The educational entities nowadays face a real challenge being required to prepare their youngest students for the future where they will be growing up likely to be responsible for developing serious climate change solutions, and also mostly suffering its consequences. This demand will continue to rise as the effects of climate change continue and therefore a real effort is required to properly prepare them. Whereas it is going to take its time for climate change school education to become fully formalised (as it already happened in Europe only in Italy and only the very last year, 2019), there are many recurring ideas and needs frequently brought up about by many institutions as to how to take a step forward and start introducing effective measures at schools and students´ communities. Moreover, given the high levels of climate change concern in the Portuguese society, the Gallup study showed that levels of knowledge on climate change were however still quite low in Portugal with one of the lowest rates of self-reported understanding of the issue and the society always saw the global context as more serious than the local one, according to the National Inquiry on Portuguese Representations and Practices).Also the European Commission in 2019 stated that climate change should be embedded in education as it affects not only the environment but also the social fabric and our everyday lives. Paradoxically, a global strike with children absent from classes only reminds us of a need to better tackle climate change back at schools, and communities.This said, despite the growing concern of the likelihood of global environmental, emotional, demographic social and economic climate change consequences, teachers are faced with many doubts as there is no agreement about what methods prove to be most effective. The purpose of this Partnership is therefore to first exchange and then commonly debate, research and combine our 3 partners´:-Castro Verde Schools Group from Portugal, -Belsky Les School from Czech Republic, and-Nongovernmental organisation and training centre PASOS ( Platform of Sustainable and Solidarity Solutions) from Spainbest practices in formal and non-formal methods in order to create and widely disseminate a guide on how to best implement climate change education at schools and students´ communities. It will also include the innovative social perspective encompassing such aspects as emotional management of a modern concept of eco-anxiety, intergenerational or intercultural approach towards climate change, just to name a few. The project´s most important activities will include 3 LTTAs: 2 3-days long study visits in Portugal and Czech Republic and a 7-days long course in Spain, a period of joint intellectual work to create the interactive book, testing of the book through workshops, 3 dissemination events, 1 in each partner country, Internal Workshops for other staff who did not participate in the training and project directly and a series of Action Groups community initiatives as teachers often express concern about parents’ and carers´responses to climate change, By these actions we also wish to reinforce the individual students´ responsibility in relation to the consequences of climate change seeing that with the recent Climate Movement it is a perfect time to further engage them.As for some of the results and sustainable impacts, our Strategic Partnership will include the methods from the IO and best practices gained during the LTTAs in their everyday model of education and the book will be used by us to train our new employees and others interested, being a constant source of easily understandable and publicly available training materials.In addition, our teams will maintain contact with each other as well as with people and representatives of schools, organizations and institutions who attend our multiplier events and workshops, and will continue to work on climate change in the context of raising awareness and actions among our entities´ staffs and students, also in the view of possible further creation of new initiatives stemming from our START (STudents´ Action and Role in the EnvironmenT) project.The book itself will be constructed on the basis of an autodidactic course, giving its readers the opportunity to implement either the whole package or just selected activities and topics, depending on their needs and contexts and this way will be easily adapted to other target groups due to the universality of the discussed topic and emphasis on working on everyday life´s practices. As for our philosophy, similarly to what Italian Education Ministry said about climate change topic being a sort of “Trojan horse that will infiltrate all courses¨, similar approach is therefore needed and intended by our project.

"PISA (Program for International Student Assessment) carried out by a consortium overseen by the OECD (Organisation for Economic Cooperation and Development) is the largest international test of students' skills in the world including mathematics as one of the basics of teaching level assessment where Poland is on the 18th position among the countries studied and needs innovation to improve this position. According to the report ""Teaching Mathematics in Primary School"" of the Educational Research Institute in Warsaw, although the syllabus is an important condition for high quality mathematics teaching, it is not sufficient and the substantive and methodical skills of teachers and the quality of teaching aids play an equally important role. This research also revealed the lack of comfortable mastering mathematics teaching methods among teachers and the adoption of concepts compatible in every detail with a textbook without a creative approach to the use of mathematics in the students’ daily life.In response to this situation, within the project ""MathemaTIKs for Primary School teachers"" we will develop innovative tools and methods to facilitate the teaching of mathematics in a motivational manner, allowing to balance the development of accounting and algorithmic skills with developing creative reasoning skills not only in our country, but also at the level of the entire European community.In order to achieve this, three members of our Strategic Partnership, Polish Primary School Klasyk in Puławy, Latvian Primary School Skibes and Spanish non-governmental organisation PASOS will conduct research and training in teaching methods and best practices promoting effective education in our countries and facilitating the achievement of intellectual outputs (book, short didactic films and e-learning platform).The study visits will take place in Poland, Latvia and Spain, and the intellectual outputs will document the results of our work and ensure the availability of developed methods and tools for all interested teachers. In order to properly implement the ""MathemaTIKs"" project, we have also planned 3 international project meetings: Kick off, an intermediate meeting and an evaluation meeting, and three multiplier events, one in each of the partner countries.We expect that the project will help to improve the quality of mathematics teachers' work in primary schools, and, therefore, the process of acquiring knowledge among the students. Teachers participating directly in the project will increase their ability to carry out research, introduce innovation, create teaching materials and improve their language skills which will also improve their ability to work in an international environment.Through an invitation to participate in the study visits issued to other educational institutions and local and regional organisms, the Strategic Partnership will strengthen its international network of contacts which will allow the project to have an increased impact and enrich it significantly. Our European activity will also improve and result in the promotion of further development and implementation of Erasmus + projects aimed at introducing innovative improvements in the teaching system."

"Climate change and social exclusion are inextricably linked, and as the effects of the climate change increase,it will become increasingly difficult for the societies to eradicate exclusion of the fewer opportunities groups as they will also be those most affected by the climate consequences. Moreover, EPALE kicked-off the year 2020 with an official message regarding the role of education in increasing the environmental awareness of adults, highlighting that they shall urgently become factors of change and role models in the universal fight against Climate Change. Addressing it should also take more than just technology and science and rather a holistic approach encompassing education and social issues as a crucial element for the achievement of successful results. UNESCO also highlighted that the role of social and human sciences is not equally treated as other aspects that contribute to shape climate change solutions. Therefore, we must stop considering it as something separate from society or even individuals´ ACTIONs and emotions because they are truly intertwined as complex social-ecological systems and development will never be sustainable without further increase of understanding of environment’s role for our survival and well-being, and vice-versa.How thus to engage adult learners in Climate change related initiatives with innovative social aspects? Adult education organisations are called to design new pedagogical approaches to increase the participation and awareness of adult learners and, therefore, as social actors and citizens we all need to build adaptive capacity, resilience and effective and practical everyday solutions. Our Strategic Partnership took the above into consideration and was designed to bring significant improvement of professional competences for members of our 3 partner organisations (British Creativity Works Preston, Spanish NGO and training centre PASOS ( Platform of Sustainable and Solidarity Solutions) and Polish NGO Oczy Szeroko Otwarte) and other adult trainers and entities wishing to establish Climate Change related contents as it is a high time for this topic to be introduced as a transversal axe in any NGO regardless of its scope of work. The objectives of the our project called ACTION (Adult Climate EducaTION), are therefore the following:-We wish to exchange and generate transversal knowledge for adult trainers from non-formal and in-formal education field.-We plan to create materials in the field of adaptation to climate change for the above group, including practical work methods and its social aspects such as climate change and emotions, climate change and gender, climate change and the intrculturality or climate change and ethics.-We want to reinforce the notion of individual responsibility among adults in order to promote responsible behaviour.-We will support awareness and action on climate change through the creation and dissemination of related materials and events.-We strive for building NGOs´ capacity and cooperation among entities.The following main activities were designed in order to achieve the objectives: there will be 3 organizational project meetings and the best practices exchange through 3 LTTAs, each in one partner country. The intellectual work and testing stage undergone will have as a result the joint creation of an interactive guide on transoforming eco-anxiety into eco-ACTION, its edition and translation to languages of our partner entities, Polish and Spanish. Its further distribution and dissemination will involve 3 multiplier events and the opportunity for stakeholders and attendees to receive guidance on implementation of our IO. Moreover, internal workshops will be carried out for our NGOs´ staff and ACTION Groups for disadvantaged adults will be organised by the trained adult trainers.As for some of the project´s impact we believe that the project will help with reaching higher social participation through leading adult trainers to improve their way of interaction with adult learners who often show much scepticism towards the climate change action. We especially hope to reach the most disadvantaged groups, including the elderly. The elaboration of the IO in a transnational Partnerships will show that climate change topic, research, action and collaboration has no boundaries and, even more, that it is required as a mind shift in a global scale, no matter the country. This may produce a positive impact when it comes to other individuals or nations perception as an identification of a common goal, a priority and characteristic that unites us all, rather than separates. Moreover, the international community has already recognised the importance of climate change education as in the UN Framework Convention on Climate Change the 197 parties commit to ""the development and implementation of educational and public awareness programmes on climate change and its effects"", on national and international levels."

"“Mathematics Education in Europe. Common Challenges and National Policies” study by The Education Committee of the EU Mathematical Society (ECEMS), states that EU students often lack basic mathematical skills. According to a PISA (Programme for International Student Assessment) report, their achievement is below the average of the EU neighbouring countries and in developed countries, in general. Norway and Estonia are in positions 14 and 4, respectively, and are aware that innovation of the methodologies is required to reach better positions. Spain (PISA’s 25th position), however, needs to improve dramatically, in basic mathematical skills. ECEMS, the TEDS-M and the Dutch Royal Academy of Sciences, throughout their studies, blame the insufficient teachers’ mathematical knowledge, especially at the primary level, pointing out the need to enhance their mathematical and pedagogical content knowledge. This will improve the quality of elementary school mathematics and is particularly recommended: “in countries like Spain in which primary education programs prioritise teaching and learning of general pedagogical content”. ¨Current issues on Mathematics Education around Europe"" indicates that the right math foundations acquired at an early age, help students to understand and manage reality, develop their skills and performance, throughout their academic and daily lives. With all this evidence, it is clear the need for teachers to acquire innovative tools that will enable them to give their primary students a solid foundation. The EU Commission mentions in this study a number of measures to address the low achievement of students. Among them: -Connection of mathematics with everyday life and -Motivating students in education For this reason, Norlights Montessoriskole Stavanger (Norway) has decided to undertake the “MATH-OOLS” project, in collaboration with PASOS NGO (Spain) and SINDI School (Estonia). The project was aimed to create innovative tools to teach mathematics, in a more efficient, stimulating and successful way, for primary school students and make them more accessible to public education. These tools can be applied in countries seeking innovation, as well as in those that urgently need to improve their students' performance. Project Objectives: 1. Several teaching techniques and resources that are used by Norlights Montessoriskole Stavanger, PASOS and SINDI were researched. 2. Development of avant-garde methodology strategies for teaching Maths in Primary grades. 3. Transmitting the produced pedagogical strategies to the Primary faculty. 4. Boost each country’s educational system, by invigorating the relationships and cooperation with educational institutions, at all levels (regional, national and European). In order to achieve the above: Best Practices and Math Teaching Methodologies of each organisation were transferred, during each of the 2 planned 3-day Participatory Visits (Norway and Estonia).Norlights Montessoriskole Stavanger organised and led a Training Period, which was attended by 2 teachers sent by PASOS, to comprehend the methodologies and educational models used in Norway; they were upon the existing knowledge and evaluated their findings, in situ. During the 9 days-Course in Spain, PASOS transferred their Best Practices and methodologies and showed the 12 participants the educational model functioning in Cantabria and Spain.The Strategic Partnership used the activities listed above to gather new mathematics teaching methodologies and tools; that were transferred to primary school teachers, through the intellectual outputs developed: an interactive book, 21 didactic short films and an E-learning platform. Expected project impact: PROJECT PARTICIPANTS Better teaching quality, which in turn made our students’ learning process more efficient; Improved research, innovation and linguistic abilities to work in international environments. STRATEGIC PARTNERSHIP New tools and methodologies put the participating organisations at the forefront of mathematics teaching.Norlights Montessoriskole Stavanger Creating new methodologies and tools gave us the advantage of an innovative institution; which reflects not only in mathematics but in other subjects, too. PASOS They provided better service to math teachers (locally and nationally), who in turn were able to improve their students’ capabilities, performance and grades (especially those attending public schools). SINDI By familiarizing themselves with mathematics as a socio-cultural knowledge, their students improved their capacity for facing and solving daily problems. TEACHERS Their mathematics teaching skills and methods became more efficient and innovative; they were able to inspire and stimulate their students to achieve their goals SYSTEMIC Acquiring a strong mathematical foundation early in life granted students optimum academic performance, raising their confidence and reducing the risks of leaving school."

<< Objectives >>O1. Exchange of knowledge of youth workers from the non-formal and informal education sector in the field of creative writing for YTS.O2. Support the development of creative writing tools for overcoming trauma and creating resilience in the face of crisis, with a special focus on disadvantaged groups, especially young war refugees.O3. Support increased access to knowledge through the development and dissemination of material, events and establishment of lasting links between organizations<< Implementation >>-Visits in Romania and Poland and 1 Course in Spain to share our experience in creative writing for trauma work.-CREATORS development to foster creative writing for work with young trauma survivors, documented in an interactive book and tested during the CREATORS Workshops.-Implementing a Dissemination Strategy containing Multiplier Events in Romania, Spain and Poland, Internal Workshops and Consultation Period to increase the project’s scope.<< Results >>Youth workers will gain more tools for working with young trauma survivors, centered in the 3 areas of creative writing: identity, creativity and emotional management. They will obtain practical insights of how to use those tools, how to best transfer them to other youth workers and young trauma survivors, who then will be able to jumpstart their trauma work without waiting for being attended by a mental health professional. Partners and the society will be better prepared for the multicrisis.