This project was set after the partner organisations (EURODESK multipliers) recognize the need of introducing and developing non-formal methologies of coaching, as methods to provide career support and guidance among young people (from early ages), from a preparatory stage of support in matter of recognition of own potential and talents, personal development and self-discover; additionally to a sustainable approach (among youth) of career guidance, support and empowerement of young people to develop skills recognized as the ones which unlock individual potential and maximize their performance. As the partners recognized that the formal system of education is, in most part of Europe, based on standards of learning, one method fits all and hard skills learning, then the gap between the learners needs and their interest in understanding their deveopment has grew. The schools are the place where young people spend most of their time; and as recognized, the staff in formal education lack knowledge and methodology to deliver support for young people. This project also recognizes that youth supporters&youth workers are not ready to provide guidance; plus they do not know, most of the times how to involve young people in a learning process of self-development, mostly not making use of non-formal education methodologies, which can be a crucial key for learning in this area and in this stage of life (children and transition from childhood to adulthood). That was the reason the partners gather together - as they recognized this as a cross border issue, which can be worked out to provide impact in youth workers, educators, teachers, young people, pupils and children as well.The project can be summed up this way:A. NEEDS ADDRESSEDOrienting is the process by which the person is placed in a position to know himself and the environment to make informed choices in conditions of autonomy, both in the direction of the future scholastic choice and oriented towards the labor market.More often, there is a need for a good orientation which leads to realization rather than frustration and so, it's a tool to prevent early school leaving, drop-out and NEETs.As the research lead us, there is actually carrier guidance programs in IT, PL& SP which are addressed to students and NEETs. These programs are usually adressed for 16+ years old. However, there is a lack on guidance tools to be used before this age.In the face of the ever-increasing number of drop-outs and NEETs and the failure of outgoing career guidance programs, it's very important to start guidance programs before 16 years old, when self-identity is being defined using the self-discovery and self-design mechanisms, through an evolutionary continuum that contributes to building an increasingly defined personal image.B. OBJECTIVESIn the light of above considerations, project aims to pursue the following:1. to create a sustainable practice focused on orientation and didactive method in order to develop self-awareness and self-entrepreneurship in youngsters to reduce NEET problems.2. to implement orienting behaviors that support youngsters in their individual growth, especially in what concerns maturity:- knowing how to listen/ aknowledge and recognize, or raise awareness on the importance of active listening;- to motivate educational choices to the students in order to stimulate and encourage the development of decision-making autonomy; placing youngsters in situations of cognitive conflict so that they can develop problem-solving strategies on their own.3. provide theoretical support to teachers for the acquisition of skills to identify resources, needs and difficulties in youngsters;4. provide theoretical support for the planning of strengthening, development, in-depth analysis, recovery and support in the educational fieldC. TRANSNATIONAL DIMENSIONInvesting in orientation activities represents a valuable means through which partners can build capacities and develop innovative ways of connecting nonformal and formal education environment, to the work and improving the skills for labour market through and innovation activities. In promoting efforts in orientation and education. In order to be successful, investments and actions in this area have to develop in aa European citizenship approach, based on tackling of common challenges and for this reason, we rely on collaborative actions. This guidance and awareness of own-development and feeling of self-realization leads to active participation, tolerance and definition of the society in a political, educational and social level; as consequence, leading to a more inclusive society, in which young people are well aware and equipped to understand, develop and work on solutions according to own needs and societal needs, in a holistic approach.

"<< Objectives >>The project aims to promote an unbiased HE community characterized by a culture capable of counteracting invisible homophobia or transphobia and promoting a culture of differences; to produce a cultural change, not working only with the specific group, but acting on the structural reasons that caused the discomfort, overcoming the concept of “their inclusion” with “plurality”; to empower students (and in general the entire university community) in order not to become unbiased citizens.<< Implementation >>WP1 – Project Management; WP2 - Report on the invisible homophobia; WP3 - Framework of Transversal skills for an unbiased community; WP4 - Training Package on the acquisition of transversal skills for the unbiased students; WP5 - HEIs' Guidelines - Vademecum on how to build HEI communities based on the concept of ""plurality"", Sustainability Action Plans and Memorandum of Understanding for maintaining the “European pluralistic community among unbiased and sustainable HEIs”<< Results >>Results: report on the invisible homophobia (desk research, lexicon research, Glossary definition, Empirical qualitative research), framework on transversal skills elaboration of the test for the measurement of invisible homophobia, Training Package (infrastructure and training package development, national training, external evaluation of materials, training mobility), Guidelines, Action Plans and MoU. Within all WPs are included consortium meetings and conferences."

<< Objectives >>The main objective of SUSNET is presenting best practices concerning sustainable collaboration and training partners about how to create effective partnerships that support the achievement of SDGs within sustainable local, national and international networks. For this, we will:- Define sustainable topics, providing a comprehensive panorama of sustainable collaboration.- Provide Best Practices for creating sustainable networks- Better knowledge about engaging stakeholders in sustainable ways.<< Implementation >>We will implement 3 main activities:Elaboration of a Sustainable Concept Guide, that defines the main areas of application of sustainability for companiesProduction of Best practices Guidelines: a compilation of exemplary sustainable networking activitiesProduction of a stakeholders guide oriented toward the creation of sustainable networks engaging their communities in collaborative sustainable practicesFor each one of these activities, a training mobility will be organised by one partner.<< Results >>As results, we expect to:- Better the knowledge about the areas of application of the sustainable goals in collaborative frameworks for SMEs, entrepreneurs and others from our networks- Increase partners’ internal capacity of creating partnerships that contribute to the UN sustainable development goals, by applying conscious criterias that foster the responsible behaviours and reduction of environmental impacts- Impact positively our communities by committing them towards similar journeys

The changes triggered by globalization and technology presents a series of important challenges to educational institutions, facing the necessity to introduce new learning processes in order to prepare future professionals and citizens. To respond to the challenge however, schools need to adopt new methods, approaches and organization structures in order to be able to improve the quality of education and give young people the specific technological, cognitive, interpersonal, and intra personal competencies to succeed in the 21st century. In this context, the main objectives of the project are: 1. Improve the skills and competences of teachers, learners and families through a complete 21st century skills training pack, encompassing digital, social, emotional, personal and cultural competences, thus increasing the quality of teaching approaches and methodologies. 2. promote opening of education through the creation and implementation of open source digital learning environments, thus promoting life-long learning, flexibility, innovation and creativity in educational approaches 3. Stimulate the acquisition of new, participatory school governance models through bringing together public administration, schools, professionals, families and enterprises, as well as through developing and implementing training approaches for school leaders and administrators in governance and change management. The direct target groups of the project are teachers, school leaders/administrators and families while the indirect target groups are students, local stakeholders, businesses, authorities and society as a whole. The most important results to be expected during the project and on its completion are the following:1. 21st Century Skills for Educators Training Kit, 2. 21st Century Skills for Parents and Families training Kit 3. 21st Century Skills for School Leadership and Management training Kit 4. 21st Century Schools e-learning platform 5. A training event for teachers and school leaders will be also implemented in order to directly train target group representatives from one side, and to allow us to test, evaluate and improve the methodology with regards to the results achieved during the trainings, and the participants feedback. 6. Six months long local Participatory School governance programmes will also be carried out, in order to ensure the implementation of the project outputs in school environment during the lifetime of the project. The project will involve over 500 schools and 4000 teachers, students, administators and family members through the project activities. The improvement of the digital, management and governance, social and cultural skills of the involved participants will lead to increase in quality, innovation, cooperation and openeness in both educational methodologies and governance and management approaches.

This project aims to provide students and educators, with special emphasis on the disabled and the visually impaired, the opportunity to enjoy the experience of Geoparks and introduce them to the Earth Sciences. The project also aims to provide the educational tools (maps and interactive audio-visual content) that will be developed for a remote understanding of the Geoparks for schools, teachers, and students as well as easier navigation for people with disabilities in real visits. The consortium consists of the Department of Electrical and Computer Engineering of the University of Patras, the Museum of Natural History of the Petrified Forest of Lesvos, the Liepājas Neredzīgo Biedrība (Liepāja society of the Blind) in Latvia, the Red Cross special school of Cyprus near the geological monuments of the Troodos Geopark, the CEIP LA JARA school from Spain, near the Andalusian Geoparks and OPENCOM I.S.S.C. an ICT company near the huge Geoparks of Northern Italy. Our main task in this project is to develop two applications and one interactive website related to Geology and Geoparks for the visually impaired and the disabled, as well as the general public. The first application will transform images and geological evidence such as fossils, rocks or petrified trees into sound. When this happens a visually impaired person can touch a touchscreen and “feel” according to the sound changes the shape of the fossil or geological evidence. The researchers in the University of Patras have previous experience towards this direction as they have transformed in the past astronomical images into sounds, so now this project intends to expand their activity to other kinds of images. The second application refers to a mapping and navigation application with special features for the disabled and the visually impaired. With this mapping application, a visitor in a Geopark can be assisted in their path, especially one with a disability. This route can then be available to other visitors either they visit the Geopark, or through the interactive website. We aim to provide extra abilities to this application such as uploading images, photos, videos and information related to points of interest in the Geopark. This will be extra useful for a real or a virtual visitor but also will be very educative for teachers that wish to provide their students with a multimedia lesson to a geological monument. Apart from this, a person with disabilities that cannot access a Geopark can thus accomplish a sort of virtual visit.We believe that our consortium is capable and experienced enough to provide the necessary effort and efficacy towards the successful fulfillment of our project. We have capable school partners from countries with UNESCO recognized Geoparks (Cyprus, Spain, Greece) and additionally the support as a partner from the President of the world UNESCO Geopark Network, Professor N. Zouros, from the Museum of Natural History of the Petrified Forest of Lesvos. Apart from these partners, the University of Patras as a technical and research leader will provide the pioneering experience in the field of developing the applications and OpenCom apart from the proximity to Italian Geoparks can provide us excellent ICT expertise.The Museum of Natural History of the Petrified Forest of Lesvos is strongly interested in using the applications towards the direction of making these visits friendly to visually impaired and disabled persons. The developed website will contain all materials as free to use, according to the Marakesh agreement signed by EU that claims access to people with disabilities and especially blind people to all intellectual outputs.