ForskarFredag (Researchers’ Friday) is Sweden’s most widely dispersed science festival. ForskarFredag 2022 and 2023 (FF2022_23) will consist of events arranged in 26 cities and an online programme, open to anyone. In total, FF2022_23 will engage around 109,000 attendees and 1360 researchers. The non-profit association VA (Public & Science) has coordinated FF annually since 2006. FF2022_23 builds on previous years, drawing on experience, contacts and an ever-increasing profile. The FF motto is "Researchers are ordinary people with extraordinary jobs”. At FF2022_23, members of the public will meet researchers and participate in activities designed to stimulate dialogue and show that research is exciting and relevant to everyday life: debates, science cafes, competitions, shows, experiments and hands-on activities. Common themes around EU priorities will inspire activities exploring the role of research in tackling societal challenges. A collaboration with 6 other ERN projects will deliver a set of European-wide activities, highlighting the European dimension of research. Young people aged 6–19 are a key target group. A school programme will offer numerous opportunities for encounters with research. The “Borrow a Researcher” concept will enable 9000 pupils across Sweden to meet a researcher in school or virtually. A national mass experiment (citizen science project) inviting pupils to work with researchers, will involve appr. 50,000 people. Local events (physical and digital) expected to reach around 25,000 attendees annually will be organised by 11 Partners and 21 External Partners. Each event builds on local strengths and networks to give the highest possible impact. All event organisers share experiences in a national network. VA is responsible for the coordination, quality assurance, common activities, national identity, awareness campaign and impact assessment of FF22_23.

"<< Objectives >>Sci-Co + acts on the Web 2.0 digital transition issues in the SciCo sector, in particular Science Museums and Science Centres, with a systemic approach through the development: of an advanced SciCo Model and related application methodologies, of new specialized professional roles, new Skills for profession operators. All integrated in a specialized Technological-Organizational System able of supporting and making the developed solutions and products usable.<< Implementation >>The professional innovation required by Sci-Co + Model and Methodologies is carried out in the development of three Specialized Courses - aimed, in particular, at graduates in scientific academic path, sciences communication, Information Sciences - and three Refresher Courses - aimed at Operators of the Science Communication sector, University Researchers and STEM High School Teachers - and in the development of a large Community of Practice for Sci-Co+ Users and Stakeholders.<< Results >>Among the highly innovative products and services of Sci-Co + there are:- the e-SciCo Model and Application Methodologies for ""remote"" SciCo- the specialized Skills of designers, authors, developers of SciCo Installations through the Sci-Co + Model- Post-graduate Curricula for Specialized Training and Refresher Courses- the Sci-Co + System and the related ICT infrastructure- the book “Sci-Co + - Models, processes and techniques for advanced scientific communication”."

The two-year-project „Promoting Intercultural Science Education for Adults” (PISEA) aimed at promoting intercultural awareness and competences in adult science education in informal science education institutions.The project started in 2017 after the refugee crisis had passed it’s climax. Because of the ongoing constant stream of refugees European societies faced their greatest transformation and challenges for the last decades. Good-quality education and access to education play a decisive role for the successful integration of disadvantaged groups such as refugees and migrant groups into society as well as for social cohesion in European societies.Science centers, science museums and other adult science education institutions that use interactive, hands-on methods can play a relevant role offering inclusive and accessible science education for adult refugees and migrants, but so far there was a lack of awareness on how to address these disadvantaged and diverse target groups and how to offer science education which is relevant for them.The objectives PISEA included:•Improving science educators´ competences regarding intercultural work and working with marginalized groups through resources and trainings •Encouraging intercultural dialogue by transforming the role of science centers and museums•Promoting key competences of migrants and refugees (such as basic mathematics and science competences, language competences, social and communication skills and the ability of learning to learn)•Networking and expertise sharing between refugee/migrant organisations and adult science learning institutions across Europe•Raising awareness for intercultural issues and social inclusion, making it a priority for European institutions of informal adult science education The project developed a comprehensive set of innovative resources and measures to enable science centers and other institutions to offer relevant and interculturally sensitive science education:•Key Competences for Science Educators, Facilitators, and Science Engagement Institutions:The idea of this set of Intercultural and Inclusive Key Competences for professionals in science engagement is to provide an overview of relevant and helpful competences and skills for working with marginalised groups of adult migrants and refugees. It is an extensive, but, of course, not complete list of competences and skills, that we as practitioners have found valuable. •Training Resources for Intercultural Training of Science Educators/Explainers: The professional development of science engagement institution staff and the development of intercultural key competences are essential for the initiation of deep and lasting intentional change. Scientific educators, facilitators and other staff members already possess many skills that are also useful for working with new audiences. For specific aspects and skills, staff may require additional training. This concrete and innovative tool offers practical tools for staff members to develop or improve their Intercultural competences. The resource is a series of training modules that are designed for use in training workshops. They can be held separately or as a tailor-made training course with several (or all) modules combined.•A Handbook for Adult Science Education Institutions that serves as a quick-start toolkit for institutions interested in improving their institution as inclusive science learning places for adult refugees and migrants and in offering relevant science learning activities. The handbook includes good practice examples and lessons learned from intercultural small scale activities, an intercultural/diversity scan for science centers and museums and examples of Intercultural mission statements.The outputs and activities of the project have been disseminated at local, national and European levels through multiplier events, participation in conferences, and are easily accessible as Open Educational Resources on the PISEA website, the partners’ websites, the EPALE database, the Scie-Citizens Smart Practices Repository, the AACMR e-library and others.Two transnational trainings were organised in order to train project partners and their staff in intercultural competences, specific science education approaches and the elaboration of relevant science education activities and formats for refugees and migrants. Several Pilots were conducted to develop and test small scale activities that promote basic science literacy and key competences of diverse refugee and migrant groups, or promote intercultural dialogue between refugees, migrants and other social groups.

The idea behind the project was to exchange, collect and share ideas, methods, practical activities, best practices to help to create an inclusive school and preventing early school leaving. School of Tomorrow wanted to equip the learners, students with skills and competences such as creative thinking, inquiry based learning and independent learning.Within the SOT project teachers and facilitators in the field of education have come together to share best practices from their teaching experiences and presented for each others. The project was based on 4 international training meetings where all partners presented at least one or more methods/activities fit into the project criteria. After the trainings, partners as multipliers shared the learnt methods/activities to their colleagues, fellow-teachers, and educators. All methods were evaluated by partners and the trained colleagues and if it was possible by the students. The variety of the methods/activates could adapt easily into the formal and non-formal education field.During the project period partners discussed the effectivity of the shared and tested methods/activities and using these experiences they collected the best practices into a toolbox. With the publication of the online toolbox which is available on the project’s website (https://anthropolis.hu/projektek/sot), on the EPALE and the School Education Gateway the consortium disseminated the methods/activities for larger public. The partnership was composed by active educators (teachers, trainers, NGO and university staff members) who could piloting and also disseminating the activities or the toolbox in their daily practice. All partners delegated competent participants to all the trainings, who can deliver workshops, school activities and can have a further role as multiplier. The project and the partnership was well established and working well, but the Covid pandemic situation effected both the school activities and the last training meeting. The postponed last meeting in Greece was adapted the new situation and the Greek partner presented more online activities. Partner from 2 organisation (from UK and Sweden) couldn’t attend the last meeting live, they followed the trainings online (via zoom conference).

Complex, affects everybody and difficult to achieve, are all words that are mentioned in conjunction with the term Sustainable Consumption. The phrase is however often formally defined as the use of services and products which respond to basic needs while at the same time minimizing the use of natural resources. Many different professions work within the area, and the Vocational Education and Training (VET) is therefore constantly evolving. Environment, lifestyle and behaviour patterns are questions that everyone must take increased responsibility for. This problem looks the same no matter where in the EU you are. Although environmental awareness is increasing, most people find it difficult to relate their consumption habits to large-scale problems such as climate change. To reverse current trends, consumers need to be well informed and know which habit changes will have the biggest impact. At the same time, the occupational groups who work in the field feel they lack the tools to work in the area. They also need to come closer and be more accessible to the public. The ESCAR project has strived to improve the VET within the field of Sustainable Consumption, with the goal to strengthen the skills of the affected professionals and give them tools that increase their professional development. In order to strengthen the VET, the ESCAR project has produced a Best Practice Guide with good examples on how to work with Sustainable Consumption, which is available online and free for anyone to use. The good examples have been collected from Learning, Teaching and Training (LTT) activities, and from Local Stakeholder Panels (LSP). The Best Practice Guide facilitates practitioners to carry out their work in a better, more coordinated manner, receive knowledge on consumer behaviour, citizen participation and how VET could adapt and capitalize of this knowledge.The EU is encouraging more Sustainable Consumption as part of different policies. As seen, this is not a local phenomenon and all partners entered the project with a need to develop their work. The partnership was very suitable to carry out the project, since they all had different backgrounds they could contribute with, and represented both an NGO, municipalities and a science center carrying out VET.Project partners:- Municipality of Borås, Sweden - In Borås the energy/climate/consumer advisers work on an individual basis. The accessibility to the public is often inadequate and there is a need to influence their attitudes on Sustainable Consumption.- Navet Science Center, Borås, Sweden - Navet has a long experience in educating within Sustainable Consumption. Navet also has a broad network of local/regional actors.- Municipality of Skanderborg, Denmark - In Skanderborg they work with a high level of citizen involvement. Their experience on working closely with the citizens to come up with the best solution to address the challenges with sustainability is of interest. - Columbares, Murcia, Spain - Columbares is a large organisation offering VET. They have experience in working with different methods for changing consumer behaviour. Columbares also has experience in educational programs.- Municipality of Santorso, Italy - Santorso has a solid regional anchorage, both leading the Provincial Environmental Educational Laboratory and is the promoter of the Mayors Statement of Altovicentino.Project activities:- Exchanged experiences on different themes and best practices on Sustainable Consumption.- Carried out LTT activities in order to develop the Best Practice Guide on Sustainable Consumption.- Carried out a common activity on the topic of sustainable food, resulting in a booklet of recipes.- Carried out LSP’s in order to get input to the VET and the creation of the Best Practice Guide.Results and impact:The Best Practice Guide is this project's main result. The guide can be found online at www.sustainableguide.eu. In this way the results are available for everybody interested in using the material produced within the project. The main impact of ESCAR is that the professionals working in the field have gotten new tools and training material in order to support citizens to make sustainable choices. Decision makers have been a part of the LSP’s, which have given them and other stakeholders better decision support. Some of the main conclusions of the project are; that it's important to involve both heart and brain in activities in order to achieve behavioural change; with international contacts a local project gains credibility and bigger interest; that the municipality can play an important role as an enabler of grassroots' ideas.Durability:All partners have been responsible for involving and reporting to local/regional decision makers, which guarantee that the results will be known and potentially applied.The Best Practice Guide has been developed as a website where new best practices easily can be added, also after the end of the project.