"STEM FOR ALL aimed to encourage our new generations to find solution of globalized world's problems by motivating teachers to keep up the date and enriching their professional skills because we believed that STEM related subjects needed to be taught by engaged and enthusiastic teachers using hands-on and minds-on activities. In additonal, making Stem related subjects enjoyable and exciting didn't only help them to learn, to make connection with real life but also it became a step for anticipatory STEM career. Student engaged with basic skills in math and science as well as 21st century skills such as creative and critical thinking, problem solving,information literacy and communication. In STEM FOR ALL project we combined many methods and techniques as our methodology although we mostly used Inquiry-based and project based learning as well as active learning and Ict based learning for project activities. The objectives of project were; To broaden the STEM awareness among students, teachers, local authorities,communities and raise positive attitudes of Stem related careers. To empower the teachers' teaching profiles and build basic Stem skills hence to faciliate them use more student centered teaching styles by combining interdiciplinary teaching with the inquiry learning. To provide STEM curriculum which helped us to implement STEM activities, pilot implementation of the curriculum was practically implemented through 20 hour- course in each participant country, teachers and students tested the curriculum and manuals. To involve students with fewer oppotunities such as disability,cultural differences and economic obstacle as well as advantaged students into the STEM activities thus we we gave chance to these students to be part of the project while living STEM experiences, we took account for gender equality while involving students into the implementing stem activities . To disseminate the project results,experiences,impact as wide as possible. we set very strong partnership to materalized above objectives.Different type of organisatio strengthened our projects dissemination and impact of the project result on different types of teaching learning areas and communities ,too During the project life time, we planned 3 transnational project meetings and 4 LTT as short term joint staff training events. LTT activities took place for the 1st training in Portugal for ""Teaching STEM in the 21st century classrooms"" , for 2nd training in Sweden for ""The Role of Technology in Education and best practices of using it in our classes"" , for 3rd training in Greece for ""Innovative Curriculum and pedogogy in STEM disciplines "" and for the 4th training in Romania for ""A practical workshop for teachers and Science Fair"". The first and second transnational project meetings took place in Italy and the final meeting took place in Turkey. Many other project activities carried out in national level such as launching event, seminars,workshops, STEM conference and pilot implementation of the curriculum, celebrating World Science Day and Pi Day.With these seminars and Stem conference, educational stakeholders, public, local authorites involved in STEM FOR ALL and with the upgoing teacher training courses and seminars we ensured the project impact and results remained after the project. Moreover we are carrying out an Etwinning project not only for spreading our STEM experiences gained from our mobilities but also involving much more students and teachers into STEM FOR ALL. On our management meetings all the coordinators decided to use etwinning platform as follow up activity so we are using our e twinning project for our project's sustainabilty after its life time. we are currently adding new pages and new partners to broaden STEM FOR ALL's impact.By this way our lesson plans and stem activities are going to use by many teachers and may inspire them to produce new ones. Thanks to scientix community,they have chosen STEM FOR ALL one of the sample project, many teachers reached us to learn more about the project and wanted to collaborative with us. We will continue to work with new participants on our twinspace and continue to organize online events. Besides these,running a EU project gained us internationalizm and being tolerant to cultural differences as well as gaining us collaborating and project management skills.Our students and teachers not only educationally improved but also they lived the European values.For Romania LTT Meeting we managed to add students mobility without demanding extra budget,Students participation to this activityboosted our impact on our students .Thanks to Erasmus + programmes provided us to disseminate our project on the Erasmus Plus Dissemination Platforms thus we got chance to show our project results to not just our vicinities but to all around the Europe.We've joined international Scientix Conference and represented STEM FOR ALL as an Erasmus + project,IT was greta dissemination oppurtunity for us."

The project named Experiential Pedagogy Of The Oppressed For Adults, run between 31/12/2017 and 30/12/2019 within the partnership of NGO’s from five countries (Turkey, Italy, Greece, Bulgaria and N. Macedonia) aimed to develop the capacities of the partner organizations and their adult educators, to improve the quality of learning programmes, tools, and methodologies by transnational cooperation and using innovative and persisting perfection in adult learning opportunities. Applying innovative and qualified ways to develop and improve their teaching skills helped the NGO workers and social workers to cope with difficulties in refugees’ educational issues better.Project started by running a transnational research to see the current situation of adult education in refugee context in Turkey, Italy, Greece, Bulgaria and N. Macedonia. The research has been gathered in a report which was one of the intellectual outputs of the project.According to the findings of the research, a tailored, unique education program was developed for adult educators and implemented through two LLT activities which provided the adult educators a long-term training for trainers experience.During the first LLT activity in Turkey up-to-date works of David Kolb on experiential learning theory and on practical synthesis of Experiential Learning Theory and Paulo Freire’s Pedagogy of the Oppressed were delivered to the adult educators.Then these educators run training programs in their locals and practices experiential learning and pedagogy of the oppressed methodology.The second LLT program in North Macedonia aimed to extract new learning outputs from the local implementations of the adult educators by evaluating their practices, opening a peer learning space for enhancing the new learning and sharing the up-to-date developments of experiential learning theory.All the content developed, delivered and re-produced during the project was gathered in a Trainers’ Guide which was the second intellectual output of the project.Lastly all these outputs and outcomes were shared with stakeholders in the field of civil society, adult education and humanitarian works in all five countries via national multiplying events.

<< Objectives >>The project focuses on the obstacles faced by the hearing impaired in their vocational training. Flexible and learner-centered teaching programs and materials will be developed for them. The outcomes of the project will be made available to everyone online and in open access, in a structure that does not require a membership system. Thus, the project will contribute to the transition of the hearing impaired to the labor market and to close the existing gaps in adults' access to education.<< Implementation >>Wp1: Preparation of eight modules that will form the Financial Literacy teaching curriculum for the Hearing Impaired Individuals,Wp2: Preparation of Financial Literacy Readiness Level Measurement Tool for the Hearing Impaired IndividualsWp3: Preparation of Digital Teaching Materials of Financial Literacy Teaching Curriculum for Hearing Impaired Individuals Wp4: Preparation of Financial Literacy Sign Language Glossary of Terms3 TPM, 1 LTT Activity, 2 ME Activity will be carried out.<< Results >>•Financial Literacy curriculum will be prepared for the hearing impaired,•A measurement and assessment tool will be prepared to determine the readiness levels of the users,•A measurement and assessment tool will be prepared in order to determine the level of users after vocational training,•Financial Literacy distance education digital contents for the hearing impaired will be prepared,•Financial Literacy glossary of terms will be prepared in sign language.

"<< Background >>Covid-19 crisis impacted severely on tourism performance sector. According to Eurostat (2020) Tourism statistics - nights spent at tourist accommodation establishments ""In 2020 compared with 2019, 1.5 billion less nights (-52 %) were spent in EU tourist accommodation"". The reduction of nights spent is significant in participating countries with reduction percentages in nights spent at tourist accommodation (BG -53,1%, GR -55,8%, IT -68,5%, CY -76,1%, RO -60,3%). The tourism ecosystem covers a wide range of activities including: travel, transport, hotels, food, culture and contributes around the 10% of EU GDP (COM/2020/550 final.) and is particularly crucial for the participating countries, in which tourism sector contributes significantly in the GDP. Globally, according to the World Tourism Organisation (UNWTO) the Covid crisis impacted on 2020 with a loss of 60 to 80% compared to the 2019, and this create new challenges for the European framework for tourism Europe, the world’s No. 1 tourist destination (COM(2010) 352 final).An opportunity is offered - according to Eurostat (2020) - in domestic tourism, increased despite the crisis in Slovenia, Malta, and Cyprus. Domestic and proximity tourism represent an opportunity also for the achievement of sustainable and green goals related to the European Green Deal, with a special mention to the relaunch the proximity tourism and valorization of rural areas, which implies briefer and greener trips. Culinary tourism plays an important role in attracting people toward rural areas, and a modernization and valorization processes of food production and transformation companies is needed in order to impact positively on businesses, in line with “the Farm to Fork Strategy: for a fair healthy and environmentally” COM/2020/381 final at the core of the European Green Deal will encourage food security, sustainable food production, shift to healthy and sustainable diet, combating food frauds, and the promotion of sustainable diets (EUR-Lex - 52020DC0381 - EN - EUR-Lex (europa.eu). According to the World Food Travel Association, food and beverage expenses account for 15 to 35% of all tourism spending, contributing in the performance of rural area businesses (2017). And also, important reviewers have introduce much frequently aspects related to sustainability in their procedures, for example, The Michelin Guide introduced for 2021 the Green Star, awarding sustainable and green restaurants.The main target groups of our project are HoReCa SMEs and professionals in rural areas, VET centers and trainers. The ecological transformation and the priorities set by the European Green Deal can represent an important framework for the promotion of proximity, culinary and ecological tourism in the European Area. Anyhow, companies and workforce in rural areas and isolated places can access to dedicated trainings with more difficulty due to the distance and the lack of personalized content, really based on the needs and peculiarities at local level. Their limited access to dedicated training impacts also negatively on the economic performance, which represent an important resource, also for the employment of the population. Moreover, quantitative for needs analysis, whose goal is to collect data on big samples, rarely understand the specific peculiarities in rural areas, where the total number of HoReCa SMEs may be very limited. Our project will dedicate one project result in producing a Qualitative Needs Analysis Methodology suitable for understanding deeply the needs of the target groups in a tailor based banner, the needs analysis will be projected to be replicable, allowing experts and researchers to gather additional data.<< Objectives >>Our project have the goals of favoring culinary and proximity tourism through a set of flexible and digital results, translated in 7 languages (EN, IT, RO, BG, FR, TR, GR)1. Qualitative Needs Analysis for SMEs and NGOs involved in the promotion of the local territory through culinary and proximity tourism2. The Digital Course for the empowerment of culinary and proximity tourism3. International Open Network for Culinary and proximity TourismThe partnership will provide a flexible set of tools for supporting HoReCa SMEs in rural areas in increasing their capacity to favor Culinary and Proximity Tourism, according to rules and guidelines of the European Green Deal, through the provision of flexible VET courses in line with their needs, overcoming main barriers for the continuous access and engagement of these businesses in their continuous VET education. HoReCa SMEs in rural areas will benefit moreover of an international network for the promotion of culinary and proximity tourism, favoring an increased awareness of European Issues related to proximity, culinary and sustainable tourism.Moreover, we want to provide these tools to VET centers in order to stimulate them in replicating courses in culinary and proximity tourism, which will be supported by the provision of flexible VET digital materials, a model for the needs analysis, a clear definition of competences under ECVET for competences related to culinary and proximity tourism.Specifically, the partners will:1. be able to provide VET courses in the field of culinary and proximity tourism2. be able to support the population living in rural areas3. contribute in achieving their mission, which include relevant aspects of the project: the promotion of ecological attitudes and behaviour, the promotion of sustainable tourism,4. improve their network through effective cooperation with partners, associated partners, members target groups, organisations adopting the project’s results, companies in the field of tourism and associated partners5. improve their linguistic competences through an international cooperation6. increase their level of internationalization, through the implementation of activities in foreign countries7. improve their research competences in qualitative analysis, culinary and proximity tourism promotion<< Implementation >>We will implement the following activities:1) Management and monitoring: including production of plans and reports related to financial, activity, quality, sharing and promotion, risk activity2) Creation of an Impact study including indicators of impact, subdivided at local, regional, national, and international level3) Creation of 3 project's results (Qualitative Needs Analysis, MOOC, International Network)4) 3 Transnational Project Meetings (Marseille, Paphos, Sofia) including 3 brief workshops for the staff members5) 7 Multiplier events, with minimum participation of 350 people, in 7 countries6) Videorecording of the 7 multiplier eventsThe connection between projects activities and objectives can be summarized as follows The creation of the Qualitative Needs Analysis model included in R1 will ensure a re-usable model for qualitative analysis for SMEs in the touristic sectors, which will provide higher potential for rural areas to understand their real needs on the market and provide knowledge for the promotion of culinary and proximity tourism in rural areas. Through the exploitation of this result, VET centers will be also more able to determine the real training needs for SMEs in the touristic and hospitality sectors.The production of The Digital Course for the empowerment of culinary and proximity tourism (R2) will increase the knowledge of workers in the hospitality and tourism sectors, through a flexible tool, exploitable in any geographical location and adapting to the pace and time availability of the learner. The broad provision of educational materials connected, and exploitable in several modalities (presentation file, word, audio file, videolectures) will provide a flexible environment for learning, tailor based learning based on the needs analysis performed in R1. A wide and flexible set of learning materials can support strongly VET centers wanting to produce courses for the promotion of culinary and proximity tourism in rural areas, can use the educational materials produced in the course, or also integrate materials in blended versions, by offering a wide set of tools. The international network will provide an open strategy for companies located in rural areas in order to favor the exchange of good practices among members of the network (R3), through the use of this network, the users will increase their linguistic competences with interaction performed in English, favoring also a strategy for creating new and relevant content, performing peer support, and -The organizations will be able to provide VET courses in the field of culinary tourism-The organizations will be able to support the population living in rural areas-NGOs and Organization will contribute in achieving their mission, which include relevant aspects of the project: the promotion of ecological attitudes and behaviour, the promotion of ecological tourism, favoring gender equality, etc-The organizations will improve their network through an effective cooperation with partners, associated partners, members target groups, organisations adopting the project’s results, companies in the field of tourism and associated partners-The organization will improve their linguistic competences through an international cooperation-The organizations will increase their level of internationalization, through the implementation of activities in foreign countries.<< Results >>“The European Network for the Promotion of Culinary and Proximity Tourism in Rural Areas” will determine several tangible digital results which can help all members of the target groups in the promotion of culinary tourism. All brief workshops held during the transnational project meeting and the multiplier events will be videorecorded, edited and uploaded in the official website of the project in order to be re-exploitated by the members of the target groups. The official website of the project will be kept open also after the project’s lifetime ensuring proper sharing and dissemination materials of project’s materials and extension of the impact to members of the target group. Project results 1) A transnational research for the needs analysis and operative guidelines for VET courses providers – including an operational approach, in 80 members of the target groups, with expected exploitation by 500 participants 2) The Digital Online Course, with 8 modules, and a model of competences using the ECVET terminology, piloted in 80 participants, with expected final participation of 1000 participants 3) The International Open Network for the Promotion of Culinary and Proximity Tourism, with at least 300 users registrationOther tangible results 1) Educational materials of the brief workshop implemented during the First Transnational Project Meeting “The promotion of culinary and proximity tourism through ethical marketing”2) Educational materials of the brief workshop implemented during the Second Transnational Project Meeting “Culinary strategies for the reduction of Food Waste”3) Educational materials of the brief workshop implemented during the Third Transnational Project Meeting “Social responsibility”Official website of the project - 24 articlesOfficial Facebook Page of the project - 24 posts E-mail campaign based on existing e-mail database of 100.000 people and a strategy for creating a newsletter database related to the projectManagement Plan and reportsQuality Plan and reportsDissemination Plan and reportsRisk Plan and reportsImpact Study 1 Sustainability plan Implementation of 7 multiplier events including at least 350 participants 7 Educational Materials used during the sharing and promotion events7 Educational Materials used during the multiplier event7 Videorecordings of the multiplier eventThe Sustainability plan will guarantee the maintenance and extension of all project's results also after the project's lifetime"

Digital devices are intruding into every sphere of our lives because we are constantly using them at home, work, school, on vacation. Some young would be more inclined to give up food or sleep rather than stop using mobile devices. Young aged 16-24, report spending 44% of their daily time online on a mobile device and 25-34 year-olds say they spend around 39% of their time online on a mobile device(source: GlobalWEbindex). Young people participated more on social networking sites than the population as a whole-the average in EU-28 -36 %, but in Greece and the Czech Republic-45 %. The average time spent online during the week is 2-3h per day.The proportion of daily usersamong internet users averaged 78 % in Poland and in the Czech Republic (Eurostat). Poland,, Greece, the Czech Republic all recorded rates for the daily use of computers young people that were at least 25% points higher than for the whole population (eurostat). We started a dialogue with our international partners and youth workers, youth organization, youth and showing the immense problem of Internet addiction and promoted methods that help young people to create a conscious and balanced life, both online and offline. We didn’t deny the value that technology brings to education that undoubtedly brings creativity and entertainment to people. Our goal was to takeaction that equip youth workers with tools which allow engage young people to spend time out of the virtual world. With the cooperation of local NGOs, educational institutions and partners, we educated young people on the negative side of spending every free moment on the phone. The project focused on methods to promote the benefits of logout by using video campaign (on national and transnational level). We created the campaign which is related to this social problem.During the project we showed the scale of addiction by cooperating with young people during preparation of video campaign.We asked young people in 4 countries to share their views on digital devices, the frequency of its usage and its side effects. We encouraged young people to use apps that affect their development and knowledge, and how to achieve the balance between online and offline life. We showed them such possibilities by giving them chance to participate in 2-days workshops.And by giving them meterials which were created during the project duration including brochure for youth. In the brochure we included information about symptoms of overusing digital devices and we showed ways to limit the problem.We presented the tools with easy access for youth which are helpful for them to keep the balance between online and offline life, to increase their awareness on the topic and to decrease the time spent online. We aimed to be partners for youth in eliminating such addiction.As young people we want to act and not waste valuable time.The main aim of the project was tomake young people aware of the bad impact of over-use of new technologies every day.As our main tools used for promoting the knowledge on the topic of Internet addiction were social media–Fb and Youtube,due to the fact that those are the most popular channels visited by the target group of our project.In this way we ensured to reach the target group in wide scope.Moreover we reached not just youth, but also people who work with youth and who can spread the knowledge for youth by educating them also after project duration. We created “Take a Digital Break” program including manual for trainers, scenarios of the workshops,excercises and script for lesson to be used by youth workers. In this way we took care of preventing digital addiction. We based on collecting facts, running campaigns to get everyone off their screens and hosting retreats, events and workshops. Target group: young people – main group for our activities.Youth are the most at risk of being a victim of addiction because of being vulnerable&inexperienced in social life. Youth workers – this group was also involved in our project. We created the tools including methods that allow them to work with young and engage youth to create a balanced life.The youth workers and educators can help to solve this problem and support teenagers but they must be adequately prepared to such a specific topic.The project is transnational as internet has no borders. It must besolved at international level.The goal of our transnational partnerships was to achieve more than individual organizations can achieve on their own. We paid attention to the quality of training and innovative learning methods.Workshops that were important part of our project helped youth to limit their addiction and youthworkers/educators to work with youth on that topic.By developing methods and increasing the competence of youth workers, we influenced the awareness of parents, young people, careers, schools who often do not cope with the problem of Internet addiction and do not know how to reduce the use of the internet and mobile devices.