YETI (Youth Environmental Training Initiative) aims to be the first partnership aimed at going all the way in collecting environmental / sustainable energy good practices, developing them into coursework material, make the latter available to teaching institutions and finally testing and delivering the outcome of the coursework developed. Whereas other energy / environmental related courses are fundamentally based on theory, YETI will be able to take REAL WORLD practices, develop teaching material, deliver the aforementioned coursework and re test it in the real world, making one full circle and greatly enhancing the skills and knowledge of the groups being targeted.There is presently a short coming in emphasis on sustainable use of energy, resources and the environment within most educational systems. Especially when it comes to real world applications. As a matter of fact where teaching coursework exists, it fails to successfully stimulate the individual to link the theoretical approach to real life scenarios.With the upcoming Europe 2020 targets, the partners believe that a shift is required from text to deeds. It is crucial to target the young adult market since otherwise many school leavers will never have the opportunity to orient themselves in a Europe (and ultimately a world) where the word sustainable is becoming increasingly common without however the skills and actions to back it up sufficiently.YETI requires a mix of technical experts in the field of environment and energy, with a mix from the academic and the manufacturing scenarios to incorporate the best of both worlds into the final project deliverable. Moreover for the project to be successful institutions that are proficient in pedagogical field need to be on board for further enhancement and delivery of the coursework being developed. Finally YETI takes a totally unique and different approach to any other project in the sense that it goes a step further by recruiting a municipality amongst its partners to ensure the practicality and real world applications of the material being developed. Moreover, the municipality also ensures maximal target reach of youths in their regional area. All partners have been carefully selected in order to fall into one or ideally more of the above categories. The partner selection gives a perfectly balanced mix to the equation in order to achieve an international panel of skilled experts across the required board. Such a strategic choice is also the key behind our confidence and commitment that the project has the right ingredients to be successful on all proposed grounds. The partnership aims to be clearly and logically structured with Partners divided into 3 specific sub groups being: Technical experts, Teaching institutions and Municipalities. Thus the role of the partner is carefully orchestrated from the very beginning and is not a matter of random allocation, but a matter of categorizing available strengths and resources and making use of the latter accordingly.Moreover the project is well structured in Phases (1-4) as follows: Phase 1 - Good Practice gathering exercise Phase 2 - Course work development phasePhase 3 - Practical testing phasePhase 4 - Dissemination phaseThe project aims to deliver various concrete results including ready to use course work targeted to the youth population in Europe. YETI works with youths in piloting the training course and will tailor make the content based on feedback received from all the youths involved in the project. A clear ideology, structured and modular project phases and a balanced partner mix are the winning ingredients that aim to make YETI a recipe for success.

The health state of the population is one of the largest challenges of today’s society. Statistics shows that dramatically increases physical and mental illness across different groups of population. In this project partners - representing the civil society - will show responsibility and take action! The project target group not only adult learners but also:1) Young people with lower education, those with physical, mental and learning disabilities or poor mental health;2) Persons with reduced activity and mobility due disability;3) the long-term unemployed persons; 4) the inactive; elderly persons.The another target group - people affected by stress and poor well-being. They are not recognized as vulnerable, but the Project could help them to improve the quality of life. Partners from different regions with different experience in adult education field will work together to implement the project to transfer a new approach to how to improve public health for adult non-formal educators. The new, innovative training modules will be created for the target groups based on DoubleHUG model primary developed in Denmark and ABC program primary developed and implemented in Australia. The training modules for adult educators will be provided together with the Double HUG approach and ABC program manual. The outcomes four different training module, one general training module, manual could be used as the whole complex or separate by the target group. Project as result will provide a comprehensive Health Learning Training module in 4 Languages (English, Danish, Lithuanian and Portuguese) which will be accessible to professionals working with the project target group people helping to make a significant and positive impact based on expert best practice All the mobilities participants andoutputs creators are teachers - adults educators in participating organizations having a long term experience in the training providing. It is envisaged that 170 of participants will be directly affected by the project. As development of the modules for the courses is an ongoing process more persons from the target groups and professionals will benefit applying the products of the project. The project is important not only for project promoters or personal participants, but also to the society they represent, local communities, municipalities and finally on the country and European level. The project activities encourage citizenship and active participation, and stimulates tolerance and awareness of the community including more sustainable development of our society. The core principle of the methodology of carrying out the project is clear management and division of responsibilities amongst partners. The result of the project will be training modules on Health lifestylelearning. It is expected that those courses will improve the quality of training process as well as will be innovative and inclusive for each target group. Project results will be disseminated among other adult learners establishments for usability. The new approach and innovative training will be attractive for target groups and will help by the reducing health inequalities for mentioned above target groups

The UN Convention on the Rights of Persons with Disabilities (UNCRPD) requires to enable persons with disabilities to have effective access to general technical and vocational guidance programmes, placement services and vocational and continuing training. Vocational education is the most common choice for people with disabilities (especially, the ones with intellectual disability) after school, because only a few have the possibilities to reach for higher education. Unfortunately, in most of the countries vocational training system for students with disabilities suggests possibility to gain profession only in special classes; learners who prefer inclusive training report to lack supportive services. The context minded while designing as well as implementing the Project meets the modern approach of inclusive education and vocational training, stating that every student is able to study with the timely provided adequate support. Attitude of inclusion is in line with the provisions of UNCRPD and it says that the educational environments should be flexible and transformative and adjust to the individual needs of a person, not contrariwise. The objective of the Project was to increase accessibility to Vocational training and Higher education for persons with special (individual) needs and/or intellectual disability via (1) developing of applicable training module meeting the special needs of all students, (2) support means and information provision to the pedagogues dealing with persons with special (individual) educational needs. The core principle of the methodology of carrying out the project was clear management and division of responsibilities amongst partners. The following activities were performed: (1) Setting the outline of the training modules taking into consideration expectation of both pedagogues and trainees’ communities’ expectations, cultural and socio-economic factors of each of participating countries was led by Lithuanian partner; (2) preparation of draft training modules, setting its structure and content was led by two UK partners; (3) description of the training modules including good practice examples was led by Estonian partner; (4) preparation of the material for trainers/pedagogues – disability etiquette – material including ethical dealing with persons with different kinds of disabilities was distributed according to the specialisation of partners (kind of disability partner mostly deals with); one additional topic, not envisaged initially (on Autism Spectrum Disorders) was included; (5) Evaluation (practical probation) of prepared training modules was performed in two stages: 5.1. round table discussion to get the feedback of professionals as well as trainees were led and summarized by Italian partner; 5.2. practical probation of prepared training modules applying it at the vocational training institutions was led and summarized by Latvian partner; (6) elaboration of final versions of the training modules according to the findings of probation was led by Greek partner; (7) conclusions and recommendations for vocational training specialists and practitioners were prepared jointly by the partners under coordination of leading partner. Seeking to pay attention to the problematics in the field of vocational training of persons with disabilities, dissemination and publicity activities were organized or Project presentations were included into other events and activities of Partners’ organizations. Due to the abovementioned activities the following results and impact was attained: (1) the needs of learners with disabilities as well as of educators to reach the inclusive training were defined; (2) the necessary knowledge provided to the educators; (3) strengthened national cooperation between sectors as well as transnational cooperation and best practice transfer amongst European countries; (4) based on the defined needs official position requiring improvement was formulated and delivered to the policy makers (Ministries of Education and Social Affairs); (5) some of issued recommendations included into Vilnius University disability awareness strategy “University Open for Everyone”; module also included and presented at inclusive education events and in other countries. Overviewing the longer-term benefits worth to mention awareness raised and increased sensitivity towards learners with disabilities and special needs. Received feed-back from the educators revealed that discussions, knowledge gained via training module facilitated to introduce more personalised view – individualised approach towards each situation of a learner with individual needs. These benefits contribute to making vocational training system more open for persons with individual needs. The project is important not only for project promoters or personal participants, but also to the society they represent, local communities, municipalities and finally on the country and European level.