Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

"Adult learning opportunities are essential to ensure economic and social progress, as well as personal fulfilment of individuals. The EU Strategic Framework for Cooperation in Education & Training highlights the crucial contribution of adult education and training to competitiveness, employability and social inclusion. In this context Strategic partnership project ’’Multi-purpose center for adult education in clean environment – ECO-Center” (Erasmus+ programme) proposes approach for combating adult unemployment in Europe having currently threatening dimensions. Recent development of ecology sector created employment opportunities and increasing needs of education as well. The vast expansion of economic activity is the main reason of the environmental decline and imposes negative effect on the global ecological situation. In this context, the objectives pursued by the project – ECO-Center are to:- incorporate principles of adult education in the planning and development of programs/courses that meet organizational and adult learners’ needs- design and deliver adult learning experiences that address learners’ needs through the integration of adult learning philosophy and principles into practice- promote education, monitor and evaluate program effectiveness and use the data for program improvement, technical assistance for organization of mobility process, capacity building and accountability- apply EQF and ECVET validation instruments to facilitate recognition of skills and competences adopted at national level via adult education- facilitate public understanding, information exchange, demonstration of professionalism and promotion the philosophy, goals and objectives of adult education.The ECO-Center consortium is formed on the basis of shared understanding and consideration of the need for provision of adult education of learning providers and a training program in clean environment. It unifies 5 partners from 4 countries – Bulgaria (P1 – P2), Cyprus (P3), Germany (P4) and Turkey (P5) and comprises 2 Universities (P1, P5), a R & D Center (P2), a research institute (P4) and a SME (P3).The Project is structured in 5 phases that comprise ordered work in terms of activities performance and technical, human and financial resources implication.Preparation: establishment of project multi-purpose ECO-Center for adult learning providers’ education & training and constitution of its operational departments. Implementation: working out of a scheme for e-learning of adult learning providers in clean environment.Follow up: results evaluation, appraisal, and verification.Dissemination & use: performance of dissemination activities assigned to involve short- and long-term beneficiaries and to cover overall project work.Closure: final project and post-project life activities to sustain its achievements and make them transferable to wider audience.The methodology used in carrying out the project activities comprises application of good managerial practice and includes:- proper budget control to avoid financial conflicts and ensure contractual obligations minding;- time management of project activities: distribution of project tasks by time intervals, type of activity and partner(s) responsible;- monitoring and evaluation the quality of the projects activities and results;- performance of regular quality checks and applying of quantitative and qualitative indicators of achievement;- elaboration and application of a multilevel contingency plan for risk handling.The ECO-Center results include:- ECO-Center concept development and need analysis;- Design, creation and operation of e-based platform for project implementation;- Establishment and functioning of a model for organization and operation of education process in clean environment based on improved accessibility;- Generation of a database of training courses in accordance with the project scheme: academic, work-oriented and enrichment; implementation of a training road-map;- Creation of a concept for organization and caring out the evaluation, appraisal, and verification of project results and their sharing;- Performance of evaluation events, workshops, webinar, bilateral meetings for sharing and dissemination of project results;- Preparation and issue of booklet ""ECO-Center achievements and prospects: towards sustainability"".The impact of ECO-Center project is realized among core players and wide audience at national/EU level. Project achievements contribute to the implementation of the concept for the major role that adult learning can play to improve workers' ability to adapt to changes in the labor market and society. The project exploits new approach for assisting those affected by unemployment, restructuring and career transitions, job seekers, and newly recruited, promotes their social inclusion, active citizenship and personal development, and shows new prospects for qualification adoption."

"The future challenges and possible environmentally related competitive advantages are linked to the two generic technologies - Biotechnology and ICT. They are reducing and preventing the negative impacts of humans technology on environment and health, and ensure the potential of future sustainable development. In this context discussions about the environmental aspects of biotechnology and ICT and how they are shaped in interaction with HE trends is performed. This is also important as ICT technology is seriously embedded into many new biotechnological processes, products, etc. This outlined the project objectives to develop HE prospects for integrated environmental and innovation training in relation to interaction of biotechnology and digital technology areas. The objectives pursued and the innovative education offered will be focused on target groups in the following directions:- to define the applications of digital technologies in biotechnology- to create, using ICT, a virtual space and educational content, enriched with visual elements and simulations- to apply EQF/NQF/HE principles for qualification development ensuring technical competence and skills of target groups- to show the innovative character of digital technologies and their effect on green industryThe project partnership is created with understanding for the HEs needs to shift educational policy from “knowledge” to “competence” and for introduction of LOs and ECTS within the Biotechnology & ICT education for green technologies development. It unifies EU partners from BG, GR, DE, IT, FR and comprises three HEIs, two SMEs with core activity in fostering quality standards in educational and Biotech management, and two R&D Centers having core expertise in implementation of sustainable scientific, educational and social practices.The project methodology is based on System Development Life Cycle concept, which divides the project lifetime into four Phases and seven Tasks/Activities: Arrangement of project management & administration; Project start up; Methodological framework & work plan; Intellectual Outputs production; Approbation of project deliverables; Performance of Dissemination & Use; Assurance of durable effect of project.During the project life cycle the following results will be developed:I) A comprehensive digital educational platform comprising Intellectual Outputs in the frame of Biotechnology and ICT, designed as LOs:O1: The Drivers of Digital technology and ICT in HE: A Case Study, examining the contribution of contemporary learning technologies to the institutional modernization.O2: Open Content Platform, an innovative tool using blended learning approach for a self-paced, free source of online education in the field of ICT for green Biotechnology.O3: Learning Area & Reference Model which will be focused on the development of the training programme and formulation of LOs/BLPs.O4: Guide ""Teaching and learning in HE"" designed for academic professionals and offering both the essentials of effective HE teaching and guidelines how to use the project web platform.O5: Students Smart Kit elaborated for BSc/MSc students and describing strategies for effective learning and the opportunities in the project.O6: Science for Educational Resources comprising latest innovations in the field of ICT for green Biotechnology and encompassing case studies, presentations, videos, visualizations, 3D-educational images, etc.The programme will be realized through actions assigning the following results:II) Results for project management & administration: derived during project conceptual design; complementing the Intellectual Outputs; processing multiplier events; assisting training programme piloting; related to project D linked with Digit-BioTech sustainability provision.III) Results dedicated on the MEs performance and popularization of all project deliverables.IV) Results related with the organisation of TPMs.The expected impact of Digit-BioTech project is directly connected with the innovative achievements anticipated by it. The generic innovations that outline prospects for durable impact are focused on:- Development of innovative training materials and practical teaching and guidance tools oriented towards project targets- LO-based educational approach - offered in a blended mode and contributing to introduction of a training approach leading towards qualification- Amalgamation of a virtual space and educational content thus implementing digital strategies in HE trainingThe potential of long-term benefits from the Digit-BioTech project is grounded on the envisaged possibilities for:- Implementation of project outputs into national educational systems at formal institutions and in-company training departments- Capacity development of HEIs to support and build up employability- Mobilizing science and technology and foster capacity for innovation- Improving the social, economic, and environmental sustainability."

The EU strategy for sustainable growth and jobs “Europe 2020” puts innovations and green growth at the heart of the blueprint of competitiveness. It points out as major goal the formation of common labour market by growing up of new creative class of “knowledge workers”. An economical sector having high potential for realization of this policy is forestry. There is an increasing demand in the field of European forestry for a „paradigm shift“: more and more experts are looking for a new type of forestry – not only ecological, but also economically sustainable. The change to a so-called „permanent forestry“ would also give rise a strong challenge for the educational system of the European forestry. In this context the Strategic Partnership project ‘Training in Sustainable Forestry – STRATFOR’ contributes to this process offering new type of learning, mediating the shift from “knowledge” to “competence” through a system based on Learning Outcomes (LOs) and competences. STRATFOR is developed in compliance with the objective of Erasmus+ program guide: “Develop, test, adapt and adopt/implement innovative practices relating to: re-/definition of competence standards according to learning outcomes; adaptation or development of VET curricula and courses accordingly, also of accompanying learning material and tools”, and is focused on the following main objectives:• to build-up of learning program, organized as competences needed for the direct target groups;• to introduce EQF principles and arrange flexible and transferable LOs achievable in all VET forms.• to design LOs’ building blocks (knowledge, skills, competence) and set up Certification Units.• to offer knowledge in Sustainable Forestry and establish a common algorithm for LOs transferability through ECVET application.• to dissemination and use the obtained results/outcomes.The STRATFOR consortium is structured on the basis of mutual cooperation and shared understanding the need for provision of green jobs promoting competence-based blended learning program in sustainable forestry. It unifies 7 partners from 5 countries – Germany (AO and PO2) Bulgaria (P03, PO4), Italy (P05), Romania (PO6), Slovakia (PO7) and comprises 1 European NGO, 3 R & D Institutes/Centers, 2 Universities and 1 SME.The Project is structured in 5 phases that comprise structured activities performance with relevant support by technical, human and financial resources.Commencement: definition of project rationale and specific objectives, determination of targets’ needs and core elements for fulfillment of project innovative concept and goals, planning of consortium collaboration and cooperation.Preparation: establishment of project management structure, shaping the concept for development of b-learning in sustainable forestry.Implementation: definition and use of the work methodology for preparation of the main deliverables.Follow up: tracking the project impact and performance of project dissemination & use work Sustainability: final project and post-project activities to sustain its achievements and make them transferable to wider audience.The organization applied in STRATFOR development is based on Project Lifecycle Methodology. It comprises performance of set of activities needed to define, optimize, monitor and integrate project development. This approach enables project roles and responsibilities to be properly assigned and the methods and tools for estimating, scheduling, monitoring and control to be correctly related to the overall project ruling.The STRATFOR anticipated results include:- STRATFOR User-centered design for definition of common competence standards based on learning outcomes and their approbation through VET courses development- STRATFOR e-framework to guarantee the establishment of b-learning in sustainable forestry- STRATFOR catalogue of target qualifications adequate to project targets’ occupations to satisfy “new skills for new jobs” strategy- STRATFOR competence-based blended learning with interactive environment of operation- Units of Learning Outcomes-based model in sustainable forestry, structured on the basis of the learning content and b-learning approaches- Tutorials for trainees and training providers for using the competence-based b-learning - User guide for ECVET in STRATFOR for application of ECVET in project competence-based b-learning.The expected impact of ECO-Center project will be realized among core players and wide audience at national/EU level. Project achievements will contribute to the exchange of experiences, transfer of knowledge and skills, increase of competence, mastering the use of e-learning platform, creating e-courses, and exploiting web resources. The project exploits new approach for launching transferable qualification matrix designed in accordance with EQF/NQFs to be implemented in formal/ non formal VET. This will enhance innovative competencies in forestry and will prompt business opportunities in the sector

The global emergency of COVID 19 pandemic requires a response through science and technology means, wherein nanotechnology approaches may contribute with advanced solutions. They can address the many clinical and healthcare challenges that have arisen from the coronavirus activity, the fight against the disease, and the ongoing mitigation strategies. The COVID 19 crisis has accelerated as well the need to digitally transform education and training systems. In Higher Education (HE), there is a need for strengthening the capacity to provide high quality, inclusive digital education and to realize an immediate impact of the new knowledge for combating the coronavirus pandemic. To address these needs, the project “Digital University Aula in Nanotechnology education to fight COVID 19 – Nano-Code” will develop an innovative educational programme, based on ICT and EQF/NQFs/HE strategic system for organization of an education process. It will improve the professional performance of HE tutors/graduates and encourage implementation of relevant quality standards in nanotech area. The objectives pursued by the project are:- To study the peculiarities of specific resources and define the applications of digital technologies in teaching/learning nanotechnology.- To create a virtual space (Digital University Aula) and educational content that offer individual solutions adapted to challenges and real situations at local level.- To apply EQF/NQF/HE principles for competence development of the target groups.- To show the innovative character of nanotechnology and its impact on COVID 19 combating through digital education.Nano-Code project consortium is created on the basis of mutual agreement and understanding for the HE needs to shift educational policy from traditional to digital environment and tools, operating through EQF/NQFs/ECTS instruments. It unifies 6 partners from 4 countries: Bulgaria (P1–P3), Germany (P4), Greece (P5) and Turkey (P6) and comprises 2 Universities (P1, P6), 2 R&D Centers (P2, P4), 1 NGO (P5), and 1 SME (P3). The project is structured in 4 phases comprising ordered work in terms of Activities (A) performance and technical, human and financial resources involvement.Ph1. Preparation (A1–2): Managerial and administrative arrangements and project commencement;Ph2. Implementation (A3–4): Methodology and work plan issue; Intellectual Outputs elaboration;Ph3. Follow-up (A5–6): Results evaluation, appraisal and verification; Dissemination & Use performance;Ph4. Sustainability (A7): Sustainability and impact: post-project sustainable actions organization.The methodology to be used in the project activities involves application of good managerial practice and methods for:- Administration: distribution of project tasks by time, type of activity and partners- Quality management: launch of objectives and processes required to deliver the desired results- Implementation: processes used to complete the work defined in the management plan- Monitoring & evaluation: managing and tracking the project activities- Dissemination & use (D&U): studying and evaluation of the project’s influence potential on target groups/sectors/users- Financial control: documentation and reporting to avoid financial conflicts and violations of contractual obligations. Nano-Code results will be elaborated in compliance with project development and will be defined by the outflow of the project phases:Ph1: Quality Management Plan, Project Communication Plan, D&U Plan and relevant supporting tools.Ph2: Intellectual Outputs O1: Nano-Code Digital University Aula design and establishment; O2: Digital competence concept: mapping advanced digital skills and knowledge; O3: Nano-Code innovative model for digital higher education; O4: Nano-Code digitally enhanced curriculum; O5: Fast Digital Organizer for teaching/learning on demand of HE tutors/graduates.Ph3: Follow-up & sustainability: Internal/external project assessment; Multiplier Events (E1–E6) performance.D&U and impact provision: dissemination checklist; publication of D&U materials.The envisaged Nano-Code impact will be realized among core players and wide audience at national/EU level. The innovative digitally enhanced curriculum in “Nanotechnology to fight COVID 19” creates prospects for targets-focused impact. Its structuring and operation within the established Digital University Aula through a Learning Outcomes-based model will contribute to the introduction of a competence-grounded approach to teaching/learning and assessment. The project will develop innovative educational materials and address a theme of particular EC interest: Nanotechnology vs. COVID 19. Potential longer term benefits are anticipated through implementation of project outputs into national HE systems and in-company training units; promotion of HEIs capacity to support and build up employability; mobilizing education, science and technology to realize positive effect in COVID 19 combat.