"The European Commission's 'Europe 2020' strategy for economic growth acknowledges lifelong learning and skills development as key elements in response to the current economic crisis. Meanwhile, the Council of Europe's resolution on a renewed European agenda (2011/C 372/01) for adult learning states that ""improving adult literacy and numeracy skills, developing digital literacy and providing opportunities for adults to develop the basic skills and forms of literacy"" are needed for ""participating actively in modern society"". At the same time, the European Union has been a global champion in reducing the consumption of fossil fuels to power its economy and tackling climate change, a policy that was confirmed when the EU joined the so-called 'Paris Agreement.’ The project “A Tale of Two Futures” marries these aims: the learning of key skills for adults to reduce the EU’s environmental impact. The project provided educators in the non-formal sector with the knowledge, basic skills and key competencies to train groups of people to take action on climate change and how to conserve energy and resources.The Surefoot Effect from the UK (Surefoot); Dom Spain (DS) from Spain; and VšI “Žiniu kodas” (Knowledge Code, ZK) from Lithuania were the project partners. Surefoot equips people with lifelong skills for sustainability by providing (i) space to think; (ii) time to explore motives and feelings regarding more sustainable lifestyles, and (iii) leadership that inspires action. This process has led thousands of people to successfully reduce their impact on the environment. DS is an adult training and development organisation delivering courses for adults: foreign languages, information technology, communication skills, leadership, employability, and enterprise skills. ZK is a non-profit institution with the mission to create an educated society and knowledge that would help reduce social exclusion and enable people to actively participate in the labour market.“A Tale of Two Futures” had three main parts or Intellectual Outputs. In the first part, partners have adapted the Carbon Conversations programme that has been successfully rolled-out in the UK over the last 9 years, encouraging participants to explore their values, emotions and identity to reduce their carbon footprint. New Country Guides in Spanish and Lithuanian reflect the cultural, economic, and social context of Spain and Lithuania for participants to make changes to their lifestyles in these two countries.The second part of “A Tale of Two Futures” has documented the stories of 392 organisations, governments, and companies that are saving carbon emissions from the EU and other parts of the world. These stories can be accessed at the project's platform at www.tales2future.eu which also includes the stories of 50 people who have taken steps to reduce their environmental impact in their everyday life. The third part of this project helped organisations to start new projects based on those documented. DS's work included workshops to teach children to grow vegetables at their school and working with adults to transform old, discarded objects into functional and unique pieces. ZK held workshops to show children how to grow and cook vegetables and liaised with the organisation Kampas 360 to invite people to bring clothes from home for recycling. Surefoot held workshops with various community groups to define growing, transport and reuse projects, for example, providing used wood for people to create new items and started a collaboration with United World Colleges to support offices in seven countries to reduce their environmental impact. The project included a photography workshop and exhibition organised by ZK and an online competition run by DS for participants to depict environmental and solutions to these and to climate change. This work has been documented in the “Carbon Handprints programme,” available to all on the project platform in English, Lithuanian and Spanish. All objectives set in the original application have been met and, in most cases, exceeded. For example, 353 people participated in the Carbon Conversations programme, exceeding the target of 256. Partners have also documented 392 projects saving carbon emissions instead of the initial goal of 200 and have additionally included projects from countries in Africa, Asia and Latin America. Overall, the project has saved an estimated 1,451.5 tonnes CO2e from the 822.6 that partners expected to save, or 76.5% extra.Recent events such as large fires in the Amazon and other rainforests and the premature melting or large areas of Greenland and Antarctica are making people from all over the world more concerned about the conservation of nature and willing to initiate activities that protect it. ZK and DS are now environmental education and awareness hubs in their respective areas and we believe projects such as ""A Tale of Two Futures"" could easily take part in every EU and industrialised country."

The main goal of this project is to connect European cultural heritage with human and environmental health. The objective of the project is to define walking routes and a recipe book to highlight European culture, promote exercise, mindfulness, nutrition, and work towards sustainability goals. The walking routes, the recipe book and all the activities associated with the project will be put into a mobile application and onto an online platform that people will be able to access from anywhere. The NHS recommends regular exercise, including at least 150 minutes of moderate-intensity activity a week - this project wants to link exercise with cultural exercise and also a healthy diet. Walking is low in terms of the environmental impact of the people who take part in it, as people are spending their time walking rather than other forms of transport, therefore encouraging wider sustainability goals. Walking is also an opportunity to practice mindfulness to foster mental wellbeing. The NHS states that mindfulness can lead to greater mental wellbeing. Walking is considered a form of mindfulness practice. Through the creation of a recipe book and participation in cooking workshops, participants will explore nutrition and sustainable food systems.The walking routes will be specified based on parts of well-established walking routes such as West Highland Way in Scotland and the seven official routes of the St. James Way in Spain. In October 1987, the most popular route of the St. James Way, the French Way, was declared the first European Cultural Route by the Council of Europe. The St. James Way brings people together and creates an atmosphere of intercultural understanding. The route has also kept small villages in Spain from becoming unpopulated. It is for these reasons that we believe a similar approach could also enhance the economic and cultural opportunities in other areas of Europe. The walking routes will also include information about wider sustainability goals, such as the importance of conserving water in drier areas such as Greece and Spain, and also natural resources, which will be one of the main innovative aspects of this project. The routes will also make an emphasis on physical and mental health and will include mindfulness activities for people to practice during the walks. Participants will be signposted by the mobile application to the local cuisine and recipes also available through the. Cuisine is also an intrinsic part of European culture and heritage, with recipes going back for millennia and learning about them will also provide an opportunity for participants to learn about nutrition and sustainable food systems. Lastly, the routes will allow for the inclusion of people with fewer opportunities to be able to do them too.There are four organisations in this partnership. The Surefoot Effect CIC, based in Stirling, UK develops programmes in the fields of environmental and climate change awareness, resilience and mindfulness. Surefoot will be the leading organisation and the partner responsible for the inclusion of sustainability goals in the different activities of the project. AbrazoHouse is based in the region of Cantabria, northern Spain and hosts an educational centre based in a complex built following sustainable architecture and food production principles. AbrazoHouse will lead on the creation of recipes that use ingredients that follow nutrition and sustainability guidelines. IFIKE is based in Athens, Greece. IFIKE creates new online digital technologies, including those focussed on neuroscience, to develop different educational programmes. IFIKE will develop the project platform and mobile application. Ziniu is based in the capital of Lithuania, Vilnius, and works in different learning programmes for youth, the elderly and people with disabilities. In this project, Ziniu will lead on the inclusion of people with fewer opportunities.The project will see the creation of 3 walking routes varied to attract a range of physical capability and make them available to as many people as possible, including people with fewer opportunities. The project will also create a recipe book with 40 recipes to show the local, regional and national culinary heritage of the UK, Spain, Lithuania and Greece and select them according to their nutritious value and sustainability criteria as recommended by the Food and Agricultural Organisation of the United Nations where the ingredients are produced locally, unprocessed, low in red meat and fish, and produce little waste. The project will hold 3 workshops to prepare people for the the walking routes and 3 cooking workshops to showcase the recipes.The project will work with adult educators and people working in the adult education field and will focus on those working in health, exercise, mindfulness, nutrition, broader sustainability goals and also those working in the use of online digital technologies and people with fewer opportunities.

Mental disorders are the fastest growing category of diseases health systems must cope with. During childhood and adolescence the development of cognitive, social and emotional skills goes through its crucial phases. Quality education promoting emotional, social and cognitive development of youth is recognized as the core tool for successful interventions for promotion of long term wellbeing and mental health. School is the arena where students engage with a broad range of meaningful experiences that helps them build their sense of identity, interpersonal relationships and develop emotional intelligence, resilience and self-control. Mental health and wellbeing of teachers is also of key consideration. Educators face a number of emotions when they relate to pupils, and continuous support is essential, together with professional development. Educators are required not only to teach their own curricular subjects, but also to support students whose personal, behavioral and educational difficulties may be rooted in their difficult situations (abandonment, displacement, social exclusion), social inequalities and emotional distress. It is fundamental to support educators by providing them with tools to foster the mental wellbeing of students, preventing and addressing behavioral disorders, self-destructive behaviors and long-term consequences, such as early school leaving.The ONCE UPON YOUR TIME project will develop and introduce to teachers and educators an innovative methodology aiming at enhancing students’ capacity to integrate skills, attitudes and behaviors that will help them deal effectively and ethically with daily challenges and to form positive identities.The objective is to provide tools and training opportunities for professionals and, by so doing, create educational opportunities that effectively support students’ mental health and wellbeing. The project aims at harnessing the vast educational potential of storytelling and biographical work to tailor it to the emerging needs in the formal education sector and provide a powerful and effective methodology to teachers and educational professionals. The project objectives are to:-reinforce the response of the formal education sector to current challenges and priorities; -develop training opportunities and innovative outputs to be disseminated across the formal education sector, to guarantee improved capacity and know-how of the teachers and educators;-create an innovative curriculum granting teachers and educators specific competences and methods to identify and support students’ identity formation and to address problematic behaviors and strong emotional responses;-create an innovative and inclusive educational approach promoting wellbeing and mental health of pre-adolescents and adolescent, with specific focus on students with fewer opportunities;-promote an educational approach to foster mental health through empathy, self-discovery and expression, creativity and innovation in pre-adolescents/adolescents and to support them in better understanding themselves and finding commonality with others;-promote a healthy framework at the emotional level in the classroom and educational community, creating a healthier and more effective learning environment.The main expected result is the creation of an innovative and specifically tailored educational methodology based on storytelling and biographical work to be used by teachers and educators in the formal setting, to work with students between 11 and 16 y/o, aiming at fostering their mental health and wellbeing to prevent self-destructive behaviours and early school leaving. For that purpose, the project will create 3 concrete Intellectual Outputs:IO1-THE POWER OF STORYTELLING - framework - a research on storytelling methodologies, their application in the educational setting and best practices in promotion of mental and social wellbeing of students, followed by creation of an advocacy document, aiming at promoting such methodologies in the formal setting. IO2-YOUR STORY-MANUAL - a Manual with practices and exercises based on storytelling and biographical work, tailored to the target group of pupils and students, promoting positive self-perception and mental wellbeing. IO3-YOUR STORY-Pedagogical Curriculum - an educational model tailored to 2 target groups of students at the age 11-13 and 14-16, providing teachers and educators with a well structured path to be implemented in a class. A series of activities is foreseen to facilitate the achievement of set of objectives:- 4 TPMs to facilitate the cooperation and bridge the work of different outputs- 1 Joint Staff Training to transfer the knowledge developed in the project to the professionals in the formal education setting- 2 rounds of MEs to disseminate the project results- recording of “Impact Stories” video with the testimonies of teachers and students participating in the activities, to promote the impact of the developed methodology

'People' and 'Place' combine to form 'Community'. People have connections with Places for many reasons. Communities are shaped by the Places in which they exist. Places are shaped by People, not always taking into account the protection of the Place. Communities are created by and of people and shape the people in them. This project will look at how the connections between people, place and community can create resilience. This project seeks to find resilience approaches or tools in each of these three areas, catalogue them and discuss and explore how each model, method, resource, technique or organisation can be used to promote resilience in the other two aspects and create a common methodology for resilience. For example, the principles of nature conservancy can be applied to fostering resilience in people and in communities too. Partners will review tools and research new resources where appropriate and each will focus on one of these three aspects. Examples of resilience tools are the 'Wheel of Life Technique' for personal resilience and the 'Community Resilience Tool' for communities. As an example, The Wheel of Life Technique for personal resilience will be examined for use in resilience work for place and community. Similarly, the processes used in nature conservancy for establishing resilience for ecosystems will be examined for applicability to people and community. The body of work and the tasks and activities, as well as the content created by the partners, will use specific experience from the UK, Greece, Sweden, and Italy.For 'personal resilience' the project will target people and organisations working in mental health issues, adult educators, coaches, youth workers, or community groups who address 2019 Erasmus+ Programme priorities of equity and inclusion by working with people with face mental health issues such as psychiatric conditions, and also with people facing social obstacles such as discrimination because of gender, age, ethnicity, religion, sexual orientation, disability, etc., people living a precarious situation, young and/or single parents, orphans and other people with fewer opportunities. For the resilience of 'places', the project will work alongside environmental organisations who prioritise the conservation of natural spaces that follow principles of environmental sustainability for the common good as well as the European Union's commitment to a 'A Healthy and Sustainable Environment for Present and Future Generations' (European Commission paper, 2014) and the Union's international commitment to reducing carbon emissions from the production of greenhouse gases as reflected in the 2015 Paris Agreement. People working in these fields often face ongoing stress from the challenges of protecting natural spaces and resources. People working in these conditions will benefit from carrying out work in personal resilience too. For the resilience of communities, the project will work with community groups that put community building at the centre of the activities they do and that can often become a field for people and places to build resilience together.The project will have an impact on how participants utilise resilience methods and approaches in any obstacles that they might face. At the end of the project, participants will show an understanding of 'resilience' and its connection to 'people', 'places', and 'communities' with specific examples from Sweden, Greece, the UK, and Italy. Participants will be able to understand how resilience methods and approaches might be useful to overcome difficulties in their personal life, the places where they live, and the communities and put a plan forward to do so in the area of focus they will have chosen during the programme, one for each of the 3 groups that will run in each partner country. At the end of the project, facilitators from the four partner organisations will also be able to use transferable skills in current or new programmes and projects. To complete the BfR Adult Education project, the team will produce the 'Breakthrough for Resilience Handbook' that will include videos as case studies from participants in Italy, Sweden, Greece, and the UK.This project follows a transnational approach because different resilient tools, models, methods and approaches have been carried and tested in different places by different people and different communities and having a wider pool of tools will increase the likelihood that participants will find one that suits their needs to address ongoing stress, difficulties and challenges. In turn, the partnership will deliver a comprehensive methodology for resilience that will consider examples from the four participating organisations and increase the availability of resilience tools.

"The European Commission 2014 paper 'A Healthy and Sustainable Environment for Present and Future Generations' speaks of the European Union's long-term commitment to sustainable development. This paper also states that ""Since the 1970s, the EU has agreed over 200 pieces of legislation to protect the environment. But legislation alone counts for little if it is not properly applied and enforced. The partners of “Environmental Learning Illustrated” wanted to contribute to the development of programmes that link adult education, training, and innovation in the digital era with the pressing environmental issues of our time. We would like to be at the forefront of the conversation and the transition to a low-carbon future using education as a tool, defining the channels and communication strategies to reach a wider number of people in various countries, and improving and extending the supply of high-quality learning opportunities for individuals in this field. To do that, we wanted to create an open e-learning programme where people can learn about the causes of climate change and what they can do to contribute to solving the climate crisis.The Surefoot Effect from the UK; Volontariato Torino from Italy; The Centre for Education and Entrepreneurship Support from Poland, and E.N.T.E.R. GmbH from Austria were the project partners. The Surefoot Effect (Surefoot) equips people with lifelong skills for sustainability by providing (i) space to think; (ii) time to explore motives and feelings regarding more sustainable lifestyles, and (iii) leadership that inspires action. This process has led thousands of people to successfully reduce their impact on the environment. Volontariato Torino (VolTo) is the Volunteer Support Centre of Turin. VolTo is an umbrella non-profit organization with 160 member organizations and a network of more than 1300 voluntary associations. VolTo works to provide free services (such as training, consultancy, planning assistance) to assist the voluntary associations in the Province of Turin. The Centre for Education and Entrepreneurship Support (CEES) is a non-governmental, non-profit organization that works in the field of youth and cooperates with businesses, universities, schools, enterprises and educational institutions. CEES promotes entrepreneurship to young people at school as well as to those who already run their businesses. E.N.T.E.R. GmbH (ENTER) is a European network and has more than 900 member organisations in 44 countries in varied fields and sectors. ENTER’s main objective is to provide a unique network structure for the dissemination and sustainable use of EU project outcomes.“Environmental Learning Illustrated” developed an online interactive learning platform for participants to learn about the cause of climate change and potential solutions according to four main themes: energy and climate change, food, transport and consumption and waste. These four main themes also included related topics such as climate justice, water consumption and environmental refugees. The programme included a 28-page graphic novel and 63 illustrations that served to convey the main topics covered.Under the principle that “people remember stories, not facts” partners wanted to add graphic content to make learning on climate change issues more memorable and more enjoyable and to engage with people for whom formal scientific learning is not optimal. This methodology also follows the work carried by Surefoot in which environmental problems are developed by letting participants explore their values, emotions and identity. The design of the programme was also based on information provided by 223 people on how they would like to see an online tool such as this one structured and developed.All objectives set in the original application have been met with over 50 people from each participating country taking part in preliminary surveys that informed the team on the best way to structure and develop the online course. Six people from participating organisations trained to develop content for Intellectual Output 01 under the guidance of two experienced trainers from CEES, and eight people from the participating organisations trained on how to communicate projects and activities that use storytelling and similar formats in order to facilitate the input ideas from the main topics of the project for the illustrations and the graphic novel. Finally, 416 people were happy to participate in the pilot of the e-learning modules.Recent events such as unprecedented forest fires in the Amazon and other rainforests and the premature melting of large areas of Greenland and Antarctica are making people from all over the world more concerned about the conservation of nature and willing to initiate activities that protect it. This programme has offered an opportunity for partners and a large number of participants to engage in these topics in a positive light to learn and support the alternatives that already exist."