"Our project ""EVERY CHILD IS SPECIAL"" has been developed in order to increase the quality of education of the BEP (Individualized Education Program) students in our partner schools and the competence of our teachers in this regard. The most important issue that we agree on with our partners is learning and discover of innovative methods that can meet the variable needs and demands of our students with special needs at the highest level. According to our aim, our project activities are determined in four different categories, each will be held in different countries. These categories are determined according to the areas where countries are strong in practice.1) Students with Visual Impairment (Turkey)2) Students with Auditory Problems (North Macedonia)3) Students with Physical Disabilities (Romania)4) Students with Learning Disabilities and lack of Attention (Greece)Teachers who will see school technics, technical opportunities, education in arts and sports in different countries for students with special needs , also have the opportunity to apply these experiences in their schools. It is one of our most important objectives to provide our educational, intellectual and cultural development by transforming these experiences into knowledge and learning opportunities for a quality education. For this purpose, technology class, art class and sports hall in our schools will be developed for the high benefit of our students.Instead of a boring and outdated curriculum, it is the most important place in strategic planning that our students will be educated with an innovative and supportive curriculum learned from their experts.. With this project, many achievements will be gain in social, cultural and pedagogical terms.. While creating our activities in our project, workshops, exhibitions and games are especially designed to strengthen students' participation.Theoretical trainings make up the second main focus of our project. We have developed the materials with a holistic approach, considering all other environmental factors that affect the education of the family, school and student. During the project, the training groups consisting of academics of the Special Education and Social Work department of Hacettepe University – our project partner – will provide a training in each country that is suitable for the subject of the international meeting. After the project, they will also continue to support the whole group. Additionally, regarding to this theoretical trainings, each country will organize family trainings. Academic Skills Group, Teacher Support Group and Family Support Group trainings will be conducted for this purpose. It is envisaged that this support will be transformed into a cycle that covers not only Individual Education Programs (IEP) but also the monitoring and evaluation process. After the activities we will implement during the project, the Academic Skills Group will be an observation and support group that will measure the competencies of our teachers about IEP. In order to ensure that this cycle operates in a healthy way, the level of achievement of the targeted IEP’s objectives will be evaluated and IEPs will be reconstructed as a result of this evaluation. It is predicted that participant’s success in IEP will increase, which it will directly promote students' self-confidence and productivity. The seminars and workshops that we will make on this subject will be recorded as videos and shared with other schools, and also they will be posted on the websites of the project and schools too.Hacettepe University School Social Work Practice and Research Center (HOSMER) is a center that develops and implements many national and international innovative projects in the field of school social work. In our project, the director of this center acts as the coordinator of project partner (Hacettepe University), strengthening the quality of our practices. This, together with our partner schools, facilitates our goals for disseminating the results of our project and institutionalizing the school social work. For this reason, we pay special attention to disseminating the results of our project, increasing its efficiency and evaluation. In this project, E-books and DVDs containing each country's own activity plans and project results will be duplicated and distributed. In addition, after the project, the participants will share their experiences on IEP in neighboring schools with their colleagues. We believe that our project, which we have created to ensure that our IEP students receive education with the most accurate approaches, will be an example project for other schools.."

CBP: Capacity Building for Preschools is transnational project, involving participants from 4 countries: Bulgaria, Greece, Portugal and Moldova. Main project goal: capacity building of administrators and teachers of pre-/schools in several topics: EU projects; ECEC Framework; saving and support traditions in pre-primary level of education; social inclusion of children with disabilities and disadvantage background. Project activities include Transnational Peer Learning Workshop, children performances to present and promote own country cultural heritage, educational part with internal and external experts, development of small scale intellectual outputs: e-Collection of materials from capacity building events and brochure ‘Flowers/plants in folk tradition’, dissemination activities.Project qualitative results are increasing the capacity of preschool staff that lead to general improvement of current ECEC process, rise children involvement in saving and promotion of their own cultural heritage, strengthening intercultural understanding, that also lead to social inclusion of ethnic minorities, deeper understanding by parents their role in upbringing, care and education of children, reinforcement of local public rhetoric about necessity of high quality ECEC system appropriated to EU framework and recommendations, close collaboration between participating organisation, improvement of partnership relations.

<< Objectives >>It involves environmental education,technology and philosophical thinking with children.It aims to develop environmental literacy,increase environmental awareness and sensitivity,fight the climate crisis and educate responsible consumers.In addition,to raise awareness of serving the community in individuals,to support sustainability,to develop democratic participation,to use joyful-interactive education and training methods in environmental education with multiple learning environments are aimed<< Implementation >>Via project environmental investigations and webinars'll be conducted with P4C,environmental digital content'll be created, environment and health realtion'll be handled.Environmental activities like creating an endemic plants park,recycling exhibition setting up an Environmental Photography Club,creating organic farming areas at working places, organic fertilizer production'll be carried out.Environmental issues'll be struggled in a multidisciplinary way through P4C,technology and philosophy.<< Results >>Within project ehical awareness on human nature relations'll be gained;educators'll become competent in environmental literacy and environmental psychology.Intellectual alteration'll create permanent changes in environmental attitudes and behaviors.Innovative teaching methods of P4C,applications on virtual and augmented reality and gamification will become widespread.Support for the fight against the global climate crisis'll be provided through education and a universal perspective'll be gained.

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

"<< Background >>Water is a crucial aspect of our lives. We use it not just for drinking and washing but also for industry, agriculture and making almost any kind of product, from food and tin cans to newspapers and cars. We are accustomed to having water when we want it. However, as population increase and businesses and industries expand, our water resources might be strained. Water conservation will be imperative. According to latest survey, EU countries use billions of cubic metres of water every year not only for drinking water, also for use in farming, manufacturing, heating and cooling, tourism and other service sectors. With thousands of freshwater lakes, rivers and underground water sources available, the supply of water in Europe may seem limitless. But population growth, urbanisation, pollution and the effects of climate change, such as persistent droughts, are putting a huge strain on Europe’s water supplies and on its quality use in farming, manufacturing, heating and cooling, tourism and other service sectors. Over the past 30 years substantial progress has been made by EU Member States to improve the quality of Europe’s freshwater bodies, thanks to EU rules, in particular the EU’s Water Framework Directive, the Urban Waste Water Directive and the Drinking Water Directive. These key legislative texts underpin the EU’s commitment to improve the state of Europe’s water. The goal of EU policies is to significantly reduce the negative impacts of pollution, over-abstraction and other pressures put on water and to ensure that a sufficient quantity of good-quality water is available for both human use and the environment.Our project “Water is life” aims at raising awareness of schools, authorities at local and national level, CSO’s on environment protection and enhancing their role in using water in a sustainable way. The overall aim is to stimulate increased knowledge of students and teachers on the importance of water and how it can be used efficiently in school<< Objectives >>Our project “Water is life” aims at raising awareness of schools, authorities at local and national level, CSO’s on environment protection and enhancing their role in using water in a sustainable way. The overall aim is to stimulate increased knowledge of students and teachers on the importance of water and how it can be used efficiently in school.The project emphasize the importance of including water education in schools curriculum. We recognize that learning the “why’s” and personally adopting the “how’s” of water conservation is greater when students are shown how water affects the daily lives at their schools and their community. By incorporating these interdisciplinary activities into an existing curriculum, teacher will motivate students to look at their own, as well as their families’ water use patterns and will then be able to differentiate between patterns between using water and conserving water.İn addition, the project includes activity that contribute to greening our environment by reducing schools water consumption and assessing how much they use every day and devolopping creative and innovative ideas to contribute for more sustained use of water in the future. During the project implementation, the students will interact with each other and have opportunity to improve their language and social skills. Several visits to ancient places will increase the students awareness on Europes’s aquatic heritage. The project will encourage educational activities that will develop dialogue on water culture between teachers and students from different cultural and ethnic background. Also, relevant approaches for solving the water problem will be encouraged within the project. The project promotes initiatives for equal education and includes students from disadvantaged groups, stimulates new working methods and key competences on environment, promotion and acceptance of tolerance and diversity each country history and culture, exchange of knowledge and information between various relevant public and education institutions on water/environment management and distribution, etc. The development of strategic partnership among different stakeholders and the Exchange of Good Practices comprise the basis of our partnership in this project.<< Implementation >>The activities are in line with the project objectives. The planned activities are included in three categories.1.Time line activities to be implemented by each institution within a predetermined plan without mobility with a certain date and time. In addition, these activities include several topics a) Water-themed curriculum study activities: While the educational activities of each institution continue, water-themed activities will be loaded into the course contents. b) Environmental Investigation Activities conducted inside and outside the school that aim to determine where the water is consumed the most, whether there are defective taps, etc. c) Remarkable Information and Awareness Activities d) Field Trips: Organizing trips to water treatment facilities, aquarium, drinking water facilities, dam and hydroelectric power plant areas, natural water resources e) Use of Media and Communication Activities with Other Institutions.2. The following activities will be held within the scope of the Project Activitiesa) Online Event TOMORROW WATER-WATER FOOTPRINT ""on Preventing Water Depletion by Changing Our Habits and Handing it over to Next Generations "" b) “HEALTHY GENERATIONS-I WALK IN WATER” (Travel and Research Activity) Going to the source of water to see the efforts made to accumulate and reproduce the water, touching the water, watching the effect of water and playing in water clutch. c) Online Event Choral Activity- Understanding the effect of water on other living things. Knowing that nature and water are not only ours but also sources of life for other creatures.(e) Social Responsibility Activity-""NAME OF EVERY CLASS: FROM WATER"" -Making water a part of our lives and placing it in the minds of generations f) Travel and Awareness BALL EVENT Event -To understand that greening our environment will increase water resources or on the contrary, our environment will become greener when we increase water resources and raising awareness. g) Observation and Research Activity- BUTTERFLY EFFECT Realizing that small changes in your place of residence or anywhere in the world can lead to big and unpredictable consequences. (h) REGULAR ONLINE MEETING (Project team, Project and budget officers etc.) Creating a project group. Online meeting to start the implementation of the project: introduction of the project to teachers, families, authorities (internet, emails, school's official website, posters), organizing administrative arrangements: preparing a plan for appropriate budget use and checking; time management; efficient use of resources; establishing a clear strategy for monitoring and evaluating the success of the project; finding partner schools, artists and NGOs willing to cooperate and support our activities; Facebook group will be created for both students and teachers. Our eTwinning project will be uploaded as A1. Creating an Erasmus + corner in each school i) Innovative product development and design activity will be held in all countries. (PUMPING THE WATER UNTIL HEATING, introducing the innovative product and the design activity of the WATER MILL)<< Results >>Solving the water problem will now tell whoever you ask anywhere in the world that it is the primary problem. Although the water problem is considered to be the priority problem, unfortunately, no concrete progress has been made in the solution, the problem has gradually worsened and grown. The main reason for this is that the water problem has not been discussed at the top level and has not been turned into a problem of the people at the lower level. Here is what we want to do here: We agree with all the decisions taken regarding the water problem so far. We support the solution proposals and we want to support them. With the WATER CURRICULUM BOOKLET we will prepare, we want to raise awareness of the new generations and their parents about the water problem. We want to make the problem of water sustainable. We are aware that this can only be achieved through the education and awareness of generations. Therefore, the issue of WATER should be included in the EDUCATIONAL CURRICULUM of all countries! The content and the outcome of our project were related to the school curriculum. As our subject is water problem, we will present innovative ideas and practices as well as existing applications in the solution of water problem. Especially in SCIENCE and TECHNOLOGY, TECHNOLOGY and DESIGN, we will recommend project-based innovative ideas and design applications to students. We will encourage them by organizing INNOVATIVE IDEAS competitions to reduce water consumption and increase water consumption. The effect it creates on the minds and hearts of the students who read the text on the subject of water in the curriculum and make the activity will have a BUTTERFLY effect on their families, families, society, societies, countries, countries to the whole continent and the world. The above-mentioned solution proposals will spread to the public and the people will become aware of this issue. WATER WILL BE PROTECTED and WATER WILL INCREASE."