<< Background >>The bioeconomy in Europe is moving from research niche to market norm as the European Commission is setting a course for a more resource-efficient and sustainable economy. The current economic size is significant as the corresponding sectors represent an annual turnover of 2.3 trillion €, making it one of the Union’s biggest and most important sectors. Moreover, it already employs around 8.2% of the EU workforce and has the potential to further increase it. The EU, with the Bioeconomy Strategy 2018, the Circular Economy Action Plan 2020 and the Farm to Fork Strategy (at the heart of the EU Green Deal), aims to increase the development, production and use of renewable resources to make food & feed, energy, materials and chemicals, paving the way to a more innovative, resource efficient and competitive society, based on the circular bioeconomy.However, in order to reap the benefits of this socio-economic model, both a well-trained workforce and correctly informed customers are essential. Indeed, one of the priorities of the EU Bioeconomy Strategy is to promote education, training and skills across the bioeconomy. Since the bioeconomy is a broad high-level concept, it requires the integration of a large number of scientific disciplines, but also a cohesive vision involving economy, society and lifelong learning. To help train and educate the new generation of bioeconomy professionals with the necessary hard and soft skills, we need to rethink and improve our current educational model for the bioeconomy. This is the long-term ambition of Circular Bricks. Across Europe, some initiatives have already been put in place. However, there seems to be a lack of generalized and consistent schemes, especially with regards to the VET field. In order to address these needs, Circular Bricks will train VET teachers from the agri-food sector in order to make them able to educate their students (i.e. the future generation of circular bioeconomy professionals) with the necessary green skills which are required by the current and future industries operating in the European circular bioeconomy. The project will develop innovative pedagogical material on circular bioeconomy related topics for VET teachers, keeping a train-the-trainer approach. Specifically, involved teachers will be provided with a thorough and practical approach to circular bioeconomy principles and their implementation in the agri-food sector, as well as with efficient tools for holding effective design thinking sessions and preparing learners to become true agents of change. At the end of the project, both teachers and students will have acquired new green skills and competencies, thus adding “circular bricks” to their knowhow.<< Objectives >>Circular Bricks’ will:- facilitate knowledge and experience sharing among institutes from different MS. This will allow: (i) rethinking & improving the current European educational model for the circular bioeconomy, providing green sectorial skills strategies and methodologies for VET teachers; and (ii) addressing the need to innovate VET by adapting it to labour market needs.- support VET teachers in the adaptation of their training offer to changing skills needs, green and digital transitions and economic cycles. This will make the circular bioeconomy more attractive for students and local stakeholders, hence stimulating local labour market and improving transnational networking activities. - develop tools and methodologies easily replicable in other MS.- contribute to tackle environmental issues by raising awareness on them and generating knowledge on a specific solution at hand: the circular bioeconomy. This will enable behavioral changes for individual preferences, consumption habits, and lifestyles.- provide students from VET institutes with the opportunity to enhance their entrepreneurial mindsets and skills, encouraging active citizenship and entrepreneurship and increasing awareness on circular bioeconomy.<< Implementation >>To ensure an efficient implementation of project's activities, Circular Bricks' partners will jointly define, right at the beginning of the project, a stable management structure to guarantee the proper implementation of the work-plan. Specifically, Circular Bricks will implement the following activities (which will lead to the delivery of the three project's results):- Over the period M1-M7, UnitelmaSapienza, Area Europa and La Uniò will work on the development of a Pedagogical Guide on circular bioeconomy, in order to provide VET teachers with a thorough and practical approach to circular bioeconomy principles and their implementation in the agri-food sector (knowledge, best practices, ideas, entrepreneurial skills, etc.), as well as with efficient tools for holding effective design thinking sessions and prepare learners to become true agents of change. - After the completion of the Pedagogical Guide on circular bioeconomy (project's result n. 1), working sessions with local stakeholders (at least 10) will be organized by VET institutes. This will allow accounting for their view and knowhow while developing the second project’s result (Circular Bricks' Open Online Platform and Toolkit). With the aim of co-creating the Toolkit and identifying the best performing tools to implement participatory learning activities, selected teachers from each VET institute and two representatives from UnitelmaSapienza, Area Europa and La Uniò will conduct a three-day working session, which will consist in the LTTA1. Day 1 will introduce teachers to the emerging topic of the circular bioeconomy, providing them with successful examples and best practices at international level. Day 2 will provide teachers with the needed information on entrepreneurial skills and competencies in the agri-food sector, together with examples and best practices on entrepreneurship. Day 3 will provide teachers participating with the needed information on design thinking processes, as well as with competencies in the facilitation of processes. Examples and best practices at international level, especially in the education field, will be provided. - Circular Bricks knowledge will then be transferred to (at least) 100 students, who will be involved, together with their teachers, in a design thinking session aimed at making them able to develop innovative projects to boost local circular bioeconomy. 25 students from each VET institute will be involved (5 groups of 5 students). All projects will be cross-evaluated by students coming from a different VET institute through a peer-review process. As a result of the peer review process, a winning project from each participating country will be awarded with a mobility that will also be an opportunity for disseminating project’s results. Winning groups (4 groups, respectively from IT, ES, RO and GR) will present their projects at an international event on circular bioeconomy (Maker Faire Rome, European Edition). The award will consist of a 5-day mobility that will provide students with an opportunity to present their projects to an international audience. This will allow students to assess the business feasibility of their projects, get some hints on the possible implementation of their ideas, and exchange knowledge on similar experiences with fellow students involved in the other projects. Students and accompanying teachers will be involved in two sessions: (1) participation in Maker Faire Rome, with a stand, for presenting their projects (3 days); and (2) a two-day session with UnitelmaSapienza, Area Europa and La Uniò to discuss together students’ projects.- Multiplier Events: each VET institute will organize a local event for teachers, local stakeholders and governments representatives (at M14), while 2 national conferences (IT and ES) and 2 local conferences (RO and GR) will be organised at M24 in order to disseminate project’s results to local and national stakeholders and the general public.<< Results >>Circular Bricks will deliver the following three project's results:- Project result n. 1 (to be delivered by M7): Pedagogical guide on circular bioeconomy (Leader: La Uniò)The Pedagogical guide on circular bioeconomy will be the first output of the project and will include the following three modules: Module n. 1 This module will include a comprehensive and interdisciplinary overview of the circular bioeconomy, starting from few basic questions, such as: What is the circular bioeconomy? Why is the circular bioeconomy important? How do I get a circular bioeconomy? The module will take in due account regional differences across Europe (e.g. pertaining to different specializations sectors). The three pillars of sustainability (i.e. environmental, economic and social) will also be addressed, focusing in particular on issues concerning ecodesign, end-of-life options, as well as waste management and European and national regulations. European best practices and case studies will be presented.Module n. 2 This module will include up-to-date knowledge in the development of entrepreneurial skills. Tacking stock of existing documents and available success stories, the module will propose an innovative methodology tailored for the circular bioeconomy sector.Module n. 3This module will include several tools for participative processes and for the setting up of design thinking sessions. These elements will facilitate students’ active participation to project activities, involving them in a creative problem-solving process aimed at creating new products/projects entailing circular bioeconomy and entrepreneurial skills.Project result n. 2 (to be delivered by M12)Circular Bricks Open Online Platform and Toolkit for training teachers and supporting them easily transfer the acquired know-how to their students (Leader: UnitelmaSapienza)Project result n. 2 will consist in the development of the Circular Bricks Open Online Platform and the Circular Bricks Toolkit. The Open Online Platform will be aimed at training teachers from VET institutes on circular bioeconomy related topics. It will include: (i) video lessons on circular bioeconomy related topics (building on the project result n. 1); and (ii) knowledge-sharing webinars for teachers from VET institutes (at least 3 webinars will be organised during the lifetime of the project and a document encompassing best practices, problems and solutions, as well as tips and suggestions aroused during the knowledge-sharing activities will be compiled and uploaded to the platform at the end of each webinar). The Circular Bricks Toolkit will be co-created by VET teachers within the LTTA1 and will be aimed at supporting them easily transfer the acquired know-how to their students. ENAIP Veneto will be responsible for this task.Project result n. 3 (to be delivered by M22)Design thinking sessions with students and peer-review of projects (Leader: DIEK IOANNINON)Students from agri-food VET institutes will be involved, together with their teachers, in design thinking sessions aimed at making them able to develop innovative projects to promote local circular bioeconomy. 25 students from each VET institute will be involved (5 groups of up to 5 students per VET institute). All projects will be cross-evaluated by students coming from different VET institutes through a peer-review process. As a result of the peer review process, a winning project from each participating country will be awarded with a mobility (LTTA2) that will also be an opportunity for disseminating project’s results.

<< Objectives >>The EUMind-School project aims to:Generate a new awareness in high school teachers on the value and opportunities associated with European planningTo improve the level of knowledge and competence on European planning already starting from high schoolEncourage active teaching through innovative teaching methodologies based on Design ThinkingEncourage interactions between schools to encourage the emergence of joint initiatives at transnational level<< Implementation >>The project includes the activities:- Co-generation and implementation of the Toolkit for teachers and school management staff and consisting of digital training modules aimed at exploring all the stages of formulating project proposals to complement the school's educational offer.- Testing and validation of the Toolkit aimed at verifying the effectiveness of the training modules in the field and therefore validating the entire tool by teachers and school managers.<< Results >>The main result of the project is a platform that contains:three training modules, presented in 4 different languages and in a creative and interactive waya form for the realization of the project ideaa list of digital tools for remote co-designa web-forum for sharing between schools also functional to peer-review6 schools will be involved and at least 4 teachers will be trained per school. The students trained, in turn, will be about 480.

"<< Objectives >>The AdriEATic project aims to: improve the level of knowledge on sustainable fishing actions and best practices in EU among teachers of hotel and cooking schools; introduce the good practice of the ""narrative menu"" so that restaurants become places of knowledge of values such as the seasonality of fish products and the sustainability of their consumption; encourage interactions between fishing cooperatives and the restaurant sector.<< Implementation >>Co-generation and realization of the Toolkit for hotel school teachers consisting of digital training modules aimed at exploring best practices (onboard-on the ground), sustainable fishing opportunities and territorial marketing for the realization of the storytelling menus. Experimentation and validation of the Toolkit through the formulation of the narrative menu with field verification of the effectiveness of the training modules with peer review by other teachers and validation by experts<< Results >>The main result of the project is a platform that contains: three training modules, presented in 3 different languages and in a creative and interactive modein a creative and interactive way, a form for the creation of the narrative menu and a web-forum for sharing among schools, also functional to peer-review. At least 4 schools will be involved and at least 3 teachers per school will be trained. The students trained, in turn, will be 240 approx."

<< Objectives >>- To promote the professional development of High School teachers strengthening their competencies to introduce in High School curricula- To reinforce the awareness of High School students through high-quality internationalexperience - To strengthen the acquisition of digital competencies in High School studies- To integrate short events with innovative learning and training in an international context. - To foster Active Citizenship and collaboration among different actors<< Implementation >>MANAGEMENT - Monitoring reports- Invoices, tickets and proof of the payments done during the project life cycle, such as the transferences to the partners. MULTIPLIER EVENTS - Presentations of the deliverables- Evaluation questionnaires LTTA ACTIVITIES - Public call to select the participants of the activities, indicating clearly the criteria and the scale. - List of selected, in reserve and excluded participants.<< Results >>Work Package 1: Project Management - AdministrationWork Package 2: Learning Materials and Toolkit Creation D2.1 (Project Results 1): PodcastsD.2.2 (Project Results 2): Manual: How to create a map and an infographicD.2.3 (Project Results 3): Animated learning contentWork Package 3: Digitalization & GamificationD3.1 (Project Results 4): BoardGameD3.2 (Project Result 5) Community App Work Package 4: Community Building & ImpactD4.1 (Project Result 6) Community Mapping

CONTEXTCOVID-19 has demonstrated we are vulnerable to unprecedented risks and for this reason we have to be more conscious and aware about the social and environmental challenges. Art and creativity can be used in order to stimulate European awareness and empower people of current and future generations in order to fight against environmental and social problems as Biodiversity Conservation.Also, in this line, the European Biodiversity Strategy aims to build our societies’ resilience to future threats such as climate change impacts, forest fires or disease outbreaks. OBJECTIVESSTArt! (Skills Through Art) has as general objective: Improvement of skills and competences in students by means of art and creativity with the purpose of strengthening the awareness and active citizenship about Biodiversity.To achieve this general goal, the following specific goals have been defined:Specific Goal 1: Supporting opportunities for students in acquiring and developing skills and competences. Specific Goal 2: Strengthening the profile of the teaching professions, developing creative methodologies.Specific Goal 3: Reinforcing “Art, Creativity and Culture Organizations” (ACC Organizations) making them more resilient and adaptable and giving them new opportunities.PARTICIPANTSThe direct target groups of STArt! are 80 students, 10 teachers and 20 professionals from Art, Creativity and Cutlure (ACC) sector.. Indirectly the project will benefit other groups, mainly teachers (50) and students (150) from secondary schools and ACC professionals (40).Partnership includes 3 organizations from Art, Creativity and Culture sector: -CRESOL-VASTE-KALLITECHNIO3 secondary schools are involved as educational sector: -IES BOTANIC CAVANILLES- MOUSIKO SCHOLIO - KANNAKSEN LUKIO Finally an expert organization about Environmental issues:-AREAEUROOPAThe countries represented by the partners are Spain, Finland, Greece and Italy.ACTIVITIES AND METHODOLOGYSTArt! implementation follows this structure:1) Beginning – Agreements, preparation of activities and organization.2) School staff training – Preparation of a learning materials and training for school teachers. 3) School student training – Implementation of art learning methodologies and learning exchange for students.4) Consolidation of knowledge in schools and conclusions for ACC sector.4) Closure – Final evaluation road map for future joint ventures.5) Project Management (transversal) –Virtual and transnational meetings and reports.6) Dissemination (transversal) –Website, social networks, meetings, mainly addressed school students and teachers and professionals.INTELLECTUAL OUTPUTSThe IOs produced by STArt! Project are:IO1: Learning Material for Teachers: Biodiversity challenges. IO2: Learning Material for Teachers: Skills and competences through art-based learning and creativity tools.IO3- Evocative Report - Engaging to global challenges through art processes IO4: Guide: Active Young Leaders.IO5: Manual: Opportunities for Art, Culture and Creativity Organizations in Educational and Environmental Sector.LEARNING, TRAINING AND TEACHING ACTIVITIES.LTTA 1: Improve the skills and knowledge in teachers about art-based learning and Biodiversity Challenges.4 days – Short-term join staff training for 9 teachers and 4 professionals. LTTA 2: Improve the skills and competences of students and the awareness about Biodiversity Challenges, the trough art processes.5 days – Short-term exchanges of pupils 12 students and 4 accompanying teachersLTTA 3: Workshop about the improvement of the skills and awareness about Biodiversity Challenges.3 days – Short-term join staff training for 11 participantsLTTA 4: New opportunities for ACC Organizations through cross-sectoral cooperation among educational sector and environmental field.3 days – Short-term join staff training for 11 participantsLTTA 2 and LTTA3 will carried out at the same time and some sessions will be in connexion.RESULTS AND IMPACTSIt is expected that STArt! implementation will impact mainly in teachers and students of secondary schools and in ACC professionals.Some of the most important impacts will be:- Students will increase the creative and innovative skills to find new solutions.- Students will increase the active participation in civic and social life.- Students will know new concepts related to biodiversity and critical challenges. - Teachers will improve the skills in the field of learning methodologies through art and creativity. - Teachers will improve the knowledge and awareness in Biodiversity challenges. - Teachers will learn about high quality art-methodologies that reinforce creativity and innovation.- ACC professionals will enlarge the networks with the different profiles and professionals and sectors, mainly educational and environmental field.- ACC professional will discover new possibilities and opportunities of working.