"<< Background >>The COVID-19 pandemic has massively driven people, organizations, and governments to digitalization and digital platforms as we all try to cope with the disruptions the outbreak causes in our lives, societies, and businesses. While the human toll of the pandemic, a disaster for so many people, keeps increasing many already look at how COVID impacts digital transformation.In 2015, European Commission published the Final Report of the Horizon 2020 Expert Group on “Nature- Based Solution and Re-Naturing Cities”, where there were identified four main goals for nature-based solutions: enhancing sustainable urbanization, restoring degraded ecosystems, developing climate change adaptation and mitigation, improving risk management and resilience. Based on these 4 goals, 7 nature-based solutions for R&I actions are recommended to be taken forward by the European Commission and Member States, 2 with impact on ABUS project development: Urban regeneration through nature-based solutions − Nature-based solutions for improving well-being in urban areas.https://www.kowi.de/Portaldata/2/Resources/horizon2020/coop/ExpertenbericThe main aim of AgroBUS project is to develop a training material with the purpose of boosting entrepreneurial spirit in the field of Urban Agriculture amongst vulnerable adults (low-skilled and low-qualified adults, unemployed adults) through new knowledge and concepts.From a general point of view AgroBUS project is relevant in horizontal priority because it is a transversal project focus on developing new digital skills and competences in entrepreneurship to a category of disadvantage adults and through its implementation we would like to show that establishing and working in the urban agriculture is a way of social inclusion, dialog, sustainable life, collectives knowledge, community spirit and solidarity. Also, developing an online training material special dedicated to low-skilled and low-qualified adults, this project can be considered an open education and innovative practices in a digital era.<< Objectives >>The AgroBUS project aims to promote and enhance the entrepreneurial spirit developing a training program and bringing knowledge and concepts in the field of Agro-Business in Urban areaS.OBJECTIVES:• To contribute to Entrepreneurial education and training to support growth and business creation; (EU, Entrepreneurship Action plan 2020)• To develop training and learning resources for Adult Educators and any other specialist in the field of adult education.• To innovate curricula and learning methods in entrepreneurship.• To build capacities of disadvantages adults to create their own businesses.<< Implementation >>The activities of AgroBUS project include:1. Development of an In-service Training for Adult Educators – Start Up in Urban Agriculture (A Trainer Guide) - a transferable ""training program"", that can be used for the “blended” teaching valorization of urban agriculture.2. Development of a A Curriculum for Nascent Agriculture Entrepreneur - the training course will motivate disadvantages adults and will help them to develop their creativity, innovation and entrepreneur skills. It will help them to generate business ideas and develop and implement them.3. Development of a E-learning Portal, to be published at the website project.4. Preparation of Best Practices VIDEOS including interviews with useful advice from real entrepreneurs.5. Development of a EU Urban Farmer strategy toolkit for a new entrepreneur, the set of approaches and methodologies that can be used in Europe to support adults, who would liketo start a business in the Urbane Agriculture field7. Dissemination activities, including events with relevant stakeholders, local pilot national workshops for adults with low skills and low qualification and adult educators .8. Other activities related to Management, Quality Assurance, Evaluation, Exploitation and Sustainability of AgroBUS outcomes.The partnership of AgroBUS project involves 5 public and private organizations in 4 different countries, experienced in social action and inclusive, adult training, employment, social entrepreneurship, innovation and local development.<< Results >>AgroBUS outputs are mainly addressed to low skilled and low qualified adults and adult educators, but also other organizations will be reached by its results. The direct beneficiaries of this project are low skilled, low qualified, unemployed adults, who will boost their motivation, creativity, innovation, entrepreneurship and transversal skills thanks to the AgroBUS training program.AgroBUS results include:a) tangible results:- Developed training materials (trainer guide + curriculum + e-learning platform + best practices videos + toolkit)- Over 150 motivated disadvantaged adults who have developed their creativity and motivation, entrepreneurial skills- Over 50 adult educators involved in AgroBUS piloting tests- Over 50 low skilled and low qualified adults trained through AgroBUS Curricula & E-learning Platform- 10 Best Practices Videos- Over 160 participants from the local dissemination workshop (low skilled and low qualified adults, specialists, representatives of different stakeholders).b) intangible results:- acquisition of new competencies for the target groups and gaining of individual experience for organizational staff: the ability to work in a European context on the field of urban agriculture.Relevant stakeholders (chambers of commerce, business associations, labor employment services, education policy-makers, career guidance services, other NGos and Adult Centers, business incubators, trade unions, etc.) will directly receive from AgroBUS tailored products of great interest for them, to help them accomplish their objectives. AgroBUS will increase quality in Adult Education by teaching updated skills, adapted to the labor market requirements.AgroBUS learning materials provide a unique combination of skills and motivation from a multidisciplinary perspective that will enable low skills and low qualified adults to become 100% ready to start an entrepreneur experience and fully integrate into the labor market and the society. They will not only gain experience in the process of business creation, but they will acquire skills they will use during their whole life and the international perspective of AgroBUS will contribute to increase the community sustainability."

<< Background >>Climate change is one of the most important issues facing the world. The risk of climate change is now at an irreversible point. After this stage, it is important to reduce, mitigate and adapt its effects.On February 24, 2021, the European Commission adopted the new EU strategy for climate change adaptation. This strategy explains how the European Union can prepare for the unavoidable effects of climate change and become climate resilient by 2050. This strategy suggests that compliance be smarter, faster, and more systemic and that international action on climate change adaptation is stepped up.Agriculture is one of the most vulnerable sectors to climate change. Climate change affects agricultural production and food supply due to the atmospheric effects of elevated CO2; rising temperatures; altered precipitation and transpiration regimes; increased frequency of extreme events; and altered plants with diseases and other pathogenic risks. It is estimated that climate change will result in a reduction of around 16% in EU agricultural production by 2050. The countries most affected by climate change are central European and Mediterranean countries. Disadvantaged people, particularly those who live in rural areas and work in agricultural production, will suffer as a result of this. If no action is taken, the income level of these people will fall, making it difficult for them to maintain their lifestyles. Some of them will migrate. As a result of migration and the abandonment of rural people from agriculture, we will face a faster decline in agricultural output. Furthermore, cities will experience a variety of migration-related issues.Furthermore, the FAO predicts that by 2050, the global population will have increased to 9.6 billion, resulting in 70% more food requirements than in 2013. When the negative effects of climate change on agriculture are considered, it is possible that the world will face a complete food crisis. This situation will disproportionately affect disadvantaged groups, such as low-income individuals, women, and children.The world may continue to be habitable, but agricultural production can also be maintained in a planned, conscious, and efficient manner under climate change conditions.Agricultural professionals are critical to the long-term viability of agriculture in the face of climate change. Training agricultural professionals who will advise and train farmers, as well as agricultural students who will enter the sector as graduates, can be the start of a rapid adaptation process. As a result, the project's goal is to train trainers.Climate change's effects are beginning to be felt. This topic has been the subject of reports from international institutions and researchers. However, there was no way to incorporate these studies and research into agricultural vocational education. Agricultural vocational education needs to be modernized to meet the needs of the agricultural sector's equipped labor force and to be able to train individuals equipped for agricultural production under climate change conditions. This is the focus of the project.<< Objectives >>Three universities and three research institutes from Central European and Mediterranean countries collaborated on the project. Each of them is a powerful and influential organization in the field of vocational education. They provide training to the project's target groups of agricultural students and agricultural professionals. Furthermore, the countries of Central Europe and the Mediterranean are the most vulnerable to the effects of climate change on agriculture. In these areas, negative effects are expected to be the most severe. A consortium has been formed with the participation of institutions from countries that will face similar risks in order to develop the solution more effectively.When providing education, the agricultural sector differs from other sectors in that it must take into account factors such as regional climate, soil, and agricultural culture. The truth of science is universal. However, the solution you suggest for one region may not be appropriate for another. As a result, the project took regional characteristics into account. The project's Vocational Education Partnership will develop training modules for agricultural vocational education that focus on agriculture under climate change conditions. Agricultural vocational education will be modernized in this way to meet the sector's labor needs.The training modules will primarily be used by project partners to train their own students and agricultural professionals. An online education platform, on the other hand, will be developed. The Learning Management System on this platform will make training modules available online. Project dissemination-supported training modules will also be used for vocational training outside of the partnership.The project's implementation is aimed at achieving the following goals.•Development of agricultural vocational training capacities of partner institutions through the project•Providing training modules focused on climate change in agricultural vocational education•Ensuring that students who have graduated from partner institutions and agricultural professionals who have received training are better prepared to work in climate-change-affected agriculture•Extending the positive impact area by ensuring that people who benefit from online education are better prepared for agriculture in the face of climate change•Ensuring that farmers are better prepared for climate change conditions through training of trainers •Training the equipped workforce needed by the agricultural sector to cope with climate change•Contribute to the adaptation of the agricultural sector and the solution of problems related to the food supply for disadvantaged individuals living in rural areas •Contribute to the adaptation of the agricultural sector and the solution of problems related to the food supply<< Implementation >>•Surveys will be conducted to assess countries' understanding of agricultural production and the risks associated with climate change conditions •The survey results will be analyzed, and key findings will be incorporated into the training modules•Partner institutions will organize training for target groups using modules.•Some of the partner institutions' trainings will be supplemented by thematic practical trainings held in the facilities of the partner institutions•Pilot trainings will be organized by partners, and online use of training modules will be encouraged•The project partners will receive and evaluate feedback as a result of the trainings held. In response to this feedback, training modules will be updated. •For dissemination, opening and closing events with a large audience will be organized•A minimum of six multiplier events will be held to disseminate and promote the project's outcomes•At all events, a brochure describing the project results presentation and the use of the online training platform will be prepared and distribute•Project partners will provide participation in agricultural activities that can reach the target audience, such as exhibitions, fairs, and conferences. Promotion and dissemination of the project will be provided•Other vocational education institutions will be informed about the project's findings•Promotional activities will be held online and in person to share the project's results with people outside the partnership•Promotional materials will be created and distributed in accordance with project visibility rules•Work will be done to share training modules on online sharing platforms like Coursera and SlideShare so that they can be used in more places.<< Results >>The following are the results of the project that will be prepared within the project's scope. Partner institutions will use the prepared training modules in vocational training. Simultaneously, it will be shared with other professional educational institutions and made available for online use via a Learning Management System (LMS). It is hoped that by doing so, it will have a greater positive impact•PR-1 CLIAVE Learning Management System (C-LMS)•PR-2 Climate Resilient Cropping Systems Learning Module•PR-3 Greenhouse Gas Emissions from Land and Fertilizer Use and Protection Measures Against Climate Change Learning Module•PR- 4 Use of New technologies in Irrigation for Sustainable Production and Protection of Water Resources Under Climate Change Conditions Learning Module•PR-5 Integrated Pest Management Recommendations to Cope Climate Change Challenges Learning Module•PR-6 Livestock Under Climate Change Conditions: Impacts, Mitigation and Adaptation Learning Module•PR-7 Energy Efficiency Improvements and Renewable Energy Supply into The Agricultural Sector Learning Module•PR-8 Green Toolbox.The project is expected to produce the following outcomes:•Assisting in the modernization of agricultural vocational education •Expanding the vocational training capacities of partner institutions •Growing the number of graduates with better skills, assisting in the professional development of agricultural professionals •Providing the agricultural sector with a qualified labor force requires•Contributing to the agricultural sector's adaptation to climate change •Contributing to the long-term sustainability of efficient agricultural production and food supply under climate change conditions•Assist people living in rural areas in maintaining their standard of living in the face of climate change•Raising awareness of climate change's consequences

<< Objectives >>Our main goal is to transform all kinds of waste into useful products in all institutions, especially in our schools.*Creating a more livable world*To ensure the recycling of all kinds of waste*To start a mass movement in the fight against the environment and climate*Creating an extraordinary effect on the use of artistic materials*Strengthening the European dimension of pluralist participants.Our main goals are to raise awareness of the European added value on the environment and cliimate.<< Implementation >>*Decorative wall decorations and simple musical instruments will be developed from metal waste in the physical and virtual activities of our project.*Mosaic panel design will also be made from glass waste.*Also, collage type wall paintings will be made from paper waste.*In addition to these, organic root dye will be made from bio waste, which will be the extraordinary output of our project.<< Results >>* Formation of a mass sensitive to the environment and climate change,* Conversion of wastes into useful and usable products,*Participants develop artistically unusual designs,* Creation of a cleaner and more livable world in the future,* Zero waste philosophy to become a universal common language,* Contributing to the education curriculum,* To be a source of inspiration for imaginary environmental projects,We are waiting.

Armenia, Ukraine and Uzbekistan have shared a common historical background. Since their independence in the 90s, agriculture has undergone a period of transformation. The social, economic and political changes have had an impact on the entire higher education system.TOPAS aims at filling the gap within a common former soviet inherited agricultural sciences higher education system in these countries and practical training in real working environment to provide a better match between job market needs and the qualifications offered. The vocationally oriented practical programs should be introduced and improved based on learning outcomes and competencies approach with flexible learning pathways and permeability among the different agrarian management programs. Within the program partnership between universities and stakeholders (farm industry and associations) will be fostered.A wide-range of activities will facilitate the transition from teacher centered knowledge-based form of education to student-centered practice based education in Agrarian studies and hence employability by enhancing the cooperation between universities and agriculture enterprises through adequate internship schemes with government support to recognize formal and informal learning and endorse ECQIP.Another innovative aspect of the project is the creation of a databank for applied sciences on the field of agriculture management for teaching purposes in the field of data collection of students, teachers and researchers. This databank will consist of data on production inputs, costs and outputs of major cash crops of these countries and will offer valid data for agricultural management study courses.The experience of the last decade showed, that missing practical orientation and knowledge of BA and MA students is one of the most important obstacles for professional qualification. While curricula development was well adapted in many fields, the cooperation with farms and industry has to be built up

Although many people think of agriculture as low tech and innovation field, those involved in agricultural education or industry know that it’s actually quite the opposite – year on year new solutions and efforts are being made towards bridging the gap between the real life and classroom in agricultural field that change the life of students, farmers and entrepreneurs across the world. More and more farmers are turning to data science to make informed decisions using precision technologies. However, this kind of initiatives are much less (if any) observed in Sub-Saharan Africa (SSA) that severely lags behind in their development despite the fact that most people are engaged in small farming as primary economic activity. In addressing this imbalance, CHAIN steps up the agricultural innovation and collaboration potential in SSA targeting engagement of teaching and non-teaching university staff, agricultural students, farmers and industry representatives. It introduces a more holistic and human-centred approach to agricultural education, training and innovation in the region through: developing a master program in Food Value Chain (FVC) at beneficiary HEIs; building teacher capacity at beneficiary HEIs to use promote learning methods and use teaching methodology prone to entrepreneurial thinking and innovation, with emphasis on e-learning and digital tools; and establishing Collaborative Holistic Agriculture Innovation Nests offering support to innovation initiatives of students, farmers, and entrepreneurs. While on immediate impact level the project brings modernized curricula prone to innovation and increased employability of students, CHAIN in the long run fosters efforts around food safety and security in targeted African countries and communities, by developing and promoting “careers of the future,” in the agricultural sector. It thus provides impetus to tackling some of the core global developmental issues including production of more food with less inputs,