LiveNutrition project was realised under Erasmus+ programme - Strategic Partnerships for Vocational Education and Training KA202 in years 2014-2016. Assumption of this project was statement that many livestock farmers and other people involved and pretend to be involved in animal production still do not have sufficient knowledge and skills in livestock production with special attentio0jn to rational livestock nutrition and methods of mitigation of this production impact on natural environment. Proper nutrition is essential for profitability of livestock production but educational level of farmers in area of animal nutrition is not sufficient for rational livestock feeding. The main aim of LiveNutrition project was to develop a truly innovative curriculum supported with e-learning course on livestock nutrition and handbook addressed to all involved in animal production. The project assumptions contributed to the European Policy of Rural Development Programme for 2014-2020 paying special attention to fostering knowledge transfer in agriculture and rural areas, improving competitiveness and viability of animal breeders as well as reduce poverty and immigration, to sustainable development and to bring life to rural regions in Europe.Seven organizations were collaborating within LIVENUTRITION project: two from Poland: Wroclaw University of Environmental and Life Sciences and ARID Lacjum; two from Turkey: Balikesir Universitesi and Canakkale Onsekiz Mart Universitesi one from Romania - National Research Development Institute for Animal Biology and Nutrition; one from Italy - Confederazione italiana agricoltori dell'Umbria and one from Hungary - Tudás Alapítvány. The consortium was geographically and sectorial well-balanced and consisted of experienced partners representing different profiles research and training institutions, universities, farmer association and two NGOs – experts on innovation, knowledge and best practice dissemination what made the project high potential to deliver powerful and high quality products and made a huge trans-European impact through the networking activities of the partners. Activities that were conducted during project running were divided into seven Work Packages: 1st PROJECT MANAGEMENT – concerned mainly activities connected with documentation administering and dissemination; 2nd TRANSNATIONAL PROJECT MEETINGS – five transnational meetings were organized in all partners countries; 3rd NEEDS ANALYSES - accomplished for analyse and define the needs of project users in the partner countries, results of surveys made fine adjustments of the work plan – choose the subject and direction of the project activities; 4th TRAINING CONTENTS DEVELOPMENT - development of training materials (six languages) and implementation of materials with e-learning platform; 5th PROJECT WEBSITE AND E-LEARNING ENVIRONMENT DESIGN included all necessary activities to design and make e-learning the training system and the project website more functionally and friendly for user; 6th PROJECT’S OUTPUTS DISSEMINATION included activities concerned with development and localization of courses, promotion of a course textbook and other project outputs - organization of Multiplier Event that were organized on international national level in Poland and on national level in Turkey, Hungary, Italy and Romania. 7th PREPARATION, PUBLICATION AND DISSEMINATION of LIVENUTRITION handbook which were published in each participated country.Main outputs of implemented project are innovative curriculum in area of livestock nutrition consisted of e-learning platform and handbook “RATIONAL LIVESTOCK NUTRITION IN RURAL AREAS” that were prepared in 6 languages: English, Polish, Italian, Hungarian, Turkish and Romanian. This project and its main products had very positive feedback from projects targets groups. Impacts of the project focused on knowledge, innovations, know-how and good practices transfer in agriculture with special attention to animal nutrition. The innovated curricula, training courses affected the target groups’ awareness of animal nutrition and welfare significance in animal production and the necessity of lifelong learning and continuously up-skilling to enhance viability of livestock production and make it environmental friendly, especially in small and medium sized farms. The higher profitability of such farms may reduce youth migration to big cities. Expected the long-term impact of the LiveNutrition project is enhancement of the viability of livestock breeders, transfer of innovation to the agriculture, especially animal production, improvement of life quality, employment ratio and development in rural areas. Directly through enhancing farm viability the expected rationale of this project is reduction of poverty and economic development in rural areas. The LIVENUTRITION project also created a great opportunity to form within the project a lifelong partnership between PL, HU, RO, IT and TR.

Be(e) theraphy project aimed to create a higher education curriculum for the project partner countries, particularly in apiterapy, which is addressed in traditional and complementary medicine in higher education. This was achieved through a qualified methodology. In accordance with the curriculum, apitherapy handbooks were written and published in Turkish, English, Slovakian, Polish and Lithuanian languages. In this context, project consortium developed an innovative guide and competitive curriculum and an e-learning course for academic teachers and master students. Project objectives provided to the stakeholders; harmonized the higher educational offerings with existing local resources in project partner countries and an apitherapy curricula developed to the students with all methods necessary in order to apply apitherapy with good results; Be(e) therapy projct helped to the university students how they can build their own apitherapy data bases, and their own apitherapy libraries; prepared the “ground” for future apitherapy clinics or offices and local (national) further apitherapy course and also project provided some training during the master program for MSc students. During the project lifetime all project partner planned joint master degree programs with EU partner universities. Already apitherapy in Turkey (Canakkale Onsekiz Mart University /COMU) was introduced as a graduate course curriculum and implemented. In some Polish universities (WUELS), apitherapy applications have started to take place in traditional and complementary medicine applications. During the project all team have promoted environmental awareness through the education and teachers and students training and a large number of people from all participating countries, especially MSc students, undergraduate students and from different professional groups (Agricultural Engineering, Biologists, Veterinary Medicine, Medical Doctors, Beekeepers, etc.) were involved in the project activities. Due to the intense interest in apitherapy applications, propolis courses and workshops were organized at COMU and approximately 600 participants attended these meetings. Similar practices were also carried out in PL, LT and SK, and many participants attended them. Through this course, workshops,multiplier events, and other activities, a significant awareness was raised, especially about the importance of bee products in health protection and the long-term use of many diseases. The target group's knowledge about apitherapy was updated especially through e-learning courses and printed materials, and special attention was paid to disseminating the findings obtained in the field of evidence-based medicine through all project products. Apart from the apitherapy handbooks, two main e- learning platform were held under the titles apiedu and bee theraphy as www.apiedu.eu and https://bee-therapy.eu/. Through these learning platforms, especially higher education students and academic staff will be informed about the subject. On the other hand, training programs, workshops and courses on different subjects were organized in each country in line with the objectives of the project and trainings were realized by reaching the target group. For the purposes of the project, the project partners organized various dissemination and awareness activities in their own countries. With all these activities and products, a strong emphasis was placed on the importance of traditional and complementary medicine, especially in the project coordinator country and other partner countries, especially in the case of industrial medicine. With this project, it is foreseen that the tendencies towards the use of medicine will change at least in part, people can overcome some diseases without using drugs and moreover, health protection will create a strong awareness.

European Union Commission puts emphasis on education and training policy that enables all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job‐specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue. It is also believed that early childhood education and care can lay the foundations for these goals in life in terms of education, well-being, employability, and social integration, especially for children from disadvantaged backgrounds. Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education. Inclusive education can be defined as the education of children with and without disabilities in the same setting, mostly in classrooms. Its primary goal is to fight marginalization and exclusion. Inclusive education can be regarded as an important way to achieve “Education for All”. The GOPRINCE (Inclusive Education in Early Childhood: Developing Good Practices) Erasmus+ Project is a response to this call for a best practice approach and aims to make a contribution to the sharing of knowledge, understanding and best practices in inclusive education in early childhood education. The project was carried out by seven partner institutions from Turkey (Coordinator), Belgium, Denmark, Lithuania, Netherlands, Portugal and UK. The goal of the project was to analyse the inclusive education and its practices in each country and develop a new model with best practices in each country to use in teacher education to improve their teaching skills in inclusive classrooms in early childhood education. In the project we developed REACCH model which has 6 key elements, namely; Reflection, Ethos, Adaptations, Communication, Collaboration, Holistic view and supported the use of each element of with case studies prepared in different forms, such as video recording, stories, power-point presentations. The reports about inclusive education in each partner country, the model and case studies were provided as a manual to be used in teacher training to improve teaching skills in inclusive classrooms. This manual was also translated into partner country languages.During the project, the manual was used in intensive study programs. Pre-service teachers from partner institutions were trained and they were provided opportunities to gain knowledge and intercultural understanding about developing competencies and talents of disadvantaged children in inclusive classrooms through lectures, workshops and school visits and case studies in international group works; and they were encouraged to reflect about their experiences and to think how they can implement the good practices they experienced in their future teaching profession in international group works. In multiplier events, the model and case studies were introduced to in-service teachers and professionals from local educational authorities. In most of the participating universities and university colleges the project results of 6 keys of REACCH inclusive education model and case studies have been integrated in the curriculum.

According to EUROSTAT statistical review, the largest EU-28 subsectors in terms of value added and employment are the manufacture of machinery and equipment and the manufacture of fabricated metal products. Additionally, the European engineering industry plays a vital role in the economic recovery of Europe and the ambitious goal to increase the industrial output by 2020 to more than 20% of the GDP. At the same time, EC reviews and reports show that institutional arrangements, national legislation and practice are still insufficiently coherent to coordinate VET activities in a way that benefits both – students/trainees and the business, in order to allow for matching future workforce knowledge, skills and competencies to labour market needs.Therefore, the 3MVET project joined the efforts of eight organisations highly active in the field of VET from four countries and offered an innovative contribution to addressing the above highlighted challenge. Through cooperation between VET providers, leading supplier of educational and professional literature, academics with background and expertise in vocational training at secondary and tertiary level, research and innovation leader, large enterprise employer in the targeted economic sector and facilitator of cooperation between the education and the world of business, the consortium designed, developed, tested, validated and piloted:- methodological materials for teachers responsible for the curriculum and syllabus delivered in VET schools and cooperation with companies (to cover vocations in the field of „Mechanical Engineering, Metalworking and Metallurgy“), i.e. 3MVET Teachers’ Handbook;- training materials for company mentors engaged in the delivery and monitoring of work placement activities for apprentices/students (to cover occupations in the field of „Mechanical Engineering, Metalworking and Metallurgy“), i.e. 3MVET Mentors’ Handbook;- matrix mapping expected learning outcomes, acquired by VET students/trainees/professionals (in the field of „Mechanical Engineering, Metalworking and Metallurgy“) through theoretical and practical experiences against a common framework to allow for recognition of knowledge, skills and competencies as a result from study, work placement or labour mobility, i.e. 3MVET Recognition Matrix.As part of our effort to enhance knowledge, skills and competencies of our most imminent target groups (teachers and mentors) we had joint staff training in Germany.We achieved our objectives during the two-year project lifetime and also by involving thorough evaluation, quality assurance and extensive dissemination at national and European levels. The project directly benefit at least 3368 individuals, incl. teachers, mentors, other VET stakeholders and has an impact on VET students, trainees and professionals, in the field of Mechanical Engineering, Metalworking and Metallurgy. The impact we achieved at different levels could be summarised as follows:- increased competencies to design structured, up-to-date and relevant VET (at school and company level);- increased knowledge on how to build long-term education-business partnerships to foster economic prosperity;- recognition of learning outcomes and qualifications.The long-term impact of the 3MVET project is to contribute to boosting employability at European level and economic prosperity through increasing the relevance of VET provision and applying successfully the principles of dual modality.

<< Objectives >>Water resources are essential for the proper functioning of ecological services and are undoubtedly crucial for the human and global economic well-being of all geographical regions of the world.The project accepts fisheries-based activities, which have already become industrial sectors, as one of the most important resources for human nutrition, leading to increased water consumption and the degradation of freshwater resources.WANTOFISH aims to create awareness of water footprint in EU fisheries<< Implementation >>The implementation activities will consist of four main elements. The first one will explain of state of the art-present status of the water footprint globally and European level in fishery and aquaculture. As the main point of the project proposal is reducing of water footprint by using our resources more effectively, a training methodology will be established accordingly. It will set up a curriculum development and finally, a guidebook on the methodology will be prepared and disseminated.<< Results >>Digital and visual educational materials will be presented on what water use is and how it can be reduced for fishing activities in the seas of the Mediterranean basin, which have different hydrographic and demographic characteristics from west to east. This information will be offered free of charge, especially to higher education institutions and all stakeholders, as a new curriculum. In this way, WANTOFISH academic solutions will be ensured to reach both target audiences in HED and also VET.