SESAM21 NIGHT will through a thematic approach bring research closer to the general public and pursue 3 main objectives: 1. enhance understanding of the impact of researchers’ work on citizens‘ daily life; 2. encourage young people to embark on a research career; and 3. counteract stereotypes about the work of researchers. We will i) use the research challenges created by the climate crisis in relation to nature, environment and food & agriculture as overall theme to create understanding of the impact of research and innovation on citizens’ life. ii) pay particular attention to the role of young people and use the school as an arena that can reach the wider community and citizens. iii) create a prime platform to increase recognition of researchers’ work and create an excellent opportunity to encourage young people to embark on research careers. iii) put particular emphasis on the challenge related to protecting nature in both its wild and cultivated form when it comes to feeding the world in a sustainable way. We use outdoor learning and Nature Based Education as the didactical foundation. The planning & preparation phase is at 6 schools across Denmark. Execution however, is split in a on-school and off-school part. We use the school to execute the NIGHT as an In-House and Open-School event. Friday morning is In-House for all pupils, Friday afternoon is Open house for parents, families, friends & local community. Saturday we leave the school and move to “the town”. Two major attractions - the CPH Experimentarium and the Foodcamp Højer in the southest – will act as venues. Experimentarium is well known for its research communication and is a leading science centre with 30 years of experience and > 400.000 visitors/year. Højer Food camp is a newly established venue for food literacy and learning activities targeted school children. We use these instruments: Science Workshop, Lounge Talks, Remote Lounge Talks, Street Experiments, Info Corners & Research Shows.

<< Objectives >>The first objective is to construct and launch an online course (a MOOC) aiming at professional development for science teachers in Europe in order to increase their agency in teaching about state-of-the-art research and particle accelerators. The second obejctive is to evaluate teachers' experiences from participating in the MOOC and from using the digital resources in their classrooms.<< Implementation >>The acitivities involve putting together existing and new online digital resourses into the MOOC, disseminate the MOOC through EUN, CERN, ESS and three science and technology centers, exploring teachers experiences from the course and from their classroom activities, compile the results in a report to ministries of education for further dissemination.<< Results >>1. Create a MOOC for increasing teachers’ confidence and subject knowledge in key areas of the science curriculum,2. Increased knowledge on teachers' experiences from taking the MOOC and doing classroom activities

The whole project was realized with the vision of gaining new experiences and ideas, but also with the ambition to improve the operation of the Science & Technology Centre in Ostrava. The project helped us to get in contact with partner institutions with similar focus and goals. Each institution chooses different ways and means of achieving its goals, while also looking at the different approaches and mentalities of individual nations. This program thus offers a unique opportunity to broaden your horizons and use this diversity for the benefit of both parties and to apply it in practice for innovation.Science & Technology Centre Ostrava is a science center with an emphasis on non-formal education, but it is also a very young institution, both in terms of staff composition and the duration of its existence. The activities of the World of Technology were started only in 2014, but since then the science center has been actively developing. However, a visit to high-quality foreign science centers with a tradition can also contribute to the development, which will allow to obtain, in particular, the possibility of comparing the implemented educational and leisure activities.Six mobilities were planned under the project, of which only four were possible due to the covid-19 pandemic and restrictions and regulations issued. The four mobilities ranged from four to five days and covered countries across Europe - Estonia, Denmark, Sweden and Portugal. The choice of science centers and institutions in different parts of Europe could offer us a wide variety of approaches.For the project, we selcted employees from various sectors which are an integral part of our science center and together they can form a successful institution of non-formal education. A total of 12 participants were involved, including 8 men and 4 women, across various departments, and thus involved authors and lecturers of educational programs, technicians as well as people in managerial positions.The aim of the whole project and individual mobilities was:- to get acquainted with the operation of individual institutions and science centers abroad- draw inspiration for the innovation of our activities, expositions, educational programs, but also the approach and operation as such- discuss the daily operation, logistics, and technical side of things- exchange experiences in the field of popularization of science, operation of a science center, management of teaching activities, management of employees- exchange experiences on unusual situations and their solutions, crisis management, operation organization- potentially establish cooperation with the visited institutions- convert the acquired knowledge into a real form and implement it in our own institution- to help develop the language skills of the participants- broadening the horizons of individual participants.

"Despite nearly 30 years of efforts to engage girls in physical sciences and engineering, the gender gap continues in the scientificvocations. On the other hand, meanwhile the demand of graduates in those fields continues to grow, the scientific vocationamong the young students is increasingly low.Answering to that need, the main objective of this project is to raise and share good science education practices for genderbalance through an innovative Teacher Training programme. The programme has been tested and implemented in eightcountries and disseminated in a digital toolkit format(http://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/8765239d-c6c1-4bcb-804a-a938f5b583cf).The reason why the consortium prefered to disseminate the website of the toolkit and not directly the toolkit pdf file is that thedeveloped toolkit has some web resources, that are included in the website:Final toolkit (English): https://stingeuproject.com/toolkit/Web resources for the toolkit (English): https://stingeuproject.com/toolkit-web-resources/It has a Basque version too:Final toolkit (Basque): https://sting2017.wordpress.com/tresna-sorta/Web resources for the toolkit: https://sting2017.wordpress.com/baliabideak/Eight organizations participated as partners in the project. Elhuyar foundation as coordinator (Spain), Experimentarium ScienceMuseum (Denmark), Hiša eksperimentov Science Museum (Slovenia), Nemo Science Museum (Netherlands), EuropeanUniversity Cyprus (Cyprus), Hacettepe University (Turkey), Norwegian University of Science and Technology (Norway) and StMary's University College (United Kingdom). The consortium is formed by a science communication foundation, three sciencecentres and four universities.The project started with the development of the theoretical framework for the Teacher Training programme, and continued withthe design of the first version. When the first version of the Teacher Training programme was ready, the teacher trainers of thepartner organisations took part in an international training (Amsterdam, November 2015). The project continued with the trained professionals celebrating nine local workshops with STEM teachers, head teachers, directors and policy makers. After that, teachers fromeight countries tested the developed programme. The pilot finished with the preparation of the final version of the TeacherTraining programme (""Final Toolkit"").STING shared the Teacher Training programme toolkit via workshops, conferences and face-to-face meetings with policymakers, teacher trainers and other stakeholders. Besides, it is accessible to anyone interested though the digital toolkit version(https://stingeuproject.com). The project made a next step based in the outputs of several European project outputs, creatingshared knowledge, reflected in a modular toolkit that was tested and implemented locally and disseminated globally. In long-termthe aims of the outputs of the project are to improve practices and new policies, being a resource for other European initiativesrelated with gender issues in STEM education."