<< Objectives >>Aim– to provide the critical knowledge to educators in the STEAM sector with the necessary knowledge and experience how to run STEAM activities using Design Sprint and Challenge Based Learning.O1: To explore how Design Sprint and CBL methodologies can be applied in non-formal STEAM education for students in formal education.O2: To develop a comprehensive training Handbook (PDP) O3: To implement dissemination activities and promote innovative teaching methodologies in STEAM education.<< Implementation >>Planned activities:A1 - Project managementA2 - Development of the training Handbook - professional development programme for teacher at formal educationA3 - Local workshops for teachers in Croatia and LithuaniaA4 - Local STEAM event (makeathon) for students A5 - Transnational meetings (Kick-off meeting in Lithuania, final meeting in Croatia)<< Results >>In General PROJECT PARTNERS will experience the process of innovating educational methodology in the STEAM field and gather relevant experience for their future excellence in the education. Educated and experienced educators and teachers will bring added value and new educational activities to the organisations.

<< Background >>The Directorate of Primary Education of Arta in the face of the changes 2021 brought in school reality, namely, distance learning, the introduction of skills labs from the new school year, the need to introduce STEAM Methodology to the Greek school, the digitization of the Greek state, and then the need digital knowledge, decided to create the conditions and the background for dealing with the steam methodology, in order to mobilize the teachers, creating the conditions for the introduction of this field in his teaching. After the school year we are going through where distance education dominated, it is now understood the need to acquire digital skills but also to change the teaching context in a collaborative form, which on the one hand will inspire the student by giving him/her opportunities to discover knowledge through experimentation and exploration, on the other hand will improve the classroom vibe and will develop an interest in dealing with new objects. The exhausted Greek teacher also needs motivation and needs to discover his/her professional identity, being supported but also actively involved in a learning organization.<< Objectives >>If an organization such as the Arta Primary Education Directorate envisions emphasizing its school development strategy, it becomes clear that it must lay the groundwork for broadening the horizon of teachers teaching in its schools, encouraging, mobilizing and encouraging their participation. lifelong learners, in transnational programs, emphasizing the European dimension of education.By choosing the steam methodology and developing the digital skills of those involved in the teaching process, the foundations are laid for the smooth transition of students to the next levels of education and the improvement of modern school reality.The management of the development fields will enable the teacher to respond to environments of continuous change and to pass from the outdated traditional teaching to the adoption of new pedagogical techniques and teaching tools, necessary in a multicultural, student-centered, pluralistic, modern school.The two axes of the development plan, steam methodology and digital skills, are a targeted report of empowerment of teaching, mobilization of teachers and consequently their students and of course the supply of schools with modern supplies that will take it out of its microcosm.<< Implementation >>The following products will be implemented within the project:a) a complete STEAM methodology Framework which will include what it is, how it is applied, how each pillar of STEM is analyzed, how art (ART) connects the technocratic part of STEM with culture through interdisciplinary modulesb) a comprehensive distance learning platform for educators / teachers wishing to integrate the STEAM field into their teachingc) educational, teaching scenarios to be used for teachers in the educational process related to all fields of STEAM (science, technology, engineering, arts, maths)where the teacher, equipped with all the necessary tools and supplies, can integrate STEAM practices interdisciplinary in his teaching.The material and each teaching scenario will be translated into all the languages of the partners and will be divided into sections so that it is clear, easy to manage and accessible to all interested parties.In addition, a training activity will be implemented where 2 people from each project partner will be trained who will take on the role of administrator of the platform of the product Ο2. The results we expect from this training activity are initially each partner to be able to support the online platform in its technical part through local administrators.That is, to be able to manage the users of the platform, to add, remove, edit the rights of users and roles, to create or delete new sections of trainees, to schedule activities, etc. In addition, we seek from the participation of teachers with experience in STEAM to receive their feedback, the points of contingency that may be omitted or not satisfactorily analyzed and through a process of formative evaluation and adaptation, finally to create a better intellectual product (in this case the electronic platform ).The dissemination of results and the dissemination of knowledge will be multilevel and will be planned as follows:A. SchoolsIn the schools that will participate in the creation of teaching scenarios through their teachers, the first approach of the material will be made in real conditions. After the success in the first school units, workshops related to the steam methodology will be attempted in selected schools.B. Wider communityThe Arta Primary Education Directorate will organize a conference in each prefecture of Epirus in order to inform about the results of the project and the practices of the steam methodology in order to highlight the benefits of the cooperation of the educational community with other organizations. Corresponding information days on the results of the project will be organized by the other partners.C. Media / print and electronic press / platform / websitesThe director of primary education, the heads of the organizations, will give interviews to the press, to the local and regional channels. It will announce the actions and results of the project to PEDIEK and PEKES Epirus, on educational sites, on social media, in order to arouse the interest of the educational community beyond Epirus.<< Results >>The learning outcomes are analyzed in the context of the integration of a new reality and a change in the approach to the educational process:The holistic educational approach, the application of experiential techniques, the management of everyday materials in a constructive way, the collaboration and work on projects from an early age, the process of solving problems through constructions with the simultaneous use of technology, will enable students repeating a failed process through experiential techniques, transforming temporary failure into an opportunity and means for the student to proceed to solve a more difficult problem.Enhancing students' positive behavior increases their self-confidence and promotes self-managed learning, where the student learns how to learn in a learning organization.Teachers and students will link formal and non-formal learning activities, improve new technology skills, enhance their communication and interpersonal skills, learn to design and design a task through feedback.The speed of technology development is rapid, while the results of the OECD and Pisa for the critical thinking and the level of Greek students immediately demonstrate the need to develop skills, critical ability of students, ability to solve problems.In conclusion, the benefits are expected to be long-term and decisive: -Introduction of collaborative teaching depending on the learning readiness and the profile of the students. -Change of attitude of teachers and students towards the diversity of school reality. -Active participation of all students in the classroom. -Development of communication of all members of the educational community, ie, teachers, students and parents In a way that promotes respect and dialogue. -Recognition of added value of participation and taking initiatives not only for participation in European programs, but also transnational collaborations, capable of changing attitudes and perceptions.

<< Background >>While the idea and benefits of the STEAM curriculum are spreading around the world, it still does not impact each demographic in the same way. It is still the case that those are coming from ethnic minorities are consistently underrepresented in science, technology, engineering, arts and mathematics. For example, in the fields of computer engineering and computer science, there is a substantial disparity between minorities and their counterparts. Of the 5 million employed workers in the computing field, minorities only account for about 30% of employees (A Guide forMinorities in STEM: Increasing Workplace Diversity, March, 2020). At the same time, STEAM practitioners agree that that the manner by which science is taught at the level of primary schools influences students’ (including those with ethnic minority background) perceptions and attitudes towards science, and their uptake of STEAM subjects and careers later on (STEM in Primary School, Scientix 2019, EU). The MISSION:STEAM project identifies and creates opportunities for children (age 6-12) coming with a minority background to be engaged with STEAM activities and further follow the STEAM pathways through education and trainings from the early ages of life (primary school). Researches show (e.g. Olsson, M., & Martiny, S. E. (2018), Steinke, J. (2017) women and men form gender roles in childhood, largely based on their exposure to media and popular culture.According to STEAM in primary education (Scientix, 2019) three key strategies were proposed to tackle the most challenging aspects of delivering effective STEAM teaching in primary classrooms, including work with children with an ethnic minority background.[1] The need for high quality teacher training to support primary school teachers in bringing innovation to their STEAM teaching. PROJECT SOLUTION: MISSION:STEAM (M:S) will tackle the limited availability of STEAM training (LTT) for primary school teachers and educators working with children with ethnic background. Partnership involving schools, STEAM centres & institutions in the development of Digi resources will develop an educational platform and ensure more teacher resources are provided, in both content and pedagogical knowledge. [2] The need to offer primary school students with ethnic background access to high quality learning resources and materials to guide them through STEAM education and pursue the career in STEAM field. PROJECT SOLUTION: The project will develop guidelines for implementation of STEAM activities with ethnic minorities students (age 6-12) in addition to providing the resources to both students and teachers. The project will encourage the collaboration between teachers and scientists to ensure that the resources developed are scientifically accurate and reflect the teachers’ and students' pedagogical needs. M:S resources will be developed around principles of openness and with consideration for the teachers’ need to adapt and localise educational content in work with primary school students with ethnic background.[3] The need to create a so-called “STEAM culture” based on a shared understanding among key education stakeholders of the role STEAM education can play in preparing pupils with ethnic background for the future. PROJECT SOLUTION: M:S will develop a shared meaning to mobilize the support of all education stakeholders (incl. mentors with ethnic background) in order to consolidate a “STEAM culture” – in other words, to create a general climate favourable to improving STEAM education in ethnic minority groups, particularly in primary school field (age 6-12)<< Objectives >>GENERAL AIM The MISSION:STEAM aims to increase and sustain the interest in STEAM subjects among children coming from ethnic minorities to, later on, follow the STEAM pathway. This will be achieved by creating a specific STEAM curriculum in the native languages of ethnic minorities involved in this project. Education in a minority’s mother tongue, combined with quality teaching of the official language, is more cost-effective in the long term; reduces dropout rates; leads to noticeably better academic results; improves levels of literacy and fluency in both themother tongue and the official or majority language; and leads to greater family and community involvement.OBJECTIVES 1)To develop hands-on learning approaches towards involvement of minority youth in STEAM pathways.2) To increase and sustain the interest of STEAM of those young people coming from ethnic minorities by involving them into interactive online activities.TARGET GROUP 1) Young people coming with ethnic minority background (Age 6-12)2) Parents of those young people3) National minority schools in project countries 4) Educators/Teachers<< Implementation >>In order to achieve project AIM and Objectives, the consortium will implement the following activities:1. Development of intellectual outputs2. Transnational meetings3. Multiplier events4. Dissemination events (inc. online)5. Online activities6. Learning teaching activities<< Results >>As main results within the project 3 outputs will be produced:- O1 - MISSION:STEAM Hanbook and Curriculum (incl. Pedagogical Model, Lesson plans, Worksheets). The handbook will be produced in 8 different languages: Lithuanian, Portuguese, Polish, Ukrainian, Italian, Spanish, Russian - for those coming with an ethnic minority background. And the common version in English.- O2 - MISSION:STEAM Science on the Sofa weekends (incl 18 live-stream online lessons in 8 different languages: Lithuanian, Portuguese, Polish, Ukranian, Italian, Spanish, Russian guidelines how to make science lessons, description of the importance of mentor's role in STEAM with same ethnic background). - O3 - MISSION:STEAM Community learning platform (incl. 18 edited online lessons in 7 different languages: Lithuanian, Portuguese, Polish, Ukrainian, Italian, Spanish, English; Lesson Plans and Worksheets for download, Pedagogical Model). Their development processes will be supported by European training activities (LTT) for 12 STEAM Educators that will provide helpful inputs to partners for the work they will have to carry on the national level in the validation of what proposed at the European level. The outputs will also be widely disseminated through multiplier events (described in dissemination), two in each of the partner countries. Other than these important elements will be achieved: - Project website incl information about the project and partners, Pedagogical model, incl a link to MISSION: STEAM Platform. It will also have information for educators and parents. - 1 Pilot testing report of O3 - 4 Newsletters/Pressreleases on project progress and results achieved - 12 short videos with STEAM experts-mentors (with ethnic minority background) to promote STEAM education and engage young people from those communities.Expected softer results of developing and implementing these outputs are: - Increased capacity to work in European contexts and to participate/manage European Union funded project, furthermore, create a network of organisations that could work beyond the lifecycle of the project itself; - Enlarge the opportunity for children/youth to raise their interest in STEAM education and follow STEAM career pathway. As consequence get aware of what are the needs and expectations of enterprises and to enter the world of work (in STEAM professions) as an active participant and achieve as much independence as possible; - Favour the acquisition of soft and entrepreneurial skills by young people trying to support those who wish to make their innovative STEAM ideas become a reality by increasing their skills and proximity to market.