“ARTIE: Artificial Intelligence in Education - challenges and opportunities of the new era: development of a new curriculum, guide for educators and online course for students” is a 24 month strategic partnership composed of three schools and two organizations dedicated to school education: I. osnovna škola Čakovec (CRO), Agrupamento de Escolas do Barreiro (PT), I Spoleczna Szkola Podstawowa im. Unii Europejskiej w Zamosciu (PL), Croatian Robotics Association (CRO), and Nefinia (NE). In today’s hyper-connected world, artificial intelligence is a vital competence, especially for kids and young people. They need to understand what is behind the screen of their smartphone, how artificial intelligence might be (mis)used and how social media works. Digitalisation is also changing how people work and what skills they need. Labor market has a major shortage of experts in field of AI. A recent report from IBM, Burning Glass and Business Higher Education Forum shows that the number of job opportunities for data and analytics skills will increase by 364,000 to 2,720,000 in 2020. Partners organizations noticed that the education system still did not develop a comprehensive educational resource for Primary and Secondary School level and only a few enthusiastic teachers are self-initiated and teach students about AI.The ARTIE project outline a number of relevant European Commission policy objectives, which remain more valid than ever. These include:-support for high-quality education-improving its relevance-developing Europeans’ digital skills and making them more visible-boosting innovation and digital competences in all education institutions-opening up education systemsThe methodological approach of the ARTIE project is based on multidisciplinary approach, Problem Based Learning and Game Base Learning in order to solve real life practical situation; collaborative problem solving as an effective tool for creative thinking and learner-oriented methodology.The ARTIE will:- introduce and test innovative methods of teaching STEM subjects, robotics and artificial intelligence skills (innovative multidisciplinary approach aiming at interconnection)- make use of the newest technological innovations and tools to solve everyday problems using coding skills- emphazise collaborative problem solving as an effective tool for creative thinking and learner-oriented methodology- use of Problem-Based Learning (PBL) will allow for active learning, better understanding and retention of knowledge- teach students how to solve problems creatively using newly gained experience - promote STEM and business ideas connected with robotic and artificial intelligence through close cooperation with local institutions and educational centers The ARTIE objectives:- the development of a comprehensive curriculum that will provide students in primary education with the early acquisition of knowledge and skills to develop future competences- the development of methodological manuals, teaching plans, examples of good practice that will encourage teachers to teach the latest (rapidly changing) technology- creating an international network of collaborating teachers, sharing experiences- to share experiences and good practices at local, national and international level with teachers from different schools, local authorities, policy makers- provide students with innovative educational content in the field of robotics and artificial intelligence, deepen knowledge and skills, increase interest in jobs of the futureThe project primary target groups are:-students (10-15 years old)-teachers, tutors and counselors The project secondary target groups are:-students and families -local school authorities and policy makersIn total, 540 participants are expected to be directly involved in project activities.Main ARTIE activities are:-Continuous management, assessment and dissemination, including 4 transnational partner meetings-Development of 3 outputs including audiovisual material-3 local Student Pilots on online course for student-4 Local Forums to address transition within the schools and present project results-An international final conferenceARTIE main final result is the “AI-Edu Kit” composed of:-IO1: Artificial Intelligence in Education: A new curriculum-IO2: Challenges and opportunities of the new era: A Handbook for Teachers-IO3: Twinspace - an open window to other educational realities: Online course for studentsAll project outputs will be available online in all partner languages and in English.At least 7500 people will be involved indirectly through a Dissemination Plan. At least 50 Primary Schools will receive the ARTIE AI-Edu Kit for its use and exploitation. Our “Quality and Evaluation Framework” will pin down the necessary measures to ensure that our products are good quality, fulfill their objectives and to evaluate the pedagogical innovations proposed.

<< Background >>The terrifying consequences of climate change can spur student action, and not just despair: Melting glaciers, intensifying storm systems, rising sea levels, and species in jeopardy -- these are scary scenarios, especially for the students. However, teachers can help students grapple with global concerns by focusing on and engaging their students in climate change through STEM. Yet, in regular school education the topic (CLIMATE CHANGE and STEM are highly underrepresented, especially when compared to its relevance for society and environment. Mostly, ENVIRONMENT & CLIMATE CHANGE are a huge pure theory that kids are taught - is only about very basic knowledge and no hands-on education — the content restricted to in-class training with a strong bias to pure theory — and only on the energy saving side. So far children usually do not learn at school about energy production beyond the classical basics of generators using water or fossil energy sources. This is what all partners of this project found as common lack in the national curricula of the public-school system. All this underlines the need of the course that we want to develop within this project. An inclusive and flexible learning infrastructure integrated in child and youth education aiming at empowering already the young and non-experts for solving the future environmental / energy challenges. Basic knowledge on solar energy technologies is difficult to acquire —a transnational problem across the EU. If at all, education so far concentrates on energy-saving measures — education on renewable energy technologies is only accessible by experts/technicians (e.g. classes at university). However, our society’s future development paths will need basic literacy in renewable; combined with practical knowledge on building plants it could trigger enormous energy production in a more sustainable, more local, secure, and less expensive way across the EU speeding up the needed energy transition — which is the overall transnational problem we want to address. The skills and knowledge acquired through the course (ICT, math, physics, energy technologies, further natural sciences) are complemented with knowledge about governance, legal and financial aspects and topped with soft skills (planning a project, working in a team, approaching stakeholders, overcoming obstacles, convincing neighbors, ...). The course will generally enrich the learners’ skills portfolio with the most important skills mix needed to realize innovative projects (also in other fields) and can thus significantly influence their future professional careers. The consortium partners’ countries are facing slightly different challenges, but the basic learning outcomes of the course will work easily throughout Europe because of the modular structure and the broad didactical methodology. Individual national approaches to a global problem are not efficient - a common European approach will more efficiently spread the knowledge, foster exchange, and trigger impact — to collectively contribute to safe and sustainable energy.<< Objectives >>Due to the emerging climate crises, ambitious energy and climate policies have been setup on all levels to shift energy production from fossils to renewables. Yet, in stark contradiction to this absolute urgency, changes needed are not realized to envisaged and sufficient extent. As a major driver to make the energy transition happening, engaged citizens and stakeholders are needed to form a bottom-up critical mass supporting the top-down endeavors. This engagement can be triggered and supported by equipping learners with necessary key competences and skills by dedicated programs included in public education, the overall objective is to develop a course on solar thermal energy for the target group of pupils aged 10-14 and their teachers, including high quality blended/hybrid learning materials, combining theoretical background with all practical technical, organizational, legal, and financial aspects of building a solar thermal energy plant. In the sense of open education and innovation, the course will empower learners to actively engage in renewable energies. Based on the approach, where teachers will lead children to the goal reaching from known to unknown, we will build different skills and competences: STEM, PM and stakeholder integration skills, reinforcing handcraft and strengthening their soft skills as well as their digital experiences applying dedicated tools within the course. It consists of modules together forming a complete program or to be used separately in various settings thus fulfilling the need for flexibility for teachers and reaching a maximum number of learners.Concrete objectives are:OBJECTIVE 1: To compile a curriculum (O1)OBJECTIVE 2+3: To develop 5 learning Units on the Theoretical background of renewables with a focus on solar thermal energy (02) and Practical units including building a solar thermal energy plant (O3), available in different media (e.g. downloads) and including an e- learning platform.OBJECTIVE 4: To create a Solar thermal energy planning tool (O4) to evaluate spots best suitable for the installation (to be used by learners within the course).OBJECTIVE 5: To establish an Online process manual (O5) to lead teachers and learners through the process and to deal as exchange and knowledge hub. Furthermore, it will automatically create a map of solar thermal installations emanating of this project respectively the courses to follow. It also includes a competition feature, where projects can apply for the award (O6).OBJECTIVE 6: To create an Award framework (O6) to promote both the educational program and solar thermal technology as renewable energy source.OBJECTIVE 7: To generate interest by a dedicated dissemination concept primarily targeting the public education sector in the partner countries and across Europe, including a project website and a variety of further dissemination activities covered by the PM lump 5Um.OBJECTIVE 8: To animate schools and teachers in the partner countries to use the educational material.OBJECTIVE 9: To involve the whole school community and education system, parents, local representatives from municipalities and regions, other local NGOs in the partner countries.OBJECTIVE 10: To establish a future-plan and to reach a certain degree of prominence to raise interest for participation also in further countries.The project wants to generally enrich the learners’ skills portfolio with the most important skills mix needed to realize innovative projects (also in other fields) and can thus significantly influence their future professional careers. The proejct also wants to raise the awareness of climate change, importance of STEM and and more importantly combine climate change into STEM.<< Implementation >>During the proejct we will:- carry out 6 face to face meetings for cooperation and communication.- 16 online meetings for communication and cooperation.- establish 2 solar plant in Iceland and Spain.- run an international eTwinning project to be participated a list of schools.- produce result 1 ''Curriculum on solar thermal energy installation'', which includes, climatology, renewable energy - produce result 2 ''Theoretical background on solar thermal energy'', which is a LTTA material.- produce result 3 ''Practical units on solar thermal energy'', which is a complimentary material for RESULT 2;- produce result 4 ''Online process manual'', which is a sorts of software tool showing how to plant a solar plant step by step.- produce result 5 ''Solar thermal energy planning tool'', which is a software tool showing the right sport of the place where to plant the solar panel. - produce result 6 ''award framework'', which is a methodological guideline showing how to award best planing and performance of partners in planting solar panel.- carry out 3 multiplier events in Spain, Iceland and Latvia. - publish 60 news letters (10 per partner).- ensure 30 online dissemination conferences.<< Results >>The expected results are:6 face to face transnational meetings: M1 Kick-off. M2 Evaluation meeting M3 Intermediate Evaluation. M4 Final Evaluatiıon Meeting. bi-monthly virtual meetings to be held.Budget and time management to be done on a regular basis. ---implementation activities, e.g. producing concrete products and installation 2 solar plants in 2 schools. The concrete products are:Curriculum on solar thermal energy installation (R1). The expected curriculum is designed holistically in different ways: Suitable for pupils aged 10-14Suitable for different time-spans of learning (whole year course or as project week “energy technology camp”, or selected modules)Implementable in the frame of different school subjects.Theoretical background on solar thermal energy (R2). The theory combines technical and natural-scientific and political, socio-economic, and social aspects of a plant planning and construction project. Stakeholder involvement, procedures, and processes are rarely adequately considered (in educational as well as in real-life projects), which often leads to failure.Practical units on solar thermal energy (R3). Learners will build a solar thermal system (within the school complex, or on a municipal building, etc.) suitable for water heating in an environmentally friendly way. Solar thermal energy planning tool (O4). The map-based planning tool shall assist in finding the best site for the implementation and will allow us to learn about parameters influencing the success of the implementation and future energy outcome of the plant.Online process manual (O5). It accompanies learners and teachers individually as step-by-step guidance, provides additional information, space for uploading data, and pictures for documentation. Public access to its database shows a directory of already existing locations and a competition feature — the best solar town projects will be awarded.Award framework consisted of (O6):Two plants installation: We will have completed pilot projects — within the project the educational program will be transferred to all participating partner countries (language and regional versions) and evaluated at two sites, one in Spain and one in Turkey which means that two solar thermal devices/plants will also be installed within the project).1 Staff LTT.2 solar panel plant 3 multiplier events and the first experience reports from the projects we will conclude to prepare a dissemination and reparation concept for Europe-wide course offer and follow-up projects. Outcomes: Different methodological approaches to impart knowledge will be shared between the partners, thus qualifying the staff of the involved organizations. The consortium also expects that cooperation and communication with all stakeholder groups will foster enforced networks which will not only assure sustainability of this project’s outcomes but also enable other cooperative projects. The combination of learning and doing will promote critical thinking and will be vital for active citizenship in the field of the energy transition.

<< Background >>One of the biggest challenges faced in the education system is that people learn in different ways and at different rates. Although each of the students has different levels of learning abilities and different interests, a uniform education is tried to be implemented in schools. However, it can be said that some students 'analytical thinking skills are more dominant, while others' creativity or communicative skills are more dominant. The evaluation process in open and distance education, in which learning / teaching activities are carried out between teachers and students physically in different places and using various communication technologies, has various limitations compared to traditional educational environments due to the existence of different types of interaction between teachers and students. As in the face-to-face learning environment, the teacher does not have the opportunity to evaluate the students according to their participation in the class and the quality of the questions they ask, as well as their written work. It is possible for the grades given to students especially for distance education to be fair, correct and honest only with measurement and evaluation systems that will be developed with respect to professional ethics.For this reason, artificial intelligence (AI) methods, which were used for industrial or military purposes, have started to show themselves in the field of education as in every field. It has been stated in various researches and reports that it is aimed to use AI technologies to customize educational materials of each student according to their abilities, preferred learning style and experiences.Similar studies state that 47% of learning tools are expected to be equipped with artificial intelligence capabilities by 2027.<< Objectives >>To achieve this 7 partners will work for 24 months to enhance peace education competencies of teachers and students :- To provide teachers and students with a conceptual understanding of Cloud Computing education.- Searching and determining the best paths in IT-based training.- To increase students' interest and motivation and decrease school dropout accordingly- To develop students' creativity and problem solving skills by supporting group and team work.- To train qualified individuals in the cloud field- To use artificial intelligence technologies in education<< Implementation >>7 different work packages (WP) have been prepared to achieve the project objectives.Each of the work packages will be managed by one of the project partners. The strengths of partners are discussed in the selection of partners responsible for business packages.1) Management2) Development of IO13) Development of IO24) Development of IO35) Sustainability6) Dissemination and use7) Monitoring and Evaluation<< Results >>Tangible results:- State of Art Analysis will be done about the target group (Vocational education teachers-lecturers and students). In this analysis, it will be aimed to develop the O1 / FCC and determine the content subjects of the Online Education Course teaching modules. A report will be published by FOS University with the support of academicians.- After the needs analysis, a framework designed for Cloud Computing will be developed. Our framework will reveal how innovative teaching modules should be in order to increase the competence of teachers and students in the field of Cloud Technologies according to DigComp and DigCompEdu frameworks, to eliminate the digital content deficiencies that emerged during the COVID process, to raise individuals with the qualifications that the labor market is looking for and to facilitate employability.- LMS system will be developed by PAYDAŞ in accordance with the determined framework.-An Open Online Course will be developed (O3 / OOC). The Education Framework (O1 / FCC) developed with State fo Art Analysis will be used for the training content of the online open course.- Innovative algorithms will be designed for our Assessment platform under the leadership of MYKOLO and with the help of NEFINIA and PRIOS.-It will be ensured that artificial intelligence algorithms are placed in the innovative and modern part of the assessment platform to be developed due to the fact that the number of assessment tools that teachers can use in the assessment of students and help them in vocational education is almost negligible.- Our intellectual outputs will be piloted on educators and students.- For the promotion and dissemination of all our intellectual outputs; Slovenia, Turkey, Lithuania, Croatia and Romania will be held at 5 Multiplier Events.Intangible Results:- IT management upgraded in vocational education environments- Increased motivation of teachers and students with improved course contents- Decrease in absenteeism and drop-out rates due to increased motivation of students- Increasing awareness and increase of knowledge in the field of informatics- Wide cooperation in the field of Cloud Computing- Increased motivation to industry 4.0 technologies and future professions- Increased personal and professional development for students and teachers- To motivate teachers and students to use innovative IT techniques and learn foreign languages.

<< Objectives >>O1. To investigate the current situation of Green Business Leadership key Competences through desk and field research in order to build a trainers curriculum . O2.To develop an e-learning platform and an gamified interactive app.O3.To involve SME's leaders and VET trainers in the green buisiness leadership production.O4.To raise awareness on the target groups, associated partners, relevant stakeholders, decision-makers on the importance of Green Business Leadership key Competences.<< Implementation >>The activities of the GreenELEMENT project will be implemented in the form of WPs:WP1: Project management and implementation WP2: GreenELEMENT State-of-the-Art Report on Green Business Leadership key Competences for the creation of SME's leaders & VET trainers CurriculumWP3: GreenELEMENT e-learning Platform WP4: GreenELEMENT gamified interactive appWP5: GreenELEMENT Communication and Dissemination<< Results >>New ways of thinking about leadership are needed, with the development of 21st-century green business leadership key competences at the forefront of training to produce leaders capable of keeping up with the demands of business actions that balance social, economic, and environmental good. To address these issues, this project will develop the Green Business Leadership Key Competences (GBLC) training program for SME leaders in order to foster a green business leadership mindset. Precisely,

<< Background >>Global warming and climate change are challenging the ways we live and work. At the same time, they are evoking serious consequences for human health; epidemic (e.g. coronavirus) biodiversity and ecosystems.Climate action is at the heart of the European Green Deal – an ambitious package of measures ranging from ambitiously cutting greenhouse gas emissions, to investing in cutting-edge research and innovation, to preserving (EC 2019 28 member and 4 non--EU country based semester reports, EU Green Deal 2020 report, Paris Agreement, 2017 Lisbon Contract.). Nearly 60% of the global population live in urban areas. Global population is projected to reach 9.8 billion by 2050 as UN states. Industrial agriculture produces enough food to feed the world as a whole (2790 kcal/person/day in 2006-08), but 32% of all food produced is wasted. The logistics of food production and transportation are largely to blame although in developed countries a substantial amount of food is wasted at the point of consumption. As a result, overall global food availability is lower than it would otherwise be, requiring the planet’s agricultural system to produce additional food to compensate for the wasted food production. Consequently, The United Nations Food and Agriculture Organization estimates 795 million of the 7.3 billion people in the world, or one person in nine, suffer from chronic undernourishment. In order to feed the population in 2050, we need to produce an additional 6,000 trillion kcal per year. However, conventional industrial agriculture is not sustainable. It is one of the most harmful industries to our planet, responsible for:• 70% of the planet’s water use• up to 24% of greenhouse gas emissions• degradation of soil and groundwater pollutionContinual sloughing of fields, combined with heavy use of fertilizers, has degraded soils across the world to the point where arable land is now lost at the alarming rate of over 100,000 square kilometres every year, far outstripping the pace of the natural processes that replace diminished soil. Thus, nearly a third of worldwide adequate or high-quality food-producing land has been lost.In Europe, the majority of the population live in big cities: The high rates of urbanization across partners’ regions resulted with unemployment, reduction of clean organic food supply and greenhouse gas emission. The situation triggers long term problems especially in young people, like social exclusion, poverty and sickness. To decrease unemployment’s rate and ensure clean food supply , save the environment, save the biodiversity, the EU great deal states that ''Upskilling, ICT knowledge, creating new opportunities and improving innovative solutions are the musts’’ Parallel to the above mentioned issues, the EU 2030 SMART goals states that: ‘’For a sustainable, digital and green economic growth, EU needs more eco-digital entrepreneurs''. Yet, the level of these sorts of initiatives have not been at desired level in our countries (EC 2019 Semester reports. Bearing this in mind, with the global outbreak, the rate of unemployment amongst young people is at the highest level after 2011 (Eurostat Jan 2021). Besides, secure, clean and organic food supply/demand remains a huge challenge (EC Farm to fork strategy, 2021). Besides, the Covid pandemic has affected economies and social life especially in big cities. Regarding this, EU Green Deal, UN 2030 Climate Agenda and EU 2050 targets state that ''we need more innovative, inclusive, technology-based and future skills required tools to find solutions to unemployment, climate change, and secure food supply/demand''.<< Objectives >>ECHOING wants to provide opportunities for entrepreneurial empowerment to youth in the field of vertical farming (in-door farming), which is a growing business sector, which was worth $3 billion globally (2019) and it is predicted to grow to $22 billion) through producing high-quality learning and practical orientation resources and digital modules of learning. ECHOING score is to enhance the hard/soft entrepreneurial skills of youth in a more authentic environment where they can gain real experience in time management, professional communication, and cooperation, critical thinking and problem-solving skills, and gain confidence while working for a real purpose. Our primary purpose is to educate YOUTH, public and YOUTH WORKERS and educators in vertical farming business field to decrease air pollution, fight against climate change and increase employability skills of young people.CONCRETE OBJECTIVES::- To develop an education package on building a vertical farm for the target group of young people aged 17-30 and youth workers, including high-quality blended/hybrid learning materials, combining theoretical background with all practical technical, organizational, legal, and financial aspects of building a vertical farm. - To pilot a digital educational resources with non-formal methodological approach: e-learning modules (See Production of the Results section). - To support the young people in developing their vertical farm-related businesses. - To promote the importance of opportunities of vertical farms,.- To fight against climate change.- To raise employment rate.- To promote how easy to grow organic food in cities' limited facilities.- To develop the entrepreneurial mindset and related hard/soft skills in young people in the field of VERTICAL farming business initiatives and start-ups.- To increase the quality of youth work by introduction new fields in youth work- To organise an EU-wide outreach and inclusion campaigns- To establish a small vertical farm:-To equip young people, youth workers, youth associations and wider communities with the skills and competencies to take innovative actions on climate change.-To build the capacities of youth organizations in the field of eco-urban entrepreneurship-To increase capacities of the partners' organizations in the management of eco-urban entrepreneurship projects.-To increase competencies of the youth workers in the field of eco-urban entrepreneurship-To strengthen European collaboration of the participating organizations-To increase experience in the management of long-term projects with multiple partners<< Implementation >>During the project's life time, the following activities will be implemented: A) TRANSNATIONAL PROJECT MEETINGS:● Transnational Project Meeting 1 (Kick-Off) will be held in France. ● Transnational Project Meeting 2 will be held in Turkey.● Transnational Project Meeting 3 will be held in Austria. ● Transnational Project Meeting 4 will be held in the Netherlands.● Transnational Project Meeting 5 will be held in Portugal.● Bi- monthly online cooperation and communication meetings will be held (20 meetings)B) PRODUCTİON OF THE PROJECT RESULTS:● R1. Eco-Friendly Business creation handbook for young people● R2. ECO-Friendly Training Toolkit for Trainers● R3. ECO-Friendly Online modules and Web Platform.● R4. Beyond Acting on Climate Change!.● R5. Feed Your City Campaign.C) IMPLEMENTATION OF THE RESULTS:● R1 Feed Your City Campaign will be run during the project and after its compilation.● R2. Beyond Acting on Climate Change!.virtual seminars and webinars will be implemented: We have planned implementing 5 seminars and 5 webinars. However, implementing those seminars and webinars shall be increased, namely, 5+5 can be 10+10. D) IMPLEMENTING OTHER ACTIVITIES:● 1 International Multiplier Event will be implemented in France. ● 1 Sample Vertical Farm will be established in France to show the opportunities of Vertical Farms to the targeted groups. ● Various stakeholder visits during the project's implementation process will be organized..● 2 big networking conferences will be organized.● Various newsletters will be published to promote the project. ● Networking activities with cross-sector actors, such as VET providers, businesses, adult educators, SMEs in the field of farming and Vertical farming initiatives. ● Networking activities with formal education entities, such as schools, VET schools, universities' farming, business, engineering, food and IT departments.<< Results >>RESULT 1 Eco-Friendly Business creation hand book for young people which includes:1- integrating methodologies of self-learning supporting them in giving shape to and developing their vertical farming entrepreneurial ideas - provides useful information, VERTİCAL farming entrepreneurial skills development exercises and practical guidelines for actual/prospective youth entrepreneurs in the planning and running of their own business. RESULT 2: ECO-Friendly Training Toolkit for Trainers. The Toolkit will integrate guidelines and methods of NFE tailored to the needs of youth workers willing to implement educational programmes to empower prospective entrepreneurs.RESULT 3: Online modules and Web Platform. Partners will produce a specific Web Platform with integrated eLearning modules in multiple languages targeted at an audience of youth prospective entrepreneurs in Europe. The modules will provide the target with useful and practical information and exercises supporting them in the design and development of their own VERTICAL farms.RESULT 4: Beyond Acting on Climate Change! will be developed and the whole community will be educated and informed about the potential of vertical farmings. ''Turn the ambitious climate crises into opportunity'' and ''Feed your City'' RESULT 5: ''Feed Your City'' With the RESULT we will aim to develop a campaign starting from local to Europe level. The campaign will aim to increase produce and consume organic food/plants in homes/gardens/ even in empty rooms for families and companies. Regarding this organised outreach and communicationcampaigns ''ECHOING+'' will be part of the RESULT.OTHER TANGIBLE RESULT 1: During the implementation of the project, a small sample model vertical farm business will be created. In this way, young people will see how they can establish the business in practice.Multiplier Event: 1 International Multiplier events will be carried out to spread the project at EU level and its tangible RESULTS. 5 face to face TPMs.Bi-monthly meetings. SM accounts.Newsletters (20).An established vertical farm. Outcomes ● Increased capacities of the partners organisations in the management of eco-urban entrepreneurship projects.● Increased competences of the youth workers in the field of eco-urban entrepreneurship● Strengthened European collaboration of the participating organisations: Greater understanding achieved among partner organizations and the wider audience of NGOs andstakeholders on how the present educational offer connects with the educational needs of youth in the entrepreneurial field as well as on how to overcome the methodological shortcomings identified.● Increased experience in management of long-term projects with multiple partners● Increased capacity for networking.● Increased the cross-sectoral collaboration in the field of youth work.● Increased collaboration with the Associated Partners representing Universities, Local Authorities and Schools● Organised big founding conferences.● Piloted a digital educational resources with non-formal methodological approach: e-learning modules.● Increased the quality of youth work by introduction new fields in youth work● Organised an EU-wide outreach and inclusion campaigns that at least 1 million people reached. ● Developed an education package on building a vertical farm for the target group of young people aged 17-30 and youth workers, including high-quality blended/hybrid learning materials, combining theoretical background with all practical technical, organizational, legal, and financial aspects of building a vertical farm. ● Promoted the importance of opportunities of vertical farms.●Fought against climate change smartly.● Raised employment rate among the targeted groups at least 75%.