<< Objectives >>Improve the socio-emotional climate in the classroom, fight distractions and boredom in classes by striving for lessons of interest, quality and engagement by: Manual of Good practices for teachers;Training for teachers on how to increase students’ motivation, focus and on-task time. Providing pilot trainings to test chosen practices.Mobile friendly teacher online toolbox with constant support everywhere and anytime the teacher needs it.<< Implementation >>Data collection and gathering of good practicesPreparation of the instructions on how to implement good practices into the school Development of the final, easy to use guidePreparation of methodology and content for training Pilot teacher training and update of programme Transform the teacher training into small modelsSet-up the Online toolbox Testing and gather feedback Finalize the Online toolbox Translation in all partners languages 3 local dissemination events<< Results >>●Manual of Good practices on how to increase students’ engagement and concentration●Training for Teachers - Training for teachers on how to increase students’ motivation, focus and on-task time. The aim of training is to introduce good practices to teachers that they can implement in their schools. ●Teacher online toolbox - Mobile friendly teacher online toolbox with constant support everywhere and anytime the teacher needs it

"The aim oy YouLEAD project was to develop the capacity of consortium members [NGOs; Universities; and Business sector] for increasing public awareness for implementation of Sustainable Development Goals through using Digital marketing tools, particularly internet and mobile application.Project activities were set on several different methodologies based on non-formal approach: Online Kick-off meeting; online meetings of the Project management team; two Mobility of youth workers; National training courses for own members and representatives of other NGOs, Business community and/or Local authorities; Dissemination events for the presentation of project outcomes etc.Realizing a project activity, youth workers gained a sense of self-worth, and the ability to influence changes in their own lives and the wider community. Especially, to increase the civil society pressure on the public authorities and business sector for strengthening their roles in the implementation of policies for SDGs and ultimately to mainstream into their national plans, strategies and budgets.Each activity was closely monitored throughout the duration of the project and evaluated at the end. The methodology was based on the best practices for managing and controlling projects involving international partnerships.In the process of creating the project results, we used non-formal methods to stimulate critical thinking and to draw out new ideas. Realized outputs:* Developed multi-functional website and Social media;* E-guide ""YouLEAD: SDGs & Social Media"";* E-guide ""YouLEAD: We Only Get One PLanet""; * E-guide ""YouLEAD: Smartphones - Myth vs Fact""; * E-guide ""YouLEAD: Youthpass & Recognition of Youth Work"";* Produced 25 short movies about project topic;* Created 17 Kahoot quizzes. One quiz per each SDG;* YouLEAD mobile application contains 17 quizzes, one quiz per each goal. Each quiz consists of 10 questions, of which at least 7 questions must be correctly answered to pass the quiz. After successfully passing the whole campaign, an e-certificate is generated and uploaded in the online database;* Developing promotional materials (infographics, banners, posters, leaflets, newsletters etc.); All outputs are free of charge on the project website [www.youlead.space] and Social media.In YouLEAD events & activities were included people with fewer opportunities (economic; social; geographical and sexual obstacles).Taken measures provided support for participants with fewer opportunities in phases of preparation, additional support, assistance activities (reinforced and enhanced mentoring) - when required and monitoring the realization of daily and other project tasks. Sharing experiences, interaction and activities proposed and implemented in this project contributed to the development and enhancement of the experience of each involved person. In all activities directly were included minimum 5.000 participants [local partners, youth workers, the business community, public authorities, media etc.] from eleven countries: Australia; Austria; Bulgaria; Germany; Greece; Kazakhstan; Kyrgyzstan; Nepal; North Macedonia; Poland and Uzbekistan.The participating organizations (consortium) represented a ‘mosaic’ of NGOs, organisations in the field of education (University and Community learning centre) and Business sector (non-profit company) from Asia, Australia and Europe with the capacity to ensure effective preparation, implementation and dissemination of the results achieved through the project.The dissemination activities will continue after finalization of the project, in order to ensure maximum impact and sustainability of the project promoting transcontinental cooperation between youth with a real positive influence on accepting the value and the meaning of cultural diversity around the world.Period of realization: 01.11.2018–31.01.2020."

"<< Background >>Healthy eating for smart people. Gastronomy as an element that increases resilience and integration.New Learning Methodologies for Social and Labor Inclusion serving our Vocational Training students in the gastronomy branches.We have decided to undertake this project for our students, many of whom are at risk of dropping out of basic education because they believe that a higher education will not give them the opportunity to develop and they do not see a certain future job. We want to modify this trend. Our goal is to show them that they can opt for another type of education and training. We also want the project to provide schools with a pedagogical model and educational tools to help students connect with ""real life"" applications: the European reality, multiculturalism, integration, the job's world, companies in the sector, cooperation networks, ICTs.The 2020 Education and Training Strategy sets as an objective the need to improve the quality and efficiency of education and training, in particular to reach the benchmark: many students according to Pisa reports and diagnostic tests have an insufficient level of reading , maths and science. In addition, the project will also address the need to improve knowledge of and about science as a precondition for preparing the European population to be actively engaged and responsible, creative and innovative citizens, able to work collaboratively and fully aware and versed in the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015). It is a project created by six partners very involved in the social and labor integration of young people. This project is an opportunity to discover and experience other ways of life with the family, students, associations and educational workers; They are also part of our society and therefore have the right to a successful working life. It aims to strengthen the capacity of secondary schools to develop competencies in subjects such as languages, technology, sustainability, ecology, inclusion, multiculturalism through innovative and interactive pedagogical methods and approaches. The inclusion and integration of our students in the classroom is a matter of concern in today's society. How do we approach the learning methodology and how do they feel when they come to our classrooms, what can we offer them to prevent them from dropping out of high school classes? What can we do to improve their working conditions or their options for decent work? It is also important to know what their motivations, concerns, goals, projects and dreams are, so that we can begin to make them come true in the classroom, their new microcosm. Our intention is to create a participatory and cooperative project between teachers, students, associations and local entities to address the situation, based on transversal skills and the methodology that best suits them.We believe that the future of education is linked to inclusion and therefore that the learning process must be changed, taking into account multiculturalism and plurality, regardless of religion, culture, ideology, race, etc. ., because the most important is to learn to live together and provide an education for all, increase the level of awareness of the school community and other stakeholders towards young vocational students and ensure that these students become more active in the educational process through activities that promote social and labor inclusion.<< Objectives >>The main goal is to reduce the gap between professional training and the needs of gastronomic companies. This produces demotivation and the consequent school dropout, which is a cross-cutting phenomenon throughout Europe. To achieve this we have to change the mind, we have to motivate students and give them development tools appropriate to the current times. For this we have to improve teaching and bring it closer to the company and the new reality. It will be implemented with collaborative work with business associations, local entities and volunteers such as chefs of recognized prestige and different professionals from various areas related to the field of New technologies and training, Education, Languages, Sciences, Arts, Sports, Cooking with the use of ICTs to motivate students in the Teaching-Learning process.It is essential to elaborate the objective of the 2020 Education and Training Strategy in relation to the need to improve the quality and efficiency of education and training, in particular to achieve the benchmark: New learning methodologies for socio-labor inclusion. that there is still a need to apply a holistic approach that focuses on new methodologies, new flexible pedagogies and addressing the relationships between students and teachers, between students and students as well as the participation of parents and also other stakeholders: the local community , the business sector, public entities, political leaders in the different phases of education. It is necessary to adopt both new technologies and new pedagogies that are more in line with current changes at a social, cultural and economic level, in addition, it will improve the professional development of teachers and the quality of teaching at all levels, learning environments collaborative, inquiry-based learning, etc.Local networks will be created, made up of business associations, educational institutions, teachers, volunteers, students and local entities, and these networks will become a transnational network whose synergies allow the project's objectives to be achieved.Objectives regarding students:• Understand the current EU• Reduce school dropouts• Implement our objectives through business associations• Promote motivation and change, improve personal development, learn at school and adapt to a new society.• Increase their level of English, as well as other languages ​​with which students may be familiar.• Ensure that students are more proactive in the educational process through transversal skills• Work with new ICT, applications, brochures, PPTS, double space and high quality products: Scratch, programs to make videos and websites.The project aims to strengthen the capacity of secondary schools to develop competencies in subjects such as languages, science, technology, ecology, sustainability, entrepreneurship ... through innovative and interactive pedagogical methods and approaches:-Collaborate in the same pedagogical model.-Create a technological hub common to all participants.- Present in a blog all the participants their experiences.-Create on-board diaries.-Inform all EU countries of the lack of innovative methodologies to allow inclusion.-Learn new teaching methodologies to motivate our students.- Promote new technologies and their use in teaching to undertake activities that are inclusive for all.-Cooperate with various associations and organizations.-Increase responsibility, awareness, social sensitivity, tolerance and empathy for all people.-Promote mobility between students and internships in partner countries.-Eliminate stereotypes.<< Implementation >>From the outset, partners will define concrete methodological approaches and strategies to identify the most important competencies that teachers need to effectively teach subjects in secondary schools, also through innovative pedagogies and technologies. Local networks will be created in coordination with the business world, public institutions, volunteers, educational centers and students. Preliminary studies will be carried out on the socio-labor situation of VET teaching in the member countries of the partnership, as well as project impact indicators. The consortium will design and launch the project's technology HUB. Next, partners will develop the pedagogical model as well as various inquiry learning tools. All these contents, together with the learning program, will be integrated into the environment of the HUB. Students between 14 and 19 years old will participate in this project, as well as groups of teachers from each school. The work methodology will include small ""heterogeneous interactive groups."" Studies will be carried out during the execution of the project that will help reduce the deviations of the HUB, and finally, final studies will be made on the results of the project. All this material, in addition to the pedagogical that will be included in the HUB, will be translated into the different languages ​​of the partner countries in addition to English, which will be the vehicular language of the project. The centers will recruit student volunteers, who will be in charge of assisting and supporting members who participate in local activities during their stay here. The activities are designed to focus on self-confidence and the acquisition of skills that allow them to more easily access the job market and escape possible failure. In the different activities and workshops, students must collect data on the culture of their countries: Environment, Traditions, cuisine, companies .. In all these activities we will implement a methodology based on projects and on ""learning by doing"" because in each activity the students They must work collaboratively and integrate content from different subjects to create different end products. A general promotional program and activities will be organized for the project. The whole project consists of getting in touch, learning new skills, sharing experiences and appreciating other realities in Europe.Apart from online activities and networking, face-to-face activities will be very important. Displacements in multiplier events, administrative meetings and training activities. Face-to-face contact with partners from other countries will give a plus to the project, especially after almost 2 years of confinement. The face-to-face activities will be essential for the integration and motivation of the technical staff, local companies, teachers and local entities who will see that their students, their products and their culture and traditions are going to have a European impact.We believe that these activities will have an impact on all participants, on society, and on the implementation of these results to increase the number of students in the high-level school. This project is a good opportunity to show students, parents, teachers, organizations ... the importance of methodology in them so that they are motivated and do not abandon education. To conclude, we want them to receive high-quality education and achieve true inclusion in every way: Without discrimination based on religion, race, sex ... for a better future.""Education is the most powerful weapon you can use to change the world"", by Nelson Mandela.""Education is not preparation for life; education is life itself"" by the philosopher Jhon Dewey.""Education helps the person to learn to be what he is capable of being"", by Hesiod.<< Results >>According to the UN, education is a right for all women and men, as it provides us with ""the critical skills and knowledge necessary to become empowered citizens, capable of adapting to change and contributing to society."" Education is also protected in the Universal Declaration of Human Rights, and recognized as one of the five basic cultural rights.It is clear that education and development are two concepts that go hand in hand. We all have the right to an education. The most extensive formulation of the Right to education is found in the United Nations International Covenant on Economic, Social and Cultural Rights, which recognizes “that education must enable all people to participate effectively in a free society, promote understanding , tolerance and friendship among all nations and among all racial, ethnic or religious groups, and to promote the activities of the United Nations for the maintenance of peace. ” In this way, States must guarantee education to their citizens through resources, programs that are adapted to their culture, and ensure that no group is prohibited from studying.Education is development and integration, that is what we intend with our project and for this we are going to create a series of local networks formed by the engines of today's society, that is, public institutions, business organizations, educational institutions, volunteers .. and of course ... young students. These local networks will be grouped into a network with a transnational dimension, which will give the project a European dimension, with synergies between these groups and between countries that will be very positive for all.On the other hand, an online HUB will be created, filled with innovative pedagogical materials and good practices. A place where knowledge and good practices will be exchanged. A place and a project that will motivate the learning of languages, of new technologies in gastronomy, which will be a place of exchange of experiences, of networking, that will allow students to broaden their perspectives and contacts, to be able to carry out internships in a foreign country. It will allow teachers to share new and innovative methodological tools, which will increase the quality of teaching. It will allow volunteers to share and acquire knowledge and experiences. It will allow companies to adapt teaching to their needs and to have great professionals with extensive knowledge. Finally, for local entities, the project is a showcase of their places, culture and heritage, without forgetting the great social benefits that will allow them to have high-quality educational centers and citizens prepared for the new Europe.The mobilities of the project will also be very positive for all persons of interest since they will strengthen cooperation and trust between partners from very diverse countries, seminars and activities will be exchanged that will give those interested the new Europe, a plural Europe , varied, multicultural, with diversity as a strong and inclusive pointThe creation and start-up of the HUB entails carrying out studies on the socio-labor impact of the project, the socio-labor situation of our young vocational training students, the working conditions of each country, the teaching conditions, the methods will be studied and analyzed. teaching ... and a series of impact indicators will be developed.All these studies and tools that are developed in the project will be open source and free so that other citizens and institutions can consult them, and even participate in the future in the HUB and in the transnational network, since it is not intended that the project dies when the financing period is over. It must be a living project that grows and develops"

Climate change education occupies a major node in school education. It is a rich topic to explore in the classroom. The fact that climate change may be viewed on local, regional, and international levels — not to mention through scientific, civic, and cultural lenses — provides students with the opportunity to develop critical analysis skills and ability synthesize information. It provides an important window into individual and societal responsibility, making it relevant for all partners involved and a global urgent matter. The purpose of the CC-EDU project is equipping students (such as the next generations) in having a holistic perspective over climate change and learn about collective responsibility toward environment protection and prevention of further damaging situations. The aim of the project is preparing teachers to deal with the complexity of the topic, making it factual and with a view on local, regional, and international situations, using different approaches. The 6 partners coming 6 countries offer a wide European diversity and socio-economical contexts (towns of different sizes, economical life and culture) and will at the same time contribute and benefit from the project. As a whole, the wide experience mobilised for the CC-ED project, offering complementary skills and competencies necessary for the consortium success, is presented through the professional preparation of the staff participating in the consortium, encompassing as communication skills, competence in climate change and related science and social topics, immediate reach of the project’s target groups and ability and great interest increasing key and wider competences in all EU students. Partner institutions represent organizations from different sectors and with previous record in working teachers and the different learning environment (online, class based, workshops…). Each partner organizations will provide the most significant inputs to project activities/products, and will be guided by the University professors involved which have picked up due to their background in climate change topics. Through the CC-EDU project, schools have an opportunity to teach their students to evaluate a variety of evidence and draw their own conclusions. If students are to leave school and tackle issues head-on, they can’t do so without understanding how to use information and balance opposing viewpoints.The possibility for offering more targeted support to help teachers develop competences, enhances the quality of teaching in general (School development and excellent teaching for a great start in life COM(2017) 248 final). A holistic, individualised and young-people-centred approach is crucial for keeping the interest of young people in any topic, on climate change in particular.

Context/background of the project;The labour market in Europe is facing challenges due to demographic changes and increasing cultural diversity. From practical experiences of the partners in their day-to-day work as well as research in the market we’ve learned that Small and Medium Enterprises (SME’s) are lacking knowledge and practical tools to develop themselves into more diversity-minded, inclusive organisations. Leadership education does not yet have the subject of (generational and cultural) diversity inegrated in their curriculum. Especially, but not only, graduates entering a labour market experience resistance against diversity and the same applies for newcomers from other countries/cultures. The last decade more and more projects have started with the subject of diversity. However, most of them were focussing on creation and implementation a diversity-policy (using a top-down approach), having a problem-oriented perspective or were focussing on anti-discrimination and were done in larger organisations. Diversity of the labour market (and therefor at the workplace) is growing rapidly. SME’s experience an urge to adapt to it and grasp its opportunities for their innovative power and future. Although diversity can include any type of differences among people, the SiLC-partners choose the scope of 2 aspects that have actual relevance for collaboration the workplace: age and culture. The SiLC-team has developed and tested a set of tools that support team leaders and facilitators (trainers, teachers, coaches) to work on the subject and improve acceptance of it as an asset for organisational performance. In contrary to top-down approaches (policy-development) the SiLC-partners are convinced building inclusive teams, embracing diversity and using it as an asset for team development are more successful when done in a bottom-up, low profile, practical way in SME’s. By doing so, we support fully the increasing new interest in learning on the job and experiential learning.The objectives of the SiLC-project are two-fold: •supporting SME’s to build inclusive teams, using their performance and innovative potential from a bottom-up approach by delivering a set of tools and supporting materials for collaboration, leadership and leadership training. •VET schools can use the SiLC-tools to train their staff and support their students who are entering the labour market soon (via internship or as junior employee). At the same time SME’s can use the SiLC-tools to implement a more diversity-minded work-culture in their organisation. In the SiLC-project, 6 partners from Netherlands, Spain, Czech republic, Bulgaria, Romania and Latvia varied in the way they work on the subject of leadership and learning and also are active in various areas of the labour market. They collaborated as a diverse team, experiencing it on the run, seeking inclusion and using their differences in age, culture and references as an asset in delivering the project.During the SiLC-project, the partners have done empirical research, developed a toolbox and supporting manuals and a mini-curriculum which have been tested in training sessions and workshops. All partners have tested and implemented the tools in their own work and made an effort to disseminate it to target audiences (VET, SME, NGO organisations) in their resp. countries. The success of the project becomes visible as other organisations start using the IO’s for their own projects and developments, and in some cases it already has lead to development of special training modules for team leaders. The awareness that diversity is important for future performance of organisations has improved and continues after closure of the project. The SiLC toolbox supports this with tools for the workplace and in training. Not all VET-schools and SME’s tend to make it a top priority yet, but the ball has started rolling and the awareness that they have to put it on the agenda has increased. With SiLC the practical tools are available to start with it today, both in VET-education who support students entering the labour market as in SME’s who welcome them as newcomers in their team.