CONTEXTMathematics education is considered to be the master key to development in today's work life. It is one of the most effective instruments for reducing poverty, social exclusion and inequality since we use maths in every aspect of our lives in practical everyday activities and at work such as solving problems, managing personal finance, keeping things well ordered and using quantitative skills required by a great number of jobs.As indicated in the research (Pro Bono Economics) people with poor numeracy skills are more than twice as likely to be unemployed. According to the research (OECD), pupils beginning secondary school with very low numeracy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills. Around 90% of new graduate jobs require a high level of digital skills and digital skills are built on numeracy. Therefore, it is incumbent on teachers to explore how these children's emotions and anxieties affect their achievement with mathematics, find effective solutions to facilitate their learning and reflect this into classroom environments.Primary School Teaching Undergraduates play a crucial role to meet individuals' differentiating needs since the future will be shaped in their hands. For this reason, they should have advanced skills to ensure that children with Mathematics Anxiety (MA) has a good grounding in mathematics and becomes equipped for their future lives.AIM & OBJECTIVESHereby, the main goal of this transnational project was specified as closing skills gaps of undergraduate students, who will work at primary schools, in solution processes of possible challenges related to students with MA by developing;a- A modular curriculum designed with flipped learning approach including step-by-step hands-on learning practices and the use of online learning materialsb- A video library including scenario-based learning/teaching activities for the use of robotics in mathematics education in primary schoolsObjectives of the project are as follows.a- To raise primary school teaching undergraduates' awareness of MAb- To contribute to eliminating the challenges which they will face while teaching children with MAc- To meet them with innovative teaching activities that can be used to accelerate the learning processes of children with MAd-To obtain genuine, valid and reliable data on the needs of undergraduate students related to the teaching activities to engage children with MA in the learning process more effectivelyTARGET GROUPSThe project covers the primary education level because it is the most appropriate period for recognition and early intervention of children with MA. Considering the objectives mentioned, it is clearly determined that the primary target group of the project is 80 primary school teaching undergraduates who will teach children with MA in primary schools Different types of organisations which give service in the area of education are involved in the project. In the partnership structure, there are seven organisations, including four universities, an educational technology enterprise, and a school of robotics. We believe diversity will bring strength to the quality of the project activities. METHODOLOGY & ACTIVITIESWe intend to apply a methodology including both descriptive and experimental methods. A modular course curriculum will be developed, workshops will be carried out and a video library content including learning/teaching activities, where robotics are used in maths classes, will be developed. Based on the results of the workshops we will give hands-on training designed with flipped learning approach and analyse the effectiveness of these training activities and the developed intellectual outputs during the piloting processes. We will make the necessary corrections based on the results and use it in our further training activities after the project period.DISSEMINATION & IMPACTWe will disseminate the project results through six main on-site events which are six seminars. We will also use every possible channel to disseminate the project results such as introductory meetings, the project website, posts, online newswire releases, virtual networks and social media.This project is foreseen to make an impact on;a- primary school undergraduate students in terms of enhancing their teaching skills and developing the quality of teaching in primary school classroom environmentsb- children with MA in terms of early intervention and active participation in the teaching processes through innovative teaching approachesc- academia in terms of providing a comprehensive study example and inspiring new research in the areaAll interested people in Europe and all around the world will benefit from the project results since these training activities will continue and all the intellectual outputs will be open access.

"As education systems that change and develop in direct proportion to the requirements of the age, the field of education management and audit, which gives direction to it, is also in structure constantly changing and evolving. Basic policy documents, such as European 2020 Education Strategy and the Education 2023 Vision, support this change and development. With its population of more than 500 million, the EU is among the world's attractions in education and innovation. The EU encourages member states and EU Erasmus + program member countries to cooperate in education. Considering basic principles such as innovation, transparency in education, cooperation of institutions will contribute to the development of capacity of each. On the basis of this project application, the polycentric audit approach that we intend to develop, has been developed by our Dutch, Bulgarian and N. Irish partners. As a result of our literature survey and research in the field of education audit system, we have determined that polycentric audit has just begun to be applied and that it can be developed as a good model. This project, which will allow each partner to improve its institutional capacity, is also based on the fact that the needs of each project partner in the field of education audit and management related to the polycentric audit approach. First of all, each partner will be able to improve their institutional capacities compared to their current situation through this project. At the same time, institutions of different types and capacities in different countries of Europe will develop a high-level relationship in the European dimension. This application, which is based on the polycentric audit approach and its comparison with the existing control systems in other countries, is based on the active cooperation and communication of inspectors, academicians, education managers, school heads, teachers and parents in different areas of education audit and management. In this respect, it also enables the development of human resources. Thus, the change of good practices has also taken priority about subject of institutional development and capacity building, which is the main philosophy of the project. During our project; four TPMs have been planned in order to discuss the administrative, financial, bureaucratic functioning of the project, the efficiency of team work, project schedule and products etc. Legal representative on behalf of each partner and people responsible for the communication of the project with a person assigned by them will participate in these TPMs planned. Meetings to be held at the beginning, and at the end of the each project year, will serve to sub-objectives in the secondary sense, such as visibility, dissemination and awareness. Three LTT activities were planned during the project period. The aim of these planned LTT activities is also to educate personnel who will use the application to be changed by training human resources in good practice change. With these activities, which aim to know-how, expert personnel of the partners who will be trained will analyze the application to be provided for exchange within legislation and will review in the academic context and ensure its adaptation by piloting the application. The persons participating in these activities have been determined in proportion to their contribution which they will provide to the capacity, project products and activities of the partner institutions. The academic staff of the partner universities will carry out the task of teaching in LTT activities. These LTT activities, which will be based on different methods and techniques such as face-to-face training, panel, forum, observation, case study, predict the active participation of the participants. At the end of the project, the website, the database platform, reports which are named “Polycentric Audit Approach”, “Implementation of Polycentric Audit Approach in Different Countries"", ""The Role of Inspection Stakeholders in The Polycentric Audit Approach and Indicators Used "", ""Comparison of Polycentric Audit System with Education Management and Audit in Portugal"" and “Comparison of Education Management and Audit with Polycentric Audit System in Turkey” will be prepared.These reports in question will be carefully designed in legislation and academically. The reports to be formed, will also be among the concrete outputs of the project. Considering the partnership structure, this project encourages collaboration among academics, inspectors, education managers, school principals, teachers and parents. The partnership structure allows all partner institutions to act actively both horizontally and vertically. The project is expected to improve the capacities of institutions in the short, medium and long term. Basic policy documents such as the EU 2020 Education Strategy and Education 2023 Vision are also elements that will contribute to the impact area of the project."

The ERASMUSCENTRO Consortium was created in 2011, being registered this year as the first Portuguese regional consortium, covering the entire central region of Portugal. It assumed as its main mission and objective to strengthen and deepen the connection between polytechnic higher education and the labor market. The Consortium consists of the 8 Polytechnic Institutes of the central region, namely the Polytechnic of Coimbra, Castelo Branco, Guarda, Leiria, Viseu, Portalegre, Santarém and Tomar. In addition to the partnership between HEIs, the Consortium brings together the main business structures in the region. We highlight the Business Council of the Center / Chamber of Commerce and Industry of the Center (CEC / CCIC) that includes 41 corporate associative structures. They are also active and interested members of the Consortium, Associations and Business Centers, Municipal Councils and relevant entities of the zone of influence of the Consortium. Through its active members, ERASMUSCENTRO's agglutinating capacity enables the generation of an extensive regional matrix network, bringing together more than 50,000 students and over 5,000 teachers and non-teaching staff from the polytechnics involved and more than 40,000 companies that make up the Business Council of the Center. Never in Portugal has a project of this kind brought together, in such a wide dimension, and with such a wide intervention, higher education agents, companies and local authorities. The extensive and diverse partnership and its regional dimension make it possible to affirm the consortium on a European scale.The Erasmuscentro aims to generate synergies in order to maximize resources and links with the labor market and regions where the institutions of higher education are included, allowing a greater investment in the skills of its students and teachers through the experiences of international mobility, which, in particular with regard to new graduates, is often reversed in the recruitment of foreign and / or Portuguese companies whose international experience is assumed as a key element in hiring.Thus, being the first Portuguese consortium of regional dimension, we believe that it is a good practice for other countries, other than Europe, demonstrating the synergies that can be created not only among higher education institutions (HEIs), but also with the labor market, promoting an evolution in the competences of higher education for the benefit of its students and communities where HEIs are inserted. In addition, our unprecedented partnership effectively fulfills the objectives of International Credit Mobility, like: to increase the attractiveness of higher education in Europe and to support higher education institutions to compete in the world market for higher education; support the internationalization, attractiveness and modernization of higher education institutions outside Europe in order to promote the development of partner countries. We believe that we have been able to contribute, through our example of a consortium, to strengthening the interinstitutional relations of higher education in the partner countries, demonstrating the added value of the connection we have established with the labor market, where both academic and professional spheres coexist, depend and work for the common good.Our project has implemented staff mobility activities (outgoing and incoming) and incoming students. The staff involved was teachers and non-teaching staff from higher education institutions, which carried out teaching and training missions respectively. The students received were from Palestine who completed periods of study.The mobility numbers of the project was reduced, and the objective was also pedagogical since it was the first time that Erasmuscentro managed International Credit Mobility projects. Although the results achieved were positive, considering that it was the first time that the Erasmuscentro consortium implemented a project under this measure, we believe that this type of project should go further. In other words, continuity should be allowed, only in this way would it be possible to build more sustainable bridges with the partner countries. Let us stress that financial support is essential if we are to implement joint projects and lay the foundations in the partner countries and this will only be possible with the support of the European Union.It is difficult to talk about long-term benefits, because, as already stated, long-term capital gains will be possible with continuity. However, this does not mean that various cooperation scenarios cannot be designed with the partner countries of the project concerned. In fact, we believe that we will continue to cooperate with these countries, and in particular with the institutions involved, in other types of projects.

Training for Nature took place in 2017and gathered 23 beautiful people from 7 European countries in Baile Tusnad, the smallest city of Romania, also known as the magic land of hobbits and bears. The participants embarked on a learning journey using nature oriented methods, experiential learning and outdoor, body movement, mindfulness, among few other holistic methodologies.This training course aimed to bring NATURE in the centre of our attention, not only as persons, but also as professionals in youth field. We explored questions as:-How can I develop meaningful activities for young people bringing them closer to NATURE?-How can I assist young people in their self-discovery and self-development process using NATURE inspired activities?-How can I contribute to an ECO-CENTRIC approach of youth work?-How can I create pedagogical tool based on an ECO-CENTRIC approach of learning.During T4N, we gently explored the beauty of NATURE and of our inner world by creatively combining methods with a nature oriented touch. Some of them we are going to briefly describe further. Our intention is not to be exhaustive in the presentation, as there are so many materials which can provide details about eco-centric methodologies. We would like to give a taste of the energy that was built during the T4N training course and inspire YOU to spend more time in NATURE, as well as encourage youth workers and other professional in youth and education fields to bring their work closer to NATURE.A.R.T. Fusion Association has started its work using global education since 2008 already by implementing a variety of projects and initiatives at local, international or intercontinental level. For this project, we are cooperating with partner organizations interested in tackling environmental issues in their community and bring the nature dimension into their work. From our joint analysis of our communities and work with our beneficiaries, we have extracted the following points to be tackled in the present project:- lack of awareness on global issues and environmental crisis. Lack of knowledge on what they mean and implications they have at different levels (social, political, cultural, economic, environmental). - difficulty to deeper grasp the consequences of global crisis (environmental crisis for examples) at local level. lack of capacity to correlate local events (natural disasters, social inequities, economic crisis, immigration crisis, health issues, etc.) with global factors (climate change, environmental crisis, etc.)- lack of coherent interest and action of youth work in the direction of environmental crisis. Lack of innovative methodologies to tackles environmental issues and give a nature oriented dimension to youth work. - not enough experience based research about how environmental education could impact youth work- youth workers do not have competences specific to environmental or global education to be able to efficiently transfer them to young people. Not enough projects and initiatives with clear environmental dimensions at local, national or international levels Training for Nature offered to the participants a holistic understanding of the unity and interdependence of human society and the natural environment. At the same time, we sought to equip participants with a series of tools and methods to trigger learning processes within young people in relation with the action they can take to protect the environment and build a sustainable community.In the frame of Training for Nature project, we have created the following results:-2 videos to present the activities implemented during the mobility as well as the results generated during the project-1 brochure which collects some of the methods used during the mobility-2 articles have been written by two members of the partnership describing the aim and objectives of the project, methods used during the mobility, the vision of the project as well as the motivation to develop the present project-1 photo album presenting a visual story of the project and what happened during the mobility-Visual recordings from the workshops facilitated by participants during the mobility-Visual testimonials of the follow-up activities done by participants using the learning gained during the training course

Summary: Effective Mobility II – Genuine Work Life Co-operation Ami-foundation and Amiedu have over 40 year experience in the field of learning and education. The foundation was formed by the metropolitan area cities i.e. Helsinki, Espoo, Vantaa and Kauniainen. Amiedu supports business and work-life development by competence management programs. The Amiedu nationwide operating model is based on partnership agreements with nationally operating corporate customers, the competence management framework, effective service solutions and value for money service delivery. Amiedu has signed partnership agreements with more than 50 corporate customers and public organizations.The Ami-foundation turnover was some 32 million euro in 2017 and the personnel level was some 280 people. Amiedu provides programs to support the national vocational qualification system, certificate training, vocational and language based immigrant training, career counselling and various development and change management programs targeted at corporate customers. In 2017 Amiedu served a vast amount of work communities and over 22 000 adult learners.The objective of the Effective Mobility II – Genuine Work Life Co-operation was to enhance the co-operation with work-life partners in order to support the international business operations target achievement of corporate and public sector organizations. The secondary objective of the mobility program was to enhance the skills and competencies in life-long learning; and the methods and tools in recognition of prior learning in the context of international mobility. The international strategy of Amiedu is derived from the overall strategy of being a strong partner for business and work-life development. Amiedu grows international together with its customers.The Effective Mobility II -project has produced international expertise to meet the needs of work life and working communities operating in the global market place. The program planning is a joint activity together with the business customer organizations representatives and Amiedu personnel. The structure creates a natural dialogue between Amiedu personnel and work-life representatives thus forming a platform for a wide range of service development programs. Amiedu develops international skills and competencies on all levels – personal and organizational, regional, national and international.Student mobility enhances the development of international work-life skills in a coaching environment thus creating needed competencies in various trades and professions. The recognition of prior learning happens in co-operation with the home and host country business organizations. It is based on the criteria of knowledge, competencies and skills of each profession. The strengthening international skill base of each student is utilized in the home country business organizations and supports the capabilities of building an international career path in the global market place.The objectives of the Effective Mobility II project have met in full. The mobility periods have an even spread throughout both project years. The total number of individuals in the project is 72 out of which 37 are students , 32 are work life representatives and Amiedu personnel representatives, and 3 are company representatives from Europe countries.All Amiedu competence centers have participated in the Effective Mobility II project and the project has had a vital role in defining the international activities of Amiedu. The international strategy of Amiedu is focusing in developing new contents, methods and practices for all competence centers in an international business and work life environment. The strategy is in line with European Union targets and objectives for sustainability, effectiveness, life-long learning and the support of inclusion in the society and job market. The project has received full support of the Amiedu management team and has strengthened the international activities of both Amiedu and its customers.