The project U-CHANGE uses existing School Education networks that focus on awareness raising to conduct an in-depth research on criteria of what shapes the discourse, attitudes and behaviors of students towards the acknowledgement of social inclusion.With the support of a Research Institute, the project will assess the data of 3000 students from 9 different European countries (BE, ES, HR, HU, IE, IT, MT, NL and PT) participating in awareness raising, that will allow for multivariant statistics analysis to better understand the relationships between variables and their relevance for identity factors that can influence and outline the better performance of students towards critical thinking competences as a key competence, and promote students engagement as responsible citizens in line with the UN Global Education Goal SDG 04.Based on the mentioned analysis, a Report will be published as a Study-Guide, presenting a tangible innovative Methodology and amply disseminated among Education stakeholders, schools and civil society organisations through direct involvement of existing Education networks and about 400 schools; through involvement of about 510 Educators and Teachers as multipliers, and by raising awareness through a social media campaign in the wider public, reaching out to about 20 to 35.000 citizens (students, parents, policy makers ) in 4 European countries (Belgium, Spain, Italy, and Hungary) and Europe wide.To this purpose, U-CHANGE has formed as a partnership, lead by JRS-Europe, with 7 European partners from Belgium (Collège St. Michel and CEBECO), Spain (University Comillas, Institute for Studies on Migration, FND Entreculturas, FND Alboan), Italy (Popoli Insieme) and Hungary (JRS Hungary). SInce the project aims at empowering Teachers to explore and develop abilities on how to foster critical thinking competences among students in classroom, a 2nd innovative tangible tool is Training/Audiovisual Tutorials that will be co-created by the project partners with the support of the Research institute. The module will describe on background of the analysis and research findings, the relevant steps, goals and content, as well as an innovative applicable methodology for the classroom. 6 local on-site Events for Educators will be organised by the partners to provide capacity building to about 680 Teachers in the 4 priority countries on which strategies have a greater impact among students to develop critical thinking skills and enhance civic participation, in particular to promote intercultural exchange, diversity and social inclusion.The training materials, including video tutorials, will be publicly and lastingly available in 6 different languages (EN, ES, IT, FR, NL and HU) online in JRS Europe project subsection as well as in partners websites, and on major EU Education platforms for free use by any interested Educator. JRS expects to reach out and engage with a total of about 20.000 and 35.000 educators and citizens through social media and education platforms. The project U-CHANGE will further contribute with its published Study-Guide to bring new perspectives to Education curriculum revision, providing recommendations based on the surveys empirical evidence, with innovative approaches on how to foster students´ critical thinking competences and give leverage to their civic engagement. JRS and partners will foster dialogue among educators and policy makers who are engaged in Education curriculum revision, by organizing 4 national multiplier Events in the priority countries with a minimum of 250 stakeholders participating, to further disseminate the results of the research among teachers, education administrators as well as education decision makers at national and European level.

The Covid-19 has a significant impact on youth including mental health concerns, loneliness, isolation; challenges in family relationships, and education. The situation is much heavier for young refugees. UN refugee agency says that the consequences of COVID-19 for them are felt on many levels which result in stress, anxiety, and outbreaks of violence. Also, they lack social and psychological support from educational institutions. It is the most important time for youth organizations to support young people, in particular young refugees, especially for educational processes. For this, youth workers need to develop specific skills, learn new methods with the support of competent and cooperative youth organizations. Art helps stimulate creativity, it is a vector of social cohesion and allows people in need or difficulty to express themselves. Also, digital tools are the key elements for inclusion under the pandemic situation. Within this context, the objectives of our project are:-foster the process of developing decision making, team working, communication, interaction, anti-fragility, creativity, process management skills of youth workers -foster community-based rehabilitation and anti-fragility approaches among youth workers and the cultural&creative sector grassroots organizations-promote resilience/antifragility of youth workers and associations, to face the global crisis and transform it into an opportunity -develop and strengthen the digital, anti-fragility, artistic, cooperative, management, and creative skills of partner associations, strengthen cooperation among them-promote non-formal education methods, creativity, art, and digitalism in youth work to build an inclusive educational environment for young refugees-promote active citizenship, inclusion and foster creativity, culture, and multiculturalism among young people through art and digital tools -raise awareness on refugee and pandemic issues in the communityThe project is led by a consortium made of 6 organizations in 5 countries (Italy, Spain, Belgium, Portugal, Turkey).Participants:- 12 youth workers (2 refugees) aged 18-30 (direct target group)- 80 Young people (28 refugees) in the activities. Beneficiaries and stakeholders: municipalities, NGOs working with refugees/youth/migrants, local communities.Planned intellectual outputs (IO):-IO1: Manual of Best Practices-IO2: MigrART ToolkitMethodology:To design and implement the project, we used the project management cycle approach and the logical framework. For the activities and the production of IOs, we will use the community-based rehabilitation approach, anti-fragility concept, participatory design methods. Local activities and all trainings will be based on informal and non-formal education.Activities:-Preparation and publication of Manual of Best Practices (IO1) and MigrART Toolkit (IO2)-Production of artistic outputs for a booklet on the topic “Isolation/Community”: Covid-19 from migrants, refugees and young people’s point of view, and videos to explain and illustrate the artistic output-Thanks to a QR-code, a connection between the artistic output of the booklet and video explanation on YouTube-The group built by young people will do teamwork to create a message for the community and design graffiti to be created in the local area-Production of a short film to tell the story of the project and the stories of the participants-Creation the 4 graffiti and link to the short film thanks to a QR code-Dissemination - MigrART Exhibition of Murales (multiplier event)Results/Impact/Long-term Benefit:-a new method developed for the inclusion of young refugees in educational environments/processes, -trained youth workers who are able to use the Community Based Rehabilitation method and anti-fragility approach for social inclusion, especially in educational processes,-increased digital, anti-fragility, artistic, cooperative, management, and creativity skills of youth workers, -improved competence of youth workers to connect digital tools and art as a strategy to promote the process of inclusion,-4 inclusive groups constituted by young people from the refugee background and young people from the local areas,-trained 12 youth workers on using digital tools and art to create inclusive communities,-80 young people participated actively in the decision-making processes in a group by the CBR approach,-80 young people developed skills on art&digital tools, -more creative and inclusive young people (80) who use art&digital tools to express their backgrounds/cultures and support multiculturalism in the community,- more inclusive community constituted by all stakeholders- more anti-fragile partners work on inclusion, refugee issues, and young people that can transform the crisis into opportunities- increased digital, anti-fragility, artistic, cooperative, management, and creativity skills and solid/effective cooperation among partners.

"<< Objectives >>With this project,we want to promote social inclusion and make the topic of environmental sustainability more comprehensible and concrete for young people,in particular for young migrants and refugees,thus fostering their social engagement and active participation in the community and with their peers and promoting their role as true agents of change for environmental sustainability,also contributing to the development of their digital competence and to their future employability in green jobs.<< Implementation >>We will implement-A training for 16 young people and 4 youth workers in Arad on the topic of Environmental Sustainability, Green jobs&climate activism, including digital aspects-Local activities: monthly sessions of activities for environmental sustainability in the partners' countries-The development of a vademecum entitled ""TIPS for an intercultural and sustainable community""-3 TPMs and 1 workshop for the staff on involvement of mixed groups and inclusion of refugees on environment topics<< Results >>Main results are:-Trained 80 youngsters and 16 youth workers on the topic of environmental sustainability-Built 4 intercultural groups of min.20 participants active on the topic of climate change and implementing local activities on the topic, including social gardening activities-Developed a 4 days training activity-Developed, translated and promoted a vademecum entitled ""TIPS for an intercultural and sustainable community""-Implemented 4 Multiplier Events at a local level"

"<< Objectives >>SOS4ALL understands that emergencies take place in a social setting and have social ramifications. From this perspective, it is critical to ensure that everyone has equitable access to services and information. As a result, emergency management research must be proactive in developing strategies and policies for working with migrant communities (namely: refugees and/or asylum seekers who are legally entitled to be in the country of residence) and long-term residents, among other things.<< Implementation >>The project will: 1. encourage interactive procedures involving local authorities, civil protection operators, young people, key community representatives, and other people who can help in an emergency; 2. encourage adolescents to serve as ""interactive bridges"" between Civil Protection (CP) operators, local authorities, migrant communities, citizen groups, and other critical actors in the community; 3. Encourage young people in local communities to participate in civic engagement,<< Results >>SOS4ALL Project results will be creating (PR1) Local Area Crisis and Emergency Action Plan, (PR2) A Training Module for SOS4ALL Young Volunteers and (PR3) developing a SOS4ALL Open Web Portal"

<< Background >>Climate change is one of the most urgent issues facing the international community. Environmental decisions and their consequences have clear ethical and political implications for us all. It is encouraging that young people are mobilising more and more to raise awareness about the need to protect the environment and fight climate change. However, there is a need to further reflect on the human-environment connection. Protection of the environment is not just about protecting the rainforest and endangered species, it is also about addressing the needs of highly vulnerable populations residing in Least Developed Countries.The attacks on natural assets, the damage done, their decline -- all of these are putting livelihoods are risk as people are forced to flee their homes and migrate. Climate change and related forced migration are a highly complex, heterogeneous and multicausal phenomenon. Nevertheless, it appears to be one of the lowest priorities among politicians tackling environmental policies. More recently, JRS Europe and its partners have witnessed a hardening of attitudes towards migrants in the media, in government policy and in public opinion (there are even trends towards criminalising migrants from certain political groups and media outlets) – with young people being especially susceptible to these thoughts due to their impressionability and underdeveloped critical thinking skills. When it comes to environment and migration, the priority for many European Member States is to gain control over migration flows at external borders, or to tackle the most urgent needs of displaced people and to a minor extent really tackle the adverse drivers and structural factors that compel people to leave their country of origin, in particular natural disasters, the negative effects of climate change, and environmental degradation.The remarkable rise of youth activism, such as Fridays for Future, has raised consciousness of the demand for public and political action but they are far from gaining consensus. Besides an activist minority, there is still a large majority who remains disengaged and prioritises other values. There is a need to urgently raise awareness on steps towards a lasting change and to have a deeper reflection on the under lying choices that environmental policies may signify for our way of life, in particular for so called more developed societies. The CLIMATE CHANGE & MIGRATION project aligns with European priorities that recognise the importance of protecting the environment and targeting youth, especially through education, by developing key education competencies for life JRS and its partners would like to accompany young pupils as they reflect on complex choices in the social, economic, cultural, and political spheres. The project will help to create environments that favor free personal processes, independent of social pressure. Specifically, it aims at strengthening young people’s ability to think critically and exercise judgement - in the context of the internet and social media – to be able to distinguish fact from opinion, recognise propaganda and become active to advocate and raise awareness for new environmental policies that take into account scientific facts and the equality choices for all.<< Objectives >>The main objective of the CLIMATE CHANGE & MIGRATION project is to educate young students (age 12-18 years) on the impact of climate change on the most vulnerable population who has lower capacity to adapt and is more prompt to migrate. The project will communicate the fact-based information to young people through a curriculum and educational resources developed by different Pedagogical Experts and delivered to teachers of the schools in the Europe region participating in the project and it will put students in direct contact with researchers but also with refugee and migrant students from other regions of the world (Middle East and Africa) to mutually hear their stories and to jointly reflect on the impact and mitigation of climate change. With this project JRS aims to 1.Challenge the intellectual capacities of students through delivering fact-based knowledge through the development of Innovative didactical toolsThe project aims to encourage the dissemination of scientific and fact-based information complimented by the stories and testimonies of population affected by climate change effects to create a balanced perception of the situation. JRS JRS needs will need to provide clear and comprehensive information on the different scenarios ( link to climate change and the impact on vulnerable population who may need to migrate as well as promote critical thinking skills to debate different viewpoints about climate change environment including their peer and also deniers groups. 2.Creating and Mobilizing a Network of Schools across Europe and beyond by , making available for them the materials online through different platform and promote their dissemination with school With this project JRS Europe aims at engaging a large network of schools (100), teachers, and students (7000) as well as researchers (10-15) and young students in Middle East and Africa affected by climate change and displacement (400). The JRS network aims to involve schools across 5 different European countries, as well as around 100 Third-country nationals’ students who will be exchanging experiences and knowledge with European students to participate in the public debate on climate change and migration through their involvement in the awareness raising exchanges and in joint advocacy activities with European students.3.Implementing the Activities with Schools and StudentsProvide training to trainers, teachers, youth workers and refugees and students from partner schools to learn more about the topic and how to use the developed materials and curriculum modules.Bring young people directly into contact with researchers and students form other regions in the world (notably Africa, MENA) to exchange information and debate about the impact4.Disseminating, Monitoring and assessment of impact of the project in Schools JRS Europe and its partners will disseminate the project results at national and European level to advocate for policy maker to develop on the mid term education curriculums that integration the environment and sustainability lessons and in the short term continues to support initiatives to work on the topic in the schools in a more flexible way. JRS will set up a Monitoring & Evaluation system that will allow to evaluate the impact of the project, including through qualitative data such as testimonies by students and teachers on the change of perceptions or gained through their involvement in the project as well as quantitative data..(indicators of number of participants, number of Ambassadors initiatives).<< Implementation >>Developing the pedagogic materials and the Training modules for the Teachers1.1 Conduct a base-line study / Mapping review of the existing pedagogic materials already created by partners for previous raising awareness projects in schools. 1.2 Selecting the best documents adapted for the JRS Europe CLIMATE CHANGE & MIGRATION programme.1.3 Select a group of stakeholders for consultation (teachers, migrants, students, environmental experts).1.4 Produce a draft of the materials to be tested by the Stakeholders Taskforce and set the different curriculum to present the information.1.5 Finalise the modules content considering the feedback by the experts and national partners.1.6 Translate when needed the information into the national languages of partners.1.7. Produce a draft of the guidelines to train teacher to use the materials1.8. Finalise the modules content considering the feedback by and national partners.1.9 Translate the guidelines 2.Develop the raising awareness materials.2.1 Select and contract the services of a Communicator Expert(s) on social media and youth.2.2 Develop the branding for the project attractive for social media and young people2.3 Develop a communication strategy in collaboration with the co-beneficiaries to diffuse the pedagogical materials 2.4 Develop a website + maintenance and IT support2.5 Use social media profiles 3.Developing the national networks 3.1 Mapping of all schools who have previously participated in partners´ national programmes for awareness raising with young people (private schools, public schools, vocational training institutions, etc.). 3.2 Select number of schools related to partners that are interested in participating in the project3.3 Create a database with all the contacts and information related the level of engagement of each school to better manage the implementation of the project.4.Implementation of the project in partner Schools 4.1.1 Launch the curriculum, educational material and training material 4.1.2 Organise LTT to train the trainers (the partners staff ) to be able to later on train the teacher to use the pedagogical curriculum4.1.3 Organise national LTT to train the teacher who will be implementing the project in the schools4.2 Organise encounters with researchers or schoools in the MENA and in Africa4.2 1 Recruit interested interdisciplinary researchers to participate in the project by visiting or through online sessions.4.2.2 Coordinate speaking schedule in cooperation with the Schools,4.2.3 Organise activities to exchange information with students and teachers from other regions of the world about their experience on climate change and migration.4.3 Students take action to organise awareness raising activities and events in their schools and communities.4.3.1 Encourage the creation, with the support of teachers, of a group of “Climate Change Students Ambassadors” in each school4.3.2 Support students and or teachers interested in organising raising awareness in their schools (visits, provide guidance and advise, resources etc.)5 Disseminate the results of the project.5.1 Ongoing dissemination of the activities and events organised by students through the project website and through social media profiles associated with the project. Including through articles, press releases, short videos, photos5.2 Compiling experiences good practices and analysis of lesson learned throughout the project implementation and the students' ambassadors initiatives.5.3 Organise an multiplier events in each country after the project implementation to bring the network of schools together and present the results of the project<< Results >>Outcomes: -Reinforce the response of education and training systems and youth policies to the main challenges of today's world: environmental sustainability, climate change and migration. -Provide clear and comprehensive information on the different scenarios -link to climate change and the impact on vulnerable population who may need to migrate- as well as promote critical thinking skills to debate different viewpoints about climate change, environment and migration including their peer and also deniers groups. -Develop the students’ ability to reflect with their own minds, not influenced by propaganda. -More attractive education and training programmes, in line with individual needs and expectations. -Increased quality of education and training in Europe and beyond: combining higher levels of excellence and attractiveness with increased opportunities for all. Objective 2) Creating and mobilizing a network of schools across Europe and beyond. Outcomes: -Promote social, civic and intercultural competences, intercultural dialogue, democratic values and fundamental rights. -It will strengthen the network between European and non-European students, since the project will put EU students in direct contact with refugee and migrant students from other regions of the world (Middle East and Africa) to mutually hear their stories and to jointly reflect on the impact and mitigation of climate change. -Reinforced cooperation with partners from other countries, other fields of education, training and youth.The project aims to reach 7,000 students, 250 teachers and 110 schools in Europe and in the MENA/Africa region as well as 12 researchers. This network will bring positive and long-lasting effects on the participating organisations, on the policy systems in which such Actions are framed as well as on the organisations and persons directly or indirectly involved in the organised activities. -It will bring young people closer to European educational and exchange projects. The possibility also for students to participate to an ESC programme as JRS Europe and Fundacion EC are part of it. -Participatory approaches to include everyone, to overcome the language barriers. Non-verbal forms of communication and innovative and digital tools will also be used to ensure the exchange of experience between different schools. -It will help addressing the barriers faced by these groups in accessing the opportunities offered by the programme. Objective 3) Encouraging students to become vocal. Outcomes: -Students will become Climate Change Ambassadors to engage in concrete actions, such as small-scale events, campaigns or other projects, to share what they have learned with their school or local communities or other young movements and become vocal to raise awareness across social media. -The project will enable them to become an active participant in the implementation of the 2030 Sustainable Development Goals. Objective 4) Disseminating, Monitoring and assessing the impact of the project in the school Outcomes: -Teacher will be able to use materials to be included in the educational curricula and they will receive certificates (i.e. Europass certificate supplement) for their participation in the designed Learning, Teaching & Training activities of this Erasmus+ projects. -The end of the project will be an opportunity to raise awareness on the topic and to involve more schools interested to learn more about it. All the resources will be created with the help of scientists and researchers and will be available and re-usable after the end of the project by different schools that did not participate to the project that want to deepen their knowledge about these issues and include them in their learning curricula.