<< Objectives >>Educators have the responsibility of teaching the fundamental skills to their students. Today, water literacy is one of those skills. We believe that all students should learn water literacy for a sustainable environment, that's why we need a well-structured guidebook(a syllabus), a resource book with lots of activities and materials and competent educators with high-level awareness and water literacy teaching skills. The project is specifically designed to achieve the above-mentioned outcomes.<< Implementation >>There are three dimensions in the project. First dimension: Be aware! There will be several activities/trainings to increase awareness levels of participants on ecology, sustainability and water literacy. Second dimension: Be equipped! Participants will be equipped with methods, materials and activities for water literacy teaching. Third dimension: Produce and Spread! Participants will compose an exemplary syllabus and activity book and share them with other educators and educational leaders.<< Results >>Educators will be more aware of environmental issues such as sustainability, climate change and biodiversity. They will be competent in designing educational materials, conducting field trips and creating games for water literacy teaching, which will improve the quality of their awareness activities. As a result of the water literacy teachings, students will have water-friendly habits. Educators will have a guidebook and a resource book assisting them with their awareness activities.

"This project was established with school partnerships ofTurkey, Italy, Lithuania, Poland, Macedoniaand Greece. According to the report on exposure to bulimia prepared by the World HealthOrganization, these countries are at the top of their list. First Ranked is Lithuania and third is Turkey.Other countries also appear to be at the top of the bully in various age groups (Currie et al., 2008,WHO). The most obvious causes of peer violence and violence are school problems and failures,absenteeism and school leaving, escape from home or school, witnessing violence at home, violenceat home, fragmented families, low socioeconomic status of parents, parental indifference, low selfesteemand insecurity . In addition, it has been proven by studies that lead to the traditional bully inthe Siber bullying (Erdur-Barker-Kavşut 2007; Li).Schools with common problems have established partnerships to solve problems related to violence,to share effective practices with others on the spot, and to solve the problem of violence together.The fact that the staff at the partner schools were not sufficient and effective in solving this problemwas effective in the preparation of this project. The inability of the staff to efficiently implementstrategies to cope with the problems is also the reason for the preparation of the project. In addition,the staff has given life to the project with the willingness and willingness to increase the knowledgeand experience to solve this problem. With this project, the professional qualities of the teachers inthese schools will be increased, the problem of peer bullying and violence will be solved and theproblem of early schooling will be removed. The goal of eliminating early school dropouts is to serveboth the purpose of the Erasmus + program and to prioritize the EU 2020 strategy.The main objectives and concrete results of the project are as follows:Developng peer bullying and violence prevention methods in Europe and Turkey.Teachers can easily find the most appropriate ways to communicate both victims and bully students,Increasing the number of effective teachers in the solution field by transferring our experiences withour partners,To learn the solutions applied in different countries and to discover the skills and key skills of ourpartners who are experiencing the same problem,To strengthen the teaching skills of school administrators and teachers to prevent violence,To ensure that the students who have suffered the violence are recruited to adopt common values,To ensure gender inequalities and disadvantaged groups end up with their problems byimplementing integrated approachesTo ensure be to reach to schoolls who are in need of our ""Happy School"" practice, which includesboth course content and school physical arrangements,Having an idea about the ""Read More"" practice that our Italian partner uses in tackling Peer violenceand violence,To monitor the ""olweus"" system that our Lithuanian partners have received from Norway, and stillimplementing.Our partner, who is specialized in CyberBullying, one of the biggest problems of our age, is to benefitfrom the practices of Poland, Through the ""Lifelong Learning"" project, it is aimed to monitor the practices of Greece, which findssolution by directing the students who are suffering peer bullying and violence to social and sportsactivities,Being able to avoid the handicaps that might occur by passing the strong sides of all these goodexamples through the filter with the works that will last 2 years,By collecting the data we will obtain from all our partners in a common pool, writing a program thatwill be given together in the international validity,Making our program more accessible with Google Play and Appstore apps,To create a booklet for school administrators and teachers,To ensure the social integration of the target group with planned activities.Our new program, which will be internationally validated with 6 partners at the end of this project, willbe implemented in these 6 countries and will guide all European countries."