The vision of FutureFoodS is to collectively achieve environmentally-friendly, socially secure, fair and economically viable healthy and safe Food Systems (FS) for Europe. FutureFoodS gather 87 partners from 22 EU Member States, 6 Associated Countries and 1 third country. FutureFoodS includes public and private actors, policy makers, foundations, locally, sub-nationally, nationally, EU-widely. All these FutureFoodS partners are fully aligned on the vision for the Partnership and the methodology for its implementation in line with SDG17 and EU Green Deal components. This vision has been broken down into general (GO), specific (SO) and operational (OO) objectives applying across the 4 R&I areas and 4 transversal activities identified by the FutureFoods consortium in its stable draft Strategic Research and Innovation Agenda (SRIA) which constitutes the strategic backbone of the project. The four GO cover: GO1 - Functioning of FS; GO2 - System approaches; GO3 - Inclusive government; GO4 - Co-creation cases. These GO have then been translated into SO prioritised in line with the timescale and resources of the Partnership: SO1 - Change the way we eat; SO2- Change the way we process and supply food, SO3 - Change the way we connect with FSs and SO4 - Change the way we govern FS. In addition, 6 interconnected OO have been set: OO1- Pooling R&I resources and programming; OO2 - Operational FS Observatory; OO3 - Active FS knowledge Hub of FS Labs; OO4 - Functioning knowledge sharing and scaling mechanisms; OO5- Revisiting the SRIA; OO6 - Promoting, supporting, widening & gathering FS various communities. The objectives implemented in the 8 WPs of FutureFoodS will exert impact directly or indirectly in most of the destinations of Horizon Europe’s Cluster 6 2023-2024 work programme and particularly for the topic destination ‘Fair, healthy and environment-friendly FS from primary production to consumption’ echoing to the main EU and World FS policies & strategies.

"<< Background >>The results of the Europe Engage project, in which consortium partners participated, showed SL as a pedagogical approach that offers students academic credit for the learning that derives from active engagement within the local community working on a real-world problem, yet in an urban context. Rural 3.0 project will implement the SL approach, not in an urban context but in rural communities, that make up over 90 % of the territory and are home to more than 56 % of the population.<< Objectives >>Analyse in which way rural communities can be given access to services that students can provide; Evaluate the extent to which SL occurs in rural areas,in which forms and how effective it is; Establish a structure of rural SL education shared and developed by HEIs and rural partners; Promote education that improves lives of people in rural areas and their communities; Strengthen skills and innovative capacity of adult rural SE;Provide practical SL and SE experiences to students in rural settings<< Implementation >>RURASL consortium involves 16 partners from 8EU countries (Croatia, Germany, Austria, Spain, Portugal, Netherlands, Italy, Lithuania) where HEIs and community organisations are equally represented. Academic students will engage in SL in rural communities, with appropriate educational content and tools that promote education that improves lives of people in rural areas and their communities.The 3-year project will build on the knowledge of existing SL models to support their rural implementation.<< Results >>Report on the needs and the gaps of the main target groups from 8 participating countries; Final report on the ""State-of-the-art of rural SL education”; Module with courses on rural SL and rural SE; OER and MOOC for HE teachers on rural SL; best practices; case-based learning materials; Digital Collaborative and Learning tools (HUB, Online World Café); Hackathon; e-book; newsletters; Community Organization Guide on SL and SE; Exploitation Strategy Plan."

Global and European educational commitments manifest in many ways – differently and even inconsistently – in national education policies, national and local curricula, teacher education, and student assessment. What is common, however, are the high expectations towards the work of educational professionals, especially teachers and leaders/principals. Their role in in the ambition to improve quality, in making education more socially just, in advancing equality, learning, and in thinking about and building the future, has been highlighted by international, regional and national educational agencies and stakeholders for long, and addressed persistently in the academia. For instance, educational researchers have stated that teachers and leaders/principals are, among other potential “public-good professionals”, in salient position in advancing societal development. Researchers have also discussed about the recognition of teaching as moral and intellectual practice, which impacts the way teachers conduct their work in the classroom, and about teachers’ engagement in critical reflection on vales, humanity, and aspirations. At the same time, global educational community has raised a concern that there is a real risk to overstate the potential of schools and educational professional to impact broad social transformation.Consequently, it is somewhat easy to agree with the statement that “educational professionals matter”. From the GloBe priorities and key topics point of view, the question remains: how?Bearing in mind this massive list of roles and responsibilities of teachers, let alone leaders/principals, who are presumed to lead pedagogical processes, and acknowledging the justified concern by the educational community, we still wish to comprehend schools as forefronts of establishment of solid and shared value-basis, and advancement of social participation and civic engagement. But this prerequisites people who are equipped with meaningful key competences, which for us comprises of dialogical and participatory professional capabilities, global citizenship education, and common sustainable future agenda. Drawing from the whole-school approach, we wish to amplify competences of both working and learning community. Our assumption is that this is of critical importance in the advancement of human well-being and pursuit of social inclusion within and beyond schools.Th Global Learning for Sense of Belonging (Globe) is a 36 month long international innovative project that aims to advance human well-being and social inclusion within and beyond school environments by enriching the sense of belonging of school leaders, teachersand students alike. To reach the aim, the objectives of GloBe are to: 1) deepen and broaden the scope of day-to-day work of school principals towards pedagogical and shared leadership 2) enhance novice teachers’ shared and co-teaching professional capabilities to cross disciplinary and grade-level boundaries in schools, and 3) introduce new to “sustainable future” learning modules to actively engage students.GloBe project comprises sets of training activities, outputs, and outcomes, which are closely inter-related and support each other throughout the project cycle and development process. Thematically trainings and intellectual outcomes will focus on following themes: Pedagogical Leaderships, Shared Leadership, Co-teaching; Global Citizenship Education; and Agenda 2030 and Sustainable Development Goals. The project will intertwine the development of professional competences and global issues pedagogy, and in doing so, create new kind of future professional capabilities and identities. GloBe comprises of three identical courses/groups, which all include five core training activities. For each training, we will select one leader/principal and two teachers (3 professionals) from the same school to create local teams (2 schools) to support each other in each partner country. In total we will train 54 professionals, 18 from each country in one semester long learning process. The first and the last training are intensive residential international seminars, whereas the second and fourth take place in local schools in each three partner countries. Third training is a webinar. Through the activities that take place in local schools, we will reach indirectly a great number of educational professionals and most importantly, hundreds of students.. There are two kind of organisations in the consortium from 3 different countries: civil-society organisation and higher education institutes, which each has extensive experience in their areas of expertise and about working in close cooperation with schools, teachers and leaders/principals. Consequently, there is strong common understanding of the key concepts, realities of schools as operational environment and basic values as well as strong will to learn from each other and work together towards the jointl

FEAST (Food systems that support transitions to hEalthy And Sustainable dieTs) aims to support the EU's just transition to healthy diets produced by sustainable food systems. Using a Multi-Actor Approach, FEAST will leverage current best practice and co-design novel solutions with EU food system stakeholders, including diverse vulnerable groups, to identify how they can be supported and empowered to facilitate and benefit from the transition to healthy and sustainable dietary behaviour at all levels and in all sectors of the food system. FEAST's objectives are: 1.To better understand, describe and measure barriers and facilitators that influence the dietary behaviour of different groups (particularly vulnerable groups), accounting for geographical, socio-economic, behavioural, gender and cultural differences 2.To collaborate with key stakeholders in Europe’s food systems to identify and/or design and test innovative and effective tools, programmes and strategies, including social innovations, that will enable consumers to make informed food choices that promote the self-management of healthy and sustainable dietary behaviours and lifestyles 3.To empower individuals to adopt healthier and more sustainable dietary behaviours, choices and lifestyles by means of evidence-based strategies and tools addressing all food system actors at the level of Member States, EU and wider international community 4.To increase the adoption of food and health policy interventions that aim to drive the transition to healthier and more sustainable diets by all stakeholders within the food system by designing and testing scientifically-informed ommunication strategies, and associated monitoring approaches, that could be used by policymakers All stakeholders will be invited to our FEAST project and we will not accept that anyone is left behind or is left hungry and wanting because we do not believe in zero-sum games - we adhere to the principle that all must ‘Win’.

"This projects comes as a solution to the need of developing the higher education capacity & offerings in Uzbekistan in the field of Mechatronics. The main aim of the project is to develop Bachelor’s degree program in the field of Mechatronics; to improve the mechatronic's specialists knowledge in Automation sphere, to support the capacity building of higher education institutions and to make contribution for the sustanaibility of Mechatronics. This will be achieved through the following concrete results: 1 ECTS-accredited Bachelors Programme in Mechatronics at 5 universities from Uzbekistan (12 courses)6 new Bachelors courses 16 updated courses (Bachelors & Masters) 1 course for Mechatronics teachers & enginneers (i.e. train the trainers) 6 new mechatronic Industry 4.0 labs (with 3D printers)5800 students being tought with the new curricula 31 academic staff trained 1 Methodology for university-industry collaboration in Mechatronics 1 Training Centre for teachers of special subjects and engineers and Mechatronics Society for promoting research1 web platform for online learning & collaboration Impact:An innovative internationally co-developed BSc program in Mechatronics (as well as improved courses from other programs) that will equip graduates with the necessary skills to succeed at their future workplace.A cutting-edge teacher training centre & course which will become the leading facility for Mechatronics ""train thenabling best practice multiplication across all universities & training centres from Uzbekistan - leading to internationally trained staff capable to prepare graduates for international markets. A state of the art network of Industry 4.0 laboratories which will modernize the infrastructure of universities and help them truly deliver a top-class program in Mechatronics while also enabling social engagement (i.e. FabLab) and co-creation with industry. Fulfilling universities' missions according to the national priorities."