The aim of the project is to create a systematic model of school culture that is based on different restorative practices (including restorative justice, non-violent communication, Gordons teacher´s school, art of hosting etc) that help to create healthy, professional and caring relationships. Good relationships are at the center of every organisation's culture. The model deals with relationships on all levels - student-student, student-teacher, teacher-teacher, teacher-management, school-parents etc. The goal is also to create the necessary guidelines and tools for the implementation of the model and support test schools in the implementation process. The project brings together educators and school representatives from Lithuania, Estonia and Great Britain and aims to prepare a community of practitioners in the field. It consists of mutual learning journeys and creating materials, guidelines, tools for schools to help them implement the model. We will bring together different concepts and competencies under the roof of “restorative practices” and use the best of every approach to create a sustainable model that could change profoundly school culture. The model will be tested out in schools during the project and best practices will be gathered and made available through the project website. As a result of the project schools will have all the necessary tools and support to implement this whole school approach when using different restorative practices: State of art of different restorative practices´ used in schools; Guidelines how to create a restorative school culture team; Self-check/assessment tool for the schools before getting started; Curriculum to prepare restorative practice practitioners in schools; Guidelines for implementing restorative practices in schools; Whole school approach implementation plan template; Framework to manage relationships in and outside of school; Description of different levels of implementation based on restorative practices; Descriptions and implementation guidelines how to use different methods based on restorative practices (restorative circle, conflict mediation, restorative conferencing etc); Tools to lead restorative conversations; Tools for reflection and planning next steps; Template to gather best practices. 18 pioneers in the field of education will be part of the program (including partner organization and school representatives). Learning from the project, new skills, strengthened capacity of participants and partner organizations and created tools will lead to new initiatives in the field of restorative practice in schools and through that more and more schools are able to transform their school culture to more supportive, healthy and holistic where teaching and learning can take place in deeply respective environment.

<< Objectives >>The project aims to increase the competitiveness of young people aged 15-30 with a criminal background or inappropriate behaviour in the labour market, to support their retention in work and thereby reduce recidivism.Sub-goals:- A new counselling methodology has been developed for young people aged 15-30 with a background of inappropriate behaviour or crime- An employer involvement strategy has been developed (including a mentor program)- A comprehensive networking model has been developed<< Implementation >>-Exchange of experiences (3 study trips)-Development of a new counseling methodology aimed at young people aged 15-30 with a background of inappropriate behavior or delinquency-Development of an employer engagement strategy (including a mentoring program).-Developing a comprehensive networking model-2 trainings for youth specialists in the field of starting young people's social skills and motivation and comprehensive networking-Mentoring training for employers to increase youth retention<< Results >>- The experiences and enriched knowledge of the project's partner organizations have been exchanged- Comprehensive counselling methodology for young people with few opportunities- Employer engagement strategy + mentoring program- A network model that activates and strengthens a young person's local network-Based on the results of the mapping, training programs aimed at specialists and employers have been created, conducted and developed, based on the specificities and needs of the region

<< Objectives >>Our goal is to benefit the democratic skills, development and health of Baltic youth by introducing the “junk playgrounds” to 3 countries. Junk playground is an outdoor construction and playing site that provides skill-enhancing and autonomy-supporting activities, healthy risk taking and non-formal learning via free play. To turn the novelty to a new normality, our aim is to train and empower youth workers and introduce it to communities, urban designers, researchers and policy makers.<< Implementation >>First, we’ll pay a visit to well-functioning junk playgrounds in Europe. Together with local youth (including youth at risk), three stationary model playgrounds will be designed and built. In hands-on seminars, the concept, its benefits and practical know-how about activities, maintenance and advocacy will be introduced to Baltic youth workers. There will be workshops, open days, pop-up playgrounds, freely accessible guidelines and a symposium for the local communities, experts and wider public.<< Results >>Physical environment: three stationary playgrounds will be built in three Baltic countries that function as a model for interested parties and as a playscape for local youth.Skills: the youth workers will have enough skills to introduce the idea of junk playground activities in their communities.Meanings: playing and constructing in junkyard playground will be seen as a more normal part of kids’ life. The playgrounds will be seen as a more natural part of urban landscape.

Our society becomes ever more knowledge and innovation-intensive, thus rising new requirements for necessary competencies for people both in work and everyday life. The Fourth industrial revolution brings wide automatization in various fields, so people with low technological skills become less competitive in labour market (The EP resolution on creating a competitive EU labour market for the 21st century, 2015). Creativity, problem-solving, critical thinking, basic technological literacy becomes a must for young person prosperous life. Future skills forecasts show that the greatest skill shortages could occur across STEM-related field. Europe continues to face a low number of students interested in studying or pursuing a career in the STEAM field. No different are consortium partner countries (Education at a Glance, 2016). According to the OECD research, pupils see STEAM as boring, not related with real life and hard to study. As another piece of research shows teacher is the main factor, who influences choosing STEAM related profession (K–12 education in STEM for America’s future, 2011). There is a lack of various guidelines for schools which would be based on real experience, practical knowledge and schools’ best know-how practices. According to the article, “teachers are highly effective when they feel supported. For example, if someone helps teachers identify areas of development, identify opportunities or paths for teachers to take on leadership roles, provide teachers with access to additional resources for the classroom, etc.“ (Promoting More Equitable Access to Effective Teachers, 2015). There must be a developed system for supporting teachers and helping them achieve better results, through trainings, guidelines and best practices sharing (Linking schools with science, 2011). The Consortium is composed of 6 organisations from 3 different countries, which have different experience within STEAM and science education fields and institutional diversity. These schools have different experience and practice on education, moreover, methods and even the structure of education systems is quite diverse. The diversity for this project is very important because it aims to adapt the guidelines to any country school. Other 3 organisations are education stakeholders. At least 20 000 people will benefit from this project. All partners will be involved in every activity to some extent because consortium has chosen iterative IO creation process. Every intellectual output will have a core team working with the product and leading organization from that team, other partners will have ‘friendly critic’ role. There will be 3 intellectual outputs developed IO1 - STEAM methodology (methodological framework for STEAM education, which will include STEAM manifestation models, state of the art analysis of existing modern technologies that are used or might be used in education (3D printing, robotics, virtual reality, etc.) and emerging trends (genetic engineering, augmented reality, etc.), STEAM readiness level model and self-check tool of STEAM implementation for schools), IO2 - STEAM implementation guidelines (will be practically-oriented deliverable, which will include guidelines for school-business-NGO-etc. partnership development, exemplary descriptions of using new technologies in education, a guide for integrating different school subjects, a template of STEAM implementation plan, etc.), IO3 – Best practices and open educational resources (will have the user-experience based template for gathering and sharing best practices and open educational resources). The project management relies on the basis of internal procedures, which follows ISO 9001:2000 quality standard. This quality management system includes the following key processes of organization: Quality management system; The management’s responsibility; Efficient resources management; Product realisation; The measurement, judgmental analysis, improvement. After the project education system as a whole, individual politicians or bureaucrats will have practical tools for implementing STEAM readiness level model nation-wide and also self-check tool for schools to understand at which point it stands at any given moment. Thus this might lead that created SRL would be adopted European-wide or nationally. The Project will have a long lasting impact (because of ‘hands on’ approach, which will ensure deeper understanding) in various areas (main areas stated in Impact part). Furthermore, this impact will be increased by project continuity and usage of developed material. The biggest impact is expected and wanted on a local level (schools and stakeholders). Continuing this position, consortium desires that all created material would serve not as ranking tool, top-down obligations, but as guidelines for school improvements, leaving for them to decide at which level of STEAM implementation they want or need to be.