"<< Background >>In “Council Recommendation of 22/05/18 on key competences for lifelong learning” CITIZENSHIP COMPETENCE is defined as “the ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic, legal and political concepts and structures, as well as global developments and sustainability”. Climate change and environmental issues are the greatest challenges of our time, with widespread societal impacts already threatening people and communities everywhere. To overcome these challenges, Europe has adopted a new strategy that couples development goals with a firm commitment to climate justice, to ensure that “there are no net emissions of greenhouse gases by 2050 […] and the whole EU's economy is made sustainable” (European Green Deal). Youngest generations play a key role in tackling climate change, since youth-led and youth-focused organizations and movements around the world (see for example the “Fridays for the Future” phenomenon and the UN Joint Framework Initiative on Children, Youth and Climate Change) are springing up everywhere. Youngsters and even small children are concerned about the climate and environmental issues, but do not have enough knowledge, motivation and or commitment to start changing their habits and behaviors.The project will support the creation of new awareness, competence and skills to actively and knowingly engage students in climate change mitigation actions.Schools have a crucial responsibility in fostering the development of citizenship competences in their students, but schoolteachers need to update their own competences in order to deliver an up-to date civic education, close to the standards of citizenship education. Partners have assessed that in all partner countries there are no official Ministerial guidelines on how to transpose green/sustainability values and competences into concrete educational outcomes and thus teaching civic skills and competences is lacking in this area. The project will meet different needs of partners and target groups:- Teachers need innovative methods and tools to deliver citizenship education in order to prepare students to today's challenges such as climate change and environmental issues.- Teachers need to be supported and trained on how to embed competence-oriented citizenship education on climate change in their ordinary teaching practice.- Interaction between schools, private actors and environmental organizations is still not a common practice but it is necessary to make teaching coherent with societal challenges. As stated in Recommendation CM/Rec(2010)7 of the Committee of Ministers to member states on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, “Member states should foster the role of non-governmental organizations and youth organizations in education for democratic citizenship […] They should recognize these organizations and their activities as a valued part of the educational system, provide them where possible with the support they need.- Primary and secondary school students need to develop key Science Technology Engineering and Mathematics (STEM) competences to better analyze and understand complex multi-factorial problems such as climate change.- Primary and secondary school students need to develop key citizenship competences to actively engage in the democratic life and be a factor of change, having a positive impact in the fight against climate change.<< Objectives >>MAIN AIM: To support the development of the citizenship competences of primary and secondary school students, enabling them to do their part in the fight against climate change through the adoption of sustainable behaviors.The project tackles the issue of citizenship education in primary and secondary schools, with a specific focus on raising awareness on climate change, through the definition and experimentation of an innovative set of laboratorial citizenship education activities for children and families aimed at the development of responsible and sustainable behaviors. OBJECTIVES:-To define an innovative Set of Citizenship Education Activities on Climate Change to be implemented in primary and secondary schools, involving students, teachers and families, for the development of sustainable behaviors aiming to contribute to tackle climate changes through the reduction of CO2 emissions.-To upskill schoolteachers enabling them to successfully contribute to develop citizenship competences in their students.-To foster the establishment of school-families alliances as a joint effort to contribute to raise awareness on climate change.-To support European policies on climate change.<< Implementation >>The project involves the realization of four transversal activities that will be carried out throughout the life of the project and covered by the budget foreseen for ""Project management and implementation"":PM.A1 – Project Technical and Financial Management.PM.A2 – Monitoring, Quality Assurance and Evaluation.PM.A3 – DisseminationPM.A4 – Impact assessmentMain project activities will be implemented under Result 1 - CHOICE’S SET OF CITIZENSHIP EDUCATION ACTIVITIES ON CLIMATE CHANGE, that foresees the following activities:- R1.A1: EXTRACTION OF KEY ELEMENTS AND PRODUCTS FROM THE ECOLIFE PROJECT Extraction of key elements from the EcoLife Project to be adapted to school education and target group. Partner schools will collaborate to define which citizenship education skills are connected with climate change; design a set of citizenship education activities; align these activities with the objectives and competences foreseen by their civic education curricula as well as in other school extracurricular projects.- R1.A2: DEFINITION OF CITIZENSHIP COMPETENCES IN THE CONTEXT OF CLIMATE CHANGE Development of a list of skills developed using school activities, in line with the EU framework on Key Competences.- R1.A3: COLLECTION OF STAKEHOLDER FEEDBACK AND VALIDATION OF THE SET OF ACTIVITIESStakeholder meetings with school managers, parents and teachers will be organized in each partner school to collect feedback, validate the set of activities and identify the skill gaps of teachers regarding citizenship education on climate change.- R1.A4: DETAILED PLANNING OF THE SET OF CITIZENSHIP EDUCATION ACTIVITIES ON CLIMATE CHANGE Based on the results of the feedback collection, the Set of Citizenship Activities on Climate Change will be detailed, including information on the number, objectives and contents of each session, resources needed and connection with the development of the selected citizenship skills.- R1.A5: DESIGN AND DEVELOPMENT OF A TRAIN-THE-TRAINERS COURSE A train-the-trainers course for schoolteachers will be designed to enable them to deliver the Set of Citizenship Activities on Climate Change in their schools. - R1.A6: DESIGN AND IMPLEMENTATION OF AN E-PLATFORM A small-scale e-platform will be designed to share teaching resources and provide mentoring to the teachers in view of the piloting phase. E-learning will be used for 20% of the train-the-trainers course.Between R1.A6 and R1.A7 a Short-Term Joint Staff Training Event will take place. This will be the occasion to deliver and evaluate the train-the-trainers course developed in R1.A5. The Joint Staff Training Event will be 6 days long and involve 19 trainers/schoolteachers. - R1.A7: PILOTINGEach partner will test the activities from the final version of the Set of Citizenship Activities on Climate Change in its own school, involving 3 teachers, 60 students and families. A Vademecum in all languages will be developed targeting parents on sustainable behaviors to reduce CO2 emissions.- R1.A8: PILOT EVALUATIONUsing questionnaires and an interview track, partners will collect feedback from teachers, students and parents involved in the pilots on the effectiveness of the pilots and their impact.- R1.A9: VIDEO CASE STUDIES During the piloting phase, school partners will each shoot a video in their language with English subtitles.- R1.A10: FINE TUNINGThe Set of Citizenship Activities on Climate Change will be adjusted for sharing, promotion and use.Finally, the CHOICE project foresees 7 Multiplier Events aimed at promoting the project’s results to a wider public of stakeholders.<< Results >>Main OUTCOMES (intangible results) achieved by CHOICE:- Increased capacity of 15 schoolteachers to embed Citizenship Education Activities on Climate Change into their ordinary teaching practice.- Identification of a set of effective citizenship education activities on climate change targeting primary and secondary school students and aimed at fostering the adoption of environmentally sustainable behaviors.- Identification of the most important citizenship competences needed by students to adopt sustainable behaviors and act as societal agents of change against climate change.- Increased citizenship competences of ca. 300 students (20 students per each trained teacher) of primary and secondary schools thanks to the participation to the piloting phase of Result 1, where teachers will test the Set of Citizenship Education Activities on Climate Change.- Evolution from “civic” to “citizenship” education in partner schools, thanks to the update, renewal and reinforcement of the existing civic education lessons offered by school partners.- Increased methodological expertise of schoolteachers (at least 15 teachers among the staff of the consortium, 3 per school partner).- Establishment of new synergies and networks at the European level in the field of Citizenship Education (thanks to the participation of all partners in all Transnational Project Meetings and Multiplier Events).• 5 schools will be part of a new European wide network of actors involved in the fight against climate change through school education; they will also have the opportunity to develop future projects with national and foreign schools.MAIN TANGIBLE RESULT of CHOICE will be the SET OF CITIZENSHIP EDUCATION ACTIVITIES ON CLIMATE CHANGE developed with Result 1. The Set will include:-Interactive labs on climate change and CO2 emissions with experiments and computer simulations-Student labs and realization of video pills on climate change and green lifestyles-Interactive online games to assess environmental footprint of students-Serious games on mitigation and adaptation actions-Short photo-novel contest for students and families on green lifestyles to reduce climate impact The Set of Citizenship Education Activities on Climate Change will be based on partners’ good practices and lessons learned and will be tailored on the needs of students and teachers thanks to the identification of Citizenship Competences. Activities will be shared with relevant stakeholders. A train-the-trainers course for schoolteachers (C1 JSTE) will be used to train a sample of teachers on the use of the Set of Activities. OTHER MAIN PRODUCTS (tangible results) of the project are summarized below:- Consortium Agreement- Project Work Plan- Quality Assurance Plan- Interim and Final Evaluation Report- Risk severity matrix and mitigation plan- Mid-term and Final Impact Assessment Report- JSTE: Delivery of 36 hrs. of training to 19 participants - Dissemination Plan with visual identity templates and brochure- Project website and social media profiles- Set of citizenship competences- National reports and summative report on teachers’ skill gaps and stakeholder feedback- Train-the-trainers course- Small-scale e-learning platform- Pilots in 5 schools targeting a total of 300 students- Vademecum for parents on sustainable behaviors to reduce CO2 emissions- National reports and summative report on the pilots- 5 short videos (each in partner language + EN subtitles)- Set of Citizenship Education Activities on Climate Change in all partner languages."

"4PT has promoted an analysis of food-and-wine and craft SMEs of the territories of the 7 Sending Partners as a traditional resource in sustainable development and employment growth. 4PT has asked Education and Production to draw to produce integrated training opportunities, flexible and multifunctional Learning modules , with LOs recognized in professional KSC and Soft skills, evaluated in ECVET Credits, certified by Europass Mobility and validated by USR Piedmont Region, to facilitate the transfer of the experience and invest in ongoing training of qualified professionals, pre-requisite for social identity and effective job placement of beneficiaries. 4PT has also intended to be a cooperative educational project of long duration, where the knowledge of direct and indirect sources of funding of the EU and the contexts of the partner countries has been intended to promote the establishment of networked microenterprises, where Production, Processing, Packaging, Promotion might integrate in supporting food-and-wine and high quality craft and well-prepared tourism. The multidisciplinary nature of the professional and technical profiles of the beneficiaries has been the added value of the project: who of the 93 students is interested in the establishment of productive or reception SMEs will be supported in his-her post-graduation by the School network and local stakeholders, and by possible agreements with the national and international network. The Mechanical, Electronic / Computer, Food-and-Wine, Biological Courses were meant to deal with the Production, Processing, Packaging areas while the Tourism, Administration, Business Management, were meant to deal with Promotion. The planned activities included the dissemination of the project idea with subsequent drafting of the MoU, where the ECVET partnership has established a trust relationship based on the Quality Charter for Mobility, with roles and responsibilities of partners and the Learning Modules. The network has agreed on the LA to the promoter’s Hosting partner and Beneficiary signatures. After the selection the preparation of beneficiaries and accompanying teacher has followed, together with travel and accommodation arrangements, the drawing up of the calendar of activities in the host country, internship placement and carrying out of Learning Modules, with ongoing evaluation and final LOs achieved on the basis of KSC and Soft Skills expectations , filling in of the Diary of Stage and, when back home, organization of meetings with SMEs and public bodies for the execution of the Learning Module no.5, the evaluation of the results achieved, the allocation of ECVET credits and validation by USR Piedmont Region. National dissemination activities have followed, with local initiatives of the Sending Partners in Class Council, Teachers Council, in sector workshops, from Piedmont to Sicily, and transnational, with partner countries, with the use of blogs, web sites, social media , media on line, Piedmont USR e-twinning and local and national media, with “ Italian flavors”, Accademia5T’s magazine. The promoter has organized the public meeting “I become European”, the conference “ Novi goes into Europe"" I-Tech"" where the acquired certifications have been delivered, the Learning Modules treated, the analysis of the beneficiaries on the srtucture of the companies in the partner countries taken into consideration and the opportunities for informal education in Europe examined. The objectives of the dissemination have concerned also areas not included in the project but likely to be involved in future plannings. The dissemination of the results is expected to last beyond the funding period, for a lasting impact on the various target groups, the realization of post mobility internships of the beneficiaries at the companies of respective territories and the possibility of realization of networked micro-enterprises in the post-diploma. The impact assessment of the project has examined the beneficiaries, the network of Hospitality Partners, the territories involved. The impact on students has been tested with KSC and Soft Skills certified by certificates of participation in seminars, L2 courses, Europass Mobility and ECVET Credits. In the long-term fallout 4PT has intended to prepare an Multifactorial and Flexible Expert in Microenterprises, with knowledge of socio-economic contexts, production processes, market demand and employment opportunities in partner Countries and able to rely on OER and e-learning in the programming of their educational and professional future. The Sending Partner shave tightened partnerships with the productive sectors of the territories and the staff has acquired project capacity building and management, with the inclusion in the POF of other transnational experiences, ECVET updating, adaptation of curricula to the School- Production alternating experiences in flexible training initiatives, certifiable and transferable. T"

"""The health of ecosystems is deteriorating faster than ever. Humans are at risk of becoming the cause of the sixth mass extinction,"" UN experts are warning.Accordingly, the preservation of biological diversity always serves as the preservation based on human life – both, globally and locally.International collaboration is needed to stop the decline of biodiversity. For this reason, in our project, our students are supposed to experience biodiversity in their region as well as in partner countries, but also experience the ever-increasing extinction of species. The aim of the project is to use precise examples, actions and measures that are suitable for everyday use to show pupils that there are actual opportunities everybody can do for the protection of species.Above all, nature protection works where it occurs together with the local population and where it also benefits them. In the long-term, local people benefit from protected areas and sustainable development because their survival and wellbeing depend directly on the preservation of their homeland and natural resources.There are many ways of becoming active in the protection of species. Protection affects everyone.Teachers and students of grade 1-12 from Hungary, Italy, Lithuania, the Czech Republic and Germany want to face this challenge together and tackle contemporary nature issues mentioned above.The main goal is to raise the awareness of students and their living environment for this topic. We want to point out the problems, introduce options for action and develop new perspectives and solutions. In a creative, playful, and motivating way, students should engage with biodiversity, species extinction, species protection and the associated very fragile ecosystems. The view beyond national borders into other European countries is very helpful, interesting and necessary."

We advise you to consult, alongside the reading of this report, the collaborative platform that has been put in place by the project leader to share the work done in common. You will be able to read all the documents related to learning activities, joint training events, dissemination activities, intellectual productions, project management and administration. (https://gipal.fr/owncloud/index.php/s/XlK8yWav43Jkugd?path=%2F).The long-term benefits are to ; ensure that the notion of skills become a shared and common language in the field of the EDD-SI between the various actors (teachers, health workers) on one hand but also the other associative actors of the educational system ; build more effective trainings by connecting training activities and the aimed skills ; create cooperative work between trainers of the associative environment and teachers and/or trainers of the Educational system ; allow an evaluation with indicators and shared signs.Education for Global Citizenship gives keys to understanding environmental, economic, social and cultural interdependencies all over the world, and contributes to the education of citizens. It strengthens social cohesion and capacity to act of the people. Carried out in many European countries by motivated teachers, informal education organizations and local authorities, it was still fragmented, scattered and poorly organized. As a consequence it needed to be recognized as part of an interdisciplinary and systemic approach, the ACTECIM project provided that new and innovating approach. It has brought together partners from European territories to build a collaborative and transdisciplinary approach to establish and develop training for sustainable development and solidarity. It was aimed at improving the quality and the relevance of educational tools and structuring the acquisition of transversal skills. Our partnerships was inspired by the outputs of the “Des Alpes au Sahel” project and REDDSO which initiated exchanges between community and local actors in formal and non-formal education. Their goal was sustainable development and international solidarity. These last three years our new partnership has been enriched by the participation of a Romanian region, the Judet of Dolj (South-West Oltenia region) and 18 other partners in France, Romania and Italy. The partners were three local governments: Piedmont Region (Italy), Rhône Alpes (France), South-West Oltenia Regional development Agency Judet of Dolj (Romania), three universities: University of Craiova, Faculty of Education Turin, Lyon ESPE, three “Rectorats”: Lyon, Grenoble, Inspectorate Dolj, schools of the three “académie” but also international solidarity networks such as RESACOOP and COP associations.Our objectives were clear and easily measurable. We wanted to improve the quality of educational programs by developing an innovative approach and new teaching practices in order to develop the skills of young people in that field and the quality of public education policies as well. We also wanted to enrich the educational offer for teachers through the implementation co-develop training contents of Education for Sustainable Development and International Solidarity, especially through distance trainings aimed at educators. This project has also enabled the mobility of young people, and that of multipliers to promote the spirit of mobility and develop methods and training systems, to regionalize the issues the project has tackled especially with EGD-IS. The activities planned were the production of knowledge and know-hows, the definition of the EGC-IS impacts and its added value on the targeted audiences; integration of skills in the youth’s and the trainers’ curriculums, integrating international solidarity in education training for sustainable development; diversification of university training curriculums; to boost the practices of informal education, organize the methods and content of EGC-IS approaches. Dissemination of the productions: three national and international workshop have been organized in order to share approaches and knowledge of EGC-IS. Trainers, teachers, facilitators and students have been invited to these events to share and the impacts and outputs. The beneficiaries are now able, in the framework of an intercultural approach, to question the vision of their partners on common issues (water, environment, food, health, human rights, good governance ...). They have acquired citizens’ skills and habits to live together. Therefore transferable skills have been strengthened. Then teachers and trainers have been able develop a transversal approach to teaching. The professionals of formal and non-formal education have exchanged their practices and have become a real task force.

<< Objectives >>The technological transformation that is currently taking place in society is leading to major changes in the behaviors of youngsters. Strategies to support schools in coping with the barriers and pitfalls of the digital world are needed. MAIN AIM of the project is to support the development of digital citizenship competences in secondary school students through the definition and piloting of a toolkit for teachers on digital citizenship, digital footprint and digital ecology.<< Implementation >>WP1 PROJECT MANAGEMENTWP3 – DIGITOO TOOLKIT-Definition of digital citizenship competences for students -Collection of stakeholder feedback -Development of the Toolkit -Design of the train-the-trainers course -Digital platform -Train-the-Trainers course -National pilots of the DIGITOO Toolkit -Fine tuning WP3 – HANDBOOK ON DIGITAL ECOLOGY-Collection of best practices on digital ecology -Handbook on digital ecology -Project work with school students -Local events<< Results >>1.DIGITOO SCHOOL TOOLKIT ON DIGITAL CITIZENSHIP, DIGITAL ECOLOGY AND DIGITAL FOOTPRINT: the Toolkit can be used by school teachers of all Europe, as it is a collection of tools, methodologies and OERs 2.TRAIN-THE-TRAINERS COURSE ON THE DELIVERY OF DIGITAL CITIZENSHIP COMPETENCE3.HANDBOOK ON DIGITAL ECOLOGY: This Handbook will raise awareness on sustainable digital lifestyles