<< Objectives >>Increasing digital skills:senior adults will improve their use of ICT, becoming autonomous and integrated citizens in today's Europe.Adapting tourism to the digital age: videos will be able to show an empty Europe on the map, which has few means to attract tourism.Promoting of heritage: value heritage for citizens who, with this idea, will feel part of a diverse but cohesive society around material and immaterial wealth of incalculable value.<< Implementation >>The common open access platform NEW DIGITAL TOURISM IS POSSIBLE will be created, which will include the design of the content for training in digital skills and tourism by making videos by the participants that are accessed by means of a QR code and the creation of the technological support for your hosting (web platform). The project will culminate with the elaboration of a METHODOLOGICAL GUIDE that serves as a model to educators specialized in adult education.<< Results >>We hope that the digital skills of senior adults in rural environments will improve, making them feel an active part of society by being able to carry out daily tasks improving their well-being. Progress will be made in adapting tourism to the digital age by editing the videos being a resource capable of attracting tourism to these depopulated areas while valuing heritage. We aspire for the project to generate an impact due to its great diffusion and spread to part of European geography.

<< Background >>The main idea of this project is to create inclusive & innovative educational tools for teachers to be able to work towards Sustainable Development Goals with the primary school pupils through an innovative & entertaining manner, using Game-Based Learning. Even Though there are plenty of online resources and information regarding this topic, after a research, we found the need of structured & adapted educational resources for primary school students. Adapted in terms of methodology & vocabulary, we consider that the GBL & storytelling are appropriate for their age in order to understand & assimilate abstract concepts, as the ones of SDG. The chosen priorities are aligned with the European ones on this topic, the national ones & the ones of our organizations. The priorities were chosen according to the needs found in the target group of our organizations, regarding the lack of tailored educational resources to teach SDGs, according to the school subjects, curricula and in an entertaining and motivating way. Moreover, we have taken into consideration the experience, expertise and resources of our consortium in tackling these priorities, by setting achievable objectives.HORIZONTAL: Environment and fight against climate changeWe have chosen this horizontal priority, as it is of high importance for Europe, hence for all the partners’s countries, taking into consideration the latest initiative of the European Commission on this topic, Education for Climate Coalition which aims to promote the green and digital transition of education and training throughout the European Union and it is complementary to European Green Deal transition actions, such as the European Climate Pact. Nowadays it is of high importance for all educational organizations to recognize the value of providing students courses that cover sustainability education. This is an opportunity to give the next generation all the skills and knowledge necessary to handle the social and environmental changes and challenges that will occur in the near future. Students need to gain an understanding of the dependence between humans and the environment where they live. HORIZONTAL: inclusion and diversity in all fields of education, training, youth and sportsThe educational resources we will create will promote inclusion, as they will not only raise awareness on the importance of achieving SDGs, but also on the different challenges that people with fewer opportunities are facing in having access to basic needs.SCHOOL EDUCATION: Development of key competencesOur consortium has chosen this priority according to the need of creating innovative educational materials and instruments on this topic, as the existing ones are not properly structured nor adapted to the level of understanding of primary school students, neither entertaining and motivating enough. The creation of 2 project results (PRs) will be overcoming the needs found in the field of school education and in the direct & indirect TG and tackle the priorities chosen. A set of board games (PR1) & an Educational KIT (PR2) will be developed taking into consideration 3 successful methodologies (GBL,gamification,story telling), which encourage the active participation of the pupils and increase their motivation&engagement in the learning process. These learning theories have been chosen to ensure the creation of engaging & motivating educational resources for both teachers and pupils. The results are great for teachers to use using the combination of content from different areas since the game mechanics are designed to be solved in a multidisciplinary way. In addition to the interaction of the pupils, will be noticed, as well, the development of their key and transversal skills such as initiative, teamwork, thinking about others, communication, so it will be a resource for teachers to develop and evaluate key skills .<< Objectives >>Our project purpose is to create a set of board games for each area of the sustainable goals, with a focus on raising awareness on the differences between the achievement of them according to different continents, like this we ensure also a deeper understanding of the international context and inequalities existing worldwide. During the project we will create a methodological guide and activities for teachers, educators and parents on how to teach their children through non-formal educational methods, through gamification of real life situation, civic, social and emotional competences which will serve them to develop as functional and fulfilled adults contributing to a sustainable development of their community and society. CONTEXTIn 2015, after consulting millions of people and organisations across the world, the final decision about what the goals would be was made by the governments of the United Nations. The Sustainable Development Goals are a set of global priorities for ensuring that economic, environmental, social and cultural wellbeing is achieved for everyone around the world. They are ambitious goals for governments across the world to achieve, but a lot can be done at school and at home to support them. The goals aim to end poverty, protect the planet & try to make sure that everyone around the world is living comfortably. To this end, it is indispensable to develop an adequate sensitivity to the issues of personal and collective well-being, the adoption of correct lifestyles, the fight against climate change: to build, within the year 2030, inclusive, just and peaceful societies.Through the themes of environmental education, sustainability, cultural heritage, global citizenship, it is possible to stimulate, especially among the younger generations, the awareness of everyday life being part of a local and global community.The focus on the young generation is the best way to ensure the adults of tomorrow perform better than we ourselves have. In addition to imparting subject knowledge and skills, it is also important to focus on the tools, ensuring they are creative, motivating and engaging. By creating proper educational tools, which focus on the needs of primary students, will facilitate the teaching process as well and will guarantee a deeper understanding of the topic through the GBL.Developing a sense of one’s own role in sustainable and inclusive global development can best be taught at the primary education level. Young children are generally open minded and receptive to taking on new knowledge, attitudes and behaviour. It is actually not the adults of today who desperately need the transformative shift, but the adults of tomorrow who today need to acquire the competences that will make them create a better day than what we have done. This is the most sustainable approach. OBJECTIVES●To provide qualitative and inclusive educational tools to teachers and educators on how to raise awareness and work on the Sustainable Development Goals with pupils; ●To create awareness to primary school students regarding SDG and to foster positive attitudes and behaviour in accordance with these goals●To foster eco-friendly attitudes, behaviours and lifestyles among teachers and pupils●To improve the teachers' skills and competences, , in terms of delivering creative content, providing them the necessary knowledge, tools and know hows.<< Implementation >>The planned activities of the project react as a chain that leads to the achievement of the objectives.According to the Gantt diagram attached, from A1 to A11 are all activities related to the project management and implementation.A1- Overall coordination of the project, A3- Daily management and A4- are all necessary in order to maintain a good communication flow between the partners and to organize the tasks and duties in the time framework.A2 – Development of Quality Managements Plan and quality controls and A11 - Evaluation of the project in terms of quality and impact is mandatory so that we make sure the project will be successful and qualitative and that we have means to measure it.A5- Collection and provision of documents for interim and final report for the NA is a standard activity foreseen to be able to organize all the necessary documents we need to report the development of the project.A6-Promotion activities, A7- Creation and maintenance of the project website and relevant social network pages, A8- Preparation of 4 newsletters, A9- Board game tournaments events are activities created to ensure the visibility of the project and to create an online community interested in game-based learning, gamification and storytelling methodologies, as well as SDGs. A10 - Actualization of the COVID 19 protocol for all the presential meetings and events is necessary in the context of the current world pandemic, in order to ensure a safe environment for the participants of all the presential meetings and events.Results are the nucleus of the project, generating both tangible and intangible results. These will be the instruments with which we intend to impact our direct and indirect target group by strengthening the profiles of the teaching professions and motivate, engage and raise awareness of the pupils regarding the environmental and climate goals.The activities of both Results can be divided into main 3 stages:1. THE CREATION OF THE RESULTS – this stage started from the preparatory phase of the project, by performing a target groups’ needs research, then continued with creating the content and designing the graphics of the set of board games (PR1) and the educational KIT(PR2) during the activities PR1/A1, PR1/A2, PR1/A3, PR1/A4, PR1/A5,PR2/A1, PR2/A2, which are necessary for the creation or a qualitative and educational content of the game, as well as an attractive design for both the set of board games and the Educational KIT and the translation in each partner`s language in order to ensure that the pupils will learn through fun and entertaining game-based, gamification and storytelling methodologies.2. PILOT PHASE of both Results in which teachers and educators will implement the games with their primary school pupils, during the activities PR1/A7 and PR2/A3. This phase is essential to ensure the creation of results adapted to the needs of the target groups and at proper qualitative parameters. There will also be set the parameters to me measured during the piloting in schools, in such a way to have a structured methodology of measuring the impact on both TGs.3. FINAL DESIGN of the PRs will be done after analyzing the impact and taking into consideration the feedback provided by both target groups, guaranteeing a customized educational tool, which was tested and validated by the beneficiaries and users themselves, ensuring the sustainability of the Results, as they will continue to be used by teachers in their work with pupils on the topic of SDGs, with the purpose to create future generations of global and sustainable citizens. This phase will be performed during the activities PR1/A8, PR1/A9, PR1/A7, PR2/A4.<< Results >>After selecting the priorities and setting the objectives, our team created the Gantt chart, in order to plan the activities and specific tasks to reach both TANGIBLE and INTANGIBLE sustainable and impactful results. TANGIBLE RESULTS:Through our project there will be created 2 PRs in the form of educational resources (set of board games - PR1 & Educational KIT – PR2) which will foster the acquiring of knowledge, attitudes & skills for primary school students, which will support the creation of a future generation of sustainable citizens and will represent a teaching support for the teachers, but also parents. These results will be tested and validated by professionals in school education, but also directly by the beneficiaries (primary school teachers & pupils) in order to ensure the creation of useful educational resources adapted to real needs and parameters. PR1: Set of board games for each area of the SDGsPR2: Educational KIT on how to work the SDGs with pupils using alternative methodologiesBoth PRs are tangible results which will be created taking into consideration the needs of the target groups, but also their feedback, upon the pilot phase, when an impact analysis will be performed, before finalizing the project results. Following this structured process we ensure the real utility and efficiency of the results. The process is formed by these main steps: - TGs’ needs research- Creating the content and designing the graphics of the set of board games(PR1) /Educational KIT (PR2)- Setting the parameters to be measured- Implementing/Testing the prototype of the set of board games as well as the lesson plans of the Educational KIT- Impact & feedback analyze- Revision & final designingThe 1st PR is a set of board games, created as an educational resource to support primary school teachers in the process of providing their students entertaining and motivating activities to teach them about the importance of SDG, to raise awareness about social, economical and environmental differences world-wide. PR1 aims to encourage young pupils to become sustainable citizens, by acquiring the needed skills such as critical thinking, problem solving, and relevant content knowledge like environmental and climate change education, sustainable consumption and lifestyles. This PR is thought to be created taking into consideration game-based learning methodology and hands on learning, to ensure the pupils will be acquiring new knowledge and skills which will be shaping their future behaviour and attitudes towards a sustainable lifestyle.The 2nd PR is an Educational KIT on how to work SDGs with pupils using alternative methodologies . It will be formed by lesson plans for teachers, containing several alternative methodologies to work on each area of the SDGs, as well as a guide on how to use the set of board games (PR1) in their classes with the pupils.The other TANGIBLE RESULTS will be represented by all the online materials used in the promotion process:- The website & all the content published on it (A7)- Photos & videos taken during the focus group (PR1/A2) pilot phase (PR1/A6, PR2/A2), TPMs, MEs- Newsletters (A8)- Articles posted in online newspapers (A6)- Social Media posts (A6)As INTANGIBLE RESULTS, we expect to see better prepared teachers (direct TG), in terms of knowledge and competences regarding SDGs, empowered by innovative and creative educational resources. This will also reflect in the motivation and engagement of their students (indirect TG) to learn and to participate actively in the lessons, but also to educate themselves to become green citizens, by having proper behaviour and attitudes towards the achievement of SDGs. In order to ensure and monitorize the intangible results translated into the impact upon the direct and indirect TG, we will perform an impact analysis during and after the pilot phases, in order to have a clear evidence of the positive changes.

<< Background >>EArTH stands for Embrace Uncertainty while fighting for sustainable development. The project born from the necessity to support schools in Europe to face the Green Transition while promoting a STEM subject and active pedagogies. In particular, the project partners have identified the following needs: 1.GREEN TRANSITION. Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities (CEDEFOP, Skills for the green economy).According to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS (2020), There is only one planet Earth, yet by 2050, the world will be consuming as if there were three. Global consumption of materials such as biomass, fossil fuels, metals and minerals is expected to double in the next forty years , while annual waste generation is projected to increase by 70% by 2050 . As half of total greenhouse gas emissions and more than 90% of biodiversity loss and water stress come from resource extraction and processing, the European Green Deal launched a concerted strategy for a climate-neutral, resource-efficient and competitive economy. Scaling up the circular economy from front-runners to the mainstream economic players will make a decisive contribution to achieving climate neutrality by 2050 and decoupling economic growth from resource use, while ensuring the longterm competitiveness of the EU and leaving no one behind. To fulfil this ambition, the EU needs to accelerate the transition towards a regenerative growth model that gives back to the planet more than it takes, advance towards keeping its resource consumption within planetary boundaries, and therefore strive to reduce its consumption footprint and double its circular material use rate in the coming decade. 2. KEY COMPETENCES The project partners aim at reinforcing the Key competences as there is THERE IS THE NEED TO SUPPORT AND REINFORCE the development of key competences and basic skills for all, from school education. As reported by EC (Key competences and basic skills), “Everyone has the right to quality and inclusive education, training and lifelong learning that develops key competences and basic skills. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Yet, the 2018 Programme for International Student Assessment (PISA) results show that more than one in five pupils in the EU has insufficient proficiency in reading, mathematics or science. In 2018, the underachievement rate stood at 21.7% in reading, 22.4% in mathematics and 21.6% in science. Over the 2009-2018 period, performance in science and reading deteriorated at the EU level, while remaining stable in mathematics”.Furthermore, as reported by CoDeS, “Many scholars agree that it is essential in our rapidly changing world for young people to develop ‘uncertainty competences’ comprising specific sets of skills, knowledge, attitudes and capabilities needed to deal with uncertainty, ambiguity and complexity in diverse contexts” especially after the COVID-19 pandemic. “Learning to handle knowledge uncertainty requires learning environments tolerating, even inviting, uncertainty into the learning process. Education for Sustainability (EfS) features subject areas such as ‘climate change’ hallmarked by complexity and uncertainty. Such topics can be difficult to deal with in the subject delineated world of formal education” (A Pedagogy for Uncertain Times, RESEARCH AND INNOVATION IN EDUCATION FOR SUSTAINABLE DEVELOPMENT).<< Objectives >>EArTH project is a cooperation partnership that gather together 6 partners from 6 European Countries. The EArTH partnership aims at: 1.Provide an innovative methodology and “ready to use” learning material to support secondary schools in Europe to face the challenges set by Climate Change and Education to Sustainability with new and innovative resources. 2.Make the best use of active pedagogies such as inquiry-based learning and project-based learning to promote science and circular economy while working on individual school subject (ex. Chemistry, Biology, Ecology, Economy, and ICT) and interconnected ways of learning. The interconnection will allow to combine individual subjects to move beyond content knowledge and use instructional approaches to teach collaboration, problem solving and cope with uncertainty competences while engaging students in circular economy challenges and real life. 3.Integrate in school curriculum challenges related to circular economy to make engage the students and to make them understand the importance that STEM subjects play in saving the planet. EArTH partners aims at follow the Council Recommendation on Key Competences for Lifelong Learning (European Council) as their focus is to promote the development of key competences and skills by:•providing high-quality education, training and lifelong learning for all•supporting educational staff in implementing competence-based teaching and learning approaches•promoting a variety of learning approaches and contexts from the perspective of lifelong learning•exploring approaches to assessment and the validation of key competences<< Implementation >>EArTH project has been designed according to the ADDIE Instructional Design (ID) methods. ADDIE stands for “Analyze, Design, Develop, Implement and Evaluate”. The overall project methodology is indeed structured according to this sequence as this approach is very useful as it clearly facilitates the implementation of effective educational programs. ANALYSE. During the project application (2021), partners have already started to analyze the overall school approach to circular economy and interdisciplinarity to education to sustainability to investigate about the necessities to apply for funding. DESIGN. The phase of design will set the instructional design of the EArTH program by defining and programming the teaching and learning environment, from the design of the curriculum to the one of the online learning environments. DEVELOP. This phase instead is programmed between M8 and M16 and it will be represented by the development of the learning material, online learning environment and upload of the learning program for distant learning. IMPLEMENT. The implementation phase includes both the pilot testing at local level at Project Result 1 - Activity 4 and the Project Result 2 - Activity 3 - Capacity Building and Project Result 2 - Activity 4- International contests where instead the program will be tested internationally and simultaneously among different class in Europe. EVALUATE. At the end of both implementation phase, both at local and EU level, the project partners will evaluate the project results and, if necessary, will implement the necessary changes. Indeed, after the pilot testing an evaluation will be asked to the participants of the program that they will provide their feedback in terms of completeness, clearness and usefulness of the learning material.<< Results >>EArTH is a Cooperation partnership program that is planned to last over 24 months, starting from the 1st December 2021. The project will develop TANGIBLE AND INTANGIBLE results. TANGIBLE RESULTS are represented by the EArTH learning environment which comprises a set of challenge and problem-based learning challenges adapted to distant learning for Secondary Schools in Europe. The challenges will be developed by teachers in different field (ex. Mathematics, Chemistry, Biology, Economy) and NGOs dealing with circular economy and entrepreneurial learning. The learning material will be necessary not only to support schools to implement innovative learning solutions but also to increase their internationalization capacity as the EArTH project aims to design and implement the first EU EArTH Circular Economy Learning Challenge for schools. The contest aims to be a point of reference in Europe for all those schools that wants to integrate into their daily curriculum circular economy and active pedagogies. INTANGIBLE: The intangible project results that are expected during the project development are: -Increase awareness for students about the challenges related to circular economy and how they can experiment their idea to provide sustainable solutions to promote CO2 savings, circular design of products and biodiversity -Increase awareness for students on how they can use school subject to actually work for sustainability and though data driven research (P1) also understand how they behaviours as citizens and consumers can actually change their environmental footprint -Increased educational offer for the schools involved into the program -Increased capacity for professors to develop inter-connected initiative and make the best use of OER – Open Educational Resources for promoting education for sustainability and STEM

<< Objectives >>HeritAccess aims at democratizing the acknowledgment of traditional rural heritage with so much educational and historical value, not yet adapted for an elder and disabled visitor. Specific objectives of the project are to:- Exploit the huge wine tourism-related heritage in rural areas;- Use 3D technology to supply with a high-quality educational experience people with certain physical impairments;- List a series of guidelines that will allow other sites in Europe to adapt to their visitors.<< Implementation >>Project implementation will be linked to the direct target group participation in several activities, starting from the analysis of needs and ending with tools that solve their exclusion from non-formal adult education. More specifically, the project will be held on designing, developing, testing and improving activities, as well as quality control and management ones, that lead to the project results, and sharing, promotion and exploitation of those results, through green and digital tools.<< Results >>HeritAccess will realize the following results:- a database, containing a list of public and private rural heritage open to the public that concentrates traditions;- a digital learning experience, where the virtual tours of the less accessible identified rural heritage, will be exposed and available for free;- a collection of guidelines to turn an old historical space into a ready-to-be-exploited site;- events in every project country to approach the information about the project's results.

<< Background >>Thanks to the rapidly developing technology nowadays, financial literacy has become an extremely important issue in the financial environment where individuals have easier access to financial services. The financial literacy is the one’s ability to resolve economic problems by considering financial conditions and to make decisions. The developments in the digital field have also led to the development of new financial products and services for both businesses and individuals. Financial and digital information is also required in order for all decision-makers in the economy to easily access and use such new financial products and services effectively. The development of financial and digital literacy will also support the participation of individuals in business life and contribute to the increase of financial well-being.Lacks of FL education used in partner countries: It does not include digital literacy and does not provide entrepreneurship information that will contribute to employment growth. Since traditional education techniques are insufficient to increase the knowledge and skills of adults, blended education methods will be used to encourage learning by seeing and applying.Along with this project, an innovative financial literacy training program enriched with digital literacy and entrepreneurship knowledge will be developed. By using the mentioned training program in formal and non-formal educational institutions, new generations that are financially informed will be created and individuals will be supported to participate in the labor market. Thus, employment will be promoted and the welfare level of the society will be increased.<< Objectives >>The objectives of the project are;• To create an innovative financial literacy training program in which blended learning model is used and supported by entrepreneurship and digital literacy,• To ensure that this program is used in formal and non-formal educational institutions after implementing it with a pilot training for adults in Turkey and in the partner countries, and• To promote employment by enhancing adults' opportunities to access to the labor market and to enable citizens to be financially conscious and responsible.<< Implementation >>- Quarterly, progress and final Reports: Each report will enable us seeing the progress, achievement, and revisions of the project. We will have one final report at the end of the project.- Guidebooks: A guidebook that includes the implementation phases of the project will be prepared.- The Steering Committee (SC) and Internal Peer Review Committee (IPRC) will be established with the contribution of one member of each partner organization.- Online Communication Activities: An effective communication system will be established so that all partners are aware of all project activities. - TPMs: During the project, 5 TPM will be made, one of which will be online. In these TPMs, the direct contributions of partner institutions to the program will be discussed as well as information sharing.- One LTTA will be organized for the training of trainers.- MEs: A multiplier event will also be organized in all partner countries in order to announce the project results and raise awareness.- Pilot Training: A pilot training will be conducted in partner countries within the scope of the project. - Project Website: Accessing the project outputs and resources will be possible through the website where all partners will comprehend, assess and adopt the results.- Social Media Accounts, Videos and Presentations: It is obvious that people are keen on different social media accounts attracting them. In order to disseminate the project for reaching the target group will be possible.- Impact Analysis Report: As the coordinator of the project, MCBU will create an impact analysis (presentation of the methodology and achievement of project) at the end of the project at Main Multiplier Event.<< Results >>This project will include a total of 3 results. - First result; Research Report and Recommendation.- Second result: Financial Literacy Training Program Including Digital Literacy and Entrepreneurship.- Third result: e-learning Platform.The application of the project will help the organizations and partners with project development, implementation and management capabilities.The participants will improve the knowledge and skills of FL, digital literacy and entrepreneurship, self-confidence and leadership. Thus, an awareness of the TG will be provided at the European level, which will eliminate the prejudices and bring a new vision to their social and professional development.In addition, new training models, the use of new teaching techniques, the development of innovative understanding about the teaching process and the institutional capacities of all institutions are expected to increase.The project stakeholders are expected to have increased awareness of FLED, to develop a more positive attitude towards EU projects and EU values, to develop positive thinking towards internationally based education and training models, to increase their motivation for writing, implementing and managing projects.As a result of the project, a web portal will be prepared, through this portal, the entire public will be able to access and use the education program remotely. The use of the web portal after the project is completed will be under the control of the MCBU. Dissemination activities of the project results at local, regional, national and European level will be carried out and provided by all partners.