‘Sense of initiative and entrepreneurship’ can be broadly defined as the capacity to turn ideas into action, ideas that generate value for someone other than oneself. Sense of initiative and entrepreneurship is a transversal key competence, which every citizen needs for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. (Entrepreneurship Competence Framework, 2016). In the European reference framework ‘Entrepreneurship and a sense of initiative’ is one of eight key competences for lifelong learning which citizens require for their personal fulfilment, social inclusion, active citizenship and employability in a knowledge-based society.All students should have access to entrepreneurship education, which should be offered in all types and at all levels of education. Teachers and schools are key agents: an individual’s chances of receiving good quality entrepreneurship education has depended mainly on the enthusiasm of teaching staff and their ability to secure the right resources. Teachers have a critical role to play in the development of entrepreneurship education.In this respect,with this project we aim to build a system that ultimately enables all students to receive high quality entrepreneurship education that they can use at every stage of the educational process to develop social entrepreneurship competencies To realize this aim to train 32 students through 2 blended mobility of school learners and 115 teachers in 4 joint staff trainings embedded with MOOCs with 4 secondary schools and four non profit organisations from Hungary,Turkey,Greece and Slovenia in 24 months,In the long run,the project is expected to :stimulate innovative and entrepreneurial mindsets among students by introducing entrepreneurship as a key competence in school curricula, particularly in general secondary education and ensure that it is correctly reflected in teaching material;ensure that the importance of entrepreneurship is correctly reflected in education systems design and develop a new model of entrepreneurship education boosting social innovation and social entrepreneurial skills in young people within the School education system in Europe. Enhance the ability to develop own teaching competencies by updating their professional know-how and by recognising the future trends and developments in the employment sector The project is expected to have a significant impact on individual educators and their organisations across Europe, largely related to the developed entrepreneurship resources as a means of providing a new and innovative approach to promoting sustainability and developing related skills in schools. It is anticipated that the resources developed during the project will complement and expand existing training initiatives at various educational levels across Europe and expand traditional teaching and learning practices to include new technologies. The project is expected to offer opportunities for the exchange of ideas and good practices with peers from across Europe through the proposed multiplier event, training sessions and the online platform.

In its capacity our partnership is proposing to develop,create and operate innovative teaching and learning materials that may be used at different High schools and can be transfered to different classes and education systems such as an online game,an interactive comics,an interactive travel guide on the thematic trip of Hercules with the contribution of pupils at different partner schools.With the help of the open access learning platform and pysical mobilities,we will be providing the teachers to enhance their abilities of innovative approachesand implement them into their own experiences.Our partnership is formed with a NGO, two universities and 6 different High Schools.There will be 6 project meeting,4 works of pupils,2 joint staff meeting and 1 long term pupil mobility carried out during the project. We aim to probe into the labours of the mythological hero Hercules,being used as a means of working on different cultures around Europe using ICT tools. Our organisations are mainly situated at places where the labours of Hercules is believed to have taken place. The new labours will then be appointed to him about the cultural values of the partner organisations that affect our European community and we will implement interactive comic for windows/mac computers and extensively to android and IOS .The main concentration of our pupils will be the cultural diversity and the strategic use of the ICT tools .Also we want to enable the teaching staff at our partner organisations to acquire the use of the technology in their respective teaching experiences with the support of ASPETE and HACETTEPE UNIVERSITY,which are specialized in the promotion of applied research in pedagogical applications of ICT in Education , educational technology and pedagogy. .In this respect each project meeting will be embedded by the short term activities for learners and joint staff training events. The aim of these events will to enable both the pupils and the teachers to acquire enough information that they will make use of during the project activities by the two partner such as the interactive comics and the travel guide. Supposedly the indispensable part of the mythology was the language Ancient Greek which is not a part of the curriculum in some of the partner countries. We also want to help students summon up the courage to learn enough Ancient Greek understand the inscriptions on the historical sites integrating it into the online game and the other outputs .All the target objectives will also be carried out on the online learning and teaching platforms. The experiences gained during the events then will be used to contribute in creating the outputs of the partnership such as the online game , an interactive comics prepared with the ICT tools an thematical travel guide of the Trips of Hercules etc. We also want to help the pupils to pay enough value on the diversity of cultures,the historical places, and the idea of common European citizenship. We will carry out the partnership with an etwinning project to help students to acquire knowledge of web 2.0 tools and to reinforce interaction between partners. For this purpose, we will run activities through the eTwinning platform. The activities will also enhance their competence in foreign languages.In some of the partner schools there are a considerable number of students with special needs. In order to assure the integration of these students in the development of our project we will design activities which will allow us to Involve students in modeling activities through the use of ICT skills for laptops, tablets and mobiles,we will help dyslexic and dysgraphic students or poor spellers to get good results,ensure that students in difficult financial situations, improve language skills of students to promote cooperative learning. We want to provide students to built their own interactive community of informed and passionate individuals as proud of their European as well as national identity by helping to exchange the idea of Europe in the eyes of them through a fun experience on the basis of our common heritage and the culture as well as creating materials that will be used after projecAll in all we want to increase the the quality of education and improve the capacities of our organisations by promoting the use of the outcomes we will achieve during our project and take up innovative practices in education to make more modern,dynamic,and professional environment inside our organisations. Moreover we want to enable pupils to promote greater understanding and responsiveness to social,linguistic and cultural diversity with the increased competence level of foreign languages and ICT tools and validate the participants recognition and abilities through European reference tool EUROPASS and raise the opportunity to be awarded the European Language label for our efforts to teach Ancient Greek with innovative approaches.

"<< Background >>Today's youth, in addition to the problems that young people have faced for centuries, must additionally confront two obstacles to their sustainable development. Like the mythical serpent Uroboros, the current situation of climate change and rising youth unemployment are devouring each other.Poland ranks on the infamous list of European countries with the highest greenhouse gas emissions per capita in the last year measured, 2018 (Eurostat, 2021). The European youth unemployment rate has doubled in recent years, rising continuously since 2008 - the last great economic crisis. Now we are preparing for another crisis, and each new one weakens our societies more and more. Little is still being done to combat climate change, not to mention the fact that mere prevention may no longer be enough - what humanity and the planet need is a complete overhaul of the economic system and what we put at the heart of our concerns - it is time to knock profit off its pedestal and put the good of society and the planet in its place. Only in this way will we give ourselves and our young people the chance to live life to the full and develop sustainably. Therefore, one of the most desired competences among the youth is sense of initiative and entrepreneurship, and a crucial role in building them should be played by education, also the informal and non-formal one, because of the lack of sufficient offer in this field in the formal education (so far only Italy has introduced compulsory formal education in the field of climate changes in Europe, and the research of the Human Capital Balance for the Polish Agency for Enterprise Development proves that despite unemployment, over 3/4 of employers experience difficulties in finding candidates who meet their expectations. In their opinion, young people lack such competences as: independence, entrepreneurship, showing initiative, resistance to stress and motivation). Moreover, key competences for lifelong learning according to the ""Key competences for lifelong learning - a European reference framework"" include entrepreneurship.All this said, is European entrepreneurship ready for an ecological transformation? How to work with the youth with the competences they lack? How to finance green projects? What are the barriers to development in this direction? How to get young people interested in environmentally and socially responsible projects? How to avoid green-washing? What can be done to ensure that pro-environmental behaviour - both by young entrepreneurs and their potential customers - is not just superficial, but involves a real and deep concern for the environment and society?Instead of looking on passively, our partnership (3 Non-governmental organisations: Oczy Szeroko Otwarte, OSO, from Poland, Foundation of Knowledge, FK, from Hungary and Platform for Alternative and Sustainable Solutions, PASOS, from Spain) chooses action. We intend to achieve these seemingly mutually exclusive goals by taking as our starting point the two main solutions we have detected: permaculture and entrepreneurship, and combine them into the present project titled ""PermaCOOLtura"".Entrepreneurship is an alternative path to the traditional career path that allows for financial independence and through which the risk of social exclusion is minimized. Unfortunately, young people are often discouraged from embarking on it by a lack of appropriate tools and knowledge, even though they are willing and curious about it. Permaculture is still a very little known topic among young people. Consequently, the tools and systems it offers, which can be successfully used by young entrepreneurs in their initiatives, regardless of their subject matter, are unknown.<< Objectives >>Among the many problems affecting young people, two seem particularly pressing: unemployment and climate change.Our 3 organisations have decided to implement the PermaCOOLtura project to counter both problems with 2 main solutions: entrepreneurship and permaculture.Permaculture is the discipline of designing a sustainable environment in all its dimensions: social, economic and ecological, based on 3 pillars:-Taking care of the Earth-Taking care of the people-Sharing the surplus This field is still not very well known in Poland, especially in our Świętokrzyskie Province: according to https://mapa.permakultura.edu.pl/ and our own research and observations, right now there are no permaculture projects in our region, no trainings or even volunteering related to this topic: we wish to fill this gap by training our youth workers and offering free PermaCOOLtura workshops to the Świętokrzyskie region’s youth.On the other hand, the so-called ""green entrepreneurship"", according to the Ngo.pl portal, is an opportunity to build a competitive advantage for social enterprises, and creating an offer based on ecological solutions, which are still not very popular in our country but, according to the portal, will certainly grow in popularity, is a good idea for development. In addition, the growing popularity of networks among management professionals has also been observed in recent years, mainly due to the dynamic development of the so-called network interaction primarily ""innovation-oriented, i.e. interaction in an innovation network. Interaction is a positive influence."" (Case study of an inter-organisational network in the environmental goods and services sector, Sulich A., 2020).Our project fits into this idea through the following Objectives:Objective 1: To increase knowledge about permaculture, entrepreneurship and climate change initiatives among project participants, youth workers from our organisations.Objective 2: To increase youth workers' awareness of the use of permaculture in youth entrepreneurship work through new teaching materials.Specific Objective 2.1: To increase the awareness of youth workers from our organisations on the use of permaculture in youth entrepreneurship work through new teaching materials.Specific Objective 2.2: To increase awareness of youth workers from outside our organisations about the use of permaculture in youth entrepreneurship work through new teaching materials.Objective 3: To raise awareness among youth workers of the use of permaculture in youth entrepreneurship work.<< Implementation >>The urgent need for a 'green' transition has never been more apparent: 2020 is the year the Arctic melts faster than most climate studies have been predicting, a report by the World Wide Fund for Nature perilously alarms that nearly two-thirds of the world's wildlife has been destroyed since the 1970s, and one of the consequences of it is the current COVID-19 pandemic crisis, with not only sanitary but also economic and social repercussions and needs for change.Europe is not unaware of those trends. With the Green Deal policy, it reached an agreement, committing to implement the Paris Climate Agenda and make the continent climate-neutral by 2050. However, as the World Economic Forum points out (2020), the pandemic has made key actors in all sectors realise that this change needs to happen much quicker and that action is required now to achieve a much more sustainable, climate-neutral and adaptable economy. By devoting more than 20% of its recovery plan to the green transition, compared to 1-3% for similar purposes in the programmes of the other major economies of the world, the European Union is on the way to fostering a new, more social and greener entrepreneurship. Businesses sector representatives themselves are also supporting this trend: in spring 2020 they formed the CEO Action Group for the Green Deal recognising the value and importance of the Green Deal as a strategy for sustainability and the direction it sets. The International Energy Agency has also demonstrated that green transition just in the sector of energy could create millions of job vacancies. This new business group has also called on EU to strongly build recovery strategy on sustainability, closed-loop and sustainable economies, whereas helping entrepreneurs on their path to green transformation. Secondly, the group needs also to demonstrate how the entrepreneurs can play its transformative role in a range of initiatives in sectors including services, renewable energy, construction, mobility or food.Also in Poland, in March 2021, B.Ryszawska, Ph.D., author of the book ""Green economy - theoretical foundations of the concept and measurement of its implementation in the European Union"" reminded that the EU plan for 2021-2027 is the largest ever injection of funds for the development of the Polish economy to help rebuild the EU after the pandemic and to support investments in... environmental and digital transformation. Of the subsidies in the National Recovery Plan, at least 37% will go towards the goals of ecological transformation, including adaptation to climate change and the protection of biodiversity, and these activities must contribute to achieving the EU's climate goals (zero carbon by 2050). The Union is also betting on support for Polish SMEs and micro businesses that want to invest in green technologies.In our Partnership, we believe that young people will play a key role in this process, therefore we want to contribute by training them and inspiring them to act in this direction. To achieve this, we will carry out activities such as:-Selection of participants-Language preparation-Pedagogical preparation-Preparatory meetings1. Project meeting Spain2. Project meeting in Hungary3. Project meeting in Poland-Study visit in Poland-Course in Spain-Development phase of the Result (interactive book) and its testing-Dissemination campaign-Transfer of knowledge and tools-3 dissemination events, one in Poland, one in Spain and one in Hungary-Consultation period for other NGOs, youth workers and institutions outside the Third Sector that will want to implement the materials provided in the book.Intern workshops: Each organisation will organise 2 in-house workshops, during which the participants of the project will communicate its results, best practices and tools to the rest of the team of each NGO.PermaCOOLtura workshops: free workshops for young people from each of our 3 communities.<< Results >>The project aims to provide youth workers with innovative teaching materials to use permaculture and use it to design sustainable initiatives and support green entrepreneurship in any field. The techniques for designing and implementing initiatives learned during this project will be transferable to youth workers in the future, through their transfer to young people in their communities, as well as collaborating on new initiatives with the organisations involved.Access to these learning units will be easy and free of charge, so that any young person or youth worker can benefit from this high quality information.It is also expected that the project will contribute to the acquisition of skills necessary for entrepreneurship by young people and youth workers, such as:-Improved knowledge and skills in developing sustainable projects.-Improving interpersonal relationships.-Improving teamwork.-Improving problem-solving and decision-making skills.-Preparation for entering the labour market.-Improving innovation skills.-Improving motivation and self-esteem.Regarding people from disadvantaged backgrounds, the project will also produce the following results:-Faster identification of personal and social difficulties in entrepreneurship.-Better visibility of initiatives.-Faster coping with stress.-Development of social and intercultural skills."

The dominant environmental problem caused by dairy processing is the discharge of large quantities of liquid effluent. In rural areas dairy processing efflunet may also irrigated to land. If not managed correctly, dissolved salts contained in the effluent can also leach into underlying groundwater and effect it's quality. Cheese factories generate waste waters of which cheese whey (CW) is the most important waste stream produced with a high organic content (up to 70 g COD/L) which is highly biodegradable, and low alkalinity (50 meq/L). Since cheese whey is a protein- and lactose-rich by-product of cheese production, its cost-effective utilization or disposal has became increasingly important. If discarded untreated into the waterways, cheese whey can cause serious environmental problems due to its high biological oxygen demand and chemical oxygen demand. Whey is the liquid remaining after the production of cheese or the removal fat and casein (80% of the proteins) from milk. Farm milk production increased by 18% between 2001 and 2013, to a total of 156 million tonnes in the EU last year. Dairies collected 142,1 million tonnes, 98% of which was cows’ milk. In volume, whey is the most important product. It was mainly used for producing cheese (67 million tonnes of raw milk used), butter and other yellow products (42 million tonnes) and drinking milk (31 million tonnes). A total of 40×106 tons/year of whey is produced in the EU; the annual surplus of whey is 13×106 tons, containing about 619,250 tons of lactose. According to the data of 2013 the milk production of 13, 5 million tons per year (TUIK, 2013) and that approximately 20% of processed cheese, given that 2,7 million tons of milk cheese used for the production is understood. i.e., a large portion of whey are released into the environment.In this regard, our country, including small businesses various forms of whey is of great importance in the economic evaluation. Nowadays this surplus is not utilized for further production of lactose; consequently, whey disposal represents a serious problem from both an economical and an environmental point of view. In this context, whey is a strong pollutant when discharged into streams, its high organic matter content leading to a biochemical oxygen demand (BOD5) ranging from 30 to 40 g of oxygen per litre. As a result, the pollution load from a cheese factory processing 100000 lt of milk per day would be equivalent to the pollution of a city of 60 000 inhabitants.. Given the large quantity of whey produced worldwide each year, the risks of pollution are therefore extremely high. On the contrary, whey is a valuable source of nutrients if processed, recovery of whey components and/or use of whey as fermentation medium may be advantageous not only for the environment but also for a sustainable economy but compared with established west European markets, demand for whey products in the east European and accession countries remains under developed.The main objectives of whey project was to: a) Create awareness about the possibilities offered by the reuse of whey in Turkey and East EU. b) Develop a vocational training pathway consisting in adapting, testing, disseminating an education/training/decision process integrated system of transferable teaching materials for new skills/jobs on dairy-food and feed sector for target groups such as agricultural, food and environmental engineers, veterinarians, medical technicians, businessmen and entrepreneurs in related sectors. The challenge was therefore to invest in education and training for human resources aiming at increasing the entrepreneurship, competitive and innovative culture of the new generations and in the stakeholders in related sectors. The WHY WHEY project that was to be transferred - from NATURALITERproject which was a successful LdV- TOI project that developed different levels of education and training tools: • 1st level for a basic self-evaluation on DAIRY SECTOR • 2nd level for a training from a library of CASE STUDIES • 3rd level for whey manufacturers was skills on dairy sectors PLANNING and MANAGING. The WHEY project was aimedat updating, adapting, transferring those teaching materials with specific focus on new established stakeholders, entrepreneurs, also bridging experiences and best practices between the EU and TR with its specificity. The WHY WHEY project aimed at promoting excellence of high value-added products and application areas in dairy sector’s VET in connection with European/International research, education and training networks. The through WHY WHEY project, the production and utilizations of whey were examined in detail in partner countries and EU. Especially the millions of people were of people were reached through TV programs. Also disseminations were made with number of meetings and workshops for the professional groups. Project team has been realised many project products such as books, e-learning web portal

<< Objectives >>The project aims to promote sustainable coffee consumption.The following objectives are set•Train coffee consumers towards sustainable habits and provide incentives to follow such profile•Enhance cafeteria owners & adult educators portfolio with a unique guide on how to train coffee consumers to obtain a sustainable consumption profile•Offer an easy, accessible educational material & methods in the form of OER & ready to use material for cafeteria owners, coffee shop employees &adult trainers<< Implementation >>•Transnational & online partners meetings•Field & Desk research & Needs Analysis report•ECOffee Sustainable Cafeterias Cluster•Video tutorials•e-Guidebook for cafeteria owners & trainers•Transnational training activity for 24 cafeteria owners and trainers•National workshops for 60 coffee consumers•Smartphone application•Project website• 6 Multiplier Events one in each partner country for relevant stakeholders•6 online promotional campaigns•Different dissemination activities<< Results >>The project results and outcomes will be:•The Needs Analysis Report•ECOffee Sustainable Cafeterias Cluster•ECOffee video tutorials•ECOffee e-Guidebook for cafeteria owners & trainers•ECOffee Smartphone application•24 individuals during the transnational training activity for cafeteria owners & staff and trainers•At least a total of 60 participants attending the National Training Activities•More than 500 people and key stakeholders will be involved in project activities in total.