Soil-borne plant-parasitic nematodes are a biosecurity risk for global food production with an estimated annual loss of €110 billion worldwide. Root-knot nematodes (RKN) and potato cyst nematodes (PCN) rank 1 and 2 in the Top 10 of high-impact plant-parasitic nematodes with RKN alone accounting for ~5% of global crop losses. RKN and PCN are A2 quarantine pests or emerging species listed on the EPPO Alert List. The two PCN species are also included in EU Commission implementing regulation 2021/2285. Recent reports document the emergence of new RKN and PCN problems in tomato and potato cropping across Europe and beyond due to two independent drivers: global warming and genetic selection. For decades, non-specific, environmentally harmful agrochemicals have been applied to manage RKN and PCN. The increasing awareness about their negative impact prompted the phasing out of most nematicides. Consequently, there is an urgent need for novel, durable control strategies that enable adequate responses by stakeholders to prevent crop losses in the EU and beyond. NEM-EMERGE will provide a spectrum of sustainable, science-based solutions for both the conventional and organic farming sector based on the principles of IPM, including (1) optimized crop rotations schemes including cover crops, (2) tailored host plant resistances, and (3) optimal use of the native antagonistic potential of soils. Moreover, monitoring and risk assessment tools will be generated to support Plant Health Authorities in decision and policy making. To ensure the adoption and implementation of NEM-EMERGE tools in the sector, a bottom-up co-creation process and multi-actor approach will be used based on stakeholder demands from both the conventional and organic sector. This makes NEM-EMERGE a key driver for the transition to sustainable farming in line with the Farm to Fork Strategy thereby contributing to the challenging targets set by the Green Deal.

Agricultural production became very importnat due to increase in world population day by day. All over the World, most of the agrcultural products grow in sub-humid, semi-arid and arid environments, which require irrigation water in addition to the precipitation. For conveyance, distribution and field application, high cost irrigation infrastrucres are required and most of the countries try to increase irrigated area by using governmental financial support.By this way, agriculture is the main user of the water resources taken under control. This percentage is nearly 73 in Turkey. Agricultural water use efficiency inclueding conveyance, distribution and field application is main issue World-wide, also in Turkey. Turkish govermental support to improve agricultural water use efficeny is reached to a very important level, but it is still very low, nearly at % 43 level. According to people dealing with irrigation from the technical point of view, improving agricultural water use efficiency could be achived by; modernsation of irrigation systems based on well prepared system projects, operation of irrigation systems by considering soil-plant-atmosphere-water relationships, water availability, climatic factors and socia ecnomic situation and monitoring irrigated agricultural lands by new technological opportunuties for real time site specific management of agricultural water. Accoridng to literatüre, remote sensing techniques including satellite systems and un-manned air vehicle systems, can provide valuable data and information related to agricultural water management issues. From these point of view, this Project were develoed transitionaly for preperation of training materials to fill an important gap in improving agricultural water management.Within the scope of our project, experts with different areas of expertise will come together to create an information-based irrigation systems module, mobile application and distance education platform.Main goals of this Project are preperation of training docements on;• General country surveys about aricultural water managemen,• Planning and operation of irrigation systems,• Principles of remote sensing,• Using satellite and UAV systems for agricultural water management,• Improving agricultural water use efiiciency• Renovation of the curriculum of agricultural vocational high schools

"The Agrof-MM project in Agroforestry Education, Mediterranean & Mountains ereas, is aimed at farmers, future farmers, advisors and stakeholders in Agroforestry. This agricultural system has experienced a strong abandonment in the 20th century, to count today only a few million ha in Europe. Following the work of scientific research, development structures-agencies, and the experiments of some professionals, in recent years, agroforestry has met a true national and European recognition. Depending on the country, states or professional organizations and training actors reintroduce Agroforestry in the course of training and qualification in initial education (VET) and in adult training. Based on the results of scientific research, development structures and those of the ""farmer-researchers"", experimental courses were conducted in different countries, including FR, in the UK or in IT, on a small scale, as resources, trainers and available skills are scarce. It is on these four components: the results of scientific research, professional practice formalized training based on business situations, innovative teaching resources, the transfer from past AgroFE ToI project, the AgroF-MM project is based. In the partnership countries, the need for conversion and development is between 25 000 and 30 000 farms in the next 5 to7 years, which means training 25,000 to 30,000 farming managers (L4 to L6 by country) as well as the same number of workers and ‘’small farmers’’, L2-L3-L4 by country. But in order to achieve, to support these conversions, these profound changes in modes of practical production, we need counsellors-advisors, trainers, specialists and the level of human resources is low! The partners have identified training needs in the short term: These needs are on the one hand farmers and future farmers, adults and pupils - students, on the other hand, middle managers and teachers-counsellors-specialists. These requirements therefore relate to two levels of qualification L2-L3-L4 L5+/L6 and 3 types of learners (target groups): - Students (in VET) and adults, small farmers, future farmers and workers in farming on the one hand, mainly L2-L3, sometimes L4,- the farmers and future farmers (in larger farms) and middle management, mainly L3-L4-L5, sometimes L5,- the advisors-teachers-specialists, mainly level L5+L6,and the stakeholders of the oriention-pretraining tools and support systems, to attract learners, future farmers or to inform farmers and farming workers..In the short term, the project will address these 4 needs / three publics through a AgroF-MM training system established by the partners, partly based on the AgroFE Leonardo ToI project, the development of the EU AgForward RTD 7th research, the EURAF EU research association and its working groups, and the outcomes from the French RMT and Casdar programme. The project would be build on innovative teaching and training practices,( FR, GR BG), for instance on professional situations providing training and certification at the workplace (like SPS in France), access to recognized qualifications (NQF, EQF, ECVET, ECTS when possible), a process based on ‘’russian dolls’’, the certified and accredited inferior level giving access to the superior one, the certification at L4 giving access to L5 in the same domain.The training paths at the two planned levels have been developed with a common professional reference system, called the European Professional Referential in Agroforestry, EPRA, a common content, training framework for agroforestry called Core Content. In order to reduce the differences in knowledge and skills between the partners It has been necessary to develop a common professional vocabulary, the Theaurus, which did not exist, which required an important work with trainers- teacher-researchers, professionals, Thesaurus which represents an additional production of the project. A training framework adaptable to the specificities and training modalities of each of the partner countries has been designed and successfully implemented in six partner countries to train more than 150 operators and professionals in training 5j, more than 300 in training 1j and 70 trainers and advisors."

The project rose from the needs to meet the requirements of the modern world via developing and implementing innovative educational practices related to experience-based pedagogical approach educating children aged 3-12. The project outcomes target at strengthening professional profile of already working educators and students - future teachers by developing pedagogical guidelines on experiential education, open educational tools-real life cases, offering training for improvement of professional and communicative skills, improving curricula of pre-school, primary and teacher training institutions.The consortium of project partners consisted of 9 institutions: 3 non-academic universities from Lithuania, the Netherlands, Latvia, 4 academic universities from Turkey, Greece, Portugal and Romania (all institutions provide teacher training for pre-school and primary education), a primary school (providing pre-primary and primary education) from Lithuania and a kindergarten (providing pre-school education) from Lithuania. All partners have associated partners kindergartens and primary schools, they function in big clusters together with other educational institutions, social partners, non-profit or profit organization of informal education.Tangible project results are: 1. Research survey report about experiential education in LT, RO, NL, GR, PT, TR, LV; 2. Handbook of pedagogical guidelines for educators and parents about experiential teaching/learning of children aged 3-12; 3. Case studies for practical usage; 4. Curriculum update. Intangible project results are: 1. Improved professional skills of teachers in pre-school and primary education; 2. Increased cross-cultural awareness and communication abilities; 3. Better language skills.Every project institution functioned in a cluster together with pre-school and/or primary education institutions which are the sites of students practical training. The project results are disseminated among those social partners. To make the results easy accessible intellectual outputs will be translated into national languages.