"The quality of our nutrition affects our well-being throughout our lives, but it has an even greater impact on children whose bodies and minds are still growing. As studies presents nutritional deficiencies can seriously damage a child’s neural development, possibly leading to lower IQ and even learning disabilities. The essential role nutrition plays for developmental, cognitive and behavioral outcomes in life’s early stages, unfortunately, is often not well understood and appropriately acted upon by schools and parents, as nutrition education program as well is not coherent and integrated into school curricula. If from a young age child health-friendly nutrition is taught, it is likely that these knowledge, understanding, habits will last a lifetime. This could contribute to obesity and other problems and diseases reduction across Europe. EU Strategy 2030, conferences responses, Framework for Action Education 2030 highlights the importance and educational improvement needs in early childhood development as ""education is one of the most potent ways of improving individuals’ health – and of making sure the benefits are passed on to future generations"" in this way reaching the topic of well-being and health to which the project with its aims and results corresponds. Therefore within the project “Innovative teaching methodology of health friendly nutrition development and practice in pre-primary and primary education (HealthEDU)“ we sought to create a comprehensive, unified educational program for children involving a unified education for teachers, school staff and parents (educational institutions community), too. To provide them with health-friendly education knowledge correlated with schools achievements, eating habits, positive attitudes, we developed and promoted understanding and health lifestyle principles and body awareness, suggesting health-friendly menus and dishes for children as well as a correct food culture. Methodical material contained trans-nationally formed educational activities for children, educational trips. The materials were systematized on the basis of international good practices, the knowledge gained during the professional international training courses, experience, EU countries’ working practice, the content of health-friendly nutrition information including the pedagogical point of view and the importance for child education and schools improvement, which is necessary for maintaining human beings’ good health. All this was prepared by thematic area specialists and in compliance with EU health policy, the World Health Organization recommendations, and international researches. An E-learning course created and evaluated by experts and also an approved training program plus its methodical material were developed. By creating a portal as Open Education Resources to public auditorium, teachers were able to learn, provide lessons and use it as material and full e-course. We also recommended the course and the teachers training (qualification development). At the end of the project, in Lithuania, Turkey, Bulgaria, Italy, Spain and Greece a final conference as strong dissemination event was organized in order to invite all target groups - educational communities, public bodies and local, regional, national authorities, experts for all the results, good practice, feedback from beneficiaries’ presentation, and also workshops and round table discussion. The conference was led by health-friendly food chefs through practical shows. The project sustainability raised awareness of such program usability in Europe. The project ensured the spread of information for the public and private sector educational organizations, networks, regional, local, national authorities and mass media. The creation and development of non-formal education program based on the best European practice and achievements were proposed and used as facultative or as integrated lessons to the already existing school curricula - this improved the school curricula, the children knowledge as well as the quality of education. To conclude, we can say that inclusive education, encompassing child+family+educators, led to qualitative education and corrected the way to understand each other, the willingness to learn together, the fostering of motivation and effective learning."

CONTEXTAccording to some of the EU publications and reports (EU Skills Panorama 2014, EURYDICE 2012 study “Developing Key Competences at School in Europe”, amongst others) show that Higher Education Institutions (HEIs) are not providing the required skills demanded by the labour market. Specifically, the CRAYON’s project focuses on improving the acquisition of entrepreneurship, creativity, social responsibility, analytical, problem-solving skills and other transversal skills.OBJECTIVESCRAYON's project aimed at motivating HEI students and recent graduates, and to stimulate their social entrepreneurship, creativity, innovation and transversal skills.Besides, the objectives achieved include the development of the Intellectual Outputs, piloting a strategic partnership between HEIs, Business Incubators, Entrepreneur centres and business and to create a community of interested users.PARTICIPATING ORGANISATIONSIn the CRAYON’s project 6 organisations from 5 countries have participated (4 EU countries and 1 EU candidate). The organisations are from different backgrounds:-2 HEIs (FLORIDA – ES and UTH – EL)-SME consultancy (IBOXC – ES)-Non-profit organisation (PRIME – NL)-National Innovation Training Centre (NCDIEL – MK)-Business Incubator (CICIA – RO)This has enriched the project development, as all of them are part of the Entrepreneurship Ecosystem and all of them have different perspectives and contributions to make in this field.DESCRIPTION OF MAIN ACTIVITIESAll Intellectual Outputs (IOs) developed can be accessed from here: http://crayonsproject.eu/en/deliverables/ 1. INNOVATIVE METHODOLOGY. Including Motivation 3.0, Creativity, Gamification, LEGO® Serious Play® and Business Model YOU. It is designed to create, develop and evaluate an entrepreneur idea.2. TRAINING COURSE developed, integrating the CRAYON’s methodology developed, as well as Innovation, Entrepreneurship and Social Responsibility.3. MOOC developed. It guides students to generate business ideas and develop and implement these, especially focusing in the form of social companies. The MOOC is published and freely available at the UTH’ e-learning platform: http://eclass.uth.gr/eclass/.4. TRAINING VIDEOS to guide on-line students in the learning process. They have been used for the CRAYON’s MOOC5. Organisation and testing of the IOs developed in an INTENSIVE STUDY PROGRAMME in Romania and at national level6. Mentoring of ideas generated by students and support during the project7. Other activities: dissemination events, Project Management, Quality Assurance, Evaluation, Exploitation and Sustainability of CRAYON’s outcomesRESULTS AND IMPACTThrough the Multiplier Events and dissemination activities organised, CRAYON’s project has reached over 2500 persons from different contexts: students, entrepreneurs, teachers, trainers, HEI lecturers, managers (Human Resources, Innovation departments, etc.), staff from different type of organisations, etc. There is detailed information on dissemination activities available here: https://drive.google.com/open?id=0B-qcLZOSKO-UTm9DdzN3Sjh6U0U (multiplier events are in a separate folder).Also, we have reached around 9500 persons over social networks and project website (8200 persons in Facebook, 300 persons in Twitter and almost 1050 users in the website).Relevance of CRAYON’s project is the qualitative impact reached. According to the information gathered from questionnaires and feedback received afterwards, the project has achieved relevant changes in some organisations, especially HEIs:-Over 20 teachers and lecturers have used CRAYON’s methodology in their lectures to work entrepreneurship skills (teamwork, creativity, innovation, etc.) and team building-Primary, Secondary Education and VET Centres have contacted us to use CRAYON’s methodology to work soft skills (empathy, communication, teamwork, flexibility and other interpersonal skills) within their classes.-We have been requested assistance to guide organisations in their internal change process. The methodology has proven to be a very powerful tool to identify needs and problems within an organisation, to think of new solutions (avoiding biases), and organise the change process. Also companies find CRAYON’s methodology useful to develop, transform and regenerate processes or services within the organisation. Besides, they have used it to enhance the teamwork and group cohesionLONG-TERM BENEFITS-Partners have a Skype meeting scheduled in November 2017 to discuss about the preparation of a training course for European teachers, trainers and lecturers to exploit CRAYON’s results (methodology, training course and MOOC)-CRAYON’s methodology has been integrated in Compulsory Secondary Education, VET and Higher Education levels, more specifically in the following University degrees: Primary Education Teaching, Early Education Teaching, and Entrepreneurship subjects within other education qualifications provided

Global Education for a Global World - this is an international strategic partnership for schools project. The project was held in Lithuania, Poland, Turkey, Romania and Spain. The project started on 1st of September 2017; it was implemented during 24 months. The main idea of the project was to create the possibilities for schools from different countries to work together, to discuss about global problems and how to start solving them step-by-step. The main theme of the project was the refugee crisis in Europe, their impact to the hosting countries economy and their society. This is a global problem, on which the media gives different insights, but policy actions to refugees integration problems are not presented to local community; this global problem is not discussed with young people in the schools; teachers do not have qualification, methods and experience of organizing global learning process. Therefore, this project was meant for eliminating this problem by educating students and teachers. The topics of the project included the refugee crisis, the impact on the economy, the attitudes in hosting society and the issue of tolerance, and media. Educators and young people exchanged their knowledge, thoughts and experiences about main concerns, such as discrimination, tolerance, refugees, peace promotion, economy, media and citizenship promotion. The learning activities and methods for discussing, understanding and solving the global problems on formal and non-formal education were created during the implementation of the project. The objectives of the project: - to analyse and understand the refugees' problems and the crisis impact on the hosting countries economy and society. - to develop competences for teachers to lead them to a critical thinking in a learning process; which should help to go deeper into the global problems understanding and local acting. - to enable young people to get quality dissemination of information; to let them try practically the media mechanisms. Partners visited each other during the project implementation period. Working in the different groups, exchanging opinions, discussing the most problematic topics together, educators and young people from different European countries have become friends with each other, improved their level of tolerance and in addition to that, gained a good life experience and the wide range of skills, including analytical, critical thinking, public speaking, debating and working in team skills.

Being STEM literate is crucial to enable people to make informed choices and to understand in broad terms the social implications of debates between STEM experts and politicians. As well, in the next decade 80% of new job positions will require some kind of scientific or mathematical literacy (OECD, 2013). However, research has provided evidence that girls, minority ethnic groups and young people with low socioeconomic background usually feel disengaged from STEM, which reduce their future opportunities as citizens. This process of disengagement occurs especially between 10 and 14 years old (Archer, Dewitt, et al., 2010). Literature has shown the importance of self-efficacy beliefs on these minority collectives. The beliefs about what they are capable to do are worse than their actual capacities and affects negatively their actual capacities in STEM. Though self-efficacy is crucial to explain young people’s disinterest for STEAM, is not that easy to raise, since there is a lack of evidence-based strategies in the literature. The STEAM4U project aimed at promoting equity in STEAM (Science, Technology, Engineering, Arts and Mathematics) education by enhancing 10-14-year-old students’ self-efficacy in these fields and, particularly, focussing on those students in disadvantaged situations in STEAM (girls, ethnical minorities, students from low socio-economic background...). The project was intended to contribute with evidence-based strategies for the promotion of STEAM equity through self-efficacy, that is, to test and validate in various contexts innovative approaches that could make STEAM education and careers more attractive, attainable and thinkable to all students (regardless of gender, ethnicity or social status). 7 partners have participated in the STEAM4U project. Florida and SINS Cardener are innovative schools characterised by a methodology based on interdisciplinary projects. In STEAM4U, Florida and SINS Cardener act as representatives of an official network of 10 innovative schools that have a similar socio-economic profile, educational approach and goal. Thomas More University College is a trendsetter in innovative STEM and science education in Flanders, Belgium. Through the organization of STEM academies, the university college tries to make STEM attractive to both young girls and boys in an informal manner. The Festival of Curiosity is an innovative festival of science, arts, design, culture & curious technology. The activities promoted by the festival combine science, engineering, technology, mathematics and arts (STEAM) are carried out in a non-formal educational context, involving children and their families and relatives. “Xké? Il laboratorio della curiosità” is an educational centre where elementary and middle schools perform hands-on science activities (tinkering). The Fundacja Uniwersytet Dzieci (The Children’s’ University Foundation) carry out workshops in which young children meet academics, artists and entrepreneurs who share their knowledge, ways of working and attitudes in STEAM. Finally, The Centre for Research in Science and Mathematics Education (CRECIM) is a research centre of the Universitat Autònoma de Barcelona (UAB) devoted to Research in Mathematics, Science and Technology (MST) teaching and learning for all educational levels, and it is especially sensitive to the promotion of equity in STEM.The main activities undertaken within the STEAM4U program have been aimed at identifying and characterising current educational strategies with potential to increase self-efficacy in all participant partners; enriching such educational strategies and propose new ones for the promotion of students’ STEAM self-efficacy via the articulation and implementation of feasible challenges (STEAM4U challenges); evaluate the affordances and limitations of the identified and proposed strategies for enhancing students’ self-efficacy; and develop and offer to all stakeholders different tools and guidelines for the promotion of self-efficacy in STEAM and assessment of the impact of activities on participants’ self-efficacy on through the elaboration and publication of 4 different outputs. Tangible results of the project, which are the outputs, have been published at the project’s website (https://steam4u.eu) and the projects results platform. Almost 60.000 participants (students, teachers, volunteers & families) have directly participated and benefited from the enrichment of the initiatives, which are the main intangible results. For those students directly and indirectly participating on the project STEAM4U, an improvement of their self-efficacy was evidenced. As well, an impact on teachers/educators’ professional skills regarding the promotion of self-efficacy in their students has been also proved. As the partners have expressed their commitment to continue the implementation of the enriched activities after the EU funding, longer- term benefit are expected.

AppSkil forms an ICT Sector Skills Alliance focused on the mobile apps field that will connect VET providers, sector representatives, and VET authorities to identify skills needs & mismatches, develop and deliver an appropriate training programme connected with European qualification frameworks. The AppSkil Alliance will provide staff in ICT with needed mobile apps creation skills that are in short supply, enhancing personal development and job performance. Based on the learning outcomes approach, the AppSkil VET programme will promote mutual trust and mobility. ICT enterprises will be able to identify personnel with sector-specific skills and VET providers will benefit through the availability of a sector-specific VET program ready to be integrated in NQFs and EQF. The VET will draw from the European e-Competence Framework (e-CF) which uses a common language for competences, skills and proficiency levels that can be understood across Europe. Most of the qualifications that have been identified in connection to the professional profile of app developers correspond to EQF level 5. At this level, most of countries propose training programmes related to mobile application area and programming languages. e-CF has also been employed as reference basis to defining the competence required of mobile app developers.Aims In the latter stages of the project it aims to form an ICT Sector Skills Alliance focused on the mobile apps field, setting the basis for the establishment of a European ICT Sector Skills Council. The AppSkil Alliance responds to the call for enhancing the responsiveness of initial and continuing VET systems to sector-specific labour market needs and to the demand for improved skills by: a) Acting as a collaboration platform that will connect VET providers, sector representatives, and VET authorities, b) identifying skills needs & mismatches, and c) developing and delivering an appropriate training programme connected with qualification frameworks. Objectives AppSkil sets out to: •Design a European learning outcomes approach curriculum for mobile apps creators to improve business and design skills•Link the designed curriculum with ESCO, EQF, NQFs and e-CF and quality assurance principles to facilitate recognition and make it transferable across EU. •Gather and systemize evidence of skills shortage at EU level to fine-tune and optimize vocational learning content and approach. •Coordinate the sector in terms of skills anticipation and act as a cornerstone for a long-term European collaboration. •Introduce innovative training delivery methods in the form of MOOC. •Validate the training approach so as to offer operationally mature open educational resources and approaches. •Provide replicable training to mobile apps creators.