The motivation which led to the development of CLICK proposal results from previous contacts and work groups established among the organizations involved (schools, youth organizations, public-private network and public bodies) where it became clear, in respect for actual and conventional youngsters education approaches, the urgent need to identify, develop and share new ways (methods, tools, approaches) to really attract younger groups to different learning facilities, but as well to stimulate among them concrete awareness, learning, knowledge and critical basic and soft skills acquisition. In straight connection, all partners agreed to build an European partnership (Portugal, Spain, Italy, Latvia and Scotland) that could address these common problems and gaps (that are generally not far from other national or European levels) seeking for so the following main objectives:> Supporting the production and adoption of Open Educational Resources, namely through the use of friendly, dynamic and widely accessible ICT, fostering the production of educational contents in different European languages, such as Latvian, Portuguese, Italian, Spanish and English;> Promoting the take-up of practical entrepreneurial experiences, initiatives, solutions and concepts in education and youth work, namely by supporting young people empowerment and concrete action in a crossed approach between educational needs, school curricular plans and respecting the full spectrum of youngsters’ ingenuity, creativity and particular interests;> Promoting the professional development of staff and youth workers, but as well the personal development of target groups, in ICT educational and pedagogic methodologies and tools, namely through the process of development and implementation of the CLICK model, but as well through the development and production of didactic contents to be spread under open educational resources;> Improving the attainment of young people, particularly those at risk of early school leaving and with low basic skills, by introducing innovative and more attractive educational resources in school and community context, which stimulates increasing levels of young people’s attention and learning motivation;> Promoting young people's social inclusion and well-being, besides knowledge and skills direct improvement, namely through the stimulation of empowerment, initiative, participation and leadership, but as well by contributing to solidify the school-community ecosystem (communities experiencing an active and open school, and school contributing to community enhancement).CLICK partners believe that simple practices can help changing attitudes and ultimately the regions in which youngsters are inserted. This underlying approach is the driving force behind all of CLICK’s products, including the CLICK web platform, the CLICK Teachings, the CLICK Clubs, and other CLICK initiatives focused in staff skills development. With this in mind, and with the intention of supporting teachers and learners around Europe, CLICK rely on a free global interdisciplinary educational model for teachers and learners. This model is also the home to CLICK Clubs, an exciting youth oriented program that aims to stimulate and praise the best ideas of students around Europe. Along 18 months period, the whole project activities (15 national and 4 transnational multiplier and training/learning events) benefited directly more than 500 youngsters, involving at least half with less opportunities, and a high number of youth workers, teachers and school staff (more than 300). Indirect beneficiaries, namely through communication measures and web based tools, a larger number of youngsters, youth workers and teachers was achieved.

Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered a transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration center in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and staffs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school.Number of partipants and profile:84 staff participated in mobilities. Project participants were educational staff, teachers, administrators, immigrant/asylum seeker families, and students. 52 staff participated in our joint staff training. Activities: - Our project regional partners and local partners have provided language education to school and asylum seekers and parents. - Workshop programs were organized in order to make good practices fit into the region. - Workshop programs were organized in order to make good practices fit into the region. - Trainings in each one day for partner institution staff- Conducting a questionnaire for the staff and evaluation of the questionnaire- Choosing of the disabled students- Leading the students to special education and vocational education and registration to related departments - Social and cultural activities for the refugee families -Trainings for the refugee families- Conducting questionnaire for the families and evaluation of the questionnaire - Performing of the procedures about opening of the social integration center -Pressing project hand book and sending them to the schools and institutions -Mentoring to the studentsMethodology: During the project, workshops, trainings, real-time observations and class practices, report preparation, research, mobility, work sharing activities were conducted to achieve the project objectives. All of these studies have been carried out by our regional partners with their local partners. The regional partners conducted quarterly project evaluation meetings.Results and impact:1- Students and parents participated in the language education program of the region where they live. The language training program continued throughout the project. Plans for language training as dissemination activities were carried out after the project.2- Good practices for children are explored and disseminated among regions3- A joint action plan was prepared based on good practices to facilitate the social integration of parents and students.4- Psycho-social integration capabilities of refugees and migrants have been increased. 5- Disabled students were directed to the relevant special education schools.6- The participation of students and their families in the social activities was provided.7- Parents' education and development skills in the parenting education program have been increased,8- A social integration center has been established to provide coordination between parents, students and staff of partner institutions.9- Communication skills of refugees and migrants working in mutual institutions or associations on psycho-social integration were increased.10- Awareness was raised about the problems and social integration of refugees and migrants among local people.11 – School teachers improved their skills in including and communicating with migrant students and their families.

The initial stimulus to launch the project “It´s Time to Care” (ITTC) was successful cooperation among 6 European Eco-schools in “It´s Time to Help” (ITTH). ITTC deepened and extended ITTH´s outputs and results and we used gained knowledge, skills and data to achieve continuity in environmental learning and teaching in partner schools. ITTC joined more than 1500 students (11-16 years old), teachers from Eco-schools in the Czech Republic, Bulgaria, Finland, Latvia, Malta and Portugal, former students, future teachers and their tutors, experts from secondary/tertiary educational levels, Eco-organisations, national parks, Eco/Science centres and town representatives and entrepreneurs. It used methodology of international Eco-School Programme in 7 steps (analysis,plan,monitoring,evaluation,informing,involving and dissemination) in line with European 2030 Agenda for Sustainable Development Goals. All partner schools intertwined the ideas of SDGs into school curricula. ITTC supported it and offered ways and means in practical way. ITTC dealt with problems defined in ITTH. We focused on deeper analyses of ITTC topics and possible answers and solutions to proven conditions in partner schools´ environments. All partners worked on: sustainable water, sustainable power sources, sustainable towns, sustainable society, climate changes and sustainable use of land. ITTC objectives followed SDGs (more cooperation, think more about other people and respect the environment).ITTC´s aims were to intertwine theory and practice in education and encourage teaching of Science and Technology, i.e. develop working skills, support collaborative learning/teaching to increase motivation for lifelong learning and prevent the risk of early school leaving, improve communicative and ICT competences and language learning strategies.For teachers, ITTC offered development and improvement of their professional skills and qualifications to increase the effectiveness of teaching or to gain competences to start follow-up activities aiming at long-lasting sustainability of ITTC and further schools/local communities development. Each school ran websites, cooperated with Eco-organisations, deputies, experts from secondary/tertiary spheres and praxis, organised school-team meetings, did analyses on topics and informed about the events and ITTC activities.The host school organised the meeting (but Malta, due to Covid 19 it was canceled), where all participants worked in a team, took part in ordinary school life, attended workshops, presented data, suggested solutions to problems, exchanged experience, gathered materials for results and evaluated actual work. There were lectures on developing teachers´ professional competences such as constructivist teaching methods, methods of leading students to develop a conceptual framework and problem solving skills and also their future professional life.The evaluation and dissemination were done regularly before and after meetings. All partners took part in webinars and organized events for the public/school community. 6 ITTC´s banners, 6 photo-banners,ITTC website, school websites, eTwinning and info-corners were created. 6 e-Methodologies,6 e-Manuals, 6 e-Video-libraries were compiled. The Interactive map of Europe and digital storage device “Help, Care … and Live Sustainably” were completed. Extra Short-term joint staff training event was held. It focused on practicality, teaching skills and competences of teachers connected with Developmental Continuum in Environmental Education and support of follow-up activities aimed at long-term sustainability of the project ITTC contributed to polytechnic and cross-curricular education in schools. It enabled students to develop talent, knowledge, skills and competences and be active.Teachers shared experience, teaching ideas and procedures. ITTC led all participants that sustainable growth is the only way how to save the Earth for future generations. STEAM concept was the integral part of ITTC. Cooperation among primary, secondary and tertiary/higher education was mutually contributory. Our students had a chance to verify their preconceptions and obtained adequate evidence of scientific phenomena through practical research education and measurements. Students-future teachers tried teaching/learning methods in practice under supervision of their tutors who analysed students-future teachers´ work, evaluated whether theory was in accordance with practice and at the same time verified if methods and methodology of preparing students-future teachers for future job were effective and efficient.Cooperation with enterprisers enabled students to realize that knowledge and skills gained from school would never be enough. Research and development is not going to stop so students have to be prepared for their lifelong learning.It offers chance to gather stimuli from real life, focus on future professional development and motivate for further active participation in everyday life.

"""We are what we eat"" is a project about food and nutrition. Food is first of all health for humanity, but it is enviroment, culture, philosophy, economical and political issue too. Through food students can learn to take care about theirselves and the others and can acquire and develop lots of basic skills and key competences (I priority). Through food students can valorize social and educational European cultural heritage and give a contribute for economic growth and social cohesion (II priority). The project will involve 10 to 15 year-old students, in a total of about 300 students. Teachers from every school – around 150 – will be participants in the project. The schools involved in the project are located in economical and social disadvantaged areas. There are families with cultural, economical, educational and social problems. We try to involve in our project students with these problematic situations so that they could live different experiences. We try to encourage them offering chances for development. We believe this project could help them to be engaged in their own process of development. Working together enjoying, the project will tack early school leaving and disadvantage too (III priority).The project involved five different countries: Poland, Portugal, Romania, Turkey and Italy which is the coordinator. We will organise five short meetings, one in each country. 6 students and 2 teachers from each country will take part in each meeting. The interests and motivation shown by the students will be the major guidelines for selecting the participants. Before LTTA1 and during all project partners will organise datailed studies about food and nutrition in lots of subjects: Science, Geography, History, Physical Education and so on. In each country follow-up meetings will be organised with experts of local, national and international associations skilled in food and nutrition. LTTA1 will be organised in Italy. Students and teachers will partecipate to lessons, laboratories, experiences about the healthy food: they will learn about the relationship between need and food, about nutrition disorders and about slow food vs fast food. They will taste Italian traditional dishes and learn about culture behind. They will have laboratories to acquire how to write a receipe, a menu, a food guide.LTTA2 will be organised in Portugal. Students and teachers will partecipate to detailed studies and experiences about the right food for planet: they will learn about the relationship between enviroment and food and about ""0 km""food.They will taste Portuguese traditional dishes and learn about culture behind.They will have laboratories to write traditional and innovative healthy and right receipes from all countries involved. LTTA 3 will be organised in Romania. Students and teachers will partecipate to detailed sudies and experiences about the good food: they will learn about the relationship between culture and food and about prohibition in food. They will taste Romanian traditional dishes and learn about culture behind.They will have laboratories to write traditional and innovative healthy, right and good menu from all countries involved. LTTA 4 will be organised in Poland. Students and teachers will partecipate to detailed studies and experiences about the right food for people: they will learn about the relationship between economy and food, about OGM, Food sovranity, ""Monocolture"".They will taste Polish traditional dishes and learn about culture behind.They will have laboratories to write informations and considerations about healthy, right and good food.LTTA 5 will be organised in Turkey. Students and teachers will partecipate to detailed studies and experiences about the good food: they will learn about the relationship between phylosophy and food, about vegetarianism, veganism, ""respirianismo"" and other philosophies about food.They will taste Turkish traditional dishes and learn about culture behind.They will have laboratories to put together receips, menu, informations and considerations about food and create a common food guide.The food guide will be the first and most important result within our partnerhip: students and teachers of all nationalities involved in the project will create the common food guide. This guide will be shared with schoolfriends, collegues and all school staff, with families, relatives and all local communities, with all schools linked with the project'ones through meetings, articles on local newspeper and school web sites. The final results will finally be posted on EPRP so that all schools interested will have access. In the long-term students' life will improve thanks to this project: students involved will think about their food's choices and their health in nutrition all along their life and they will learn about cultural differences in food and consequently they will respect all differences about people and take care about nutrition all over the world."

"The motivation leading to the development of SparkSEEDs proposal results from previous contacts and work groups established among the organisations involved (schools, municipality, youth organisations, public-private network and public bodies) where it became clear the urgent need to change and to entail innovation in the educational process, being intended the update from current educational model to a more modern, capable of preparing youth for the present and for the future, empowering them to overcome the most pressing challenges of society, and being this innovation supported and amplified by National and European recommendations and policy trends. SparkSEEDs project aimed to build and develop a community based non-formal educational ecosystem with the aim to promote and support the regular offer of extra-school high quality and enriching activities, dedicated to and participated by youth, by capitalising important endogenous resources (human, intergenerational, cultural, natural, material, traditional, among other) in a crossed approach between youth main interests & needs and the most actual societal challenges. Powered by a network of public and private entities and civil society representatives, established beyond project partnership, a concrete “learning community” (SparkCOMMUNITY) was then created, competent for embracing a proposal for social transformation, and qualified for supporting the acquisition by youth of critical skills linked to the school, but going beyond its limits, thus involving the entire community in the formation of their individuals. Under the “umbrella” of the SparkCOMMUNITY a set of results, subsidiary & complementary, were achieved and contributed jointly, among other, for project global aims: > SparkYWorkers: A Capacity Building Programme (Trainings and Job Shadowing) for Youth Workers (facilitators, volunteers and NEETs) from the community & from its organisations, aiming to purposefully increase and adjust youth work skills and quality, thus giving capacity to assist regular & consistent non-formal learnings & activities for youth, and also to transfer societal fundamental values to young people, thus preventing the main phenomena actually affecting young people (school absence & unsuccess, bullying & any kind of violence, non-healthy behaviours, lack of participation & initiative, etc.); > SparkCLUBs: constituting the practical activities addressed to youth, the SparkCLUBs provided high-quality extra-school and free time activities for the integrated learnings of young people. The activities include as well the development of a SparkCAMP, a comprehensive Summer-Camp (programme of enriching activities for occupation of free time during school vacation times), facilitating an additional important result: safe & quality alternative/solution for families and educators for the ""positive"" occupation of the free time of their youngsters; > SparkSEEDing: A Dissemination Pack (as dissemination is one of the main pillars of the project), was developed in straight alignement with national, European and global trends on education. Besides, due to the pilot nature of the project and being project’s rationale strongly representative of the needs of many other educational ecosystems and communities all over Europe, a solid dissemination dimension was then fully justified by its usefulness and pertinence. SparkSEEDs partners enthusiastically believe that project proposal has the power to change positively the educational systems and issues addressed. This motivating idea was the compelling force behind all of SparkSEEDs products and results. With this in mind, and with the intention of supporting communities, its organisations and youth workers in their process of sparking the education of Youth, project should become a free and global interdisciplinary community based educational model, accessible for all. Along 24 months, a partnership composed by public and private institutions from Portugal, Italy and Poland, were responsible to address project objectives through the implementation of a sequent and interconnected plan of activities (SparkCOMMUNITY, SparkLABs, SparkCLUBs, SparkYWorkers Capacity Building Programme – 2 transnational trainings, 3 Job Shadowing actions, 5 Transnational Meetings, a set of Multiplier events, among other) could involve and benefit directly more than 400 youngsters (>180 with less opportunities) and more than 300 youth workers and educational staff. Indirect beneficiaries, namely through dissemination phase, communication measures and web based tools, a much larger number was achieved."