The inspiration to bring up FEPDIS project was bringing a new innovative spaecial family education programme within context of Erasmus+Adult Education,specified within horizontal priority of the adult learning education,innovative integrated approach through activities are aimed to reduce inequalities for disadvantaged students,continuity of educators' professional development,activities reducing inequalities of learning by disabled children and disadvantaged groups,to improve their learning methods and enrich diversity of learners and activities supporting innovative pedagogies were included in the project.The partnership consists of 6 partners from 5 different countries contributed with their different competences and their rich background;the coordinator Konya Directorate of Education responsible organization in educational field as in-service training provider in the city.Two universities,one from Czechia and one from Turkey are experts in curriculum development in the field of special education and pscychology.The partner from Spain has close cooperations with all special education schools in Ali Cante/Valencia and they have links with special education institutions.They have also potential for reaching the parents of SEN(Special education needs)The partner from Denmark is the largest special vocational school for students SEN.The partner from Malta is private educational counselling body and they are experts in educational studies cooperating with universities.In the scope of Erasmus+Adult Education;families and the psychological counsellors,special education teachers,child development experts,teachers and school administrators had innovative pedagogical approaches to families having disabled children.Through the modules and implementations no matter what existing disability is,the program was composed to include accepting disability, disability rights,developmental periods,parental attitudes,communication with children,positive behavior development,abuse and changing undesirable behaviors.The prepared training modules were implemented through pilot and main implementations to the families having disabled students.During the Project families and educators have been informed and through the implementations and educations they gained conscience by an innovative and unique program in the project.The educators had a training program that is implementable and contributing to their professional development.A general literature search were made for making needs analyses as well as survey implementation and the implementation of evaluation.A family education program with 8 modules,a training program with one module for the implementors and a training program with another module for the practitioners were prepared in 5 languages together with all the project partners according to the ultimate targets of the project.For the Intellectual Outputs and Trainings of trainers,special boards of committe were formed by each partner.This committee composed of psychology,educational counsellor teachers,special education specialists and teachers,academicans from the universities.For the training of trainers two partner universities shared the responsibilities and the curricula during the Learning Training Training Activity.For the implementation of pilot and main practices,each partner prepared familiy education sessions based on 8 week for eight modules;training sessions were evaluated by the participants with feedbacks and their feedbacks were discussed during online meetings and Transnational Project meetings among the partners. In the content of introduction and dissemination,conference and seminars were hold ,posters and brochures were prepared.Project website were prepared with in five languages.Main impact of the project was directly related to the overall objectives of the project preparation and implementations of modules in 8 weeks by the experts. As well as the families and teachers;municipalities,associations for special education,rehabilitation centers, universities,family health centers benefited from the program.It also provided opportunities for pscychologsists ,counsellor teachers,special education teachers,adult education teachers to refresh their Professional competences to contribute to their personal development.Through Project implementation process;all of partners had pilot implementations with 72 parents,and 210 families had main implementations.72psychological counselling teachers had practitioner trainings.During the multiplier events 442 participants directly participated into seminars and conferences and thanks to local press and media tools all local inhabitans had been informed about the content and educational materials developed within the Project.All information and introductory data is easily accessible via Project website www.fepdis.eu accessible for all experts,specialists and by families within the concept of sustainibility and the in-service trainings to develop computences.

"Bullying and cyberbullying also occur beyond the school setting. The school is not the cause or the only place where it takes place, but the causes can be found in the various contexts in which life goes on during childhood and adolescence, such as family, school or neighborhood. That is why it was necessary for the From Peer to Peer project approach to be community, territorial and integral, if we wanted to act with coherence and effectiveness.The issues of bullying, violent relationships or disabling inside and outside schools leaked as cases specific in the education departments, and in other municipal areas of the different territories of the EU. In this sense, the European Union itself is worried about this problem and in 2013 adopted a declaration calling for a European day against bullying. However, in most cases of bullying, there is a situation in the schools of non-recognition, by passivity to name, generates a certain silence and justification for personal characteristics of those involved at all levels. This became a priority need on which to act.The loss of confidence in educational institutions to resolve the conflicts generated by the coexistence with the ""different"" (the martest, the fattest, the immigrant, the non-member of my group, etc.) led us to consider the need , if we wanted to make a significant change, to face this problem from a territorial (local, municipal, regional, national, European) and preventive approach, transcending the doors of each of the schools and generating a culture of teamwork and cooperation between all the parties involved. In this sense, it was necessary that there was cooperation at all levels, working with direct and indirect recipients. On the one hand, schoolchildren of different ages, families, teachers and local community, which have cooperated locally, and in each of the partner countries (Spain, Portugal, Belgium, Italy, Hungary, Romania and Greece), in the execution of the activities proposed in the project, and on the other hand, a cooperation at the international level, where entities of different nature have come to collaborate, such as town halls, schools, universities, associations of educational and research centers, regional governments and formative entities of non-formal training. In this sense, a cooperation was proposed at two levels, which have worked in an interrelated manner, where the conclusions and progress that have been generated at the international level have been likewise, applied at the local level through workshops, conferences, meetings, pilot projects, etc.From this maquila, cooperation at the international level has worked as a source of good practices, ideas and collaborative learning among the seven project partners, and as a supervisor of the activities that have been carried out at the local level, evaluating the initiatives, their success and the possible points to improve.The objectives established for the project have been:-Know first hand how the phenomenon of bullying is being managed in other European countries.-Compare the situation of school coexistence in centers of different countries.-Apply, as far as possible, the experiences learned in our centers.-Promote a positive and socializing education.-Improve school coexistence.-Contribute to the eradication of all types of violence in childhood.-Promote interdisciplinary and multicultural training for teachers and professionals in the field of education.-Make a baseline study of the phenomenon and its management in the different target territories.-To compile the best practices in different intellectual products that serve as a basis for pedagogical material at the levelEuropean.-Create a work methodology based on the best practices found at European level and applicable in the centersschool-Create pedagogical material that improves the capacity and the abilities of the teaching staff in the management of bullying, according to thenew technologies and communication channels.-Exchange of experiences of application of the programAs a result of international cooperation, the most important activities carried out have been:- The generation of an analysis on the situation of bullying in Europe and in the different participating countries, whose results have been reflected in various infographics;- The creation of a MOOC (Free Online and Massive Courses) that gathers the good practices of the partners on the subject, so that they can be transferred to other entities and professionals from all over Europe.- Completion of a specialized course in Leuven (Belgium) where representatives of partner organizations could deepen on the subject."

REGENERATE galvanizes clean energy transition on the three Balearic Islands: Palma, Ibiza and Menorca by triggering an investment of €44M in eco-sustainable renovation of 3,000+ homes in 4 years. The Islands have an urgent need to transform their tourism-dependent economy into a resilient and green one, as they are especially vulnerable to climate change and are highly dependent on fossil fuels. The REGENERATE’s renovation formula combines a market-driven, people-centric support with affordable financing, via in local One-Stop-Shop renovation offices on each island. REGENERATE’s pipeline approach is grounded in the realities of the islands building stock, defined energy efficiency & renewable energy upgrades, residents’ ability and willingness to pay. Thus, a realistic assessment of the pipeline supports the design of a self-sustainable business model for the OSS offices and enables the financing instrument to raise private capital to invest in individual home renovation projects. Stimulating bottom-up demand is at the core of this approach; REGENERATE will build upon the existing citizen engagement strategies on the islands and enhance their reach and scope. The impact goes well beyond energy savings, by boosting health, wellbeing and comfort of families, resulting in the reduction of more than 25,727 tCO2-eq/year and creating more than 4,000 jobs, 5 years after the project is completed.