The growing concern of humanity towards environmental protection, life preservation, and sustainable world is placing sustainability discourse at a priority level. Linking such concern to education shows an urgent need for rethinking education to focus on human survival in the 21st century. Introduction of the concept of sustainability as early as in the preschool or early childhood education and care (ECEC) will bring a positive impact to humanity as children's behavior and understanding are laid in early years. Recognizing their capacities to become active agents of change and active agents for the future are also necessary for shaping their environmental attitudes, knowledge, and action.To bring and put this idea into reality we need to educate and train our educators/teachers in the field about the concepts of sustainability education. The focal aim of the project is to explore the diversity and differences of the participating countries and how can this diversity and difference be utilized in a sustainable way. Therefore, the EARTHWORM Project was utilized to train, educate, and offer more opportunities to teachers who are working in the ECEC and gave them chance and more possibilities to learn & share their knowledge in embedding sustainability education in their day to day dealing with the children who in the end will bring an impact to the society. The project organized 4 sets of mobilities (Learning, Teaching & Training Activities) for the teacher participants from the four countries involved in the project (Iceland, Spain, Romania, & Lithuania). The project towards the end built a partnership among the participants of the countries to sustain the objectives and keep track of each other performances. The official website was created for posting and dissemination of information for participants and public consumption. Expected number participants who were, directly and indirectly, benefit from this project were raised from 600 to over thousands which included the teachers, local authorities, children & their families, and community from the four countries. Activities and pieces of training in each mobility included lectures, workshops, seminars, field trips, symposiums, and practical hands-on exercises. In order to ensure the success of the project a mixed of qualitative and quantitative methods was used. Methods such as interviewing the participants, online surveys available in countries' respective languages (English, Icelandic, Spanish, Romanian and Lithuanian) in each mobility for assessment, was used to compare and justify the result or outcome of the project.The impact of the project was to be divided into three levels:1. Locally - it allowed and encouraged participation and collaborative actions among the stakeholders involved (teachers, local authorities, parents and community)2. Trans nationally - on a transnational level, the project was able to achieve impact with increase in synergies, complementarities, and constant sharing of information and teaching lessons and materials related to the sustainability education of those countries involved.3. European level - the impact took the form of networking and open website (pack with information and downloadable teaching materials and videos for public consumption) accessible to all.The result of the project will be useful in the metamorphosis of sustainability education in the ECEC. The training and learning that teachers will gain and the important concepts learned from groups diversity will give them more weapons to teach and tackle global issues and prepare the children to become active and resilient in life.

"Project ""Little steps make a big difference. Together, we care for our home "" aims to make the 6partner schools sustainable in ecological, social and economical area of cooperation. Pupils frompartner countries will be in the centre of attention within the project activities. Teachers will act toperform specific tasks to transform each partner school into ecologically, socially and economicallysustainable places for all participants. Starting with the program of National Ecological ActivityCenters which are located in each partner country, we will act to become schools that specificallystimulate social activity of residents. We will work to give example of good practice and action, createan active educational environment for young people. Our mutual goal is the implementation of highquality measures that will lead all partner schools to get Eco-certificates of Local EnvironmentalActivity Centres and finally a ""Green Flag"". We will followall steps towards the Green Flag andmaking the school increasingly eco-friendly. This probram also encourages and enables internationalcooperation. Thus, special activity set is developed for each partner school for the two years of thispartnership.In this project we will work to make pupils and teachers aware of their possibilities to take individualsteps in their locality, to make it more ecological and socially comfortable place to dwell. For this aimwe will organize workshops in which pupils will be main performers.They will be enabled to work out their own ideas, put them to good practice and evaluate. Projectcooperation will lead to the growth of social, language and ICT competences, which will be helpful toprepare all engaged students for better future career.Sustainability being the main theme of this project also represents an important aspect ofcooperation in our partnership. The expertise in ecology subjects will be sent on to the other partnercountries. Cooperation in European dimension and the European Union will be explicit and what ismost important - personally experienced by the participants.During 6 LTTAs at least 4 students and 3 teachers from each partner country will meet andcooperate.Scheduled topics will be developed, like: „Developing Eco-School"", ""How can we save water?"",""Developing your school ground"", ""Eating well"", ""Waste cut and how to measure it"", ""How to minimizeuse of energy"". Also ""Sports days"" will be organized at each partner school. All steps for achievingthe targets set out in our Action Plan will be reflected in ""Erasmus + Eco Story"" made of partsdeveloped by all partners.Visible results of ecological and sustainable change of the living space - our school, which arereached by all beneficiaries will be widely presented in locality. Erasmus Plus Eco Clubs with (withmembers of Eco - committees) will work weekly, eco-actions will be spread to all students at school,to supporting institutions, to local society and also to Eurpe via educational platforms, socialnetworks, etc. Participants of transnational meetings will obtain Europass Mobility documents, whichwill be useful in their future career.Thanks to wide dissemination and continuous evaluation (the use of questionnaires after everyworkshop conducted during the planned LTTAs, audit after each year for national certificate) - thehigh level execution of the school partnership will be guaranteed. In addition, all the partners agreedthat the pupils should live with families in the relevant partner countries, thus will get to know thepeople and the culture of the partner country. Our goal is also to arrange travel abroad for manystudents facing financial, social or cultural obstacles for the first time in their life.The youth undertaking definite steps and bringing to life concrete results and experiencescooperating on ecological issues, will at the same time work out mutual respect, sense of toleranceand better understanding of each other. Thus, project collaboration will bring to beneficiaries a longlasting positive effect on their European awareness."

Not necessary

Our project put emphasise on the perception and functioning of young people in the future. The main goal was to show young people that the school and the people around them can be interesting, inspirational and useful to them in further life. Activities undertaken in the project served to develop personality skills such as communication skills, assertiveness, creativity, and the ability to cooperate with other people and to work on their own. By developing these qualities, the future will not fill them with fear, on the contrary, it will be open to them. The project was addressed to primary school students, their teachers, parents and the local community. Over 3,500 students and teachers were familiarized with the results, a group of almost 100 people directly participated in the project meetings.We started working on the project by creating a task team composed of teachers and willing students. As a coordinator, we created a Facebook closed group for teachers from partner countries. Everything was done to improve the information flow. In addition, each school created Erasmus corners, where students, parents, teachers could follow the stages of the project. The next step was to set up the project website, which we updated on a regular basis. An equally important goal for us was to create opportunities for our students to communicate in English, to check and use their skills. Tasks such as introducing themselves to the open ERASMUS + FUTURE group, preparing logo proposals were to act as a motivator and were also a milestone towards breaking the language barrier.Working on the project was conducive to learning about new cultures, the diversity of other nations, taught respect and tolerance for others, also allowed to present the beauty of partner countries. To achieve this goal, students prepared presentations for which they took photos and created descriptions and even poems that were presented at the meeting in Poland. The project tasks were aimed at developing students' sense of responsibility for the surrounding environment, sensitising them to the beauty of nature. We also wanted to make them aware that they could contribute to reducing environmental devastation. The above purpose was achieved by the task of preparing a short film called Global warming. All films are the result of students' work, they took care of the script, direction and editing. We admired the effects of their work at a meeting in Bulgaria. During the meeting in Italy, students deepened the topic and learned about alternative energy, created models on a scale showing its sources. In the next stage of work, we focused on showing the presence of technology in our lives and its appropriate use. The means to show ways of rational use of technology were: films about technology, its pros and cons, as well as a calendar with tips on how to use information techniques safely.Taking care of our health (our next goal) in the future, we invited students to create multimedia posters promoting a healthy style. We organized yoga classes for them, as well as numerous lectures and culinary workshops. At the last meeting, students carried out the task, which resulted in an e-book, in which participants presented their ideas of future issues such as: sport, school, city, fashion or the environment. The meeting in Bulgaria is also the first stage of creating a bank of lesson plans. The task of each group was to develop five lesson plans in subjects: Physics, Geography, Biology, Computer Classes and English. Each country based on its core curriculum in these subjects, using good practices and innovative solutions, created interdisciplinary scenarios for classes. After presenting their assumptions, familiarizing themselves with prepared lesson plans and discussions, teachers conducted demonstrative lessons with the participation of students from all partner countries. After discussing the classes, the exchange of comments scenarios were forwarded to each school so that they could be used during classes during the school year. Such activity had a great impact on all project participants (students and teachers).Thanks to this, in practice they learned new approaches to the same issues, new solutions and ways of transferring knowledge. At the same time, they were constantly improving English, as the classes were conducted in that language. Learning by doing is a priority in our project, going beyond planned activities, younger students spontaneously decided to exchange correspondence by traditional letters, improving the art of writing, having fun and making new friends.At the final stage of the project, we created newsletters (each country its own) and the final DVD, in which we summarised the project and boasted the results of a joint two-year work. In order for the project to have an impact on the local community, we systematically placed articles in the local press.

"When we started this project, we presented a work of reflection on migration and the consequent cultural and heritage baggage that it leaves us as a common identity substrate. At the same time, going further, we tried to link it with the different roles that women have been able to have according to time and origin, trying to give it some recognition. However, the path has been much more enriching than expected and we have ended up connecting it with the fundamental role that traditions still have in our society and, by extension, the cultural imprint that our elders leave both in our personal growth and in the community in which we are inserted.For this purpose, we proposed a list of activities (both theoretical and practical) that, from the different subjects involved in the project, we were executing throughout these two school years. In summary, we can anticipate that it was two years of effort, enthusiasm and collaboration with our partners (Romania, Poland, Croatia) that, although we were allowed to extend for one year, we understood that we had to put an end to the uncertainty of the pandemic in a future. Thus, although we had two mobilities to carry out (we will refund that money), we do want to confirm that the rest of the objectives have been accomplished executing every activity proposed in our work calendar. Thus, we did:September 2019 ""Initial training sessions for Erasmus + 2019 School Exchange Associations projects. KA229 - Coordinators (Spain)""; October 2019, visit of the partners in order to adapt the program of activities; November 2019 ""Contest for students to create the project logo"", the proposal had to represent the main idea of the project; December 2019-June 2021 ""Activities in digital media"", throughout the life of the project, our work and results have been disseminated in different digital media (radio, television, blogs, social networks, etc.); December 2019 ""Local activities"", study and visibility of different profiles of women (either by nationality, success, significance ...); January 2020 ""Different religions and beliefs"", with the intention of working on Oral History, we carried out small interviews and research works that include different types of women and their life stories; February 2020 ""International Day of Women and Girls in Science"", from STEM subjects we created different activities of outstanding women in science hoping to capture the interest and participation, in science, of young women (featured women map, documentaries, survey, multimedia presentation...)In addition to carrying out the mobility to Romania; March 2020 ""International Women's Day"", promotion and defense of its growing influence in the world; September 2020 ""Coordination / management meetings"" Evaluation of the results given last year and organization of the next steps for the project; October 2020 ""Dissemination activities: My name in a corridor"".The aim of the action was to appreciate and promote the achievements of women and their contribution to society (we use their names accompanied by a short biography) to rename the corridors of our Center; November 2020 ""International Day of Rural Women"", we interview our elders who, linked to the rural world from a very young age, allow us to nurture that oral record that we see as necessary to create and preserve. In addition, we prepared posters about the local farmer’s wives’ associations; younger students designed folk costumes, and an exhibition of students' works on folk themes were organized ; January 2021 ""Dissemination activities: chronological axes"", through small works of research, our students bring out the lives and works of outstanding women throughout history (scientists, athletes, historians, archaeologists, inventors, religious, etc.); March 2021 ""Dissemination / tradition activities"", children create a book in which they related life experiences of our olders, we also conducted lessons connected with the project, e.g. ‘Great queens’, ‘Mother’s Day’; ‘Values and Tolerance’ videos ; May 2021 ""Popular tradition activities"", we connected traditional life styles with actual situation where we tried to eliminate harmful stereotypes about the role of women and promoting gender equality.In addition to all this, especially to animate those periods in which it was not possible to organize the mobilities, we promoted: the creation and distribution among all the educative community of the project's merchandising (promotional materials such as pens, cardboard folders, ecological bags, lanyards, leaflets); a mural with our logo; an advertising video...We created posters and present our end products on our schools' websites and Twinspace (https://twinspace.etwinning.net/87182/home)."