Small NGOs (SNGOs, <15 employees) in Europe are facing rising operating costs in terms of new skills to acquire, accelerating competition for public funds, and shrinking government support, particularly in countries suffering from nationalism and restricting laws. SNGOs are facing higher operational costs and worse visibility (particularly with regards to refugee support). At the same time, in 2018 the EU Commission launched a plan to protect European values having a special focus on NGOs, launching a new Justice, Rights and Values Fund aimed at strengthening civil society facing several threats in several member states. In fact, as also the Fundamental Rights Agency stated in the same year, European civil groups are far from reaching sustainable long-term financing – this is expressed in short-term projects or in not-qualified personnel doing the fund-raising. As such, every year SNGOs face to quit as they cannot plan ahead – this is transversal in Europe and particularly evident in Southern states. The project regards particularly to the dramatic data regarding financial and digital education – 1 out of 3 adult Europeans are not sufficiently equipped to reach satisfactory digital competencies or with sufficient financial literacy. e-PATTERNS (E-learning platform for up-skilling in fund-raising practice, financial digital literacy in NGO management) wants to support poorly- ICT-equipped SNGO practitioners (30+ years old) who need to be up-re-skilled in ICT & financial literacy (budgeting, planning ahead, choosing products (brand) and using independent advice )to develop strategic competencies in fund-raising, crucial for the development of any social project. Gender makes the situation even more dramatic, both in Italy and in the rest of the partner countries. Fund-raising (as financial literacy) requires a broad approach - entrepreneurial techniques, financial analysis, digital knowledge and branding are required for social projects. Differently, SNGOs often see fund-raising just as limited tool to finance something, and not a permanent strategic activity that regards entrepreneurship strategies, financial and digital positioning as well as digital marketing techniques.e-PATTERNS aims to up-re-skill adult SNGOs practitioners (30+ years old) to support their work in fund-raising and strategic digital positioning through new technologies, developing a web-platform to help strategical planning and to incubate projects in a sustainable way, creating also a self-assessment tool to analyse the state of digitisation within the organisation. Indeed, the project wants to support concrete SNGOs projects in each partner country, improving also working flexibility of adults in SNGOs which face the hop-in/hop-out problem with regards to job market.Specific objectives:- Train low-skilled adults and develop their competences in financial literacy/fund-raising through simplified ICT tools developing a Step-by-Step Educational Framework connected to Open Badges System (OBS) to be tested/complete through two specific training sessions during the project life time;- Support local projects incubating them through fund-raising preparatory actions (or through crowd-funding, partnership building, budget planning etc.) during the project enhancing the impact of SNGOs (C1,C2);- Create a web-platform hosting an interactive online step-by-step web tool to guide target group users in learn financial basics to make a fund-raise plan, where they can train/consult FAQ/orienteer better. Learning qualification will be issued through Open Badge System.- Define/develop a self-assessment tool for digitisation of SNGOs in order to define areas of work and training patterns within organisations.The project main aim is to empower at local level SNGOs and to improve the project management, implementation and delivery of them in order to keep them alive within the European democratic system.

<< Background >>In the 21st century, we are surrounded by complex and ill-structured issues such as combating global climate change, preventing the spread of coronavirus, animal testing for medical purposes, consumption of GMO foods, establishment of nuclear power plants and cloning. Such ambivalent issues are called socioscientific issues. Due to its controversial nature, individuals entering the decision-making process on these issues make decisions by thinking through many sources of evidence such as the media, family, other people, the discourses of scientific authorities and personal justifications. Risk perceptions, misunderstandings and short-cut bias (eg affect heuristic) used in this process inhibit effective decision-making. For example, today many people are hanging back the Covid 19 vaccination process due to disruptive factors such as misunderstanding, media manipulation and risk perceptions. Governments and policymakers aim to make decisions on controversial global and local problems such as pandemics, global warming, consumption of GMO nutrients and vaccine safety by fairly evaluating sources of evidence and questioning the reliability of multiple sources of evidence.Our project emerges from four necessities stated as below;1.Skills such as argumentation, critical thinking, empathy, moral reasoning etc, which will enable them to make effective decisions when faced with problems related to SSI, are very low among adult educators and adult learners.2.Lack of adult learning environments and learning tools that will enable them to be SSI literate for the solution of such problems.3.Many EU and international organizations (OECD, Council of Europe, WEF, UNESCO) have stated that 8 key skills within the lifelong learning program and 21st-century skills such as critical thinking and responsible decision-making, management and negotiation, cooperation and teamwork, conflict resolution, global awareness, tolerance etc are essential competencies in order to integrate into learning environments (EU, 2018). Adults should be included in these learning activities.4. In the context of SSI, no project that targets and develops individuals' lifelong learning competencies (SSI literacy) has been encountered within the Erasmus Platforms.In the context of Lifelong learning education and policies, such challenges and issues hinder adults abilities to adopt 21st-century skills studied under socio-scientific literacy.<< Objectives >>Improved low-skilled adult learners performance, self-efficacy, and motivation of adult tutors and a demonstration of practice that will competently address socially sensitive and controversial socio science-related issues; improvement of skills for using digital tools, and raised effectiveness to develop learners’ key competences in the context of ALE.We want to empower multi-dimensional and cross-sectoral cooperation to unite per partners strengths,making up their shortcoming and covering their multi-cultural needs and creating harmony in the context of Adult Education.18(expected) new modules available under Learning Resources90 low-skilled adults achieve literacy etc.60 Adult Educators equipped in the Context of SSL(Including LTT event)200 experts at 6 national multiplier events2000 adult educators generally/indirectly informed4000 members of the public engaged social media+web accountsTherefore, after completion of our project, we specifically expect to achieve,*Upskilling/Upgrading Skills such as high-order thinking, critical thinking,evidence-based reasoning and entrusting the information sources play an important role in coping withcomplexity and change in today's society.*Promotion and development of the hand-tailor learning paths for adults to increase socio-scientific competencies*Develop an adult-centered approach to socio-scientific education, facilitating inquiry-based teaching, collaboration and active learning.*Empowers two main groups of adult education which are adult educators and adult learners to become change-makers in their communities.<< Implementation >>Such an innovative project on adult education to achieve these objectives, the project will produce 4 project results, 6 Multiplier Events (E1-E6), and a LTT Activity (C1) which are consolidated by horizontal activities running throughout the project: Management and Implementation, Exploitation and Use of Results Dissemination plans Social Inclusion plan Quality monitoring and Evaluation, Sustainabilitywhich also produce tangible outcomes as a means to the achievement of project objectives and delivery of the planned results.Activities occurred in project itself are,Monthly web-meetings4 Transnational MeetingCommunication and Cooperation activitiesRegular DisseminationSocial Inclusio of low-skilled dults though Learning Training Teaching event- and National Conference for Public Understanding of Science-6 Multiplier events<< Results >>SSL4 Adult project that strives to upbuild a capacity for the Adult learning environment(ALE) by reskilling and upskilling key competencies of adult educators, adult learners as well as adults with fewer opportunities in partner countries. In this way adults' key competences such as digital skills,deal with complexity, problem-solving, argumentation, critical reflection, justification skills,moral-based reasoning and decision making will be upgraded in the context of socio-scientific literacy, and they will become equipped with 21th-century skills.The development of socio-scientific literacy and related skills will be reflected into adult educator's and adult learner's daily life and professional work environments,more importantly simplifying these processes in order to promote public understanding of Science will provide equality of opinions-chances-opportunities at the same time. In order to achieve project-specific objectives and results SSL4Adults partners have been united in their expertise and organizational human resources by involving such an innovative project and its first kind in terms of adult education.With this project, partners will produce four cross-curricular and interdisciplinary project resultsPR1-Socio-scientific literacy(SSL) for adult/Step by step frameworkPR2-Socio-scientific literacy (self) assessment toolPR3-Learning Resources(OER”s) - Training toolbox materials for low-skilled AdultsPR4-Socio-Scientific Literacy e-Learning environment-Learning Management System(LMS)Other ResultsWork Package 1 Project Management and ImplementationWork Package 2 Quality Monitoring and Assurance SystemWork Package 3 Dissemination Plan and Promotional MaterialsWork Package 4 Risk Management PlanWork Package 5 Engagement and Use of Results PlanWork Package 6 Social Inclusion and Sustainability*A set of Quantitative and Qualitative performance indicators*

<< Background >>The reason why we have requested this project is that we have detected that actions against climate change are not being implemented at the speed required by the urgency of the situation. We believe that one of the most urgent measures to be taken against climate change is waste reduction. Therefore, we think it is very important to instil in primary and secondary school children the idea of reusing waste to produce new things in a creative and attractive way (upcycling).With this project we want to support teachers, school leaders and other teaching professions with their professional development and provide them with the tools and resources they need to be able to understand the possibilities that upcycling has for multidisciplinary and project-based education and provide them with practical ideas on how to implement it in the classroom as part of the school curriculum. The partners identified common needs, which were further analysed during the preparation of the application. Based on the conclusions drawn, the partners have defined the needs and set priorities and objectives.The direct target group of the project is primary and secondary schools, school teachers and environmental associations. The identified needs we want to satisfy are: -Lack of interdisciplinary collaboration in schools. Subjects are usually taught separately, so pupils lack a holistic view, which means that they often do not see the practical application of what they study, and they lack motivation. -Lack of competences to foster initiative and entrepreneurship in different areas of education. -Lack of adapted materials for primary and secondary school teachers to motivate students' interest in STEM. The indirect target group of the project is primary and secondary students, families, city councils and municipalities, policymakers in the field of education and environment, partner organisations and stakeholders. The identified needs that we want to satisfy are: -Lack of knowledge about the true possibilities of upcycling, which many people confuse with recycling. -Lack of cooperation between schools, public and private companies. -Lack of awareness of individual responsibility to act against climate change. -Lack of awareness in society of the need for less waste in general to help tackle climate change and of the urgency that these measures require. Preventing products and materials from becoming waste for as long as possible and turning waste that cannot be avoided into a resource are key steps to achieve a greener, more circular economy. If we look at the waste hierarchy defined by EU Waste Framework Directive, we can see that prevention and re-use are the most preferred options. Introducing upcycling to school educators, we meet some priorities in the field of school education:-Sense of initiative and entrepreneurship, by turning ideas into actions.-Cultural awareness and expression, as upcycling involves in some aspect knowing, understanding, appreciating and valuing the different cultural and artistic demonstrations. -Learning to learn, by motivating to learn in a non-formal and informal context.Upcycling helps to develop a range of other skills and abilities such as creativity, innovation and critical thinking, problem-solving, collaboration, respect for the environment. This way, the project supports teachers in delivering competency-based teaching.The advantages of cooperating with transnational partners to achieve the project objectives are to foster the creation of synergies between organisations able to disseminate and exploit the project results, to learn from each other, because the partners have different but complementary competences and experiences, and to create a network of actors active in the field of social inclusion at European level.<< Objectives >>The objectives we want to achieve with this project are to: -Raise schoolchildren's awareness of environmental challenges and climate change.-Develop innovative practices for pupils to become agents of change in using fewer resources, reducing waste use and offsetting carbon footprint emissions.-Develop the sustainability competences of schoolteachers, leaders, and staff -Promote interdisciplinary collaboration, innovative learning and the development of creativity.-Promote interdisciplinary teaching in cultural, environmental, economic, design and other contexts.-Increase sense of initiative and entrepreneurship of schoolchildren-Foster innovation, creativity and entrepreneurship in different fields of education.The ultimate goal is to disseminate the results widely and to create a network of interested entities and stakeholders. This will be achieved through the implementation of the dissemination strategy and will be highlighted through the partners' dissemination records, but also on the project website, which will host all the material and resources developed throughout the project, as well as other events and media coverage. All partners will be involved from the beginning of the project in dissemination activities.The strategy of sustainability and exploitation of results is also very important to ensure that all products, materials and results developed within the project reach as many people as possible and that the project activities and practice have an impact on the target groups and decision-makers beyond the end of the project.Through multiplier events and other local awareness-raising actions, schools and NGOs will develop partnerships and seek public and private sponsors who can help them fund this initiative.<< Implementation >>The activities to be implemented throughout the project are: All activities that will lead to the development of the PROJECT RESULTSR1. Development of the conceptual background and the framework for the blended courseR1/A1 - Development of the framework (analysis and contrasting the experiences and good practices on national level) R1/A2 - Case study research R1/A3 - Elaboration of the framework of the blended course:R1/A4 - Peer evaluation and adjustments. Translation of the Methodology in partners’ language.R1/A5 - Design and development of the website and open educational resource in English and partner languages.R2. Blended course for educators about the importance of recycling/upcycling with practical ideas on how to implement this in and outside the classroom.R2/A1 - Development of the methodological framework for the implementation (steps, deadlines, etc.) and didactic grid.R2/A2 - Development of the contents of the Training MaterialsR2/A3 - Internal peer-evaluation of the Training Materials and adjustmentsR2/A4 - Fine-tuning of the training materials and adaptation into partners’ languages.R2/A5 - Piloting with educators on national levelR2/A6 - Finetuning of the materials in partner languages R3. Cycle of webinars: training webinars on creative process planning.R3/A1 - Development of the plan and programme of the webinars and their promotionR3/A2 - Organisation of national and international webinarsR3/A3 - Recording and edition of the videos promoting upcyclingR3/A4 - Development of the platform section for webinars and videosR4. Guide including recommendations on how to implement upcycling to educators and families.R4/A1 – Development of the guide including recommendations to educators and parents/families on how to implement upcycling with schoolchildrenR4/A2 - Peer-evaluation and fine-tuningR4/A3 - Adaptation of the guide in national languagesR4/A4 - Campaign on raising awareness on upcycling: short podcasts with experiences of schoolchildren Activities related to DISSEMINATION -Creation and maintenance of the website and the educational platform. -Creation and maintenance of the Facebook profile -Design and development of dissemination materials (newsletters, brochure...) -Publication of articles in mass media on local/regional/national/ international level-Publications on EU platforms to support dissemination activities, e.g. eTwinning and School Education Gateway platforms.-Regular contact with target groups and all entities interested in the project. -Multiplier events Activities related to QUALITY CONTROL -Establishment of the quality control committee -Monitoring of compliance with qualitative and quantitative indicators. -Establishment and follow-up of expectation and satisfaction surveys. Activities related to SUSTAINABILITY and EXPLOITATION OF RESULTS:-Elaboration of declarations of support and signature by the partner organisations-Maintenance of the website and the online platform for at least three years after the end of the project.<< Results >>The tangible results of the project will be:-A collection of at least 24 good practices about upcycling experiences targeting schoolchildren, in formal, informal, and non-formal education (R1)-16 case studies prepared and analysed by each partner (R1)-A blended course for educators about the importance of recycling/upcycling with practical ideas on how to implement this in the classroom in English and in partner languages (R2)-3 webinars in English organised collaboratively by all the partners (R3)-7 webinars in partners’ languages - 1 webinar per country (R3)-7 videos in English and partners’ language - 1 per country (R3)-7 podcasts developed and recorded by school children - 1 per country (R4)-Guide including recommendations on how to implement upcycling to educators and families in English and in partner languages (R4)-A website and an open educational platform in English and in partner languages -5 Transnational meetings-6 Multiplier events-56 educators will participate in the piloting and the blended course at the national level Other project results will be: -Exchange of ideas, good practices, methodology and pedagogical materials between professionals working in primary and secondary education and environmental organisations. -Improved skills of primary and secondary school teachers to give a multidisciplinary approach to teaching and integrate different subjects (STEAM).-Transfer of knowledge about different educational systems and perspectives. -Increased awareness of the benefits of upcycling to achieve a greener and circular economy and contribute to reducing the carbon footprint.-Raising awareness of the need for initiatives that help to combat climate change.-Encouraging innovation, creativity and entrepreneurship in different areas of educationIn the medium and long term, the partners expect the project to help: -Primary and secondary school teachers will improve their knowledge and skills to offer multidisciplinary, more practical and relevant training to the needs of the society.-The educational offer of primary and secondary schools will be more motivating for students, who will be better prepared to face the challenges of the future society, especially those related to the environment. -Primary and secondary teachers will improve their professional skills and, thus, be able to improve the teaching methods used in their schools. -Cooperation and synergies between organisations active in the field of primary and secondary education and environmental organisations will be strengthened.More specifically, it is expected that during the implementation of the project and after its completion, primary and secondary school teachers, other staff of schools and environmental organisations will:-Strengthen their professional competences and become familiar with tools and techniques to motivate their students.-Improve their knowledge of accessibility and the adaptation of the learning materials to the needs of the students. -Be able to offer better and higher quality educational programmes and activities.In addition, primary and secondary school students and their families will:-Be more motivated to learn and engaged in lifelong learning.-Be more active and engaged citizens in their community.-Become more aware of the importance of reducing the carbon footprint and, thus, contributing to fight against the climate change.-Become more aware of the importance of individual actions to combat the climate change.-Learn about upcycling and be able to use waste to make new products in a creative way, which will help reduce their carbon footprint. -Become agents of change in the fight against climate change.

<< Background >>It is extremely clear that the current socio-economic systems are no longer suitable for our society and for the Planet itself, hence the incumbent need for new educational patterns to organize the economic activity and promote a systemic approach designed to benefit businesses, society, and the environment.Young people will play a key role in the shaping of a sustainable future as stated by the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”. It is only with their actions towards sustainable development that they will be able to establish inclusive societies while also adverting the impacts of climate change, unemployment, poverty, gender inequality, conflict, and migration.Therefore in this scenario, the project ECO-CIRCLE: “Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at becoming a European new educational benchmark within the Circular Economy sector for youth, by creating a solid link and opportunities within the Social Entrepreneurship field, by promoting and enhancing socially inclusive and environmentally sustainable innovation through community learning and national and transnational collaboration.Thanks to the in-depth cooperation of a well-rounded International Partnership represented by 7 Organizations active in the field of sustainable development and youth education, non-formal learning and, with direct expertise on online and digital education as well as on Social Entrepreneurship and Circular Economy, Partners aim at creating a (PR1)Framework of Competences for Circular Economy, customized for Youth, Digital Youth Workers, Social Entrepreneurs and Educators focusing on the necessary set of knowledge, skills and attitudes, needed to navigate successfully the Circular Economy, (PR2)An interactive and cutting-edge Online Course for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy, capable to boost the needed skills for an eco-inclusive entrepreneurship and equip present and future youngsters and their social enterprises as well as small and growing businesses, with the necessary digital tools and resources to start-up and scale-up through the circular economy. And finally (PR3)An educational e-game (APP), with the aim of engaging, connecting, and empowering youth, youth workers, educators and social entrepreneurs, while learning about global and international development issues, with focus on the Sustainable Development Goals (SDGs) and thus becoming active and global citizens. Moreover, Partners will implement National Focus Groups (A2) with the aim of pilot testing the Project Results while capacity-building Youth workers, Social Entrepreneurs & Educators on their effective use, and thus multiplying the effect in turn, by promoting and training future eco-entrepreneurs. All Project Results will be shared with the main target groups via Final Multiplier Events (E1-E6).Main Project Target groups are:.Present and Future Young Social Entrepreneurs, Youth workers, Educators, Trainers, Facilitators, Teachers, Learners with interest in the topic of Circular Economy as a tool for Social Entrepreneurship..Partner organisations and their Staff.NGOs, Associations, Foundations, Youth Centers, Informal Groups of Youth, Non-formal training providers including SMEs, Municipalities, Development agencies as well as HEIs active in the field of environmental learning, entrepreneurship/social education, willing to test and incorporate the new training curricula into their educational offer. Furthermore, “wannabe agents of change” as well as other present and future social entrepreneurs not directly targeted by the project, will be also able to benefit firsthand from the project online training methodology and tools, which will eventually lead to a multiplier effect and an actual widespread socio-economic impact in Europe and beyond.<< Objectives >>Besides following the main recommendations of the EU Youth Strategy 2019-2027 EU Youth Strategy 2019-2027 of engaging, connecting and empowering young people, ECO-CIRCLE is aligned with the following Erasmus+ Programme common and specific priorities & objectives for the Youth field:-Promoting active citizenship, young people’s sense of initiative and youth entrepreneurship including social entrepreneurship-Increasing quality, innovation and recognition of youth work through capacity-building of youth workers on circular economy as a tool for a sustainable and more effective social entrepreneurship education with a more strategic and integrated use of ICTs and open educational resources (OER). -Environment and Fight Against Climate Change through the spread of awareness about environmental and climate-change challenges (among other SDGs).Linear economy approaches based on the take-make-dispose mentality are coming under increasing pressure because of their negative impacts. With this economic model the production of goods is at the expense of the productivity of our ecosystems while also jeopardising their supply, leading to ecological and economic disadvantages.The European Commission has adopted in 2020 a new Circular Economy Action Plan, one of the main blocks of the European Green Deal, Europe’s new agenda for sustainable growth. With a circular economy the aforementioned problems are solved. Greenhouse gas emissions are automatically reduced on a global scale, the application of circularity in the economy creates vital ecosystems such as soil, air and water bodies, the conservation of nature is systematically preserved by stopping the extraction and dumping mechanism. In addition to that, circularity has several advantages for the economy thanks to substantial resource savings and growth of employment with the adoption of new business models focused on reuse, repair, remanufacturing and sharing models.Moreover, from the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development” (UN DESA), it emerges the key role of young people in sustainable development as a driving force to achieve sustainable and inclusive societies while adverting the impacts of climate change, unemployment, poverty, gender inequality, conflict, and migration. Therefore, in this scenario the project ECO-CIRCLE aims to train and encourage young entrepreneurs to adopt sustainable business models, promoting waste prevention, systemic eco-innovation, eco-consumption, collaborative economy, eco-design and territorial symbiosis to create new jobs while contributing to the global Sustainable Development Goals and propel our world to a greener future.<< Implementation >>The project ECO-CIRCLE: “Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at promoting an innovative training methodology specifically designed for Youth, Digital Youth Workers, Social Entrepreneurs and Educators, that will empower present and future social entrepreneurs, by developing a flexible learning offer and e-tools when it comes to advance the understanding of eco-social entrepreneurship, identify opportunities and managing entrepreneurship policies and programs to further a circular economy in ways that respect ecological limits, empower people, and build community capacity.The Results set by the project and Partnership itself, will be achieved thanks to the in-depth cooperation of a well-rounded International Partnership represented by 7 Organizations active in the field of youth education, environmental learning, digital and financial literacy, social entrepreneurship and direct expertise on circular economy, representing 6 Programme Countries: France, Italy, Spain,The Netherlands,Finland and Slovenia.To do so, we have divided the activities leading to the production of Project Results, into the following Work Packages (WPs), to better define aims and deliverables, thus enabling a correct and efficient project implementation and workflow:•WP1-(A1) - Project Management & Implementation including Follow-up via a thorough Communication Strategy, supported by transnational and online partners meeting (M)•WP2-(PR1): A customized Circular Economy Framework of Competences for Youth, but also valid for Youth Workers, Social Entrepreneurs and Educators, focusing on the necessary set of knowledge, skills and attitudes, needed to successfully navigate the Circular Economy (Available in (EN/FR/IT/ES/NL/FI/SL). Based on the Framework, the following 2 Project Results will be developed.•WP3-(PR2): A customized Online Training programme (Available in (EN/FR/IT/ES/NL/FI/SL) designed for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy, capable to boost the needed skills for an eco-inclusive entrepreneurship and equip present and future youth and their social enterprises as well as small and growing businesses, with the necessary digital tools and resources to start-up and scale-up through the circular economy - including minimum 180 people (30 per Country involved) belonging to the project target groups that will register and benefit from the online course). Partners will also develop an Open Badges’ system which will allow participants to the online course to be awarded with an Open Badge after successfully completing each module and, a final Certificate at the end of the whole Online Course.•WP4-(PR3): ECO-app:e-game for ECO-Agents of Change, with the aim of engaging, connecting and empowering youth, youth workers, educators, social entrepreneurs, educators and adult learners, while learning about global and international development issues, with focus on the Sustainable Development Goals (SDGs) and thus becoming active and global citizen via Gamification (min. 150 downloads)•WP5-(A2): National Focus Groups, with the aim of pilot testing the Project Results while capacity-building participants on their effective use and benefits, Partners will involve 5 educators and 5 experts in Circular Economy & Social Entrepreneurship per Country (60 participants in Total)•WP6-(A3): Promotion, Sharing and Use of Project Results Plan (including the Exploitation of the results): not only includes the Sharing & Promotion Plan (SUP Plan) but also a multilingual project website and social media pages, multiplier events E1-E6 for which each partner is responsible for organising their own National Event (minimum 150 attendees among all Partners/Countries involved).•WP7-(A4): Quality Control, Monitoring and Evaluation<< Results >>ECO-CIRCLE:“Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at promoting an innovative training methodology specifically designed for Youth,Digital Youth Workers,Social Entrepreneurs and Educators, that will empower present and future social entrepreneurs, by developing a flexible learning offer and e-tools when it comes to advance the understanding of eco-social entrepreneurship, identify opportunities and managing entrepreneurship policies and programs to further a circular economy in ways that respect ecological limits, empower people, and build community capacity.Throughout 2 years of project implementation, the Partnership set the following results and outcomes to be achieved:•A multi-level project website available in 7 Programme languages & Social Media page (EN/FR/IT/ES/NL/FI/SL).•A Framework of Competences for Circular Economy, customized for Youth, Digital Youth Workers, Social Entrepreneurs and Educators focusing on the necessary set of knowledge, skills and attitudes, needed to navigate successfully the Circular Economy. At least 120 Online Surveys (20 per Country) will be answered by experienced youth workers/social entrepreneurs. Based on the Framework, the following 2 Project Results will be developed.•An interactive and cutting-edge Online Course for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy - including minimum 180 people (30 per Country involved) belonging to the project target group that will register and benefit from the online course (Piloting). Partners will also develop an Open Badges’ system which will allow participants to the online course to be awarded with an Open Badge after successfully completing each module and, a final Certificate at the end of the whole Online Course.•A multi-level e-game (app), with the aim of engaging, connecting and empowering young people and promoting youth participation and active European citizenship via gamification. (min. 150 downloads)•National Focus Groups, with the aim of pilot testing the Project Results while capacity-building participants on their effective use and benefits, Partners will involve 5 educators and 5 experts in Circular Economy & Social Entrepreneurship per Country. (60 participants in Total)•A set of 6 informal offline and/or online dissemination activities during project implementation: at least 6 informal dissemination events,complementing 6 final multiplier events (E1-E6): min.150 attendees in total.Moreover,after its completion,the project will contribute to generate the following minimum outcomes:-Building capacity and modernising youth work through innovation and more sustainable practices-Improved competences in various sustainability-relevant sectors, developing green sectorial skills strategies and methodologies-Improved levels of skills for employability and new business creation within the circular economy (including social entrepreneurship);-Improved competences and increased opportunities for the professional development -More strategic and integrated use of ICTs & open educational resources(OER) in education & training;-Openness to synergies with organisations active in different fields or in other socio-economic sectors; -Increased capacity and professionalism to work at EU/international level ;-Strengthened awareness about European identity and Active Citizenship & more “Agents of Change” among the EU through the spread of awareness about environmental and climate-change challenges (among other SDGs).Aforementioned minimum results &d objectives will be achieved thanks to an in-depth cooperation among the partners involved,supported by the Management,Communication and Implementation Strategy,Sharing & Promotion of Project Results Plan (including Exploitation Plan)and a consistent Quality Control, Monitoring and Evaluation of the project activities and results.

<< Background >>Cybersecurity has never been more important. Crafting security is crucial, particularly as 96%young people daily use the Internet (Statista 2020). While offering a galaxy of opportunities, the digital environment also has a dark side. Cybersecurity is at the forefront of the European Union’s efforts to build a resilient, green and digital Europe. In this respect, on December 16, 2020, the European Union has launched a new Cybersecurity Strategy, an ambitious document aimed at ensuring secure and reliable digital tools and connectivity throughout Europe, part of the broader EU digital strategy that aims to transform Europe in a global leader for digital economy. However, the discussion on youth is a very marginal point, while we believe that a specific strategy must be put in place, above all to raise awareness on cyber threats, build cyber resilience by youth organisations and orienteering young people in terms of cyber jobs. As reported, 2 million cybersecurity vacancies are needed in the EU and filling the gap is only possible by attracting more youth through youth organisations who are in close contact with them(Hartas,R et al.2021).Raising awareness on young people & youth organisations has also a very important root - Kaspersky Italy (2016) explains how 3 out 4 SMEs cannot find young people with enough cybersecurity skills and, after 4 years, UnionCamere & Anpal (2020) stated that cyber professions are the most wanted in Europe, and more efforts are to be done to engage young people.From the other side, we have involved more than 120 youth workers from Spain, Turkey, Italy, Bulgaria & Estonia in a survey to answer to their current cyber strategies and how they implement them within their youth organisations and it is apparent how almost none of them have any cyber security in place. Plus, according to our review, orientation on digital careers, specifically the ones on cyber security, is basically absent within youth organisations and the expected digital transformation of youth organisation has still a long way to go.So, we have decided to develop a joint project between cybersecurity SMEs and youth organisations to create the foundations for capacity-building youth organisations and at the same time raise awareness on cyber SMEs on the expectations and stereotypes that young people/youth workers have on cyber careers and cybersecurity in general.What is more, if cyberbullying has become more and more known, a wider discussion on scams, protection of personal information, strategy of data protection within youth organisations is still missing at EU level and a nonformal education approach is almost absent.As 2 million cybersecurity vacancies are needed in the EU and filling the gap is only possible by attracting more youth through youth organisations who are in close contact with them(Hartas,R et al.2021) and create a novel strategy that puts together experts and youth.<< Objectives >>As the major attention of different programmes has been on cyberbullying and on cyber hatred, we want to expand the scope of cybersecurity toward cyber-resilience by:1) Capacity-building of youth organisations in deploying effective organisational strategies on cyber security. To do so, we develop Project Result 1(PR1), in which we investigate on cyber security among youth organisations and detect the main tools/resources/strategies to develop a proper pedagogical competence frameworks as a supporting platform to develop innovative activities/competences of youth workers and orienteer them among the new professions around cyber professions.2) Training youth workers and young people through nonformal education techniques & simplified learning material to raise awareness on cyber security making the topic more appealing. To do so, by Project Result 2(PR2), we create an e-learning module for youth and youth workers to enhance their cybersecurity knowledge, resilience and skills via employing computer-based/mediated games by creating content-rich, engaging story that would motive youth through robust gamified learning experiences and new non-formal education activities through an innovative toolbox. 3) Improve digital skills/employability of young people by the direct confrontation between SMEs specialised in digital development/cyber security & youth organisations. In fact, by Project Result 3(PR3), we create a web application for youth empowerment through online gamified non-formal education activity, with the active support of youth workers & SMEs involved (co-develop gamified tool) where users will be able to interact and reflect/learn while playing.<< Implementation >>As activities we will be performing: PR1:-The definition of a participatory group of n.10 youth workers and n.10 young people to assess different cyber habits, like online purchasing, password saving, youth organisation internal rules on cyber security, data protection habits, etc- A Full map of existing cyber security tools & nonformal activities- Mapping activity on the cyber security jobs and domains for youth orientation on cyber security- A discussion on the main competencies on cybersecurity competenciesfor youth organisations- The co-development by youth workers and cyber experts through joint work of a strategy for cyber security & gamification pedagogy in cyber security within youth organisationsPR2The development of an e-learningmodule for youth and youth workers (as including nonformal education techniques& simplified learning materials) through:- The joint development between cybersecurity experts & youth workers & IT developers- Organisation of C1, PT1 to design & test nonformal education activities & design/test learning material- The organisation of online competitions on PT1/PT2 to review and engage in an attractive way young people toward the topics of cybersecurity PR3The gamification of the cybersecurity through the online tool of CYBERYOUTH is organised through the organisation of C1/PT1/PT2 & active co-design of youth workers, cybersecurity experts & digital developers. C1: short-term joint staff training to train youth workers in cybersecurity methodologies, design nonformal activities on the different areas of cybersecurity & capacity-build on the basic terminology/concepts ofcybersecurityPT1:online training of youth (to implementation/testing of cybergames in support of PR2) PT2:online training of youth (to implementation/testing of newly created cybersecurity web app in support of PR3) 3 Transnational project meetings (TPM) will help us to plan, monitor, execute, assess and evaluate the project activities from start to end.<< Results >>PR1 is both a guidance and a framework to introduce quality standards in cyber-security within youth organisations & capacity-build youth workers in deploying effective organisational strategies on cyber security and activities for and with young people. PR1 is constituted by:-The definition of a participatory group of n.10 youth workers and n.10 young people to assess different cyber habits, like online purchasing, passwordsaving, youth organisation internal rules on cyber security, data protection habits, etc- A Full map of existing cyber security tools & nonformal activities- Introduction to the cyber security jobs and domains for youth orientation on cyber security- A framework of competencies in cyber security for young people - A strategy for cyber security & gamification pedagogy in cyber security within youth organisations PR2 is an e-learning module for youth and youth workers (as including nonformaleducation techniques & simplified learning materials) to enhance their cybersecurity knowledge, resilience and skills via employing computer-based/mediated games by creating content-rich, engaging story that would motive youth through robust gamified learning experiences and new non-formal education activities through an innovative toolbox. It is the sum of a nonformal activity toolbox and of training content to introduce young people/youth workers to the topic of cyber security. PR3 is a web application for youth empowerment through online gamified non-formal education activity, with the active support of youth workers & SMEs involved (co-develop gamified tool). This will support the users to interact and reflect/learn while playing, to improve digital skills/employability of young people by the direct confrontation between SMEs specialised in digital development/cyber security & youth organisations. To plan, validate, co-design & test each project result, we expect to organise 3 trasnational meetings & 3 training activities (1 offline & 2 online). Among intangible outcomes of the project:· Improved collaborationbetween SMEs & youth organisations through cyber security capacity buildingof youth workers/organisations by cyber security experts· Improved knowledge on cyber security related jobs by young people & youth workers· More precise knowledge and awareness of cyber-security rules to be followed