This project aimed to teach swimming to the physical disabled students who are between 16-25 years old.Every partner was to find 3 men+3 women disabled individuals with a classification between S5-S10.We wanted to help the disabled gain new skills,minimize their alienation,decrease the prejudgment against them and increase the communication within the society.All activities done were to help raise their confidence in themselves as well as become a role model for their similar peers.Yet one of the biggest gains of this project was to form a new vision to the disabled by letting them gain new skills and let them feel part of the society.Indeed;the participants themselves claimed that they have become more popular in between their peers,they’re much happier and have more confident in themselves.To teach swimming,to make it part of their life and make some of them become professional swimmers are the key elements of this project.TPM’s were planned to see the applications in partner countries and compare them with each other.Within these meetings;the pools,the programs they follow,how they practice,what instruments they use,motivation techniques,details of their annual training program were examined.5 TPM’s took place in every partner country,just as it was planned.It started with the K-o-M held in Isparta.An Opening Ceremony was hosted where Beytullah Eroğlu,the Turkish Paralympic swimmer also joined.The other TPM’s were hosted by RightChallenge,AHE and UCAM respectively.After the 4th TPM the Pandemic started and the World went into lockdown.During the pandemic we had 2 online meetings in January and July 2021.The Closing Ceremony was hosted by Asociatia Esperando.Because of the pandemic only the Turkish and Romanian partners were able to join the meeting face-to-face,the others joined it online.During the TPM’s all partners made a presentation on the progress of the Project,their swimmers,their trainings and the events they have hosted.The pools were visited,trainings were examined,the instruments used were shared,training programs were discussed,the obstacles they face were exchanged with the partners.Throughout these TPM’s we have observed that our training level and our trainers’ techniques are as good as theirs.The main differences were the physical conditions of the pools,the economic conditions of the disabled swimmers and the discipline they had.Another concrete output of the project was the lack of facilities where disabled and non-disabled individuals can do sports together.All the partners contributed to the dissemination of the project by hanging posters,publishing news on the local newspapers,local radios and web sites.We designed and printed dissemination materials (posters, t-shirts,swimming caps,etc.) and distributed them to the partners.In November 2019 we organized a National Disabled Swimming Competition in Isparta where approximately 150 disabled swimmers competed for the selection of the National Team.The competition was live on TRT Sport channel.A web site/Facebook/Instagram pages were also opened.As of December we have approximately 700 followers in these accounts.Every partner organized seminars/conferences in their hometowns.The coordinator & GSIM hosted 2 conferences in Isparta.One of them was in March 2019 where Adem Kuyumcu gave a conference on the accessibility and the communication of the disabled individuals in the social life.The other one which we called “The Tale of 2 Champions”,was one of the biggest events Isparta hosted.Beytullah Eroğlu & Sumeyye Boyacı gave a conference to more than 500 disabled and nondisabled individuals.The partners also hosted conferences/seminars for their swimmers,their parents,local people on motivation,nutrition,physical training. In March 2020,because of the pandemic all the pools were closed in the partner countries.Thus we had to give a break on the trainings.During this time the partners reached their swimmers and tried to continue their trainings at home.When the pools opened trainings started again.However;because of the pandemic the parents were afraid to send their children to the pool,thus not every swimmer could return to their normal training programme.The pandemic decreased their performance and motivation.Unfortunately,not all of the swimmers are continuing their training as it was planned in the beginning.We are still trying to reach the performance level before pandemic.In ensure sustainability the trainers of GSIM will continue training the disabled individuals as before now with more experience and knowledge.Also a Disabled Swimming Club will be formed under the Disabled Application and Research Center of SDU,right after the Center starts working fully.The results of the project will be shared through an e-book written in Turkish,English and the native languages of the partners.After the translation of it is done it will be loaded to the web site,mailed to relevant institutions and loaded to various databases and libraries.

Since 2014, Nicholson was the one who approached the evolution of Escape Rooms (ER) from an educational point of view, therefore attempting to identify the way in which the concept could practically fit in various educational scenarios and programs. Despite the fact that some elements of educational escape rooms can be found online, they are though appearing as disparate elements and unconnected multimedia files, without maintaining a comprehensive structure nor being constructed upon a well-analysed approach which is pedagogically validated, whilst they have never particularly focused on the provision of entrepreneurial know-how, and specifically on ‘social entrepreneurship’ (SE) education in the way the latter is being approached by the Youth Sector.Hence, ‘ER-SE’ project consortium, composed of two NGOs -CIP from Cyprus (applicant) and iED from Greece-, and two SMEs -LogoPsyCom from Belgium and C4G from Portugal-, intends to develop a comprehensive set of material along with a holistic approach in order to conjugate the newtrend of ER with the educational dimensions of SE, thus satisfying the needs of different social groups that fall in the Youth Sector. Such multifaceted target will be accomplished through the creation of digital tools (OERs)which will be provided mainly in the form of apps. Through the creation of this project and its intellectual outputs, the three main expected end results on the project's completion are: I) The modernization of the teaching/training material that youth organizations and youth centers (targeted by dissemination activities) tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of SE.II) The creation and empowerment of a new generation of SEs, fully trained to tackle multiple modern challenges and able to come up with sustainable and structured solutions, thus creating social value. III) A full exploitation of all the possibilities provided through the gamified processes, and especially through the big trend of ER, with the aim the latter to be converted into effective educational tools, which take into consideration the validated results of the already existing research, by employing various synchronous digital tools, such as on-line courses and interactive platforms, digital gamified processes, digital media, VR Elements, apps, QR codes etc. In addition to those three main results, the project team expects to obtain three secondary pedagogical results:i) creation of educative escape rooms with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially 'Dys' youngsters, who are facing Dyspraxia, Dysphasia, Dyslexia, etc and other marginalized groups, such as NEET, long-term unemployed and migrants and refugees.ii) increase of the awareness of the learners on the cultural European heritage related with the field of Social Entrepreneurship (SE) iii) development of soft skills by making the learners to act proactively and in an innovative way. These OERs include: -1 Booklet (guide) published in four languages provided in digital format (.e pub); 'The pedagogical applicability of gamification and ER for Social Entrepreneurship in the Youth Sector’, aiming at a thorough analysis of the concept and the benefits of this particular educational tool, by answering questions such as: ‘What are Escape Room (ER), Escape games and their variation entitled as ‘breakout box’; What are ER made of; Why using ER for youth education and Practical Examples of Usage; Focusing on SE: A methodological guide for the pedagogical use of Escape Rooms on SE, appealing to Youth Sector; -1 Guide in four languages provided in digital, printable format (.e pub); “Escape Rooms on Social Entrepreneurship; An analytical Production Guide’” gathering practical indications interwoven with the sector of SE that appeal to youth workers, thus enabling them to create their own versions and scenarios; - 12 “Escape rooms scenarios on Social Entrepreneurship” (4 languages), including all the materials, a thoroughly-analysed curriculum, blueprint, multimedia and a digital toolkit containing Virtual Reality Elements, QR codes etc; -1 Booklet of good practices (do's and don'ts), enriched with specially recorded e-videos, presenting the trials, errors and successes, thus facilitating youth trainers to grasp the process in the best possible way; - 1 “Escape E-Platform” where project materials will be uploaded as well as OERs from other sources and additional content from the partners or from outsiders. In addition, the following organisational results are expected: -4 national pilot testing of the 12 ER scenarios and the material, by gathering 100 people in total; -1 International training gathering 8 people (2 per organisation) and valid for 1 ECVET, with all its material and explanation for further reproduction; -4 transnational partner meetings and 4 National Conferences.

According to the European Commission’s report on unemployment, in 2015, more than 6,6 million young people (aged 15-24 years) were neither in employment nor in education or training (NEETs) in the EU. In addition, half of the unemployed people are currently long-term unemployed, that is, unemployed for more than 12 months. As a result of this situation, poverty and social exclusion are affecting an increasing number of young people. However social enterprise, can reverse this tendency. Social enterprise creates sustainable growth by considering environmental impact and people and social cohesion. The social economy and social enterprises have managed to overcome economic and financial crisis, demonstrating the ability to overcome through social innovation. Indeed, a report on Social enterprise and social economy, endorsed during the 11th GECES (2016), shows that: in 2010, the social economy provided work to 14.5 million Europeans and, according to the latest estimates, it currently accounts for 10% of jobs in the EU and 8% of EU GDP. Nevertheless, young social entrepreneurs lack specialised training, visibility, support networks and often need motivational, technical and financial support. The project is needed, not only to give them the necessary skills and tools to carry out their ideas, but also to prepare them for a rapidly changing world, in which traditional jobs tend to disappear or to evolve. Learners should be given the opportunity to develop general skills such as problems solving, decisions making and risks assessing, which employers value. Our project will target people among 15-29 years old, both those who want to learn how to strengthen soft skills which are particularly sought-after by employers, and young would-be entrepreneurs who will be supported through a methodology already tested with success in more than 5 European countries. The Social SME Academy project aims to promote social entrepreneurship among young people by fostering their creativity and giving them support in starting up their entrepreneurial ideas through a Business Incubator Coaching Programme. The 24 months project is composed of 4 main parts. 1. Initially, partners will develop an Online Handbook on Societal Challenges faced by partners’ countries, which analyses current trends in Social Entrepreneurship, its diffusion in Europe (with particular focus on partners’ countries) and define the research basis for the development of the Social Entrepreneurship Manual (O2).The Handbook will be uploaded to the online platform as OER. 2. In the 2nd phase, on the base of O1, The Social Entrepreneurship Manual will be developed, to indicate steps that young people have to follow in order to become social entrepreneurs. The manual will including also a solid needs assessment which analyses the views of young people and youth workers at a European and national level, starting from the existing know-how based on the previous experience of the partners which developed another similar project together, desk researches & practical experience of the partners. 3. In the 3rd phase, 50 young aspiring entrepreneurs will participate to the BUSINESS INCUBATOR COACHING PROGRAMME that will be organised in the partners’ countries. Young people from all over Europe will be assisted during their startup phase, through direct and online mentoring and tutoring, in order to shape their business ideas in the social field and develop their hard and soft skills. 4. In the 4th phase, Partners will develop a number of 10 video tutorials (2 X each partner) based on the training materials used for the pilots and the Manual of Best Practices (O2). These videos will be uploaded to Social SME Academy website and on the YouTube channel and then they will be disseminated thanks to a strong online campaign. The videos will be used to strengthen the relationship with our target group of young people and attract more potential users by approaching them in a direct and practical way. The project Social SME Academy is based on an innovative methodology for startups and early-stage enterprises, providing support and access to the world of social entrepreneurship, thanks to integration of benefits offered by the Business Incubator Coaching Programme, containing useful training and inspiring resources, and those of BTFJCM (Bridging to the Future Job Creation Model) methodology. The project offers strong impact towards youth willing to undertake entrepreneurial experience in social field by empowering their skills and competences and supporting them in creation of new businesses. INTELLECTUAL OUTPUTS • IO1 - Online handbook on Societal Challenges in each partner Country • O2 - Youth Social Entrepreneurship Manual & Self-assessment test for would-be Entrepreneurs • O3 - Startup Accelerator & Business Incubator Coaching Programme • O4 - SSME Academy Video Tutorials MULTIPLIER EVENTS • National Dissemination Workshops in each participating country

<< Objectives >>To develop a waste management and donation system in partner countries. To create awareness about zero waste and donation. To build a waste management and donation centre. To create a system and documentation about waste sorting. To build up capacity in partner organizations To find needy people and to help them.To contribute to circular economy of Europe effective use of resources and donation.To involve at least 400 beneficiaries in the SCSF project and educate them waste-conscious.<< Implementation >>1-Administration Activities- Project Team- Preparing Documents- Monitor and Report2- Kick Off Meeting 3- Preparation: Organize Workshops for Training and Creating Waste Management and Donation Concept4-Implementation: LTT Activities 1-2 and Start Local Trainings; Found the Waste Management and Donation Centres5- Dissemination: Press Release, Prepare website, leaflets; Dissemination Seminar6- Interim Evaluation and Dissemination Meeting7- Final Evaluation and Sustainability Meeting<< Results >>The main result of SCSF project is the waste management and donation centre. A waste management system will be set up. A waste sorting document will be prepared to inform people. Donation and its effects on society will be shared. Result products are Introductory Guidelines; Self- evaluation forms; Online logging file system; Waste management and donation concept and guidelines.200 parents and 200 residents will be involved in the project and be trained about waste management and sorting.

This project aims to bridge the current gender gap in STEM (Science, Technology, Engineering and Mathematics) fields by unlocking the potential of STEAM (STEM + Arts) education approach for future European innovators, especially women. Thus, this project will establish a coordination Alliance at European level and develop numerous networking and educational activities using a creative thinking and a scientific evidence-based approach. This will lead to broad, sustainable (environmental-responsible, social-inclusive & economically-balanced) and inclusive (gender, geodemographic and socioeconomic wide-ranging) STEAM education methodology that will positively influence in the transition towards a cultural and social cohesion of Europe. This EU interdisciplinary consortium will follow a multi-actor approach where cultural and creative industries (CCIs) are drivers of the cultural and creative-driven innovation ecosystems, combined with validation with 11-18 years old students, that will allow to better understand the gaps and limitations of STEM education regarding country, age, gender and other socio-cultural aspects and boost the change towards a sustainable, reproducible & inclusive European STE(A)M education. As a result, this CSA project will deliver a digital hub for participant networking (both students and stakeholders); missing information on STEAM level of implementation in Europe; numerous country-adapted training activities to boost integration of STEAM approaches in secondary and vocational training schools, with specific activities for young women and rural students; a pilot of the STEAM week at EU level and a roadmap for annual reproducibility; as well as follow-up training courses and guideline of minimum requirements for teachers and educational managers to ensure a STEAM education across Europe. Moreover, the project will extensively disseminate and communicate project’s events, results and findings, including the development of recommendations