"The quality of our nutrition affects our well-being throughout our lives, but it has an even greater impact on children whose bodies and minds are still growing. As studies presents nutritional deficiencies can seriously damage a child’s neural development, possibly leading to lower IQ and even learning disabilities. The essential role nutrition plays for developmental, cognitive and behavioral outcomes in life’s early stages, unfortunately, is often not well understood and appropriately acted upon by schools and parents, as nutrition education program as well is not coherent and integrated into school curricula. If from a young age child health-friendly nutrition is taught, it is likely that these knowledge, understanding, habits will last a lifetime. This could contribute to obesity and other problems and diseases reduction across Europe. EU Strategy 2030, conferences responses, Framework for Action Education 2030 highlights the importance and educational improvement needs in early childhood development as ""education is one of the most potent ways of improving individuals’ health – and of making sure the benefits are passed on to future generations"" in this way reaching the topic of well-being and health to which the project with its aims and results corresponds. Therefore within the project “Innovative teaching methodology of health friendly nutrition development and practice in pre-primary and primary education (HealthEDU)“ we sought to create a comprehensive, unified educational program for children involving a unified education for teachers, school staff and parents (educational institutions community), too. To provide them with health-friendly education knowledge correlated with schools achievements, eating habits, positive attitudes, we developed and promoted understanding and health lifestyle principles and body awareness, suggesting health-friendly menus and dishes for children as well as a correct food culture. Methodical material contained trans-nationally formed educational activities for children, educational trips. The materials were systematized on the basis of international good practices, the knowledge gained during the professional international training courses, experience, EU countries’ working practice, the content of health-friendly nutrition information including the pedagogical point of view and the importance for child education and schools improvement, which is necessary for maintaining human beings’ good health. All this was prepared by thematic area specialists and in compliance with EU health policy, the World Health Organization recommendations, and international researches. An E-learning course created and evaluated by experts and also an approved training program plus its methodical material were developed. By creating a portal as Open Education Resources to public auditorium, teachers were able to learn, provide lessons and use it as material and full e-course. We also recommended the course and the teachers training (qualification development). At the end of the project, in Lithuania, Turkey, Bulgaria, Italy, Spain and Greece a final conference as strong dissemination event was organized in order to invite all target groups - educational communities, public bodies and local, regional, national authorities, experts for all the results, good practice, feedback from beneficiaries’ presentation, and also workshops and round table discussion. The conference was led by health-friendly food chefs through practical shows. The project sustainability raised awareness of such program usability in Europe. The project ensured the spread of information for the public and private sector educational organizations, networks, regional, local, national authorities and mass media. The creation and development of non-formal education program based on the best European practice and achievements were proposed and used as facultative or as integrated lessons to the already existing school curricula - this improved the school curricula, the children knowledge as well as the quality of education. To conclude, we can say that inclusive education, encompassing child+family+educators, led to qualitative education and corrected the way to understand each other, the willingness to learn together, the fostering of motivation and effective learning."

BACKGROUND & CHALLENGES3D printing is a cornerstone of the industrial shift towards advanced manufacturing, creating opportunities for employment, value creation, and reallocation of manufacturing production back to Europe. As is the case with any disruptive technology, new needs for skills and qualifications are emerging; 3D printing requires skilled blue-collar employees in manufacturing (i.e. technicians & operators) to acquire new competences. In spite of this, the development of skills required to enter the 3D printing job market is not currently supported by VET programs and apprenticeships that can lead to certification, and applied 3D printing skills remain unavailable to most VET job profiles.AIMThe project tackled this challenge by supporting VET provision to equip technicians & operators with 3D printing skills. The needs of VET providers, learners, employees, and the sector were addressed by: a) matching skill supply with demand, b) increasing employees' employability, performance and job security, and c) strengthening the EU manufacturing sector by valorising investments in 3D printing through a skilled workforce.OBJECTIVES1) to support VET provision of 3D printing skills with guides, resources, OERs, and a hands-on training methodology.2) to identify new occupational profiles in the manufacturing sector, 3) to facilitate and accelerate the integration of new skills and qualifications in VET.4) to contribute to the implementation of EU policies on qualifications, transparency, mobility, and a European Industrial Renaissance, creating secure and sustainable jobs.THE 3D PRISM PARTNERSHIPThe partnership comprised 5 organisations from 5 countries from the world of VET, the manufacturing sector, the EU skills & qualifications accreditation field, as well as learning innovation specialists. The University of Sheffield-Advanced Manufacturing Research Centre (USFD-AMRC) leads the research on additive manufacturing and on-the-job training. FLORIDA University is an expert in designing and delivering VET programs and courses. The European Association of the Machine Tool Industries (CECIMO) represents the needs and workplace realities of the manufacturing sector at EU-level. EXELIA is an expert in R&D and delivery of innovative ICT-based methodologies for VET. CIMEA is a public authority active in the recognition of qualifications. ACTIVITIES & METHODOLOGY1. Original desk and field research, following the ESCO taxonomy and approach, to develop occupational profiles.2. Definition of learning outcomes, knowledge and topics, program structure and development of a hands-on training methodology to produce VET guidelines for 3D printing jobs in the manufacturing sector.3. Development of learning units, video materials, ICT-based materials and OERs for VET provision on 3D printing skills.4.Involvement of public authorities for the certification & accreditation of 3D printing skills5. Sharing and validation of outputs with multiplier events, inviting target groups to uptake 3D PRISM results and act as further disseminators.RESULTS & IMPACT1. A compendium of existing and emerging 3D printing occupational profiles in the manufacturing sector, to support VET providers in advancing and developing new offerings and to supplement national and EU-level labour market research.2. A VET programs and courses guide for 3D printing occupations in the manufacturing sector, to improve the labour market relevance of VET provision across Europe.3. 3D PRISM learning units and resources for initial and continuous VET programs on 3D printing manufacturing jobs, to improve the quality of VET provision and provide learners with access to materials to improve their skills and thus employability.4. A recommendations paper and a consultation & action plan for VET providers and public regulatory authorities, to lay the ground for follow-up activities on the certification and accreditation of 3D printing skills courses and occupational profiling.5. An exhibition event in the largest sectoral event in Europe (EMO 2017), two demonstration workshops and three infodays, to reach, train, and involve target groups.POST-PROJECT SUSTAINABILITY1. Development of new training programs and courses based on 3D PRISM outputs by VET providers across the EU.2. Participation of a growing number of initial and continuous VET learners in courses based on 3D PRISM outputs.3. Expansion of the strategic partnership towards a network of collaborating VET and manufacturing stakeholders to reinforce the ties between VET provision and the labour market.4. Further maturing and development of certification & accreditation policies influenced by 3D PRISM recommendations.

Global Education for a Global World - this is an international strategic partnership for schools project. The project was held in Lithuania, Poland, Turkey, Romania and Spain. The project started on 1st of September 2017; it was implemented during 24 months. The main idea of the project was to create the possibilities for schools from different countries to work together, to discuss about global problems and how to start solving them step-by-step. The main theme of the project was the refugee crisis in Europe, their impact to the hosting countries economy and their society. This is a global problem, on which the media gives different insights, but policy actions to refugees integration problems are not presented to local community; this global problem is not discussed with young people in the schools; teachers do not have qualification, methods and experience of organizing global learning process. Therefore, this project was meant for eliminating this problem by educating students and teachers. The topics of the project included the refugee crisis, the impact on the economy, the attitudes in hosting society and the issue of tolerance, and media. Educators and young people exchanged their knowledge, thoughts and experiences about main concerns, such as discrimination, tolerance, refugees, peace promotion, economy, media and citizenship promotion. The learning activities and methods for discussing, understanding and solving the global problems on formal and non-formal education were created during the implementation of the project. The objectives of the project: - to analyse and understand the refugees' problems and the crisis impact on the hosting countries economy and society. - to develop competences for teachers to lead them to a critical thinking in a learning process; which should help to go deeper into the global problems understanding and local acting. - to enable young people to get quality dissemination of information; to let them try practically the media mechanisms. Partners visited each other during the project implementation period. Working in the different groups, exchanging opinions, discussing the most problematic topics together, educators and young people from different European countries have become friends with each other, improved their level of tolerance and in addition to that, gained a good life experience and the wide range of skills, including analytical, critical thinking, public speaking, debating and working in team skills.

AppSkil forms an ICT Sector Skills Alliance focused on the mobile apps field that will connect VET providers, sector representatives, and VET authorities to identify skills needs & mismatches, develop and deliver an appropriate training programme connected with European qualification frameworks. The AppSkil Alliance will provide staff in ICT with needed mobile apps creation skills that are in short supply, enhancing personal development and job performance. Based on the learning outcomes approach, the AppSkil VET programme will promote mutual trust and mobility. ICT enterprises will be able to identify personnel with sector-specific skills and VET providers will benefit through the availability of a sector-specific VET program ready to be integrated in NQFs and EQF. The VET will draw from the European e-Competence Framework (e-CF) which uses a common language for competences, skills and proficiency levels that can be understood across Europe. Most of the qualifications that have been identified in connection to the professional profile of app developers correspond to EQF level 5. At this level, most of countries propose training programmes related to mobile application area and programming languages. e-CF has also been employed as reference basis to defining the competence required of mobile app developers.Aims In the latter stages of the project it aims to form an ICT Sector Skills Alliance focused on the mobile apps field, setting the basis for the establishment of a European ICT Sector Skills Council. The AppSkil Alliance responds to the call for enhancing the responsiveness of initial and continuing VET systems to sector-specific labour market needs and to the demand for improved skills by: a) Acting as a collaboration platform that will connect VET providers, sector representatives, and VET authorities, b) identifying skills needs & mismatches, and c) developing and delivering an appropriate training programme connected with qualification frameworks. Objectives AppSkil sets out to: •Design a European learning outcomes approach curriculum for mobile apps creators to improve business and design skills•Link the designed curriculum with ESCO, EQF, NQFs and e-CF and quality assurance principles to facilitate recognition and make it transferable across EU. •Gather and systemize evidence of skills shortage at EU level to fine-tune and optimize vocational learning content and approach. •Coordinate the sector in terms of skills anticipation and act as a cornerstone for a long-term European collaboration. •Introduce innovative training delivery methods in the form of MOOC. •Validate the training approach so as to offer operationally mature open educational resources and approaches. •Provide replicable training to mobile apps creators.

"In recent years topics like ""Accessibility"" and ""Design for All"" have increasingly become a focus of politics, business and public. The concept of accessibility focuses on equal participation of people with physical and mental disabilities in society. The maxim of ""Design for All"" also underlines that every person should be considered in the implementation of accessibility to have equal opportunities in participating in economic, social, cultural and recreational activities.Accessible tourism presents new challenges and increased demands in fields of accommodation, restaurants, leisure or wellness.Many tourism businesses, particularly in Eastern Europe, have superficial knowledge about how their companies have to be organised and arranged to be accessible for all. Here we are not just speaking of ""typical"" problems which for example exist for wheelchair users or blind people. There also exists a lack of offers for people with allergies or asthma.In this context it has been shown that barrier-free offers are welcomed and interesting also for people who would not describe themselves as person with disabilities. In other words, a place that is accessible to wheelchair users is very welcomed by older people (with or without a walker) or by families with pushchairs, or by cyclists.Thus, accessible tourism provides an economic opportunity for tourist regions. Disabled people in particular search very selectively the Internet for their vacations . Furthermore, they usually travel with an escort. Due to demographic changes in Europe, the need for accessible offers will increase considerably.To promote accessible tourism, the partnership transferred the experience and best practice of the Brandenburg region in Germany into a vocational training: Accessible Tourism Promoter (ATP) for small and medium-sized enterprises (SME). Based on this training, the ATPs role is the long-term transformation of an enterprise into a barrier-free enterprise offering accessible services. The partnership that implemented the ATP course consisted of three tourist associations, a chamber of commerce, a university offering vocational training in tourism, and a social enterprise working on accessibility issues. This kind of partnership did not only ensure direct and manifold involvement of the target groups, it also ensured a high quality of the curriculum and the training materials that have been developed.In this context, the partnership produced materials both for a trainer/tutor (pedagogical framwork, curriculum, training materials) and learning materials for participating SMEs. The ATP training itself was undertaken as a test-run in all participating countries. Transforming an enterprise into an accessible enterprise takes time. Therefore, the five-day APT course was supplemented by an accompanied realisation phase. In this phase, the promoters were supported in putting into practice what they had learnt. The realistic approach was to trigger the transformation mentioned above by implementing first small steps and projects in accessible services. On a regional level, the partnership achieved some impact of the project and its outcomes. Among these were- Raising awareness of the issue of accessibility in the partner regions- Awareness raising among SMEs in the tourism sector for accessible tourism, particularly for the economic potential of accessible tourism- Triggering a long-term transformation of the participating SMEs in the tourism sector towards accessible SMEs- Establishing an ATP training by the partners in their region"