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ABOUT US Within 3 years (2020 12 31 - 2023 12 30) Erasmus+ STEMclubs project have organised and implemented various local, national and international activities: meetings, trainings, learning activities and much more. Within the 7 partner organisations' network - Norway, Germany, Czech Republic, Croatia, Hungary and Italy - we have reached more than 124 000 stakeholders (off/online). All activities were meant to connect with potential partners, to raise awareness about STEM clubs' importance for the young generation and we really need to support club leaders who are the core in bringing STEM to you. Here you can find overview of the main project activities. VIEW MORE Mobilities Dugo Selo - Croatia (learners' mobility) 17. -21. April 2023 more information TITLE I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me and you can start adding your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. Verona - Italy (learners' mobility) November 21st-25th 2022 more information Berlin - Germany (staff training) 4.- 8. April 2022 more information Meetings Project meeting in Czech Republic 07. - 08. November 2023 more information Project meeting in Germany 23. - 24. March 2023 more information Project meeting in Italy 24. - 25. November 2022 more information Project meeting in Hungary 26. - 27. September 2022 more information Meetings Czech Rep. 20. - 21. January 2022 more information Kick-off meeting Norway 23. - 24. September 2021 more information Multiplier events Multiplier event in Croatia 13. December 2022 and 05. December 2023 more information Multiplier event in Hungary 11. December 2023 more information Multiplier event in Norway 05. December 2023 more information Multiplier event in Czech Republic (PCE) 26. November 2023 more information Multiplier event in Czech Republic (CB) 26. November 2023 Details Multiplier event in Germany 28. September 2023 more information Multiplier event in Italy 26. September 2023 more information Useful resources Overview of main project activities Results of the survey – Education system and STEM education As a base, STEMclubs partners at the beginning of the project made an analysis in partner countries/regions of what is the situation in teaching STEM within club activities. ​ You will find summaries of research results from partner countries / regions: Norway, Germany, Italy, Croatia, Hungary and Czech Republic (including reflection from South Bohemia and Pardubice regions). FILE Results of the survey – Education system and STEM education (per country) As a base, STEMclubs partners at the beginning of the project made an analysis in partner countries/regions of what is the situation in teaching STEM within club activities. You will find research analysis results from partner countries / regions: Norway, Germany, Italy, Croatia, Hungary and Czech Republic (including reflection from South Bohemia and Pardubice regions) FILE Results of the survey – STEM club good practice During implementation of STEM clubs partners also asked club leaders and members of the clubs (students) to share best practices, practical tips, and recommendations on various topics as to help others. You will find summaries of research results from partner countries / regions: Norway, Germany, Italy, Croatia, Hungary and Czech Republic (including reflection from South Bohemia and Pardubice regions). FILE Project Activities Jugend forscht Germany Germany Germany “Jugend forscht” is Germans largest competition for young people who present their own STEM research projects. more Education and craft Czech Rep. Czech Rep. Czech Rep. Education and craft. At this event all South Bohemian VET schools and companies are presenting themselves with the effort to attract young student to study at their schools and work for their companies. more Networking meeting for STEM CLUB leaders Czech Rep. Czech Rep. Czech Rep. Education and craft. At this event all South Bohemian VET schools and companies are presenting themselves with the effort to attract young student to study at their schools and work for their companies. more Presentation of the project to the public Croatia Croatia Croatia We celebrated the 20th anniversary of our school. It was a unique opportunity to introduce the guests to our #Erasmusplus projects and show the work of Stem-Sport-Clubs. more Researchers’ night in the Öveges Diáklabor Hungary Hungary Hungary Researchers’ night in the Öveges Diáklabor, Kecskeméti Piarista Iskola more STEM workshop Croatia Croatia Croatia Do you know how parts of airplanes, boats, sports equipment or wind turbine blades are made? If you don't know, we'll show you because that's what our students learned these days more Up

WHAT IS STEM? S cience, T echnology, E ngineering and M a thematics. ​ The STEM concept is a comprehensive system for a long-term science investment. Through STEM, the students are ensured access to practical teaching in line with the current curriculum. The innovative contents of STEM are: • ICT based tools • modern mobility • renewable energy • environment protection The European Union promoted STEM by Erasmus + The target groups for the STEM concept are: • Young learners and • Voluntary educators ​ What defines STEM? • The project adopts the model of the regular and well-known sports clubs and wants to adapt the structural background of the sport training system to the STEM learning approaches (STEM training). • The resulting method, STEM club, is intended to strengthen the structures of voluntary engagements in extracurricular STEM activities and give the young participants sustainable skills for their future in accordance with the UN sustainability goals. ​ Or as we say: “Clean green future through STEM sport club” ​ And remember: “STEM is the way!” How does STEM work? • By connecting to the STEM platform, coaches/teachers gain access to the networks' resources, such as teaching modules by e-learning tutorial material. • Learning by doing and reflection through commitment, expertise, and experience. Those are all shared in the platform. There will also be some resources to motivate students to be interested in STEM. ​ Why use a sport concept? • The project aims to make a significant contribution to the development of regional STEM clubs based on the structures of sports clubs. • It will show the opportunities for innovative and modern content. • It will attract volunteer educators who are implementing practical training activities and who improve their own competences of methodology, tools, resources, and innovative approaches. • The method of STEM clubs will also attract young participants and give them a sustainable basis for their future. • By joining a STEM club, young individuals get necessary experiences. • Regarding their career decisions it is an ongoing process. What is the meaning with STEM? • Gathering of young learners who are interested in all the STEM topics. • Preventing dropout from VET schools. ​ This because of: • new learning and teaching methods • innovative and modern content • sustainable basis for the future • practical training activities • better career decisions • a sport mentality • and off course: clean green future! Up BACK Up Up

Project Management and Implementation Providing Everything You Need Project Management During the planning of the budget, it was considered that contacts and functioning communication structures already exist between all the partners. The project financial manager (from the coordinating country) will be responsible for the budget control of the whole project. Financial manager, in collaboration with the main coordinator, manages the financial mechanisms, is responsible for the effective management of funds and for compliance with financial rules. Each organization is responsible to have an accountant who will maintain a project account of the respective organization. This accountant will be responsible for management of allocated fund according to given rules. He/she will closely collaborate with the project coordinator of each organization and with the project financial manager from the coordinating organization. They will be in contact mainly by emails, Skype and by sharing documents in our Google-folder. Partners have already agreed on different leading parts in project management activities: ​ Overall dissemination (marketing activities) led by T2I Newsletter development (texting and design) led by Solaris Website creation and management led by SBSHRD Social media management (e.g. Facebook) led by SŠ Dugo Selo Visual image creation (logo, poster, templates) led by Piarista Iskola Quality management (Corporate Design forms, evaluation forms meetings etc.) led by SPSCH Pardubice Project Implementation In each partner institution, the implementation team will be created. As project management tools we will mainly use regular project team meetings at each partner institutions and individual meetings with individual members of the project team. These meetings will focus on monitoring and enforcement of the schedule/timeline, monitoring project progress and implementation of activities in each organization and on financial management and budget spending, allocation and assessment of tasks, mistake analysis and non-standard situation solutions of the project. Rules for resolving contentious or nonstandard situations will be set during the first core team meeting (October 2020). The financial accounting will be prepared according to the standards defined by the national agency, Erasmus+ Programme Guide and agreed Financial rules. Meetings of the whole team in each organization will be held once a month. Minutes of meetings will be the output. The coordinating organisation will send e-mails to remind the partners of the assignments, and will check up on all the deadlines. For each year, a detailed schedule of activities and assignments is drawn up, so as to make sure everyone understands what has to be done. Project Implementation Each partners’ websites will be maintained and regular updated by each organisation respectfully. In addition, a social media presence will be established to allow for a more interactive way of communicating with the external stakeholders. A YouTube channel will give mentors insights into the reasons for creating STEM clubs and let them participate and comment on the created e-learning platform. Whole time for preparing the dissemination materials is covered by the management and implementation budget. All partners will use their related networks, channels to disseminate the project outcomes. See Annex “Dissemination capacity”. Procedures of management and organisation: ​ Risk management and quality management - everyone is required to follow the requested outcome quality, for which he is responsible. Instructions of the project manager and comments of the national team coordinators are quality management tools Project monitoring, change management – the core team is responsible for monitoring the project throughout its implementation. As extraordinary events or emergencies are considered: non-compliance with the schedule and quality, increase in costs for the project implementation Supporting documents and materials for interim financial statement - all partners are responsible for the proper registration of documents that are required to be sent immediately after the implementation of the activity. Up

SOLUTIONS “e-Learning tutorial material for educators in STEM” which“e-Learning tutorial material for educators in STEM” which will ensure quality training of volunteers who want to establish STEM clubs. will ensure quality training of volunteers who want to establish STEM clubs. Download full e-learning version in your language E-LEARNING WHAT IS STEM? S - SIENCE T - TECHNOLOGY E - ENGENEERING M - MATHEMATICS The innovat ive contents of STEM are : ICT based tools ​ modern mobility renewable energy enviroment protection HOW TO SET UP A CLUB What do you need to start How to maintain the club in the long run? How to attract members? Can any problems arise? What is possible content and target? FINANCIAL MANAGEMENT The vision of the new STEM club List and structure the cost items Allocation of specific costs to cost items Where do the funds for the planned budget come from? 7 A brief digression on tax issues HOW TO MOTIVATE YOUR LEARNERS ​ HOW TO MOTIVATE CLUB LEADERS Creating a Supportive Culture Recognizing Achievements Equipment and Resources Training and Professional Development Engaging External Experts Open Communication Cost Effectiveness Networking Opportunities HOW TO SELF - MOTIVATE Motivational Factors Challenges and Barriers Faced Club Leader Self-motivation Assessment Up

“STEM club platform” where all best practice will be presented regarding STEM clubs and will be given possibility for volunteers to reach out authors of such clubs and exchange experience, generate collaborative initiatives (even transnational). Register your STEM club REGISTER NOW Registrations will be reviewed 3 times a year: September, January and April. Therefore, your content will be potentially announced in October / February / May. Talents for companies The competition Talents for Companies is an one day contest for pupils, students of VET schools and a capitan from a company. Adventure with technology IT educational programm prepared for children from 6 years is taught during one day, tha aim of the day is that parents spend time with their children learning some IT skills together. Day with a robot Adventure with technology is an experiential interactive day for children, parents, teachers and other fans of technology, science and crafts. Critical thinking club It invites young people (15-19 years old) to join and develop their critical thinking skills that is one of the essential part of STEM. Biology in practise The club includes field exercises, observing nature in different environments and perceiving nature in the form of games and competitions. Chemistry around us The club is intended for SPSCH students interested in chemical education and the occurrence of chemistry around us. Construction of paper bridges ​ It is a challenge for everybody (including adults) to construct / create an own bridge only made of paper and glue. The participating children will easily reach a simple result. Contest for young STEM researchers - Jugend forscht ​ It is a challenge for everybody (including adults) to construct / create an own bridge only made of paper and glue. The participating children will easily reach a simple result. Model Rocket Construction Club Together with enthusiastic young hobbyists, we independently develop fun rocket models that will launch in front of an audience at the New Year's Eve model rocket launch. Electronics-Informatics Interested boys and girls between the ages of 10 and 17 receive career-oriented support in the technical fields of electronics, computer technology and information technology during their leisure time in a membership period lasting several years. Robotics Workshop Our robotics group with Lego Mindstorms is an exciting and interactive learning environment for students aged from 10 to 15. Climate change - what could we do? As there is a science laboratory in our school, it is evident to oragnize such clubs and opportunities for students of our school and also from other intitutions. Chemistry for advanced The students carried out experiments individually for the oral part of the A-level in chemistry. During the sessions, they had the opportunity to perform an experiment. Advanced physics Students could prepare for the interesting physics measurements they would have to take in the physics final exam. Talented students in the limlight During this event, every year, science students of the National Talented Program present a selection of topics from the school year to their parents and siblings. Day of talents Students participating in the national talent programme use this opportunity to present their work and experiments from the academic year to their fellow students in grades 9-10. Palestre Digitali You can find: service design laboratories, information speeches, one to one consultancy. The idea is that it is crucial to meet the citizens from the bottom so to inform them on the novelties of the technology and digital transformation. Recycle Lab Recycle LAB was born at first as a street animation proposal, which sees young people as protagonists in laboratory activities, aiming at environmental sustenibility thanks to the use of new technologies and waste material. Business Start Up The t2i certified business incubator offers a physical space and a series of integrated services to start your own business by reducing risk and costs, to maximize profit and success. Renewable Energy Sources Research on the application of renewable energy sources in everyday life. Recognizing the need to use alternative sources. Inspiring new generations to create new products that use renewable resources. 3D Print radionica At the 3D print workshop, students, with the help of a mentor, model objects that are integral parts of various robotic constructions. Then the modeled works are 3D printed and used as a finished product. Photography Club Photography club is founded for students who have sharp eye so they can capture all important moments via camera. All events are documented and published online using social media. Makers Club Key is to identify what product or contraptions students want to create and/or use. Than mutliple design are created. They have to choose the one they like best and know reasons why it is better than other.... and so on. Example is arcade game. New ways of making energy We would like pupils to experience the range of opportunities renewable and sustainable energy give us and will give us in the future. We would like to get them to challange themselves in finding new ways of using and reusing the energy we have. Up

The project “Clean, green future through STEM sports clubs” is a European partnership of seven VET schools and educational organizations who will develop “STEM clubs” as a new learning and teaching method for STEM based motivation, orientation, preparation and dropout prevention in VET. It is intended as an ongoing leisure activity, as entertaining as sport for young students aged from 10 up to 18 years. All valuable results will be available for other European regions who face comparable challenges. READ MORE BROCHURE Project Activities Jugend forscht Germany Germany Germany “Jugend forscht” is Germans largest competition for young people who present their own STEM research projects. more Education and craft Czech Rep. Czech Rep. Czech Rep. Education and craft. At this event all South Bohemian VET schools and companies are presenting themselves with the effort to attract young student to study at their schools and work for their companies. more Networking meeting for STEM CLUB leaders Czech Rep. Czech Rep. Czech Rep. Education and craft. At this event all South Bohemian VET schools and companies are presenting themselves with the effort to attract young student to study at their schools and work for their companies. more Presentation of the project to the public Croatia Croatia Croatia We celebrated the 20th anniversary of our school. It was a unique opportunity to introduce the guests to our #Erasmusplus projects and show the work of Stem-Sport-Clubs. more Researchers’ night in the Öveges Diáklabor Hungary Hungary Hungary Researchers’ night in the Öveges Diáklabor, Kecskeméti Piarista Iskola more STEM workshop Croatia Croatia Croatia Do you know how parts of airplanes, boats, sports equipment or wind turbine blades are made? If you don't know, we'll show you because that's what our students learned these days more see all ... Register your STEM club REGISTER NOW Patricipants Odda vgs. Vestland fylkeskommune Střední průmyslová škola chemická Pardubice solaris Foerderzentrum fuer Jugend und Umwelt gGmbH Sachsen The South Bohemian Company for Development of Human Resource Piarista Gimnazium Kollégium Általános Iskola és Óvoda T2I - Trasferimento Tecnologico e Innovazione Scarl Srednja skola Dugo Selo Up

How to motivate club leaders? Motivating STEM Club Leaders from the Manager's Perspective ​ Introduction: As a manager, it is crucial to motivate and support STEM club leaders to ensure the success and growth of the club. This module will provide strategies and resources to create a supportive culture, recognize achievements, provide necessary equipment and training, engage external experts, promote open communication, focus on cost-effectiveness, and provide networking opportunities. 1. Creating a Supportive Culture: ​ - Foster a positive and inclusive environment where club leaders feel supported and valued. - Encourage collaboration and teamwork among club leaders. - Provide regular feedback and recognize their efforts. - Share success stories and inspire others through past achievements. - Establish a mentorship program to pair experienced club leaders with new ones. 2. Recognizing Achievements: ​ - Celebrate and acknowledge the accomplishments of club leaders. - Implement a recognition system, such as "Leader of the Month" or "Club Achievement Award." - Showcase their achievements to the wider school or community. - Provide certificates, badges, or small incentives to motivate and appreciate their hard work. 3. Equipment and Resources: ​ - Ensure that STEM clubs have access to necessary equipment and resources. - Allocate a budget for purchasing and maintaining equipment. - Collaborate with the school administration or local organizations to secure funding or donations. - Provide a centralized inventory system for easy access and management of resources. - Regularly update the club leaders about new equipment or resources available. 4. Training and Professional Development: ​ - Offer training sessions and workshops to enhance the skills of club leaders. - Collaborate with local educational institutions, STEM organizations, or experts to provide specialized training. - Organize webinars or online courses for flexible learning opportunities. - Encourage club leaders to attend relevant conferences or seminars. - Provide resources like books, articles, or online platforms for self-guided learning. 5. Engaging External Experts: ​ - Invite external experts from academia, industry, or STEM-related organizations to interact with club leaders. - Organize guest lectures, panel discussions, or workshops with these experts. - Encourage club leaders to seek guidance and advice from external experts. - Facilitate networking opportunities with experts to enhance their professional connections. 6. Open Communication: ​ - Establish a regular communication channel with club leaders. - Conduct periodic meetings to discuss progress, challenges, and future plans. - Encourage club leaders to share their ideas, concerns, and suggestions. - Provide a platform (such as a shared document or online forum) for club leaders to collaborate and exchange ideas. - Respond promptly to their queries and provide necessary support. 7. Cost Effectiveness: ​ - Seek cost-effective solutions for equipment, resources, and activities. - Explore partnerships with local businesses, organizations, or community members for sponsorships or donations. - Encourage club leaders to plan activities and projects within allocated budgets. - Promote the reuse or repurposing of resources whenever possible. 8. Networking Opportunities: ​ - Facilitate networking opportunities for club leaders. - Organize joint events or competitions with other schools or STEM clubs. - Encourage club leaders to participate in regional or national STEM competitions. - Connect club leaders with alumni or professionals in the STEM field for mentoring or guidance. - Promote collaboration between different STEM clubs within the school. ​ Conclusion: Motivating and supporting STEM club leaders is essential for their success and the growth of the clubs. By creating a supportive culture, recognizing achievements, providing necessary resources and training, engaging external experts, promoting open communication, focusing on cost-effectiveness, and providing networking opportunities, managers can inspire and empower club leaders to excel in their roles and create a thriving STEM community. ​ Resources: - Online platforms for training and professional development: European School Net Academy (https://www.europeanschoolnetacademy.eu/courses ), Coursera (https://www.coursera.org/ ) , edX (https://www.edx.org/ ) While motivating STEM club leaders from a manager's perspective can yield various benefits, there are also potential drawbacks and difficulties that may arise. It is important to be aware of these challenges in order to address them effectively: 1. Lack of Resources: Limited funding or inadequate access to necessary equipment and resources can hinder the motivation and success of STEM club leaders. Insufficient resources may impact the quality and variety of activities that can be offered, leading to decreased engagement and enthusiasm among club leaders. 2. Time Constraints: Club leaders often have other commitments, such as academic coursework or extracurricular activities, which can limit the time they can dedicate to leading the STEM club. Balancing their responsibilities and managing club activities can be challenging, potentially affecting their motivation and ability to deliver engaging experiences. 3. Burnout and Turnover: he demanding nature of leading a STEM club, coupled with academic pressures, can lead to burnout among club leaders. Burnout can result in decreased motivation, creativity, and overall satisfaction. Additionally, high turnover rates can disrupt the continuity and growth of the club, requiring constant recruitment and training of new leaders. 4. Lack of Supportive Culture: In some cases, a lack of supportive culture within the school or educational institution can undermine the motivation and impact of STEM club leaders. If club leaders do not feel valued, included, or supported by the school administration, teachers, or peers, it can negatively affect their enthusiasm and commitment to the club. 5. Limited External Expert Availability: Engaging external experts can enhance the learning experiences for club leaders, but their availability and accessibility may pose challenges. Finding experts who are willing to volunteer their time or securing funding to bring in external speakers or trainers can be difficult, limiting the opportunities for club leaders to benefit from their expertise. 6. Communication and Coordination: Maintaining open communication and coordination among club leaders, school administration, teachers, and other stakeholders can be challenging. Miscommunication or lack of clarity regarding expectations, goals, and resources can hinder motivation and create logistical difficulties in planning and executing club activities. 7. Evaluation and Measurement: Assessing the impact and success of STEM clubs can be challenging. Without effective evaluation methods and metrics, it can be difficult to measure the achievements and growth of the club, potentially affecting the motivation and recognition of club leaders. Addressing these challenges requires proactive management strategies, including securing adequate resources, providing support and recognition, fostering a supportive culture, and promoting effective communication and coordination among all stakeholders. Understanding the perspective of students is crucial when it comes to motivating STEM club leaders. Here are some insights from the students' point of view: 1. Student Engagement: Students want STEM club leaders who are passionate, enthusiastic, and engaging. They seek leaders who can create a positive and inclusive environment where everyone feels welcome and encouraged to participate. Leaders who can spark curiosity and inspire students to explore and experiment in STEM subjects are highly valued. 2. Hands-on Experiences: Students appreciate STEM club leaders who provide hands-on experiences and practical applications of STEM concepts. They enjoy activities that allow them to actively participate, experiment, and solve real-world problems. Leaders who can organize field trips, workshops, or projects that offer tangible outcomes are often more motivating. 3. Mentorship and Guidance: Students value leaders who act as mentors and guides, helping them navigate their STEM interests and providing support and encouragement. Leaders who are approachable, patient, and willing to listen to students' ideas and concerns create a nurturing environment that fosters personal growth and development. 4. Personal Connection: Students seek club leaders who can establish a personal connection and build a rapport with them. Leaders who take the time to understand their individual strengths, interests, and goals can tailor their mentorship to better meet the needs of each student. Creating a trusting and supportive relationship with students fosters a sense of belonging and motivation. 5. Collaboration and Teamwork: Students enjoy collaborating with their peers and working together on STEM projects. Club leaders who promote teamwork, encourage diverse perspectives, and facilitate group activities create a sense of camaraderie and mutual support, making the club experience more enjoyable and motivating. 6. Skill Development: Students look to club leaders as mentors who can help them develop their STEM skills. They appreciate leaders who offer opportunities for hands-on learning, provide constructive feedback, and challenge them to push their boundaries. Leaders who can identify and nurture their talents, while also encouraging them to explore new areas, contribute to their growth and motivation.Skill Development: Students look to club leaders as mentors who can help them develop their STEM skills. They appreciate leaders who offer opportunities for hands-on learning, provide constructive feedback, and challenge them to push their boundaries. Leaders who can identify and nurture their talents, while also encouraging them to explore new areas, contribute to their growth and motivation. 7. Personal Growth and Confidence: Effective mentors inspire students to believe in themselves and their abilities. Leaders who can provide constructive feedback, celebrate their achievements, and encourage them to take on new challenges help students develop confidence in their STEM skills. Fostering a growth mindset and empowering students to overcome obstacles contributes to their motivation and overall personal growth. 8. Recognition and Validation: Students appreciate when their efforts and achievements are recognized and validated by club leaders. Providing regular feedback, acknowledging their contributions, and celebrating their successes can significantly boost motivation and self-confidence. Leaders who showcase student work or provide opportunities for students to showcase their achievements to a wider audience are highly valued. 9. Career Guidance: As mentors, club leaders play a vital role in guiding students towards potential STEM career paths. Students appreciate leaders who can offer insights into different career options, share personal experiences, and provide resources for career exploration. Leaders who can help students identify their interests, strengths, and potential career opportunities contribute to their motivation and long-term goals. Students appreciate leaders who are flexible and adaptable to their needs and interests. Leaders who can tailor activities and projects to cater to different skill levels and interests create a more inclusive and engaging environment. Adapting to students' schedules and preferences also demonstrates a commitment to their overall experience and fosters a sense of ownership and investment in the club. 11. Fun and Enjoyment: Ultimately, students want to have fun and enjoy their time in STEM clubs. Leaders who can infuse excitement, creativity, and a sense of playfulness into their activities make the club experience more enjoyable and motivating. Incorporating gamification elements, interactive challenges, or competitions can enhance student engagement and enthusiasm. By considering the students' perspective and incorporating their needs and preferences into the management and motivation of STEM club leaders, managers can create a more fulfilling and impactful experience for both the leaders and the students involved. To help club leaders avoid burnout, managers can implement the following strategies: 1. Set Clear Expectations: Clearly define the roles, responsibilities, and expectations of the club leaders from the beginning. Provide them with a clear understanding of the time commitment required and the specific goals and objectives of the STEM club. This clarity helps club leaders manage their workload effectively and prevents them from taking on too much. 2. Delegate and Share Responsibilities: Encourage club leaders to delegate tasks and share responsibilities with other club members. By involving other students or volunteers in club activities, the workload can be distributed more evenly, reducing the burden on individual leaders. This also helps develop leadership skills in other students and fosters a sense of ownership and engagement among the club members. 3. Provide Adequate Resources: Ensure that club leaders have access to the necessary resources, materials, and equipment needed to run the STEM club effectively. Insufficient resources can lead to additional stress and frustration for club leaders. Providing the necessary support demonstrates that their work is valued and helps alleviate some of the workload pressure. 4. Offer Training and Support: rovide training and professional development opportunities to club leaders. This can include workshops or sessions on leadership skills, effective communication, time management, and stress management. Equipping club leaders with the necessary skills and knowledge helps them navigate their roles more effectively and builds their confidence in managing their responsibilities. 5. Foster a Supportive Community: Create a supportive and inclusive community among club leaders and members. Encourage collaboration, teamwork, and open communication within the club. Foster an environment where club leaders feel comfortable seeking help or sharing their challenges. This support system can help alleviate stress and prevent feelings of isolation or overwhelm. 6. Encourage Self-Care: Emphasize the importance of self-care and work-life balance to club leaders. Encourage them to prioritize their well-being by taking breaks, engaging in activities they enjoy outside of the club, and maintaining a healthy lifestyle. Provide resources or information on stress management techniques, mindfulness, or wellness practices to support their self-care efforts. 7. Regular Check-Ins: Schedule regular check-in meetings with club leaders to discuss their progress, challenges, and any support they may need. This provides an opportunity for open dialogue and allows managers to address any concerns or issues before they escalate. It also shows that their well-being and satisfaction are a priority. 8. Celebrate Achievements: Recognize and celebrate the achievements and milestones of the club leaders. Acknowledge their hard work, dedication, and the positive impact they have made on the students and the club. Celebrations and positive reinforcement help boost morale and motivation, reinforcing their sense of accomplishment and value. 9. Flexible Time Off: Recognize the time and effort club leaders invest in their roles by offering them flexible time off. This can include granting them a day off from regular teaching responsibilities or adjusting their schedules to accommodate their club-related commitments. Providing this flexibility shows that their dedication is valued and helps prevent burnout. ​ By implementing these strategies, managers can create a supportive environment that helps club leaders avoid burnout and sustain their motivation and enthusiasm for their roles in the STEM club. Up BACK Up Up

How to motivate your learners? Development of the content: ​ Thanks to the feedback obtained through the compilation of a dedicated questionnaire, it was possible to observe what needs emerged and the expectations, barriers and challenges identified by the children, helping us to study and evaluate possible actions to encourage and promote the participation of students. Among the most cited motivational factors are: (1) the possibility of meeting new people who share the same passions, (2) testing themselves and their limitations, testing themselves also in practical and group activities, (3) having a more fluent communication and also improving their English. These aspects overlap with the challenges that young people want to fulfil, such as: (1) to be able to manage and coordinate their extracurricular time (2) to learn as many notions as possible for personal growth (3) to invest their time in something that may be useful in the future, both at school and at work level. To promote these processes, however, they believe it is essential to have an open mind, be curious and enthusiastic, be constant and persistent over time and not give up on the first difficulties. Unfortunately, however, several obstacles emerged from the survey, some of which are difficult to handle, which limit or slow down the entry of teenagers into the STEM Clubs. The daily routine is in fact very busy, among the school commitments, sports and the many tasks assigned, leaving less and less space to cultivate one’s passions. In addition, there are difficulties in the efficient management of the available time, logistical and distance problems, and some parents do not consider this initiative as important as a work experience could be. Another barrier listed is the fact that you have no knowledge of the STEM clubs available in the area, which could be solved by creating a web platform, or an app that groups all STEM clubs on the basis of certain filters that can facilitate the search, for example: place/area, cost, duration, type of course contents, availability of a free or paid shuttle etc... even the development of Open Days, such as those organised by schools, could be important both for the promotion of these clubs, and to show concretely to students and parents, what the purposes of the activities are, how the learning process takes place in interactive and practical terms and, above all, what could be the results o btainable from the experience. Based on this preliminary analysis and the information received, we believe that in order to stimulate the participation of young people and to keep them motivated, it is necessary to consider the following points: ​ ​ Active Involvement and Stimulating environment: create a welcoming and stimulating environment where students feel comfortable and encouraged to share ideas and opinions. Tools: multimedia tools, interactive materials, flexible furnishings, digital communication systems can be used. To create a stimulating school environment, it is necessary to offer a welcoming and open space. The classroom atmosphere must be welcoming, reassuring and open to make students feel comfortable in the learning environment. ​ Space layout and interaction: Organise the furniture in such a way as to encourage collaboration and interaction between participants. Arrange U-shaped or circle-shaped tables so that everyone can easily see and communicate with each other. ​ Provide interactive tools and equipment that encourage guys to work together and explore new concepts. For example, interactive whiteboards and screens, which allow you to share presentations, videos or digital assets. Digital teaching (tablets, computers and smartboards) can make learning more engaging, including computer simulations and laboratory activities. ​ Use bright colors and adequate lighting to create a stimulating and welcoming atmosphere (orange, bright green, yellow, electric blue), also through some furnishing elements such as: educational posts, signs and motivational phrases, artifacts of various kinds. ​ Provide students with large and flexible spaces that promote social interaction, group work and concentration. Asking students for an opinion on the layout of the classroom could help in the development of a useful environment for everyone. ​ Overcoming the traditional classroom with chairs and desks arranged in rows, in favour of a new centrality between teachers and students in order to implement collaboration, research, reflection, construction and sharing of knowledge. Rethinking the concept of “class” as a research laboratory to co-build knowledge and skills in a context rich in relationships, exchanges, collaborative research to solve cognitive problems. ​ Some examples of innovative schools from an architectural point of view and of rethinking the interior spaces: take for example three cases of “new schools” in Europe: the Gymnasium of Ørestad in Denmark, the Het 4e gymnasium in Amsterdam and the VITTRA school in Stockholm, Sweden. The architectures and interior spaces are designed in such a way as to encourage the introduction of new models of active and cooperative digital teaching identified, in the EU, from the “Lisbon Strategy” to “Digital skills”. By analysing these architectural projects, you can view two constants: Massive technological infrastructure: broadband, wireless hot spots, virtual environments for the management of teaching (Virtual Learning Environment); tablet/notebook for students and teachers. ​ 2. Absence of “classes” as a minimum architectural unit. The most widespread educational space is that of the laboratory where the activities of the students who replace the lessons are carried out. There are also common spaces for individual study and/or informal learning, and an auditorium where some teachers or external experts hold lectures. In addition, the old homeworks are replaced by the continuation of the laboratory activities, carried out at school in person, in the virtual learning environment of the group of students with the tutoring of the teacher. This allows you to solve some key problems, also emerged from our survey: a better time management by students, having a reduced load of homeworks and of different types; reduced stress caused by homework with frustration and abandonment in case you can't complete them; lower family expenses for the need for repetitions and a better transport/logistics for parents. Following, some photos example: (Font: https://www.edilportale.com/news/2016/05/progettazione/scuole-innovative-dall-italia-e-dall-estero-le-ispirazioni-per-gli-edifici-del-futuro_51901_17.html ) ​ Inclusion: Create a positive and open atmosphere (everyone’s ideas and opinions are valued). Encourage active listening, mutual respect and prohibition of interruptions during conversations. Show interest in the opinions and ideas of each member of the group (e.g.: ask questions to deepen and empathise) Balance participation among group members (whether someone is quieter or less involved) and engage everyone. Valorising diversity by emphasising the importance of having different perspectives for enriched learning Make sure everyone feels safe sharing their opinions and ideas (no judgements). Connecting to Real Problems: show participants how STEM concepts apply in real life and how they can help solve real-world problems. Tools and contents: case studies, testimonials from professionals in the sector, visits to laboratories or companies, projects with a social or environmental impact can be presented. Here some related videos: https://www.ted.com/talks/cesar_harada_how_i_teach_kids_to_love_science https://www.youtube.com/watch?v=za_ZKM0kbPA From min 5:20: https://www.youtube.com/watch?v=vUAQNCEXxAc Personalization of the experience: adapt the laboratory to the needs of the participants. Linking to the problems exposed by students: an example of a potentially developable action, in order to incentivize students to attend STEM clubs and help them in the management of extracurricular time, could be to make a pool among the students, before defining the club schedule or make a presentation with focus groups among all interested people (target students) coming already with some proposals. Personalization on the content level cannot be separated from the next point. Here some related videos: Discover Your Learning Style What Is Personalized Learning? What is Personalized Learning? Create as homogeneous groups as possible in terms of entry skills: this makes it possible to greatly reduce the risk of frustration and abandonment by those who do not feel ready/up to the proposed activities or, on the other hand, by those who do not learn anything new from the proposed experience. Tools: incoming interview, presentation in plenary with clarification of the requirements, possibly also tests, but taking care that it is not lived as an external evaluation (type of school verification). We propose it as a useful tool for both the organisation and the student on the model of language pre-tests. Relationship with the course of study at school: if the club is proposed in collaboration with an educational institution, it may be useful if it explicitly connects to the path that the student is following at school. The club could develop more in-depth and concrete skills that in the classroom can only be hinted at in terms of knowledge rather than skills. In this way one would probably have the support of the teacher and perhaps even the parents, if properly informed. How to promote it: STEM Open days where not only students, but also adults around them (parents, teachers...) can understand the value of the investment, time and money. ​ Key objectives of the stem club considering the youth target: Awakening pupils' cognitive needs (problem-based tasks) learn new things/understand how to solve specific problems/need orientation, check if the idea I have of that job corresponds to reality and if I like it. Here an interesting video: How to Choose the Right Career Path in 7 Simple Steps Awakening pupils' social needs (social climate in the classroom), meeting new people, like me... we are in the growth phase where the peer group is important. Here some related videos: Adolescenza e ricerca di identità (Adolescence and research of the identity) Supportive School and Classroom Climate | Schoolwide SEL Designing Supportive Learning Environments Pay attention to the importance of the role of the teacher/facilitator A teacher can motivate his/her students in many ways. 1. Paying attention to the teacher's expectations of the pupils (Pygmalion effect - positive teacher's positive expectation leads to a positive student outcome; Golem effect - teacher's negative expectation leads to a negative student outcome and the pupil resigns to the possibility of a better outcome) Pygmalion effect explained in a simple way: The Pygmalion Effect Pygmalion effect and Golem effect with the explanation of the origin of the words and some practical examples https://www.youtube.com/watch?v=MpBhszwIkTM 2. Awakening performance motivation (social norm, individual norm), develop motivation to put in place skills to get involved and achieve individual or group goals. The facilitator prepares challenges (problems to be solved) with which participants can and must confront either in a subgroup or at an individual level. Not by setting it as an “assessment for a vote”, but also to self-verify one’s knowledge. This also allows us to create situations that put emphasis on performance. ​ The behaviour of an individual who wants to achieve a certain performance can be divided into several phases: · arousal of certain needs, · assessing one's own ability to achieve the performance, · the expectation that the need will be satisfied, · the decision to perform the relevant action. Student performance needs include, but are not limited to, the need for autonomy, competence, successful performance, the need to avoid failure, and even the need to avoid success. Here an interesting video The Science Of Motivation 3. Eliminating the feeling of boredom and avoiding fear of school, of a particular subject, of testing. The concept is: skills are developed, but we are not in school. The facilitator must avoid rigid – judgmental attitudes. The “program” of the course is not to be followed rigidly, it is a track to be developed also based on the learning outcomes, the motivation and curiosity of the participants, and also on events that happen in reality and that can be inserted because of interest. Orientation is on the skills and involvement of pupils, rather than on predefined content. ​ Deepening on MOTIVATION ​ Intrinsic motivation ​ When a person performs an activity for its own sake, without expectation of praise, reward, avoiding punishment, it is intrinsic motivation. Behaviour caused by intrinsic motivation is more stable, more adaptive, more creative and more spontaneous. When a child decides to go play basketball because they enjoy the game itself, this is intrinsic motivation. ​ · It promotes spontaneous and creative behaviour in the pupil, which leads to greater school success. · It builds a positive relationship with the student’s lifelong learning. · It uses the individual abilities, experiences and interests of the student. · It strengthens the student’s self-assessment by its character. · It gives the pupil the desired responsibility for achieving the stated goals. · It builds and develops for each individual individually and over a longer period of time. · He leads the pupil to learn from the inner need and for his own satisfaction, he does not expect a reward from someone else. · What he learns is meaningful and beneficial to him. ​ Extrinsic motivation ​ When a person performs an activity to satisfy another one’s need, it is extrinsic motivation. Behaviour led by extrinsic motivating factors is instrumental in nature - it is a tool to achieve some external motivating factors - e.g. reward or avoidance of punishment. When a child decides to go to the playground to practice a double-take in order to get a good grade in school in that skill, the motivation is extrinsic. Further splitting extrinsic motivation into four types according to how extrinsic motivation approaches intrinsic motivation: o external regulation, o passive regulation, o identified regulation, o integrated regulation. · It helps pupils of younger school age achieve specific learning goals. · It is easier for students to overcome obstacles in managing tasks. · It has an immediate, although short-term, effect – usually fading after a given goal is achieved. · The teacher determines in advance what and how it will be evaluated, the pupils better understand the intention. · It leads the pupil to work for others, usually dependent on the help of the teacher. · Effective for simpler teaching and guided learning activities. ​ ​ Here a video related to Extrinsic and Intrinsic motivation: https://www.youtube.com/watch?v=gKn_fV6PGGA ​ Here some final videos that can help to stimulate STEM learning and show some new approaches to teach STEM contents: https://www.ted.com/talks/ashwini_bhandiwad_how_to_teach_kids_science_through_cooking https://www.ted.com/talks/annmarie_thomas_hands_on_science_with_squishy_circuits Up BACK Up Up

JSRLZ - T-Profi ​CZ Jihočeská společnost pro rozvoj lidských zdrojů o.p.s. The South Bohemian Company for Development of Human Resources Key nouns technique, contest, cooperation Main theme Talents for companies STEM area T Kind of activity STEM initiative Description The competition Talents for Companies is an one day contest for pupils, students of VET schools and a capitan from a company. They must cooperate in the building of an assigned task using a technician bulding kit Merkur. The target is to support technique and learn the children to cooperate in teams. Approach The T-profi competition is focused on popularization of technical education and digital skills. Teams work with the MERKUR polytech nic kit and, according to the assignment, which is different every year, they also work with the BBC microcomputer micro:bit. The competition has already taken place in seven years. Technical skill is not the only criterion for successfully mastering the task. Within one team, they must 3 elementary school pupils (5th grade), 3 secondary school pupils (2nd grade) and the team is led by a representative from the company. Team They must effectively manage communication and cooperation. A total of 12 teams compete, including 10 South Bohemian teams (across the districts of the South Bohemian Region) and 2 teams from abroad (usually from Upper Austria). Jihočeská společnost pro rozvoj lidských zdrojů, o.p.s. Husova 9 370 06 České Budějovice Czech Republic www.t-profi.eu sejkova@jsrlz.cz BACK JSRLZ - Den s robotem ​ CZ Jihočeská společnost pro rozvoj lidských zdrojů o.p.s. The South Bohemian Company for Development of Human Resources Key nouns technique, contest, cooperation Main theme Day with a robot STEM area T, E Kind of activity STEM i nitiative Description IT educational programm prepared for children from 6 years is taught during one day, tha aim of the day is that parents spend time with their children learning some IT skills together. Usually the programm is prepared for 4 hours, mostly is lead at the weekends when everyone has time. Approach The intention is to show children, but also parents, that programming and robotics are areas that can not only study and work in them, but above all areas that are fun, modern and have great potential. Thanks to this initiative we want to support technical fields and show people already since their childhood that technical fields can be funny for their future jobs. This day is not prepared regurarly but depends on the interest of attendants. Jihočeská společnost pro rozvoj lidských zdrojů, o.p.s. Husova 9 370 06 České Budějovice Czech Republic www.jhk.c z rychnavska@jsrlz.cz ​CZ Jihočeská společnost pro rozvoj lidských zdrojů o.p.s. The South Bohemian Company for Development of Human Resources Key nouns: technique, contest, cooperation Main theme : Adventure with technology STEM area: S, T, E Kind of activity STEM initiative An experiential interactive day for children, parents, teachers and other fans of technology, science and crafts. Description Adventure with technology day usually takes place in June in the Exhibition hall in České Budějovice. It is an interactive day for children, mostly at the age 7-15, together with their parents. In the morning the whole schools are invited and in the afternoon come families. Trying different experiments and technical gadgets used in the companies can attract the children for choosing of their future school and job. Approach Adventure with technology is an experiential interactive day for children, parents, teachers and other fans of technology, science and crafts. Thanks to the exhibition Adventure with Technology, you can try a number of experiments, technical gadgets, but also common things that you will encounter at work, school or everyday life in one day in one place. Did you know, for example, that many South Bohemian companies produce components that you use daily on your mobile devices, computers or in your car? Come and enjoy a day full of fun, but also knowledge. You will be able to choose from more than 200 locations prepared for you by companies, schools and organisations from the South Bohemian Region. You can try different robots, construction kits, virtual reality, mini excavator, simulators and much more. Jihočeská hospodářská komora Husova 9 370 06 České Budějovice Czech Republic BACK JSRLZ - Dobrodružství BACK CZ-P-Critical thinking club ​CZ Střední průmyslová škola chemická Pardubice Key nouns: technique, contest, cooperation Main theme : Critical thinking club STEM area: S, T, E Kind of activity STEM initiative Description This club is running at SPSCH Pardubice for its students and not only. It invites young people (15-19 years old) to join and develop their critical thinking skills that is one of the essential part of STEM. Of course during the sessions participatns are taking part in active discussions, preparation of presentations, preparation of moderating sessions with all group on various topics. Usually it is twice a month for 1-2 h . Approach Considering current world and the need of critical thinking in many areas of life and education - it was personal boost to establish this club. There are various topics covered while discussing with participants to see most relevant topics. Invited experts share their know how or point of view. What was a good practice? During one year while club leader was on maternity leave, previous students - participants took over organisation of activities, preparation for the sessions and more. Of course, it was also still with a guidance of club leader remotely. It was positive approach and we see how we can experiment with different formats of establishing of new STEM clubs. It was also in some way inspired by sport spirit while previous students become trainers. A long lasting inspiration that drives you to become the one that passes the knowledge. SPŠCH Pardubice Poděbradská 94, 530 09 Pardubice, Czech Republic ​ https://www.spsch.cz/ Michaela Novotná novotna@spsch.cz ​ BACK CZ-P-Biology in practice Key nouns technique, contest, cooperation Main theme Biology in practice STEM area S Kind of activity STEM club Description The club is intended for SPSCH Pardubice school students, other high school or elementary school students. The club includes field exercises, observing nature in different environments and perceiving nature in the form of games and competitions. Usually it is once a week. Approach SPSCH Pardubice teacher is very passionate in biology and wants to inspire young generation to love and respect nature. Discovering science in nature is part of the club content. We use binoculars, cameras, measuring devices, telescopes, microscopes and various applications (iNaturalis, Relive, Seek, etc.) and atlases to explore nature. We focus on the botanical, zoological and mineralogical parts. Games and competitions follows individual themes throughout the implementation of Biology in Practice club. There is a great interest among our students so in the end there are even 2 groups who are deepening their knowledge and skills about biology. Participants of the club also have quicker knowledge to Erasmus+ project activities that are related to the science, biology, ecology topics. Therefore, participants can have higher chance to take part in activities. ​ ​CZ Střední průmyslová škola chemická Pardubice SPŠCH Pardubice Poděbradská 94, 530 09 Pardubice, Czech Republic ​ https://www.spsch.cz/ Michal Dušek dusek@spsch.cz ​ BACK Chemistry around us BACK Key nouns technique, contest, cooperation Main theme Chemistry around us STEM area S, T, E, M Kind of activity STEM club Description The club is intended for SPSCH students interested in chemical education and the occurrence of chemistry around us. It is usually organised twice a month. Approach We have very passionate chemistry teacher who loves to give opportunity for young people to discover chemistry world beyond official curricullum, to open the doors to the experiments that are usually limited during the formal education. Club is focused to present basic reactions, the occurrence and extraction of elements and compounds from the environment and the creation of alternative tools for common laboratory tools (e.g. homemade cooler or extractor). There are various topics covered from colourful flames to serious organometallic chemistry, examples: synthesis of iron(III) acetylacetonate, Copper (III) complex synthesis, inorganic salts directly from elements, etc. Videos or instructions for these works are created. The clubs is targeting to give young participants a basic overview and skills needed for working in the laboratory. At the same time, various activities focus to motivate youth to do their own work. New club members are supported by ongoing members. What is a good practice? We have passionate university master students (SPSCH Pardubice alumni) who are passionate in chemistry and are coming to inspire, to show something unusual. Those are evidence of a long-term motivation - next generation passing their know-how to their younger colleagues from the same organisation. ​CZ Střední průmyslová škola chemická Pardubice SPŠCH Pardubice Poděbradská 94, 530 09 Pardubice, Czech Republic ​ https://www.spsch.cz/ Petr Leinweber leinweber@spsch.cz ​ BACK DE-Construction of paper bridges DE Germany, Chemnitz Key nouns technique, contest, cooperation Main theme Construction of paper bridges / Junior paper bridge construction contest STEM area E Kind of activity STEM club Description The construct ion process of individual paper bridges culminates in a junior contest. Participants in the age between 6 and 18 years create/construct own paper bridge alone or in a team. They take part in age categories (primary and secondary school). A jury identify winners by loading weight on the bridges in steps up to the amount that breaks the bridge. The winner’s bridge is the most stable one. Bridges construction may take place in regularly creative STEM club workshops or at home with family support. Approach I t is a challenge for everybody (including adults) to construct / create an own bridge only made of paper and glue. The participating children will easily reach a simple result. The difference makes the construction approach. During construction, children will face a few learning by “try and error” situations. They may test some own construction ideas and find out new approaches by testing them. Children can work alone or in groups under supervision of an engineer or teacher. Participants may discuss their ideas and some results together. Finally each person or group can create an own design. A longer regularly creative process - for example in a STEM club environment – make it possible to create really stable paper bridge examples that hold more than the weight of the designers (>50 kg). It is possible to work with fully school classes as well as with smaller mixed groups or even single persons. solaris Foerderzentrum fuer Jugend und Umwelt gGmbH Neefestrasse 88, 09116 Chemnitz www.solaris-fzu.de Andreas Toepfer atoepfer@solaris-fzu.de +49 179 4971245 BACK DE_Contest for young STEM DE Germany, Chemnitz Key nouns technique, contest, cooperation Main theme Contest for young STEM researchers - Jugend forscht STEM area S, T, E, M Kind of activity STEM Initiative Description The contest - in German language "Jugend forscht" - is Germany's largest competition for young researchers with about 12.000 participants each year. Young researchers from the age of about 10 to 21 years present own projects and compete in all possible STEM areas. The contest take part on three levels - regional, state and Germanwide level. The competition for Chemnitz and south-west Saxony region take part on the regional level in the beginning of March each year. Approach During the year participants develeop their own creative scientific research projects as single persons or in teams of up to three participants. They work in school workshops, at home, by using companies or in research labs and get assistance by teachers, parents or other mentors of the industrial or research sector. Every year, by the end of November participants apply for the contest in a digital application process and get all necessary information for the contest. Later on they upload their theoretical part for a jury and they present their projects in an on-site competition. A jury of teachers, researchers and engineers deside about winners of the contest and a wide range of awards. They use the description and the presentation of the scientific projects as well as the results of an expert discussion with the participants for their decision. The winners of the contest represent the region in the state level of the contest in Saxony. Other teams win special awards as research camps, research magazines or other money donated prizes. Solaris Foerderzentrum fuer Jugend und Umwelt gGmbH Neefestrasse 88, 09116 Chemnitz www.solaris-fzu.de Andreas Töpfer atoepfer@solaris-fzu.de +49 179 4971245 BACK DE_Model Rocket DE Germany, Chemnitz Key nouns technique, contest, cooperation Main theme Model Rocket Construction Club STEM area T, E Kind of activity STEM Club Description Together with enthusiastic young hobbyists, we independently develop fun rocket models that will launch in front of an audience at the New Year's Eve model rocket launch. Creativity is poured into rocket design as we explore rocket stability using PC software. Crafting skills and proficiency with measuring tools and equipment are imparted. For the remote-controlled rocket launch, children design and build a few launch devices following the FAI Sporting Codes, which provides them with basic knowledge in electronics, soldering, and 3D printing templates. Please follow our exciting and educational adventure! Approach Enthusiastic young hobbyists take part in an exciting journey to independently develop fun rocket models. These rockets will take off in front of an audience at the "New Year's Eve model rocket launch", allowing children to infuse their creativity into rocket design. But the adventure doesn't stop there. Children deepen their understanding of rocket stability in regularly workshops by using a specially designed PC software. They learn the mathematical and physical principles behind the stability of a flying object. The project also develops craftsmanship as children carefully work with measuring tools and equipment to safely construct their rockets. These practical skills contribute to the development of their abilities. For the remote-controlled rocket launches, children design and build a few rockets (launch devices) following the FAI Sporting Codes. This step not only imparts basic knowledge of electronics but also introduces practical parts as soldering to safely connect electronic components. In addition, young hobbyists gain insights into the world of 3D printing as they create templates for their projects. This project not only combines fun and creativity but also provides a hands-on experience with state-of-the-art technology and craftsmanship. An exciting and educational adventure that ignites children's enthusiasm for science and technology. Raketenmodellsportclub Sachsen e. V. Reichenhainer Str. 198, 09125 Chemnitz, Germany www.rmc-sachsen.de Michael Helmert kontakt@rmc-sachsen.de BACK DE_Electronics-Informatics DE Germany, Chemnitz Key nouns technique, contest, cooperation Main theme STEMclub Electronics-Informatics STEM area T Kind of activity STEM Club Description Interested boys and girls between the ages of 10 and 17 receive career-oriented support in the technical fields of electronics, computer technology and information technology during their leisure time in a membership period lasting several years. The regularly STEMclub takes place weekly and lasts 3 hours. Technical projects are worked on, ranging from simple replicas to testing and realizing own ideas. Approach The STEMclub offers its members the opportunity to acquire knowledge, expand it and apply it practically under expert guidance. Creativity, independence, personal responsibility and team spirit are encouraged. The main focus areas are: - Theoretical and practical basics of electronics - Construction of ready-to-use circuits - Development and production of our own printed circuit boards - Application of Arduino and Raspberry/Microcontroller programming - Programming in C Beside, an annual 5-day specialist camp take place. In addition to technical content, the focus of the camp is on company excursions, museum visits, promoting mutual understanding and tolerance and exploring our Saxon region. Solaris FZU gGmbH Arbeitsgemeinschaft Elektonik / Informatik Neefestraße 88b, 09116 Chemnitz, Germany www.solaris-agei.de Mr. Thoralf Haertel thaertel@solaris-fzu.de BACK DE_Robotics WS DE Germany, Chemnitz Key nouns technique, contest, cooperation Main theme Robotics Workshop STEM area T, E Kind of activity STEM Club Description Our robotics group with Lego Mindstorms is an exciting and interactive learning environment for students aged from 10 to 15. Every week, participants immerse themselves in the fascinating world of robotics by designing, building and programming Lego Mindstorms robots. The workshop regularly offers a fun opportunity to acquire basic knowledge of robotics, mechanical engineering and computer science. Students work in teams to create their own robot models and solve challenging tasks using Lego Mindstorms software. The aim is to promote the participants' creativity, logical thinking and problem-solving skills while at the same time awakening their enthusiasm for the world of technology. Approach Our creative idea is based on Lego Mindstorm system as a learning tool. Inspired by the idea of learning through playing, participants will not only develop technical skills but also develop their creativity. The working group is led by experienced mentors who introduce participants to the world of robotics and help them to implement their own ideas. Students will not only learn the basics of robotics and programming, but also carry out innovative projects such as programming robots for various tasks, developing their own sensors and creating interactive robot games. By combining fun and education, young people are better motivated to engage intensively with all STEM subjects. Solaris Jugend und Umweltwerkstaetten Neefestraße 88b 09116 Chemnitz www.solaris-fzu.de Melanie Seyfarth jugendwerkstaetten@solaris-fzu.de BACK H-Climate change H Kecskemét Key nouns technique, contest, cooperation Main theme Climate change - what could we do? STEM area S,T,E,M Kind of activity STEM club Description Talented students from class 10 (age range 15-16) are invited to these club sessions where they can take part in laboratory experiments, field study tours, plant visits and excursions covering all fields of science and technology all through the academic year. Parents of these students are also welcome to the laboratory to experience interactive workshops. Approach As there is a science laboratory in our school, it is evident to oragnize such clubs and opportunities for students of our school and also from other intitutions. The lab is built in a modern way where the big room can be separated into two smaller sections, and students can work in teams or pairs. Due to its digital facilities computer science workshops can be carried out here too. Students are monitored and tutored by teachers and experts. The clubs can provide the opportunity to communicate and cooperate with other fellow students. Through this club talented students are helped to further improve their knowledge and attitudes, develop new skills such as individual work or carrying out scientific research, and furthermore raising awareness towards climate change and environmental problems. Students are also provided with the possibility to cooperate with university professors and departments either at the lab or during their visits to different universities. H - Kecskemét Piaristák tere 5. 6000 Kecskemét Hungary www.kecskemet.piarista.hu Ms Zita Lévai laborvezeto@kecskemet.piarista.hu BACK H-Chemistry for advenced level graduation H Kecskemét Key nouns technique, contest, cooperation Main theme Chemistry for advanced level graduation STEM area S,T,E,M Kind of activity STEM club Description It is addressed to 12th grade chemistry students once a month for 2 lessons. During these sessions, the students carried out experiments individually for the oral part of the A-level in chemistry. During the sessions, they had the opportunity to perform an experiment several times. Approach In the oral part of the A-level in chemistry, students have to perform a test-tube experiment. This session helped them to prepare. H - Kecskemét Piaristák tere 5. 6000 Kecskemét Hungary https://ovegeslabor.piarista.hu/ Ms Zita Lévai laborvezeto@kecskemet.piarista.hu BACK H-Advenced physics H Kecskemét Key nouns technique, contest, cooperation Main theme Advanced physics STEM area S,T,E,M Kind of activity STEM club Description This measurement exercise was for the 12th grade physics students for 2-3 hours every week, where they could prepare for the interesting physics measurements they would have to take in the physics final exam. During the measurements, the students worked in pairs, carried out the experiments as described and then evaluated them individually. They prepared charts and graphs under teacher guidance. Approach In recent years, more and more students have been applying for the advanced physics exam, so we have organised weekly sessions for carrying out the measuring exercises of the exam in order to help students pass the exam. H - Kecskemét Piaristák tere 5. 6000 Kecskemét Hungary https://ovegeslabor.piarista.hu/ Ms Zita Lévai laborvezeto@kecskemet.piarista.hu BACK H-Talented students in the limlight H Kecskemét Key nouns technique, contest, cooperation Main theme Talented students in the limlight STEM area S,T,E,M Kind of activity STEM club Description During this event, every year, science students of the National Talented Program present a selection of topics from the school year to their parents and siblings. During the 4-hour session, the students give a presentation of their own work and invite all those present to participate in a joint experiment. Approach These sessions are designed to showcase the work of students throughout the year. We believe it is important for parents to see how their children have developed. Furthermore it also reassures the students that they are on the right track, that their progress is uninterrupted and if they keep working hard, they will be able to achieve their goals. H - Kecskemét Piaristák tere 5. 6000 Kecskemét Hungary https://ovegeslabor.piarista.hu/ Ms Zita Lévai laborvezeto@kecskemet.piarista.hu BACK H-Day of talents H Kecskemét Key nouns technique, contest, cooperation Main theme Day of talents STEM area S,T,E,M Kind of activity STEM club Description Students participating in the national talent programme use this opportunity to present their work and experiments from the academic year to their fellow students in grades 9-10. The programme takes place in 6 locations, where students and teachers from the programme are expecting students to join them. Here, after the introduction of the national talent program, the session continues with some presentations of the students, followed by some interesting experiments. Approach These sessions are designed to showcase the work of students throughout the year, and to get younger people interested in different disciplines. We are committed to showing them what our school's talent programme is all about. H - Kecskemét Piaristák tere 5. 6000 Kecskemét Hungary https://ovegeslabor.piarista.hu/ Ms Zita Lévai laborvezeto@kecskemet.piarista.hu BACK IT-ti Business Start Up IT Italy, Rovigo Key nouns technique, contest, cooperation Main theme t2i Business Start Up & Certified Incubator STEM area T, E Kind of activity STEM club It is physical space. You can find services to start your own business, It provides spaces, equipment and services, it offers also laboratories and activities for Schools. ​ Description The t2i certified business incubator offers a physical space and a series of integrated services to start your own business by reducing risk and costs, to maximize profit and success. It provides spaces, equipment and services at favorable conditions, in order to reduce the costs deriving from the start-up of the business, acting as an accelerator of the business path, supporting the startuppers in a mentoring and tutoring process. It delivers in connectiong with POPLAB (a very equipped FabLab) several activities and laboratories to Schools and VET providers. Approach In the t2i incubator there are several facilities and machinery to be used with pupils: laser cut machines, water jet machine, 3D printer, for example. We can propose service design laboratories and then try to apply in real contest to prepare a prototype. All activities are prepared in advance with the School and therefore higly personalised by our team. Also, since there are many startups hosted, students can find a very favorable climate and milieu. Area Cen.Ser. – Viale Porta Adige, 45 – 45100 Rovigo (RO) www.t2i.it Fabio Franceschetti info.rovigo@t2i.it BACK IT-Palestre Digitali ​IT Italy, Legnago (Verona) Key nouns technique, contest, cooperation Main theme Palestre Digitali - Digital Gyms Innovation Lab Space13 Legnago STEM area S, T, E, M Kind of activity STEM club A place where people af all age meet, discuss, try and test STEM activities. ​ Description Digital Gyms are 13 nodes of the Innovation Lab Space13 network in the Legnago area, aimed at meeting the needs and point of contact with citizens, students so to provide services, assistance and information referred to Digital Transformation & STEM activities. Approach You can find: service design laboratories, information speeches, one to one consultancy. The idea is that it is crucial to meet the citizens from the bottom so to inform them on the novelties of the technology and digital transformation. This bottom up approach is mediated by t2i experts and collaborators. Services and laboratories are offered to Schools and VET providers in extracurricular lab sessions. Via Giovanni Vicentini 4 37045 Legnago (Verona) www.space13.it Marco Braga informazioni@space13.it BACK IT-Recycle Lab BACK IT Italy, Verona Key nouns technique, contest, cooperation Main theme Recycle Lab New technologies for circular economy STEM area S, T, E Kind of activity STEM club Description Recycle LAB was born at first as a street animation proposal, which sees young people as protagonists in laboratory activities, aiming at environmental sustenibility thanks to the use of new technologies and waste material. It offers 8 workshops lasting 2.5 hours to learn how to recycle plastic, make paper, and regenerate waste with new technologies such as 3D printing, laser tag and robotics. Labs target young people and adolescents and the facilitators are all under 35. Approach Inspired by UN Agenda 2030, in 2020 the Recycle LAB project was born for spreading environmental education through digital fabrication in public spaces of the territory. With the coope ration of different organisations, the whole project was developed to have zero ecological impact because the laboratories are moved around the area via cargo e-bikes. Fondazione Edulife, the lead partner of the project, has trained over 50 facilitators in the last 2 years digital under 35 for the design and construction of new workshops on integral sustainability issues. Recycle lab has been supplying the Verona and Vicenza areas since 2020 with more than 180 workshops. The project is become a supra-regional format with the involvement of the territories of Mantua, Belluno and Ancona. Lungadige Galtarossa, 21, 37133 Verona VR (ITALY) www.recyclelab.it Sara Capitanio s.capitanio@fondazionee dulife.org BACK HR Makers Club ​HR Dugo Selo Key nouns technique, contest, cooperation Main theme Makers Club How to create new tech products from scratch. STEM area S, T, E, M Kind of activity STEM clu b Description Students engage in creating new tech products, from design to manufacturing. Approach Key is to identify what product or contraptions students want to create and/or use. Than mutliple design are created. They have to choose the one they like best and know reasons why it is better than other.... and so on. Example is arcade game. Srednja skola Dugo Selo Stjepana Ferencaka 25, 10370 Dugo Selo samir.budimcic@skole.hr BACK HR-Renewable energy sources Key nouns technique, contest, cooperation Main theme Renewable energy sources Examining the application of renewable energy sources in everyday use. STEM area S, T, E, M Kind of activity STEM club Description Renewable energy sources - wind, solar, water, hydro, heat, energy conversion and storage. Tarbet groups - students (14 - 18 y.o.). Time - during the school year Approach Research on the application of renewable energy sources in everyday life. Recognizing the need to use alternative sources. Inspiring new generations to create new products that use renewable resources. Srednja skola Dugo Selo Stjepana Ferencaka 25, 10370 Dugo Selo Mladen Glavak petar1006@gmail.com ​HR Dugo Selo Solar energy potential ENG.pdf Renewable energy ENG Hydrogen potential ENG Solar energy potential ENG Renewable energy ENG Hydrogen potential ENG Water potential ENG.pdf Water potential ENG Wind potential ENG.pdf Wind potential ENG Biowaste management ENG.pdf Biowaste management ENG Problem based learning (PBL).pdf Problem based learning (PBL) Teaching scenario BACK HR-3D print radionica ​HR Dugo Selo Key nouns technique, contest, cooperation Main theme 3D print radionica STEM area T, E Kind of activity STEM club Description At the 3D print workshop, students, with the help of a mentor, model objects that are integral parts of various robotic constructions. Then the modeled works are 3D printed and used as a finished product. Approach Students come up with their own objects that they will model in order to assemble the work into a unique whole. From each set of ideas, a new object is created that is modeled and 3D printed. Srednja skola Dugo Selo Stjepana Ferencaka 25, 10370 Dugo Selo mladen.glavak@skole.hr BACK Kotva 1 Key nouns technique, contest, cooperation Main theme Photography club STEM area S, T, E, M Kind of activity STEM club Photography club is founded for students who have sharp eye so they can capture all important moments via camera. All events are documented and published online using social media. ​ Description Students use school equipment to document varous events during school time. They learn how to choose angle, use equipment, use applications for photo editing and use different social media to publish they photos. Targeted group are all school students from 1st to 4th grade. Duration is across whole school year. ​ Approach Make a good use of online editors to edit photos based on inidividual interest. Every student has different perspective so every photo is different. Students spend good amount of time outside documenting events. School has varous online material. Srednja skola Dugo Selo Stjepana Ferencaka 25, 10370 Dugo Selo Marin Philipps marin.philipps@skole.hr ​HR Dugo Selo BACK NO New ways of making energy Key nouns technique, contest, cooperation Main theme Photography club STEM area S, T, E, M Kind of activity STEM club Using solar hydrogen and bio energy in different projects ​ Description The content of our STEM club in Norway will be related to STEM and therein mostly based on new energy resources and how to use them in the future. Our target group are pupils from the age of 13 to 20 years. The time duration will be one year were each part seperately will be one month. ​ Approach Our goal is to engage students to get more interested in all the STEM topics. Further on we would like them to experience the range of opportunities renewable and sustainable energy give us and will give us in the future. We would like to get them to challange themselves in finding new ways of using and reusing the energy we have. Storing energy resources is still an area were to explore and finding solutions is huge. Eidesmoen 5750 Odda Norway Tel: 0047/53649600 Geir Veland geir.veland@vlfk.no NO Norway, Odda BACK Up

FINANCIAL MANAGEMENT Content 1. Introductio n 1 2. The vision of the new STEM club 1 3. List and structure the cost items 3 4. Allocation of specific costs to cost items 5 5. Where do the funds for the planned budget come from? 7 6. A brief digression on tax issues 8 Introduction ​ The financial planning and the calculation of a budget for a STEM club arise - as ultimately with all smaller and larger projects - from a factual conception that is as detailed as possible. ​ This planning usually has to be done in several successive steps: • ​ Concretisation of the idea or vision in a concept, • Derive the resource s necessary for this, • Allocation of cost blocks and direct costs, and • Consideration of how to cover the costs. ​ Therefore, proceed step by step in your planning and successively work out the concept and the financial planning. ​ 2. The vision of the new STEM club TIP: If you already have more concrete ideas about your STEM club (e.g. from working on the previous chapters), you can omit working on this step or just check whether the following aspects are sufficiently reflected in your conception. ​ Every plan starts with the idea of what is to be done. The clearer and more detailed this can be presented, the better financial needs can be derived from it. Therefore, as a first step , deal with basic questions for your STEM club. ​ These fundamental questions include: :::.. What should the goal of your STEM club be? Who or what do you want to reach with your STEM club? Which STEM education area would you like to strengthen? In which (possibly different) specialist topics do you want to arouse interest? What professional quality is to be achieved (e.g. arousing interest, laying foundations or working on concrete research content in the longer term)? Does the offer have an informative, simple scientific, craft-like or technical character? Or is concrete research the goal? What longer-term results would you like to see What is a suitable size for your STEM club (user numbers, number of trainers, times of use, extent / number of rooms used, frequency of use)? ​ How can the subject content of your STEM club be described? The range of possible STEM clubs is extraordinarily wide. Mathematics, computer science, natural science and technology include a wide variety of sub-disciplines: technical fields such as robotics, sensor technology or automation technology; biological subsections such as microbiology, genetics, medicine or environmental biology; chemical or physical disciplines; or even subsections of computer science and mathematics. Many subject areas are interdisciplinary and have points of contact with different subject areas. It must first be worked out in which specific subject areas your activities should lie. This usually depends strongly on your goals as well as basic possibilities or resources, and is thus often largely predetermined. ​ Where could your STEM club take place? Do you need one or more rooms? Is it a classroom, seminar room, specialist laboratory, workshop or otherwise suitable space? Does this space already exist or does it have to be found first? What condition is the room likely to be in? Are there structural requirements? Are fundamental repairs or important conversions necessary? Is there suitable furniture or other practical equipment already in place? Is the room still needed/used for other purposes? To what extent is the room utilised on a daily or weekly basis? ​ Who is involved in the STEM club activities? Who are the learners and how many of them are there? What is the age range for participation? Who are the teachers? What expertise do they have? Are additional helpers or supervisors needed? Plan with private, personal involvement or with people from other partner organisations (e.g. from schools, research institutions, universities, companies, laboratories, etc.) ​ Which equipment should be used? Does your STEM club need to be fundamentally redesigned? Are there basic kits that can be used? What general furniture and specific equipment is needed? ​ Do certain safety aspects have to be taken into account? Is there any special equipment required for the safe operation of the STEM club? Is special medical and fire protection equipment required? Do protective, transport or ventilation facilities have to be provided? Are materials for occupational safety (goggles, protective clothing, containers, etc.) needed? ​ What aspects need to be considered for ongoing operation ? These include the supply of energy and media (lighting, power supply, heating, water, internet, telephone, ...) regular cleaning of rooms or maintenance of equipment, additional sanitary requirements - e.g. washing, changing, disinfection or similar, usage planning and access control, the appropriate storage of intermediate results or the disposal of residual materials. Timing issues: How often does your STEM club take place? How long do the activities last in each case? Would you like to be active weekly or in a shorter/longer frequency? Does only one group use the offer, or do several groups or teams use it? If applicable, do several offers take place on different days per week? How long should the offer take place for participants (e.g. one year, one school year or even longer)? When do participants leave and when do new participants join? Are you planning peer activities where, for example, older people give assistance to younger people? Are there references to other time requirements (e.g. school year, holidays)? How do you want your STEM club to develop? For example, should it grow successively over time? What structures do you envisage? Does your STEM club need an annual plan or curriculum? Should results be available at certain times (e.g. for competition entries or presentations)? Do all activities take place in the same place or are there also excursions, competitions, participation in events, company visits, etc.? What kind of consumption (materials, energy, supplies, experiments) do you expect? Are there materials to be consumed on a regular basis? How high is this consumption likely to be? What needs to be re-procured and how often? Are these consumptions cost-relevant? Are procurement periods / deadlines / expiry dates to be observed? TIP: Write down all your ideas on the above questions and other aspects if necessary! The more detailed you are, the better it is for all further planning. Do not remain alone in this! Discuss with colleagues or like-minded people. Work together and discuss your ideas, variants and options with others! Congratulations! You now have more clarity about your plans. Now comes the next part, in which cost items and costs are determined. ​ BACK UP 3. List and structure the cost items ​ In the next step, you should successively estimate which cost items you expect in the future. To do this, you first need a cost structure that you can develop from your vision. This structure will be refined as needed during the course of the calculations as you gain new insights. ​ Work out a structure according to the following example and adapt it successively to your own requirements. Try to name as many likely cost items as possible. Act independently of whether you can already estimate who will actually pay for these costs. The question of possible "funding" will be discussed later. Modify the resulting structure according to your specific needs - for example, add main items and sub-items and omit items you do not need. ​ TIP: For a small STEM club, a simple structure is certainly sufficient. The more extensive your ideas are, the more complex and extensive the cost structure will be. When structuring costs, also think about the time periods in which you would like to operate your STEM club in the future. ​ ​ Example of developing a cost structure of a STEM club Personnel costs for the STEM club Speakers / Instructors Person 1 Person 2 … Support staff Person 1 Person 2 … Investments for the STEM club Conversion costs of the room to be used Construction measure 1 Construction measure 2 … Furniture Furniture 1 Furniture 2 … Technical equipment Device / Machine 1 Device / Machine 2 … Material and operating costs of the STEM club Consumption costs Electrical energy Heating Water consumption Internet Phone Cleaning Postal dispatch … Consumables Consumables 1 Consumables 2 … Other material costs Other material costs 1 Other material costs 2 … Travel costs Excursion 1 Excursion 2 … … … TIP: Use the spreadsheet into which we have transferred this exemplary structure. Adapt it for your own purposes and add to and design it as you wish. Note that individual cells contain formulas (e.g. addition or summation). You may also need to adjust the references in these cells when you make your changes. Keep an eye on the plausibility of automatically determined values. ​ Now you have developed an initial structure of likely cost items for your STEM club. You can refine or change these as necessary in the further course of your planning. In order to arrive at a viable calculation, the concrete costs must be determined for all positions in the next step. ​ B ACK UP ​ ​ 4. Allocation of specific costs to cost items ​ After you have roughly planned your cost structure, actual or expected costs are now to be placed there. Make initial vague estimates for each item. Replace these later step by step with concretely determined amounts. For example, use online research, obtain price quotations or have individual amounts determined by experts. To do this, transfer your cost structure to a spreadsheet or use the table provided. This table is your tool to further calculate the costs you expect. We have the following suggestions for working with a spreadsheet: Provide (at least) a separate line for each cost item. Add additional sub-items whenever you find that your structure is still too vague. Use addition and summation formulae to determine partial and total sums. This makes it easier for you to calculate automatically when making additions to your calculation. Highlight fields with formulas in colour to avoid accidental overwriting. Use additional fields for comments and remarks, such as the basis of your price determination (estimate, online research, offer, etc.) the date of your research the provider or providers of the service information on the binding nature of the determined price Design your spreadsheet in such a way that the table remains clear, others can find their way around your calculation, the table can also be printed out Now gradually determine realistic and actual expected costs for each individual item. Now replace your initial estimates with these concretely determined costs. Anticipate that you will need to involve others in your costing or that they will want to understand the costing. Your completed costing is the basis for the future budget you will need for your STEM club. With this, you can go in search of donors - the financial comrades-in-arms for your STEM club, so to speak - or provide your existing partners with the necessary financial data. Further notes on special aspects of costing: ​ Deviations from the calculation in practical implementation: A cost calculation always "only" represents a plan. In the actual operation of your STEM club, there are previously unknown influences that also lead to deviations from the plans. If, for example, the period between cost determination and implementation is very long, this can result in cost increases in individual items. However, comparable projects often have a fixed budget that cannot be exceeded. Anticipate that you will have to offset increases in individual cost items with savings in other cost items - or find additional sources to cover such cost increases. Timing of costs : For some STEM club operators, but also funders or other stakeholders, the allocation of expected costs to time periods (e.g. to financial years) is relevant. This is especially true for long-term and multi-year projects. In this case, it becomes additionally important when you want to make which expenditures at the beginning of the project or in the course of the project. Depreciation : In the case of investments, i.e. higher-value acquisitions or conversions, depreciation may also have to be taken into account with which the acquisition costs are distributed over the period of use. In such cases, you should seek appropriate professional advice to clarify the relevance and implementation for your STEM club. Complexity of the project: The more complex and elaborate your project is, the more detailed questions need to be clarified - and the more support you may need from other people. ​ BACK UP ​ 5. Where do the funds for the planned budget come from? ​ In this chapter, we will look at ways of where the necessary funding to run your STEM club can come from. Suitable opportunities for this are certainly extremely important for all STEM enthusiasts. ​ There are, of course, no universally valid "recipes" for raising necessary funds that are, moreover, valid throughout Europe. In general, funding depends on the legal status of the organisation that wants to run the STEM club and its own funding bases. Public institutions (e.g. schools) finance themselves differently than associations or companies. Non-profit organisations (e.g. with an educational purpose) have different funding possibilities than profit-oriented organisations. ​ It is also important whether one or more partners are to be involved in the financing. Smaller projects may be able to get by with a single donor, while more complex projects may require mixed financing. ​ In addition, it is important whether they would like to acquire additional funds on a one-off basis or for a temporary project, or whether they are aiming for permanent, recurring or regular funding. Now use your previously created list of commitment items again. Check for which items you already have an initial or advanced idea for a suitable funder. This can be their own organisation as well as an external partner who can provide this resource. For each item, make a note of who you think might be suitable. ​ When considering the acquisition of financial resources, they should first and foremost involve actors who have a vested interest in the desired results. For example: ​ Companies with STEM skills needs (sponsorship/donations), Parents with a special STEM educational interest for their children (participation fees / donations), Municipalities involved in (meaningful) leisure activities for young people (public youth welfare), Universities and vocational training organisations that regularly need new, STEM-oriented learners (rooms, labs, equipment, skilled staff) (International) organisations that share an interest in methodological and professional exchange (joint project work, e.g. ERASMUS plus) Those responsible in sectors with a shortage of skilled workers who have a particular interest in future STEM specialists. In addition to employers, these can also be chambers or other specific organisations responsible for business promotion or regional development, for example. (Public support / promotion) A generally interested larger professional audience (crowdfunding) Foundations that are active in your region and are suitable for your project (funding through foundation grants) ​ The range of partners who can financially support, assist or (partially) sponsor a STEM club is therefore very broad. Here are some more options ​ City / municipality Public foundations National support programmes (education, volunteering) European funding (ERASMUS Plus) and bilateral European cooperation programmes Specific European programmes, e.g. for the development of rural regions (EAFRD, LEADER) or for cooperation in border regions (INTERREG) Companies, research institutions Private individuals Participants (or their families) Own organisation as sponsor of the STEM club TIP: Do not underestimate the role of parents, grandparents and wider families. These often have a special interest in additional education and development of the children/grandchildren. Individual parents can, for example, make an additional contribution to the STEM club due to their professional situation. Company owners, but also senior managers, are often willing to facilitate a suitable additional contribution to their STEM club. Have you been able to assign a donor to each item? Then take the next steps and initiate the involvement of these partners in your STEM club. Talk to the people in charge, inform them about their project, pass on their concept in an appropriate way. Plan the next concrete activities. Are you still missing a good idea for individual items? Reach out to others around them, discuss their vision and the challenges that remain unresolved. Collect more ideas for the advancement of your STEM club and close the remaining funding gaps together with others! ​ BACK UP ​ ​ 6. A brief digression on tax issues ​ Whether you need to consider additional tax aspects depends on many factors. This includes the legal status of the supporting organisation of your STEM club, the financial scope of your planned activities and, if applicable, your funding model. Binding statements can therefore only be made by tax advisors or tax authorities. A few general aspects concerning tax issues are listed below: ​ STEM clubs in the sense discussed here are educational institutions. Education is one of the tax-privileged purposes in many countries. Often tax issues are therefore relevant to a lesser extent. Depending on whether you generate income (e.g. participation fees or charges), you must also check whether income tax or VAT may be due. Also check any exemption limits. The nature of your sponsoring organisation also determines which types of tax could become relevant. Public institutions (e.g. schools) or private institutions (e.g. companies) are to be assessed differently, for example Possible sponsors of a STEM club can be many organisations - take public schools, tax-privileged associations or non-profit educational organisations, foundations, but also independent free market companies that make taxable profits, for example. If you are unsure about tax issues, you should consult appropriate people in your organisation. In addition, you can also check with a tax advisor if necessary. If required, you should include expected taxes or even tax advice costs in your calculations as separate items. ​ BACK UP ​ ​ 1.Introduction_de 2. The vision_de 3. List and structure 4. Allocation of specific 5. Where do the funds 6. A brif digrassion Up Up Up Up Up Up BACK Up Up

How to self - motivate? How to self-motivate? ​ Self-motivation is essential for club leaders to effectively lead and inspire their members. To cultivate self-motivation, club leaders can utilize various self-reflection tools and techniques to stay inspired and driven. Here are some self-reflection tools that can help a club leader stay motivated: ​ Goal Setting: Start by setting clear and achievable goals for your club. Define what you want to accomplish in terms of club activities, member engagement, and personal growth as a leader. Break these goals down into smaller, actionable steps to track your progress. ​ Vision Board: Create a vision board or digital vision board with images, quotes, and visuals that represent your club's goals and your personal aspirations as a leader. Display it in your workspace to remind yourself of your vision. ​ Journaling: Maintain a journal where you can reflect on your leadership journey. Write down your achievements, challenges, and experiences. Use this journal as a tool to track your personal growth and remind yourself of your passion for leading the club. ​ SWOT Analysis: Conduct a regular SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis for your club and your leadership skills. Identify areas where you excel and areas that need improvement. This analysis can help you stay focused on areas that require attention. ​ Feedback Collection: Solicit feedback from club members, peers, and mentors. Regularly gather input on your leadership style and club initiatives. Constructive feedback can provide motivation for improvement. ​ Mentorship: Seek out a mentor who can g uide and motivate you. A mentor can provide valuable insights, advice, and encouragement to keep you on track. ​ Self-Assessment Tools: Utilize self-assessment tools or personality tests such as the Myers-Briggs Type Indicator (MBTI) or StrengthsFinder to gain a better understanding of your strengths, weaknesses, and leadership style. ​ Time Management: Reflect on how you manage your time and prioritize tasks. Use time management techniques like the Eisenhower Matrix to ensure you're spending your time on high-impact activities. ​ Mindfulness and Meditation: Incorporate mindfulness and meditation into your daily routine. These practices can help reduce stress, improve focus, and enhance your overall motivation. ​ Networking: Connect with other club leaders and leaders in similar organizations. Sharing experiences and challenges with peers can be motivating and can provide fresh perspectives. ​ Celebrate Achievements: Acknowledge and celebrate both small and significant achievements along the way. Recognizing your progress can boost your morale and motivation. ​ Continuous Learning: Stay curious and committed to learning. Attend workshops, seminars, or conferences related to leadership and club management to stay inspired and informed. ​ Self-Care: Remember to take care of your physical and mental well-being. A healthy lifestyle, including regular exercise and a balanced diet, can significantly impact your motivation levels. ​ Affirmations: Use positive affirmations to boost your self-confidence and motivation. Repeat affirmations that resonate with your goals and values daily. ​ Visualization: Practice visualization techniques where you mentally picture yourself achieving your club's goals. Visualizing success can be a powerful motivator. ​ Remember that self-motivation is an ongoing process. Use these self-reflection tools regularly to assess your progress, stay inspired, and continually grow as a club leader. Your motivation will not only benefit you but also inspire and energize your club members. ​ ​ Motivational Factors for Club Leaders: ​ Italy: Innovation and Exploration - The STEM Club in Italy motivates club leaders by encouraging them to be more innovative and explore new teaching approaches, fostering a sense of self-motivation. ​ Hungary: Enhancing School Resources - Science tenders provide motivation for club leaders in Hungary, as they see the opportunity not only to benefit students but also to improve the school's laboratory equipment, reflecting self-driven goals. ​ Norway: Providing a Meeting Place - Club leaders in Norway find motivation in STEM clubs as they offer a valuable meeting place for pupils, contributing to their own sense of fulfillment. ​ Czechia: In ternational Cooperation - Better cooperation with students and colleagues from other schools in Europe serves as a source of motivation for club leaders in Czechia, showcasing a self-driven desire for collaboration. ​ Croatia: Positive Feedback - Positive feedback from both colleagues and students serves as a significant motivator for club leaders in Croatia, reinforcing their commitment to the club's success. ​ Germany: Interest from Youth - The interest and enthusiasm of children and young people in Germany motivate club leaders, highlighting their intrinsic motivation to engage with an interested audience. ​ These motivating factors emphasize the importance of self-motivation and personal fulfillment for club leaders. They are driven by opportunities for innovation, resource enhancement, collaboration, positive feedback, and the genuine interest of the students they serve, all of which inspire them to continue their work with enthusiasm and dedication. ​ ​ Example of how a club leader might use some of the self-reflection tools mentioned to stay motivated Club Leader: Sarah ​ Goal Setting: Sarah is the president of a community service club, and her primary goal is to increase club membership and engagement by 20% by the end of the year. She breaks this goal down into smaller steps, such as organizing one additional community event per month and improving communication within the club. ​ Vision Board: Sarah creates a vision board filled with images of successful community service projects, happy club members, and inspirational quotes about leadership and community involvement. She places this board in her office to remind her of the impact her club can make. ​ Journaling: Sarah maintains a leadership journal where she records her thoughts and experiences as a club leader. She writes about the satisfaction she feels when projects succeed and the challenges she faces when recruiting new members. This journal helps her track her personal growth and serves as a source of motivation during tough times. ​ Feedback Collection: Sarah regularly seeks feedback from club members through surveys and one-on-one discussions. Positive comments about the impact of the club and suggestions for improvement motivate her to work harder to meet her goals. ​ Mentorship: Sarah connects with a former club president who offers guidance and support. Her mentor shares stories of their own challenges and successes as a club leader, inspiring Sarah to persevere through difficulties. ​ Time Management: Sarah uses the Eisenhower Matrix to prioritize tasks. This helps her focus on high-impact activities like planning community events and delegating routine administrative tasks to other club members, optimizing her time. ​ Affirmations: Every morning, Sarah repeats affirmations like "I am a capable leader," "I inspire positive change," and "I am making a difference in my community." These affirmations boost her self-confidence and motivation. ​ Visualization: Sarah takes a few minutes each day to visualize the successful completion of her goals. She envisions club meetings full of engaged members and community events that make a real impact. ​ By using these self-reflection tools, Sarah stays motivated, focused, and passionate about her role as a club leader. She continually assesses her progress, celebrates achievements, and learns from challenges, ultimately driving her club toward success and making a positive impact in her community. ​ Challenge: For practice make your own self-reflection method and find out what works for you . ​ Challenges and Barriers Faced by Club Leaders: ​ Italy: Overlapping Commitments - Teachers often face numerous overlapping commitments that are difficult to predict, affecting their ability to dedicate time to club management. ​ Hungary: Time and Dignity - Club leaders in Hungary struggle with a lack of time due to their teaching responsibilities and cite concerns about the moral and material dignity associated with the teaching profession. ​ Norway: Organizational Challenges - In Norway, club leaders find the organization of the club itself to be a significant challenge, which can impact their motivation to continue managing it. ​ Czechia: Recognition - Club leaders in Czechia desire recognition from their colleagues, emphasizing that their motivation to mana ge the club stems from a genuine commitment to the well-being of the children, rather than financial incentives. ​ Germany: Recruitment, Professional Development, and Volunteerism - In Germany, club leaders face challenges related to participant recruitment, professional development, which demands time, and the responsibilities associated with volunteer activities. ​ Croatia: Lack of Student Interest - The club leader in Croatia identifies a lack of interested students as a key barrier to club management, which may dampen motivation to continue organizing it. ​ These challenges highlight the multifaceted issues faced by club leaders across different countries, including time constraints, recognition concerns, organizational difficulties, and recruitment struggles. Overcoming these challenges is crucial for maintaining motivation and ensuring the success of the clubs they manage. ​ ​ Here are some common problems that club leaders may encounter when trying to self-motivate, along with potential solutions: ​ Problem 1: Burnout and Overwhelm ​ Issue: Club leaders often take on a lot of responsibilities, which can lead to burnout and feelings of being overwhelmed. ​ Solution: Delegate tasks to club members to share the workload. Set clear boundaries and prioritize self-care to prevent burnout. Break down large tasks into smaller, manageable steps. Problem 2: Lack of Member Engagement ​ Issue: When club leaders don't see active participation from members, they may feel demotivated. ​ Solution: Foster open communication and ask for member input on club activities. Create engaging and relevant events or projects that align with members' interests. Recognize and reward members for their contributions to boost their engagement. Problem 3: Stagnation ​ Issue: A lack of growth or progress in the club's goals can be demotivating for club leaders. ​ Solution: Regularly assess the club's goals and strategies, making adjustments as needed. Seek fresh perspectives by networking with other club leaders or attending relevant workshops. Set new challenges or stretch goals to keep motivation high. Problem 4: Negative Feedback ​ Issue: Negative feedback or criticism from members or peers can be discouraging. ​ Solution: Embrace feedback as an opportunity for improvement and growth. Focus on constructive criticism and use it to make positive changes in the club. Develop resilience by reminding yourself of your achievements and successes. Problem 5: Lack of Resources ​ Issue: Insufficient resources, such as time, money, or support, can hinder club leaders' motivation. ​ Solution: Seek alternative sources of support, such as partnerships with other organizations or fundraising efforts. Prioritize tasks and allocate resources strategically to make the most of what you have. Communicate with club members about resource limitations and involve them in finding creative solutions. Problem 6: Loss of Passion ​ Issue: Over time, club leaders may lose their initial passion for their club's mission. ​ Solution: Reconnect with your club's purpose by revisiting your mission statement and the impact you're making. Explore new aspects of the club or try different approaches to rekindle your enthusiasm. Take a break or step back temporarily to recharge and rediscover your passion. Problem 7: Time Management Challenges ​ Issue: Struggling to balance club leadership with other responsibilities can lead to demotivation. ​ Solution: Use effective time management techniques, such as creating schedules and setting clear priorities. Delegate tasks to capable club members or appoint an executive team to share responsibilities. Learn to say "no" to additional commitments that may overload your schedule. Remember that self-motivation is an ongoing process, and it's natural to encounter challenges along the way. Club leaders who proactively address these problems with the suggested solutions are more likely to stay motivated and lead their clubs effectively. ​ Club Leader Self-Motivation Assessment ​ Instructions: For each statement, rate yourself on a scale of 1 to 5, with 1 being "Strongly Disagree" and 5 being "Strongly Agree." Be honest with yourself to gain meaningful insights. Scoring: Total your scores for all the statements. The higher your total score, the more self-motivated you are as a club leader. Based on your score, review the statements where you rated yourself lower to identify areas for improvement and focus on those to enhance your self-motivation. This assessment can help club leaders identify their strengths and areas that may require more attention in order to stay motivated and lead their clubs effectively. Up BACK Up

Meetings Czech Rep. České Budějovice České Budějovice České Budějovice 20. - 21. January 2022 more Dugo Selo - Croatia (learners' mobility) Dugo Selo - Croatia Dugo Selo - Croatia Dugo Selo - Croatia 17. -21. April 2023 more Berlin - Germany (staff training) Berlin, Germany Berlin, Germany Berlin, Germany 04.-08. April 2022 more Verona - Italy (learners' mobility) Verona, Italy Verona, Italy Verona, Italy November 21st-25th 2022 more Multiplier event in Czech Republic (CB) České Budějovice České Budějovice, České Budějovice, Czechia České Budějovice, České Budějovice, Czechia 26. November 2023 Details Project meeting in Italy Verona Verona, Verona, VR, Italy Verona, Verona, VR, Italy 24. - 25. November 2022 more Project meeting in Hungary Kecskemét Kecskemét, Kecskemét, Hungary Kecskemét, Kecskemét, Hungary 26. - 27. September 2022 more Project meeting in Czech Republic Pardubice Pardubice, Pardubice, Czechia Pardubice, Pardubice, Czechia 07. - 08. November 2023 more Project meeting in Germany Chemnitz Chemnitz, 09 Chemnitz, Germany Chemnitz, 09 Chemnitz, Germany 23. - 24. March 2023 more Multiplier event in Germany Chemnitz Chemnitz, 09 Chemnitz, Germany Chemnitz, 09 Chemnitz, Germany 28. September 2023 more Multiplier event in Norway Odda Odda, Odda, Norway Odda, Odda, Norway 05. December 2023 more Multiplier event in Croatia Dugo Selo Dugo Selo, Dugo Selo, Croatia Dugo Selo, Dugo Selo, Croatia 13. December 2022 and 05. December 2023 more Multiplier event in Hungary Kecskemét Kecskemét, Kecskemét, Hungary Kecskemét, Kecskemét, Hungary 11. December 2023 more Multiplier event in Italy Verona Verona, Verona, VR, Italy Verona, Verona, VR, Italy 26. September 2023 more Multiplier event in Czech Republic (PCE) Pardubice Pardubice, Pardubice, Czechia Pardubice, Pardubice, Czechia 26. November 2023 more Kick-off meeting Norway Odda, Norway Odda, Norway Odda, Norway more Jugend forscht Germany Germany Germany “Jugend forscht” is Germans largest competition for young people who present their own STEM research projects. more Education and craft Czech Rep. Czech Rep. Czech Rep. Education and craft. At this event all South Bohemian VET schools and companies are presenting themselves with the effort to attract young student to study at their schools and work for their companies. more Load More

Project Partners stemclubs@googlegroups.com Contact us Thanks for the message. Send Odda vgs. Vestland fylkeskommune Střední průmyslová škola chemická Pardubice solaris Foerderzentrum fuer Jugend und Umwelt gGmbH Sachsen The South Bohemian Company for Development of Human Resource Piarista Gimnazium Kollégium Általános Iskola és Óvoda T2I - Trasferimento Tecnologico e Innovazione Scarl Srednja skola Dugo Selo

HOW TO SET UP A CLUB Jsem odstavec. Klikněte zde pro přidávání a úpravu vlastního textu. Je to snadné. ​ What do you need to establish a STEM club? Create a strategic STEM vision • establish your end-goals – do you intend to take a more playful and carefree approach or does your STEM plan include assesing a specific learning goals? • make sure your end-goals are in line with your district‘s STEM goals (which should be aligned to state standards or Next Generation Science Standards) • make sure your end-goals are age-appropriate for your target audience F ind your STEM curriculum • you should create a curriculum that has purpose, direction and goals that are measurable Create a catchy club name, that fits your specific STEM learning topic What do you intend to achieve with your STEM Club? • try to establish a clear purpose for you club and your students • id entify key benefits of your STEM club • try to find a fitting location/space for your STEM Club meatings • try to find a place that has a lot of space for both your members and your equipment When choosing a location for your new Club, or reviewing the location of your existing STEM Club, think about • the type of activity you will be running • how much space will you need • think about the equipment that you’ll need acquire • Create a unique and recognisable logo ​ Try to secure sponsorships and community partnerships • this very much depends on your curriculum and STEM specialisation but material and technological equipment can get pretty expensive so getting a sponsor would be a tremendous asset. Interact with other STEM clubs • try to reach out to other clubs in – it can lead to possible collaborations that could benefit both of your clubs How to maintain the club in the long run? ​ Don’t forget to enjoy yourself and have fun • be sure you are creating activities that are fun, exciting and engaging Approach people who might be interested in geting involved • this will help you to manage your work in the club more properly and be more effective a) club leaders • recruit people to be part of the STEM club Teams • club leaders may help you with programme planning, risk assesments and child protection, connecting a liasing with key partners ect. b) mentors • they might help you with giving expert advice to student, updating your websites, advertising etc. b) supporters • these are people who aren’t directly involved with the club but can provide you the necessary resources to ensure your success • they can provide external recognition for the work the club does, highlight funding opportunities etc. Use social media as a tool to broadcast your meetings • some clubs resort to using Facebook or Instagram Live • this can be useful for club members that cannot attend every meating Ideas for sustaining your STEM Club • one-off events and drop in sessions to bring in more members and staff • analyze and review your students‘ satisfaction and progress each term – implement new thing to keep things interesting and exciting • don’t let your students get overworked or frustrated and encourage them to take breaks • reward students for their remaining engagement • use word-of-mouth and let students spread the word by writing articles ​ Contact local media about your STEM Club and its progress and projects • print • radio • TV ​ How to attract members? ​ Plan ahead and think differently • have few activities ready-to-go while the group establishes itself • don’t be afraid to let your club members take the lead Keep meetings shorter Interact with students to make your club more accessible Work with other STEM -related clubs to get the word out about your club Create social media accounts for example on Instagram or Facebook to attract more students Problems – solutions Not enough students are taught science from young age • student engagement can be quite challenging – STEM subjects are often viewed as hard, uninteresting or unaccessible – this leads to disinterest • the solution can be to show them science from an early age and insert them in daily curriculum Science classes aren‘t innovative • science, if not shown on a proper example, can seem quite boring and not exciting enough to students. • solution to this problem could be creating interesting practical projects to keep students invested in science and further help them to develop love for it Not enough gender diverstiy • the area of STEM is still largely dominated by men • it can be hard for young girls to push forward and try to overcome the barriers that come with pursuing STEM activities ​ Possible content and target Plan an activity calendar • this can be used as your annual roadmap • planning your activities beforehand can motivate your students and keep them on track • try to organize meetings with your team of choice to work out yout STEM club ideas Planning your activities may be the most discouriging part of establishing you STEM club since you can get stuck for ideas, so you need to decide on the right STEM curriculum area Make sure to decide on a theme to run over a term of number of weeks • this can help you channel and come u p with new ideas you are versed and comfortable in ​ Possible content and target Don’t try to take on too much too early • develop short, medium and long term plans for your activities Start with something you know • begin with activities that you feel confident in while developing skills in other areas that are a bit harder for you • start with something exciting and fun to attract a lot of new members Plan you activities with your colleagues • ask for ideas, suggestions or themes for activities that they would like to do BACK Up Up