"CONTEXT&BACKGROUNDThe EU objective of reducing the share of early leavers to below 10% of young people aged 18 to 24 is one of the Europe 2020 headline targets. On the other hand, 16.5 % of the 20-34-year-old people in the EU were neither in employment nor in education and training ('NEETs') by 2018. As much as the statistics show us EU Strategy 2020 goals will be achieved at the end of 2020 in EU level in these topics, there are serious differences in EU countries. In our opinion, as much as the goals were achieved in general terms, this unbalanced situation in the EU shows us there is still much work to do. Another important problem is a skills mismatch in the labor market which is defined as the gap between an individual's job skills and the demands of the job market (ECDVT, 2014) A research study (Cedefop, 2016) focuses on the contribution that VET can make to reduce ESL. In the study, it is cited that ""ESL can lead to a vicious cycle of unemployment, social exclusion, and poverty."" EU statistics give us only overall rates. We do not know, ""How many early leavers come specifically from VET pathways? Why? How many of them return to education? How many choose VET as a second chance option? And how many graduates eventually? (Cedefop, 2016) According to the result of the study ""in most cases, VET appears to result in higher shares of early leaving than general education."" and ""VET is not only part of the problem, it can also be a solution, helping retain or return learners and young people to education and training."" Needs are reducing/preventing:1. early school leaving,2. skills mismatch (SM)3. NEET situations.PROJECT OBJECTIVES*Promoting decision making/planning/projecting skills of VET students.*Promoting the active role of VET students to build their life, be responsible for improving their skills and competences in accordance with their decisions for the future*Increasing awareness on co-agency approach among the schools, teachers, professionals, families, and society in Europe*Promoting the co-agency and responsibility processes among the school community.TARGET GROUP OF THE PROJECT: Teachers, student career counselors, coaches& mentors, psychological counselors work with VET students both in non-formal forms and schools.BENEFICIARIES: VET students, families of VET students, schools and education and training centers which work with VET studentsNUMBER AND PROFILE OF PARTICIPANTS:30-40 participants (from target group and beneficiaries) will participate in focus groups and interviews from each country (in total 150-200 participants). 15-20 teachers/professionals will participate in focus groups and interviews from each country (in total, 75-100 participants).PARTNERSHIP:In the project, we have 7 partners from 5 countries (Turkey, Italy, Netherlands, United Kingdom, Slovenia). The project team consists of one university, one public body, 3 NGOs include social innovation and coaching&mentoring associations, one VET Training Center, and one VET SME. Statistics show UK and SL reached the 2020 goals while TR, IT, SP are far away. Working transnationality gives us the possibility to see different policies, approaches, practices to ensure balance in Europe.PLANNED OUTPUTS:O1: Co-Agency Coaching&Mentoring FrameworkO2: Support to Choose Future Training ModuleO3: Support to Choose Future Online Training ModuleO4: Impact Assessment of Support to Choose FutureMETHODOLOGY TO BE USED IN PROJECT: To design and implement the project, we used project management cycle methodology, social constructionism, and co-agency approach. For the activities, we will use action research and qualitative, quantitative research methods, coaching&mentoring. Training of trainers methodologies and we will design a new methodology called ""Co-agency Coaching&Mentoring"" to be used in the learning environment in VET schools.EXPECTED RESULTS AND IMPACT:Short term: *Teachers/professionals will be more aware of their students (needs, expectations, obstacles, fears, vision for the future)*Teachers/professionals will be more competent in coaching and mentoring the students.* Students will be more aware of the impact of their choices. *Families will be more aware of the importance of supporting their children.*Families will be more aware of their students (needs, expectations, obstacles, fears, vision for the future)Mid Term:*Students will decide their future career in a more effective way.*Teachers/professionals will be practicing their coaching skills.*Families will support their children more.*Students will have more knowledge about the future school and job possibilities.Long term:*Decreasing the early school leaving*Preventing mismatch in employee*Promote coaching and mentoring among VET schoolsPOTENTIAL LONGER TERM BENEFITS: Co-agency coaching&mentoring may become a good practice among EU VET schools and may be applied in other countries as well."

<< Objectives >>Innovative teaching materials will be developed in the field of Blockchain, in order to contribute to the problem of incompatibility with the workforce, which is one of the biggest problems of VET. The content of the training material will be developed in the concept of climate change, carbon footprint, green EU and ICT gender equality. With our project, it is expected that qualified students will be trained in the Blockchain, and a positive contribution to the workforce with the certificates.<< Implementation >>Our project is a project that aims to develop educational materials that support innovation and digital transformation in vocational education. To achieve these goals, 5 WPs have been prepared:WP1- Project Management WP2- Blockchain Framework and Modular VET ProgramWP3- Assessment Platform (with AI)WP4-Gamification-based e-learning platformWP5- Meetings and Conferences<< Results >>The expected project results are as follows.1- Tangible ResultsWP2-Blockchain Framework and Modular VET ProgramWP3-Assessment Platform (With AI)WP4-Gamification-based e-learning platform2- Intangible ResultsIncreased skill and interest in the blockchain spaceContribution to the digital transformation of society in particular VETContribution to the adaptation of VET to the workforceContribution of VET to updating the curriculum according to the innovations brought by industry 4.0

"<< Background >>Cyber attacks against SMEs are on the rise (77% of cybercrime), as SMEs represent an easy target (65% of SMEs have no data security policy). As SMEs account for 99.8% of all enterprises in the EU, they are and will continue to employ today's VET students. Furthermore, many companies say that young people leaving education are not ready for the workplace. More than 40% of businesses in Europe looking for ICT specialists say they have difficulty finding the right people. Especially in the field of cyber security and information security, there is a global shortage of professionals which leaves businesses and organisations at risk. Nevertheless, lack of awareness among general population leaves each of us at risk as well. When it comes to cyber security and other issues related to the digital world, it all starts with the personal cyber security hygiene - hence the AWARE project is addressing also the issues that are facing not only VET learners, but also their teachers, mentors and all of us.These starting points are aligned also with the aims of the European Cybersecurity Skills Framework, which is currently being developed, to create a common understanding of the roles, competencies, skills and knowledge used by and for individuals, employers and training providers across the EU Member States.There is a variety of needs to address in the field of cybersecurity, such as:- lack of skills related to security among students, teachers, workers in general - increased risks related with digital transformation of all segments and aspects of society- low awareness and knowledge about cyber security risks and ways of protecting individuals and organisations- low capacity of response to cyber-attacks on personal and professional level - shortage of properly skilled cybersecurity professionals (there are predictions that until the year 2022, EU will be facing a shortage of more than 300.000 cyber security professionals).AWARE project aims to develop didactic approaches, methodologies, and curriculum content to develop cybersecurity awareness and competencies, as stated as a priority for the VET sector. The transition to Education 4.0 also requires learning mechanisms that more closely mirror the future of work. These shifts in learning experiences must be accompanied by vetted innovative pedagogies—teaching principles and strategies that underpin learning. To foster this kind of thinking, VET system, through the AWARE, shifts from a process-based, to a problem-based approach to learning. In the AWARE project we have created considerable, measurable, and concrete impact on a number of target groups and stakeholders which play an active role in the VET system, its planning, implementation, quality management and development of relevant policies.<< Objectives >>The main objective of the AWARE project is to address the increased risks related to a more digitalised world in general, on the individual level and in everyday life, in school, at work, at home, and more specifically, in relation to VET, the risks coming from the digital transformation of the industry. It focuses on “building skills for the 21st century” and “support new approaches to teaching and learning” (COM/2012/0669 final) and responds to one of the two strategic priorities of the Digital Education Action Plan (2021-2027), namely enhancing digital skills and competences for the digital transformation.Therefore, the specific objectives are as follows:- to address digital transformation through digital readiness, resilience and capacity, by developing innovative learning and teaching resources - didactic methods, approaches, tools and content - and thus enhancing digital and cyber security skills and competences for the digital transformation, as it addresses the increased risks related to a more digitalised world in general, and more specifically, in relation to VET, digital transformation of the industry;- to raise awareness, empower and equip participating organisations with basic knowledge in the field of cybersecurity- to raise awareness and educate on cybersecurity issues among VET learners and teachers related to the digital transformation of industry and organisations- to raise awareness and educate on cybersecurity issues among VET learners and teachers on individual level, in everyday life - develop AWARE Knowledge Base, Masterclass and Self-assessment Kit to introduce VET teachers and learners with cybersecurity issues- to demonstrate the need and the potential for VET-business cooperation in order to enhance cybersecurity related competences of VET teachers and learners - to foster permeability of VET by encouraging VET learners to seek educational and career opportunities in the field of cybersecurity - to reach policy makers in order to strengthen the placement of cyber security in VET.<< Implementation >>9 partners coming from 8 European countries covering wide geographical and socio-cultural range (Slovenia, Portugal, Netherlands, Slovakia, Greece, Italy, Germany and Cyprus), representing VET schools, chambers of commerce and industry, cyber security SMEs, HEIs, business support organisations and other relevant stakeholders and training and education providers (supported by the EU umbrella association of VET providers), will implement a variety of activities to achieve the AWARE’s project objectives:-development of the structure for the realisation of the project results-development of the content and tools-assessment and validation processes-quality assurance and evaluation-extensive dissemination and exploitation activities on all levels.The activities implemented in the 24 months of project duration will be based on project phases which determine the work programme of the project. The AWARE project will implement 6 project phases, where 3 phases will be oriented toward management, quality management and dissemination, and 3 project phases are content related and oriented toward the development of the project results:1)Development of AWARE Knowledge Base (PR1): selection of quality criteria, preparation of guidelines, selection of participants, development of modules, implementation in national context;2)Development of the AWARE Masterclass: operationalisation of quality criteria, development of methodological guidelines and defining the structure of the modules, development of modules, development of stories, selection of participants, implementation in national context;3)Development of AWARE Self-assessment Kit “Cyber-Guardian”: selection of quality criteria, development of the concept, design and technical development, testing of the Kit, updates and adaptations, finalisation.<< Results >>Fostering development of digital skills and mindset requires a shift toward more interactive methods of instruction and new content where teachers serve as facilitators and coaches rather than lecturers. It also requires collaboration between education systems and the private sector to understand how skills development in these areas can support real-world digital needs. The AWARE project will deliver the following key results:1) AWARE Knowledge Base, tailor-made modular content, providing an overview of the context of cybersecurity and its current and future relevance, covering relevant topics regarding raising awareness for digitalization and cyber security among VET learners and teachers; 2) AWARE Masterclass, thoughtfully designed learning resource, introducing methods for safely navigating the digital world to both VET teachers and VET learners, in a user-friendly, captivating and easily understandable way, by using a teaching method of storytelling;3) AWARE Self-assessment Kit ""Cyber-Guardian"", an interactive online game, testing the cyber safety and awareness of VET teachers and learners, recognizing their behavioural patterns, and assessing the knowledge and skills gained through the Knowledge Base and the Masterclass.These key results are responding to one of the strategic priorities of the Digital Education Action Plan (2021-2027), namely enhancing digital skills and competences for the digital transformation, as it addresses the increased risks related to a more digitalised world in general, and more specifically - VET-related, digital transformation of the industry.When it comes to cyber security and other issues related to the digital world, it all starts with the personal cyber security hygiene - hence the AWARE project deals with issues that are facing not only VET learners, but also their teachers, mentors, and all of us."

<< Background >>The terrifying consequences of climate change can spur student action, and not just despair: Melting glaciers, intensifying storm systems, rising sea levels, and species in jeopardy -- these are scary scenarios, especially for the students. However, teachers can help students grapple with global concerns by focusing on and engaging their students in climate change through STEM. Yet, in regular school education the topic (CLIMATE CHANGE and STEM are highly underrepresented, especially when compared to its relevance for society and environment. Mostly, ENVIRONMENT & CLIMATE CHANGE are a huge pure theory that kids are taught - is only about very basic knowledge and no hands-on education — the content restricted to in-class training with a strong bias to pure theory — and only on the energy saving side. So far children usually do not learn at school about energy production beyond the classical basics of generators using water or fossil energy sources. This is what all partners of this project found as common lack in the national curricula of the public-school system. All this underlines the need of the course that we want to develop within this project. An inclusive and flexible learning infrastructure integrated in child and youth education aiming at empowering already the young and non-experts for solving the future environmental / energy challenges. Basic knowledge on solar energy technologies is difficult to acquire —a transnational problem across the EU. If at all, education so far concentrates on energy-saving measures — education on renewable energy technologies is only accessible by experts/technicians (e.g. classes at university). However, our society’s future development paths will need basic literacy in renewable; combined with practical knowledge on building plants it could trigger enormous energy production in a more sustainable, more local, secure, and less expensive way across the EU speeding up the needed energy transition — which is the overall transnational problem we want to address. The skills and knowledge acquired through the course (ICT, math, physics, energy technologies, further natural sciences) are complemented with knowledge about governance, legal and financial aspects and topped with soft skills (planning a project, working in a team, approaching stakeholders, overcoming obstacles, convincing neighbors, ...). The course will generally enrich the learners’ skills portfolio with the most important skills mix needed to realize innovative projects (also in other fields) and can thus significantly influence their future professional careers. The consortium partners’ countries are facing slightly different challenges, but the basic learning outcomes of the course will work easily throughout Europe because of the modular structure and the broad didactical methodology. Individual national approaches to a global problem are not efficient - a common European approach will more efficiently spread the knowledge, foster exchange, and trigger impact — to collectively contribute to safe and sustainable energy.<< Objectives >>Due to the emerging climate crises, ambitious energy and climate policies have been setup on all levels to shift energy production from fossils to renewables. Yet, in stark contradiction to this absolute urgency, changes needed are not realized to envisaged and sufficient extent. As a major driver to make the energy transition happening, engaged citizens and stakeholders are needed to form a bottom-up critical mass supporting the top-down endeavors. This engagement can be triggered and supported by equipping learners with necessary key competences and skills by dedicated programs included in public education, the overall objective is to develop a course on solar thermal energy for the target group of pupils aged 10-14 and their teachers, including high quality blended/hybrid learning materials, combining theoretical background with all practical technical, organizational, legal, and financial aspects of building a solar thermal energy plant. In the sense of open education and innovation, the course will empower learners to actively engage in renewable energies. Based on the approach, where teachers will lead children to the goal reaching from known to unknown, we will build different skills and competences: STEM, PM and stakeholder integration skills, reinforcing handcraft and strengthening their soft skills as well as their digital experiences applying dedicated tools within the course. It consists of modules together forming a complete program or to be used separately in various settings thus fulfilling the need for flexibility for teachers and reaching a maximum number of learners.Concrete objectives are:OBJECTIVE 1: To compile a curriculum (O1)OBJECTIVE 2+3: To develop 5 learning Units on the Theoretical background of renewables with a focus on solar thermal energy (02) and Practical units including building a solar thermal energy plant (O3), available in different media (e.g. downloads) and including an e- learning platform.OBJECTIVE 4: To create a Solar thermal energy planning tool (O4) to evaluate spots best suitable for the installation (to be used by learners within the course).OBJECTIVE 5: To establish an Online process manual (O5) to lead teachers and learners through the process and to deal as exchange and knowledge hub. Furthermore, it will automatically create a map of solar thermal installations emanating of this project respectively the courses to follow. It also includes a competition feature, where projects can apply for the award (O6).OBJECTIVE 6: To create an Award framework (O6) to promote both the educational program and solar thermal technology as renewable energy source.OBJECTIVE 7: To generate interest by a dedicated dissemination concept primarily targeting the public education sector in the partner countries and across Europe, including a project website and a variety of further dissemination activities covered by the PM lump 5Um.OBJECTIVE 8: To animate schools and teachers in the partner countries to use the educational material.OBJECTIVE 9: To involve the whole school community and education system, parents, local representatives from municipalities and regions, other local NGOs in the partner countries.OBJECTIVE 10: To establish a future-plan and to reach a certain degree of prominence to raise interest for participation also in further countries.The project wants to generally enrich the learners’ skills portfolio with the most important skills mix needed to realize innovative projects (also in other fields) and can thus significantly influence their future professional careers. The proejct also wants to raise the awareness of climate change, importance of STEM and and more importantly combine climate change into STEM.<< Implementation >>During the proejct we will:- carry out 6 face to face meetings for cooperation and communication.- 16 online meetings for communication and cooperation.- establish 2 solar plant in Iceland and Spain.- run an international eTwinning project to be participated a list of schools.- produce result 1 ''Curriculum on solar thermal energy installation'', which includes, climatology, renewable energy - produce result 2 ''Theoretical background on solar thermal energy'', which is a LTTA material.- produce result 3 ''Practical units on solar thermal energy'', which is a complimentary material for RESULT 2;- produce result 4 ''Online process manual'', which is a sorts of software tool showing how to plant a solar plant step by step.- produce result 5 ''Solar thermal energy planning tool'', which is a software tool showing the right sport of the place where to plant the solar panel. - produce result 6 ''award framework'', which is a methodological guideline showing how to award best planing and performance of partners in planting solar panel.- carry out 3 multiplier events in Spain, Iceland and Latvia. - publish 60 news letters (10 per partner).- ensure 30 online dissemination conferences.<< Results >>The expected results are:6 face to face transnational meetings: M1 Kick-off. M2 Evaluation meeting M3 Intermediate Evaluation. M4 Final Evaluatiıon Meeting. bi-monthly virtual meetings to be held.Budget and time management to be done on a regular basis. ---implementation activities, e.g. producing concrete products and installation 2 solar plants in 2 schools. The concrete products are:Curriculum on solar thermal energy installation (R1). The expected curriculum is designed holistically in different ways: Suitable for pupils aged 10-14Suitable for different time-spans of learning (whole year course or as project week “energy technology camp”, or selected modules)Implementable in the frame of different school subjects.Theoretical background on solar thermal energy (R2). The theory combines technical and natural-scientific and political, socio-economic, and social aspects of a plant planning and construction project. Stakeholder involvement, procedures, and processes are rarely adequately considered (in educational as well as in real-life projects), which often leads to failure.Practical units on solar thermal energy (R3). Learners will build a solar thermal system (within the school complex, or on a municipal building, etc.) suitable for water heating in an environmentally friendly way. Solar thermal energy planning tool (O4). The map-based planning tool shall assist in finding the best site for the implementation and will allow us to learn about parameters influencing the success of the implementation and future energy outcome of the plant.Online process manual (O5). It accompanies learners and teachers individually as step-by-step guidance, provides additional information, space for uploading data, and pictures for documentation. Public access to its database shows a directory of already existing locations and a competition feature — the best solar town projects will be awarded.Award framework consisted of (O6):Two plants installation: We will have completed pilot projects — within the project the educational program will be transferred to all participating partner countries (language and regional versions) and evaluated at two sites, one in Spain and one in Turkey which means that two solar thermal devices/plants will also be installed within the project).1 Staff LTT.2 solar panel plant 3 multiplier events and the first experience reports from the projects we will conclude to prepare a dissemination and reparation concept for Europe-wide course offer and follow-up projects. Outcomes: Different methodological approaches to impart knowledge will be shared between the partners, thus qualifying the staff of the involved organizations. The consortium also expects that cooperation and communication with all stakeholder groups will foster enforced networks which will not only assure sustainability of this project’s outcomes but also enable other cooperative projects. The combination of learning and doing will promote critical thinking and will be vital for active citizenship in the field of the energy transition.

<< Background >>The reason why we have requested this project is that we have detected that actions against climate change are not being implemented at the speed required by the urgency of the situation. We believe that one of the most urgent measures to be taken against climate change is waste reduction. Therefore, we think it is very important to instil in primary and secondary school children the idea of reusing waste to produce new things in a creative and attractive way (upcycling).With this project we want to support teachers, school leaders and other teaching professions with their professional development and provide them with the tools and resources they need to be able to understand the possibilities that upcycling has for multidisciplinary and project-based education and provide them with practical ideas on how to implement it in the classroom as part of the school curriculum. The partners identified common needs, which were further analysed during the preparation of the application. Based on the conclusions drawn, the partners have defined the needs and set priorities and objectives.The direct target group of the project is primary and secondary schools, school teachers and environmental associations. The identified needs we want to satisfy are: -Lack of interdisciplinary collaboration in schools. Subjects are usually taught separately, so pupils lack a holistic view, which means that they often do not see the practical application of what they study, and they lack motivation. -Lack of competences to foster initiative and entrepreneurship in different areas of education. -Lack of adapted materials for primary and secondary school teachers to motivate students' interest in STEM. The indirect target group of the project is primary and secondary students, families, city councils and municipalities, policymakers in the field of education and environment, partner organisations and stakeholders. The identified needs that we want to satisfy are: -Lack of knowledge about the true possibilities of upcycling, which many people confuse with recycling. -Lack of cooperation between schools, public and private companies. -Lack of awareness of individual responsibility to act against climate change. -Lack of awareness in society of the need for less waste in general to help tackle climate change and of the urgency that these measures require. Preventing products and materials from becoming waste for as long as possible and turning waste that cannot be avoided into a resource are key steps to achieve a greener, more circular economy. If we look at the waste hierarchy defined by EU Waste Framework Directive, we can see that prevention and re-use are the most preferred options. Introducing upcycling to school educators, we meet some priorities in the field of school education:-Sense of initiative and entrepreneurship, by turning ideas into actions.-Cultural awareness and expression, as upcycling involves in some aspect knowing, understanding, appreciating and valuing the different cultural and artistic demonstrations. -Learning to learn, by motivating to learn in a non-formal and informal context.Upcycling helps to develop a range of other skills and abilities such as creativity, innovation and critical thinking, problem-solving, collaboration, respect for the environment. This way, the project supports teachers in delivering competency-based teaching.The advantages of cooperating with transnational partners to achieve the project objectives are to foster the creation of synergies between organisations able to disseminate and exploit the project results, to learn from each other, because the partners have different but complementary competences and experiences, and to create a network of actors active in the field of social inclusion at European level.<< Objectives >>The objectives we want to achieve with this project are to: -Raise schoolchildren's awareness of environmental challenges and climate change.-Develop innovative practices for pupils to become agents of change in using fewer resources, reducing waste use and offsetting carbon footprint emissions.-Develop the sustainability competences of schoolteachers, leaders, and staff -Promote interdisciplinary collaboration, innovative learning and the development of creativity.-Promote interdisciplinary teaching in cultural, environmental, economic, design and other contexts.-Increase sense of initiative and entrepreneurship of schoolchildren-Foster innovation, creativity and entrepreneurship in different fields of education.The ultimate goal is to disseminate the results widely and to create a network of interested entities and stakeholders. This will be achieved through the implementation of the dissemination strategy and will be highlighted through the partners' dissemination records, but also on the project website, which will host all the material and resources developed throughout the project, as well as other events and media coverage. All partners will be involved from the beginning of the project in dissemination activities.The strategy of sustainability and exploitation of results is also very important to ensure that all products, materials and results developed within the project reach as many people as possible and that the project activities and practice have an impact on the target groups and decision-makers beyond the end of the project.Through multiplier events and other local awareness-raising actions, schools and NGOs will develop partnerships and seek public and private sponsors who can help them fund this initiative.<< Implementation >>The activities to be implemented throughout the project are: All activities that will lead to the development of the PROJECT RESULTSR1. Development of the conceptual background and the framework for the blended courseR1/A1 - Development of the framework (analysis and contrasting the experiences and good practices on national level) R1/A2 - Case study research R1/A3 - Elaboration of the framework of the blended course:R1/A4 - Peer evaluation and adjustments. Translation of the Methodology in partners’ language.R1/A5 - Design and development of the website and open educational resource in English and partner languages.R2. Blended course for educators about the importance of recycling/upcycling with practical ideas on how to implement this in and outside the classroom.R2/A1 - Development of the methodological framework for the implementation (steps, deadlines, etc.) and didactic grid.R2/A2 - Development of the contents of the Training MaterialsR2/A3 - Internal peer-evaluation of the Training Materials and adjustmentsR2/A4 - Fine-tuning of the training materials and adaptation into partners’ languages.R2/A5 - Piloting with educators on national levelR2/A6 - Finetuning of the materials in partner languages R3. Cycle of webinars: training webinars on creative process planning.R3/A1 - Development of the plan and programme of the webinars and their promotionR3/A2 - Organisation of national and international webinarsR3/A3 - Recording and edition of the videos promoting upcyclingR3/A4 - Development of the platform section for webinars and videosR4. Guide including recommendations on how to implement upcycling to educators and families.R4/A1 – Development of the guide including recommendations to educators and parents/families on how to implement upcycling with schoolchildrenR4/A2 - Peer-evaluation and fine-tuningR4/A3 - Adaptation of the guide in national languagesR4/A4 - Campaign on raising awareness on upcycling: short podcasts with experiences of schoolchildren Activities related to DISSEMINATION -Creation and maintenance of the website and the educational platform. -Creation and maintenance of the Facebook profile -Design and development of dissemination materials (newsletters, brochure...) -Publication of articles in mass media on local/regional/national/ international level-Publications on EU platforms to support dissemination activities, e.g. eTwinning and School Education Gateway platforms.-Regular contact with target groups and all entities interested in the project. -Multiplier events Activities related to QUALITY CONTROL -Establishment of the quality control committee -Monitoring of compliance with qualitative and quantitative indicators. -Establishment and follow-up of expectation and satisfaction surveys. Activities related to SUSTAINABILITY and EXPLOITATION OF RESULTS:-Elaboration of declarations of support and signature by the partner organisations-Maintenance of the website and the online platform for at least three years after the end of the project.<< Results >>The tangible results of the project will be:-A collection of at least 24 good practices about upcycling experiences targeting schoolchildren, in formal, informal, and non-formal education (R1)-16 case studies prepared and analysed by each partner (R1)-A blended course for educators about the importance of recycling/upcycling with practical ideas on how to implement this in the classroom in English and in partner languages (R2)-3 webinars in English organised collaboratively by all the partners (R3)-7 webinars in partners’ languages - 1 webinar per country (R3)-7 videos in English and partners’ language - 1 per country (R3)-7 podcasts developed and recorded by school children - 1 per country (R4)-Guide including recommendations on how to implement upcycling to educators and families in English and in partner languages (R4)-A website and an open educational platform in English and in partner languages -5 Transnational meetings-6 Multiplier events-56 educators will participate in the piloting and the blended course at the national level Other project results will be: -Exchange of ideas, good practices, methodology and pedagogical materials between professionals working in primary and secondary education and environmental organisations. -Improved skills of primary and secondary school teachers to give a multidisciplinary approach to teaching and integrate different subjects (STEAM).-Transfer of knowledge about different educational systems and perspectives. -Increased awareness of the benefits of upcycling to achieve a greener and circular economy and contribute to reducing the carbon footprint.-Raising awareness of the need for initiatives that help to combat climate change.-Encouraging innovation, creativity and entrepreneurship in different areas of educationIn the medium and long term, the partners expect the project to help: -Primary and secondary school teachers will improve their knowledge and skills to offer multidisciplinary, more practical and relevant training to the needs of the society.-The educational offer of primary and secondary schools will be more motivating for students, who will be better prepared to face the challenges of the future society, especially those related to the environment. -Primary and secondary teachers will improve their professional skills and, thus, be able to improve the teaching methods used in their schools. -Cooperation and synergies between organisations active in the field of primary and secondary education and environmental organisations will be strengthened.More specifically, it is expected that during the implementation of the project and after its completion, primary and secondary school teachers, other staff of schools and environmental organisations will:-Strengthen their professional competences and become familiar with tools and techniques to motivate their students.-Improve their knowledge of accessibility and the adaptation of the learning materials to the needs of the students. -Be able to offer better and higher quality educational programmes and activities.In addition, primary and secondary school students and their families will:-Be more motivated to learn and engaged in lifelong learning.-Be more active and engaged citizens in their community.-Become more aware of the importance of reducing the carbon footprint and, thus, contributing to fight against the climate change.-Become more aware of the importance of individual actions to combat the climate change.-Learn about upcycling and be able to use waste to make new products in a creative way, which will help reduce their carbon footprint. -Become agents of change in the fight against climate change.