed at operators, educators and mediators who wish to know, understand and support the dynamics for the development of innovative, dynamic and attractive sustainable tourism paths, capable of making the territory highly green.The project intends to achieve the following general objectives:OG.1 - Create skills improvement paths, improving accessibility and increasing the adoption of adult education (Adult Education)OG.2 - Addressing digital transformation through the development of digital readiness, resilience and capabilities (Horizontal)Specifically, G&PS specific goals are: OS.1 - to transfer to operators, educators, and mediators new knowledge and skills about educational tours, theatrical and digital storytellingOS.2 - to help them to co-create new products for green education and products in sustainable trends, which are expendable in the market. OS.3 - to develop products through international experiences, promoted by a strategic partnership with organizations with complementary expertise in theatre, design and digital programming, storytelling and tourism, who are able to apply methods to present environmentally friendly solutions in cities from Denmark, Germany, Spain, Italy and Cyprus. OS.4 - to develop and share the good practices gained by the single organizations to create a collective work through educational training activities, various project meetings, preparatory for the realization of 3 IOs that will be presented inside multiplier events, approaching an audience of local and European citizens.<< Implementation >>The G&PS WBS is composed by the following work packages:WP1: Overall project management Leader: KBC with the support of CRN1.1 management of the whole project coordination1.2 management the total amount of the budget and divide it with the all the partners1.3 signature of the partnership agreement (contract) with the National Agency and for the preparation of all the necessary documentation1.4 realization the sub-contracts that the partners will have to sign for acceptance1.5 arrangement (with the partner's agreement) the intermediate and final reportWP2: Assessment, monitoring, and quality assurance Leader: STANDO, Co- Leader: Blue Beehive.2.1 supporting all monitoring activities during the project2.2 development of the output evaluation2.3 assuring the project quality and all the outcomesWP3: Needs Assessment & Risk ManagementLeader: YES. co-leader: TQC3.1 problems identification (with an analysis of deficit, improvement areas and dangerous elements for the project development)3.2 Identification of motivations, expectations, desires, useful guidelines for the project3.3 Risk register monitoring3.4 Verification the results achieveWP4: JST implementation Leader: KOGE College, Co-Leader: CRN4.1 Creation of the educational toolkit (pedagogical and learning methodologies on storytelling design, theatrical and non-verbal communication techniques)4.2 Management of JST programme4.3 Evaluation of JST programmeWP5: Development of intellectual outputs (IOs) 5.1.1 Realization of the IO1 ( educational tours) - Leader: Stando5.2.1 Realization of the IO2 (Digital Hub) - Leader: YES5.3.1 - Development of IO3 (apps for mobile devices for Android / Apple systems plus paper guide). Leader: CRNWP6: Stakeholders awareness Leader: Blue Beehive 6.1 Development of the stakeholder management plan (indication of the methods for making aware all possible stakeholders and stimulating the awareness activities).6.2 Monitoring stakeholder engagementWP7: Dissemination and impact Leader: TQC. 7.1 Development of the Dissemination plan7.2 Production of dissemination materials: logo of the project, newsletters, project brochure, facebook page, website7.2 Coordination of the dissemination activities promoted by all partners in their own Country.7.3 Evaluation the impact of the dissemination actions<< Results >>The three intellectual output included in the project are:1. G&PS EDU - a series of theatrically guided tours with “guiding actors” which will explain and demonstrate sustainable trends and solutions of urban areasIn particular G&PS EDU is a package of five interactive and participatory green and sustainable paths in each of the following cities involved: Koge in Denmark, Berlin in Germany, Alicante in Spain, Nicosia in Cyprus, Potenza and Brindisi in Italy with the aim of promoting environmental education with the tool of new figures who are responsible for enhancing the environmental awareness and knowledge and making it more accessible to citizens and tourists, including through digital tools.2.G&PS HUB - Online Tour and Learning Hub with research material on the contents produced inside the project (to enhance the experience before and even after the events)G&PS HUB is a central digital hub, designed in order to contain all the materials produced in the project, facilitate the communication of the project team. The platform will also contain online access to the identified educational green and sustainable paths and have a strong level of interactivity with the Mobile Apps.3. G&PS A/VR - A mobile apps with augmented reality for mobile supports, connected to an corresponding map/game to use the real-time created contents and guide the audience through the discovery of the imagined path with video-animationThe augmented reality app works both autonomously and complementary to the other clever products planned, with the aim of making the contents created by the project accessible in real time in the selected locations. The app will be designed for Ios and Android systems and its operation will be integrated with a paper guide. The app is designed to integrate the traditional use of the paper guide with new digital media. In addition to the use of the classic paper support, equipped with city maps, short introductory captions and illustrations for each of the points of interest identified, you can try the experience of augmented reality: the pages, viewed through the smartphone or tablet, will come alive thanks to multimedia content. The multimedia contents will create a live experience of an interactive didactic game, which, through the animated narration (video-animation) of the chosen character (or linked to the some of the solutions) of each of the cities examined, will lead the visitor to orient himself among the points of interest identified and through a series of skill tests, puzzles to solve and quizzes, and to learn about the places of sustainable innovation and green trends. The App and the paper guide, have also been imagined as complementary tools to the functioning of the educational tours. They will help the visitor to orient himself between thestages and interact with the ""guides"", integrating artistic performances, with the use of digital technologies. With these products G&PS wants to equip learners with a new generation of educational tools according to playful-participative learning methodologies."

It is a well - known fact that the waste generation rates of organic, non-organic and human-produced waste are continuously rising. This is due to the fast rate of population growth and urban development that generate consequences proved by statistics which show that every 500 million people living in European Union produce about 500 kilos of household rubbish annually. Consequently, the management and disposal process of such a large amount of waste will result in serious environmental effects. Landfills are running out of space and this method may pose health risks by polluting the soil, water and air while disposal of waste through incineration method may release toxic pollutant emissions into the atmosphere. EU member states have adopted a series of waste management policies with the aim to reduce environmental and health impact of waste and improve efficiency of EU’s resources. We, the five partner schools, have set up this partnership to increase awareness and produce positive changes in young people’s attitudes through a series of activities that call for active engagement and citizenship.Thus, we strongly believe that with the support of this Erasmus+ project, today’s students will grow into responsible adult citizens who will tackle the issue of waste management and become knowledgeable about real life concepts of environmental stewardship.OBJECTIVES01-to enhance active participation and citizenship amongst group of participants02-to raise students’ environmental awareness in regard to current global issues03-to foster transferability of waste management and pedagogical practices to generate positive changes04-to implement personalized waste management schemes in partner schools05-to enhance intercultural awareness, tolerance and respect for cultural diversity06-to engage participants in activities that relate to creativity, critical thinking and team work skillsACTIVITIESC1 Waste management policies in effect in partner countriesC2 Reduce today for a better tomorrow C3 Reuse today for a better tomorrowC4 Recycle & Recreate for a better tomorrowC5 Feasible home and school-based waste management strategiesWe will apply the following methodology: analysis report of present waste management policies and situations in partner countries, local and international activities with concrete solutions to reduce waste, creation of a comprehensive waste management guide to be applied at home and in schools.PARTICIPANTSThe direct beneficiaries in the project will be students aged 16-18, approximately 500students at partnership level. Participants will form the active group in the project and be organized in Eco Patrols to work on project tasks. The patrols will focus on specific tasks which students can join according to interest, skills, capacity to achieve them. They will be coordinated and supported by teachers in project team, who will supervise their activity and ensure the materials and activities are qualitative and produce the expected results. The project team of teachers in each school will consist of minimum 5 teachers who teach subjects related to project topics (English, Geography, Art, etc) but also teachers with experience in implementing school projects on similar topics.Other students and school staff in partner schools and outside the school, students’ families, members in the local and wider community, stakeholders will benefit from project results, products through dissemination, spread of results, activities and events.RESULTSIntangible results: knowledge, skills, attitudes, increased environmental consciousness, enhanced active engagement and citizenship, good practice exchange. Tangible results include: evaluation forms, topic presentations and reports, digital magazine, students’ diaries, campaigns, surveys, newsletter, leaflets, DIY project brochure, posters, waste management guide, project logo, website, twin space and social media page, magnets, items made of recyclable and reused materials and objects.IMPACT AND BENEFITSThe project will equip participants with the knowledge to apply effective waste management strategies to reduce their carbon footprint and actively contribute to environmental preservation schemes.These will be reflected in the range of concrete activities organized at school level, in their communities.They will be inspiring models for peers and the project will generate further multiplied positive results with future generations of students due to project sustainability plan.Teachers will develop their pedagogical portfolio and increase capacity to devise personalized engaging activities to suit their students’ profile and teach them lifelong skills. School staff will be equipped with project management skills to extend their partners network and set up future international cooperation projects. The project will stimulate participants to act as global multipliers in the education field in their own organisation, at regional and European level.

Lifelong learning is an important and useful activity at every stage of life. This is especially true when someone’s life is changed or stuck in their living conditions, and needs further skills to develop their various competences. This project indirectly targets adults who have been forced out of the labour market due to some external factors, need to change their lives for the further successes, gain new knowledge, find new jobs, and seek new opportunities. Our direct target group is educators, trainers, coaches and adult training professionals who deal with or want to deal with troubled adults who need help, are familiar with their problems and are open to accommodating and applying new solutions.Our two-year collaboration involves the participation of five countries of the European Union, involving adult training organizations with extensive experience in developing the target groups and using methods that have been used to address the basic problem of the project. Our basic goal is to create an intellectual output that combines international experiences that will be useful for adult training in all EU countries and to promote individual mobility within the EU and the free movement of qualified workforce. The intellectual outputs of the project seek innovative solutions to tackle the problems of adults stranded outside the labour force. Uniquely, we want to encourage the acquisition of basic life skills competences for new challenges, and new working environments, with a focus on financial literacy related to successful life. Primary intellectual output is a methodological collection based on the online platform, which is primarily intended for experts dealing with the indirect target group (outside the labour force adults). The purpose of this collection is to create a new, practice-oriented and userfriendly handbook that includes adult training methods that respond to new challenges and practical implementation exercises. Professional material encompasses the widest possible content, through basic household, social and welfare knowledge, and savings to sustainable lifestyles and future planning issues. The secondary intellectual output is responsible for ensuring the utility of the established methodological collection. In this intellectual output, we create exercise books and practical task collection, which - in practice - support the usability and efficiency of the established methodology. During the planned multiplication events, each partner country will test the primary intellectual output at local level, and the materials of these tests will be the content of the second developed intellectual output. Our primary goal is to seriously support the sustainability of the main output of two years of international cooperation by creating serious practical materials that are not only for introduction of the new methodology, but also for facilitating its use and adaptation. During the project, we are planning to organize mobilities in all participating countries in which the adult training experts of the organizations involved in the cooperation - basically based on experience-based 'trainers' trainings' - will promote the correct implementation of the primary intellectual output. During these times, the participating professionals train each other, will have brainstorming and workshops on the content of the various chapters, and coordinate the results of the creative processes between the mobilities. The need for planned development - based on the figures and statistics - is almost unambiguous. The former professional work of the partners involved is a guarantee of the creation of innovative intellectual outputs. We believe that our international cooperation serving the development of adult education at European level. Our activity is a niche substitute since it is a fact that within the field of adult education there have been few improvements to target the adults less concerned by the socialnetwork and no longer really achievable for the education system too.

"After the first QUAL4T project, that focused on quality awareness by individual teachers, it deemed only a small step to a follow-up project named: Further Quality Improvement in European VET, guiding teacher Teams in their strategic planning (QUAL4T2). In QUAL4T2 the project partners aimed to contribute directly to the improvement of outcomes of quality systems in Europe's institutes, by investing in teachers’ professionalization to develop more effectiveness and involvement of teachers/trainers in the quality strategic planning. After evaluation and analyses, as a follow up teams need to set aims and plan actions for further improvement. In the 0-questionnaire teachers stated that they feel they don’t have enough knowledge and tools to write a good year plan, and that often they daubt if they are performing the right actions for the aimed improvement or change. So the project partners started to develop products fitting with the needs of the teacher teams!Quality guide and toolkit for teamsThe guide and tools were first developed in a pilot version, so that they could be tested and improved. After the pilot in the five partner organisations we could conclude that the Quality tools and the guide that we tested, inluenced both the teamculture as the efficiency of the team plan in a positive way! Nevertheless, the partners from Netherlands, Spain, Denmark and Italy asked the teams once more for feedback, and guide and tools have been improved for the final version. The Greek partner desided as an extra to test a number of tools as well, delivering extra input for the final versions. The transnational pilot report gathered all the outcomes of the pilots per partner, and also overall outcomes. SWOT analyses have been included in all partner chapters. The themes for the Qality tools are: A - Working on a quality culture for teams, B - Tools for an effective team year-plan and C - Team plan models. Tools from these theme's are for instance: Lighthouse, Feedback giving, Route to a team plan and Risk analysing. All tools have been published in Word-documents, so that teacher teams have the option to adapt the tools to their own situation.Story book This good practice guide is built up as a story book. In this book, readers travel through five Vocational Education and Training organisations in five European countries (NL, ES, EL, DK and IT) and enjoy the stories gained from teacher teams. Readers learn about the frustrations when something did not go as well expected… Share the euphoria when a success was reached… Enjoy these precious stories in which teams really move forward to further excellence in Vocational Education and Training! The Story Book includes many pictures of teams in action. It provides easy to read experiences, and may help other teams in Europe in their travel towards a good team plan.Training programmeFinally a five day transnational training programme took place in Rome, for a mixed group of partners' staff, thus preparing the participants to be ambassadors for the project after the project ends. All participants in the training event found the project results very relevant for their work. Some were less experienced and they were very happy with the training. Even the more experienced mentioned that they found very useful the exchange and they learned about new tools to implement in their quality assurance system. Based on the revised training, a program was developed that is available online for all EU schools or training centres. Like all the final products the training program options have been published on the website www.qual4t-project.org free for use. But also through the EACEA disseminiation platform, European schoolgateway and websites as EQAVET and EfVET the project products can be found.EvaluationThe project meetings and the project process and products were all evaluated with the aim to further improve after reflection of the previous period. One partner testimonial in the latest evaluation: ""In this final semester of the project it is possible to reflect on the reactions of the target group. It is difficult to score the Quality guide, as this guide is integrated in the explanation of the three themes of the Qualty tools. The tools are the real documents that teams use, and with the explanation of the guide the combination is very effective. This is the same for the Story Book, being a red line in workshops, integrating tools where needed, depending on the target groups. In the end, we always return to the office empty handed, while we took extra hard copies with us to workshops… ImpactIn all partner organisations a sustainable impact has shown. Besided this, also expected impact is shown on national level. The seven Multiplier Events prommiss good mainstreaming after the project life time and a new transnational training has been planned for 2020! Altogether QUAL4T2 project helped to make VET a bit more attractive!"

"Social integration of refuees is a complex and gradual process with legal, economic, social and cultural dimensions. It imposes demands on the receiving society. Refugees are often presented as vulnerable, poor, benefit-dependent and a potential social and economic threat to the receiving society. This affect how local communities receive refugees and makes their social inclusion into the receiving country very difficult.At this point, the governments may take actions, implement policies or develop mentorship programmes but the real voice of refugees can only be heard in the streets, schools. In this gradual process, the young members of the society should definitely take roles to welcome newcomers to the community. Before they are exposed to the flood of news, biased remarks of the media and politicians, they should form their own opinion, have a deep insight to the refugees, and focus on the humanitarian side of refugees and how to make the community they live together better.In this Project, as the young members of the societies of hosting nations, firstly, we focused on listening the voice of refugees, developing an empaty, making a reflection of each nations attitudes to refugees and show a reaction by writing, illustrating and designing children stories about refugees as the first step. To reach this aim, we will integrate many disciplines to the Project process including foreign language competence, art/literature competence, writing competence in both mother tongue and in foreign language. The participant students will engage in many meaningful activities to reach the final outcome of the Project, such as making interviews with refugee peers to decide the topic of their books,joining a number of seminars by the experts such as a children’s book author, illustrator and bibliotherapist.As the 2nd step of the Project, the students will colloborate with a Turkish primary school to see if their story book will have an effect on the perceptions of the primary sch students. They will conduct a pre test to define the kids perceptions of the “concept of refugees”. After the reading sessions, a post test will be conducted and they will analyse tha data gathered from both tests. Thus, the participant schools will have produced an academic poster at the end of the Project.While carrying out this project, 5 partners will work together, involving Turkey, Italy,Romania, Denmark and Portugal.Italy worked on an etwinning project called ""Stories to be Told"" which can be seen as the first step of this project in 2017-2018 years. The project was awarded with 4 national and a European label and was among the first 200 projects in Turkey and also given""a special category award"" in Romania. Portugal and Denmark are added to enrich the activities and disseminate the books throughout Europe.Also, according to the statistics of UNCHR Turkey hosted the largest number of refugees worldwide, with 2.9 million people, while the rest of the European countries hosted 2.3 million refugees. So, healthy integration of refugees is a key issue in Turkey. With the implications of this e twinning project, the partners agree to take a step forward and enhance the number of stories and work in mixed groups rather than work in schools. Adding a primary school to the Project is a crucial when the evaluation of final outcome is considered. Improvement the perception of kids is one the main aim of this project. Short term exchange of pupils will be in Romania, Portugal and Italy and there will be 2 short term exchange of teachers, kick off meeting in Turkey and final meeting in Denmark.At 1st LTT of pupils, the students will write children's stories about the difficulties that the refugges experienced; 2nd LTT will be drawing session for pupils. They will put their art skills into practice and illustrate the stories and at the last pupils' LTT they will make the graphic design of the books. The results can be divided into two categories; CONCRETE RESULTS which includes high level use of e-twinning portal, Project logo, slogan, leaflets and blogpage, Project corners, story book, Efficacy questionnaires, seminars given by experts, and an action research article/ posters; ABSTRACT RESULTS are conscious members of society about the refugees, an awareness on the difficulties experienced by the refugees, increased cooperation and international experience, high tolerance towards diversity and deep understanding of the concept of being a refugee."