Our connected society is full of promises, but the online world also brings dangers related to cyberbullying, social exclusion, fraud, false information, and many other potential problems. In general, population is aware of these risks, as outlined but a recent study from European Parliament on Cybersecurity: an 86 % of Europeans feel increasingly exposed to the risk of falling victim to cybercrime. The same document states that, in some Member States, 50% of all committed crimes are cybercrimes.But not only security is a risk to consider. The misinformation and generalization of the so-called fake news are becoming a serious problem, affecting all citizens, and representing an attack on the foundations of democracy. The Eurobarometer from April 2018 confirmed that more than 85% of respondents think that the existence of fake news is a problem in their country, at least to some extent, and a similar proportion (83%) say that it is a problem for democracy in general.But are adult Europeans able to identify and protect themselves from these risks? As a reference, only a 15% of respondents in the mentioned Eurobarometer felt very confident about being able to identify fake news; and according to the EC data, 44% of Europeans aged 16-74 do not have basic digital skills.According to these figures, adult people in general lack the ability to identify these issues and, furthermore, especially young adults are overly confident on their online and social media skills which leads them to adopt practices that are risky and uncritical of the received information. If not shown and convinced to adopt safe and critical approaches they will become passive recipients of “fake news”, unable to identify valid sources and easy preys of radicalisms, extremisms, and snake oil sellers.Adult trainers can play a key role on helping this collective explore the opportunities of digital technologies by providing them the means to adopt safe and critical views of the online content. But trainers must be themselves confident and comfortable to use and apply online tools. The objective of the CRITICAL project was therefore to work with and empower trainers to help their students be prepared for the online world.This was achieved through active and collaborative learning methodologies whereby students engage in activities that promote higher order learning skills like critical analysis, synthesis, and evaluation. These learner-centered methodologies use advanced ICT tools like serious games and interactive simulations that the new technologically savvy students understand and master so that they can feel comfortable and motivated. This way, adult learners develop critical thinking, creativity, problem solving, teamwork, collaboration, leadership, communication, and others through an online digital platform that includes multiple advanced ICT tools.The project results therefore fight against digital exclusion, improve social participation and cohesion, and increase online confidence and trust. The project addresses directly the priority of open and innovative practices, by promoting active and innovative learning methodologies and by developing learning materials that support the effective use of ICTs in adult education, therefore promoting the new technologies as drivers of improvement in education policies. It also addresses the strengthening of the profile of teaching professions by supporting teachers in adopting the previously mentioned collaborative and innovative learning methodologies.O2. CRITICAL platform: a motivating learning environment where learners will be challenged to solve different problems linked to the digital security and information.The objective of the project was twofold: on the one hand, and considering the group of adult trainers, to provide them with the knowledge and resources so that they can use ICT-based active learning methodologies. On the other hand, and from the point of view of adult students, enable them to recognize, identify, act, and manage against the risks of online information (cyberbullying, fake news, post-truth, radicalism, online violence, etc.). They learn to face these threats in a responsible and critical way, which favors their security and digital well-being.The two pillars of this project (active learning methodologies and competencies for the security and digital well-being of adults), fit perfectly. From the central point of view of the use of new technologies in which both realities are supported, but also from an andragogic pedagogical approach, offering a practical learning environment. The adult student puts their digital competences into practice from the beginning of the learning process, through close activities, based on reality, and highly motivating.

"The AROMA project was motivated by the EU’s Entrepreneurship 2020 Action Plan and in particular by the need to amplify Europe's entrepreneurial potential. A survey, which was one of the project outcomes and served as a base for the design and the development of the project materials, confirmed several motivating expectations. Though the augmented reality (AR) technology gradually finds its way into business, education and common life, it can be still considered like relatively unknown and there is a gap and need to promote the awareness about the technology. Generally, many experts expects the technology can help to rise the efficiency, could accelerate training, make learning and training more dynamic and could also enable to solve problems faster. Moreover, digital skills and ICT competencies are generally considered as key and crucial to develop in today's education and training. This situation supports the need of providing training in augmented reality to relevant audience using a practical and hands-on approach. The overall objective of the AROMA project was to develop an on-line course ""Augmented reality and Business Skills"" and supporting materials (the course curriculum, supporting train the trainer course, case-studies, live-demos) that altogether form a digital training toolbox through which the project’s target audience, especially those entering the topics, can be provided with training in augmented reality technology, can learn about its principles, possibilities and get some practical experience with it. A special feature of the course is a connection with training in business skills and competencies, for which the technology may serve as an important tool. The aim was to motivate a novel breed of entrepreneurs that should able to exploit the technology in different business scenarios and hopefully find the way how to use it for their activities. All the materials as a comprehensive digital toolbox should facilitate vocational education (VET) trainers in their creation of their modular training, compiling other relevant case-studies etc. Designed innovative educational curriculum integrating training in augmented reality and multilingual training in business skills can be flexibly applicable in various contexts. An integral part of the toolbox is the created AROMA e-Learning Management System maintained also after the project completion.The project brought together 8 European partners with a specific mix of profiles, backgrounds and expertise relevant for various aspects of the project including vocational education provision, augmented reality technology expertise, pan -European entrepreneurship association, small and medium-sized enterprises (SMEs) supporting organisation, higher education and adult learning as well as the world of work.The pedagogic methodology of the AROMA project is based on the ‘train the trainers’ and modular approach and all the outcomes are freely available from the project website sites.google.com/view/ka2project/. The project targeted primarily on vocational education trainers with the expectation that though this community the AROMA results might reach out to the end target audience all those interested augmented reality technology in context with setting-up business or specialized training and skills development e.g. existing entrepreneurs, start-up entrepreneurs, social enterprises, stakeholders, business incubators and centres, and secondary to any adult learners, and higher education students."

The project relates to the “reduction in ESL rates” priority, seeking to address barriers to achievement faced by targets and perpetrators of bullying; as both, these groups can subsequently become early school leavers. Pupils have the right to enjoy their school life and acquire knowledge and skills that will set them on the path to success. High levels of bullying in school have a devastating effect on academic achievement and emotional wellbeing both for the perpetrators and targets. A child who is bullied at school is not likely to look forward to going to school because of not wanting to be humiliated in front of other children, while perpetrators are at risk of exclusion from school and subsequent contact with the criminal justice system. Early School Leaving (ESL) has been recognized as a key factor in social exclusion. This project seeks to provide a needed practical resource for teachers, education providers, and targets to address the issue of ESL by tackling the barriers presented by bullying; tying in with the Europe 2020 strategy for smart, sustainable and inclusive growth; which was adopted in June 2010 by European heads of state and governments. This project's aim is to make a contribution to the efforts already made to combat bullying by applying the methodologies of school education with creative arts, fun, and enjoyment as key characteristics, in order to provide an effective solution to bullying. We will achieve this objective through:1. Developing educational and support materials for teachers and other groups involved in preventing and combating school bullying using arts and creative learning methodologies (Handbook). 2. Developing and pilot a comprehensive learning platform for the teachers (E-learning Course).3. Creating a space for sharing bullying experiences for children and youth, which will become a source of knowledge about the phenomenon for a whole group of recipients like teachers, parents, NGOs. (Learning material).Outlined needs are not country limited but common to all the EU countries, thus transnational approach is the best way to achieve quality outputs gathering multiple views and experiences to respond to an EU level issue. The project will be carried out by the consortium composed of seven partners from six countries: Poland - Coordinator, Greece, Romania, United Kingdom, Bulgaria.The consortium is built of: - teachers training center: Krakowskie Centrum Zarządzania i Administracji- university: UNIVERSITATEA LUCIAN BLAGA DIN SIBIU- school: Scoala Primara EuroEd - NGOs: Every Child an Achiever Network, LabSTEM - companies: Zinev Art Technologies, MediaCreativa 2020The project also forsees a number of dissemination events, some of them will be connected with the testing phase of the next outputs. Besides, the project will be disseminated in various other ways, including a website with the learning platform, social media, promotional materials, networks of contacts, and others, on all levels, from local to international.

During 2020 we are experiencing a global pandemic with important consequences at the public health level, but also with a high impact on the lives of citizens. Lockdowns were (and are) the rule in many European countries, and restrictive measures, including for mobility, affect millions of people. Within this context, the crisis also generates uncertainty, since today we do not know when or how we will overcome this pandemic situation. Also, when we do, many things will have changed forever.Young Europeans are perhaps being the least seriously affected by the disease, however, they experience to a great extent its consequences: unemployment, substantial changes in their education, alteration of their socialization and leisure habits, to name a few of them. All this is a challenge for their ability to cope with change, and they will need to develop their flexibility, adaptability, problem solving and creativity skills.Also during this period, access to the internet and the consumption of digital culture has multiplied exponentially, and even in many countries the most creative side of people has emerged, generating improvised artistic expressions from balconies, or created at home and shared on through social networks.However, when we talk about the digital world, we see that there are still very low percentages of young people who generate their own content. The vast majority have a more passive and culture-consuming attitude than digital proactive and creative ones.Thus, creativity and digital culture, key elements for economic and social development, and especially essential for young people active citizenship and employability, go hand in hand in this project.NNC-New Normal Channel is a project that focuses on promoting the development of skills and competencies for creativity and culture among young people, developing an innovative educational experience that, through a challenge-based simulation game, will offer an interactive, motivating and empowering environment. The NNC Experience is the main output, through which, young people will move to the year 2030 and, as applicants as collaborators for an online media (NNC-New Normal Channel), they will have to prove their worth and show their skills and competences, performing a series of challenges and tasks, all related to the digital world and culture.The main target group of the NNC project will be the youth, and specially young people in risk of (digital) exclusion. But also, youth workers and other agents directly addressing young people social and labor inclusion and education will find in the NNC Experience (O1) a useful resource easily transferable to their initiatives and educational programs. Thus, they are also addressed targets and actively involved in the project activities.The NNC-New Normal Channel project expects that through their participation in the experience, young people will be able to:- Develop their imagination and anticipate scenarios for a future world affected by the COVID-19 impact, improving and putting their creativity into practice.- Become agents that generate content and digital culture, become active citizens, turning their ideas and opinions into voice. - Understand digital culture and consume it from a critical perspective, understanding what misinformation, misinformation, and fake news mean.- Understand how reality is transformed, improving their adaptability and flexibility skills.- Acquire technical knowledge related to digital culture that will improve their capacities and employability.- Develop their entrepreneurial and intrapreneurship competences, taking initiatives and being proactive.The transnationality brings together organizations with complementary knowledge and expertise in the field of digital culture, creativity, and youth work to achieve European-wide reach and impact through the large networks of project partners, addressing common European goals, as those stated by the Youth Goals 2019-2027 (#8, Quality Learning; #3, Inclusive Societies; and #4, Information & Constructive Dialogue)

One of the seventeen Sustainable Development Goals is “sustainable production and consumption” that includes all related stakeholders including raw material supply system, manufacturing, distribution, service and disposal. Sustainable food products will provide environmental, social and economic benefits while protecting public health, welfare, and environment over their entire life cycle, from the extraction of raw materials to final disposition. The food industry is a powerhouse for the global economy. In order to succeed in the sustainability applications for the food sector, it is of great importance to bring standardization on the main pillars of sustainability, especially on environment with globally accepted standards on integrated resource and chemical management together with waste and emission prevention. UN associated offices and related stakeholders in food industry has combined economic growth with respect to planetary boundaries. Reconciling World development with Earth sustainability can be explored with Sustainable Development Goals so that global economic development can be achieved within human health and ecological health.Manufacturing processes in food sector lead to generation of various types of wastes, secondary products, by-products that has to be utilized in an integrated way. Regarding the content of the project, one of the main focus points is external reusability and recyclability applications for by-products. This will be provided through industrial symbiosis guide covering all the details of external management of production waste in upgraded applications of environmental management applications with a special emphasize on cleaner production. Environmental problems generated in a local area can easily scale up to a regional problem, which brings the need for collaboration on a wider, regional basis. As food production is one of the largest manufacturing sector in Turkey, food industry has an important role on national economy and increasing its export potential steadily. Within this frame, food producers from different countries need to collaborate to sustain their international market. Moreover, they need to sustain their product quality and production quality in terms of supply chain management. Considering the Sustainable Development Goals and Paris Agreement, countries have already agreed on reduction of carbon emissions. However, the dependence of the global food system on fossil fuels contributes to GHG emissions and may increase input costs to the extent that they become unaffordable. Project partners will contribute as multidisciplinary team of researchers with their established knowledge in their field. The nested structure of this project will contribute to the growing body of research in integrated waste management opportunities.For this concern, in order to develop a bridge with the aforementioned issues and successful application of zero waste management in food sector in the partner countries; a pollution prevention ladder stage based approach is planned to be used in the training contents. The pollution prevention ladder gives an overview of several environment oriented activities pursued in business. The scope of the project will cover external and internal reuse-recycle-repair-rethink-reduce options for integrated waste management system with the main target of efficient zero waste application.This project has 9 partners from 6 countries. Applicant organisation is İstanbul Provincial Directorate of Environment and Urbanisation. Governorship of İstanbul (TR), Boğaziçi University(TR), ENAİP LOMBARDİA(IT), MANRA(ES), Media Creativa(ES), Latvia University of Life Sciences and Technologies(LVA), Exponential Training & Assessment Limited(UK), Kaunas Food Industry and Trade Training Centre(LT) are project partners. This partnership will create following outputs:1)IO1: Comprehensive Framework on Waste Management Applications in Europe and A Comparative Report (on Current Legislation)2) IO2: Waste Management Skills Defined in Food Sector and the Training Curriculum (EQF4); 3) IO3: Training Content For Waste Management in Food Sector;4) IO4: Enriched Educational Materials and E-learning Platform; 5) IO5: Industrial Symbiosis Guide6) IO6: White Paper: Recommendation Paper on Waste Management in Food SectorIn terms of project management, we will have Quality Management Plan(including assessment tools and risk management plan) and Dissemination Plan. We will realize 1 LTT short-term staff training as well as 5 TPMs. Moreover, 6 MEs will be held to disseminate project results.