<< Objectives >>Outcome 1: Implementation of the ECO-SCORE learning objects and activities in the school curriculum of 10 public/private schools across the EU.Outcome 2: Six (6) NGOs or other relevant organisations implementing engaging green activities using ECO-SCORE results.Outcome 3: Twenty (20) engaging learning objects building on top of ECO-SCORE results created in a 3-year timeframe across the partner countries.Outcome 4: Policy recommendations taken by at least 2 policy makers in each country<< Implementation >>-Activity 1: Study and recording of current behaviour and profile of schools regarding CO2 emissions and air quality overall.-Activity 2: Production of 5 interactive and engaging learning objects and activities to facilitate the green skills' acquisition by school youth and relevant stakeholders.-Activity 3: ECO-SCORE Implementation and Sustainability Handbook and Policy Recommendations. -Activity 4-6: Meetings in partner countries in parallel with focus groups, stakeholders' workshops, etc.<< Results >>-A study of the eco-awareness and gas foodprint of schools.-A Learning Module book, printable in pdf and also served online through a widely adopted eLearning Platform-Assessment interactive quizzes-Game design workshops and scenarios-A package of small guides for the implementation of the ECO-SCORE material-A set of structured policy recommendations.

"<< Objectives >>The project aims to provide a dedicated training for micro-SMEs that prepares them for participation in an ever more innovative business environment, while embracing the advances of a sustainable business model.Our project is novel, in that it is tailored to the needs of micro-SME entrepreneurs and embraces 21st century training and learning practices, using mobile and online learning applications. Instead of focusing on ""academic"" theories, our training will be practical, example/case driven<< Implementation >>MicroSMEs entrepreneurs gain confidence and skills to:1. Articulate importance of sustainability in business, and drive social responsibility across your organisation’s value chain2. Investigate potential of technology, design, and innovation to enable or limit sustainable business practices3. Explore role of marketing and communication - both internal and external - in sustainability strategy4. Define and explore opportunities for value creation through stakeholder and partner collaboratio<< Results >>Our project will provide:- a handy training handbook that covers how (would be) entrepreneurs can become sustainable innovative business owners/managers, based on the experience from older entrepreneurs (silver knowledge) as well as peers who did succeed in their business endeavours- video footage that captures silver knowledge from BG/EL, offered via free online/mobile learning applications- blended awareness training workshops in Bulgaria and Greece where the results will be demonstrated"

Urban agriculture (UA) represents a growing movement toward transforming vacant lots, backyards, and even rooftops into productive green spaces. As such the urban agriculture has the potential to offer a wealth of benefits. Like any urban green space, urban farms and gardens can help improve air quality, moderate temperatures, and reduce storm water runoff. For many inner-city residents, urban farms and gardens may also be the only places where they can regularly experience nature. The majority of people today live in urban environments, and it is estimated that future population growth will be concentrated in urban areas of less developed countries. Urban agriculture has been drawing a lot of attention recently for several reasons: the majority of the world population has shifted from living in rural to urban areas; the environmental impact of agriculture is a matter of rising concern; and food insecurity, especially the accessibility of food, remains a major challenge. UA has often been proposed as a solution to some of these issues, for example by producing food in places where population density is highest, reducing transportation costs, connecting people directly to food systems, and using urban areas efficiently. However, to date, no study has examined how much food could actually be produced in urban areas on a global scale. Overall, the space required is regrettably the highest where UA is most needed, i.e., in countries like Bulgaria, Greece, and Turkey where a considerable percentage of the population has poor income. We also show that smaller urban clusters (i.e., <100 km2 each) together represent about two-thirds of the global urban extent; thus UA discourse and policies should not focus on large cities exclusively, but should also target smaller urban areas that offer the greatest potential in terms of physical space. Our project developed a training curriculum, training videos, training course for adults (aged 18+), who are interested to explore ecological urban agriculture either to produce their own food, to sell the product to small outdoor markers, or as part of their activities during their spare time/hobby. The training materials are provided via e-learning portal and two mobile applications for Android and iOS mobile devices. The following indicators were achieved: INDICATOR 1: Knowledge and good practice widely spread among adult educators on national and EU level INDICATOR 2: Spread of innovative approaches from country to country and their integration into common practice INDICATOR 3: Participants as learning communities became aware and exploited the project deliverables • Number of involved representatives of the adult educators - 1295 • Number of visitors - 5450 visitors • Number of educational institutions which are using the project resources - 32 institutions in total for the project. • Number of involved representatives of policy makers and systematic level gatekeepers - 87 on national levels + 12 on EU level. • Increased percentage of the increased number of stakeholders who have been attracted to use the app resources by the end of the piloting phase influenced by the results of their adult peers who have participated. INDICATOR 4: Active participation (including time availability) of project stakeholders and gatekeepers At the end of the project realisation, we may conclude on the reached impact:Those trained by the project are able to achieve better realisation on the market, where we expect an increase of the employment rate on local and regional levels in the next months. The project results were tested with illiterate, low qualified and low skilled people as well as NEETs. We helped them to acquire new knowledge, skills and competences as well as to have better chances for realisation in the labour market and to achieve better inclusion in the society. We covered the learning gap in terms of lack of provision of Adult education training materials in the field of ecological and urban agriculture. We supported the stabilisation of the eco-farming sector by increasing the number of potential newly established micro SMEs in this sector in Bulgaria. We achieved further strengthening of the capacity building of our organisation, which led to further extension of our staff’ competences, communication and team working abilities to cooperate with other colleagues on an EU level. The ECO-AGRI curriculum supported the National plan for the development of the agricultural sector in Bulgaria. This output improved the Adult training opportunities for existing adult educators, which received up-to date training materials provided via blended learning facilitation (platform and two mobile application – for Android and for iOS mobile devices). Overall the post impact after the realized training is definitely leading to an improved quality of the production of urban agriculture, which will support better health conditions of the entire society.

This project will provide training scheme and will create an awareness among schools from Greece, Bulgaria and Turkey about the risks caused by emergency situations and environmental disasters. A dedicated training material will be provided to school principals and teachers which will further extend their qualification to react in such situations. Students/children are one of the most vulnerable target groups, especially children with disadvantages (people with disabilities) and for those from underprivileged backgrounds (refugees, roma, immigrants, socio-economic problems, etc). Activities will include the running of a training course, a school project competition, activities conducted by experts from the fire brigades, hospitals, scientists, etc. The participation of the parents, families, school staff and the local communities will also be promoted. At the end of the project the children would not only have gained a better understanding about preventing and reacting in case of a emergency, but will have also improved their social and civic skills. They will feel more confident and responsible towards the society that they live in. By participating in this project, the school establishments will open themselves to new teaching and learning actors and to the local community. They will provide the students a nice, fun and welcoming environment.As such, the project objectives are, among others:- Improve the skills of students/young children, their teachers and their families in:o Recognize risk situationso Transform a risk situation into a safe situationo Identify sources of dangero How to act, evacuate and leave in a fast mannero Provide good advice in case of accidents - Provide opportunities for schools to open up to their local community, its local organisations (NGOs, fire brigades, hospitals, public authorities, police forces, etc) - Bring those external stakeholders to the school establishments so that they also contribute to bringing up the future generation of responsible Europeans. - Empower young children so that they feel more confident and responsible towards the society where they live. - Facilitate the integration of students from communities at risk of exclusion by providing them with the skills and tools that they need to live in a secured environment. - Make the school environment more attractive and avoid early school drop outs. - Promote school visits from one partner country to another and though confronting the students with a different language and cultural environment. - Create an informal network of schools that will exchange experiences, teaching and learning methods and good practices that will continue to exist once the EU funding is over. - Indirectly, students will also receive employment and career advice from the experts that will participate in the SOS Fire! Week (doctors, nurses, policemen, fire brigades, counselors, consultants, social workers, etc)Target groups: - Students from primary and secondary schools - School staff: teachers, head teachers, administrative staff, pedagogues, etc.- Parents and families- Local communities: local authorities, fire brigades, hospitals, social workers, NGOs working with deprived communities, etc- European community Project Duration: 24 months. The calendar of activities takes into account the school academic year. Expected outputs:IO1: SOS SCHOOL Training programme for teachers, children and school personnelIO2: A mobile and online wizard training application for emergency response training in various situations (incl. videos), and a self-assessment stress test (level of preparedness)Partnership:P1: Leading educational directorate from Greece (project coordinator)P2: Voluntary unit 112 - a municipality founded NGO who is responsible to support in cases of environmental disastersP3: Ecology driven SME who is developing ICT-based solutions towards ecology training realisationP4: Ecology consultancy body providing local non-formal courses P5: The biggest educational directorate from Istanbul, Turkey

<< Background >>The coronavirus pandemic is causing large-scale loss of life and severe human suffering globally. It is the largest public health crisis in living memory, which has also generated a major economic crisis, with a halt in production in affected countries, a collapse in consumption and confidence, and stock exchanges responding negatively to heightened uncertainties. Both international (ILO Monitor) and EU reports on Covid-19 and its effect on businesses show that worldwide employment in the sectors most at risk is strongly concentrated in firms with less than 10 employees, whereas vice versa the vast majority of employment in low risk sectors is in larger firms with more than 10 employees. For instance, in sectors such as wholesale and retail trade, repair of motor vehicles and motorcycles, the share of firms with less than 10 employees is 70%, whereas in low risk sectors such as education, utilities and public administration the share is less than 20%.SMEs may have less resilience and flexibility in dealing with the negative effects of the pandemy . Costs for prevention as well as requested changes in work processes, such as the shift to teleworking, may be relatively higher for SMEs given their smaller size, but also, in many instances, the low level of digitalisation and difficulties in accessing and adopting technologies. If production is reduced in response to the developments, the costs of underutilised labour and capital weigh greater on SMEs than larger companies. Furthermore, SMEs may find it harder to obtain information not only on measures to halt the spread of the virus, but also on possible business strategies to lighten the shock, and government initiatives available to provide support.Some staggering numbers:· Bulgaria: 87,000 people (2.1% of the working population) were registered newly unemployed· Greece: 60% experience marked decline in sales; the share of microenterprises in the most affected sectors is 60%, · Turkey: 36% of micro- and small-scale companies have suspended their activities.· Belgium: 75% report declines in turnover; over 31% of Belgium SMEs may not survive the crisis. · Cyrpus: 69% of businesses expected a decrease in their company revenues and/or profits as a result of Covid-19.Moreover, a European survey suggested that only 56 percent of all companies with 50 or fewer employees provided remote access to email, applications, and documents for their employees, compared with 93 percent of all companies with more than 250 employees.Thus, the key challenges that SMEs are facing are the following:· Strategic: Finding new/alternative business opportunities, strategic planning and decision making in uncertain times and maintaining (inter-national) partnerships.· Operational: Staff working remotely, digitalisation of sales and marketing and overcoming logistical hurdles especially abroad.· Maintaining turnover: International sales decline, decreased demand.· Managing costs: Measures to effectively cut costs, managing planned and ongoing investments, fixed costs such as rent and salaries.Aim: The Project aims to provide educational materials to help micro-SMEs to identify and develop the new competitive skills, the new organizational forms, the new business process designs, the new organizational systems, the new functional skills and the new human resources profile that businesses will need in the pandemic and the post-pandemic period. By doing this, it is expected that the ability of micro-SMEs to cope with post-pandemic challanges, which its impact on them is more devastating due to liability of smallness, will increase.<< Objectives >>Aim: The Project aims to provide educational materials to help micro-SMEs to identify and develop the new competitive skills, the new organizational forms, the new business process designs, the new organizational systems, the new functional skills and the new human resources profile that businesses will need in the pandemic and the post-pandemic period. By doing this, it is expected that the ability of micro-SMEs to cope with post-pandemic challenges, which its impact on them is more devastating due to liability of smallness, will increase. The specific objectives of the project are as follows:Objective 1. Improving the ability of micro-SMEs to analyze the nature of the changing ecosystem during and after the pandemic post-pandemic and to develop the new managerial and organizational insight to find new ways to serve their customers and communities. Objective 2. Supplementing the educational programmes which train the potential entrepreneurs and managers for SMEs with the curriculum developed by the project partners that includes the new ways of doing business in the post pandemic period.Objective 3. Contributing to shaping the education and incentive policies of public institutions responsible for the development and competitiveness of micro-SMEs by educational material of the Project.<< Implementation >>The project follows a well-defined, comprehensive, and high-quality work plan, that involves the following steps: planning, development, testing and dissemination. This is also mirrored in the methodology that will be used for the development of the intellectual outputs that are involved in the proposal (see the related section of Project Results).a. Planning:It has started from the stage of proposal writing (needs analysis, PM plan, PRs steps of development, timetable, identification of target groups and related stakeholders), and will continue after the commence of the project with actual distribution of tasks to all partner organisations, with regards to Project Management (PM) and PRs development.b. Development:This stage will include activities that will include research (desktop and field) for the development of the content of training materials (PR1), identification of case studies (PR2) and identification of challenges and opportunities for SMEs (PR3); focus groups and interviews for getting input from related stakeholders; establishment of the training strategy and plan (PR4); undergoing activities related with PM.c. Testing (Pilot launch period):The project will include a “pilot launch period” with the implementation of PR1, PR2 and PR3. This is a trial period, in which sample groups will undertake courses of PR1 and use PR2 and PR3, after their registration to the initial platform release. They will provide to the scheme adequate data collection to implement testing and evaluation of the efficiency and adequacy of the material they have created, using quantitate and qualitative factors. Those will be based on the desired aim, objectives, results and impact. The collected feedback and conclusions will be elaborated, and if necessary, the PRs will be optimised based on the suggestions of the trainees. d. Dissemination:It will include the release to public of the final structure and content of PRs; the activation of all tools of the dissemination strategy in order to widen the audience and the impact of our project period and running of Multiplier Event.After the delivering of all project's tangible results and while monitoring the achieving impact the consortium can elaborate on the future perspective of the project.<< Results >>Within the framework of Intellectual Outputs development, the foreseen outcomes are:PR1: Coronomics ECVET compliant curriculum and course material training toolkitPR2: Video supported case database upon an integrated digital environment PR3: Coronomics whitepaper on challenges and opportunities for micro companiesPR4: Coronomics Learner LogbookWithin the framework of the Project management and implementation, the foreseen results are:-PM1 Partners agreements-PM2 Coronomics Work Plan-PM3 Interim and final reports that will be submitted to the Bulgarian National Agency.-PM4 Quality control framework and internal surveys and report forms.-PM5 Dissemination plan and materials-PM6 Minutes of meetings-PM7 Website.Intangible outcomes:-Developing the cooperative strategies for business and improving their skills to cooperate with different actors (public employment agencies, umbrella organizations, social service institutions, competitors, suppliers, financial institutions, and distribution channels etc.) that can help to overcome the crisis with the least damage during extraordinary periods such as pandemic. -Enhancing the ability of micro-SMEs to understand the changing customer demands and new customer needs arising from the new conditions.-Enhancing their adaptability skills in the digital technologies required by digitalization and remote working systems. -Increasing the capacity of the organization to restructure in accordance with digitalization and remote working systems (reconstructing the organizational chart depending on the degree of centralization of the organization and redefining the procedures depending on the degree of formalization in accordance with the new system).-Developing the skills of SMEs in redesigning human resources management processes (personnel recruitment and placement, training and development, performance evaluation, career management, etc.) in accordance with digitalization and remote working systems. -Developing their digital marketing strategies and online sales skills in accordance with digitization and remote working system. -Developing the innovation skills of SMEs in accordance with digitalization and remote working system. -Improving cost management skills in accordance with digitalization and remote working systems. -Increasing quality management skills in business processes in accordance with digitalization and remote working system.-Identifying new motivation systems suitable for digitalization and remote working system and providing employees with self-disciplinary skills.