"The schools involved in this project include science and technology education, as well as teaching of foreign languages as main goals of their curricula. A large number of studies have emphasized a worrying decrease in the interest of young people in science and technology.""Being a Biomaker, no passports needed"" is a project that shows how the scientific knowledge and problem-solving capacity contributed by the maker’s philosophy, BioMaker or Bio DiY, has no borders for several reasons:-Our association brings together Macedonia and other countries belonging to the European Union in the same project.- It allows to build a laboratory with complex equipment at low cost.- The laboratory will be designed taking into account the electrical self-sufficiency of the equipment so that it can be replicated in disadvantaged areas of Europe and also in other parts of the world.The project arises from the association of 4 schools from different areas of Europe, with three of them that have been partners in a previous project ""Be a maker at School"" of robotics and BioDiY. The innovation of this new project lies in the construction of new laboratory equipment with more complex devices that include optical, electronic and self-consuming energy systems. The shortage of BioDiY or BioMaker projects and the potential it can represent for schools around the world, have led us to schools with different STEM profiles to build this project and to agree on the following objectives:The learning of science and technology is one of the bases towards employment and social inclusion.-Propose a personalized and collaborative learning, take advantage of the accessibility to open educational resources that will be generated in the website and in the different platforms.-Improvement of competences of students particularly linguistic, scientific and technological.- Promote equity and social cohesion.-Encourage cooperation between European countries to improve dialogue between cultures, increase employment opportunities and expand the range of job offers.-Enhance competences in creativity and innovation, including entrepreneurship, at all levels of education and training.-Teaches students with innovative learning approaches and improve their skills in the STEM subjectsTo achieve these objectives we propose the following activity plan• Promote and bring students closer to the most innovative fields of the biomaker movement. The Open Hardware, Open Software and emerging biotechnology allow to acquire new skills to be included in the scientific-technological competence of a high school student and necessary for their future active European citizenship.• Create and design tools to build a low cost biotechnology laboratory that can be replicated in other secondary schools.• Evaluate the tools built for the biotechnology laboratory with a reference laboratory.• Introduce the proposal of challenges, so common in other areas of the adolescent such as sports or video games, in the teaching of STEM subjects.• Exchange good practices implemented in each of the centers through virtual communication channels, work networks, meetings and mobilities that improve key skills.At all times the inquired based learning methodology will be followed, the resolution of challenges and problems, implicit in the DiY or Maker philosophy that is characterized by a continuous review and improvement of its resources in an open space.The results of our project will be distributed in three steps:Construction, assembly, calibration and use in small investigations of laboratory equipment.Design of the electrical self-supply of the equipment.Creation of construction guides, assembly, calibration and use of laboratory equipment.The construction of a laboratory with complex equipment at low cost can have a significant impact among the STEM teachers of the schools involved, and of schools in their area of ​​influence, makers, national and international skateholders, but above all to the students who will be able to experiment in biotechnology and chemistry with instruments only available in university laboratories and professionals labs. These schools can become point of reference for other European schools, even those in the most disadvantaged areas."

Originally, 5 schools applied, after the withdraval of Fairfield High School we were approved to go on-the approval dates to12 October 2016.All the responsibilities were successfully shared by the rest of schools.Four learning and teaching stays were organized, 27 November 2016 - 2December 2016, David Bujan School, Cambre, Spain , 2April-8April 2017 IIS Galileo Galilei, Jesi, Italy , 30Oct-3Nov 2017 ,Orde Chopela School, Prilep, Macedonia,16April-20April 2018, Gymnázium, Česká 64, České Budějovice, CR. All the mobilities followed the planned schedule, fulfilled the planned objectives as described in details in paragraph 5. The diversity of the four participating organisations provided new horizons to learn from each other experiences and areas of expertise. Each was a pilot school in InGenious, and each had challenging and specific targets that were fulfilled in this project. The participants benefited from intercultural peer to peer support, contributed to tolerance development and understanding of other cultures. They also improved the students scientific and multilingual competences. It helped to unlock the potential in everyone involved and the organized activities stretched the students competences and creativity beyond our initial expectations. One transnational meeting and four short-term exchange visits planned for this project were realized. The organisations involved provided a favourable environment through the European mobility to challenge and encouraged the more-able students to raise their attainment, empowered the students with opportunities to raise their aspirations and overcome economic and social barriers, motivated all stakeholders to engage actively with education and gain cultural, vocational and linguistic benefits. It also contributed to the improvement of their employment prospects in the future. We chose history of TI as a context for this project - the home of each participant shares a common heritage still influencing our societies. We believed we should understand the history to build a better future. Within this context we realized planned visits to first class educational facilities and industrial plants. We offered the students highly motivating cross-curricular teaching and learning activities with innovative methodologies and effective use of ICT and digital tools. Science inquiry-based learning activity packs developed and piloted during the lifetime of the project. The activities tackled the history of textiles, pollution by TI, designing products from recycled materials, collecting and recording data, communicating ideas and results while using effectively correct English. Over two years, the participants were working continuously on various tasks following a well- structured plan to achieve the set results of the project. The outcomes include: a smart material kit, online multilingual voice dictionary, garments made from recycled or reused materials, a collection of art work from recycled materials, packs of information cards about pollution and interactive activities and experiments to be used by children at museums. Two outputs were planned for this project; an illustrated book presenting the results of the activities undertaken, additionally more practical manuals for workshops and an inquiry-based learning activity pack with accompanying teachers’ guidelines. Both the products were accomplished in e-forms. Each school was given two CD books to deposit them in school libraries, the packs of cards are available on the web and a back-up version. They both, the outcomes and the outputs were disseminated at the final closing event in CR and are being disseminated on the schools’ and project websites, eTwinning and Erasmus+ dissemination platforms. To maintain its sustainability we will continue to offer these products to reach a wider audience outside the partnership through free open access after the project ended. For a good quality of dissemination and exploitation of the project we were monitoring continuously the implementation and the impact of the project’s outcomes very closely. All the activities had measurable and realistic objectives and adhered to the timetable and the deadlines. We used and recorded qualitative and quantitative indicators to monitor all aspects of the project. We used pupils, teachers, and families’ voice through feedback questionnaires and reviews of stakeholders. In the framework of the project we agreed on flexible changing the timetable for physical and virtual meetings between the project coordinators and among the core teams of participants at local level where impact was monitored. The required official reports and post mobility progress reports were made. The management team on the course of action was being informed to ensure maximum visibility of the project and enhance the quality of dissemination and exploitation of the results.The obvious students language command improvement as well as the IT skills was recorded.

According to reports, circular economy could help boost EU GDP by EUR 1.8 trillion by 2030, result in over 1 million new jobs across the EU by 2030, and be central to cutting greenhouse gas emissions (Ellen MacArthur et al. 2015) and the chemical industry could be at the forefront of this transition by offering innovative solution for a better use of the materials and energy sources. (CEFIC; 2019) However a few challenges are preventing a smooth shift to circular economy, in particular:•Lack of awareness about circular economy benefits at social, environmental and business level.•Lack of specialized training and education promoting skills necessary to fit in the circular economy model•Lack of national policies promoting ESD principles through a multi-sectorial approach•Lack of interest in Science and Technology subjects and related career among European students and young peopleCIRCLE-LAB, in line with the European lifelong learning approach, is aimed at supporting the initial and continuous professional development of teachers’ profiles through the application of practical and innovative tools in order to promote circular chemistry in secondary schools. The project will consider identified needs & gaps related to circular chemistry education and in particular:-need for a practice-based approach that provides innovative resources and tools-lack of a promotion of circular economy principles and ESD core competencies within chemistry education.-necessity of promoting and developing digital learning environment.The main Project results will be:OUTPUT 1. CIRCLE-LAB Modules This output aims at defining a specific educational framework for the teaching of circular chemistry for secondary school students.OUTPUT 2. CIRCLE-LAB training programmeThis output consists in the development of a training curriculum designed for secondary school teachers, aimed at consolidating teaching professions from Initial Teacher Education (ITE) to Continuing Professional Development (CPD). OUTPUT 3. CIRCLE-LAB ToolkitThe objective of this output is the design and development of the Toolkit for educating secondary school students on circular chemistryOUTPUT 4. CIRCLE-LAB online environmentThe CIRCLE-LAB online environment will consist of two key components:1. The MOOC: the online course for teachers (IO2) offered as a MOOC in order to allow large number of users and to facilitate its transferability and further exploitation.2. The Structured Toolkit: It will contain the Toolkit and related guidelines developed in IO3, organized online in a way that it promotes the tools’ association with the CIRCLE-LAB training programme and their interdependence.Project impact:The desired impact at local and regional level is that the CIRCLE-LAB may become a reference in developing skills for circular chemistry and achieve the highest adhesion and participation by the individuals and organisations involved in each partner's network, in order to offer services and support to learning activities about circular chemistry.At national level, the desired impact is to involve potential schools and teachers in the field of circular chemistry that can be multiplier actors and contribute to the use of Project results.At European level, the project will enforce the promotion of circular chemistry and ESD principles and its added value on the environment as well as on the social and economic level.

"<< Objectives >>PO1 Students are interested in studying circular chemistry through the use of digital tools innovative games and at the same time to motivate them to prepare experiments at home. PO2 Promote CE principles and ESD core competencies within chemistry education through the developing digital learning environment. PO3 Support the continuous professional development of teachers according to the ELL approach by applying practical and innovative tools to promote CE in secondary schools.<< Implementation >>Developed Curriculum ""Circular chemistry in the digital era.""Designed and disseminated educational videos ""The fun side of chemistry.''Created and disseminated Circular Chemistry - Digital Educational Game<< Results >>One (1) curriculum with six (6) modules about green chemistry education with circular economy principles, with 18-36 activities adapted for physically and distance learning; One (1) toolbox which will inspire for changes in the community, will serve as a test of gained knowledge after realization of each of the module, and additionally, will engage teamwork and critical thinking; minimum 150 high schools students of five countries, directly involved in the testing."