<< Background >>Erasmus+ supports with its funding European projects that have the aim to provide education and awareness-raising regarding important topics like inclusion, diversity, digitalisation and environmental sustainability. Furthermore, the Erasmus+ funding contributes to creating strong partnerships between organisations in European countries, for an exchange in knowledge and social justice. The aims of our project CULPEER DIGITAL do apply to these ideas of Erasmus+ by focusing on inclusion and diversity through digital cultural learning methods for pedagogues in adult education, especially those working with persons with fewer opportunities. Another focus is our contribution to the limitation of climate change by making an intercultural exchange in global topics available through digital discussion and less travel. Not only the covid pandemic, but the increase of damages of climate change as well as the gap in education for all persons, especially those with social barriers, in Europe as well as worldwide shows us the need for digital concepts and online formats accessible for all. To provide an E-Learning platform, guideline and other OER for a diverse number of people explain the need of working with a multicultural and transnational partnership to focus on special needs which vary through different circumstances and can be country-specific. This is why CULPEER DIGITAL is working with partners from six different countries of the EU, who has plenty of experience in Global learning, cultural peer learning, digital know-how in E-learning and other forms of digital exchange with partners from the Global South as well as have, their own, a big network of institutions of youth and adult education. Some of the partners cooperate in the EuropeAid project “Culpeer4Change”, in its framework every year minimum 4 groups were invited to Europe to present cultural performances and to carry out artistic workshops together with European youth as well as be part in international conferences for adults regarding creative learning methods. Due to the Corona pandemic in 2020 groups from the South couldn’t travel and educational institutions in Europe were not open for such events. Therefore, the partners started to develop and exercise alternative strategies by digital concepts and online activities for the Cultural Peer-Learning approach in European schools and youth centers with the artistic groups of the South. This has been a big success in the international exchange on digital Global Learning, which is the reason why we want to expand this concept to adult education and strengthen this partnership by discussing global topics for global and diverse education. Furthermore, these methods and skills will be in general an important step to blended learning concepts for digital cultural peer-learning approaches on Global Education, beyond any restrictions by a pandemic and social barrier.<< Objectives >>The project CULPEER DIGITAL introduces CULtural PEER learning approaches as digital pedagogical methods: joint virtual exchange activities with cultural groups from the Global South for Global Education. Since the year 2000, the project partners invite artistic groups from the South to Europe to present their creative performances as non-cognitive access to Global Education in youth and community centers and other public places. Hereby they present their cultural variety and creativity, but – more important – with their activities they cover such challenges as living in poverty, life in a refuge, child prostitutes and damages caused by climate change. The group members often themselves were or are living in marginalized conditions but demonstrate the potential of creative and cultural activities as ambassadors for developing and improving their own perspectives and for social integration. CULPEER DIGITAL aims to develop and transfer online formats and digital concepts for cultural peer-learning approaches in Global Education and Intercultural Learning for awareness-raising on global issues, social integration and cultural participation. The development and implementation of digital cultural online activities and methods are focusing on alternative concepts for using art and creative tools in Global Education. Peer learning is a central element of the project. People from Europe join the performances by video and chat and participate online in common workshops to develop artistic and cultural events by digital exchange. Cultural online activities and digital methods have been successfully exercised as alternative concepts for using art and creative tools in Global Education.The project’s main objectives are to inform and train pedagogues who work in adult and youth education, especially with less privileged persons in cultural learning methods by a digital training form, so they at the same time gain skills in digital know-how. Secondly, to address multipliers/ influencers in social media and press so they promote the e-learning platform and more persons with the needs can be reached for the training offer. And thirdly, that refugees and migrants benefit from the creative learning methods and receive adequate education which will facilitate their everyday life in Europe.<< Implementation >>Through the project CULPEER DIGITAL, a various number of activities are going to be implemented. The first activity is the creation, analysis, and design of a didactic concept with guidelines for using the course and online portal “CULPEER DIGITAL”. All seven European partners will contribute to this activity.The second activity includes the compilation, analyses, selection of learning content for the e-learning course “CULPEER DIGITAL”, compiled in collaboration with the European partnership. It will be developed in English language, based on the content, structure and interactive design defined in the previous activity. The third activity comprises the joint analysis of the elaborated learning materials and course content. All partners will provide suggestions for the learning modules and units of the e-learning course with reference to their national conditions, experiences and needs and the overall European view.The next (fourth) step is the transfer of selected learning materials and tools to an e-learning course at the CMS Moodle. It includes the establishment of a learning portal (Moodle) and course structure with activities like training and instructing on CMS Moodle and the portal for all partners, the designing of the materials for e-learning course content, development of design concept, as well as the transfer of materials to a learning portal, revision of course modules and units.The fifth activity covers the adaptation of the e-learning course to the partner countries. The original English course will be translated and transferred in the national version of all partner countries and all partner languages, shaped according to the conditions, requirements and needs of the partners' home countries. This includes the analysing and revision of learning materials and course content by the partner countries according to their national requirements, needs and practice, translation into the regarding partner languages and establishing of course content at national learning portal.The next (sixth) activity contains the testing of the functionality of the e-learning course in practical application in all partner countries with at least 15 participants (experts and stakeholders of educational institutions and the learning sectors) in each country, evaluation at national level and compilation to an overall evaluation of the testing.The seventh activity comprises the revision of the e-learning course and teaching materials in partner countries according to the results of the evaluation at the national level and the overall evaluation of the testing, and the creation of the final versions of the e-learning courses in all partner countries.The final project activity includes the dissemination of the project results and outputs to institutions, professional bodies and relevant actors, potential users and the general public, both at the national level in the partner countries and European level. Central tools for this are workshops carried out in each partner country in the final project phase.Further accompanying project activities are the six transnational project meetings, scheduled during the project in the different partner countries, three per year. Other project activities are the overall evaluation of the project, the development of the documentation and reporting and the general project management. Through these activities, we want to make sure that the project aims are going to be fulfilled and that more people get access to digital knowledge and education on Global Cultural Learning for global exchange.<< Results >>The project CULPEER DIGITAL aims to develop and transfer cultural peer-learning approaches in Global Learning and Intercultural Education for awareness-raising on global issues, social integration and cultural participation through digital concepts. One project’s aim is to inform and train pedagogues who work in adult and youth education, especially with less privileged persons in cultural and creative learning methods, and at the same time they gain skills in digital know-how. Secondly, the project addresses multipliers/ influencers in social media and press so they promote the e-learning platform and more persons with the needs can be reached for the training offer. And thirdly, refugees and migrants benefit from the creative learning methods and receive adequate education which will facilitate their everyday life in Europe through the digital exchange with the Global South groups in creative activities for learning problem-solving strategies, which prevents e.g., early school leaving and facilitate the integration of refugee youth and adults. The cultural and artistic elements are a non-cognitive method that open access to these target groups besides linguistic and cultural barriers. Project results are guidelines, an E-learning course, an online platform and a centre with case studies and tutorials that introduce interactive elements like audio tracks, videos and internet films with best practice, web-links, chats, assessments, working groups, workshops, tutorials for pedagogues, trainers and teachers who are working in adult and youth education, especially with those who have fewer opportunities and less access to education and provides digital key competences. The main results are defined in five Intellectual Outcomes. First, guidelines and a didactic concept for the CULPEER DIGITAL approach with an overview of the digital concepts and online formats for cultural peer-learning activities will be produced. Furthermore, it includes a didactic concept for the preparation and implementation of CULPEER DIGITAL activities and instructions for the use of the online platform. The second outcome is an English pilot e-learning course CULPEER DIGITAL with information, instructions, online tools and best practice examples for the transfer of cultural peer-learning approaches in digital concepts and formats. Including the modules “Introduction into digital concepts and online approaches for cultural peer learning activities”, “The role of pedagogues and other trainers”, “Know-how on digital and creative methods of exchange and the importance of social media” “The importance of digital creative learning for a person with social barriers”, “Gaining knowledge and understanding of Global Learning”, “Transfer of knowledge into Creative Action –Examples of Exchange” and “Online pedagogues training: How to train the audience”. The third Outcome is formed by the adaption of the E-learning course CULPEER DIGITAL to six national versions of the e-learning course in all six partner languages, shaped according to their national conditions, requirements and needs.Fourthly, the Online platform CULPEER DIGITAL with various OERs, in all partner languages and shaped according to their national conditions, requirements and needs, will be a result including a broad spectrum of Open Educational Resources (OER) on digital cultural peer learning. The fifth Outcome will provide a centre with digital case studies and videos for best practices in each partner country and video tutorials for pedagogues. Digital case studies will form a core element of the project, and involve each partner researching/evaluating best practices from their own projects and other good examples in their country.With these outcomes and results CULPEER DIGITAL contributes to implementing and disseminating digital concepts and online formats in Global Education for less privileged groups by creative solutions for current challenges in our globalized society.

“WATERSCHOOL - strengthening open digital education and innovative practises through relevant, innovative teaching tools about water consumption in schools”More than 20 percent of children and young people in the EU are either overweight or obese. These rates have increased significantly over the past decades. The consumption of sugar-sweetened drinks is often associated with obesity in children and can also lead to dental decay and the resulting fillings. Almost 40 percent of the sugar consumed by young children comes from drinking sugar-sweetened drinks. Childhood obesity is known to increase the risk of cardiovascular disease, type 2 diabetes, orthopedic problems, mental disorders, underachievement in school and lower self-esteem. These health problems can be avoided by encouraging the consumption of drinks without sugar. Promotion and provision of drinking water in schools has shown to prevent overweight. The importance of drinking water in schools is well known by teachers. Besides improving health, proper hydration is an important prerequisite for concentration and performance in school. Even mild dehydration can cause cognitive impairment, tiredness and headaches, all of which will negatively impact academic attainment. Yet, about half of the children do not meet their minimum hydration requirements. These issues can and should be addressed by actively promoting tap water drinking in schools. Every minute, a million plastic bottles are bought around the world, and this number will still rise during the next years. Schools that promote tap water drinking are free of single use plastic bottles and play an important role in helping to implement the EU Plastics Strategy.The project “WATERSCHOOL strengthening open digital education and innovative practises through relevant, innovative teaching tools about water consumption in schools”, funded by the Erasmus+ program, started in September 2018 and ended in August 2020. It involved partners in Austria (lead partner), Bulgaria, Czech Republic, Germany, Italy, Slovenia and the United Kingdom. Aim of the project was to create and provide free accessible open education resources in the English, German, Bulgarian, Italian, Czech and Slovenian language, that encourage schools all over Europe to become Waterschools and enable pedagogues to acquire new skills and competences, innovative methods and pedagogies which will assist them in developing and implementing water drinking related activities in the school and the classroom. This will help improve children’s health as well as the health of the environment, but also increase personal development and employability of educators and students, and contribute to the achievement of the EU Sustainable Development Goals, the Drinking Water Directive and the European strategies to reduce obesity and tooth caries rates in children and the EU Plastic Strategy.Target groups of the project were schools and kindergartens, teacher, pre-school pedagogues, school headmasters, local and school authorities, municipalities, parents and water supplying companies. In the development, testing and the implementation phase of the project, about 24.400 persons were involved in one or several of about 190 dissemination activities like workshops, meetings, public events, conferences, computer based trainings, personal meetings etc. Much more were reached via webpages and Facebook. Feedback concerning the implementation of the project, the tools created and results obtained was extremely positive. The involved target groups discovered a very important topic to deal with in schools, not only in the classroom but also in the overall school culture and developed a collection of valuable ideas and practises for teaching. Teachers especially appreciated the case studies, digital tools and the practical guidelines for a school to become a Waterschool. The importance of these tools and materials has been further highlighted by the need for online training programmes during the coronavirus restrictions.Results in detail:• A set of guidelines and didactic concepts for the Waterschool project (in 6 languages).• A survey of drinking behavior, water quality and access to water in partner countries’ schools (in 6 languages).• A Waterschool online portal with an e-learning course, various educational resources, good practise examples, a guide how to become a Waterschool, an interactive map of European schools that already became a member of the Waterschool-network, FAQs and a news section (in seven country versions – AT, DE, BG, CZ, SL, IT, UK – and in an European version).• Multiplier events in all partner countries have been carried out.• About 190 seminars, online-trainings, conferences and other dissemination activities have been carried out.All results, the educational tools and guides on how to become a Waterschool are available for free on the portal www.waterschools.eu, also through the SchoolEducationGateway and eTwinning.

In the Strategic Partnership „Sustainable food for kindergartens“ 8 partners from 7 countries developed an e-learning course and interactive online portal, offering learning materials and Open Educational Resources (OERs) on sustainable food in kindergartens for pedagogues, kindergarten staffs, caterers and kitchen staff.The vocational profile of and requirements for pedagogues and staffs employed in kindergartens, children crèches and schools in Germany and other countries in Europe have changed radically in the past 10-15 years. In nearly all European countries the number of hours a child stays in kindergarten is increasing. Pedagogues and kindergarten staff have to take over responsibility for a lot of new tasks among others the care for food and full board service with 2-3 meals a day. The project accomplished to enhance and complete the professional profile of kindergarten pedagogues and staffs by learning offers on sustainability of meals and food.New challenges for kindergarten staffs and manager rise for the integration of refugee children and families. The kindergarten is the place where families with young children meet and where there is a way to integrate them into the European culture through direct interaction and knowledge exchange. But to integrate families as well as children from other countries kindergarten staff has to have basic knowledge about the eating habits, the religious background and rituals. Parts of the project’s results contributed especially to these needs.Target groups were pedagogues, cooking personnel, kitchen staff and chefs in kindergartens, caterers of kindergartens, who need a specific education in sustainability and its aspects in nutrition and food system that they can transfer this knowledge to children and their parents. Another important target group were headmasters and personnel manager of kindergartens, decision makers in public administration, universities and higher schools educating (future) teachers, students and parents.The partnerships consisted of 8 partners from 7 countries - Austria, Bulgaria, Czech Republic, Germany, Italy, Slovenia and the United Kingdom. The partners are institutions with experiences and competences in different areas of sustainability and education, this partnership covers a wide area within the European Union.The first results of the project are “Guidelines and a Didactic Concept for training on Sustainable food for kindergartens“ (O1). The guidelines support pedagogues and kindergarten staffs to apply the teaching materials, the e-learning course and other learning tools and OER of the portal. They are provided as PDF for download and print in all partner languages and English. The second result comprises the content for training course “Sustainable food in kindergartens” (O2) for 5 thematic modules with learning offers for pedagogues, kindergarten staffs and manager, kitchen staff and caterer. It is provided as PDF for download and print in all partner languages and English. The third result is the Online Portal „Sustainable food for kindergartens“ (IO3), available in all partner languages. It comprises a broad spectrum of interactive educational resources - the e-learning course, additional training materials, as well as interactive tools like videos, audios, photo galleries, blogs, chats, forums, assessments, working groups etc. The fourth result is the English pilot e-learning course „Sustainable food for kindergartens“ (O4). With 5 thematic modules it provides learning offers for pedagogues, kindergarten staffs and manager, kitchen staff and caterer. The course is based on learning materials and course content developed before. The course is provided at the online portal as OER and based on the Learning Management System EasyAdmin, which has been developed especially for this project.The fifth results are seven national versions of the e-learning course „Sustainable food for kindergartens“ (IO5) in all seven partner languages, shaped according to their particular national conditions, requirements and needs. It consists of 5 modules. Based on a testing with important national target groups and stakeholders and regarding evaluations revised final versions are published on national online platforms in each partner country. The sixth results comprises the Evaluation Report about the testing of the functionality of the e-learning course and online portal “Sustainable food in kindergartens” in practical application in all partner countries; and the evaluation of the results of the test. Furthermore the report includes the overall evaluation of the project, its results, transfer and dissemination, and the project management.Further results are dissemination workshops and multiplier events carried out for pedagogues, cooking personnel, kitchen staff and chefs in kindergartens, caterers of kindergartens and educational institutions and an international network established within the project.

In the Strategic Partnership “Learning place Bio-Farm” 8 partners from 7 countries developed an e-learning course and interactive online portal, offering learning materials and Open Educational Resources (OERs) for training of teachers, farmers, staff of coordinating agencies, other pedagogues and NGO staffs as “Bio-Farm Guides”. Educational farm visits provide an alternative and innovative space that enables “informal and formal learning” to take place alongside the more conventional school learning environment. Bio-Farms are ideal for teaching. Groups of children and young people can spend the day on farm in practical way. Visits on the farm are interactive workshops. Learning first-hand on a farm about the realities and challenges of food production can be an important formative experience. Farm visits are ideal practical complement to the knowledge acquired in the schools (biology, geography, economics, ecology and environmental protection, sustainability). Teachers and other pedagogues can find in farm life various links to school curricula and experience areas, to open a practical and non-cognitive access to educational subjects and issues. Attending a farm visit brings particular benefits for teachers, who educate pupils with difficulties in mainstream learning systems. Classes including children and youth with special needs (e.g. refugees, children with migrant background, and children with developmental disorders, learning disabilities or social problems) get intensive and new experience for the group apart from conventional patterns of learning and competing in classrooms. Visits on organic farms can support teachers in integrating those children and young people.A special focus in the project was laid on refugee children and families. Europe has to face the challenge to integrate a lot of refugees in the society. The “Learning place Bio-Farm” has a big potential to offer this group of people new perspectives outside their living in refugee camps. Visiting the countryside offers an inside into the European culture and nutrition behaviour. Besides this the organic farming sector is an economically growing branch that needs motivated young people to work in. Job perspectives (as an organic farmer, bakers, butchers, or shop keepers) can be explained during the farm visits not only for young European pupils but as well for refugees.Target groups were farmers, coordinating agencies, pedagogues, teachers and educational institutions, other trainers and stakeholders, NGO staffs, representatives of public administration, teachers, other educators and farm guides. The partnerships consisted of 8 partners from 7 countries – Austria, Czech Republic, Denmark, Germany, Norway, Poland and the United Kingdom. The partners are institutions with experiences and competences in different areas of farm education.The first result of the project is “Guidelines and a Didactic Concept for training at the Learning Place Bio-Farm” (O1). It contains materials for the preparation and implementation of visits at the “Learning Place Bio-Farm” and instructions for the use of the e-learning course and online portal. It is provided as PDF for download and print in all partner languages and English. The second result is the English pilot e-learning course “Learning place Bio-Farm” (O2). With 6 thematic modules it trains teachers, farmers, farm education officers and coordinators how to prepare and structure farm visits and workshops. The course is based on learning materials and course content developed before and available as PDF for printing. The course is provided at the online portal as OER and based on the Learning Management System EasyAdmin, which has been developed especially for this project.The third results are seven national versions of the e-learning course for training on “Learning Place Bio-Farm” (IO3) in all six partner languages, shaped according to their particular national conditions, requirements and needs. It consists of 6 modules. The course is not only translated, but adapted to the specific backgrounds, needs and requirements in of the partner countries. Based on a testing with important national target groups and stakeholders and regarding evaluations the revised final versions are published on national online platforms in each partner country. The fourth result is the Online Portal “Learning Place Bio-Farm” (IO4), available in all partner languages. It comprises a broad spectrum of interactive educational resources - the e-learning course, additional training materials, as well as case studies and examples of educational activities that can be accessed to demonstrate good practice in outdoor learning. Further results are dissemination workshops and multiplier events carried out for farmers, coordinating agencies, pedagogues, teachers and educational institutions and an international network established within the project.

Public procurement represents a decisive purchaser of food in Europe. Public authorities and local communities responsible for canteens and cafeterias in hospitals, schools etc. have into their hands a powerful opportunity to orientate food systems towards more sustainability, from the producer to the consumer. Throughout Europe, innovative strategies are emerging at local and national scales in favour of a more sustainable public food procurement. A shift from “low cost” procurement schemes to environmentally and socially performant approaches is necessary, and for that shift to happen, numerous experiences have highlighted that support and training for staff members and representatives in local authorities is crucial. Indeed, it’s a challenge for local players to develop the capacities to organize a “re-connexion” with food supply chains (especially local agriculture), to acquire new management methods of costs in food facilities and to design new procedures and tenders, among others. The aim of the project “Empowering Public Food Procurement” was to contribute to the empowerment of local players in the catering sector, by:•putting together practical knowledge of trainers on how to build sustainable food procurement at local scale in different European countries;•pooling concrete examples of good practices and innovative approaches in Europe, that can be mobilized in training activities for local actors;•proposing concrete recommendations for representatives / chefs / managers of municipalities’ catering, and for trainers who support them;•laying the foundation of European common leading principles to perform more sustainable food procurement in the catering sector. The project brought together eight organizations in seven countries: France, Austria, Czech Republic, Germany, Slovenia, Turkey and the Netherlands. The partner organizations all have competence in different areas of vocational education and training. They combine a broad spectrum of knowledge and practical know-how: consultancy and training skills for chefs, managers and municipalities’ representatives, expertise on sustainable food supply chains, experiences on designing transnational learning tools. The geographical scope of the partners permitted to juxtapose contrasted national situations towards public procurement and food supply chains, for rich and valuable exchanges of practices. The partners have shared summaries on the situation of training activities and initiatives supporting sustainability in food procurement, and have investigated case studies providing good practice examples in local communities in each project country. Two collective training sessions allowed the group to share their own field-based experiences and to gather country information and examples, enabling to sketch a European view of sustainability in food procurement support and training initiatives. Thanks to the partnership, the lessons learnt from the project have been and will be widely disseminated to a diversity of target groups: chefs, managers and responsible representatives at local level; national and European professional and institutional networks, in the sustainable food sector, the catering sector, national and European associations / initiatives run by local authorities. In a nutshell, the project has led to enhance trainers’ skills and expertise to support local communities, to provide orientations and practical recommendations for actors on-the-ground in the catering and agrofood sectors, and to raise awareness among decision makers for a switch to a more environmentally and socially performant food procurement in Europe.