The last 5 years has been a decline of interest in STEM subjects, despite the increasing demand for STEM skills to keep Europe’s knowledge economy growing and develop a future generation of innovators needed for the 21st century (EU Schoolnet). Underrepresentation of women in STEM is highlighted by the fact that almost 60% of graduates are women, but women account for less than 33% of scientists/engineers. Factors are connected to the ways in which science subjects are taught, their influence and motivation on student’s attitude towards science education. EU highlights a need for cross-discipline learning & partnerships as well as the acquisition of basic skills and new methodologies based on learning motivation and experimentation in STEM. Cross-sectorial approaches that incorporate the arts/other disciplines into the more-familiar STEM model can facilitate the engagement and the creativity of young girls in STEM fields. Recognising this need, IN2STEAM aims to enhance, encourage and foster + innovative educational approach that integrates STE(A)M learning (applying art + design principles to science education) in primary education through gender-inclusive methods and resources to promote a positive change of attitudes towards non–stereotyping choices in education + attract more girls into STEM fields. As a 21st century education strategy, the project aims to increase children’s basic skills in STE(A)M (creativity, critical thinking + problem-solving) and the competence development of teachers to effectively teach interdisciplinary art and science concepts using a real-world context for fostering more creative and collaborative learning environments in primary schools. To measure the impact on young girls using the IN2STEAM tested approach, an effective assessment behavioural change model (B.A.M), will be created by the partnership. In addressing the issues of girls’ engagement in STEM by testing out innovative prevention measures in the early stages of education, the project aims to have a strong impact on all project target groups (IN2STEAM expects to directly reach at least 48 teachers across EU and their relative students (+1440 pupils) during the piloting phase as well as at least 12 schools, supported by the contribution of 18 female STE(A)M professionals, 30 institutional stakeholders +220 participants at Science Day events + wider dissemination to +300 school stakeholders etc).Specific Objectives:- Increase the competence development of teachers and educators to effectively teach and expose (STE(A)M) concepts to young children at primary school, with a focus on girls, so to foster creativity, critical thinking and problem-solving competences;- Increase and nurture girls’ interest in STEM fields through the development of gender-inclusive teaching methods and open resources focused on (STE(A)M) learning in primary education with a real-world context;- Support a behavioural change in girls to foster non-gender stereotyping in education and career choices, motivating girls to fulfil their potential in STEM fields and reduce the gender gap;- Integrate a 21st century education strategy for developing more creative learning environments in primary schools through the adoption of interdisciplinarity (STE(A)M) learning approaches joined with gender inclusive practices in school curriculum.IN2STEAM will include a comprehensive analysis on the value of STE(A)M education in increasing the motivation + participation of young girls in STEM fields and the development of Online Training Curriculum for teachers in STE(A)M learning and gender sensitive practices to support educators and teachers to lead interdisciplinary approaches of arts & sciences at schools. Furthermore, a Joint Staff Training Event will support and will also make the consortium’ trainers’ part of the learning process creating guidelines and training the facilitators for the piloting of the OER. As added value, the partnership will create a Digital Teacher’s Toolkit and an Activity KIT to be used in the classrooms with teachers and primary school children. The outputs contain a set of new and digital methodologies and tools that will support teachers in reducing gender gaps regarding women and STEM by adopting inclusive STE(A)M learning. These outputs will mix formal and non-formal teaching approaches as well as ICT based activities in order to enrich both teachers and pupils, supporting young students, especially girls, to make non-stereotyping choices in their future educational pathway.The creation of the “European Charter for STE(A)M Education” co-produced with teachers, educators, STE(A)M professionals & stakeholders from 6 EU countries & targeted at school decision makers will give an EU dimension to the project. The Charter & Impact Report will provide a framework for schools to integrate STE(A)M education through using evidence-based results+ will foster the participation of girls in STEM where the gender gap still persists.

The reason of the project is the identified need to restore the place of Food Science Education and related subjects in the culture of the young people, in order of their personal development and wellbeing. The high incidence of diet-related diseases and also food borne diseases is a major challenge nowadays, being obvious that the problem is connected to the early childhood education. In this context the project proposes activities focused first of all on the enhancing of the relevance of the learning, taking into account that the healthy and sustainable habits acquired by pupils through awareness and deeply understanding of food science will contribute on long term to the quality of life and society welfare. Another objective refers to enhancing of the quality of learning on the strength of the designed materials, of the teaching and learning methods chosen in order to replace memorizing with meaningful experiments and also of the best practices gathered by the partnership and shared to teachers and their students. Inseparable by the previous mentioned above, enhancing the key-competences of pupils in pre-primary, primary and secondary education, including basic and digital skills, represents an important objective of the project.Reinforced links between education and the world of work is a target objective that will be reached with the help of the stakeholders involved in the project activities. Not at last, carrying out different activities in the frame of the partnership, a structured cross-border cooperation will be promoted, which will contribute to the project sustainability.The partnership consists from six partners from six different countries of Europe, four from academic area, one school and also a chain of schools.The project activities are divided in Management and Implementation Activities, Intellectual Outputs and Multiplier Events. In summary, the Management and Implementation Activities, centered on management, coordination, administration and monitoring, will gives confidence that the project is maintained in the line of the progress according to the project work-plan. The Intellectual Outputs are designed so that to get tangible results that can be capitalized in teaching and learning, disseminated and exploited. Critical analysis of curricula related to nutrition, health and food safety, Designing, undertaking the training process and classroom implementation, Designing and implementing of the Good Practices Guidelines, Impact Analysis represent the core of various activities that will be undertaken by partners. The Multiplier Events consist in two workshops. One of them is designed in order to promote widely to general public the innovative food products obtained in the frame of the project and also to contribute to the raising of the importance of education in food science and related subjects. Another workshop is dedicated to dissemination, sharing the final outcomes being not a final point but rather a beginning of the future exploitation.The main outputs of the project are the critical analysis of curricula (at the national level of each partner, from pre-primary to secondary level) and the numbers of teachers and children trained in the area of nutrition and food safety. The training materials, the virtual laboratories (digital games and intelligent digital stories), the portfolios for classroom implementation, the project web page will be an inseparable part of the training process.The involvement of the higher education students and stakeholders from food industry in the project activities will contribute to starting of the acquisition of entrepreneurship skills by pupils, through manufacturing of innovative food products.Good Practice Guidelines for School Education, Nutrition Guidelines for Children and Food Safety Guidelines for Children will be provided as valuable results of the project, taking into account the practical feature of their implementation in daily activities of teachers, students and all the interested parties.Referring to the methodology to be used, the project will promote pedagogical key strategies and will encourage the teachers’ networks development at national and European level, with the aim to ensure the project sustainability. The improvement of genuine teaching will be made by training successful trainers, able to apply different methods in order to strengthen the students’ willingness to learn and to become responsible for their own professional progress. The project impact will occur both during the life of the project and beyond, because the teachers from the target groups will be able to optimize their work in diversity, the students will enhance the basic life-skills inside the network nutrition-health-food safety, developing their personality and thinking to their future employment, while the stakeholders involvement will help young people and adults to integrate better in the diversity of the European science and culture.

EUMOSCHOOL strongly relates to ET 2020 key benchmarks for education which includes the headline target to reduce the rate of early school leaving (ESL) to less than 10% by 2020. Council Recommendation on policies to reduce ESL (June 2011) + Country specific recommendations identify ESL as policy priority area for specific Member States + the urgency to take immediate action. ESL is closely intertwined with other educational + social issues and early intervention should also focus on emotional dimensions to ESL such as mental health, bullying, school climate, family support outreach, substance abuse prevention, fear of failure/success (ET2020 Working Group on School Policy Dec 2014) . EUMOSCHOOL recognises Member States should promote holistic collaborative practices among teachers as a powerful tool to change + introduce new practices in the school systems (Rethinking Education 2012). Furthermore, teachers should have sufficient opportunities to acquire a broad spectrum of teaching practices which correspond to the latest pedagogical research (TALIS 2013) Thus, the most relevant priorities + topics addressed by EUMOSCHOOL are to support schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of academic spectrum and strengthen the profile of the teaching professions. This has been done through the development of new innovative curricula/educational methods/development of training courses. To address these priorities, EUMOSCHOOL is based on the adaptation at EU level of the Italian methodology “Didattica delle Emozioni”©(Didactic of Emotions, DoE), developed from 16 years’ experience + investigation into emotional education. The methodology has been successfully tested on 3000 teachers, students, parents/tutors in order to improve the wellbeing & transversal key competencies of pupils thus reducing ESL whilst upgrading professional competencies of teachers & pedagogical staff. EUMOSCHOOL will aim to spread the adapted methodology to a wide range of students, teachers, staff + schools through piloting and adoption of emotional education into school curricula. The 4 specific objectives are to: -Contribute to effective ESL strategies through the integration of emotional education intervention methodology in school curricula for all students impacting on the reduction of early school leaving -Through emotional education foster development and assessment of transversal skills and competences among students to favour wellness and diminish emotional discomfort risks -Increase professional skills of teachers in the field by equipping them with an accessible ESL intervention methodology utilised through OERs combined with practical techniques and assessment tools, and adapted for classroom learning at any level -Support holistic collaborative approaches to teaching through networking and events to promote dialogue with stakeholders in school education across Europe and foster the exchange of good practices to address and support children and young people at risk of ESL and disadvantage This project is based on the partnership of 7 diverse organisations from 6 EU countries introducing new ideas in education: 1 private school (ASIST-DOGA), 4 NGOs (CSC, ETC + CILSDGC + VM), 1 Foundation (ROGERS) & 1 University (UOG) with extensive experience of working in schools and in the delivery of projects addressing school education, disadvantage, research & development of innovative training methodologies to tackle ESL. Target groups reached during the project: -Direct TG: 1033 pupils aged 6 to 16 -Direct TG: 132 teachers -DTG3: 58 schools/627 teachers/30 headmasters/30 policy makers, 450+ stakeholders from across all partner countries were engaged with specifically in the development of Policy Recommendations led by UOG to ensure evidence base results are transferred to policy actions and mainstreamed at institutional level. 3 phases: 1.Preparation: Research: teachers, school & contexts needs + literature review on emotional education; DoE has been adapted into accessible ICT-based learning tools + creation of Community of Practice; 2. Implementation: Piloting & validation of OER through blended learning: involving 27 schools, 53 teachers + 707 pupils approx; 3 Dissemination & follow up: designing dissemination and exploitation plan with schools evaluation of results +mainstreaming of emotional education as an holistic intervention model for ESL IO are: O1-COMPARATIVE RESEARCH REPORT O2-EUMOSCHOOL OER O3-INTERACTIVE GUIDELINES FOR EUMOSCHOOL IMPLEMENTATION AS AN HOLISTIC APPROACH TO EARLY SCHOOL LEAVING A Training for Tutors to support the transfer of the methodology to school teachers took place in Istanbul to train staff in DoE. Multiplier events were: 11 local + 1 International Conference

The emergence of the young as a distinct social group, and their slowly increasing empowerment through the availability of digital technology, has brought with it an understanding that they have a key role to play in the digital society, as drivers of new behaviours and understandings. However, their active participation in society is not reflected sufficiently in policy and decision-making, especially in relation to digital issues. Because of this, they are not well represented and unheard, and this makes it hard for research and policy to identify and understand their needs. These issues are further complicated by the fact that the group is a swiftly moving target, it is as heterogeneous as the wider society, and young people can be unwilling to be subjects of research. The WYRED project (netWorked Youth Research for Empowerment in the Digital society) aims to provide a framework for research in which children and young people can express and explore their perspectives and interests in relation to digital society, but also a platform from which they can communicate their perspectives to other stakeholders effectively through innovative engagement processes. It will do this by implementing a generative research cycle involving networking, dialogue, participatory research and interpretation phases centred around and driven by children and young people, out of which a diverse range of outputs, critical perspectives and other insights will emerge to inform policy and decision-making in relation to children and young people’s needs in relation to digital society. The project is informed by the recognition that young people of all ages have the right to participation and engagement. It has a strong focus on inclusion, diversity and the empowerment of the marginalised. The aim is to replace the disempowering scrutiny of conventional research processes with the empowerment of self-scrutiny and self-organisation through the social dialogue and participatory research.

The purpose of DEMOKLEOS (2015-2018) is, after its lifetime to have empowered and inspired, as a beautiful flower, educational community about a Culture for Democracy and Political Literacy, both fundamental to a quality European school. Mainly to be a weapon against misguided trends of democratic deficit affecting the prosperity of European Democracy: hate crimes, racism, discriminations, political and social extremism, all of them, threats to social wellbeing as well as to respect the European values. It is important to identify the causes of these threats in social discourses in order to implement effective practices in European schools. The partnership offers a multidisciplinary and multidimensional approach to EU citizenship, taking the heterogeneous rather than homogeneous character of DEMOCRATIC AWARENESS as point of departure. It brings together a wide spectrum of international professional expertise on its topics and goals together with engaged, teachers, even from less or more disadvantaged areas of secondary education, wishing to build an active democratic citizenry and be critical partners of European and national institutions.We cover a wide area of Europe and our work has provided pertinence beyond national boundaries.DEMOKLEOS underlines the urgent need of prevention and early reaction, at grass-roots level in schools and the implementation of a critical understanding of European democratic traditions, a Learning to Learn democracy practice and a Conflict and Consensus communication-based training concept, in the curriculum through formal and non- formal learning activities.In terms of pedagogical approach, the project consists a piloting educational innovation combining Political Literacy, E-Democracy and Democratic Citizenship.Developing the democratic engagement and competences of young people, DEMOKLEOS focuses on teacher professional development, puts theory into practice in education, by using innovative and student-centered pedagogical approach, from the content of the deliverables to the training of teachers and school students. Basic and transversal skills, such as flexibility and adaptability, e-democracy skills, learning to learn democracy, how to explore even the most controversial points of view, dealing with propaganda, misinformation and fake news, tackling discrimination, have been largely developed. To handle project management, and generate learning about its main purposes, DEMOKLEOS works at two levels: local innovation and experimentation in the involved pilot schools.The Network of DEMOKLEOS consisted of associated school partners (not funded) was essential in developing meaningful, effective, practicable, and enjoyable activities to promote human rights, citizens’ participation and political literacy thinking. DEMOKLEOS has traversed several stages, such as the underpinning research, piloting of training materials, 50 workshops and various implemented activities inside the schools along with the launch of the resource based website and Moodle platform with an introductory material as basis of some new concepts learning. It has included a number of international meetings in Cyprus, Greece, Germany, Finland , Portugal and Turkey. These incorporated a range of academic and practical activities, including International dissemination activities. DEMOKLEOS planning and learning outcomes have been reinforced by : 1.The Paris Declaration (March 2015) in which European Union education ministers made a commitment to promoting citizenship education and to shared values of freedom, tolerance and non-discrimination. DEMOKLEOS was submitted 14 days after the Declaration and included it from the beginning to first Output (IO4) and several workshops.2.Council of Europe’s Reference Framework of Competences for Democratic CultureDespite the great value of the CDC there is a lack of application in real school settings.DEMOKLEOS address this gap through a methodological implementation of CDC based on an innovative use of empirical evidence drawn from the ground, deployed during project's work life in Greek, Portuguese and Turkish secondary schools, as it considers significant schools to learn from schools.Some key themes:- Understanding of the importance of public sphere for the historical development of modern liberal democracies; -The relationship between democracy and general theories of government in theory and practice;-The Fragility of Democracy in the past and nowadays. - Current issues related to democracy in a globalised world;-- Feminist Critical Pedagogy--Education for change, Change for education;-Promote a culture of Discussion about Democratic Awareness and Controversial Issues; --Media literacy;-- E-democracy, an Emerging force for change in education;--Prevention of Extremism particularly Political Extremism;-Deconstruct of Hate Speech, hate speech and gender as well as hate speech online.