<< Background >>STEM education is not widely spread in primary schools in countries such as Greece, Romania, Bulgaria and Cyprus. Even though there are many private or experimental schools that have integrated in their curricula STEM education, these represent only a small proportion of the total educational population. For example, in Greece, public schools have no interaction with STEM education in comparison to other EU countries that have already incorporate STEM in their educational curricula.STEM (Science, Technology, Engineering and Mathematics) education focuses on the new educational method that initiate youngster learners to the science of Mathematics, Mechanics, Engineering and educational robotics. STEM education uses modern technological constructions while educate children from basic physics laws to dynamic and kinetic forces. Through STEM education, students are encouraged through participation, collaboration and team building skills from their early ages and start using their imagination and creativity combined with their knowledge.The proposed proposal focuses on the development of educational and training curricula using STEM methodology for the training of Primary school learners, trainers and teachers. The project will focus on the development of 3 educational curricula; (1) Introduction in basic machinery, (2) introduction in complex electrical machinery and (3) Introduction in Educational Robotics. The educational curricula will be developed and applied in 4 participating countries; Greece, Romania, Bulgaria, and Cyprus. All educational curricula will be available also online for teachers and trainers. They will be applied in the following selected schools:•Cyprus Grammar School•Greece Stem Education•Bulgaria •Romania After the evaluation of the curricula from the University of Galati, the final outcome of the proposed project will be applied in teachers and learners from primary schools and more specifically:-In Greece the partner STEM education will train 50-100 teachers from 50 different primary schools-In Romania the partner University of Galati, except the evaluation of the programmes, will also train 15-30 teachers from 15 different primary schools.-In Cyprus the partner Private Grammar & Modern Schools will train 15-30 teachers from 15 different primary schools.-In Bulgaria the partner Association “Professional Forum for Education” will train 15-30 teachers from 15 different primary schools.Finally, the coordinator, OTE Academy will train more than 100 teachers either in its premises and/or using the online training tool that will specifically be developed for the purposes of the proposed project.<< Objectives >>The main objective of the project is to introduce STEM education in youngsters / learners and their teachers that study in the public educational system. In more detail, the proposed educational curriculum aim to capacity building of teachers and trainers along with primary school youngsters / learners in the use of basic machinery, complex electrical machines and educational robotics and automation. This educational curriculum will target young learners from all grades in primary school. Teachers will be trained on programming like Scratch in order to make sciences as Mechanics, Physics and Mathematics more fun and entertaining for young learners. That way, basic machinery, complex electrical machinery and automation and robotics become familiar to students that will enable them to develop new skills in gaming, animation and other relevant sectors.More analytically, in terms of project achievements the following targets will be achieved in this framework:- In Greece the partner STEM education will train 50-100 teachers from 50 different primary schools- In Romania the partner University of Galati, except the evaluation of the programmes, will also train 15-30 teachers from 15 different primary schools.- In Cyprus the partner Private Grammar & Modern Schools will train 15-30 teachers from 15 different primary schools.- In Bulgaria the partner Association “Professional Forum for Education” will train 15-30 teachers from 15 different primary schools.- More than 100 teachers either in its premises and/or using the online training tool that will specifically be developed for the purposes of the proposed project.<< Implementation >>The entire project has 6 distinct work packages (WPs) that serve the 3 main pillars of the project: Project Management – Implementation – Promotion and Awareness Raising. The core WPs of the project are WP3: Introduction to Basic Machinery, WP4: Introduction in complex electrical machines and WP5: Introduction in educational robotics. These 3 activities will be running during the whole project duration and include the design, development, construction, pilot implementation and introduction to teachers and learners. WP6: Sharing, Promotion and use of project results is a horizontal activity that will also be running during the whole project duration. The entire project will be managed through WP1: Project Management and Implementation. Finally WP2 will implement the entire project monitoring and evaluation while short reports will be developed for each WP. Corrective action plan will be developed in the event of delays or any other problems might raise during the implementation of the 36 months project.<< Results >>The tangible results of the project implementation are the following:1)Production of 3 educational curricula in (a) Basic Mechanics, (b) complex electrical machines and (c) Educational robotics. The curricula will be developed in electronic and paper format, internet and website2)Implementation of educational curriculum for at least 200 teachers and 100 primary schools and their learners.3)Introduction of the educational material to the relevant ministries in each country4)Certification by the relevant National certification Bodies of the educational curriculum.

"<< Background >>With the current reforms of the educational system, teachers are phased with the challenge to provide education to children from a very young age to be able to become ‘workers’ in the field of knowledge (Gruioniu, 2013). Within this context, schools should equip their students with advanced education including the development of high-level skills, essentially required for solving unparalleled and complex problems. Citizens of the 21st century must be able to summarize the essential from a variety of sources, to extract new ideas from the information that computers cannot summarize, to become leaders and be able to make the best decisions as fast as possible. This can be achieved through philosophical inquiry-based learning. Having said this, the proposal of the current project has a twofold purpose, to develop philosophical knowledge but also philosophical inquiry through interrelated results, based on the knowledge taxonomy (originally developed by Benjamin Bloom in 1956 and accepted many alterations and since then). The taxonomy used here comes from the father of Philosophy for children who is considered to be Matthew Lipman. The philosophical knowledge will be developed around 4 main branches including but not restricted to:1.Metaphysics knowledge (reality) e.g who they are, what are numbers, what is world.2.Epistemology (knowledge), e.g How do we know the things we know? Are our feelings realiable? 3.Logic (critical thinking) What is the difference between a good and a bad argument. Last but not least 4.Ethics (values) How can we find happiness? Is it ok to be selfish?The philosophical inquiry per se will be developed via result 4 and 5 (lesson plans and serious game) stepping on result no.3 the philosophical narratives.<< Objectives >>The effort of including Philosophy in the school curriculum as a systematic discipline goes back to 1970s in the American state. The name of Matthew Lipman is widely known as the founder for the implementation of P4C (Philosophy for children) and his high impact book ‘Philosophy Goes to School’. Lipman, talked about the Socratic tradition where one learns to reason and to think for oneself. For a long time, there was a lively discussion in the educational cycle as to which age is more appropriate for the philosophical training to begin. Nowadays, it is accepted from as young as 10 years old due to several studies proving the significant elevation of children’s school performance resulting from the sharpening of their logical skills Radhar et al (2018); philosophical inquiry approach is known to be one of the best approaches to achieve the development of logical skills. Although a World Philosophy Day was established in 2002 by UNESCO (celebrated the third Thursday of November each year) we can only see a minimum number of European synergies fostering this important approach in a number of European countries. Also, we can see some philosophical novels published, some books about philosophy for children but none of the efforts undertaken so far is taking a holistic approach, meaning the development of all sub-levels of the knowledge hierarchy with its relevant material for each step. The material to be found in-so far, especially for the three out of the four participating countries (Greece, Cyprus, Lithuania) for the age range of 10-14 years old students is neither holistic (with the sense mentioned here- to be developed hierarchically and gradually), not engaging high tech digital instruments as proposed within Little Philosophers (e.g Augmented Reality Books and serious game) norto be found in the local languages;despite the fact that it is nowadays accepted that younger students could benefit from philosophical inquiry in many aspects of their academic life and not alone. Recurrent crises at all levels, economic, societal, health and that are due to a large variety of causes and to the global complexity of current times, people are heavily impacted in their abilities to cope with uncertainty and ambiguity. The fast change of technological growth seems to be better absorbed by children who are more receptive in adopting new gadgets that are transforming people’s lifestyles but that have also a potential great impact also on practical needs like administrative issues. However, the same use of these new technologies like social networks can be manipulated and used to spread fake news and harmful content virally across communities all over the world. Youngsters, because of their lack of experience due to their age, are particularly exposed to such risks, and since common educational structures and families themselves have great difficulties in taking up the pace of change, sense-making might be really hard for unprepared minds. This is true in France too. The risks to be seduced and manipulated by opposed extremisms (e.g. populisms vs. religious radicals) are high and cannot be underestimated. Proper tools to mitigate the lack of adequate institutional support are needed in order to make a better prepared society grow.<< Implementation >>The project is divided into Activities, Project Results/ Intellectual Outputs and Multiplier Events.Each activity is led by one partner, according to its proven expertise with the support of the grant requested under ""Project Management and Implementation"" and will have a dedicated time for presentation, monitoring and evaluation in the TMs.Activities: needed processes to complete the goals of the project include: A1. Project Management and Coordination; Led by Succubus.A2. Quality management, Research Validity and Evaluation of Content; Led by Vilnius University A3. ICTs and Innovation Management; Led by CIPA4. Dissemination, Exploitation and Sustainability; Led by DDPA5. Management and evaluation of training Activities; Led by The Grammar school in Cyprus and DISEPI in GreeceSpecific activities under each of the four main Results of the project include:For the PR1, The Guidebook:Setting the structure, exact content, framework, word limit, graphics of the guidebook ,Setting questions for desktop research Desktop research on first sectionResearch on best 12 philosophers to present the 4 thematics Research to justify the philosophers chosen, Translation so as the guidebook to be found in EN, GR LT, FRFor the Augmented reality and e-books, some of the specific activities to eb undertaken include:Creation of stroryboard, Create training course for partners (e and AR books) Piloting, Finalization and Translations, so as to be found in four languagesVoice recording of all books in EN and the languages of the consortium For the third result, the Philosophical Narratives, beyond the prior research and the development of the narratives, pilot testing will precede the finalization and the translations and voice recordings to EN, GR LT, FR.For the fourth output, the development of Lesson plans, similar pattern as above will be followed e.g research and the development, pilot testing will precede the finalization and the translations and voice recordings to EN, GR LT, FR.The final Result of the project, the Digital Serious game will have a workshop as its initial step so as to perfectly capture the content Determining the target, defining the message to be transmitted, and refining it, development of the script, the mechanics and frame will follow. Of course the beta version will be piloted before finalizing it. In terms of the aforementioned activities, we expect: - at least 120 students involved in materials piloting - at least 15 educators involved in outputs pilot and evaluation In terms of dissemination, we expect: - at least 1,500 people reached through the website and social media - at least 10 external contributors involved before the end of the project – at least 300 stakeholders, educators and learners gathering during the 4 multiplier events The four Multiplier events will be half-day events organized one in each country where in all, more than 35 participants belonging to two main target groups will be reached:a) staff from the Philosophy departments of Universities, andb) the voluntary sector, civil society partners and social/education institutions, primary schools from the private and public sector, elementary schools from the private and public sector at large.Secondary target groups are, educators, lifelong learning trainers dealing with philosophical inquiry, community engagement practices, school policy makers and; representatives from Research and Innovation Centers; representatives of public authorities, municipalities and local government employees, with the aim to present to the wide public the project results.<< Results >>(a) The formation of a unique philosophical approach for children age 10-14 and their educators which frames philosophy not just as a knowledge around figures of main philosophers, but as socio-cultural product, as well as a multifaceted educational field, through a journey via the narratives, technology, and the role play via the serious game. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approachingPhilosophical knowledge and philosophical inquiry-based learning from higher primary (10-12) to lower secondary (12-14), thus helping the students to develop skills related with “Logic, Reasoning, Creative and Caring thinking”.(b) The familiarization of educators with the utilization of digital tools and technological innovations (e.g. Augmented Reality books, e-books, serious game) for the construction of modern material that serve their peculiar educational needs and objectives(c) The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and visually impaired students, as well as for students with SLDs INTANGIBLE RESULTS For educators:●Provide them with a rich guidebook explaining the importance of the implementation of philosophical inquiry from the age of 10 whilst justifying the decisions made for this project (e.g what main branches/ categories it is based on, which main philosophers will be exploited and why)●Offer interactive, electronic material to be used as Open educational resource●Give educators a playful way to introduce children to the hardest/ deepest questions afflicting philosophers for thousands of years●Inducing students progressively into philosophical inquiry, proven to be helpful in many aspects in their educational achievements in all subjects (as it develops their thinking)●Strengthen and broaden educators’ pedagogical skills through the exchange of good practices between partners and associated partnersFor students:●Stimulate empathy, develop open-mindedness and fire an intercultural dialogue leading to a debate (UNESCO chair: https://chaireunescophiloenfants.univ-nantes.fr/)●Provide them with stimulating, fun, interactive means of philosophical knowledge●Enhance their whole academic performance by developing crucial skills such as creative and critical thinking (Lipman, 2011)●Develop caring thinking via the serious gameThrough the collaboration of European public and private associations and institutions and theexchange of good practices between partners and associated partners, we wish to make philosophical inquiry accessible to all European students age 10-14, improve and support the professional practices of educators who wish to teach philosophy but also use philosophical inquiry-based learning in their daily practice. This can be accomplished by tackling reality through Metaphysics, knowledge through Epistemology, critical thinking through Logic but also develop student’s values through Ethics. But also caring thinking; ‘To think caringly means to think ethically, affectively, normatively, appreciatively and to actively participate in society with a concern for the common good’ (Lipman 2002, p. 271)."

<< Objectives >>CLI-MIC Project develops, implements and transfers comics as innovative educational tool to promote active agents of climate change.The objectives are:1 - Implement COMICS as innovative pedagogy to fight Climate Change through STEAM.2- Support school teachers in competence-based teaching through COMICS.3- Create and encourage active citizens through COMICS, fostering critical thinking.4- Promoting the relations among educational sectors and organisations related with Climate Change.<< Implementation >>The project will implement 5 WorkPackages:WP1- Management.WP2 - Pedagogical and Educational Plan. Development of a Pedagogical Plan through a participatory process.WP3 - Training Materials and Learning Activities. Creation of innovative training with new materials, online course and workshops.WP4 - CLI-MIC Methodology Implementation. Implementation of methodology in schools and mobility event for students.WP5 - Strategy for Replication and Sustainability.<< Results >>The most relevant tangible results will be:Pedagogical Plan focused on the promotion of STEAM to fight Climate Change.Training materials about Comic as educational tool.Training materials about Climate Change and its communication.New CL-MIC ComicOnline course for educators through a new platform.Workshops in presence for teachers.CL-MIC Methodology Guide for implementation in classroom.Scientific report and publication.Best practices implementation reports.Replication Strategy Guide.

CONTEXTEuropean Commission has identified Action on Plastic as a priority in the Circular Economy Action Plan. The first-ever European Strategy for Plastics in a Circular Economy was adopted in January 2018 and European Commission is promoting an EU-wide pledging campaign for the uptake of recycled plastics. On the other hand key competences are considered by European Commission fundamental for a personal fulfilment, active citizenship and social inclusion. These competences in population are essential to solve plastic challenges.Art-based learning and Service-learning are educational methodologies to enable effective way in improving and raising the key competences in order to create more aware and active citizenship. OBJECTIVESIn this context, the objective of Erasmus+ ReLearn Plastics is the improvement of key competences students by means of art, creativity and new learning methodologies with the purpose of strengthening the awareness and active citizenship about plastics consumption.To achieve this general goal, the following specific goals have been defined:- Supporting opportunities for students in acquiring and developing key competences, including basic skills through art-based learning and Service Learning Methodology .- Strengthening the profile of the teaching professions,developing innovative methodologies to increase the awareness and action in students about plastics.PARTICIPANTSPartnership includes four Schools:IES Cid Campeador - SpainP.G.M.S. (Private Grammar & Modern School) - CyprusE gimnazija - SerbiaBiotehniski center Naklo - SloveniaAnd four non school organizations acting as experts in different topics:Universtiy V Maribor - SloveniaCSI Centre for Social Innovation LTD -CyprusAssociació Cultural CRESOL - SpainYouth Club of municipality of Stara Pazova- SerbiaThe countries represented by the partners are Slovenia, Spain, Cyprus and Serbia.The direct target groups of ReLearn Plastics are 100 students and 10 teachers from 4 Schools. Indirectly the project will benefit other groups, mainly teachers from other high schools (100) and professionals working in the field of climate change and art (100).ACTIVITIES AND METHODOLOGYReLearn Plastics implementation follows this structure:1) Beginning – Agreements, preparation of activities and organization.2) School staff training – Preparation of a technical manuals and training course of school teachers3) School student training – Implementation of methodologies in classrooms and experiences and learning exchange for school students.4) Closure – Final evaluation road map for future joint ventures.5) Project Management (transversal) – Tri-monthly reports, virtual and transnational meetings.6) Dissemination (transversal) –Website, social networks, meetings, mainly addressed school students and teachers and professionals.INTELLECTUAL OUTPUTSThe IOs produced by ReLearn Project are:IO1- Learning Material: Plastics in Europe. IO2- Learning Guide: “Plastic Awareness through Art-methodologies”IO3 – Service Learning Methodology: “Active citizen for plastics reduction”. IO4 – Guide and practical tools. Implementation “Plastic Awareness” in classroom. IO5 – Guide: Best practices of implementation Service-Learning for Active Citizens plastic challenges.LEARNING, TRAINING AND TEACHING ACTIVITIES.LLTA1- C1- Short-term joint staff training events for teachers in Spain:Training in Plastic Challenges, Art-learning Methodologies and Service-Learning Methodology.LLTA2 - C2Short-term exchanges of groups of pupils for students in Slovenia:Exchange event with Aware and Active Students in Plastics ChallengesMULTIPLIER EVENTS2 Multiplier Events will be carried out in each country.The first one in September-October 2021 at midterm of the project and the second one in September 2022 at the end of the project. 8 multiplier event will be realized in order to disseminate the results and intellectual outputs.RESULTS AND IMPACTSIt is expected that ReLearn Plastics implementation contributes at:- Strength the school teachers’ competences regarding plastic challenges, art and innovative educational methodologies.- Facilitating new opportunities for school students based on high-quality and innovative learning and international experience.- Improving key competences in school students.

The actual context of the COVID-19 creates a wealth of insecurity, uncertainty for pupils, youth, students and a massive challenge for educators and youth workers. The situation in the various realities of the partners’ are presenting distress, difficulty in engaging with students and keep them motivated (besides isolated examples), showing uncertainty of future employment possibilities and maybe a drastic change of marketplace needs. Aim: We are addressing the needs of primary, gymnasium and high school teachers and educators working with minorities, fewer opportunities youth and rural youth in creating innovative approaches that are more inclusive, using digital environments, and dealing with emotional understanding. Thus, the project supports participants (prospective teachers) to deliver high quality teaching that deals with the complexity of the learners by focusing their approaches on inclusion, improving attainment and continuing education as well as empowering learners. Objectives:O1.Developing more flexible methods for involving students in actively learning the curricula during the class hours, and test the most relevant ones throughout the lifetime of this project and measure the commitment to finish all education cycles. (NLP, mindfulness, e-learning). This objective meets SDG 1 and 4.O2.Sharing innovative techniques for teaching and measuring impact of teaching to boost the ability of students to learn and participate in the process, supported by e-learning, that are applied and tested by the teachers in classrooms/ online. By the end of the project those techniques would be filtered and adapted to the realities of the participating countries (dance, music, theatre, arts, digital art, digital environments). This objective meets SDG 1 and 4.O3.Methods for blending digital environments with practical, hands-on activities for learning STEM that are transferred to the teachers during a Training Course, and applied in the classroom by those. Those will be shared during Training Courses and integrated in the teachers activity through practical assignments (movement, music, art, e-learning, gamification). This objective meets SDG 4 and 10. O4. Methods for psycho-emotional balance, that can be used/applied by both teachers and students, for improved focus, decision making, clarity, health and wellbeing, in/outside classroom. Those shall be acquired during the lifetime of the project and transferred by the teachers to other fellow teachers (NLP, mindfulness, rhetoric, music, dance). This objective meets SDG 3, 4 and 10.NEEDSThe common need is integrating approaches for supporting learners with fewer opportunities achieve and maintain educational development: -Literacy among youth, achievement in STEM topic, emotional balance, digital & technology, employability in the actual and future job market. -Improving the approaches of teachers, educators in classroom, activities and homework making those holistic and appealing to the learners of all ages.-implementing a structured non-formal approach for involving disadvantaged youth, pupils and students in up-skilling and adapting to the actual job markets’ needs as well as including those youth in the community participation.-Prototyping tools and methods based on what techniques are used by teachers in classroom now, the ones shared by the facilitators in the training courses and the testing and observation of those techniques in the classrooms of the teachers attending those activities.For supporting those priorities we bring forward:- Tools from coaching and Neuro Linguistic Programming that are giving educators and teachers the ability to understand how to use linguistic tools and other tools in order to meet pupils at their best, and it brings ways on how to use humour and speaking tools.- Mindfulness as a means to access balance at the level of mind and body for getting young people calibrated for learning, focus and kindness.- Visual art and visual stories promoted by schools in schools and in classrooms- Theatre techniques to be used in front of the classroom- Theatre as a tool for expressing the unexpressed, hidden thoughts and ideas through personas as well as role plays, improvisation and humour. - Digital art for meeting interactive ways of exploring methods of teaching, inclusion, and transferring learning.- Dance & movement as methods that enhance the way that teachers are managing certain activities and adapt the way they are teaching certain classes of maths and sciences. - Music and rhetorics as mediums that are amplifying the way that both teachers/ educators and pupils/ students are interacting, talking and transmitting information as well as music that helps to accelerate learning processes.- E-learning as a tool for enhancing the capabilities of teachers in various online environments, sharing interesting information with students and for pupils and student.