Global Education for a Global World - this is an international strategic partnership for schools project. The project was held in Lithuania, Poland, Turkey, Romania and Spain. The project started on 1st of September 2017; it was implemented during 24 months. The main idea of the project was to create the possibilities for schools from different countries to work together, to discuss about global problems and how to start solving them step-by-step. The main theme of the project was the refugee crisis in Europe, their impact to the hosting countries economy and their society. This is a global problem, on which the media gives different insights, but policy actions to refugees integration problems are not presented to local community; this global problem is not discussed with young people in the schools; teachers do not have qualification, methods and experience of organizing global learning process. Therefore, this project was meant for eliminating this problem by educating students and teachers. The topics of the project included the refugee crisis, the impact on the economy, the attitudes in hosting society and the issue of tolerance, and media. Educators and young people exchanged their knowledge, thoughts and experiences about main concerns, such as discrimination, tolerance, refugees, peace promotion, economy, media and citizenship promotion. The learning activities and methods for discussing, understanding and solving the global problems on formal and non-formal education were created during the implementation of the project. The objectives of the project: - to analyse and understand the refugees' problems and the crisis impact on the hosting countries economy and society. - to develop competences for teachers to lead them to a critical thinking in a learning process; which should help to go deeper into the global problems understanding and local acting. - to enable young people to get quality dissemination of information; to let them try practically the media mechanisms. Partners visited each other during the project implementation period. Working in the different groups, exchanging opinions, discussing the most problematic topics together, educators and young people from different European countries have become friends with each other, improved their level of tolerance and in addition to that, gained a good life experience and the wide range of skills, including analytical, critical thinking, public speaking, debating and working in team skills.

"DAta Literacy competences For Young students towards STEAM education (DALFYS) - is an international strategic partnership for a school education project. The project will be held in Italy, Poland, Germany, Lithuania, Romania and Turkey. The project will start on 1st of March 2021; it will be implemented during 24 months. The schools play a strategic role in preparing the younger generation for the new digital and technological society and competences in the STEAM fields are strategic in the educational context. There are several main challenges to face in order to spread relevant competences among learners and teachers and to transform the learning and teaching approach principally during this pandemic period. In particular, the current pandemic has intensified these challenges and forced us to employ in probabilistic reasoning; the statistical illiteracy in schools is today the consequence of the widespread diffusion of incorrect information known by the term ""fake news"". In fact we are living the first global “event” fully data-informed, but people without basic data skills are not capable to interpret and understand pandemic indicators, daily charts and so on, therefore they are not capable of making decisions at large without being fully informed and this lack of statistical interpretation bring people to make many errors. Society would improve if the fundamental ideas of probability theory and statistics were taught in schools because students would grow the capacity of reasoning, a strong means to evaluate and to analyse.School programs available at European level are lacking a convincing learning and study trajectory oriented towards a “data literacy-based” competence framework. The educational field is one of the sectors which has been more influenced and involved in this period of health emergency due to the spread of COVID-19. In particular, schools are called to face direct and indirect consequences: on the one hand the need to put distance learning into practice, on the other hand the various problems that arise from it such as the lack of adequate digital skills. Our project, through the use of the STEAM methodology and the spread of digital pedagogical skills, intends to support many teachers and students to face the challenges presented by this recent global change in the use of new technologies. Data literacy is a cross-cutting competence which is relevant in all disciplines since data are used in a multitude of domains, mainly from the STEAM framework, but required knowledge, skills and attitudes related to it are dependent on the context. There is a deep gap in the training trajectory between the secondary school programs that have not a strong focus on data literacy and the Higher education programs that are offering degrees and learning paths focused on Data Science.The DALFYS project starts from the assumption that data literacy is a transversal competence that all school students should have the right to access and integrate in their study courses. Schools across Europe are very diverse and operate within national contexts that are highly different: some schools might have less flexible didactic organisation that could hamper the application of the approach. Within the project consortium it will be possible to compare heterogeneous secondary school organisations and practices, and design a model that can fit the majority of the structures.Use and access to data are influenced by many factors that vary from one EU Country to another: legislative measures, policies, maturity of open data, cultural perceptions and sensitivities (for instance regarding ethical issues). The participation of partners from EU Countries (Lithuania, Italy, Germany, Poland) and the participation of one no EU programme Country (Turkey) will enrich the knowledge and guarantee the consideration of all these aspects.The DALFYS project intends to catalyze the attention on the importance of data literacy for students and future workers and to feed the debate and interest through the digital platform, that will be kept open after the end of the project, and where all the main outputs will be accessible for free. Five Intellectual will be created during the project implementation period:- Open Inventory of good practices, case studies and EU projects.- DALFYS Validation system.- DALFYS learning platform.- Training resources and approaches for secondary school teachers.- Piloting the DALFYS approach: Implementation strategy.In order to present the intellectual output produced in the project to all relevant stakeholders a final conference will be organized. The aims of the final conference are two fold: firstly the final conference is a key dissemination event and it will promote the data literacy approaches in secondary school institutes thus motivating schools but also enterprises in implementing the DALFYS products in the context of data literacy education."

The Youth Media Clubs project was a joint work of six youth groups from Poland, Turkey, Bulgaria, Romania, Lithuania and Greece, actively working with youth and in the media sphere.The implementation of the project was based on youth groups cooperating with project partners and interested in the media - they have already tried their hand at school newspapers, school radio, and social media. Each group was motivated to acquire new skills, practice them and develop their passions.It is worth emphasizing that they were socially active youth, sensitive to problems existing in their immediate environment, the participants decided that the axis - the theme of their joint work would be discovering and promoting places of interest for young people in their immediate environment. According to the project assumptions, our groups discovered places that would interest their peers, and which are located close to their homes - trails, bicycle routes, kayaking, places of interesting volunteering (mainly related to ecology), places related to culture and dialogue - events, events, institutions. Also, according to the project assumptions, each group developed 10 such descriptions (created on common templates) constituting the Youth Guide, using the ability to write texts, photos, create films and elements of computer graphics. From the descriptions in two languages ​​(own and English), a jointly created website was created at https://youthmediaclubs.eu/ and reports on the creation of materials were additionally found on social media.Participants independently developed the website's graphics, collaborated with a computer graphics specialist, placed new posts and photos themselves during the project, and worked together to improve the website. As part of the project, unfortunately, only one organizational meeting took place (April 2019 in Poland), although we were also planning a project closing meeting - evaluation in Bulgaria. Due to the COVID-19 pandemic, we were unable to conduct an evaluation meeting in Bulgaria (planned for April 2020) and we conducted the project evaluation thanks to online tools. In addition, 2 training sessions were conducted (in August 2019 in Greece and October 2019 in Turkey), where 5 participants from each group will gain new experience and knowledge. The first training was devoted to journalistic techniques, the use of image and sound, processing it and skilful use in the work of journalistic clubs. At the second training in Bursa, we focused on using the internet, including mainly social media and telephone applications to promote our activities and be active on the web. Particular attention, however, has been placed on the issue of responsible and informed use of the network and its dangers. The project was carried out in accordance with the assumptions and plan (the only element that could not happen was the evaluation meeting by the COVID pandemic) and we achieved our goals - that is not only to develop and acquire new media-related skills and use them in practice when creating a website, but above all, shaping the attitude of independence, entrepreneurship, resourcefulness and social commitment.