"<< Objectives >>To reduce the social exclusion of various groups of adults by involving in educational activities, to promote continuous learning and improvement. We can achieve this through objekctives: development of opportunities for low-skilled adults promotion of creative powers and more active involvement in the society-cultural life by implementing educational programs partnerships and cooperation between adult educators of different types of organizations at the local and international level<< Implementation >>The objectives of the program will be achieved through planned activities and developed products:•During „Creative laboratories: developing personal competencies (IPC) and inclusion through ethnocultural education (ITEE)“ developed products. •Pilot trainings for both programs•Creative workshops for project partner teams, adult educators and learners ""Green Ethnoculture""The project objectives and expected results directly respond to the selected general and specific priorities<< Results >>The activities of the project aim at impacting several beneficiaries. Three main categories, which will affect the overall impact of the project results: -partners involved in the project: benefit in terms of cooperation, project management and sharing experiences and knowledge.-the main target group of the project and consist of the broad adult education community including adult educators and adult learners and specifically local populations of the partner countries. -society at large."

CONTEXT AND BACKGROUND The observatory report published in December 2018 by SCIENTIX, the community for science education in Europe, revealed that the most popular pedagogical approach among STEM subject teachers remains traditional direct instruction. The application of new methods can be a challenge to many teachers. Even if they are motivated to adopt student-centered teaching strategies such as Problem- and Project-Based learning (PBL) and Inquiry-Based Science Education (IBSE), lack of knowledge, skills and tools hinders their implementation. Our project addresses this problem, at the same time responding to the needs of pupils to receive engaging and motivating technological experiences at school.TARGET GROUPSProject’s activities and results will be aimed at teachers who are motivated to improve their skills and introduce new learning possibilities for their pupils. Partners’ efforts will also be directed at elementary and secondary pupils, as the end users and beneficiaries of the project’s intellectual outcomes.PARTNERSHIPThe partnership comprises of 5 organisations from 3 countries, representing formal and non-formal education sectors. The project is to be carried out internationally to ensure that the produced intellectual output matches different educational systems, teacher experience levels and STEAM education practices.OBJECTIVESThe Consortium has set a goal to stimulate the mindset of an inventor among pupils and to develop teachers’ confidences in delivering STEAM activities by offering an innovative Think Inside The Box methodology to respond to the lack of interest and skill level in science, technology, engineering, arts and mathematics. The objectives of the project are to:1.Develop a methodology toolkit Think Inside The Box for a practical technological event where pupils learn, build, program and innovate with the guidance of their teachers. 2.Provide competence development for teachers, as key actors in the implementation and sustainability of STEAM education in partner organisations and local/regional schools. 3.Engage elementary and secondary pupils in exciting technological activities in their school. 4.Disseminate the project’s intellectual outputs across general and other educational sectors in and outside of partner countries. METHODOLOGY The methodology will focus on a technological event that aims at raising pupils’ skills and interest in technologies. Teams of pupils will create models of Rube Goldberg machine inside a given box, building and programming with their preferred tools. PBL, IBSE, Engineering and other innovative methods will be implemented to increase student engagement and motivation.ACTIVITIES-Development of Think Inside The Box methodology, including training material, practical tasks, open project requirements, methodological guidelines and recommendations for teachers. -Delivering training for teachers from partner and non-partner organisations. -Testing the methodology with target group learners at partner organisations and associated schools. -Implementation of a product quality and skill development survey to collect feedback from the testing activities for the upgrade of the methodology.-Presentation of the project’s results at local, regional, national and European levels.RESULTSThe activities will lead to the following results: -A concise Think Inside The Box methodological toolkit for teachers to implement maker activities. -Research report about the development of skills and interests of target group pupils and teachers. -At least 20 teachers and 300 target group pupils involved in methodology testing activities at partner organisations.-At least 50 teachers and 500 target group pupils from non-partner organisations involved in methodology testing activities. -At least 90 learners, educators, policy makers, industry representatives involved in multiplier events in 3 partner countries. IMPACT AND SUSTAINABILITYTarget group teachers will enhance skills related to technological tools and implementation of relevant STEAM methods. They will build self-confidence in delivering innovative STEAM activities. Target group pupils will develop 21st century skills such as critical thinking, problem solving, creativity, artistry, curiosity, imagination, innovation, planning, initiative, and others. All partners will strengthen their role as teacher training institutions and channels of good practice dissemination. The project will provide the opportunity to implement similar events for the education community at local, regional, national and European levels.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action. The European Commission has identified problem solving, and the ability to solve problems and work collaboratively as a main indicator of the transversal skills to be acquired as part of the key competences. It is the view of the “SUPport of Problem-solving mentality in lifelOng leaRning for Trainers” SUPPORT consortium that adult learning consists of a an everlasting process of problem-posing and problem-solving, especially in the case of dealing with persons with low level of skills or qualifications where the learning environment is not only challenged by the knowledge to be acquired but has to deal with a variety of existing preconceptions, social exclusion, stereotypes, language barriers, cultural limitations and others. By supporting the trainers in what we call “problem-solving” situations, with multiple tools and methods as well as valuable background information and scenarios, the project aims to enforce in an antihierarchical way inclusion, retention and outreach in the adult learning environment in order to maximise the positive effect for the direct and indirect target group. SUPPORT will provide trainers with an online platform with useful tools and methods and an open discussion forum that will extend the trainers’ competences and professionalize their work. The SUPPORT project will also develop a “near-peer” methodological framework for learners in order to promote their active participation, on equal terms with the tutor, and foster their motivation. More specifically the objectives of SUPPORT, considering as well the specific objectives of the Erasmus+ Programme in the field of education and training, will be as follows:1. Support and extend the competencies of educators and trainers in tackling challenges and solving problems2. Improve the level of key competences and skills of learners in dealing with challenging environments3. Promote the emergence and raise awareness of a European lifelong learning area designed to complement policy reforms at national level and to support the modernisation of education and training systems through concrete policy recommendations and the dissemination of good practices4. Increase awareness on the importance of inclusive and collaborative education The most important activities of SUPPORT consist of the development of 4 intellectual outputs, 2 local events and a final project conference. It is expected that approximately 160 trainers, professionals and learners as well as policy makers and interested stakeholders will attend the multiplier events and final conference. The multiplier events will have as their main objective the acquisition of constructive feedback from multiple stakeholders in order for the optimal development of the outputs. The project aims, along its duration and upon its completion, to have, namely, the following results:1. It will support and extend the competencies of educators and trainers in tackling challenges and solving problems. Through facilitating communication between them through the available forum of the SUPPORT platform, their access to a clearly user-friendly environment providing tools and methods for the organisation and planning of their needs, and the supporting them find a way to reach a concise, inclusive and stimulating learning environment thriving for outreach.2. It will produce a concise methodological framework ready to use with trainers and adult learners, as identified.3. It will increase the quality of adult education provision, with a strong drive towards policy reform through the recommendations policy paper developed.4. It will map the current situation in lifelong learning organisations, by adult educators and adult learning on problem-resolution, problem-posing and how the above affect the impact of training.5. It will support the overall effort for participation and retention of adult learners. The SUPPORT Project is expected to have a visible and sustainable impact to organisations, trainers and trainees with low level basic skills and qualifications, that will be directly and indirectly involved in the project processes and consequently to the community as a whole. The project has an extent consortium active through the whole spectrum of adult education provision and advocacy, VET, formal, non-formal and informal education. In this way the project has a strong European added value since it addresses the importance of sustainable, problem-solving, inclusive and collaborative education through outreach and cooperation as the centre of its actions. Specifically SUPPORT will target adult educators, experts and professionals working in formal, non-formal and informal structures, learners with low level basic skills and/or qualifications, as well as Policy makers concerned with education and lifelong learning.

•Bullying , a type of peer agression, which is frequently seen in almost every school in all over world in recent years not only has a feature that disrupts peace in school by reducing the quality of education but also prevents children and young people’s development by disturbing their mental and phsical health is a serious danger that threatens the future of society.•Bullying emerges as a phonemanen which is seen but can not be named, which can not assess whether it is a problem. Bullying is an issue that causes difficulties in the resolution process and can not be seen as a serious problem. Because of this obscurity, bullying is today's most challenging problems. According to the studies in school, bullying behaviors can be seen as physical, verbal, exclusion from a group, spreading rumors, taking their belongings by threatening. Bullying emerges as one of the obstacles to creating a positive school climate. Bullying prevents school attendance, causes child/teen to live mental problems. It hinders child / teen to plan for their future.•In our country and in the world, there is information how to copy with bullies and bullying, but this is inadequate in today's conditions.•This project aimes to increase teachers awareness about bullying experienced in schools.•By preparing materials for raising awareness and by sharing knowledge / skills teachers are aimed to minimize risks that their students of the future will be faced in the future, make students plan their future, make them develop their skills to deal with bullying. So a positive school environment will be created.•7 European education institutions from 6 countries in Spain, Italy, Lithuania, Czech Republic, Portugal and Turkey(2 institutions); at least 60 teachers in project teams of all partner. It is expected to be working or studying in educational institutions, to be interested in the project, to be volunteered and willing to work on the project, to be open to communication, to use technology effectively and to be willingness for development.•Description of activities: 1. preparation: to establish a healthy and active communication network and create project teams, create website, etwinning and social network profile and prepare presentations about meetings and training activities.2. implementation: to contniue a healthy and active communication network, work with project teams during two years, prepare questionnaire on bullying, logo, poster, brochure, ebook, organize seminars, contact with local, national press, make presentatitons about meetings and training activities.•Methodology: All work will be done by creating teams and will be carried out regularly according to the timetable of the project. The participants will work actively, ICT technologies will be used frequently. Mutual information exchange will be set up between the partners. A positive working environment is expected during the project. The project will be systematically conducted by the coordinator in accordance with the plan prepared together with all partners. All partners will carry out the project work with the leadership of the coordinator.At the beginning of the project a questionnaire will be applied, the same questionnaire will be applied at the end of the project again and the results will be compared. The results of all project objectives will be shown qualitatively and quantitatively.•Results and Impact: Results and Impact: Through the project activities; the participants will be able to acquire awareness of bullying, learn about methods of coping with bullying, support a quicker resolution of the crisis situation with project applications, implement new techniques and methods in bringing positive behavior, develop and strengthen personal and social skills in cooperation. In these terms the motivation of teachers will increase and increase knowledge and experience of teachers in their fields.•With this project, it is expected to strengthen personal and interpersonal relationships, increase self-confidence, recognition of new cultures, strengthen the sense of European citizenship, develop a more positive perspective on EU values, set up closer relationship between the EU countries, and end prejudices