“ClassLine. Online Classroom for Educationally Impaired Students ”is a Strategic Partnership that aims at to reduce school absenteeism in the partners’ countries amongst students in secondary and upper secondary levels who struggle with mental health issues or cannot attend the school due to chronic diseases (e.g. cancer) or temporary physical disabilities. To reach their aim, the partners will develop an Online Teaching Platform allowing learners with various challenges obstructing their physical participation in the classroom to continue their education. The Platform will be developed based on tools and best practices in online pedagogy as to keep the students active and engaged, additionally developing social competences by interaction with their classmates. To start with, the platform will contain the content of classes in Science and English for an entire academic year, based on the national curriculum for G level in Denmark and 7th grade (secondary schools) in Turkey. By the end of the project, the platform will have a content of 618 hours of teaching. The platform will be open to any school in Europe to adopt it in their teaching and upload their pre-made classes. A guide on effective online pedagogy will allow other schools to structure their online classes so to keep their learners engaged and create a sense of community. By the end of the project, at least 100 learners who are educationally impaired due to mental health challenges, chronic diseases or temporary physical disabilities will have continued their education through the Online Teaching Platform. Multiplier Events and Dissemination activities are foreseen within the project lifecycle as to promote the use of the Platform outside the partnership so that five years following the end of the project at least 100 schools across Europe offer online teaching through the platform to those students who from various reasons cannot attend the school.Although, the platform will be developed with learners with mental disorders in mind, it will be applicable to any learner who cannot attend school for a longer or shorter period of time, for example learners challenged with chronic diseases (e.g. cancer) or temporary physical disabilities. The platform will also be a means of providing remote education in case of such situation that require social distancing as for example COVID-19 pandemic that left out of school over 1.5 mln. learners.

<< Objectives >>To develop a waste management and donation system in partner countries. To create awareness about zero waste and donation. To build a waste management and donation centre. To create a system and documentation about waste sorting. To build up capacity in partner organizations To find needy people and to help them.To contribute to circular economy of Europe effective use of resources and donation.To involve at least 400 beneficiaries in the SCSF project and educate them waste-conscious.<< Implementation >>1-Administration Activities- Project Team- Preparing Documents- Monitor and Report2- Kick Off Meeting 3- Preparation: Organize Workshops for Training and Creating Waste Management and Donation Concept4-Implementation: LTT Activities 1-2 and Start Local Trainings; Found the Waste Management and Donation Centres5- Dissemination: Press Release, Prepare website, leaflets; Dissemination Seminar6- Interim Evaluation and Dissemination Meeting7- Final Evaluation and Sustainability Meeting<< Results >>The main result of SCSF project is the waste management and donation centre. A waste management system will be set up. A waste sorting document will be prepared to inform people. Donation and its effects on society will be shared. Result products are Introductory Guidelines; Self- evaluation forms; Online logging file system; Waste management and donation concept and guidelines.200 parents and 200 residents will be involved in the project and be trained about waste management and sorting.

The importance of STEAM education has been widely acknowledged across Europe and is in high demand. The development of STEAM competencies among the general population has been acknowledged as one of the top EU priorities. The EU has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies. (“Europe 2020: Commission proposes new economic strategy in Europe”)In the future, increasingly focused on innovation, inclusion and sustainability, STEAM education and entrepreneurship will be more linked than ever before as they go hand-in-hand. The competencies developed in STEAM – creativity, problem-solving, analytical thinking, adaptability, etc. are equally important for the development of a successful entrepreneur. Both, STEAM and Entrepreneurship education, result in producing individuals who take thoughtful risks, engage in experiential learning, persist in problem-solving, values collaboration and work through the creative process to solve the real-life problems. We believe that in order to foster and create future entrepreneurs – drivers for future growth who will use their entrepreneurial mindset to design, create and implement a favourable future: economically, socially and, especially, environmentally – we need to combine these to concepts and produce innovative entrepreneurship programmes that will train youth in innovation and science. By introducing research (R) and arts (A) to traditional STEM, as one of the core elements of discovering new knowledge, STREAM (science, technology, research, engineering, art and math), will provide a well-rounded learning experience.Thus, the project “STREAMpreneur” aims to improve youth entrepreneurial skills, promote innovation and sustainable solutions to real-life problems existing in Europe and beyond, by introducing “STREAM Entrepreneurship” among youth workers and providing them with knowledge and tools to implement it their daily youth work.Main objectives of the project:1)Develop and enhance the quality of youth work offered in regard to entrepreneurial learning by providing “social agents” (youth workers, trainers, etc) with the knowledge, mindset, skills and tools needed to implement “STEAM entrepreneurship” in their daily activities; 2)Provide youth organisations with competencies for the incorporation of complementary actions to formal education for the personal, social and professional development of young people;3)Empower youth through the development of 21st-century skills as well as the adoption of entrepreneurial thoughts and behaviour;4)Promote sustainable entrepreneurship, development of new start-ups and workplaces among youth;5)Promote innovation and inspire young people to become drivers for future growth, finding and developing the sustainable solutions for emerging problems societies are facing;Main outcomes: 1) “Guidelines for “STREAM Entrepreneurship” approach implementation in youth work”The guidelines will provide guidance to organisations active in youth work regarding integration of STREAM Entrepreneurship approach in their activities/programmes for youth. 2)“E-course platform – Empowering Drivers for Future Growth”The platform will offer e-courses to support youth workers/trainers in their utilisation of the STREAM entrepreneurship approach in their activities/programmes with youth. The important element of the platform is also a space for social learning, where users can exchange knowledge, good practise, etc, learn from and empower each other. The project will target European youth workers/trainer and youth organisation searching for support to develop new or update existing entrepreneurship programmes that has lost its attractiveness and effectiveness. The project expects to have 100 youth workers/trainers, 100 youth and 50 stakeholders directly involved in project activities.Project will: •Raise awareness and increase capacity and motivation of youth workers/trainers and youth organisations and other stakeholders to incorporate STREAM entrepreneurship approach in their youth activities to foster the innovation mindset and help the local community;•Increase the cooperation among stakeholders working towards the same goal i.e. modernisation of their entrepreneurship education activities and youth work as a whole. •In the long term, reduce youth unemployment by implementing STREAM entrepreneurship approach and development of STREAM start-ups. The long-term plan is for youth workers/trainers to continue using the e-learning platform by attending courses and contributing with their ideas, knowledge, and tools. We also expect associated partners and stakeholders will create spin-off opportunities and developments based on the project’s approach and outputs. This will ensure the continuation of innovation in youth work regarding entrepreneurship education in Europe and beyond.

The European Union has 68,000 km of coastline which is home to 1200 commercial seaports. Including the EEA members, the coastline covers 185,000km. Almost half of the EU's population lives less than 50 km from the sea. The maritime area under the jurisdiction of EU Member States is larger than the total land area of the EU. More than 37,000Km of inland waterways connect hundreds of cities and industrial regions in the EU. 13 Member States have an interconnected waterway network.However, holistic maritime education is not taught at high school and typically, young people who are entering vocational education have not been exposed to maritime culture or work environment. This is resulting in the vast majority of VET learners either: a) not considering a vocation related to the blue sector, b) finding themselves in employment related to the blue sector, but without basic maritime literacy, or c) having a desire to enter maritime related further education but lacking basic maritime literacy.In order to address this problem, the partners have identified a need for maritime literacy learning as part of preparatory basic vocational education and training. Starting from 2019 Danish partner, FGU Østjylland will deliver a new form of preparatory basic education in Denmark (FGU). FGU is aimed at those who are under the age of 25 and are not yet ready to embark on or pursue another secondary education for professional, personal or social reasons. FGU is unique in that it allows for a flexible learning programme to be developed according to the needs and interests of the learner. The partners intend to use FGU as an innovative practice and basis for developing a permeable educational recourse that can offer access to basic maritime literacy for vocational learners with fewer opportunities. Through this strategic partnership, the partners aim to develop a preparatory VET course in basic maritime literacy for vocational learners with fewer opportunities. Project Objectives:- Develop a 15-day course framework with lesson plans and learning objectives that address 5 thematic modules (Seamanship, Communication, Navigation, Safety & Ecology)- Develop a series of suggested training methods that fulfil the learning objectives of the five modules- Test the developed course and methods on 150 vocational learners with fewer opportunities- Publish the course in a PDF Compendium as an open recourse- Ensure the dissemination and exploitation of the courseOn completion of the project, one intellectual output will be produced; a preparatory VET course in basic maritime literacy for VET learners with fewer opportunities. It is foreseen, that upon completion of the project at least 15 institutions will have expressed an intent to offer the developed course to learners with fewer opportunities. The course will result in new learning opportunities for VET learners who face challenges in engaging in mainstream/traditional educational routes. This result will be seen both during the project period (150 learners reached through testing of the course) and beyond the lifetime of the project. The course will consist of a training framework with learning objectives, and training methods covering 5 modules: Seamanship, Communication on Water, Navigation on Water, Safety on Water, and Ecology. The course will not lead to a qualification, but will offer learners with educational difficulties, an introduction to the blue sector, and a foundation knowledge to take forward into further education or employment. The developed course will address the needs of learners who have challenges with traditional methods of education, that has led them to fall behind in attaining recognition of their competencies. The course will engage learners in subjects related to maths and science in an operational way, where knowledge of the subjects is necessary to achieving the task at hand. The course will impact learners with a sense of cultural connection to the seas, oceans and waterways. They will feel confident and proud in their overview understanding of maritime, which will give them assurance in perusing further education or employment related to the blue sector. The course's 15 days of learning will be flexible in its delivery, as such it will be possible to deliver the course as part of broader preparatory VET programmes. For example, the Maritime literacy course could be delivered one day a week over 15 weeks as part of preparatory VET programme in blue sector logistics. Transversely, the course could be delivered as part of an extracurricular summer school, to ensure that learners with educational challenges, who have no previous experience in maritime, are ready to start the autumn semester in a secondary VET programme related to a blue sector vocation.The project partners will work together over a period of 30 months to research, develop, test and disseminate the preparatory VET course in basic maritime literacy.

"""Growing Green"" is a partnership between partner organizations in Denmark, Nepal, Myanmar and Vietnam. The project addresses the need of bringing non-formal education in line with the current global challenges and mainstream Sustainable Entrepreneurship Education as a new core element. A UN report shows that there were at least 74 million young people unemployed in 2015. A further report identifies that temperatures in 2015 have been about 1 degree Celsius above the pre-industrial era, an effect caused by a human-induced global warming.With entrepreneurship being promoting as a tool to fight unemployment, the partners have agreed to be essential that this generation of young entrepreneurs are not only educated in creating financially successful enterprises, but also sustainable enterprises that utilise the worlds natural and human resources responsibly.However, from their research, the partners identified that the concept of Sustainable Entrepreneurship, besides of being relatively new, Education is only slowly evolving with academia and within higher education, being hardly present in the non-formal education with youth. The project entails 6 capacity building activities and one mobility of youth workers. Throughout the project, the partners will create a guide in Sustainable Entrepreneurship Education (SEE), train 70 trainers in SEE in the partners' countries, reach about 275 young people and more than 2000 stakeholders. The guide developed will consists of four parts: 1. factsheets upon local and global implications of unsustainable entrepreneurship, 2. at least 10 non-formal methods in Sustainable Entrepreneurship Education, such as simulations and role plays, 3. Examples of sustainable enterprises created by young people and not only, and 4. A further reading list. Overall, the partner organizations will strengthen their capacity to provide Sustainable Entrepreneurship Education, enhance their international network, renew their educational packages and strengthen the recognition of learning activities they provide, while non-formal education will be revitalized and new forms of youth work will be stimulated."