The 2030 Agenda for Sustainable Development is universal, holistic and indivisible, with a special imperative to leave no one behind. The achievement of Sustainable Development Goal n° 4, which ensures inclusive and equitable quality education and promote lifelong learning opportunities for all, plays a central role in building sustainable, inclusive and resilient societies. While education in the 2030 Agenda for Sustainable Development is most explicitly formulated as a standalone goal (SDG4), it also has reciprocal linkages across the board. There are a number of education-related targets and indicators in other Goals, including health and well-being, gender equality, decent work, responsible consumption and growth, and climate change mitigation: that’s why, the Partner Organizations share the stance that education is a key enabler for sustainable development and are eager to explore its critical interlinkages with the other goals and targets set within the 2030 Agenda and how can the co-benefits be promoted and tradeoffs reduced. Although progress has been made towards achieving SDG4, the context is rapidly changing with ever new skills demands and many barriers to education access and educational outcomes remain in place, as remain challenges to the monitoring of achievements; this can present opportunities and challenges towards renovated learning environments, reinforced capacities of teachers and enhanced quality of education. This can be a decisive moment to take stock of how to accelerate progress towards SDG 4, and to affirm the significance of education to the rest of the 2030 Agenda; in fact, as education provides the means to transmit knowledge, values and skills across generation, enabling societies to set the foundation for thriving in the future, public awareness of the 2030 Agenda and the SDGs appear as highly relevant to different spheres of society as well as directly to communities, a step towards the next phase of implementation, fostering sustainable and long-term transformations, including through integrating SDGs into education curricula, is important.Especially in a rapidly changing world with technological shifts, global integration and climate pressures, educational needs are being called into question in terms of how learning systems match with constantly changing demands.Social, political, environmental and economic changes, as well as accelerated technological innovations, have profound implications for education and training systems. Accordingly, commitments are needed to support lifelong learning opportunities for all to ensure necessary competencies for personal development, decent work and sustainable development, with attention to climate change, adaptation and mitigation; i.e. education institutions are called to provide lifelong learners with the competences to be active citizens in democratic and sustainable societies, including efforts to promote education for sustainable lifestyles, Sustainable Development Goals and active participation, appreciation for cultural diversity, intercultural dialogue, solidarity and more peaceful, tolerant and inclusive societies. This requires attention to pedagogy, curricula, teaching and learning materials, assessments, initial teacher training and continuous professional development, inter alia.This strategic partnership is rooted on the need to exchange good practices as regards the so-called “2030 Agenda for Sustainable Development”, adopted by all United Nations Member States, in 2015, providing a shared blueprint for peace and prosperity for people and the planet, now and into the future, rooted on the 17 Sustainable Development Goals, as an urgent call for action, in a global partnership. The Agenda recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth, all while tackling climate change and working to preserve oceans and forests.In this perspective the Partner Organizations are willing to center their common key needs and goals:- to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Sustainable Development Goal 4), further strengthening international cooperation in adult education;- within this shared global vision towards sustainable development for all, gaining those competences which can help make the 2030 Agenda a reality also in their contexts;- recognizing how a broad ownership of the SDGs have to be translated into a strong commitment by all stakeholders and especially by those entities who can spark actions locally and nationally;- highlighting the role of education as a standalone goal (SDG4) in the 2030 Agenda for Sustainable, while at the same time investigating its interlinkages and interactions with all the remaining Sustainable Development Goals.

"The organizations joint in the Mediterranean Youth versus Climate Crisis (MeYou project) believe that protest alone is not sufficient to address the climate change challenge. The Mediterranean basin is one of the hot spots of this global crisis: according to the priority of the ""European Youth Forum"", in which applicant and some partners of this project have members, we seek to empower young people as agents of their own sustainable future. In this perspective, the direct consequence - as NGOs, associations, movements working with and for young people - is to build, each doing their part, the new ""art of togetherness"" (cit. Alexander Langer). The objectives of the project are to raise awareness among young people and communities about climate crisis, to facilitate and encourage exchange of good ecological and nonviolent practice among NGOs, institutions and stakeholders, to support youth leaders in fighting climate crisis with nonviolent methods and to promote transnational youth-led initiative and nonviolent actions at European and regional level about climate issues. 14 participants from 7 organizations will become “Climate Ambassador” within their organizations, gaining useful skills to facilitate and encourage the exchange of good ecological and nonviolent practice among NGOs, institutions and stakeholders. At least 21 youth leaders and 7 volunteers, trained on climate issues and nonviolence, will connect and empower those who in the Mediterranean area are committed to the fight against climate crisis, making them capable to launch nonviolent campaign, to make them acquire personal and relationship skills. The young people reached by the activities will raise awareness about climate change, its causes and effects, enhancing their participation in local activities related to the aims of the project, designed with nonviolent method. Thanks to the realization of the transnational “How to build peace among humans” training meeting, it will be possible to implement multiplier events at local level, to implement and validate a replicable training model at various levels and in various contexts, to connect and empower the link between youth leaders of the Mediterranean area engaged in the fight against climate change, to enhance the use of nonviolence methods to address injustice among young people and organizations and to increase at local, Mediterranean and European level the support of organisations and stakeholders to youth leaders and youth workers in the field of sustainability. Three modules will be deepened: 1) Peace within (encouraging self-reflection and development of critical self-inquiry, mindfulness, empathy and compassion). 2) Peace with the nature (ecological sustainability, respect for other living creatures and climate disarmament as a requirement for stability and peace);3) Peace with others (social participation, advocacy and engagement in society, how to set a nonviolent campaign); These themes will be explore through talks by experts and practitioners, working groups, creative workshops, peer sharing, etc. using the great heritage in this field by Movimento Nonviolento. Methods will follow the principles of experiential learning and nonviolence and will be participatory and learner-centered. The project will include the exchange of good practices (internal and external), the establishment of a network at Mediterranean level to raise awareness and empower young voice against climate crisis, the training of youth leaders of each participant country on climate issues and nonviolence, the development of a Mediterranean youth-friendly web portal with all kinds of educational material and guides on climate themes and nonviolent actions, 1 training manual, translated in every language of the participant organizations, for workers in the field of youth and environment, youth leaders and volunteers on the use of nonviolence in addressing climate crisis and social injustice, the creation of a network at Mediterranean level to raise awareness and empower young voices against climate crisis to voice in the final conference in order to share the experiences in the European Youth Forum and other European level network, website and social pages of the project that link to the European web portal able to launch communication campaign. The added value of the Partner Country neighbouring the EU, NYC, among the variuous tasks ascribed, is being the official partner of Tirana Municipality in implementing the European Youth Capital 2022, and the Final & Sustainability Meeting will be held there. Through various programs, its cultural, social, political and economic life, as well as development programmes for young people, will rise in the year following the MeYou project. As the youth stakeholder who will coordinate this initiative in 2022, the partner has the potential to implement the MeYou campaing, ensuring a larger outreach of the project during the EYC 2022, and for years to come."

The EU has defined smart and sustainable growth as one of the priorities (EU Strategy 2020). An essential part for reaching these priorities is innovation. Innovation structures and support measures are being established and provided at the EU and at various levels in its member states. However, recently there is more attention to bottom-up rather than top-down innovation: for example, innovative, new business and project development which is based upon ventures from creative and business class: students from universities, technical, art and business schools. This approach has been employed in several places and has a good innovation potential. The project is based on the knowledge transfer idea from countries where there are established efficient, bottom up innovation structures and platforms, such as in the Netherlands and Denmark. The partners who represent countries with lower innovation capacities (Latvia, Estonia and Cyprus) wanted to learn from this experience, test the approaches and establish similar labs in their countries.Project objective was to raise bottom-up innovation capacity for the benefit of sustainable and socially responsible growth in Estonia, Latvia and Cyprus, based on the experiences from Denmark and the Netherlands. To reach the project aim, the project defined the following sub-objectives:1) To learn about student based innovation labs in the Netherlands and Denmark;2) To transfer, mutually learn and disseminate knowledge about student based innovation labs;3) To establish cross sectoral, student-based innovation platforms (Innovation labs) linking universities, intermediaries (innovation and sustainability agents), local industries and stakeholders; 4) To link education with practical innovation projects by engaging university students and teachers to work on practical, multidisciplinary sustainability and social issues on the selected practical issues, creating together new innovative projects or ventures which benefit the issues of sustainability or social challenges, as a part of their bachelor or master education;5) To develop and carry out 4-5 student projects for Innovation labs in each partner university;6) To disseminate project results.Regarding number and profile of participants, there were 8 organizations in the partnership: Foundation for Society (FS, NGO, Latvia); SEI Tallinn (SEIT, NGO, Estonia), Interfusion Services Ltd (IFSS, SME, Cyprus); Vidzeme University (VA, university, Latvia); Sticthing NHL (NHL,university, the Netherlands); Aalborg University (AAU, university, Denmark), Cyprus University of Technology (CUT,university, Cyprus) and Estonian Academy of Arts (EKA, university, Estonia).Description of activitiesThe project carried out preparatory, implementation and dissemination activities: feasibility studies, prepared innovation lab (further – innolabs) development plans for universities; run staff training and study visits to the NL and DK; established innolabs in operation and tested them by running student projects in LV, EE and CY universities; run various dissemination and engagement activities, such as workshops, presentations; conference; website, student project contests and others). Each innolab in partner universities in EE, LV and CY run its first round of student innovation projects. Two methodological materials for establishment of innolabs and running them in universities have been produced.Results and impact attained- The innovation capacity has been raised in LV, EE and CY by establishment of innolabs in these universities, raising the competitiveness of the participant universities of their staff and students, the local regions, and the clients and stakeholders of these innolabs;- New knowledge generated during staff training events;- New business opportunities and creativity has been promoted and new links and relationships with clients of innolabs established;- The students have increased their skills of working together, producing results, presenting their results which shall help them into their working lives; - Sustainable innovations - emergence of innovative products, services, initiatives have been generated, for example, a product for Sports Ident company was produced by the VA student team,- Methodological materials produced will help other innolabs to be established and to be improved.Potential longer term benefits are achieved through ensuring the continuation of the innovation labs operation in future. This has been achieved by the top-management approved innolab development plans in the universities of LV, CY and EE. Therefore it is a well-grounded expectation that established innolabs will continue to work in future and will result in new, innovative activities, products, services, spin-offs and start-ups, thus raising innovation capacities, economic attractiveness and sustainable development of local regions and stimulating bottom-up innovation for the EU organisations at international level.

Today, the internet usage rates among children/teenagers are growing at an uncontrollable speed. Considering that these children were born into this ‘information age’, it is inevitable that this virtual world affects real life more and more each day. This kind of high usage rates brings about risk factors besides its positive contributions and numerous benefits. Recent studies also show that although children and teenagers are encouraged to use information technologies effectively, they don’t receive satisfying education on how to protect themselves from the harmful aspects of the internet. Cyberbullying is not the most common problem that children face while using information technologies, but it is one of the most serious ones as it leads to long term negative effects like psychological problems, violence, absenteeism and early school leaving, poor marks, and poor social skills on children. Cyberbullying is repeated verbal or psychological harassment carried out by an individual or group against others on the internet base. With this project, the partnership is planning to raise awareness of the society and to provide core knowledge and guidelines which can help students, parents, and teachers for avoiding the undesired results of cyberbullying. The project also aims to reveal different ways of motivating and engaging teenagers in safer use of internet. Our target group is 9-16 ( it was changed after the need analysis ) aged teenagers of which the majority consists of school age children. So as to reach these objectives. The partnership consists of Afyonkarahisar Provincial Directorate for National Education (TURKEY-coordinating partner), Turkish Ministry of National Education -YEGITEK (TURKEY), University of Manchester (ENGLAND), Konsulent Øystein SamnØen (NORWAY), Interfusion Services Limited (CYPRUS), Artemisaworld S L (SPAIN), Kominikujeme OS (CZECH REPUBLIC), CEIPES (ITALY), Universidade de Coimbra (PORTUGAL). As for the main activities of the project, making a literature review in order to build a comprehensive approach on the subject matter, conducting a needs analysis that provides a diagnosis of the current situation, risks, problems, and the requirements of online teenagers, parents, and educators, applying a study(questionnaires/surveys) on the target groups about the internet usage attitudes, digital literacy, online safety measures, awareness of cyberbullying, effects of cyberbullying, reactions on cyberbullying, organizing seminars for teenagers, parents, and educators, forming a project website, forming a blog or a facebook group, conducting national and transnational conferences, running a campaign against cyberbullying, preparing a guidebook for parents and educators, preparing a handbook for teens, creating an ICT tool, managing and monitoring activities, assessment and evaluation activities, and dissemination activities can be listed briefly. The impact of the project on the participants and partner organizations has been the development of extensive knowledge and experience on the field, improving cross-cultural dialogues, improving individual and institutional administrative and communication skills. Awareness of teenagers, parents and educators have been increased on the concept of ‘cyberbullying’, digital literacy of the target groups has been improved, a perspective of precautions and safety measures against cyberbullying have been acquired by the target groups, low school success, absenteeism and early school leaving related to cyberbullying have been minimized, a reference guide has been created on the field, and a great effort has been made to build a safer digital world for children.Through BECYBERSAFE, the partnership wants to create a set of approaches and strategies within the EU's vision based on different ways of motivating and engaging teenagers in safer use of internet. BECYBERSAFE serves as a prevention tool for teenagers; an advisory guideline for the educators and the parents.