The web, internet, is a symbol. It connects human communities and individuals across the boundaries of space and time. The Internet boom with all related digital tools have allowed in a tiny time span in Earth history to make humanity leap into a new era: the Anthropocene and, or, as some anthropologists indicate, the Digital Era. This is to say how digital tools have become unavoidable because of their accessibility, simplicity, usefulness and power. This project is therefore part of a context where digital education and training for citizens in Europe is essential so that everyone can emancipate themselves in this connected world. It proposes to develop transnational educational work on a digital educational issue little covered in the framework of ICT (Information and Communication Technology for teaching). Innovative, it aims to better integrate the ecological challenges of digital technology into educational processes. Did you know that today, if the Internet were a country, it would be the 3rd largest consumer of energy? Did you know that making a laptop computer requires the mobilization of 800 kg of materials? That on average, it takes 50 to 350 times their weight in materials to produce electrical devices with a high electronic component? These are some of the subjects that this project addresses. The challenge is big: in the world there are approximately 34 billion digital objects of which 19 billion new connected ones. These figures are likely to increase dramatically in the coming years. It is urgent to make citizens to have a vision of these issues allowing everyone to reduce their impact by learning if, how and when to use digital tools, starting at school, in a sustainable, economically, socially and environmentally friendly manner. The Ligue de l'Enseignement de la Loire, the Ligue de l'Enseignement et de l'Education Permanente de Belgique and the social cooperative Le Mille e una notte combine their various skills in order to offer European tools allowing college students, pupils more generally, but also teachers and school staff to access this information. For this, 3 productions were designed with the scientific and educational support from organisations with expertise on the field (, colleges, ADEME, GreenIT.fr, Shift Project, Electronics Watch, Oxfam, NEXT-Nuova Economia per tutti, ISS, ASVIS, AGRI-Island... ...). The 1st is a general information and practical advice booklet for wide distribution to a large number of establishments and school education personnel. 1,200 booklets have been edited and distributed in the various popular and formal education networks in the field of environmental education and digital education to which our organizations belong. Through a dissemination plan, we have ensured that this work is widely shared in our national territories and at European level via appreciated networks previously known. The informative booklet is available in French, Italian and English. The 2nd production is a set of educational pathways with 18 activities dealing with digital issues. Published and distributed in our three countries in 180 copies, it is downloadable on www.conscience-numerique-durable.org to be used by a large European audience. It targets college but can also be used with older and younger audiences. It develops in students different key knowledge and skills linked to European educational priorities in the digital field by promoting critical thinking and the development of social and civic skills. Despite adaptations linked to the Covid crisis, this production has been tested and evaluated with the support of colleges and teachers. Over 600 students have been reached and thousands more will be added through the editing and dissemination process. Finally, the 3rd creation is a training kit to allow teachers and educators to fully train themselves in this new issue. We provided the educational community with 23 self-training modules allowing them to acquire new skills in connection with the 6 educational paths planned for the classes. It allows everyone to explore specific subjects according to their needs (rebound effects, obsolescence, Maslow's pyramid, environmental issues, the planetary boundaries, global uses of digital technology, educational uses of the new technologies, the new rights and cybersecurity, the digital economy, the new sustainable economies, etc.). While evaluating the quality of these three productions, we have internally and externally trained more than twenty educators during the tests and dozens more during the final step of distribution of the pedagogical toolkit. This work has been enhanced by a continuous dissemination plan adapted to COVID constraints in each country. Remote events have taken place and the productions are freely shared to allow a lasting and major impact.

"The Ligue de l’enseignement de la Loire (France), Solidarci (Italie), and la Ligue de l’enseignement de Belgique are three non-profit organisations. They are active in the fields of formal and non-formal education and lifelong solidarity for all.We are committed to diversified mission statements, we share common competencies, we have peculiar and complementary qualities, but we all stand for the citizens’ education. We involve you in our project, as we share the idea that it is necessary to empower as many citizens as possible in their knowledge and clear representation of the organisation of their local territories which, like the pieces of a puzzle, all together compose the larger landscape of the Planet Earth.Every single piece of a territory, small or large that it be, correspond to a River basin. We also believe that if citizens learn to know their rivers, they will understand much better both their close environments and also the global society they belong to.Human Civilisations and activities took place around the Water, alongside the rivers which are arteries of connection amongst human communities, Regions and countries of Europe in our specific case. Water makes the co-operation between humans necessary.Through 163 educational tests with 5.613 European citizens we confirm that our audiences (children, adolescents, youngsters and adults) had a very tiny knowledge of their rivers and local territories and of the interconnection of their lives with the citizens of other River basins’ zones. Even the notion of “River basin” is quite unknown. We also confirm that there was no, before ""FGN"", pedagogical tools and illustrations sustained the educators (teachers, trainers, animators…) in their easy learning about their localities.The “Fleuves Grandeur Nature” project (FGN, Life Sized Rivers) achieved to develop a varied set of educational tools (the FGN toolkit) enabling awareness-raising initiatives, education and training actions towards young and adult audiences and thus to give them a global vision of the territory where they live. Starting from powerful illustrations of the River basins and of the life in these territories declined in a pedagogical toolkit and a digital space, we have created a wide set of tools usable by all and locally transferrable to other European countries. Those two versions (printed pedagogical toolkit and digital space’s resources) will enable the partners to target a large audience, children and adults, in formal and non-formal settings, inside and outside school.The width of our dissemination activities has been valuable and relevant everywhere with key National/International/Regional institutions such as Ministries and International River Basins, even if with different quantitative expected outputs as compared to the French Territory (as foreseen since the very beginning). European networks such as EAEA, EUCIS-LLL and platforms (EPALE, the Education School Gateway) have been equally mobilised at the end of the dissemination phase.180 educational toolkits have been edited and distributed over all the participating River basins so that tens of thousands of people are sensitized in the coming years. Eight posters representing 8 different River basins combined with several annexed educational activities (demography, biodiversity, landscapes, orientation…) to better understand our connection to the rivers have been released.Every toolkit is usable by multiple publics, settings and timing. A wide and in-depth evaluation plan showed both quality and pertinence of the project’s results. Close to 90 bodies regrouped together to lead to such a good result, whereas in 180 received the final toolkit. FGN is a true human adventure achieved beyond a spirit of co-operation amongst stakeholders of multiple horizons and scopes. Thanks to all!Nine dissemination events have generated a large, long-lasting impact. Nowadays, « Fleuves Grandeur Nature » lives through several partners in our three countries and abroad, thanks to their connections and to the European networks and platforms. Our European website www.fleuves-grandeur-nature.org makes it possible everybody’s access on a freeway and the web page: ""Discover a river"" enhances virtual journeys in the 8 landscapes represented. You will also find the full evaluation of our work, both internal and external. Do please contact us at the addresses indicated in the FGN website in case you are interested in applying FGN in your localities or if you aim to transfer it to another corner of the European Union, and/or of the World."

"<< Background >>The TRAnFORM.E.R. partnership decided to apply under this call in order to contribute to shape the “new European citizenship of the European Green Deal” in the actual critical, fundamental step of 2020-2030 decade to achieve the expected results of GHG emissions’ cut and the necessary greening of our economies and societies without leaving nobody behind.As the President of the European Commission, Ursula von den Leyen, said: “Regions, local communities, civil society, industry and schools. Together they will design and commit to a set of pledges to bring about a change in behaviour, from the individual to the largest multinational”.The strict timing obliges us to design focussed learning activities on climate changes addressed to tailor the informational, knowledge and competences gaps of the European adults, as they are the decision-makers.As the European Agenda for Adult Learning and other studies by the European Commission reveal (cfr. Education and Training 2020. Improving Policy and Provision for Adult Learning in Europe) it is key to increase adult learning provision involving more social partners and civil society in the making of it, as well as it is crucial to improve adult learning on the workplace.Data reported by the Commission show that the adults involved in learning initiatives have stronger civic attitudes and behaviours, especially developing new key-competences on sustainable development topics within the framework of the Council recommendations on key-competences for lifelong learning (2018/C 189/01).To-date, ex-ante research shows us that in the three partner countries (Italy, France, and Spain) of the project there is a lack of learning provisions in the issues of climate change and environment. While running their usual learning activities to adults, the TRAnFORM.E.R. partners have observed a high interest and need to get informed about climate change, biodiversity, environment, social inclusion rights issues. At the same time, the actual COVID-19 pandemic has brought to evidence a request of more citizenship science initiatives, as well as the desire of “stay in the Green”, as it makes feel better, with a rediscovery of healthy green activities and sustainable behaviours key-values in everybody’s daily life. To such an extent, TRAnFORM.E.R. will empower the three partners’ socio-educational staff as “agents of ecological and resilient transformation” to `prepare them to activate adult awareness and learning initiatives with the publics with whom they usually interact with.<< Objectives >>-Increase informed and active European citizenship by raising awareness, informing, educating non-expert adult public about European policies related to today's ecological challenges in the three partner countries and elsewhere in Europe;- Educate a non-expert adult public of operators of social networks (consortium, associations, forums, networks, platforms, etc.) of the partners;- Stimulate (empower) the approx. 800 social, educational, and volunteer workers in charge of the three partner entities, who operate daily in contact with the citizenry, to take on the role of ""agents of resilient ecological transformation"" and, cascading, hundreds more social workers from the partner networks and others reached online;- Contribute to widen the adult learning high-quality provision in climate change and related environmental and social inclusion topics tailored to be accessible for all adult non-expert public.<< Implementation >>The TRAnFORM.E.R. project will implement a comprehensive methodological, implementation and exploitation plan addressed to meet the needs of our identified publics of at about 800 socio-educational adult professionals and volunteers (and hundreds of colleagues in the wide networks of the partnership), responsible people of the associated networks, policy makers of public institutions in educational and environmental policies at all levels (local, regional, national, European, international). The plan consists of:-An implementation management and internal evaluation plan which encompasses: a) a comprehensive participatory transnational workplan to include monthly at-the-distance decision-making meetings backed up with internal monitoring and evaluation, as well as periodical transnational face-to-face meetings with also spaces of involvement of participants with fewer opportunities (Rom and impaired people); b) a best practice and case-studies European (and World-wide) research, analysis and description for educational scopes; c) the design of twenty-seven different learning activities tailored to meet several adult learning needs; d) the elaboration of a coherent whole of open-licensed audio-visual materials, such as short movies, podcasts, photo galleries, registered events, etc.; e) the final publishing of a European Guide for “Ecological Resilient Transformation” in four EU languages (Italian, French, Spanish and English).-All-embracing dissemination and exploitation plan focussed on various audiences, from local and regional not-for-profit, public, social partners and private sectors up to National ministries and networks, as well as to ERASMUS+ EPALE platform and European networks/organisations (EAEA, EUCIS-LLL, Volonteurope, the EU Bridging the Gap project...). The Plan encompass a whole set of measures and communication means, such as: workshops and events (webinars and presential), Internet (also a Youtube channel), social media, etc.<< Results >>The TRAnFORM.E.R. project is going to elaborate:Deliverables:-A trans and multidisciplinary learning methods due to form a series of coherent key-competences in natural sciences, digital issues, European social and civic eco-citizenship, learn to learn and entrepreneurship. We will apply learning pedagogies and methods (storytelling, photo-language, audio-visual witness and case-study context-based learning, best practice-learning…) inspired to the seven complex lessons in education for the future by E. Morin;-A set of twenty-seven new learning activities in the three main educational strands of: “Climate change, Water and Resilience”, “Climate change, Biodiversity and Resilience”, “Climate change, Inclusive cities, Minorities and Rights”;-Several open audio-visual learning (OER) contents to include: short movies (min. twelve), situation-and-case-or-practice-based photo galleries;-A European Guide in four EU languages (Italian, French, Spanish and English) for the “Ecological Resilient Transformation” edited in ecological paper and ink. The Guide has several parts including all the above deliverables, plus an European adult education introduction and a final Glossary, as well as a collection of handy kit of detachable learning materials to be used during the classrooms and/or in learning activities with adults.Other Projects results and outcomes:-Eight hundred of professionals and volunteers of partners’ staff who took part to some extent to the project learning contents creation and testing. Amongst them, twenty people with fewer possibilities participated actively in learning content creation. All of them acquired “new lifelong learning European eco-citizenship competences of the Green Deal” in the matters of climate change, environmental and social inclusion-related issues.-Other hundreds of professionals and volunteers operating in the not-for-profit, public, social partners, public officials who got informed and made aware around climate change issues and learnt some contents.-Policy-makers made aware about the necessity to improve in quantity and in quality the actual adult learning provisions in the climate change and environmental and social inclusion-related issues.-New behaviours activated as measured through the set-up of new initiatives on the grounds on the topics of the project by all the publics involved in."

"<< Background >>To act on a massive and collective basis in order to achieve the necessary social and ecological transition, the education system must continue its transformation by increasingly integrating education to the environment and to changes in field practices. The goal of our PACTE project (Sharing, Learning, Understanding for the Ecological Transition) is to deploy effective, free and widely accessible educational resources in order to allow school audiences (and not exclusively) to understand and to begin to act individually and collectively against climate change and more generally environmental degradation.According to the survey ""The exercise of the profession of school teachers through the prism of the work context and life courses"", out of the thousands of professionals questioned, barely 1 in 2 declares that they have ""sufficient and appropriate educational means"". According to the School Education Gateway ""Curriculum Redesign"" survey, in 71% of cases ""environmental sustainability"" is considered ""not at all"" to ""moderately"" taught in schools. The purpose of this ""PACTE"" project is to enable the Loire Education League, LEEP and Le Mille e una Notte to contribute to strengthening environmental education and sustainable development actions at school. This reinforcement is in our opinion essential to consolidate the ecological and social transition and overcome the current social and environmental challenges. The survey on ""Climate education"" indicates that ""Lack of training and resources are the main obstacle preventing teachers from including the subject in their lessons"". At the primary level, according to the survey ""The exercise of the profession of school teachers through the prism of work contexts and life courses"", out of the thousands of professionals questioned, barely 1 in 2 declares that they have ""sufficient material. and adapted "".<< Objectives >>To supply key resources to the educational community resources for the educational community, the aim of our project, will allow us to meet the needs of teachers and schools and thus make it possible to achieve environmental education and sustainable development extended to the largest number. By developing this project, we also wish to establish a link between the fields of school and popular education with scientific circles and local expertise in ecological and social transition to which we will testify.<< Implementation >>Through planning over 3 years, we will carry out partnership work with different educational and scientific players to develop 3 major educational resources. Their development will involve research related in particular to a diagnosis of territorial initiatives to be promoted because they stimulate positiv activities, a work of pedagogical construction of educational sequences and supports, graphic work and adaptation to cultural contexts. in our countries, a major testing plan with partner students and teachers, as well as editing of materials to facilitate deployment.This sequence will be accompanied by a permanent work of information on the project and finalize by the massive dissemination of our productions to the educational actors of our countries. Everything will be organized within the framework of an evaluation and continuous dissemination plan.<< Results >>In the end, during this project we will create 180 (60 per country) educational trunks including 6 key topics: Climate, water, biodiversity, responsible consumption and production, health and environment and eco-citizenship (including the social dimensions of the sustainable development objectives of ONU). Each trunk will be made up of our three major productions, which will be thematic animations and educational means for the class, online resources for webinars and / or distance work, as well as thematic educational posters for wide dissemination.During the project we will inform a thousand students and support the work of about thirty teachers. Also, this project will enhance the expertise of our staff and organizations."

The aim of this project is to help low-skilled or unqualified adults, identifying transverse skills that have acquired a long-term life span and have not validated either in their jobs or in their formal or non-formal education, and their further recognition according to the European Framework. It will be encouraged the self-knowledge, job placement or increasing European employment and mobility. The identification of these transversal competences will be done through a technological tool in web format and a mobile application, free and predictive for easy use. It will be carried out under a solid and technical design that ensures their correspondence with the European parameters and fundamentals and with the labor needs of the 21st century. This project is aligned with the Erasmus + program priorities for adult education: • Achieving high quality skills and competences: we support people to acquire and develop transversal competences, including mathematical and digital competences, to boost employment capacity, socio-educational and professional development. • Social inclusion: Through integrated and innovative approaches we will favor social inclusion, reducing the social diversity caused by training and unemployment. • Open and innovative practices in the digital age: We will develop a technological tool that can be accessible to everyone, on mobile devices and computers • Educators: Educators will be provided with the knowledge for the effective use of the tool being developed, thus updating their knowledge. • Transparency and recognition of competences and assignments: Through the framework that defines transversal competences according to the European Framework, we aim to facilitate employability and learning. We will connect the results of the project with the European Credit Transfer and Accumulation System. The target group are adults with needs of training (or learning), however other stakeholders will be involved in the project:-> Adults are the main beneficiaries of this project and will be those who collaborate in the realization of each of the IOs. A minimum of 500 adults have participated during the project in the elaboration of the IO. -> A minimum of 50 educators have taken part in the development of IOs. -> For the multiplier events, more than 100 participants have participated, including adults in learning situations, educators, leaders of training organizations and political agents and other stakeholders. Main activities established as IOs have been carried out. So chronological ordering reveals the structure of the process. IO2: Creation of a technological tool in web format to be used from any computer and in mobile application format so that it can be used from the mobile of any smartphone device. IO3: Have feedback and feedback from adults and adult educators of the mobile platform and application already developed. The methodology at all times has been teamwork and distribution of tasks. It is led and supervised by the University of Valladolid and by the head of each of the IOs. This methodology has been key in dealing directly with the target group throughout the project. All partners have been responsible for their tasks and active participation in each of the IOs. The expected impact on adults has been achieved. Currently, the importance given to transversal competences from employers is similar to technical competences - if it is not greater - but there were no control or valuation parameters. This project has achieved a tool capable of assessing the level of transversal skills of a person, allowing the feedback of information so that they can improve them. In the long term, through the use of this tool, it will be possible to increase the level of skills of the adult population, and more specifically of those adults with low qualification and difficulties in accessing formal education. In the same way, it will help to reduce the existing social differences produced by the lack of access to training before.