PHERECLOS builds upon the theory of science capital and the experience that Children’s Universities (CUs) have made in the Third Mission of universities. With their engagement with children and young people, they became intermediaries between various actors in the educational and social landscape. As translators of the concerns, messages and knowledge of other parties (incl. business and industry, the state, civic society organizations etc.) they help to dismantle institutional boundaries of universities towards a wider society. The project will establish 6 "Local Education Clusters" (LECs), which bring together schools and further relevant actors in the education ecosystem of a particular pilot region, supported by a peer mentoring programme. The LECs will be incubators for enabling a dialogue between various parties and help to set up joint activities in (formal and non-formal) education, which help to develop collaborative learning environments as experimental testbeds for schools. At the same time they impact on the quality of science engagement opportunities in these areas. PHERECLOS will implement a digital “OpenBadge” ecosystem which labels institutions as reliable and responsive actors and showcases all LEC parties to become real change agents in education. At the same time, this ecosystem will testify individual achievements with respect to STEAM engagement in formal or non-formal settings or even unintended learning outcomes. The regional effectiveness and impact will be monitored by academic transfer and implementation research and lead to the development of implementation guidelines and policy briefs to enhance the sustainability of the overall approach. PHERECLOS promotes the territorial dimension of local education clusters in all their manifold facets and their catalyzing role relating to access to STEAM and higher education, critical thinking and informed decision making in a wider societal context – including competitiveness and sustainable growth.

"The EU 2020 Strategy, which supports the development of knowledge-based economy, innovation and new technologies and defines smart growth, also forms the basis of socio-economic development. This strategy places great emphasis on improving the quality of education and training systems, lifelong learning, and spreading innovation and creativity. Therefore, reading, mathematics and one of the main objectives that it tries to reach until 2020, as well as the goal of ""To increase the level of basic skills such as literacy and numeracy, to make mathematics, science and technology attractive and to strengthen language skills should be increased."" to reduce the failure in science to below 15%.While the importance of basic literacy and qualifications, called 21st century skills, is increasing in the changing world, on the other hand, developing economic difficulties and technological developments challenge education and training systems. Therefore, the project ""The Future of Education and Skills 2030"" initiated by the OECD is aimed at helping countries find the answers to two broad questions:1- What knowledge, skills, attitudes and values ​​will today's students need to develop and shape their worlds?2- How can teaching systems effectively develop these knowledge, skills, attitudes and values?However, findings on a world scale are not very pleasant in terms of countries' education and training systems. When these findings are taken into consideration; According to TIMSS 2015, the 8th grade scores of 20 countries from 39 countries are below the world average. In addition, according to the 2018 PISA results of 79 world countries trying to determine the student's performance in science and attitude towards science, the proportion of 15-year-old students who could not reach a basic proficiency level in science in the EU was 16.6% in 2015; It increased to 20.6% in 2018.This project, whose focus is on the relationship between core competencies and scientific literacy, is the 21st century core competencies that we call critical thinking, problem solving, creativity, communication and collaboration that determine how individuals approach complex challenges; It is based on the fact that it affects the skills applied to daily events such as reading, arithmetic-mathematics and scientific literacy. Therefore, in order to increase the level of acquisition of 21st century basic skills, the aim of this project is to increase the quality of education by contributing to the integration of technology into the learning and teaching process; To improve scientific literacy within the consortium by contributing to the development of basic competencies by integrating educational robotics technology into scientific learning and teaching process.The target groups of the project are;1. Students aged 10-172. Science teachers3. Science teacher candidatesOur goals throughout the project:1- Developing an innovative science learning-teaching strategy compatible with the educational context of the partner countries related to the scientific learning teaching process in which educational robotics is integrated for the target groups by developing 3 idea outputs.2- Increasing the knowledge and skills of 42 staff from partner organizations on different teaching models, measurement and evaluation and robotic methods / techniques in interdisciplinary science teaching3- By organizing 5 large-scale multiplier activities and other dissemination activities; Improving the knowledge skills of at least 200 Science teachers, 50 teacher candidates and 100 experts on the use of intellectual outputs developed under this partnership.4- Developing basic competence and scientific literacy of 10-17 age group students through educational robotics5- To develop long-term innovative cooperation between partnersShareholding structure 4 public school providing education for 10-17 ages from Turkey, Italy, Portugal and Romania; a software companie from Germany; one central education authority (MONE ÖRGM) and consists of one public university from Turkey. The project will include 3 transnational project meetings, 2 short-term staff training and 5 dissemination activities. As an innovative trend among the project results, we have 3 important intellectual outputs such as e-Workbook open education resource, methodological guide for implementation and comprehensive assessment and evaluation toolset.Teachers; It will experience more professional development in connection with adaptation, diversification and innovation of teaching practices. Will be able to develop a combination of teaching practices to achieve desired learning outcomes in science teaching programs. In addition to developing the skills of teachers to use new technologies to teach the cross-curricular skills they need, better science learning in Europe, better scientific results and higher competencies in ICT skills; is one of the effects of the project."

CERES advances a cause-and-effect understanding of how future climate change will influence Europe’s most important fish and shellfish populations, their habitats, and the economic activities dependent on these species. CERES will involve and closely cooperate with industry and policy stakeholders to define policy, environment, social, technological, law and environmental climate change scenarios to be tested. This four-year project will: 1. Provide regionally relevant short-, medium- and long-term future, high resolution projections of key environmental variables for European marine and freshwater ecosystems; 2. Integrate the resulting knowledge on changes in productivity, biology and ecology of wild and cultured animals (including key indirect / food web interactions), and ‘scale up’ to consequences for shellfish and fish populations, assemblages as well as their ecosystems and economic sectors; 3. Utilize innovative risk-assessment methodologies that encompass drivers of change, threats to fishery and aquaculture resources, expert knowledge, barriers to adaptation and likely consequences if mitigation measures are not put in place; 4. Anticipate responses and assist in the adaptation of aquatic food production industries to underlying biophysical changes, including developing new operating procedures, early warning methods, infrastructures, location choice, and markets; 5. Create short-, medium- and long-term projections tools for the industry fisheries as well as policy makers to more effectively promote blue growth of aquaculture and fisheries in different regions; 6. Consider market-level responses to changes (both positive and negative) in commodity availability as a result of climate change; 7. Formulate viable autonomous adaptation strategies within the industries and for policy to circumvent/prevent perceived risks or to access future opportunities; 8. Effectively communicate these findings and tools to potential end-users and relevant stakeholders.

Bread & baked goods industry is an important industrial sector in EU with annual revenues over 130 billion euros, according to the 2012 GIRA FOODSERVICE report, of which 62% is attributable to industrial baked goods and 38% to artisan products. This data reflects this sector's important role in the EU economy where Turkey ranks first with bread production exceeding 8 million tons, followed by Italy in a distance, with 3 million and Spain with 1,699,000 tons. The bakery & pastry sector is a complex chain made up of SME and large companies that in recent years have evolved enormously thanks to the implementation of new technologies. Some companies may develop a range of products which goes up to approximately 1.000 products; whilst others may specialise in particular solutions for bakers. Companies in the bakery & pastry ingredients sector supply tailor-made solutions (intermediate bakery/pastry foodstuffs) which can be used ultimately by the artisan & industrial bakeries, chocolatiers or patissiers. This complexity added to the environmental concerns, and a growing population of intolerantes and allergenics of foodstuffs have produced several changes in many aspects of bakery & pastry production. Therefore hygiene, quality, food safety & good environmental practices training is essential for this sector.Main objective of BakeSus is ensuring a high level of hygiene & quality of bakery and pastry products and an efficient management of natural resources and efficiency of learning processes by means of design and validation of training materials based on ICT and fully adapted to the bakery & pastry sector taking as a reference the achievements got in the training methodology developed in the framework of the project LdV “FoodSafety Cheese” .Specific objectives: 1-To approach training about EU policy on food safety in a uniform way. 2-To use hygiene, quality and environmental protection training as a strategy to increase employees adaptability to the changes and developments emerging in the sector, thereby improving their employability and European bakery and pastry sector competitiveness. 3-To provide food safety and good practices training for bakery employers and employees to ensure products of high quality, safe and environmentally friendly. 4-To facilitate access to NICTs, especially to those groups with low levels of use of these technologies. 5-To adapt the training methodology developed in the ‘Food Safety Cheese’ project to the EU bakery and pastry sector. 6-To guarantee the product quality by continuing evaluation during the project development and by means of a final validation of technical aspects and developed educational materials in the pilot schemes These objectives are in close connection with the EU priorities of enhance the professional development of those working, training and youth fields by innovating and increasing the quality and range of initial and continuing training, including new methodologies.Results: Adaptation, update and transfer of FoodSafety Cheese; new materials for training courses; Exchange the experience of all partners involved also allows us to increase knowledge in both food safety & quality, efficient resources management and special features of the sector. To achieve these results the Partnership composed by 6 organisations from Turkey, Spain, Italy and Czech Republic have established the project planning considering some groups of transversal actions during the whole duration of the project: -WP 1.Management & Coordination (WP Leader: MERSIN UNIVERSITY)-WP 5.Monitoring & Evaluation (WP Leader: MERSIN UNIVERSITY)-WP 6.Dissemination & exploitation (WP Leader: CIA UMBRIA)Other specific work packages are proportionally organized according to the specific weight necessary for the project intervention: -WP 2.Analysis & research (WP Leader: VUPP)-WP 3.Adaptation & transfer of the original project (WP Leader: BETELGEUX)-WP 4.Testing & validation (WP Leader: TMBC)Impact : To provide food safety and good practices training for bakery employers and employees to ensure high quality, safe and environmentally friendly products; More favourable environment to the diffusion of the use of new technologies on education; Improvement of the training courses given of the VET system; To improve the employability and competitiveness of the workers.The expected number of participants in the different planned activities, apart from the partnership, are at least 120. Project target group are bakery & pastry industry work and experts, products processors, food engineers, veterinary surgeons, quality managers, food safety responsibles, students, etc. that will benefit from the learning materials improving their competencies and skills.

The Recommendation of the EU Parliament and of the Council of the Establishment of ECVET are taking place in a framework in which there is a serious need of complementarity between vocational training and higher education. Although in many specialties, computer assisted education has long been integrated into educational curriculum, in medical education, this happens sporadically, despite the great interest of medical specialists for this type of training. A growing number of reports draw attention to the need of adjustment of the offer in medical education to labor market needs. There are no on-line available guidelines on surgical procedures free of charge and most on-line courses offer no recognised accreditation. Gait analysis is performed within a great range of methods: in Romania at least, none of the hospitals have trained personal for gait analysis and the analyse is based on visual observation.Taking into consideration all these aspects, our project addresses to medical professionals (residents, medical specialists), proposing the aquisition of key competencies in orthopedic and rehabilitation VET as requested by the labour market,by innovative approaches in training (e-learning; patient-focused interventions in gait rehabilitation after orthopedic surgery).The OBJECTIVES of the project, with regards to the programme tackled priorities are:- development and implementation of innovative practices (open resources) in orthopedic and rehabilitation vocational training- improving basic skills in the field of orthopedy and rehabilitation (assesment, decision, treatment for different pathologies)- development of new skills as requested by the labour market (computerized gait analysis)- development of transversal skills in the field of language, ICT , team work, decision.Validation of gained competences of participants by CME credits in order to assure sustainability of the training is forseen, as well as integration of good practices /new methods into daily activities at the work place, to get a greater effectiveness of activities for the benefit of local communities (increasing the level of health care, patient satisfaction, decreasing health costs)The direct Target Group of the project include medical doctors - residents or specialists in orthopedics and rehabilitation; estimated number of persons= 150 trainees (from Romania, Bulgaria, Turkey). The intellectual outputs are represented by:- O1 - Reports and research studies, aiming to develop common references for VET in orthopedy and rehabilitation in paticipant countries .-O2- Gudeliness of standard procedures in lower limb orthopedic surgery and rehabilitation will contain 24 procedures and corespondent videos, capturing in real practice the manoeuvres presented in the guide, for a better conection between knowledge and skills. The video material will create support for autonomous leaning practical skills for the trainees.- O3- COR- skills e-learning platform. Consists in a repository of training material with real clinical case studies using digital imaging and accompanying notes with a multi language user interface and an assesment system- multiple choice tests and case studies. The main goal of the application is to give students the possibility to follow training materials, evaluate knowledge and communicate with all involved parties. This will function as a virtual medical environment, similar with the work place.- O4- Trainer s transversal kit – orthopedic&rehabilitation. It aims to introduce the developed resources into current VET&medical lifelong learning. It will present the content of the procedures, the videos, the case studies and the way to be accesed but also to be developed by trainers. The impact envisaged for target groups consist in offering an development and updating of skills and competencies as requested by labour market. Increasing employability by promotion of a skills-based approach by the collaboration of universities and hospitals as well as facilitation of personal and professional development is also estimated.In terms of organisations the impact can be defined as follows:Providing easy usable teaching and a learning tool suitable for lifelong learning.- Enabling the medicine services to become more qualitative through increasing efficiency, through using best European practice.- Offering additional opportunities for non-formal learning (case studies).- More strategic and integrated use of ICTs and open educational resources (OER) by education and training;- Reinforced interaction between practice and research by training for new technologies.- Filling the gap between diagnosis and treatmentThe potentially longer terms benefits are represented by: Universities and higher education centers, Employed Medical Doctors, Professionals in health care, Hospitals, vocational training centres , associations representing the medical profession and medical students,patients