"The project “Cooperation for social and civic competences’ innovative education” rose from the initiative of Fundation of Support for NGOs UMBRELLA (PL), Czech Council of Children and Youth (CZ) and Lithuanian Youth Center (LT). The project idea was born out of a need to improve the methods of educational youth work in order to engage young people in local community activities, active civic and democratic participation such as volunteering, membership in NGO’s, youth councils as well as using Internet as a way to civic involvement. To answer those needs, we have established a partnership composed of non-profit organizations and public institution with different experiences and expertise in youth education sector in order to provide youth educators with knowledge, methodology and attitudes to make their work in described area more efficient. Precisely due to the project, we involved young people as experts in solving problems that affect them and their peers.The project has following objectives:- to promote empowerment, participation and the active citizenship of young people- to support young people to put their ideas into practice with a view to tackling challenges and problems identified within their communities- to internationalise youth work, professionalise those who work with youth and to develop their competences- to promote stronger coherence between different EU and national transparency and recognition tools, so as to ensure that skills and qualifications can be recognised across borders.To achieve this goal partnership developed, tested and approved Social and civic competences’ innovative educational pathway, with following aims: 1) raising the level of skills that will be useful/helpful for youth to their social involvement/participation (such as self-confidence, leadership, understanding the codes of conduct and manners generally accepted in different societies and environments, ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, to feel empathy, how to be capable of coping with stress and frustration and expressing them in a constructive way, attitude of collaboration, assertiveness and integrity, overcome prejudices and to compromise), 2) motivation, support and encouraging young people to engage into initiatives groups, non-governmental organizations, volunteering, youth councils (on different levels: district, municipal, region etc.) and other bodies to act socially for the local communities; how to identify, diagnose or just name challenges and problems of their social environment, how to put their entrepreneurial ideas into social practice (ex. presentation of project methodology), 3) motivation, support and encouraging young people to use interaction via the Internet and its services (on emphasis on social media) to their social involvement/participation, to use the potential offered by this form of civic involvement for mobilizing the interest and commitment of their peers and to involve a much broader constituency of youth, including unorganised ones. Crucial in the pathway will be emphasis on work with young NEETs (young people not in employment, education or training) or young people with fewer opportunities and combat social exclusion. Workshops resulted in involvement of youth into social activities for local communities. For the entire period of project implementation, partnership realized crosss-sectorial activities (management, monitoring and evaluation, communication, dissemination, reporting). To work out the Intellectual output of the project, partnership worked by method “Step-by-step”: 1. Realizde “state of art” research 2. Designed and developed Pathway 3. Realized pilot testing among youth 4. Improved the output 5. Disseminated and exploited resultTraining activities that were implemented: - Three short-term joint staff training events (for 15 professional each) in every partnership organization to exchange practices on how to work with young people - Three blended mobilities for youth (for 15 learners each) to involved them as experts in creation of the Intellectual output.Final results of the project are following:Rezultay końcowe projektu to:1) electronic publication ""Pathways. How to build educational activities for young people that are truly grounded in their social and civic lives""2) printed publication ""Pathways. How to build educational activities for young people that are truly grounded in their social and civic lives""3) mobile application for youth educators which contain a set of methods for non formal education of young people for social and civic competences development."

"<< Objectives >>This project includes studies on the priorities of combating environmental and climate change and creating skills development and ensuring quality improvement in adult education. With the implementation of this project, it is desired to make a positive contribution to the environment and climate change by re-evaluating waste recycling, especially in artistic content, and to create awareness about environmental awareness.<< Implementation >>1- International meeting / Discussion and Exchange of Good Practices in Turkey ""To raise awareness about environmental protection and waste recycling"" 2- International meeting / Discussion and Workshop in Lithuania Workshop on ""Recycling handicrafts and waste"" 3-- International meeting / Training module and design in Croatia Spain ""Recycling of Waste with Handicrafts and Ecological Solutions"" 4 - International meeting / Exhibition in Spain<< Results >>With the activities to be carried out, it was ensured that the wastes were re-evaluated with the Eco Art logic and awareness about environmental pollution was created.* It has been ensured that formal education students and teachers focus on a subject that cannot be provided with time and opportunity due to the formal education curriculum. * A sense of social responsibility developed on the public and NGO managers and employees. * The creativity of housewives in using waste has improved. * Onli"

The formal education system cannot meet the need that the fast developing world we currently live in both in terms of employment and civil skills. The World Bank has released a report in 2018 (which was a base for this project) with the key messages: -Schooling is not the same as learning. -Schooling without learning is not just a wasted opportunity, but a great injustice. -There is nothing inevitable about low learning in low- and middle-income countries. On the other hand there is the non-formal learning to compliment the formal education system but still, the skills acquired outside of the formal education and training system are often not documented or formally recognised. With this project we believe we succeeded to: 1. To create an environment and int. network where good practices are further developed and shared among the partnering countries and across Europe in the field of non-formal education happening in the formal education system (outside the regular curriculum) addressing and developing life skills that are critical for the personal and professional development of the young people in Europe, through developing youth workers, teachers in the community. 2. To identify which are the key competencies teachers should develop in order to be successful youth workers in the schools and be a driver for extracurricular activities and social work, that compliments and further develops the non-formal learning in the school. 3. To collect, structure and disseminate good practices in the field of non-formal education that support the school vision for development as a centre for learning and personal development, where the non-formal learning has part. An online handbook containing good practices of the non-formal learning that happens in the formal education system, was developed and distributed to schools in the network of the partners and organisations all partners are working with as well as is available for all others to promote the non-formal learning, its validation and necessity in order to develop key life skills in the today's young people. We have organised and delivered 4 short term training activities attended by 61 youth workers (also teachers), who have further explored the non-formal learning happening in the school and strengthen their competencies and motivate them to be role models for their colleagues. These 61 teachers-youth workers have been multipliers, motivators and inspiration for at least 1 000 more, while working with more than 500 youngsters directly, providing them quality non-formal learning. Well-structured and diverse short term training activities were developed and agreed with the 4 partners, which aimed first to give space to hear and see good practices of the youth workers development and support in the schools, as well as stimulate a fruitful discussion regarding the key lessons and preconditions that the non-formal learning need in order to happen in one school. The methodology was both based on the “The Duke of Edinburgh’s international Award” framework, with 60 years of experience, working in 130 countries and the non-formal methods which stimulate discussions, experiential and peer to peer learning. The impact of the direct participants was that they were equipped with knowhow, specific approaches and real experience in the field of youth work that can be performed, resourced and facilitated in the schools. They are better qualified youth workers, that can work with young people and support their personal development outside the regular school curriculum, based on the experience, dissemination activities and have contributed to the awareness for the youth work specifics and importance on local, regional and int. level. The 4 partners have built their org. capacity and now have new methods and approaches in order to widen the program and reach even more young people offering quality non-formal learning experience and validation of skills and competencies gained through it. Even more they have the infrastructure (tools, working youth workers) that will ensure their work in the field in the future. On international level the 4 partners have presented the results within their national network, with other org-s and schools, as well as with all 130 countries, where the Award works, through internal social platforms, regional and online meetings. The longer term benefits can be listed as: - Raise the awareness that “Learning does not happen only in the classroom” and the teachers are good and reliable youth workers, that can address specific learning needs by the non-formal learning; - Standardise and working good practices of the non-formal learning in the school system on national policy level in order to have their approval and resources in the future; - Created space for sharing and interaction for 4 organisation that are a great base for more future initiatives and projects, with different experience, history and culture, but with common beliefs and values.

"The world is struggling with consequences of unsustainable growth and we cannot keep on avoiding to face those issues. If we want to ensure bright future for future generations, we need to change the way we think and reconsider our values. Education for sustainable development plays a key role in this and must be introduced into curricular in all countries. The AIM of the project ""Jump into sustainable lifestyle"" is to intensively disseminate and adapt innovative practices of education for sustainable development in the Baltic states: Lithuania, Latvia and Estonia. The main objectives are: 1. To adapt a methodology, which has been prepared by PERL to the needs of partnering countries (LT; LV; EE). 2. To improve competences of mainstream education teachers by organizing training seminars allowing to share good practices and learn new competences on education for sustainable development. 3. To put into practice the adapted PERL methodology and widely disseminate practices of education for sustainable development in partnering countries. The methodology will be tested for 4 months in 4 pilot schools in the Baltic countries (LT, LV, EE). 4. To improve the quality of education for sustainable development in partnering countries. Education for sustainable development consists of acquisition of knowledge, attitudes and skills necessary for functioning in today's society. Moreover, it is aiming to contribute to the individual's ability to manage not only his or hers own life but also effectively manage nature resources. Baltic countries organizations are non-formal education centers in 3 partner countries. Each Centre coordinated the implementation of PERL methodology in 4 pilot schools in their region, a total of 12 schools. The methodology was distributed in other schools in partnering countries through created JSL website http://www.s-education.org/ . This website created in 4 languages: English, Lithuanian, Latvian, Estonian. Toolkit with all the active methods is available online and you can download it in all languages, some parts or full toolkit. You can also use pictures from images bank as education material. The methodology is free and can be use flexible according to the teachers/educators needs. The project team strongly believes that the project ""Jump into sustainable lifestyle"" had a great value in improving the quality of education for sustainable development in the Baltic states."

Global problems such as climate change, poverty, fresh water scarcity, waste, health problems are becoming critical and continue to put pressure on our societies. These complex global problems put all of us in front of new challenges and require fundamental changes in what has to be learned and how that learning is to happen. Multiple sources of evidence show that being a sustainable school raises standards and enhances young people’s well‐being. The research evidence supports the idea that this is because sustainable schools engage young people in their learning so improving motivation and behaviour, promote healthy school environments and lifestyles. In addition, sustainable school’s advance community cohesion by making valuable connections between the school, parents and carers and the wider community.Researches say that the evaluation system of the schools is the main instrument to increase transparency, social disclosure and to increase the managerial culture, also can play as a tool to build a path to sustainable development. Even though there are numerous tools assessing ecological footprint, mostly they reflect only one aspect of sustainability. Not only project countries but the whole of Europe is lacking holistic, easy to use and effective methods and tools to evaluate schools’ sustainability and identify areas for improvement. The goal of this project is to provide a clear and compelling offer of support to schools in the project countries, in order to help and encourage them to put sustainability at the heart of what they do.The objectives would be:- Together with partner organizations to develop a holistic sustainability framework for school self-evaluation “Jump into Sustainable Lifestyle”, an evaluation method to assess their impact on the environment, economy and community embedded on a digital platform.- To raise awareness, to induce debates and empower teachers and pupils with new instructional strategies that enable them to be change agents in today’s complex world.Our final target audience is upper secondary school pupils aged 15 to 19. With this project we will address their need to study in a fully sustainable environment in order to gain knowledge across multiple disciplines, increase environmentally friendly behavior, develop skills as critical thinking and problem solving, creativity and etc. We will also target the whole school community, school administration, teachers, parents and carers, educational NGO’s. At the completion of the project we expect at least 150 schools using the sustainability framework for school self-assessment as a tool for evaluation.The project reflects the horizontal priority Environmental and Climate Goals and Innovative Practices in a Digital Era.