The promotion of gender equality in and through education is a prerequisite to the achievement of equality between women and men in all spheres of life in society. The Council of Europe has promoted gender equality and non-stereotyped education at all levels. By shaping gender representations, attitudes and behaviours, early education is an essential factor to combat stereotypes and bring about social and cultural changes. Gender mainstreaming will play an active part in implementing awareness-raising and training on gender equality. Policymakers and educators worldwide should not underestimate the importance of early childhood education on the development of deeply engrained gender norms. It is important to consider the cognitive and affective formation of gender identity which develops in early childhood. The types of skills, personality attributes, and career aspirations learned through teacher-child interactions and childhood play can form stereotypical masculine and feminine attitudes toward gender roles, which develop before adolescence. By associating gender equality and STEAM focused on pre-school, primary and junior secondary education the project addresses the underrepresentation of girls in STE(A)M (Science, Technology, Arts, Engineering and Mathematics) who will be the future women in STE(A)M careers.Objective: This project is concerned with gender equality in pre-school, primary and lower secondary education and aims at contributing to increased capabilities to reduce stereotypes by developing a series of innovative and interactive materials, tested through a behavioural science lens for their potential to increase equality by amendment of practical everyday skills and social norms regarding attitudes and stereotypes, especially in STEAM and in what concerns teachers and youngsters.Learning Objectives:(using Bloom's Taxonomy action verbs)By concluding this project, participants will be able to:- Define unconscious biases and gender stereotypes in pre-school, primary and secondary STEAM education by raising awareness of target groups- Support pre-school, primary and lower-secondary school teachers by providing them training, materials to deal with diversity and gender-balance in their classrooms (e. g. helping them to design suitable education programmes, organise hands-on activity, promoting Equality in STEAM and mentoring) and then engage more girls in STEAM education- Create a friendly ECOSYSTEM in class where girls in early education will feel appreciated and motivated to participate in STEAM activities as equals both in number and in terms of responsibilitiesThe project will target 3 groups:I.Early education professionals.II.Head of teachers, school directors, representatives of regional/national and EU authorities, decison-makers, STEAM women,III.Children of 5+ - 12, the final beneficiary of project results. Five outputs will be produced: O1Training Programme on GE-STEAM (in all partners’ languages - English) for teachers (Behavioural levers) O2 Repository for teachers on ‘Assistant Platform’ O3 Introducing Art in STEM using Project Based Learning and Kit-hands-on self-teach activities O4 Peer Mentoring and Business Mentoring Schemes O5 Adaptation, Translation and Testing/Piloting the GE-STEAM Training Programme accompanied by Assistant Platform ( EBook in 4 languages)Coordinated by a public body Teaching Staff Training and Research Centre the project gathered a varied pool of organisations: Schools - FPSLD BG and ProF (a language and training school in the countryside) - Training Centres with a long experience and expertise in project's implementation (one located in the countryside FIP in Ireland and Postal 3 in Vigo, Spain. The majority of the outputs will be translated into all partner languages. The methodology used is that based on a behavioural sciences methodological framework. According to current reports, we can fully act on this age range to engage more girls in STEAM education. Behavioural Insight is a process that looks at Behaviours, Analysis, Strategies, Interventions, Change (BASIC). This approach will allow the project partners to get to the root of the problem(gender stereotyping and bias), gather evidence on what works, show support for innovation, and ultimately improve the situation. The testing will involve 75 teachers; Peer-mentoring 40 mentors and 40 mentees; 30 Business Mentors and 1124 children/pupils. The evaluation of the actual impact on teachers, decisionmakers and pupils should be done by discouraging a specific behaviour towards gender balance especially in STEAM subjects. Before-after self-assessment questionnaires, using the exact same target group can show us the amount of change in their behaviour.

"The project “ASAP, 1to3” focuses on the topic of wellbeing. We believe that dealing with this topic is crucial in order to help our students acquire self-confidence, feel more comfortable and integrated when at school, avoid earlier droping out so as to grow up as balanced and healthy adults. ""A healthy soul in a healthy body"" could be the sub-heading to our joint project. We would like our students to be open-minded and well informed, to reject conformism, preconceived ideas but also manage diversity and differences, whether physical, mental or academic ones. The project's topic will develop according to the following stages:a) wellbeing when dealing with my immediate surrounding b)wellbeing in an assertion of physical strength and personal fulfillment c) wellbeing and mental health d) wellbeing and feeling safer in today's virtual world. We think that young people, teachers and staff need to understand that the ""feeling good"" motto, in its broadest sense, is not a lesser element in today's schooling.The objectives of the project are: • To promote social inclusion, tolerance and mutual understanding; • To give young people tips to reach a personal harmony • To encourage a wellbeing-based momentum, for pupils, teachers, school staff and parents •To achieve high intercultural competences; • To improve language competences; • To develop digital skills.The schools involved in this project are Lycée Blaise Pascal, from France (coordinating school), College Georges Gironde from France too, Tullamore College from Ireland, Osnovna Skola Prelog school from Croatia and Leonardo Da Vinci School, from Bulgaria. They have different experiences but they share the same commitment and wish to encourage young people to think critically, engage themselves in a global wellbeing reflection to bring about changes and take decisions, with the support and cooperation of the European partners. The participants will be selected using well-defined criteria and will include students with fewer opportunities related to geographical, cultural differences and economic obstacles. The project teams will support these participants by monitoring all the activities and by using the methodology of cooperative learning. The number of the students, from 14 to 18 years of age, who will participate in the learning/teaching/training activities fluctuates between 20 to 28 per country, the number of teachers will be 8 per country.Most activities the students are going to do are meant to raise awareness, learn to learn, introduce and contrast practices and opinion, create the proper working atmosphere and provide them with the necessary tools to implement a wellbeing policy at school and, to a larger extent, in their personal life. The activities will consist of research, interviews, dialogues, meetings, the organization of sporting events, articles, exhibitions or the project website. The students will also take part in learning/teaching/training activities in the five partner countries. The final outcome will be a handbook of reflections and recommendations to foster a climate of trust and confidence between schools' stakeholders, from primary to third level education. The expected impact on the students is that they will acquire the necessary skills and competences to:• work in groups and support each other; • accept and manage diversity;• reject stereotypes and prejudice;• create a school environment where everybody may feel accepted on their own terms; • communicate in a foreign language fluently; • integrate ICT tools in their learning activities.More in general, the expected impacts are the following: • increased dialogue and cooperation among all the education stakeholders; • teachers’ increased ability to meet the needs of students from diverse profiles and to tegrate a wellbeing-based approach in their teaching;• intercultural dialogue through all forms of learning; •decision-making skillsThe dissemination of the results will be conducted in diverse ways:Information and outcomes will be uploaded on the partners’ school websites in a dedicated section, on the Erasmus+ platform, Facebook, eTwinning and Erasmus+ corner. The results will be disseminated through school publications, school magazines, school notice boards, brochures,the project websites, local newspaper articles, in staff meetings, parent–teacher meetings, Open Days and meetings with the local educational authorities and/or school governing bodies. All tangible results will be disseminated with the Erasmus+ and project logos and thus credit for the funding will be given.The longer term effects will be: - students’ awareness of diversity and the value of inclusion; - the building up of self-confidence and encouraging ambition among pupils- schools’ organization of local events promoting the ideas of the project and disseminating their views on wellbeing and its implementation from an earlier age;- the setting up of a European network of schools;"

The project comprises a partnership between six high schools with the idea to exchange students so that they become aware of the jobs in the contemporary highly digitized world and working environment, the challenges concerning their employment and the jobs which they are expected to practice after they graduate from school so as to be relevant and responsive to the labor market needs and employers' expectations. The partnership includes two private schools - Bulgaria and Poland, four public schools. On the other hand we have four general schools and two VET ones - Romania and Poland. The partner schools will be in closer collaboration will help to clarify to all of the participant members how the high technological achievement influences the labor market and its needs. Students will get real life experience in working environment which deals with the use of high technologies in various fields, such as health and health care, tourism, finances, engineering and industries and others. The project idea is to encourage students to make research about professions which became extinct due to the industrial and technological revolutions, professions which are currently losing their positions on the labour market and to make a prognosis on which professions will appear in the near future due to the technological advancement, and mainly the robots in factories, artificial intelligence. The aim of the project is to make students aware of their professional realisation in the fast-pace developing world and to realise what and which skills, which educational sphere and the related competences they will need so that they will be successful actors on the labour market in the years to come and to be able to plan their own career paths. The project outcomes will be a White and a Red Cards of the professions and information about them. The White card will include information about the future jobs, the Red card of the jobs which have become extinct or are threaten of extinction and the reasons for that. The project is also important for teachers who have to train and teach the students and the participant teachers will work collaboratively for the creation of a collective book for teachers, containing good practices with elements of project-based education for global education and the influence of the artificial intelligence, robotization and new technologies - European dimenstions in the professions of the topics in each direction. All participants in the training will receive Europass Mobility Certificates.

<< Background >>Current complex diverse realities in European schools in terms of students' cultural backgrounds, economic status and social inequalities open up a whole new field of study to approach diversity, inclusion, and children’s background (in any sense) during schooling.Many schools have identified a lack of knowledge on cognitive, social, and emotional development processes among their professionals. It is evident that this lack of knowledge hinders their daily work, as they cannot devote as much time as it is needed to addressing the conflicts deriving from differences among students in the class; don’t mention the lack of resources and tools to do so. Besides, given the high complexity in European educational centers deriving from multicultural, heterogeneous, and diverse realities in terms of children’s backgrounds and status, it urges to meet school teachers needs in terms of training and provision of materials to ensure optimal class management. The WE ARE COLOURFUL project focuses on the prevention, identification, and reduction of the problems generated in the classroom due to differences between pupils. We start with the hypothesis that these differences can be related to 4 independent but interacting dimensions: 1) neurodevelopmental disorders, 2) learning processes and styles, 3) cultural diversity, and 4) social inequality.The main needs the project will address are : - Lack of knowledge of teachers of new discoveries about the cognitive development of children and their developmental process within a group. This can translate into their incapability to identify the roots of the problems they identify in class and a limitation in the practical resources to support them. Early detection is key in preventing many of the problems occurring in the classroom related to inclusion and integration. - Wide variety of problems in classes where diversity is the norm: socioeconomic differences, cultural differences, cognitive developmental differences are present in all European schools, and they live together throughout all children’s schooling. Too often, teachers lack the resources to provide their students with the opportunities and support needed to overcome certain difficulties born from the above-mentioned problems. - A need to bridge the gap and break stereotypes that hinder a proper development of children's education. There is an urge to provide teachers and educators engaged in non-formal and informal education of children with training on inclusive education, focusing on students with different learning processes, different backgrounds and different needs.<< Objectives >>Many educators, most of them trained through traditional approaches and perspectives, are not capable of helping their students in terms of affective, conductual, and cognitive development. Even some of the teachers belonging to the so-called “new school” lack this holistic approach, which usually slows down students’ with special needs and socio-cultural differences to fully develop their capacities, improve their performance and feel accepted in a classroom setting. Hence, educators’ role in children’s development is completely constrained by a lack of knowledge on methodologies that, for a long time, have been exclusive of rather ‘therapeutic’ approaches. Partners have also perceived a low understanding among educators and teachers of phenomena related to cultural diversity and socio-cultural and economic disparities. It seems that many teachers don’t value (most probably due to their training) the scope and influence diversity can have in a group-class performance and progress. One of the main objectives is to provide theoretical and practical instruction on cultural diversity and social inequality in the classroom, as well as on developmental disorders and different learning processes: cognitive functions, contextual, emotional and motivational aspects. This is expected to improve the reach of people with fewer opportunities; including people with disabilities, those with an immigrant background, those facing socio-economic difficulties or any other source of inequality that may hinder the creation of an inclusive environment.Partners have set the following specific objectives: - To thoroughly select psychology, pedagogic and neurocientífic data to make it comprehensive and applicable in schools by educators untrained in the area. - To equip teachers with the necessary tools and strategies to detect and solve problems caused by cultural diversity and social disparities and differences in children’s development and learning processes.- To develop new methods that can be used for the detection of learning difficulties and implementation of solutions.- To raise awareness of problems and difficulties that can occur in a classroom as a consequence of students diversity and the lack of training and resources of teachers to tackle them; - To promote action plans that are centered on processes of interaction in the classroom with an inclusive approach.- To establish international and cross sectorial cooperation through knowledge transfer and exchange of good practices<< Implementation >>(1) PROJECT MONITORING ACTIVITIES:- 3 transnational meetings with 12 participants each;- Online meetings every 2 or 3 months;- Regular quality monitoring activities as described in the Quality Control plan (monitoring questionnaires, meeting of the Quality Assurance Committee…);- Elaboration of Quality Reports every 6 months.(2) ACTIVITIES RELATED TO RESULTS/PRODUCT DEVELOPMENT:Result 1: Development of an online course for the school educational community “How to turn diversity into our ally”Developed in 7 main activities:A1 (January 2022): Development of interactive platform.A2 (January-February 2022): Didactic grid and templates for the course modules. A3 (March-May 2022): Development of Course materials. A (June 2022): Peer review of the modules. Modifications. Development of the platform section with the interactive course. A5 (July 2022): Adaptation in partner languages. A6: (September 2022): Pilot courses in partner countries schools. A7 (October 2022): Adjustments and fine-tuning.Result 2: Toolkit for the detection of learning difficulties and socio-affective problemsDeveloped in 6 main activities:A1 (November2022 -January 2023): Research and collection of existing tools and strategies to detect learning difficulties and socio-affective problems. A2 (February 2023): Development of needs-solutions action plans. A3 (May 2023): Embedding in the online tool kit. A4 (March 2023). Adaptation in partner languages. A5 (April -May 2023): Testing of the toolkit in partner countries schools.A6 (June 2023): Adjustments and fine-tuning.Result 3: Development of videos and workshops to promote cultural diversity, intellectual variability and developmental differences among students.Developed in 5 main activities:A1 (July 2023): Development of templates and video storytelling boards. A2 (August-September 2023): Development of videos and workshops for screening in schools. A3 (October 2023): Organisation of screening and workshops of the videos in local schools. A4 (October 2023): Embedding of the videos in the interactive platform. A5 (November 2023): Preparation of the booklet with a summary of the workshops in schools. (3) PROJECT SHARING AND PROMOTION ACTIVITIES:- Regular dissemination activities as described in the Dissemination Plan.- 5 multiplier events with at least 30 local participants in each, 150 in total.<< Results >>The tangible project results are:Results under PR1: -Designed and developed an Open Education Resource-Elaborated the didactic grid and teaching materials of the online course for school teachers in English and all partner languages- Carried out pilot testing sessions of the course in schools from each partner country (with at least 10 school educators per country) Results under PR2:- Elaborated a toolkit with tools and strategies to detect learning difficulties and socio-affective problems in a classroom- Developed Action Plans with a needs-solution approach -Carried out a testing phase of the toolkit in local schools (at least 2 teachers per country will test it in their classes) Results under PR3:- Developed story-telling boards for the videos to be developed- Developed 18 videos in a story-telling format about good practices of creation of inclusive environments in schools (in English and in partner languages) - Organised 18 workshops in local schools using the materials developed under PR1 and PR2- At least 6 screening sessions of the videos in local schools -Elaborated a booklet summarising the workshops organised in schools Results related to project mobilities:- 3 transnational meetings with 12 participants each- 5 multiplier events organised in December 2023 in all partner countries with a minimum of 30 local participants each.Intangible results and outcomes:School teachers and staff working with primary school children will: - school teachers and educators in general working with children aged 7-10 will become more aware of their capacity to turn diversity in their classes into a positive asset; they will acquire the skills and competences necessary to identify problems related to inclusion and integration in their classes and to address them adequately;- upskill their professional competences to work with groups of children with very diverse capacities and backgrounds; - have access to more materials and tools to detect and solve problems caused by cultural diversity and social disparities and differences in children’s development and learning processes; - have access to action plans, activities and workshops with an inclusive approach available to teachers who need to intervene in their classrooms after detecting problems. The school education community will: - take advantage of the results by the mainstreaming of the materials among other schools; - will see a raise in the general awareness and appreciation of problems and difficulties that can occur in a classroom as a consequence of students diversity and the lack of training and resources of teachers to tackle them; - establish more international and cross sectoral cooperation through knowledge transfer and exchange of good practices in the school field; - open doors to cooperation and synergies between schools and other organisations working in non-formal education of children and of school teachers will be strengthened.

The idea of project “A BEE C – Artistic Approach to Business, Education, Entrepreneurship and Art” is to develop the entrepreneurial skills of the students and the eco-consciousness of arts. This idea has appeared after a conversation with students on the link and the collision between ecology and the clean environment, on the one hand, and the technological development and entrepreneurship, on the other.The mascot of the project “The Bee” has been chosen and is considered a symbolical character, who suggests the idea for work-loving people, as well as who also serves as an indicator for a clean environment. The abbreviation A BEE C, also has a meaning, as it indicates the beginning stage of knowledge – it is homophonic with the initial three letters of the alphabet.The aim of the project was informal education of the children in the area of entrepreneurship and ecology through the creation of advertisement items, as well as goods, for creative dissemination.The project introduces the children with the whole process of creating an artistic product /screenplay, stage play, comics, electron version of the story – animation and game/, as well as the activities on the creation of advertising materials towards the artistic products, with the aim of receiving funding for charitable causes.The project has lasted for two years. During the first year has been created a play and it has put on stage, in front of the audience, and during the second year has been created a comics and an electron adaptation of the story with the same plot line, which were placed at the disposal of the schools, parents and the community. All of the participants /students, consultants and mentors/ have been volunteers and the activities on the creation and dissemination of the final products /merchandize/ has been made by volunteering students and teachers.On the project has been created an international company with 4 Departments:-Drama Department – the participants were children, who have interests in writing a story and a screenplay;-Art Department – children with artistic capabilities and talents, who participated in the creation of decors, costumes and advertising materials;-Department “Comics” – the participated children had an interest in the writing of stories as well as drawing and art;-IT Department – the participants had an affinity towards computer games and the wish to learn how to create such games.The work language was English through the consequential participation of each country on the principle of “chain participation”. The final product was translated on the mother language of each partner country and has been put in front of a local audience. The name or the play, and also the comics was chosen by the students and it was namely “Mission BEEpossible”Each Department for comics has created the story in English and in their mother language. The final comics have been published on the web-page of the project. Each IT Department has recreated the comics of one of the partners, chosen in random, in an election version in English.In the end of the project we had 5 stage performances in each country in the local language, screenplay in English and in the language of each partner, 5 different sets of decors and costumes. There were 5 comics created, in English and in each of the national languages, accompanied by their electron versions.The main products – the stage plays, the comics and their electron versions have been disseminated and will be disseminated with the aim of gathering funding for charitable causes. The project has its own web-site, as well as collections of CDs/flash drives with all of the products – 1. The stage plays, 2. The comics, 3. The electron versions, 4. The multilingual manual for CD for teachers, which includes guidelines how to create and sell the story in all of its versions. 5. Movie for the whole work on this project.