"<< Background >>The Czech Republic’s largely coniferous forests are facing the worst bark beetle infestation . The lower house of Parliament has discussed both emergency and long-term measures to combat the voracious insect, which kills spruce trees. The amount of spruce wood damaged by bark beetles has risen ststeadily in the past few years, from 2 million cubic metres of spruce wood to more than 5.5 million cubic metres in two years from2015 to 2017. Experts warn that the nation’s forests could be wiped out unless some actions are taken .For Czech Republic the problem is the forests' getting smaller and for somewhere it is the ice getting thinner but the fact is whatever the problem 'storm is brewing' for all of us. In its summary for policymakers of the fifth assessment report ,the IPCC stated that it is “extremely likely that more than half of the observed increase in global average surface temperature” from 1951 to 2010 was caused by human activity. It is also stated that human actions have all sorts of triggering effects on environmental consequences from flooding to disappearing lakes. Regarding that information supplied by IPCC, we also made a survey to understand how responsible high school students, who are the scientifically explained optimal group for environmental education, feel for their environmental actions. During following group discussions we asked: 'Do you need environmental education and Why?' The discussions ended up with a general remark of :' Yes, because we can’t appreciate what we don’t know about .' That project is based on the high school students' need to know much more about environment and aims to provide the necessary knowledge, skills and values to inspire positive behavioural change.EU clearly suggests that an effective environmental education is all important factor in fighting climate change and solving environmental problems. Unless an effective environmental education is provided to all segments of the society, environmental problems will continue to be the most crucial problems of the 21st century specifically for those who are at risk of not being able to rebuild their lives after environmental disasters due to their poor conditions.Despite the need for that education , great majority of schools include environmentally-related topics in some school subjects, and a minority have stand-alone lessons on environmental studies (OECD, 2006) Le_MOON aims to develop an online environmental education for all individuals to understand the ecological balance and their roles in this balance. It is also aimed that individuals gain sustainable perspectives on a correct environmental management and the necessary skills to be active participants who report higher levels of concern for environmental issues. Le_MOON will design its education programme with some high concern in the 21st century must- acquire skills of ""life and professional skills"", ""learning and innovation skills"" and ""information media and technology skills"" in a lifelong learning perspective as traditional education system has become unable to meet the educational needs of today's technology generation. To this end, more particularly teachers and teaching professions but the other professions as well will be supported to promote their digital competences besides their other key competences and to develop digital contents through trainings and practical actions implemented by Le_MOON.Le_MOON, as an engage - understand - impact project, recognises the need for engaging with pupils, parents, and the wider community on the changes to become climate neutral by 2050, the need for the global understanding that 1.5℃ is the socially, economically, politically and scientifically safe limit to global warming by the end of this century and recognises the need for an efficient education which will provide that engagement and understanding to inspire impact and has been designed so as to fulfill that recognised needs.<< Objectives >>According to the data of the International Environmental Education Program, the education level at which individuals can receive environmental education most efficiently is specified as secondary education. Individuals at secondary education level are open to learning, have a strong sense of motivation and a readiness to absorb environmental education. Those data naturally make our target group the secondary school students especially the 15 year-olds as the majority of 15- year-olds in countries participating in Pisa, regardless of family background, gender or immigrant background, report that: ''they feel a strong sense of responsibility for environment''and according to the data supplied by Pisa ''Students’ sense of responsibility for environmental issues appears to have no association with their performance'', though. The students would love to do someTHING Easy Simple and Quick to save the planet but the reality is that ''We are so past that point.''It is clearly stated that although students are familiar with basic environmental issues, they need to gain more comprehensive and complex knowledge to understand and interpret sophisticated scientific theory and evidence. It is all- important to provide young people with an environmental education that will enable them to define environmental problems, collect relevant information and make correct decisions (Uğulu, 2011).It would not be wrong to say that our partneship has mainly been established to achieve to supply an experiencial education for young people which enables effective environmental management. According to the OECD report, ''in most countires environmental topics appear as a part of natural science courses; most schools also include them in geography lessons. The least common way of including environmental science is to have a stand-alone course fully dedicated to this topic.''The current environmental education, either as a part of other subjects or as a stand-alone subject vary considerably across countries in means of teaching hours , teaching topics, teaching methods and sources . Working transnationally and analysing each other's current environmental education with its pros and cons , Le_MOON wants to define the most relevant and commonly applicable environmental curriculum with sound teaching hours, topics , sources and methods . There are, to our knowledge, no materials available that are pedagogically well built, co-designed with the target group, and tested on a relevant scale: Le_MOON wants to develop pedagogically well built and co-designed materials whose learning outcomes will be measured with valid and reliable assessment tools. This quality will make the teaching of environmental science well suited for “hands-on learning” and meaningful to the end users which will provide more inclusion.Environmental issues have got a relationship with Policy, Economics, Culture and Science. Project partners from different sectors with some expertise in different fields need to explore those bonds. As one of the Le_MOON's buried objective is to promote STEAM approach in education through interdisciplinary teaching in cultural, environmental, economic, design and other contexts, Le_MOON wants to support the partners and all other interested organisations to gain a deeper understanding of that relationship. We , the teachers, students, workers, policy makers of any any age - some 40 years old, some 15 or maybe 7 from Czeck Republic, France or Turkey share the same Earth and the same enviromental problems but not the same concerns and perspectives. We need to exchange our knowledge,skills, experience and and ideas . Le_MOON wants to make it happen and offer a common e-platform where we will promote intergenerational, intercultural and interdisciplinary dialogue.<< Implementation >>The project will consist of three phases which will ensure the active participation of the participants at each phase. Each phase will have interrelated activities to achieve the project objectives and create the results - the intellectual outputs. The intellectual output planned for the first phase is e-Curriculum. The second phase intellectual outputs are the e-Learning Platform and the e- Modules including Learning Teaching Training activities and their technologically enhanced material sets.The third phase is generally dedicated to the pilot studies of the co-designed intellectual outputs and their corrections and improvement through the feedbacks and according to the assessment tools. Third phase is also dedicated to the culturally adaptations of the outputs and their translation and localization studies with a unique importance in dissemination and sustainability of Le_MOON. Those studies will also benefit the disadvantaged group as they will remove the lingual and cultural barriers and provide more inclusion in all fields ( = Proudly we have partners from all fields - education, training, sports and youth ) . The intellectual outputs' transcription in Braille Alphabet will also support our most crucial concern, the inclusion.In all three phases there are transnational project meetings (four) , online meetings (six- each January and July ), learning teaching training activities (five) scheduled to achieve the project goals. Below is the summary of the tasks.Phase 1 (Year 1) Tasks: a)Preparation activities before the actual project activities ( press release...etc)b) Desk research to review available insights into climate change and environmental issues of secondary education students, what they do to address these, and the kinds of activities that schools have put in place to address them. This will include, in the first instance, reviewing academic and some non academic (grey) literature. c) Focus group discussions with young people, teachers, youth workers, policy makers and wider community to explore needs and experiences. d) Integration of literature reviews and needs and experiences into a framework that offers guidance on the e-curriculum and activities / materials that will be developed in Phase 2. e) Digital competence development training for teachers and others to create open digital resourcesPhase 2 (Years 2 and 3) Tasks:a)Selecting and Building the e- learning platform b)Workshops with students, teachers, and youth workers to creatively co-develop the teaching and learning materials. c)Planning the piloting studies of the developed activities and resources with a sample of learners/teachers and enriching the activities and materials technologically d)Developing e-module for in service teacher training on 'responsible use of technologies'Phase 3 (Year 3) Tasks:a) Developing a Guidebook on the culturally-specific translation of the e-curriculum developed (in Phase 1) and activities (in Phase 2) with a recommendation on how non participatory schools should translate them into their own particular contexts.c) Developing a Handbook with extra curricular activities (sports activities, artistic activities and scientific activities / traditional games, storytelling...etc) and a scenario book complemented with a glossary and manual for mobile learning (how to integrate mobile devices and applications; web based tools and other online services deemed compatible with the scenarios)d) A summary (recommendation) for policy makerse)Multiplier eventsThroughout the project Le_MOON will carry out a campaign with the title of '1,5 ' including a range of local and international activities such as an online photovoice exhibition followed by participatory dramas, virtual mobility prior to the international forum where young people will create a Solutions' Proposal on environmental issues for policy makers, some sport events, online /Intalksessions with invited speakers...etc<< Results >>The Environmental Education provided by Le_MOON , will increase both secondary education students' and all the others' environmental knowledge and performance; It will be ensured that project target groups and the wider community as well, are raised as citizens who are aware of the problems facing the world, know how to solve these problems and volunteer to do so. Thanks to the cooperation of partners ( almost all working in different fields) suggestions will be made to include environmental management in each country's strategic plans. Concrete outputs that will reveal the widespread impact of the project in line with this purpose are as follows; 1. e-Curriculum Program: Le_MOON will design a future oriented climate change and environmental education e-curriculum to be implemented through online educational technologies which will better meet the needs of individuals.The achievements of the current programs will be tailored into our e-curriculum according to our target audience and changing environmental conditions.2. e-learning platform: It is a digital platform where the project works will be implemented and the outputs shared (information, trainings, deliverables and resources). Anyone interested will be able to easily access that digital environment and use it as an OER (open educational resource). This platform will both serve as a digital portfolio to share and keep project actions and results (ecurriculum program and e-modules...etc) and as an interactive communication tool for the project stakeholders and the wider community3. e-modules: E-modules will be developed in accordance with the e-curriculum program. These modules will be goal-oriented and will contain activity and material sets to reach those goals. Learning Teaching Training activities and their material sets co-created by teachers, researchers, youth workers, students and third sector persons will be included in e-modules. Those e -modules will bridge the gap as a great number of teachers suggest that the materials and resources are too limited to provide an efficient environmental education (see at : https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-climate-education.htm) Added benefits: Le_MOON will bring about some positive changes in attitudes and behaviors and some competences built on the knowledge and skills acquired through Le_MOON. Of all the target competences, Le_MOON primarily aims to improve the digital competences of individuals as to fit for 21st century education; While doing the project actions and creating the outputs , secondary education students and other target audience (teachers, youth workers, 3rd sector employees, volunteers, parents, employees of the institution) will make use of the 21st century skills and have a unique chance and motivation of promoting their competency over digital , ecological , information and media literacy . They will also promote their language ,communication and organizational competency. Thanks to the outputs of the project, all stakeholders, especially secondary education students, are expected to grasp the ecological elements of environmental science and the impact of human activities on climate change. Environmental practices that do not cause global warming (ecotourismbased rural development, organic agriculture and nature sports ... etc) will be included; The target audience will be ensured to be environmentally sensitive individuals with a ""zero waste"" understanding by those environmentally- friendly practices. As statistically known, advanced environmental education includes more science and less attention by the disadvantaged and female students. Accordingly there are less females and the disadvantaged in that study field. Le_MOON aims to change that statistic in favour of females and the disadvantaged through inclusion ; Being included, the students will increase their career and entrepreneurship skills and more young people will become environmental scientists."

BACKGROUND & OBJECTIVESThe economic crises all over the Europe in the last two decades revealed the concept of NEET (not in employment, education, and training). The citizens become not able to reach education, employment, and training. Even in most prosperous countries of the EU, the gap is between men and women to the detriment of women. Starting from this point, UP-HOLD project focus on women in NEET aged 25+. European countries make commitments to solve the problem of unemployment, try to create new job opportunities, and work on giving required trainings and education for upskilling them but the number of women in NEET, regardless their ages, is higher than men in every single EU country. The NEET concept is very new but for adult women, it is a broader concept. The background of starting point of the project idea is to reveal the reasons of why women in NEET situation and creating awareness of this situation and also offering opportunities.Technological development and societal changes cause people to reskill and upskill themselves to overcome the NEET situation. Women in NEET aged 25+ are mostly housewives who are considerably lack of basic competences such as digital and mathematical skills to service in labour market or the ones who needs to look after their children (or more specifically having a disabled relatives in need nurturing to hold on their lives. The project gathers partners from countries have the highest NEET proportion gap (Male, Female in NEET) namely Turkey (15%, 51%), Slovakia (10%, 30%), Poland (9%, 23%), Spain (18%, 24%) according to the Eurostat2018.PROJECT OBJECTIVESPO1: Enhance access of women to training, developing open educational resources tailored to their needs.PO2: Providing a modern and basic training method, enabling women in NEET receiving the learning pathways as regards the acquisition of skills relevant to upskilling in order to compete in labour marketPO3: Updating & upskilling digital, financial, and entrepreneurial competences of women in NEETPO4: Enable municipalities, adult education providers and associations of disadvantaged groups to offer courses for women in NEET open to their citizens, learners and members, with the aim to attract especially learners with disadvantaged backgrounds.PO5: Ensure sustainability of project results through the active involvement of public Adult education providers, social organisations and municipalities in the partnership countries.PARTNERSHIP•Pendik Municipality has great experience on adult education and digital competence and committed to serve more than 700k people within its borders. Their expertise on creating high quality training materials and project management will facilitate the PMI.•KİŞGEM is a newcomer to Erasmus projects even if there are two different LLP projects earlier. Their network and having successful women entrepreneur under their umbrella will be fruitful for our target group in terms of guidance.•Celal Bayar University is a well-experienced in terms of financial and entrepreneurship trainings. During the project, we will benefit their teaching skills for adults. This will be add value for the project.•Topcoach brings its expertise in research methodologies, entrepreneurship and digital skills. Their current project SKILL-UP will be an example for their capabilities.•Autokreacja has extensive knowledge on entrepreneurship and empowering of women within society by having required skills.•SSF is one of the most experienced NGOs working in Spain. They are mostly dealing with disadvantaged groups (migrant, women, and roma people). Their expertise on digital learning for these groups will help Pendik Municipality as well.ACTIVITIES & METHODOLOGY•The methodology and content of each learning material will be created through the feedbacks and pilot trainings.•Development of learning materials to be accessible for adult learners and providers.•Resources and tools ease the implementation and dissemination of the project outcomes.•Involvement of municipalities, NGOs, associations of disadvantaged to ensure the adoption of UP-HOLD knowledge resources and online course•Multiplier events will be main activities reaching target audiences.RESULTS & IMPACT•The number of women in NEET and would like to receive the upskilling trainings of the UP-HOLD project will be increased.•The number of adult education centre using the training materials of the UP-HOLD project.•The partnership of the project will be extended through the use uptake of the outcomes of the project. Notably municipalities, adult education centres interest in the UP-HOLD project.

<< Objectives >>The FLY project partnership aims to achieve through this project the following objectives: -Design a valuable tool for adult educators and trainers to use during the lessons and empower females with immigration background, thus promoting gender equality -Promote equal participation of immigrant and refugee women in all aspects of life. This will be achieved through providing them with the necessary skills, competences and knowledge to manage and financed and be financially individual.<< Implementation >>During M1-2, all partners will conduct a Focus Group to ascertain the target group's needs. The guidelines will be established during the 1st TPM, which will act as a guide for establishing the ground rules for the project's successful implementation. After the educational resources are developed, Pilot Testing sessions will identify areas for improvement, and final corrections will be made during the Final TPM, which will be used to evaluate the project and build a Sustainability Strategy.<< Results >>R1: FLY educational toolkit, including a desk research and focus group, in order to map the needs of the target group and create customized training resources. It will result in the creation of FLY curriculum & competences framework.R2: FLY exemplary training resources, which will act as a toll for trainers to use the FLY material in their training sessions. R3: FLY OER & dissemination material, which will help disseminate the project material to a wider audience of stakeholders

The disabled, stigmatized, chronically ill and elderly people in Kosovo are being served with allied health services of low quality level, often worsening their already limited capacities to cope with everyday life. The existing educational offers are failing to develop necessary competences needed to deliver better services. The aim of this Project is to enhance the development of research and innovation capacities in the area of allied health through education in line with the Bologna process in collaboration with clients, professionals, business, academic, industry, and governmental authorities. The main pedagogical strategy utilized during the Project is multidisplinary co-configuration. Consortium consists of 3 HEIs, 1 ministry and 2 NGOs from Kosovo and 2 HEIs from Finland and 1HEI from Turkey. The latter are specialized in multidisciplinary collaboration and modern pedagogy, innovation and entrepreneurship in the area of allied health. The project reaches its goals through establishing the SMAHPC, teacher training and development of CPD courses.The outputs and results are: - Clear and practical definitions of the research and innovation competences of allied health professionals - An innovation and research conducive student-run multidisciplinary allied health practice center - Eight continuous professional development (CPD) courses: one top-up course for teachers and seven for students/stakeholders on EQF levels 5, 6 and 7, and a digital platform to support the implementation of the courses.- Teacher and student handbooks, course plans and other relevant teaching and learning material.- Regional, national and international networks for disseminating and sustaining the work for development of research and innovation capacities in allied healthThe main impacts are improvement of the education environment, introduction of new learning methods, development of new and high quality allied health services/products, and new investment opportunities.

<< Background >>Thanks to the rapidly developing technology nowadays, financial literacy has become an extremely important issue in the financial environment where individuals have easier access to financial services. The financial literacy is the one’s ability to resolve economic problems by considering financial conditions and to make decisions. The developments in the digital field have also led to the development of new financial products and services for both businesses and individuals. Financial and digital information is also required in order for all decision-makers in the economy to easily access and use such new financial products and services effectively. The development of financial and digital literacy will also support the participation of individuals in business life and contribute to the increase of financial well-being.Lacks of FL education used in partner countries: It does not include digital literacy and does not provide entrepreneurship information that will contribute to employment growth. Since traditional education techniques are insufficient to increase the knowledge and skills of adults, blended education methods will be used to encourage learning by seeing and applying.Along with this project, an innovative financial literacy training program enriched with digital literacy and entrepreneurship knowledge will be developed. By using the mentioned training program in formal and non-formal educational institutions, new generations that are financially informed will be created and individuals will be supported to participate in the labor market. Thus, employment will be promoted and the welfare level of the society will be increased.<< Objectives >>The objectives of the project are;• To create an innovative financial literacy training program in which blended learning model is used and supported by entrepreneurship and digital literacy,• To ensure that this program is used in formal and non-formal educational institutions after implementing it with a pilot training for adults in Turkey and in the partner countries, and• To promote employment by enhancing adults' opportunities to access to the labor market and to enable citizens to be financially conscious and responsible.<< Implementation >>- Quarterly, progress and final Reports: Each report will enable us seeing the progress, achievement, and revisions of the project. We will have one final report at the end of the project.- Guidebooks: A guidebook that includes the implementation phases of the project will be prepared.- The Steering Committee (SC) and Internal Peer Review Committee (IPRC) will be established with the contribution of one member of each partner organization.- Online Communication Activities: An effective communication system will be established so that all partners are aware of all project activities. - TPMs: During the project, 5 TPM will be made, one of which will be online. In these TPMs, the direct contributions of partner institutions to the program will be discussed as well as information sharing.- One LTTA will be organized for the training of trainers.- MEs: A multiplier event will also be organized in all partner countries in order to announce the project results and raise awareness.- Pilot Training: A pilot training will be conducted in partner countries within the scope of the project. - Project Website: Accessing the project outputs and resources will be possible through the website where all partners will comprehend, assess and adopt the results.- Social Media Accounts, Videos and Presentations: It is obvious that people are keen on different social media accounts attracting them. In order to disseminate the project for reaching the target group will be possible.- Impact Analysis Report: As the coordinator of the project, MCBU will create an impact analysis (presentation of the methodology and achievement of project) at the end of the project at Main Multiplier Event.<< Results >>This project will include a total of 3 results. - First result; Research Report and Recommendation.- Second result: Financial Literacy Training Program Including Digital Literacy and Entrepreneurship.- Third result: e-learning Platform.The application of the project will help the organizations and partners with project development, implementation and management capabilities.The participants will improve the knowledge and skills of FL, digital literacy and entrepreneurship, self-confidence and leadership. Thus, an awareness of the TG will be provided at the European level, which will eliminate the prejudices and bring a new vision to their social and professional development.In addition, new training models, the use of new teaching techniques, the development of innovative understanding about the teaching process and the institutional capacities of all institutions are expected to increase.The project stakeholders are expected to have increased awareness of FLED, to develop a more positive attitude towards EU projects and EU values, to develop positive thinking towards internationally based education and training models, to increase their motivation for writing, implementing and managing projects.As a result of the project, a web portal will be prepared, through this portal, the entire public will be able to access and use the education program remotely. The use of the web portal after the project is completed will be under the control of the MCBU. Dissemination activities of the project results at local, regional, national and European level will be carried out and provided by all partners.