Economy is more and more present in daily lives, politics and global developments.The context of work, health care, pension insurance, education and other spheres are progressively shaped by supply and demand, competition and efficiency. However, there is a lack of knowledge of how a market function. If markets fail like during the financial crisis 2008, questions raise but often too simple answers are given. Moreover, the European countries face economic instabilities but the problems of for example the euro project are not understood by many citizens. Economic issues such as inflation, deflation, the role of a central bank in a currency area, consumers' debts, etc. are often regarded as being too complex and complicated. This meets a widely spread feeling of uncertainty. As people normally refer to interpretations in public discourse, there is a threat that they may get attracted by nationalist perspectives on economic, social and political phenomenons. Democracy needs education. At least a basic economic education is indispensable that citizens learn overcoming uncertainty, finding orientation, developing their own point of view, and practicing tolerance, humanity and respect. In its practical dimension economic education enables to cope with challenges by strengthening initiative, social entrepreneurship, active citizenship, employability and individual management. The project “mind-opening to economy” aimed to provide methods and information to bridge the lack of knowledge. Its activities were addressed to trainers to enhance their basic skills in economic education and to encourage them implementing economic issues in their trainings. It was also addressed to the indirect target groups of learners – mostly disadvantaged who do not have the capacity of getting basic economic skills individually – who would benefit from more educational offers in this field. The project brought 4 NGOs from East, West and Central Europe together which act in the field of adult education and exchange good practises in socio-economic learning by combining a) creative approaches of civic education (free theatre, film making, role-playing games, outdoor activities), b) economic issues such as labour market and employability, money, management skills for life and environmental economics and c) a European perspective on recent socio-economic developments. It also aimed to create networks of organisations dealing with socio-economic issues in Europe. In order to allow democratic learning, partners sought to reflect economic questions in a multi-perspective way taking different economic “schools” into consideration. Partners came together during three transnational project meetings and two teaching/learning activities of 5 days in which they shared and applied methods, knowledge, and experiences in the field of socio-economic education. Moreover, the last transnational project meeting in Berlin was combined with a local dissemination event. The exchange resulted in a) a concept of teaching material which shall be developed and produced during an additional project; b) one example-chapter of such material ob „Future 4.0. The Digitalisation of Economy and Society. Challenges for Work and Education“ to be implemented in teaching practice and c) at least a small network of socio-economic education in Europe as well as systematic information on existing cooperations. The activities were filmed and documented at the project's website www.ecolit.weltgewandt-ev.de. The project had a tremendous impact on trainers' didactical skills and knowledge of socio-economic issues. The exchange of good practices enhanced the personal and professional development of all participants. We experienced a lively debating culture on various economic issues and balanced our different approaches through respect, good communication, and more and more mutual understanding. An open discussion culture is crucial in socio-economic education as it is sometimes necessary to bridge the very different interpretations of economy. The indirect target groups could benefit from an enhanced expertise of teachers/trainers, they were attracted and encouraged to open their minds to (socio-)economic issues. The staff of each organisation was informed on the project's progress regularly and got more and more interested in raising an understanding of several socio-economic topics. Stakeholders from the local and European networks of each partner's organisation were informed on activities referring to economic education for adults and our project. Each organisation could gain a higher reputation within the national networks. The collaboration allowed strengthening a European dimension beyond Euroscepticism.

The project COOLSKILLS- cultural heritage as a fountain of modern youth skills collects 4 partners in strategic partnership: FRDL MISTiA Kraków (Poland)- leader of the project, EDUCentrum Zu (Czech Republic)-project partner, Vidzemes Planosanas Regions (Latvia), Powiatowa i Miejska Biblioteka Publiczna im. Marii Fihel w Miechowie (Register of cultural institutions number: RIK Nr 1/00)The main aim of the project is to identified new, more effective youth education tools and best practices which connect culture and heritage education with soft skills development needful for new type of creativity in Entrepreneurial learning - entrepreneurship education and social entrepreneurship / social innovations. The project is based on innovation and exchange practices among 4 partners during 24 months. The main target group: youth staff- project coordinators, coaches ,trainers, members of boards responsible for youth work, key youth local policy makers.

The project “COMPASS- competencies supporting youth innovative entrepreneurship” collects 4 partners in strategic partnership: FRDL MISTiA Kraków (Poland)- leader of the project, EDUCentrum Zu (Czech Republic)-project partner, Fondatsiya za reforma v mestnoto samoupravlenie (Bulgaria)-project partner, Pedal Consulting (Slovakia)-project partnerThe main aim of the project is to supporting the capacity building of people working with youth in the field of innovative entrepreneurship, social entrepreneurship and innovative non-profit activities development, through new business youth education model by innovation and exchange practices among 4 partners during 24 months.

People give more importance to education with every passing year. Teachers play a critical role in reflecting the curriculum into the classroom environment, training successful and equipped individuals, meeting individuals' differentiating needs. Teachers' attitudes in classrooms and strategies they follow have a great importance on students' development. For this reason, teachers should have advanced skills to educate and take care of the pupils with special needs as well as typically developing pupils.The earlier intervention started to have a greater impact on pupils’ academic progress. It is indicated in the literature that talented and gifted pupils constitute a group, who has to get special education. The aim of this project was to raise the awareness of teachers who teach talented and gifted pupils in inclusive classrooms and build up innovative strategies for teachers to practice in classrooms and support them to improve their professional profiles. Because early intervention is important the target group was chosen as teachers, who teach in early years settings, preschools, and primary schools. Within the scope of this project a strategy guide book, a how-to instruction book, animations and a simulation were developed as intellectual outputs. Teachers were provided to learn how to practice the strategies, which they have to follow in classrooms through seminars. Moreover, they could access digital environments and implement the strategies with the help of simulation and animations.By means of this project interaction and cooperation among partner organizations from different countries were provided. Teachers from different countries came together and intercultural interaction was materialized as well as awareness on the topic was increased. Through this project, in which Gazi University (GU) from Turkey takes place as coordinator organization, Europole, LEB (till 31.05.2017), and EDUcentrum conducted a series of scientific studies at the local level, a standard scientific example, which may be a source of inspiration for further researches was set. Project partners are highly experienced organizations in teacher training and talented and gifted pupils' inclusive education. They contributed to project from different aspects. In this way, international sustainability of the project is expected to be provided in a long-term relationship.At the first stage, a baseline study revealing the state of art related to the project topic was performed. A comparative analysis followed the baseline study in order to compare the situation in partner countries. This led the project to a needs analysis to determine teachers' training needs on the topic. Data collection tools of needs analysis were based on the baseline study and the comparative analysis. These tools were applied to teachers, who work in early years settings, preschools and primary schools. GU prepared journal articles considering the conducted activities from the different point of views.An international academic conference was the following project activity. The results of the baseline study, comparative analysis, and needs analysis were presented in this conference, academicians from all over the world were invited and encouraged to present their researches on the topic as well. Later on, development and piloting phases of training materials were performed. A draft strategy guidebook was developed based on the needs analysis. In this book, strategies for teachers related to classroom and behavior management were featured. Synchronously a how-to instruction book explaining the usage of animations and a simulation was developed. At the stage of preparation of digital environments, which is one of the key points of the project, various animations were developed to show teachers how to use the strategies. In addition, a simulation was prepared. At the piloting stage, trainings were given to teacher trainers and teachers respectively and they were trained on how to use the mentioned strategies in classrooms by using training materials.Afterward, dissemination activities took place. Seminars for teacher trainers and teachers were given. A valorization conference was held in order to share the project results with stakeholders after the reporting stage is completed. All the outputs were published on the project website and so all stakeholders and interested people and organizations were reached. This project will contribute to;a- Recognize talented and gifted pupils earlier and support them with innovative teaching approaches.b- Increase the awareness of teachers about giftedness/talentedness.c- Support both the social adaptation and self-realization of gifted pupils.d- Use technology-supported materials in teacher training activities.e- Improve teachers’ professional profiles in terms of giftedness and talentedness

Digital Environmental Education (Deedu) is an international cooperation which run for 21 months, across 2018, 2019 and 2020. It involved 4 organizations based respectively in France, Poland, Italy and the Czech Republic. The objective of the project was to combine environmental education with digital DIY, so as to inject a new approach into environmental and sustainability education. Another objective was to sensitize young participants as well as youth workers and educators on ways to actively participate in activities on and around citizen science.Overall, the project has been an opportunity to develop cutting-edge pedagogical material, initiate educators to a learning by doing approach to scientific, technical and environmental education, to exchange with other agents of the youth sector on these topics. We believe that young people involved in this venture also developed key 21st century skills such as creativity, problem-solving and communication skills. The youth practitioners affiliated to the participating organizations who were involved in this project came from a breadth of areas, some of them were familiar with digital DIY and maker education, others discovered these practices during the implementation of the project, especially in the Czech Republic.The young people who were involved in learning activites in the framework of Deedu were affiliated to local partners in France, Czech republic, Italy and Poland, for example youth centres, primary schools, community centres, makerspaces and fablabs. Their age range: 9 to 16 years old.The main learning activities that were implemented as part of Deedu were pilot tests of the intellectual outputs, public events including hands-on workshops on and around the project deliverables. The educational kit produced in the framwork of Deedu includes 3 modules: the first on monitoring environmental parameters, the second on home automation and energy saving, the third one on automated gardening. All educational ressources include physical items and written guides/tutorials, some of them rely on ad-hoc online platforms embedding IoT technology; they are available on several online platforms and can be downloaded for free by any user. IMPACT Deedu produced an impact on the following targets: young people, staff of the participating organizations, NGOs, youth practitioners in the participating organizations countries, educational institutions, instructional environments, on-line communities, and public events organizing committees.With regards young people, Deedu produced a shift in their attitude, away from consumerism and towards environmental awareness. It also empowered them vis a vis civic engagement, notably through participating in citizen science projects. As far as participating organizations and their staff are concerned our project had a positive impact in terms of visibility (visibility at local, regional level), motivation to get involved in initaitives around sustainability and ecology, enabling staff (paid staff as well as volunteers and members) to get involved in further opprotunities for training and professional growth, and launch local intiatives at the interface between digital tech and sustainability education (ex. plastic waste management initiative).Concerning third parties and stakeholders (instructional environments, online communities etc.), the main impact of our project has been an increased awareness about maker education, digital DIY, problem-based and project-based approach to learning, an increased capacity to offer non formal activities relating to environmental and sustainability education.At National, EU and international level, the project influenced gatherings of youths and youth organiztions (ex. forum français de la jeunesse), funding bodies and other programmes (ex. WearSustain), other consortia operating on EU projects (ex. Vulca project).