"<< Background >>Covid-19 crisis impacted severely on tourism performance sector. According to Eurostat (2020) Tourism statistics - nights spent at tourist accommodation establishments ""In 2020 compared with 2019, 1.5 billion less nights (-52 %) were spent in EU tourist accommodation"". The reduction of nights spent is significant in participating countries with reduction percentages in nights spent at tourist accommodation (BG -53,1%, GR -55,8%, IT -68,5%, CY -76,1%, RO -60,3%). The tourism ecosystem covers a wide range of activities including: travel, transport, hotels, food, culture and contributes around the 10% of EU GDP (COM/2020/550 final.) and is particularly crucial for the participating countries, in which tourism sector contributes significantly in the GDP. Globally, according to the World Tourism Organisation (UNWTO) the Covid crisis impacted on 2020 with a loss of 60 to 80% compared to the 2019, and this create new challenges for the European framework for tourism Europe, the world’s No. 1 tourist destination (COM(2010) 352 final).An opportunity is offered - according to Eurostat (2020) - in domestic tourism, increased despite the crisis in Slovenia, Malta, and Cyprus. Domestic and proximity tourism represent an opportunity also for the achievement of sustainable and green goals related to the European Green Deal, with a special mention to the relaunch the proximity tourism and valorization of rural areas, which implies briefer and greener trips. Culinary tourism plays an important role in attracting people toward rural areas, and a modernization and valorization processes of food production and transformation companies is needed in order to impact positively on businesses, in line with “the Farm to Fork Strategy: for a fair healthy and environmentally” COM/2020/381 final at the core of the European Green Deal will encourage food security, sustainable food production, shift to healthy and sustainable diet, combating food frauds, and the promotion of sustainable diets (EUR-Lex - 52020DC0381 - EN - EUR-Lex (europa.eu). According to the World Food Travel Association, food and beverage expenses account for 15 to 35% of all tourism spending, contributing in the performance of rural area businesses (2017). And also, important reviewers have introduce much frequently aspects related to sustainability in their procedures, for example, The Michelin Guide introduced for 2021 the Green Star, awarding sustainable and green restaurants.The main target groups of our project are HoReCa SMEs and professionals in rural areas, VET centers and trainers. The ecological transformation and the priorities set by the European Green Deal can represent an important framework for the promotion of proximity, culinary and ecological tourism in the European Area. Anyhow, companies and workforce in rural areas and isolated places can access to dedicated trainings with more difficulty due to the distance and the lack of personalized content, really based on the needs and peculiarities at local level. Their limited access to dedicated training impacts also negatively on the economic performance, which represent an important resource, also for the employment of the population. Moreover, quantitative for needs analysis, whose goal is to collect data on big samples, rarely understand the specific peculiarities in rural areas, where the total number of HoReCa SMEs may be very limited. Our project will dedicate one project result in producing a Qualitative Needs Analysis Methodology suitable for understanding deeply the needs of the target groups in a tailor based banner, the needs analysis will be projected to be replicable, allowing experts and researchers to gather additional data.<< Objectives >>Our project have the goals of favoring culinary and proximity tourism through a set of flexible and digital results, translated in 7 languages (EN, IT, RO, BG, FR, TR, GR)1. Qualitative Needs Analysis for SMEs and NGOs involved in the promotion of the local territory through culinary and proximity tourism2. The Digital Course for the empowerment of culinary and proximity tourism3. International Open Network for Culinary and proximity TourismThe partnership will provide a flexible set of tools for supporting HoReCa SMEs in rural areas in increasing their capacity to favor Culinary and Proximity Tourism, according to rules and guidelines of the European Green Deal, through the provision of flexible VET courses in line with their needs, overcoming main barriers for the continuous access and engagement of these businesses in their continuous VET education. HoReCa SMEs in rural areas will benefit moreover of an international network for the promotion of culinary and proximity tourism, favoring an increased awareness of European Issues related to proximity, culinary and sustainable tourism.Moreover, we want to provide these tools to VET centers in order to stimulate them in replicating courses in culinary and proximity tourism, which will be supported by the provision of flexible VET digital materials, a model for the needs analysis, a clear definition of competences under ECVET for competences related to culinary and proximity tourism.Specifically, the partners will:1. be able to provide VET courses in the field of culinary and proximity tourism2. be able to support the population living in rural areas3. contribute in achieving their mission, which include relevant aspects of the project: the promotion of ecological attitudes and behaviour, the promotion of sustainable tourism,4. improve their network through effective cooperation with partners, associated partners, members target groups, organisations adopting the project’s results, companies in the field of tourism and associated partners5. improve their linguistic competences through an international cooperation6. increase their level of internationalization, through the implementation of activities in foreign countries7. improve their research competences in qualitative analysis, culinary and proximity tourism promotion<< Implementation >>We will implement the following activities:1) Management and monitoring: including production of plans and reports related to financial, activity, quality, sharing and promotion, risk activity2) Creation of an Impact study including indicators of impact, subdivided at local, regional, national, and international level3) Creation of 3 project's results (Qualitative Needs Analysis, MOOC, International Network)4) 3 Transnational Project Meetings (Marseille, Paphos, Sofia) including 3 brief workshops for the staff members5) 7 Multiplier events, with minimum participation of 350 people, in 7 countries6) Videorecording of the 7 multiplier eventsThe connection between projects activities and objectives can be summarized as follows The creation of the Qualitative Needs Analysis model included in R1 will ensure a re-usable model for qualitative analysis for SMEs in the touristic sectors, which will provide higher potential for rural areas to understand their real needs on the market and provide knowledge for the promotion of culinary and proximity tourism in rural areas. Through the exploitation of this result, VET centers will be also more able to determine the real training needs for SMEs in the touristic and hospitality sectors.The production of The Digital Course for the empowerment of culinary and proximity tourism (R2) will increase the knowledge of workers in the hospitality and tourism sectors, through a flexible tool, exploitable in any geographical location and adapting to the pace and time availability of the learner. The broad provision of educational materials connected, and exploitable in several modalities (presentation file, word, audio file, videolectures) will provide a flexible environment for learning, tailor based learning based on the needs analysis performed in R1. A wide and flexible set of learning materials can support strongly VET centers wanting to produce courses for the promotion of culinary and proximity tourism in rural areas, can use the educational materials produced in the course, or also integrate materials in blended versions, by offering a wide set of tools. The international network will provide an open strategy for companies located in rural areas in order to favor the exchange of good practices among members of the network (R3), through the use of this network, the users will increase their linguistic competences with interaction performed in English, favoring also a strategy for creating new and relevant content, performing peer support, and -The organizations will be able to provide VET courses in the field of culinary tourism-The organizations will be able to support the population living in rural areas-NGOs and Organization will contribute in achieving their mission, which include relevant aspects of the project: the promotion of ecological attitudes and behaviour, the promotion of ecological tourism, favoring gender equality, etc-The organizations will improve their network through an effective cooperation with partners, associated partners, members target groups, organisations adopting the project’s results, companies in the field of tourism and associated partners-The organization will improve their linguistic competences through an international cooperation-The organizations will increase their level of internationalization, through the implementation of activities in foreign countries.<< Results >>“The European Network for the Promotion of Culinary and Proximity Tourism in Rural Areas” will determine several tangible digital results which can help all members of the target groups in the promotion of culinary tourism. All brief workshops held during the transnational project meeting and the multiplier events will be videorecorded, edited and uploaded in the official website of the project in order to be re-exploitated by the members of the target groups. The official website of the project will be kept open also after the project’s lifetime ensuring proper sharing and dissemination materials of project’s materials and extension of the impact to members of the target group. Project results 1) A transnational research for the needs analysis and operative guidelines for VET courses providers – including an operational approach, in 80 members of the target groups, with expected exploitation by 500 participants 2) The Digital Online Course, with 8 modules, and a model of competences using the ECVET terminology, piloted in 80 participants, with expected final participation of 1000 participants 3) The International Open Network for the Promotion of Culinary and Proximity Tourism, with at least 300 users registrationOther tangible results 1) Educational materials of the brief workshop implemented during the First Transnational Project Meeting “The promotion of culinary and proximity tourism through ethical marketing”2) Educational materials of the brief workshop implemented during the Second Transnational Project Meeting “Culinary strategies for the reduction of Food Waste”3) Educational materials of the brief workshop implemented during the Third Transnational Project Meeting “Social responsibility”Official website of the project - 24 articlesOfficial Facebook Page of the project - 24 posts E-mail campaign based on existing e-mail database of 100.000 people and a strategy for creating a newsletter database related to the projectManagement Plan and reportsQuality Plan and reportsDissemination Plan and reportsRisk Plan and reportsImpact Study 1 Sustainability plan Implementation of 7 multiplier events including at least 350 participants 7 Educational Materials used during the sharing and promotion events7 Educational Materials used during the multiplier event7 Videorecordings of the multiplier eventThe Sustainability plan will guarantee the maintenance and extension of all project's results also after the project's lifetime"

"The project ""Motivational Meditation Techniques for Favouring Memory and Attention of Students with Visual Impairment"" is designed to support memory, attention, resilience and motivation of students with visual impairment during the Covid-19 era. The Study ""Visual impairment and blindness in Europe and their prevention"" (Kocur, Resniko) estimated that in Europe there are 72000 blind children, childhood blindness is calculated prevalence 0.1 and 0.41 per 1000 children. Eurostat statistics shows that students with difficulty prevalence of basic activities related to seeing is a risk factor that increases early school leavers, achieving dramatical levels in participating countries (DE = 14.8%, EE = 23,2%, GR = 44,6%, SP = 26,7%, IT = 45,9%, NL = 25,8%, TK = 41,5%). Our project will provide digital tools for support the motivation of students with visive impairment to study, improve their psychological status and resilience during Covid-19 era, basing on the following factors of the needs analysis:1. Covid-19 determined the biggest outbreak of educational systems. 2. Distance learning makes more difficult the participation of lectures for students with visive impairment3. Policies for supporting students with visive impairment during the Covid-19 are lacking4. Covid-19 impacted also psychologically on students. A study performed by IIAPHS on February-May 2020 on 4471 tests demonstrated increased levels of anxiety, anger and sleep disorders. A study commissioned by the Italian Order of Psychologists and operated by Istituto Piepoli showed that the population highlighted the importance of more presence of psychologists in the school system (73%)5. Meditation techniques are valid supplement for supporting motivation, self-esteem and resilience of school students. Memory and attention can be increased through meditation. 6. Classical meditation include concepts associated with sight: Techniques of visual imagery, the use of focused sight on a physical points and imagination of visual stimuli cannot be performed properly by students with visual impairment. We will create new techniques adapted for the needs of people with visive impairment, focusing exclusively on other senses.7. Meditation classes are often performed in presence, without any adaptation for people with disability or visual impairment8. Decreased motivation can discourage students with disability to complete the studies and favour early school leaving9. Distance learning gives additional tasks, workload and distress to family members which will require to assist the student with more effort. Following the lectures at the screen lead to rapid eye fatigue, headache and other disturbance.The goal will achieved through the production of 3 intellectual outputs translated into 9 languages (EN, IT, NL, SP, MK, TK, GR, EE, DE).O1. Motivational Meditation Techniques for Students with visual impairment: a 100 pages manual designed for school teachers and students teaching how to perform and teach meditation techniques adapted for students with visive impairmentO2. The Web App for Meditation and Motivation Training for Students with Visive Impairment: a digital tool based on the needs of students with visive impairment including 20 meditation exercises designed to increase memory, attention, resilience and motivation of students with visual impairment. The exercises are organised in levels of increasing difficulties and targeted to students of ages 6-18 in order to be widely exploitable in the school education system. Piloting is performed on 500 students, including 100 students with visive impairment.O3. Policy Recommendation for the Support of Students with Visive Impairment. It is a document of at least 100 pages including a SWOT analysis of existing policies for supporting students with visive impairment, transnational comparisons and recommendation for policy makers active in the field of support to disabled students.The target group of this project are:School students with visive impairment (6-18 years) School teachers, special education teachers Policy Makers and authorities in the field of School Education, Disability, Equal Opportunities School directorsSchool PsychologistsFamily members of students with visive impairmentThe project envisage the participation of 500 school students (100 with visive impairment) for the intellectual output 2, Policy recommendation will be sent to 200 policy makers and 100 school directors. The Motivational Meditation Techniques for Students with visual impairment will be disseminated among 1000 participants among school students and school teachers. The project includes 1 international Multiplier event with 20 local and 20 foreign participants. The Impact study will be produced and used for promoting the project's content and its application after EU funding."

<< Background >>In stark contradiction to the absolute urgency in digital changes needed are not realized to an envisaged and sufficient extent. Partners from SE, TR, GR, HR, NIR, PT and IT found that the current school curriculum does not fit tomorrow's generations’ needs.The majority of our teachers lack the skills and tools to transfer future skills to the students. The students do not have the capability of interacting with the fast-changing nature of the work/learning. As a major driver to make the digital & virtual transition happening, engaged teachers, students, and stakeholders are needed to form a bottom-up critical mass supporting the top-down endeavors. This engagement can be triggered and supported by providing learners necessary key competencies and skills through dedicated programs included in school education.UNITY aims to use project-based learning in Science, Technology, Engineering, Art, and Math (STEAM) to lead students to have future skills by engaging them in real-world contexts, such as climate change. The above subject was chosen, as teaching about climate change is a challenge, worth tackling for all those involved — communities, schools, teachers, and students alike. As an interdisciplinary issue, climate change can open young minds to deeper avenues of thought and reinforce learning in social science. Moreover, professionals say that if schools want to create deep-thinking, engaged and self-aware students, they should undoubtedly turn to climate change education. We totally embrace this kind of proposal and direction. More than that, real climate change education confers onto students an appreciation of the role they play in their environment — both their physical, changing environment and their civic environments.Generalists or specialists teach STEAM at primary level, while are educated for secondary level. Research shows that funding for STEAM education in schools is inadequate, which, in turn, is reflected in the often poor quality and lack of equipment at primary schools in respectively 26 % and 38 % of EU countries. In line with this, according to our survey conducted on 300 teachers covering 98 schools, ''across our regions %87.9 of STEAM teachers are not familiar with teaching STEAM online''. Their profile is not suitable for teaching STEAMonline. which is the gap that must be filled. This project will equip Primary School teachers with competences through online courses from one side, and will initiate peer-education between students from the other side.<< Objectives >>In the long term, pupils inside our associations, our regions and hopefully in the EU will --reach the importance of online cooperation, communication and team-working.- have diverse perspectives and opinions towards the new working environment in their future lives. - see different points of view, perspective, diversity and smart cooperation that will influence their future fulfillment; smart and sustainable growth, economic resilience, life-long learning, and digitalization.-inherent in peer-group works and small group activities -have an impact on their career and raise their chances on the labour market going for natural science-based “smart jobs”.--be able to choose their vocational education,- study and work environment will be influenced. They will learn how to use an easily available source and get not only a theoretical but also a practical introduction into the usage of sustainable technology with high impactTEACHERS will:- use more digital tools and Apps to blend formal, non-formal, STEAM, PBL and online learning.- direct and stimulate the students to have diverse perspectives in learning. Hence, this will have a positive impact on students to get to know future related skills, which they would need- be able to teach critical thinking, creativity, problem-slowing and more importantly remote working and/ or cooperation culture, which the project aims to generate and achieve:- be able to involve students having diverse learning styles inclusively and effectively to reach out specific goals. -learn to use diverse digital tools, methods and methodologies that the project generated concerning STEAM, PBL and NFE,-be able to blend diverse methodologies and use different tools or real-life issues in teaching-change their perspective and enlarge their mission in teaching and training - enrich their teaching styles: This enables them to lead their students in preparing for the future. -have a chance to collaborate, cooperate, communicate and renew their teaching styles with their foreign peers.- improve their foreign language skills and digital competencies.-increase their self esteem and be more confident -have a more positive attitude towards EU projects, EU values and understanding of the practices, policies, and systems across the EU- ncrease their motivation towards professional development.-have opportunities of building networking with other teachers:-have the opportunity (thanks to the R2 and R5) to collaborate increasing their foreign language skills, digital competencies, communication, cooperation and team working and networking.Participating organisations will have long term impact and :-be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.-increase their capacity to build skills to educate their students while taking action on climate change.-have the ability of leading kids to have the capability of understanding future job opportunities and lead those select future-related jobs and initiatives.-have the efficiency of leading students goal-reaching from known to unknown concerning virtual cooperation and communication.-innovate the current school curricula with new educational tools and strengthen their profile by providing more modern and digital educational services.-provide more attractive education addressing the needs of students.- increase their capacity and professionalism to work at the EU/ International level,-be more open to creating new synergies with the schools, NGOs, and NFE from different countries-will be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.In the long term, teachers outside our associations, in our regions, geographies and hopefully in the EU will be able to have the capability of leading their students to think, compare, search and collaborate and share their ideas via online tools.<< Implementation >>3 face to face Transnational Project Meetings to be held during the 36-months of the cooperation. Besides, 30 bi-monthly virtual meetings aid one another. Kick-off meeting, mid Evaluation TPM and Final Evaluation meeting Managing the project; budget, time, partners, tasks, roles of the partners, and risk management (See ‘’Management’’ section).5 Multiplier Events and 1 international one; 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements. An international eTwinning: project ‘’from idea to product’’ participated at least 30 schools across the EU The tangible results are:-2 Learning Teaching, and Training activities: The first LTT will be for staff. The second LTT will be for the students from our schools and associations<< Results >>The expected results are:Result l. Curriculum on skills development through the use of PBL and STEAMResult ll. Web-platform platform and eLearning modules:—The eLearning modules will include the O1’s chapters for learners of EU students and teachers.—The R2 will also have video simulations for each unit (3 videos per unit).The platform will -serve students’ projects and will keep their projects.-have a specific feature ‘’Projector’’A digital map will be integrated into the web-platform. The software tool will aim to visualize the projects on a digital map. It will identify which school /country/ group of students make projects on climate change. It will enable students’/ schools/teachers to connect.Result llI. Virtual webinars and seminars: The project intends to generate a huge impact outside of the Consortium, especially towards all stakeholders active in the project process. To reach this goal we designed IO4: The virtual courses: ‘’Teachers learn how to engage students in fast-changing world transfer necessary skills for future: 10 virtual training will be delivered in per partner country and 1 international at EU level.‘’Objective 5 and 6 are linked to this product’’ The ‘’Result lll’’ will serve as online live LTTAs,Result lV. Award framework:The framework will be a methodological guideline that will be used for awarding the best group, students, and teachers in developing climate-related projects as a whole.Result V. ‘’save the world with your dreams’’ outreach campaign: With this campaign, we aim to enlarge the project's impact area and encourage students/parents/teachers/schools to take action on climate change.The OUTCOMES:On the completion of the project, as outcomes from the implementation of this program teachers in diverse disciplines—from environmental science to language arts and to social studies—will be able to:—re-innovate the existing curriculum; —make the school subjects meaningful by connecting them to real life and nature—lead the students to understand the importance of online cooperation, communication and team-work -understand what nature-based solutions, ICT-based innovations, climate change adaptation and mitigation are and how they impact cities and its citizens.--contribute to improving the sustainable, smart and climate-resilient skills development.—lead students to have diverse perspective and opinions of learning—have a scientific and Engineering Practical perspective and describe what scientists do to investigate the natural world and what engineers do to design and build systems;—gain a range of cognitive, social and physical practices with regards to digital cooperation;—engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts;—know and use Physical Science, Life Science, Earth, History, Geography, Maths, and Engineering in climate change;—provide virtual-learning and cooperation environments (inherent in peer-group works and small group activities to allow students to see other points of view)

FRAME:In today's world without using digital tools, in teaching subject specific field is impossible since our students use digital tools more and more at all. Regarding this, integrating digital devices, school administration software, and applications into the classroom serve to improve learning and boost good study habits. Bearing this in mind, innovating the teaching is become imperative due to emerging corona outbreak, schools across the EU turned into online teaching to ensure safety of the kids. During the rise of online classes, teachers have tried to explore new ways of encouraging students to self-direct their learning. In this regard, academic lessons, such as Science, Maths, Language, History, etc are relatively taught through the use of digital tools. However, the social interaction required lessons, such as PE have not been taught effectively since lack of adequate, appropriate, effective and inclusive digital tools to teach PE online. Bearing this in mind, according to our desk research, conducted on 300 PE teachers, 5.000 students and 98 schools (across the partner countries) showed that during the covid outbreak the PE did not go well because:- The current PE curriculum was designed in person and/or face to face education, which does not address the needs,- The inadequacy of physical education teachers who are not familiar with teaching PE online,- Lack of digital tools for physical education designed for online PE,- Lack of motivation kids taking part in PE lessons online,Thus, the covid outbreak showed us to rethink, reshape and redesign the current PE education, find new methods, adjust our teaching methods and/or techniques to address the needs of the teachers and students. In line with these, the following objectives are identified:OBJECTIVES:- To design a need based online PE education curriculum, which addresses the current situation and future of PE, - To strengthen PE teachers' profiles and ease how to teach PE online through the use of digital tools,- To produce a digital education package, which addressees the needs of PE teachers, schools and kids. - To increase the motivation of the kids participating the PE online.- To cooperate and network with associations representing schools, NFE centres and NGOs to create a more modern, dynamic, commitment and technology based PE education. - To promote virtual training virtual trainings for PE teachers. - To incorporate digital online technology into PE-specific teaching, training and learning,- To pilot PE digital educational resources with non-formal methodological approach The project aims to address the challenges identified above by providing PE teachers skills and competencies and young kids motivation the attitudes and skills needed to participating PE lessons through online. STOP+ will achieve these goals through:OI: Curriculum on teaching PE online.O2: Web-platform, eLearning modules and tutorial videosO3 Tooll-kit for PE teachersO4: Webinars and seminars promoting how to teach PE online. BENEFICIARIES:- PE teachers.- ICT teachers.- Students aged 10-17. - Schools at primary and/or secondary level in VET and general level.- Sport staffs/NGOs.METHODOLOGY:The project foresees to implement blended learning approach with blended/hybrid materials.Regarding this, we first of all develop the current PE curriculum, namely we blend the PE to online tools.Then, we develop a web-platform, comprising eLearning modules and tutorial videos to ensure distance learning and self-learning. Then, we produce a tool-kit as a pondered and improved collection of the educational tools employed in the local and international phase of Piloting.This toolkit is a guideline and comprise a series of lesson plans, tools, tips to teach PE in the new normal and online. We arrange virtual trainings for PE teachers, students, educators, educators and parents of the students. To educate the PE teachers and test the effectiveness of the education package, we organize staff training. To arrange milestones of the proejct, we organize 4 face to face transnational meetings. To reach out wider teachers, students and education communities, we use eTwinning and SEG, namely our cooperation mainly keeps up virtually. DEVELOPMENT(s):As outcomes from the implementation of this project the PE teachers, students and participated organizations will be able to:From PE teacher perspective, they will straighten their profiles and will learn how to use digital tools teaching PE online. From students perspective, they will be motivated taking part in PE online From schools' perspective, they will have a more, modern, dynamic, inclusive, need-based, digital and commitment PE resources.This transnational cooperation will contribute to the solution of problems we face and create a more long lasting impact in the areas we want to record improvement by sharing ideas and methods while operating and networking at transnational level.

<< Objectives >>The project objectives:- To sustain the development of society through reassessment and discovering the core and common values- To help isolated people and local people understand each other better and build the values of the future society in Europe- To reduce the intergenerational gap- To ensure the people acquire basic values and family values that will be beneficial for themselves and the society- To provide acceptance of differences and disappear prejudice, discrimination & excluding<< Implementation >>Activities 1. Research ActivitiesSurvey applicationsCollection dataValue analysis report2. Education actitivitiesValues Education Program (VEP) is to provide and promote values education4. Family activities, family memories albumCollecting and publishing important stories from the families in interactive stories, digital portfolios, research journals, ‘About me’ books,<< Results >>Project Results:1. Project management (WP1)2. Value analysis (WP2)3. Values education programme (WP3)4. Guideline of basic societal and individual values (WP4) 5. Interactive family memories album (WP5)