Under field conditions plants interact with a diversity of microorganisms, however, both conventional and organic agriculture already affected the soil microbiome leading to decrease of soil quality, nutritional value of crops and creating necessity to use a range of chemicals such as fertilizers and pesticides to avoid spread of unwanted pathogenic microbes. These substances affect not only the plant microbial foes but also the friendly ones that help the plant to establish homeostasis and to reach the nutritional quality of products that support the health of the consumers. XXI century brings us new possibilities to develop novel methods to rebuild soil and plant microbiota, however, this aim needs the increase of the food producer’s understanding and knowledge. While most people already accept that our health depends on our body microbiota it is still poorly understood that plant development devoid of associating microbes is simply an artefact of the laboratory conditions. The “come back” of plant security microbes is possible through the bioaugmentation strategy allowing microbes to create optimal conditions for promoting specific crop growth under harsh conditions and will allow reducing the use of water, fertilizers, and pesticides. This would mean the reduction of costs for the farmers, better resistance of plants to common episodes of drought due to global changes, reduction of N2O emission and fertilizer run-off. The most common and potent plant inhabitants are endophytes that include fungi and bacteria hiding within plant tissues. While they are present within plants no visible symptoms can be noticed but they are able to produce growth hormones, antioxidants and enzymes (such as ACC) capable to attenuate stress factors such as drought, salinity, toxic metal pollution, extreme temperatures, high CO2 etc. Properly selected endophytes can be a potent tool against pathogens and abiotic factors. In addition endophytic microbes can stimulate the development of arbuscular mycorrhizae that is the most important interface between a plant and soil. Mycorrhizal fungi grow intraradicaly but also form extraradical hyphal net helping plant roots to increase the absorption of nutrients, particularly phosphorus and nitrogen, and helping to alleviate drought stress by increasing water access and creating proper soil structure to attenuate erosion. Providing well selected microbial consortia and appropriate agricultural practices has greater potential than a single strain. The reduction in intensive use of fertilizers and pesticides can allow for maintaining environment and human health while the cost of cultivation can be importantly decreased. The endophytes can be still important and maintained if the fungicides are used while mycorrhizal fungi resist only selected fungicides such as pencycuron or azoxystrobin. Thus, it is important to provide the farmers and policymakers with the protocols concerning the use of chemical substances in case of problems with pathogens. For endophytes the best source of stains are within close relatives of cultivars that still exist in nature. The Polish group already have several strains of endophytic fungi specific to wheat varieties cultivated in the area. Mycorrhizal fungi from the region are also kept in the pot cultures but within the project we will rather teach farmers how to obtain the inoculum themselves –this again needs special training and workshops available for farmers. The project addresses local communities that are involved in ecological production of food and will help to optimize organic agriculture, ensuring sustainability and lower concentration of pesticides used. Shortage of information to the farmers, and lack of application technology are prevalent. Development of the microbial products is hindered due to the lack of understanding not only among farmers but also policymakers and often among school teachers educating future farmers. The strategy is to bridge the gap between research and farmers, to embed academic knowledge into the policy process from the beginning. International cooperation will help to exchange experiences in solving problems and will stimulate sharing the microbial strains that can be of importance under changing climate. The guidelines, protocols and leaflets prepared for farmers and basic knowledge concerning the subject will be shared and adopted in each country participating in local language. Each partner will prepare and maintain the demonstration field experiment that will be monitored and will be used during summer school and open days for farmers.

Our partnership combines the efforts of 8 organisations (4 schools and 4 training providers) from Bulgaria, Ireland, Romania and Spain, in an attempt to create an innovative education tool to support teachers in their daily tasks.The FCREATIVITIES project is focused on the improvement of four creativities: mathematical, linguistic, scientific and artistic. In short, this project will create a compendium of 24 portfolios with descriptions of creative activities to be carried out in the classroom. With these activities, the motivation and interest of the students aged between 10 to 12 y.o to learn should increase as well as their long-term desire to stay in the educational system. Our project mainly focuses on the improvement of students’ participation as well as the promotion of student’s creativity, self-knowledge and motivation. According to previous research, students lacking these could be facing risk of demotivation and as a consequence, drop-out and isolation. The aim of FCREAITIVITIES is to improve the teachers’ abilities to generate a creative education, leading to the creation of students who are able to think, analyse and solve daily problems. This type of creative education is based on the teachers’ intervention, in their open attitude to students who ask, experiment, explore and try new ideas. Thus, it is not only necessary to stimulate memory but also the processing the information students receive.This may be achieved with concrete and measurable objectives:-developing a multilingual compendium of 24 working portfolios for a more dynamic work with students, which will be created by March 2020.-developing a multilingual FCREATIVITIES website for the maximum exploitation of the methods created by August 2020.-holding a creative school fair in each partner school where students will show the implementation of the portfolios.FCREATIVITIES is based on an international cooperation, which will allow us to maximise the specific knowledge and the concrete experiences of each country and social organisation. Each partner country will be responsible for developing a creativity within the FCREATIVITIES project.There will be a multilingual compendium of creative portfolios in the F-CREATIVES project to work actively with students. An F-CREATIVITIES website will also be created in the teaching communities of the partners countries and in Europe.The activities in the project will be grouped in four main working processes (WP):1. WP1 - Management. Main activities: design and adoption of strategic documents, five partner meetings, tasks assignment, reports, follow-up, quality control, risk management, National Agency communication and internal evaluation. 2. WP2 - Development of the FCREATIVITIES working portfolios. This process will include different stages:- portfolios design. Sample method and thematic categories distribution amongst the partners;-brainstorming. Description of the methods and design of the platform where all four creativities will be stored; translation into the languages of the partner countries; classroom piloting; evaluation reports and set-up. 3. WP3 - FCREATIVITES web development. This process will imply different stages:-prototyping-teacher’s revision and feedback-first full version in English-translation into the languages of the partner countries-evaluation reports-set-up4. WP4 - Dissemination and exploitation. The main activities are: the project website, development of social platform channels, dissemination of news, presentations in national and European events, face-to-face meeting with interested parties, promotion meetings with associated school teachers.The additional tangible results of the project, along with the FCREATIVITIES activities and the web design may be summarised as follows:-1 website of the project in 4 languages: Bulgarian, English, Romanian and Spanish.-1 project profile in social platforms: Facebook page.-40 teachers piloting the intellectual products (10 teachers per country)-200 students participating in the piloting of the FCREATIVITIES activities.-80 teachers (20 per country) set up the mini-projects in their daily practice in the classroom.-600 students (150 per country) participate in the FCREATIVITIES activities.-480 teachers and 280 interested parties were reached in an initial dissemination process.The main qualitative results and the impact we expect to achieve are related to:-better teacher’s abilities to maintain a sustainable motivation for learning and the active participation of students aged between 10 to 12 years old;-an improvement in the student’s motivation to learn and the participation of students in the follow-up and exploitation activities during the implementation and development of the project.-an improvement in acquiring international cooperation competences of all members of the partner organisations.-an improvement in the quality and design skills for research and innovation

The project has been prepared to make a meaningful contribution to inter-cultural dialogue and addressing loneliness, both of which are identified by the European Commission, Member Governments and agencies engaged in local / regional strategic planning as important social issues to be addressed. The application has evolved from the current Erasmus+ project entitled EDIN (Equality Diversity Inclusion Network) where a network of organisations have come together to ensure these principles are embedded in the delivery of Lifelong Learning. This ethos is embedded in the Cultural Ambassadors Target Loneliness through Intercultural Dialogue (CATLID) project where we will enact the following steps:- Develop a training course to provide migrants / refugees with the skills to become Community Educators and share their cultural background- Pilot the training course with eight migrants / refugees and run a series of Inter-cultural Dialogue workshops for them to engage and share with businesses, public sector, NGOs- In addition run Inter-Cultural Dialogue workshops (Knowledge Parties) for migrants / refugees to share with individuals facing loneliness and to facilitate on-going engagement to provide for all the opportunity to extend their support network / contact- Follow-up from the Knowledge Parties to create buddying links between course participants and individuals facing loneliness to reduce their respective sense of isolation - Produce a series of audio - video good practice case studies to promote the project methodology contribution to inter-cultural dialogue- Produce and publish a Handbook on Techniques to Creatively Tackle Loneliness through Intercultural Dialogue, which can be used as a resource to develop new ideas and approaches to creative engagementThe six partners will each train and up-skill eight migrants to become Community Educators who will be a resource for inter-cultural dialogue which will during the project and through sustainability beyond the impact will be to provide learners with presentation skills, enhanced cultural awareness, employability skills, increased confidence and communication skills. In addition the impact will assist businesses to embrace diversity / understand better their customers, assist public sector / NGOs better understand the background / plan for the needs of local citizens and to be active citizens and resource for community cohesion initiatives. Community Educators will also be a resource to buddy with people facing loneliness and enable situations of mutual support and benefit.With active partner contribution from Austria France, Poland, Spain, Sweden and UK the longer-term project benefits will be to bring a trans-national perspective and innovative creative trans-national solutions to combining the project themes of inter-cultural dialogue and loneliness. This will result in the production of materials and tools which can be mainstreamed within the partner organisation and be available through active dissemination to other learning providers / community development / community cohesion focussed organisations throughout Europe.

The PlayIn project is a European project taking place in France (FACE), Italy (CESIE), Lithuania (LSU), Denmark (BrainLog) and Spain (Growthcoop) and financed by the Erasmus+ agency. Its objectives are to promote the skills of young volunteers in sports organisations and to promote the actors involved in socio-professional inclusion through sport. For 27 months, the project partners have built, in collaboration with the actors concerned - A pedagogical guide to support volunteers in the self-identification and valorisation of skills acquired during their sport experience(s) in the workplace. A PlayIn certificate is available at the end of this guide so that the sports organisation can formalise the recognition of the young person's skills. - A toolkit for sports organisations presenting the best inclusive practices in each project partner country. Sport organisations can find inspiration in this toolkit to set up their own actions to promote the socio-professional inclusion of young people. - The web platform http://playin-project.eu to give visibility to inclusive events and allow online management of volunteering. Each organisation posting an event is valued by gaining visibility and receiving the PlayIn certificate, thus joining the European network of committed actors.An impact report was also written despite the impossibility of experimeting the tools in sports clubs due to the COVID-19 health crisis. Instead, the report refers to consultations with volunteers and sports organisations.

"<< Background >>The need to develop this project arose by working with professionals of the youth and education sector. The partners of this consortium discussed the most burning needs related to the social challenges as well as those of the young learners and educators cooperating with the partner organisations. The question was raised about the lifelong learning system, and how formal, non-formal and informal education can cooperate to face common problems and intervene, each with its own role, in providing answers. Formal, non-formal and informal education are complementary and mutually reinforcing elements of a lifelong learning process (Council of Europe). Educators affected by migration and displacement are inadequately prepared to carry out the more complex tasks this entails, such as managing multilingual classrooms (UN Global Education Monitor report). The conclusion was that the role of professionals of youth education is essential to improve a systemic answer to the emerging learning needs of young people leading them to a full, satisfactory and functional integration in the society.This project refers to the adequacy of training approaches used by youth workers with relation to the main trends of social change in progress. These trends apply to:• Further discrimation opportunities derived from the covid crisis• Family changes and the arrival of new type of families, more complex and with more members;• Evolution of educational and existential styles;• Diversification of cultural context;• Extension of the gap between rich and poor people and the crisis of middle class;Each of these trends, deeply connected to each other, are part of a specific social context – about liquid modernity, outlined by Bauman – that have largely lost its traditional networks of cohesion and cooperation, intensifying individualistic deviations that damage the basis of democracy and peaceful coexistence (Todorov). In this context, youth organisations are among the main pillars against the process of social molecularization but, in order to act efficiently, must be able to engage with different interlocutors than those of the past and different from each other for many reasons: needs, expectations, values, training models.As described by the EU Commission:""Education and training policy should enable all citizens to benefit from quality education and to acquire and update over a lifetime the knowledge, skills, and competences needed for employment, inclusion, active citizenship and personal fulfilment.Young people from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which family background influences learning outcomes.Against this background, Europe needs more efficient but at the same time more inclusive and equitable education systems, which give access to quality educational provision."".<< Objectives >>Young people from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which cultural and social background influences learning outcomes.Against this background, Europe needs more efficient but at the same time more inclusive and equitable education systems, which give access to quality educational provision."".The project is based on the specific objective to create specific training tools to enable youth workers to engage directly, at least potentially, with each young person (especially with those at risks of exclusion for social or economic reasons, or for cognitive or physical disabilities) in an individual and group way.General objetives: -To reconnect young people into networks of exchange and social cohesion - to take Young people away to their solitude and/or prevent the risk that they establish new types of solitude and marginalisation.The above mentioned training tools will be developed on the basis of the “Global Education” approach. Global education is education that opens people’s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all.<< Implementation >>In order to achieve the project objectives and produce the foreseen results ad deliverables, the project structure includes 5 Working Packages (WPs). A work package (WP) describe the work each team member is responsible for. Each partner organization will be responsible of specific WP according to its own expertise. All Partners will perform all work packages activities on national level. The WP leader will monitor and evaluate the progress of activities carried out by each partner to make sure that the aims of the WP are achieved on time and according to quality standards. The project comprises of 5 Workpackages (WPs) and each of them includes several tasks. WP1 - Project management and coordination: PRISM WP2 - Data collection, mapping and analysis: IERFOP WP3 - Development of GE4YOUTH modules and platform: I&F + Pelican WP4 - Communication & Dissemination, Exploitation & Sustainability: Div. Hub WP5 - Quality Management, Monitoring & Evaluation: Growth Coop WP1 PROJECT MANAGEMENT & DISSEMINATION Throughout the duration of the project, different activities of management will be developed, including project meetings, the creation of a common space on anonline platform and the development of a reporting process.which will be supported by the grant “Project Management and Implementation”. WP2 Data collection, mapping and analysis : This phase of the project is addressed to analyse the current practices, the attitude and approaches of youth workers towards Global Educational methodologies in the youth education field.WP3 Development of GE4YOUTH modules and platform: This phase of the project is addressed to set up the methodology and the contents of the training tools together with the learning platform. This phase will be crucial in terms of reaching the objectives as the core of the project and the main reasults are developed in this phase, and it includdes also the Pilot training course to test the modules.WP4 COMMUNICATION Throughout the duration of the project, different activities of communication will be developed such as development of the project’s website, logo, press releases etc.Related objective: to take Young people away to their solitude and/or prevent the risk that they establish new types of solitude and marginalisation.WP5 - Quality Management, Monitoring & EvaluationThis wp intends to ensure a proper and effective implementation of the activties, in line with the expected quality of the results and of the impacts.<< Results >>The project will be developed following the structure below:WP1 - Project management and coordinationWP2 - Data collection, mapping and analysisWP3 - Development of GE4YOUTH modules and platformWP4 - Communication & Dissemination, Exploitation & SustainabilityWP5 - Quality Management, Monitoring & Evaluation;Within the project lifecycle, the following results are set to be achieved:TANGIBLE RESULTS:- 1 MAP on the approaches of youth workers towards Global Educational methodologies in the youth education field (PR1)- GE4YOUTH modules developed on 2 levels (GE beginners and GE sexpert), each one including a 40 hour blendedlearning course serving Global Educational purposes based also on interactive digital technology (PR2)- 24 youth workers participated on a 5 day training course as part of the development of the GE4YOUTH modules- 3 pilot GE4YOUTH course realized in the partners' countries- 60 young people participated in the pilot modules of the GE4YOUTH methodology in the partners' countries- 1 GE4YOUTH learning platform (OER) developed and functioning containing the 2 learning modulesand a Guide for youth workers (PR3)- 5 Multiplier events realized for the promotion, dissemination and exploitation of the GE4YOUTH methodology- 220 stakeholders participated in the multiplier events in the partners' countriesINTANGIBLE RESULTS:- Increased awareness on the approach and methodologies of Global Education in partner countries- Increased competences of youth workers for Global Educational purposes- Increased competences of young learners as a global citizens- Increased skills of young people in a real intercultural context- Increased intercultural competences of participants of the joint staff training- Increased awareness of wide range of stakeholders on Sustainable Development Goals- Increased capacities to manage European-wide innovation projects by partner organisations- Increased offer of services by youth organisations- Increased European network by partner organisations"