"Our project ""EVERY CHILD IS SPECIAL"" has been developed in order to increase the quality of education of the BEP (Individualized Education Program) students in our partner schools and the competence of our teachers in this regard. The most important issue that we agree on with our partners is learning and discover of innovative methods that can meet the variable needs and demands of our students with special needs at the highest level. According to our aim, our project activities are determined in four different categories, each will be held in different countries. These categories are determined according to the areas where countries are strong in practice.1) Students with Visual Impairment (Turkey)2) Students with Auditory Problems (North Macedonia)3) Students with Physical Disabilities (Romania)4) Students with Learning Disabilities and lack of Attention (Greece)Teachers who will see school technics, technical opportunities, education in arts and sports in different countries for students with special needs , also have the opportunity to apply these experiences in their schools. It is one of our most important objectives to provide our educational, intellectual and cultural development by transforming these experiences into knowledge and learning opportunities for a quality education. For this purpose, technology class, art class and sports hall in our schools will be developed for the high benefit of our students.Instead of a boring and outdated curriculum, it is the most important place in strategic planning that our students will be educated with an innovative and supportive curriculum learned from their experts.. With this project, many achievements will be gain in social, cultural and pedagogical terms.. While creating our activities in our project, workshops, exhibitions and games are especially designed to strengthen students' participation.Theoretical trainings make up the second main focus of our project. We have developed the materials with a holistic approach, considering all other environmental factors that affect the education of the family, school and student. During the project, the training groups consisting of academics of the Special Education and Social Work department of Hacettepe University – our project partner – will provide a training in each country that is suitable for the subject of the international meeting. After the project, they will also continue to support the whole group. Additionally, regarding to this theoretical trainings, each country will organize family trainings. Academic Skills Group, Teacher Support Group and Family Support Group trainings will be conducted for this purpose. It is envisaged that this support will be transformed into a cycle that covers not only Individual Education Programs (IEP) but also the monitoring and evaluation process. After the activities we will implement during the project, the Academic Skills Group will be an observation and support group that will measure the competencies of our teachers about IEP. In order to ensure that this cycle operates in a healthy way, the level of achievement of the targeted IEP’s objectives will be evaluated and IEPs will be reconstructed as a result of this evaluation. It is predicted that participant’s success in IEP will increase, which it will directly promote students' self-confidence and productivity. The seminars and workshops that we will make on this subject will be recorded as videos and shared with other schools, and also they will be posted on the websites of the project and schools too.Hacettepe University School Social Work Practice and Research Center (HOSMER) is a center that develops and implements many national and international innovative projects in the field of school social work. In our project, the director of this center acts as the coordinator of project partner (Hacettepe University), strengthening the quality of our practices. This, together with our partner schools, facilitates our goals for disseminating the results of our project and institutionalizing the school social work. For this reason, we pay special attention to disseminating the results of our project, increasing its efficiency and evaluation. In this project, E-books and DVDs containing each country's own activity plans and project results will be duplicated and distributed. In addition, after the project, the participants will share their experiences on IEP in neighboring schools with their colleagues. We believe that our project, which we have created to ensure that our IEP students receive education with the most accurate approaches, will be an example project for other schools.."

CBP: Capacity Building for Preschools is transnational project, involving participants from 4 countries: Bulgaria, Greece, Portugal and Moldova. Main project goal: capacity building of administrators and teachers of pre-/schools in several topics: EU projects; ECEC Framework; saving and support traditions in pre-primary level of education; social inclusion of children with disabilities and disadvantage background. Project activities include Transnational Peer Learning Workshop, children performances to present and promote own country cultural heritage, educational part with internal and external experts, development of small scale intellectual outputs: e-Collection of materials from capacity building events and brochure ‘Flowers/plants in folk tradition’, dissemination activities.Project qualitative results are increasing the capacity of preschool staff that lead to general improvement of current ECEC process, rise children involvement in saving and promotion of their own cultural heritage, strengthening intercultural understanding, that also lead to social inclusion of ethnic minorities, deeper understanding by parents their role in upbringing, care and education of children, reinforcement of local public rhetoric about necessity of high quality ECEC system appropriated to EU framework and recommendations, close collaboration between participating organisation, improvement of partnership relations.

<< Objectives >>It involves environmental education,technology and philosophical thinking with children.It aims to develop environmental literacy,increase environmental awareness and sensitivity,fight the climate crisis and educate responsible consumers.In addition,to raise awareness of serving the community in individuals,to support sustainability,to develop democratic participation,to use joyful-interactive education and training methods in environmental education with multiple learning environments are aimed<< Implementation >>Via project environmental investigations and webinars'll be conducted with P4C,environmental digital content'll be created, environment and health realtion'll be handled.Environmental activities like creating an endemic plants park,recycling exhibition setting up an Environmental Photography Club,creating organic farming areas at working places, organic fertilizer production'll be carried out.Environmental issues'll be struggled in a multidisciplinary way through P4C,technology and philosophy.<< Results >>Within project ehical awareness on human nature relations'll be gained;educators'll become competent in environmental literacy and environmental psychology.Intellectual alteration'll create permanent changes in environmental attitudes and behaviors.Innovative teaching methods of P4C,applications on virtual and augmented reality and gamification will become widespread.Support for the fight against the global climate crisis'll be provided through education and a universal perspective'll be gained.

"CONTEXT AND PURPOSEProjekt „StudEnts fight food and packaging waste throuGh entrepreneurial education and Game-baSed learning”, acronym EGGS is a project aimed at increasing the sense of initiative and the entrepreneurial spirits of students (11-15 years old) in order in increase their school engagement, sense of responsibility and digital competences. The EGGS online game was created in the serious game technology, i.e. it gives the opportunity to learn based on games (learning while having fun), where students will learn and play how to be food waste and packaging entrepreneurs. The game, not only will teach students about how to reduce food and water waste, labelling and recycling, but it will also make them learning by doing providing real tasks that they have to develop in the real world (especially in schools and back home with the family). The score will be calculated in terms of money saved and the social value of the actions. In this way, students will learn by doing that their daily actions can contribute to make the world a better place to live, increasing their self-esteem and responsibility. The game consists of three modules: school, shop and home. The hero of the game moves between these locations, meeting various people along the way (e.g. colleagues, teachers). He gains knowledge on how to reduce food and packaging waste, and also convinces others to change their behaviour in this matter. An advantage is not only developing the awareness of the social responsibility of players, how to live in accordance with the idea of zero waste, but also entrepreneurship.TARGET GROUPThe target group is students aged 11-15. The indirect target group is teachers/trainers and school staff as they were involved into the project activities due to the young age of the participants. Thanks to the networks of partners of the consortium, the involvement of the teachers were constant during the all life duration of the project. The indirect target group was involved in the project activities and the selection of learning content appropriate to the age of the students, so that this didactic approach and game could be used by professionals working with children as a means of reaching children more effectively and informing them about the benefits of not wasting food, packaging waste, but also entrepreneurship education.PROJECT RESULTS AND INNOVATIONThe main result of the project is the EGGS game, which includes 3 innovative elements: the SROI model (Social Return on Investment) - IO1; Game-based educational content where students will learn through the game how to prevent food and packaging waste at school, outdoors and at home with the family to ensure sustainable consumption and production patterns - IO2; an EGGS game that allows students to learn while having fun to make the planet a more sustainable system where waste is transformed back into resource-generating value. Calculating SROI will enable students to become aware of the social impact of their circular economy activities. The idea behind the project was to develop an entrepreneurial mind set in students to strengthen their ability to act in society as citizens of tomorrow's society. The challenge here is to move from entrepreneurship with a business focus to a newer entrepreneurial trend that focuses on an entrepreneurial mind set and behaviour. Entrepreneurship education is an empowering method that enables students to take the future into their own hands by promoting learning by doing, self-efficacy and influence on others and their motivation. In addition, students engaging in activities for the benefit of society by engaging in entrepreneurial activities will have a higher self-esteem and a sense of belonging to society, and thus it will affect their willingness to stay in school, develop, educate and drop out of the desire to leave school too early.In order to achieve the objectives of the project, 5 partner organizations associating students, teachers and school staff, food banks and a training centre, NGOs, city offices were involved in its implementation. The EGGS project ""Students fight food waste and packaging through entrepreneurship education and game-based learning"", focused on the challenges of ""Education and Training 2020"" (ET2020) in the following areas: 1) Improving the quality and efficiency of education and training; 2) promoting equality, social cohesion and active citizenship; and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training."

<< Objectives >>GENERAL OBJTo empower teachers & educators enhancing their education action through innovative educational model based on empathy with students & cooperation with local educational community actorsSPECIFIC OBJ1To improve teachers & educators’ skills in non-formal learning & in addressing individual students’ needs2To provide capacity building tools for disadvantaged contexts educators3To align school programs with individual needs, skills & preferences4To increase opportunities for youths<< Implementation >>1.Educational program implementation2.Co-design & development of OERs on school education empathy-based pathway design methodologies(provided through platform promoting also cooperation & exchange across EU)2. Educational Communities pilots development3.Individual development paths open dashboard (tailored on student profile) co-design & development by educational communities4.Comm., dissemination & exploitation to promote adoption & further development of project outputs & results in EU<< Results >>EXPECTED RESULTS1.Improved skills of teachers & educators in tackling learning disadvantage, early school leaving & low proficiency in basic skills through non formal learning & empathy-based pathway design methodologies2.Improved capacity of rural & disadvantaged communities in youths management3.Increased & improved educational opportunities for youths living in rural & disadvantaged areas4.Strengthened cooperation between educational & social actors within & among EU communities