One of the global issues crucial for the development of our mankind is environment protection. It is not by chance that so much focus is put on coping with this pressing problem- recent surveys have shown that 68 per cent of all extreme weather events studied in the last 20 years were made more likely or more severe by human-caused climate change. This is only of the alarming facts that calls for action not only at political or economical level, but at educational level as well.Because shaping ecological consciousness with young people through education today is the stepping stone for resolving such an important issue in the future. According to a research called Environmental Orientation of the Youth- between sustainable development and techno-centrism (Faculty of Economics Osijek, 2007), 79% of the respondents understand and support sustainable development.On the other hand, a national project called The Research Among Young People in Croatia (Friedrich Ebert Foundation Zagreb, 2019) on how young people spend their free time, showed that only 5% of young people participate in ecological projects. Having the given results in mind, it is obvious that young people’s interest in environmental issues exists- it just has to be encouraged through active involvement in an international environmental project where partnership between schools will have a direct impact on the ecological awareness and activism of the students.In this regard an environmentally-oriented project has been set up between the coordinating school from Croatia and partner schools from Turkey, Greece, Lithuania, Sweden and the Netherlands. Bearing in mind specific, measurable, achievable, relevant and time-based criteria, four clearly defined objectives have been determined for an effective carrying out of the project:1.to enhance students’ awareness and knowledge about environmental issues2.to encourage students to be actively implicated in ecological activities by bringing solutions to environmental issues3.to raise environmental awareness and sensitivity in public4.to engage students in developing their personal responsibility within global eco-friendly citizenshipDuring the formation of partnership, the coordinating school mainly focused on the works, activities, knowledge, experiences, motivations, solution proposals of their prospective partners and the integration of environmental issues into their curriculum. We cooperated among the partners via online meetings. Both Croatian and Swedish schools are newcomers to the Erasmus family who will benefit a lot from other experienced partners. Also, Turkish partner has been awarded the eTwinning Quality label thus making a great contribution to our project as a very active participant of the most influential platform for Erasmus projects.In the course of two years, we plan to organize different eTwinning (communication, uploading materials, forums), dissemination (press conferences, preparing articles, uploading results on platforms) and activities outside (special day celebrations, workshops, exhibitions, competitions, film screening and literary events) and during mobilities (presentations, workshops, competitions, outdoor activities, interviews). All activities will be objective- based and student- oriented. Among the group of 5 students who are going to participate in mobilities, we will encourage students with fewer opportunities (economic, social obstacles etc.)We will use a systematic implementation methodology: Each partner will host a mobility during which we will focus on specific environmental issues like pollution, zero waste policy, preservation of plants and wildlife, organic farming and food, climate change, energy use, sustainability, etc. Before mobility, students will examine local conditions and solutions to the issues. At the LTT participants will continue to work on the topic together combining their findings and discovering new perspectives and solutions. During the project, all students and school staff will learn practical skills to implement a more eco- friendly lifestyle, conduct surveys, create awareness- raising campaigns, influence school practices and local/national/international policies. By taking part in the activities, they will also train the use of ICT, critical thinking, teamwork, leadership and language skills and cross-cultural communication. We aim to reach at least 7000 people, especially by the effective use of social media. We hope that, by participating in this project, rising generation will learn to appreciate different contexts and conditions around Europe regarding environment protection, its challenges and possibilities. They will gain confidence to actively participate in decision-making, which will again improve school and local policies in general and set an example for the whole local community to initiate concrete actions with long-term benefits for a more eco-friendly society at national, international and global level.

Over the past several years, GBL has emerged as a promosing area of innovation in education system. Learning and designing games or simulations can positively affect students outcomes and support engaging classroom practice. GBL means an attempt to incorporate games into the teaching learning process to make students learn different aspects. With the use of games an excellent way through active learning and paricipative teaching approaches will be supported for contructivist and pedagogical approach. To provide opportunities for students, teachers and other educators should examine important contents(hard and boring to learn) in a lively and enjoyable situation. Not only digital games but also discovery,board,musical,puzzle games enable students to have experiment with cause and effect, learn how to ask questions and develop their intellectual curiosity, visualize relationships between objects and work together or improve their creative ability. Our project is connected with the design edutaintment games and integration of innovative teaching and learning techniques amon Turkey, Poland,Spain,Hungary,Greece and Italy at the area of training activities including process of education for LMS, edutaintment science centres, game stations and fairs. With participant teachers and educators' putting effort to integrate games to the curriculum and more innovations by vendors andadoption by students and teachers GBL will have an effective impact on education system. Due to LMS, all participants will have the chance to reach materials, games, competitions, innovative teaching ideas, good practice examples prepared by all partner teachers and students according to universal lessons. During the process of online educations, all participants or stakeholders will gain technological, innovative and creative skills, times to communicate with new cultures by using English not for compulsory but for full of willingness. The partnership of our project will aim that; Students will be allowed to express themselves as individuals while learning and engaging in social issues. Ideal learning environment will be created by using games to be interactive and provide outcomes and feedbacks via LMS. School leaders will encourage and support teachers to introduce well-planned game based learning initatives into classrooms. All stakeholders/ participants will gain strategic thinking, planning communication, negotiating and group decision making skills. By making all participants students have electronic portfolio, their development of creating game process will be monitorized. Games will be used to document evidence of student ideas and understanding with the use of 'storyboards' prepared by students to use to capture the details of a game situation to be used as the basis for additionaş discussion or reflection. Competitions like 'The Game In Your Dream' will be organized to improve competences of students and pedogogical professional of educators. And with competitions like 'Introduce Your Culture With Games', new cultures will be known. Due to the game dictionary organised by Greek partner and designed by all participants, a multilingual environment will be occured. Via online educations, participants will be socialization and getting to know each other. Each teacher having same professional field with the other participant countries' teachers will communicate and share their lesson plans and good practise examples. With our project outputs(LMS, game dictionary, game based materials booklet..) we will find solutions of our problems such as; *lack of available time for teachers to learn new innovative teaching techniques and generate best practices *lack of specific training and support on the effective usages of technological devices *disadvantages of traditional assesment evaluating only students' memorizable knowledges not the others skills such as communicative competence, critical thnking skill, creating, teamwork etc. *parents not understanding the educational benefits of innovative education techniques such as GBL and not being able to support their children with this *not being aware of European curriculum or teaching and training techniques used during education process *lack of knowledge about different cultures and languages It is clear that our project will enable desire to harness the motivational power of games in order to 'make learning fun' and belief that 'learning through doing' in games such as simulations, offers a powerful learning tool via LMS where universal edutaintment materials can be uploaded or downloaded by all participants. With this project we will be a part of global, innovative and sustainable of education of the future.

VISConti is a network of 17 partner organisations from 9 countries including 3 universities, 7 VET schools, one network of schools, one association of professionals in education management, one policy maker, one IT company and three organisations engaged in research and promotion in industry. It is a partnership that has come together to create a virtual working space for structured interaction between students and teachers of science related subjects and IT and science professionals from industry.The project has developed and tested web based tools for the assessment of projects by students in VET that were then developed into a tool for use in a community of practice for creativity in science and IT, both in education and in industry. VISConti has introduced a new approach and a new methodology for the generation and presentation of ideas or projects. It provides tools that teachers will use to assess the technical viability, economic potential and scientific creativity of project ideas, as a new model for assessment of student projects and other co-created outputs. VISConti has created a community of practice in which students, teachers and professionals in science or IT build their own professional profiles and work their way towards better employability and mobility, through a structured exercise in sharing ideas and using peer assessment on creativity and viability of ideas in science and technology-based subjects. Members of the VISConti Community of Practice look at each others' projects from the aspects of technical viability, economic potential and scientific creativity using standard tools available to the members of the community.Assessment tools have been designed after field research within the network of partners of VISConti. The Community of Practice and the tools cover diverse geographical areas, in order that methodologies can be adopted and adapted to the precise needs of the target groups. The technological platform facilitates the use of the tools and interaction in the VISConti Community of Practice. It has been developed in a collaborative manner between a VET school and an IT company, in a perfect example of the kind of collaboration that VISConti is designed to create between schools and industry.The partners have benefited from training by experts from education and industry in two training events that provided them with the right orientation towards the creativity and viability aspects of ideas in science and technology. They acquired knowledge about different approaches to creativity and viability and its assessment . They learned about the criteria and right conditions for successful communities of practice such as tthat created by VISConti.Three major multiplier events brought VISConti to the attention of the education community in VET and to players in industry, besides the partnership wide effort to enrol membership of quality in the network and in the VISConti Community of Practice. The events were originally to be organised in conjunction with the Scientix Conference in 2015, but this proved to be impracticable due to the high demand for space at the event, and its timing at the beginning of the VISconti funding period. Alternative fora were provided through the intervention of partners in the network, ensuring ensure a successful synergy and partnership between VET and industry through joint activities in creativity in science, technology and IT.

UPPScience was a 22 strong Strategic Partnership under the Erasmus+ KA2 for VET funding programme under the leadership of the NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET NTNU.UPPScience built on the previous successful E+ KA2 for VET also under the leadership of NTNU VISConti by augmenting and widening the scope of the Community of Practice (CoP) started in that project and carrying out further development of the tools on the technological platform that supports the activities of the CoP. The CoP grew a much larger active membership and covered new areas of cross border cooperation around the use of professional profiling, research and publishing as a strategy for enhancing quality and a more scientific approach in education.http://cop.viscontiproject.euIn this way UPPScience supported the strategies of the EU for fostering research, better quality education and a strong European Research Area.During its 30 month lifetime UPPScience fulfilled all its objectives including:- the use of professional profiling as a strategy for better quality education and better employability of managers, teachers and trainers in VET who worked, collaborated and operated as a CoP that had as its objective the attainment of higher standards in education and training and- the overcoming of the general perception that research is only for higher academic professionals and researchers by helping players in education and industry to engage in research and publishing of their results through small but high quality initiatives in this area, within a controlled environment, supported by a platform on which they can propose and review small research projects.Small research and publishing projects by members of the CoP brought research and publishing within reach of all the players, whether professionals in management, teaching and training or students in the early years of HE, and science professionals from industry. 110 members of staff or members of partners received training in research methods and reviewing of publications proposed by other members of the CoP, which also created knowledge and consciousness of quality standards, an eye on innovation and creativity and a sense of responsibility towards peers.The CoP activities of research and peer review were all supported by technological tools that enabled exchange and sharing within the same organisation and in a cross border manner. This interaction was secured through a quality strategy that foresaw that members could only publish small research projects after the peer review of at least two other members. The platform tools also attach all activities of a member in the CoP to his / her profile. A publication is therefore attached to the professional profile of the member within the Community and to the profiles of the reviewers as well. In this way UPPScience created a quality challenge upwards by generating the consciousness of the importance of the upping of one's own profile in the Community.During the project lifetime 130 mini papers were published after peer review meaning an engagement of at least 3 members of the CoP in each paper (publisher and two peer reviewers) and the platform has started hosting activities from outside the partnership and the project activities because:- at least five partners are adopting the UPPScience strategies and use of its platform in their school and HE activities and- there is at least one E+ KA2 Strategic Partnership for Youth that is entirely based on youth leaders engaging in research in the UPPScience CoP.There are at least two more project and cooperation initiatives started up within the partnership to make the UPPScience CoP grow in numbers and scope in the area of research in the dependence of younger generations on everything digital and in the sharing of creative business ideas by VET students with the peer review of the commercial community around the partners.UPPScience was intended to be part of the internationalisation strategy of all the partner organisations and it has reached this objective with:- more than 90% of the participants in the four training activities being different from activity to activity,- more than 70% of participants in the activities of the project being new to EU projects and- more than 65% saying that they see ways of making UPPScience methods and philosophy as one of their avenues for local, regional and international cooperation.UPPScience published a set of recommendations for the future of education that is more research and research oriented and that are the result of the experience from UPPScience, the observations of the dynamics and reactions within the CoP and a partner wide reflection of how research and quality strategies in education through publishing is a creative and constructive way forward for a stronger ERA and higher quality education overall.