<< Background >>According to the European Commission: “The growing importance of sustainability has reached all sectors and it is easy to consider green jobs as the preserve of eco-industry.” The last disasters, like the covid-19 pandemic and Australia fire are showing us we need green business forms and social innovation more than ever and young people can change the world by doing green jobs. We empower them by training as eco-literate and green entrepreneur so they can find green jobs. We can provide learning, teaching, training activities and internship opportunities to them so they have been employed in green start up companies and they gain skills to start their own green start up company.The project has brought together 6 partners from Slovenia (Ekonomska šola Novo mesto), Turkey (Nature Conservation Centre), Austria (Innovation Education Centre), Italy (CIAPE), Spain (UCAM) and Portugal (Rightchallenge), all of them related with youth, online-training, nature conservation, entrepreneurship and eco-literacy.<< Objectives >>The project focuses on increasing youth employment in the green business. Our first focus includes collecting data to present youth's knowledge, attitudes and habits and expectations regarding ecological literacy and green entrepreneurship. Moreover it also includes analysing and describing the green start up company by data collection from the selected institution through a survey and we will create a list of key topics like sustainability, waste management, packaging, water and energy conservation, carbon emission and finally we will prepare aguide as how to be eco-friendly or green start up company.The second focus is designing online training program. We will cultivate young people as eco-literate and green entrepreneur by online-training, mostly interactive video lessons with core learning modules. After the training they have a change to apply the internship program in green start up companies. The program provides that young people are able to see the trends, activities, and changes in green economy by interacting with supervisors on real job site. They can see how to contribute to human wellbeing, sustainability, biodiversity and eco-industries as well.The third focus is organising a competition for young people who are dreaming of green start up. According to a survey conducted by MonsterTRAK, young workers want employment with a green company: %80 of those surveyed said they are interested in a job that has a positive impact on the environment and a whopping %92 would chose working for an environmentally friendly company.<< Implementation >>Five main activities will be developed:1. A Guide: How To Be Green CompanyAnalysing youth's knowledge, attitudes and habits and expectations regarding ecological literacy and green entrepreneurship. Finding good examples and surveying key topics in ecoindustry would be useful tool to make the best decisions to address sustainable world.2. Online training: Eco-literate and green entrepreneur skills for young people integrationTraining young people to cultivate eco-literacy by creating learning modules; how does nature work, how does man impact the Earth's natural systems, sustainability and circular economy, green entrepreneurship, solutions for the future, entrepreneurial ideas to help restore Earth's natural systems.3. An Internship Program in Green CompaniesInternship is the best way to get a foothold in a career door young people may never get otherwise. They will complete a week internship and see fresh ideas, unique angles, the latest eco-industry developments and hands on help.4. Green Entrepreneurs CompetitionOrganising the competition to bring young green entrepreneurs to connect globally and receive support on turning their ideas into a tangible impact, with a focus on urgent issues like climate change, deforestation, waste management.5. Eco-Linkedln: The online service to bring eco-literate/green entrepreneur young people and members of green start up companies together.Learning, Teaching, Training Activities and Multiplier Events also support the project implementation.<< Results >>CARE shall result in:- Presenting youth's knowledge, attitudes and habits and expectations regarding ecological literacy and green entrepreneurship,- Presenting good practices in green entrepreneurship companies, analysing their actions for sustainability, waste management, packaging, water and energy conservation, carbon emission activities.- Presenting how the companies conduct activities to develop green entrepreneurship,- Creating a guide for young people how to start up their own green company,- Inviting young people who can contribute green economy,- Creating a community who interested in global environmental issues and they show their entrepreneurs to fulfill the demand for creative tools,- Creating a online training program for cultivating ecological literacy and green entrepreneurship,- Provision of innovative training tools for the promotion of ecological literacy among young people through measured effectiveness of internship program,- Empowered capacity of young people, youth workers, young leaders, green entrepreneurs and support staff for green companies through effective face to face and online training modules,- Creative approaches and the influence on policy makers related to ecological literacy informed youth practices using Eco-Linkedln Platform,- Cultivating ecological literacy, fostering young people engagement in green entrepreneurship, but also encourage them to take action towards global environmental problems,- Increased capacity of nature conservation, being exposed to informal education through ecological literacy online training as participants work together and share experiences in a natural setting,- Increased public interest to nature conservation in Europe by cultivating ecological literacy,- Improving knowledge and experience of representatives of institutions and youth workers about concept of ecological literacy,- Designing the ecological literacy online training to raise awareness and appreciation of biological diversity in Europe.- Keeping people’s (young people, youth workers, professionals working with youth, young leaders, green entrepreneurs and support staff for green companies) interest to issues about ecological literacy, nature education, entrepreneurship,- Contributing to social inclusion of young people from disadvantaged background,- Building a society who feels close and attached to nature will contribute to using natural resources sustainably and thus building sustainable planet,- Getting a foothold in a career door young people may never get otherwise through the internship programs,- Creating an environment where young green entrepreneurs could see fresh ideas, unique angles, the latest eco-industry developments and hands on help through the internship programs,- Improving internship programs in green companies,-Organising a competition for young people to provide planned financial support for innovative green solutions and contribute to the achievement of the Sustainable Development Goals.- Designing a Eco-Linkedln Platform to bring eco-literate young people and members of green start up companies together,- Sharing the experience with a festival,- Developing an community by socialising, volunteering, friendships, civic pride, conserving nature, and appreciating one another’s differences,- Increased mutual understanding, cultural diversity and intercultural dialogue among partners.- A final result will be the strengthening of networks and influence of policy makers and interdisciplinary organisations, stakeholders.

D4 Entrepreneurship (Dream:Dare:Design:Do) is a partnership between six VET colleges (UK, Finland, the Netherlands, Spain and Slovenia) and a Business Incubation Centre in the UK. VET partners will also act as a host for 90 wider entrepreneurship ecosystem organisations/enterprises to participate.Commencing on 1 September 2020 and finishing on 31 August 2023 this is a three year project whereby 42 VET staff and 540 students from five countries will form six D4 Entrepreneurship Clubs and participate in Design Thinking projects aimed at developing new, innovative, creative, entrepreneurial education. VET students will have the opportunity to develop innovative ideas and ‘Pitch’ solutions to solve real-world challenges.Staff from the Business Incubation Centre will act as a source of expertise in developing a transnational Design Thinking competition and independently evaluate the project.Intellectual outcomes will include two D4 Entrepreneurship toolkits, one aimed at implementing Design Thinking methodologies with VET students and the other aimed at wider staff development and roll out of Design Thinking across different vocational sector and student levels.As well as Certificates of attendance all participating VET students will receive Europass recognition. Longer term it is anticipated that formal qualifications in implementing Design Thinking methodologies will be available for VET staff (facilitators) and VET Students (practitioners)Four transnational meetings, three Blended Mobilities and two Joint Staff Training event will be hosted in each of the five partner countries ensuring staff and students gain transnational experience.

"BackgroundThis ERASMUS+ Project arises, after unofficial visits during other ERASMUS+ projects to educational institutions in several countries, where informally, themes related to the success of schools in combating exclusion and dropping out of different types of students have been addressed . In these conversations it became clear that we will all have a lot to learn from the way each school and nation sees the inclusion of its students. The project appears as a bet that integrates the various knowledge of the institutions, with its strong areas of inclusive competence. ObjectiveThe “IN as in INclusion"" takes the challenges of the global world to training children and young people, bringing it as an object of improvement for the concepts at European level of what is school for all and for each and every one and what we can improve in institutions to have a truly Inclusive Education. In this sequence, we will present good practices of school inclusion, different types of students that serve as an example to most schools in the European Union and we will create an Inclusive Training Plan (ITP) and an Inclusive Booklet (IB) that will integrate the knowledge acquired by the partners in a document that can be used in a functional way within the scope training activities for educators, teachers and school leaders.Partners ProfileSix(6)schools-three(3) were VET schools- and an institution created a partnership in order to carry out the project objectives by developing and certifying the ITP and IB. The institutions were chosen among various candidates by their ability to present significant inclusive activities and methodologies.The three(3) VET schools differ from each other in the training they present and offer and all have guaranteed their acceptance to join the partnership, all for the awards they received in previous years in their certification areas, and for the diversity of methodology that each one proposes to present. Regular schools will also maintain the diversity of inclusion themes to be analyzed and compared.Ensuring a training plan that integrates all the knowledge analyzed will be developed, SIPE Training Center is part of the partnership. They ensure the creation of an applicable and disseminable ITP that takes into account the needs and concerns of school institutions, teachers and school leaders.Activities DescriptionAgrupamento de Escolas de Aljustrel(PT), will bring inclusion with students with special needs, SIPE(PT) has the main objective of coordinating the creation of the ITP and to assess the booklet elaboration;Balıkesir Adnan Menderes High School(TK), training about inclusion of girls and prevention of early school leaving; School of Economics Novo Mesto(SL), will address the inclusion of refugees and minorities in school activities; United Special Vocational Gymnasium and Lyceum of Patras(GR), school activity through inclusion of disabled students in technical courses; Istituto Professionale Statale “Frederico II”(IT), inclusion through the participation in international projects and the way to success of culinary courses in school, local community and worldwide; Tolosaldea Integrated VET School(SP), the success of methodology applied in the integration in school and in the acquisition of knowledge, how to select the right offer for each student. MethodologyThe methodology to use, briefly consists of distinct elements and characteristics as they are[1] a methodology for solving problems;[2] we will start from real questions and/or problems, felt as real problems for those who will treat them (that is, as situations for which there is not, at the outset, a total and unique answer to their resolution and/or clarification);[3] we will focus the research of pertinent and relevant problems for those who will be involved in the work (if only in terms of understanding and knowledge about these issues);[4] we will start looking for answers and/or solutions;[5] the planning and distribution of tasks for the collection of data and information, as a group/or collective task;[6] the information and data collected individually or in a small group will have to be processed and organized to return to the large group; all work should result in a sociable “final product” (ITP and IB) - a result that represents the enrichment of the broader group, in terms of knowledge/understanding/solution of the problems and questions initially posed.The best impact possible to aim for is that the inclusion barrier stops being an obstacle to integration and participation of each and every one of our students.The project impact will be incisive in three important aspects that we call the “PIE”: PLANNING-involving deciding beforehand which course of action to take in a given time to integrate or include a student in meaningful activities; INCLUSION-influence positively the quality of participation of each student, EVALUATION-guarantee that all the previos work done before, is going on track."

PEEISS is a Transnational European project, developed by several partners from Macedonia, Slovenia, Austria and Finland targeted at students, teachers, trainers, managers, entrepreneurs and innovators from these countries, with the support of the Learning Programme Erasmus+ of the European Union, which aims at promoting the process of learning entrepreneurship by implementing new and innovative teaching methods and e-learning tools. To address the entrepreneurial skills of learners, the project offers dedicated pedagogically-rich education and training. In order to achieve this, it deploys well-grounded didactic and pedagogical models as founded in e-learning education by the help of creating intellectual outputs that come up from mutual teaching and training activities among partners, transnational project meetings and multiplier events. The goal of PEEISS as a project, to find new and innovative methods of teaching and learning entrepreneurship and to include entrepreneurship in every field of society, can be attained only by the mutual force of the project partners whose strong points will contribute to the achievement of project aims and will make it a valuable experience for all direct and indirect participants.Contents and activities planned for the realization of the project aims can be divided chronologically in three important phases: preparation activities, project management and implementation of project activities. Implementation of the project activities will be conveyed by the use of training activities, workshops, Transnational Meetings, the multiplier event - Final Conference, virtual mobilities which will result in the creation of intellectual outputs and enhancement of the project dissemination. The aims of the project will be achieved by implementing suitable teachers/trainers activities: - Training activity about using innovative teaching methods for teachers and presentations of ECVET in entrepreneurship, Finland;- Workshop for creating Curriculum for entrepreneurial teaching for extracurricular classes of Business and Entrepreneurship in Slovenia;- Implementing trainings for students for development of entrepreneurial way of thinking and soft skills according to the prepared Instruction book managed by Ekonomska šola Novo mesto;-Training activities for entrepreneurial learning and development of the students' entrepreneurial mind, Austria;- Training activity for Innovative teaching methods for entrepreneurship, Austria;- Workshop - Innovative Entrepreneurship: From Idea to Marketplace, Macedonia.The project will have a profound impact on the participants, the participating organisations and the target groups. All the key staff and the learners involved in the project will deepen their knowledge of teaching and learning entrepreneurship, they will understand and enjoy the benefits of using innovative methods for teaching entrepreneurship, they will grasp the foundations of using ECVET in VET and they will learn how to develop themselves as excellent, competitive and successful entrepreneurs. The schools involved in the project will have an opportunity to share ideas, practices and teaching materials on the new open source web platform, which in the future will be highly beneficial for everyone interested in the field of entrepreneurship. This will promote equity among learners from all regions because they will have an equal opportunity to enjoy in the results of this project. The students will benefit by becoming more competent on the labour market once they finish their vocational education.

"<< Background >>In recent decades, the idea has taken hold that environmental problems are not only problems of nature but, above all, human problems. The environmental crisis has a social dimension that is beginning to be generally recognised and that is affecting all areas: health, economy, food, demography....This led the UN International Congress on Environmental Education and Training in 1987 to propose the definition of environmental education as ""a lifelong learning process in which individuals and communities acquire an awareness of their environment, as well as the knowledge, values, skills, experience and determination to act, individually and collectively, to solve present and future environmental problems"".In 1995, Howard Gardner expanded the initial list of seven areas of his ‘Theory of Multiple Intelligences’ (1983) by adding an eighth: Ecological Intelligence, defined as the ability to perceive relationships between species and groups of objects and people by recognising possible differences or similarities between them.This was an intermediate step until 2009, when Daniel Goleman (who had previously defined the term Emotional Intelligence) went further by coining the concept of ecological intelligence, defined as ""the ability to live with as little ecological impact as possible"". Thus, ecological intelligence is the culmination of a discourse that began with the individual and his or her introspection, continued with the social and now also includes the environment.NEEDS: This awareness of EI is about understanding the environmental consequences of the choices we make in our daily lives and trying, as far as possible, to choose those that are most beneficial to the health of the planet. This concept is fully aligned with the concept of sustainable development defined in 1992 as ""development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs"".In this line, In September 2015, the UN adopted the Agenda 2030 and its 17 SDG . With these new Goals, countries will mobilize efforts to end all forms of poverty, fight inequalities, tackle climate change and environmental protection. This list was reinforced by the EU in 2020 with its proposal for the General Environment Action Programme. It insists on the urgent need to build a climate-neutral, green, fair and social Europe. It continues to focus on the development of responsible, sustainable and climate-responsible consumer awareness, committed to the goal of a Green Europe. To do this, it is necessary to act from school, developing ecological intelligence at the same time as the others (mathematical, linguistic, musical, etc.) and seeking a balance between them. As early as 1997, the report ""Environmental Education in the European Union"" pointed out the urgent need to train teachers and educators for the proper implementation of environmental education in line with the EU's environmental action programmes. The risk of delaying this training and, therefore, raising awareness of environmental responsibility at an early stage, can lead to adult generations with no respect or care for the environment. And the consequences of this lack of awareness can affect all areas, from the purely environmental to the social and economic.Our project is called THEMIS after the goddess who embodied the law of nature, but also justice. The vision of our project is to spread, promote and develop ecological intelligence among teenagers. TARGET GROUP: Secondary students (12-16 years old), and also teachers, as this is an age prior to the adult world, access to higher education or the labour market. So, it is a critical point for establishing a healthy coexistence based on respect and diversity to.* orient their lives according to environmentally responsible guidelines.* generate sustainable consumption habits.* create legacy awareness for the next generations.<< Objectives >>This project proposes a training plan aimed at teachers and students in Secondary education (12-16 years old), focused on the development of Ecological Intelligence, that is, ""to develop the capacity of each individual to discern the impact of his or her actions on the environment that surrounds him or her. In such a way that this distinction allows him/her to act consciously so that his/her activity leads to positive results, not only for him/her, but also for the rest of humanity and the ecosystem"".The aim of THEMIS is to develop attitudes, habits, ways of feeling and thinking that build awareness of being an integral and active part of a large ecosystem:* Love of Nature. Sense of respect for Nature. Attitudes of protection and conservation of Nature and its resources. Appreciation of natural resources and gratitude for being able to make use of them.* Attitude towards the use and reuse of resources. Sensitivity towards recycling, attitude of economising and reducing the consumption of natural resources and their derivatives, development of appropriate practices in the use of natural resources, sense of responsible consumption, etc.* Global sense of harmony and balance in the Universe and Nature. Sense of the interrelation of all creation, sense of belonging to the natural environment, attitude of respect for order and harmony in the world. Respect for life in all its manifestations.Thus, generating an awareness of more sustainable and environmentally friendly consumption values and behaviours, THEMIS has these specific objectives:- Disseminate and raise awareness of the concept of Ecological Intelligence.- Understanding the impact our actions have on the environment.- As pointed out by UNESCO, to achieve a change of attitude on the part of the partners and participants. - Acquire and develop social values and a deep concern for the environment. - To encourage active participation in the protection and improvement of the environment.- To connect with the natural world and its social, economic and health implications...- To improve understanding of the ecological impact of our lifestyles.- To become aware of our relationship with the environment.- To develop cognitive and affective skills towards the environment.- Supporting quality environmental education in the context of lifelong learning.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for each PR lies with a Result Leader.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration and are realised at two levels:a. transnational levelb. the level of partner country There are 3 main work packages under the item Management and Implementation including the following fields of activity:1. MANAGEMENT AND ADMINISTRATION:* DOCUMENTATION* COMMUNICATION AND MEETINGS* PROGRESS REPORTING* BUDGET CONTROL AND FINANCIAL REPORTING* TIME MANAGEMENT* HANDLING RISKS The responsibility for work package 1 lies with Project Coordinator (Pistes Solidaires), who cooperates with Management Group (MG) on a regular basis, at country level is cascaded to partners to person responsible for management (members of Management Group).2. QUALITY ASSURANCE AND EVALUATION:* preparation of Quality Assurance Plan* setting qualitative and quantitative indicators* quality checks and quality assessment of the PRs.* evaluation of the project different than PRs: quality of management, communication,* evaluation of meetings and promotion activities etc.* final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.The responsibility for work package 2 lies with Quality Assurance Leader (DNPDNM) who cooperates with Quality Assurance Group (QAG) on a regular basis, at country level is cascaded to partners to person responsible for quality assurance (members of QAG).3. PROMOTION: * Promotion plan with measures and indicators* Graphic standards* Visualization of the project: logotype, colours, templates of documents* coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)* newsletters* project leaflet / one pager for promotionThe responsibility for work package 3 lies with the Promotion Leader (DNPDNM as well) who cooperates with Promotion Group on a regular basis.<< Results >>TANGIBLE RESULTS:In PR1: A training system with 20 modules for Secondary School teachers on the Eco-Intelligence model proposed by Daniel Goleman to generate more sustainable and environmentally friendly consumer attitudes and skills in students.In PR2: A bank of 24 resources and educational activities for the development of Ecological Intelligence in Secondary school students (14-17 years old).In PR3: A series of 20 video case studies in relation to the practice of responsible and sustainable consumption, which can be used as a didactic resource focused on raising awareness and commitment to ecological awareness.DELIVERABLES RELATED TO MANAGEMENT* Managing guidelines;* Reporting procedure and administrative guidelines;* 4 transnational meetings + meeting minutes.DELIVERABLES RELATED TO QUALITY AND EVALUATION* Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation * questionnaire.* Evaluation Reports: mid-term and final evaluation report, Project Results reports;* Project risks analysis. DELIVERABLES RELATED TO PROMOTION* Project graphic design;* Social networks profiles;* Project website;* 5 newsletters;* Brochure;"