<< Background >>The call to act on the climate crisis is ever present and youth action and mobilisation around this issue is visibly growing. We see this through the school strikes internationally and the growing number of youth climate activists taking the message that real systemic change is needed today. There is a growing awareness of the globalised nature of the issue and that impacts on communities are transnational and interconnected. As a result, schools are becoming a vital space for youth to engage in these critical issues as they connect with their peers and have space to explore what is of concern to them. Creating the space for exploration within the school environment therefore has become a critical aspect to youth action. A Global Citizenship Education (GCE) for climate action programme can meet this need of learners and also teachers and the broader school system. Response at policy and curriculum level to this has been seen in each 4 programme countries. Governments in partner countries are increasingly moving towards implementing climate-centred policies in support of the SDGs and climate action. This is filtering down to the level of curriculum, where reforms are introducing new requirements for teachers, as is the case in Spain and Norway. However, our needs analysis (in annex) suggests that teachers in partner countries are not completely satisfied with the level of support they are receiving.Spanish teachers in particular feel they would benefit from guidance on GCE policy; as noted above, there is a curricular obligation to promote active citizenship, but each school has a large degree of autonomy in how that might happen. Training in Spain should mainly focus on ways teachers can meet these obligations, while also equipping teachers with the capacity and equipment to implement GCE as they see fit. Spanish teachers, particularly those at primary level, also expressed an interest in more easily accessible teaching materials; this may again reflect the autonomy with which they can implement GCE themes in their classes. In Norway, curricular reforms also mean that teachers find themselves required to implement new subjects. The rollout of the new curriculum, happening incrementally across different age-groups, means there is a demand amongst teachers for materials that are age-appropriate. This is not however accompanied by the same demand for teacher training as in other partner countries; this may be due to existing quality teacher training in this area. Italian reforms mean that there is a wide availability of resources in terms of school books. However, the data from the survey indicates a dissatisfaction with existing materials, and a desire for materials that are more appropriate for students’ age. This demand was particularly pronounced among teachers of primary school students, suggesting a gap that could be met by this programme. Ireland has made less progress than other partner countries in implementing GCE and climate action within its curriculum; however, the demand among teachers for resources and training is more unanimous. Irish teachers remained largely ambivalent about the existing supports for GCE for climate action; this suggests room for improvement in the provision of programme goals. A large majority of teachers in Ireland expressed the need for both teaching materials and training, and this demand was particularly pronounced at secondary level. This may largely be due to the informal place GCE occupies in the Irish national curricula; GCE for climate action connects with many areas of the curriculum, most notably civics, geography and science. It could be argued that there is support at a government level and at the teacher level for the goals of AOGC, but that those aims are not coherently expressed within current curricula documents. However, this may begin to change with the upcoming revision of Senior Cycle.As a partnership, addressing these needs is of urgency of each country.<< Objectives >>Action on Global Citizenship is a programme that aims to empower teachers in primary and secondary/high schools to engage their learners critically in the theme of climate action through a Global Citizenship Education (GCE) lens and through this, support learners in taking relevant, meaningful action to the climate issues they encounter. To provide this support, a partnership of environmental education organisations from the GAP International Network from Italy, Ireland, Spain and Norway have designed the Action on Global Citizenship programme to meet the documented need of teachers for contextually relevant educational resources and capacity development to support their learners journey. The programme uses the framework of Global Citizenship Education (GCE) through the lens of the United Nations Sustainable Development Goals and Climate Action which supports the acquisition of knowledge (head), values & attitudes (hearts) and skills for action (hand) so learners can take appropriate actions to transform the world around them for the better. In a world with increasing environmental crisis and population growth the benefits of GCE are needed not solely as a one-off addition to the classroom, but as a fully integrated curricular embedded subject students engage with on a daily basis in their studies. The programme has the specific objective of delivering contextually appropriate educational resources for primary and secondary school teachers and their learners and delivering a comprehensive capacity development programme for teachers at both levels supported by an online resource and learning centre for teachers and learners to access. By delivering these result areas the overall project objective is to implement a sustainable, scalable Global Citizenship Education programme at primary and secondary that has been designed and piloted through a participatory design methodology and will reach teachers and learners across the programme countries. In the scale stage of the project, the objective is to grow, scale and sustain the programme through the regional education systems in each country, thus increasing access of the programme to schools, teachers and learners nationally and transnationally and by creating greater opportunities for school to school collaboration via eTwinning. A secondary objective of the project is to build capacity of the programme partners to manage the design life cycle of educational programmes. The partners will be upskilled in design thinking and instructional design processes which will ensure that all partners have a uniform capacity to deliver the programme and will be collectively working from the same frameworks and models. In addition, by working together as a transnational partnership, this project will strengthen our focus as environmental education organisations to deliver against our collective mission which is “to be a global behaviour change catalyst; to work together to advance and implement approaches that empower people across the world to adopt truly sustainable lifestyles”.<< Implementation >>Firstly the project team will gather for a kick off transnational meeting, based in Ireland to agree on the work plan for the project ahead. Following on from the first transnational meeting will be the first LTTA that focuses on building the capacity of the programme partners to manage the design life cycle of educational programmes. This LTTA will focus on design thinking for empathy led development as well as instructional design methods to support the development phase of the project. From this initial activity, the project team will focus on the design and development of the project results - 1) Action on Global Citizenship - Secondary School programme 2) Action on Global Citizenship - Primary School programme 3) Teacher Professional Development programme - Action on Global Citizenship and 4) Action on Global Citizenship - Learning and Resource Online platform. -- Phase 1 of the project is the design and development phase --For the results areas 1-3, the project teams will involve 2 primary and 2 secondary pilot schools from each country to collaborate with in the design thinking process. This approach will enable the project team to be informed and guided by direct beneficiaries of the programme, gather insights and feedback to support designing a programme that is relevant for the needs in each country. The learnings from this process will be fed back to the lead developer and collaborator. They will assimilate the learnings to design a programme that is relevant to the transnational context while also meeting local needs. Through an iterative design process, partners and pilot schools will be involved in refining the products of this process. Each partner organisation will also translate the resources developed into the languages relevant to their context. --Phase 2 of the project is the Pilot phase --This phase will commence with a LTTA for pilot school teachers. Teachers from each school will participate in a collaborative LTTA together in Norway with all partner countries. During this LTTA the teacher training programme will be piloted with the teachers to support their capacity to deliver the programme in their school context. Inline with our design process, we will also gather feedback from the teachers on both the training programme and the resources during this LTTA. From this, teachers will pilot the programme in their schools throughout the academic year. The project team will work closely with the teachers in pilot schools to support as well as refine the programme based on the real context implementation. The conclusion of this phase is that the final version of the results are completed and available for dissemination. In addition the Online learning and resource platform will be launched and available. -- Phase 3 of the project is the Scale Phase --The final phase of the project is scaling the programme across the regional education systems that each country works within. This will involve delivering and integrating the teacher training programmes into existing training systems (eg education centers) that teachers leverage and incorporation of the developed resources into curriculum structures at each level. The partners will also undertake a series of multiplier events to build awareness of the programme at a macro stakeholder level - focusing on decision makers at a regional and national educational level. Throughout the whole process, the project team will monitor the journey of the project through a comprehensive Monitoring, evaluation and learning system using a range of quantitative and qualitative indicators. In addition, an end of project evaluation will look at the larger impacts of the project, focusing on impact stories and qualitative data and analysis. Transnational meetings for the project team will take place at the start mid term and end of the project to support the project team at each relevant stage of the project.<< Results >>Action on Global Citizenship (AOGC) is a learner led, action focused programme that, through a transformative phenomenon based pedagogy that focuses on the holistic development of learners (head, heart and hands) to take meaningful actions that arise from living in a global interconnected world and facing challenges that the climate crisis presents. With the project achieving its outcomes and output targets successfully the following impacts are expected on the different levels and stages of the project. At a learner level, the goal is that learners feel empowered to participate as an active global citizen and take action on climate and sustainability issues and challenges that matter to them most. With this learners will have greater agency to act to effect change for climate action and sustainability in their communities and the world around them. Learners will have increased confidence to act as an individual as well as collectively with their peers, knowing there are peers in their network and beyond the boundaries of their school, community and country that wish to act on this critical social and environmental issue. Over 12,000 learners transnationally will have taken actions to creating a more sustainable world and will have collaborated with peers in their schools and transnationally to take these actions. Central to the success of achieving this goal at a learner level is the empowerment of teachers to support learners on their journey to becoming active global citizens. Given the ability to reach a large number of learners and their influence as educators, the programme has a strong focus on supporting teachers. A key goal for teachers is that they are empowered to deliver global citizenship education programmes for climate action in their schools which empowers their learners to explore and lead climate actions. They will have confidence in delivering learner led, phenomenon based pedagogy that supports this programme and can transfer to other aspects of their curriculum delivery. This is the key link in the results chain for the project and the focus area for project impact. To scale and sustain the impact of the programme, the focus will be on integrating the programme into the Regional Education systems in each respective country. Regional education organisations and decision makers and national curriculum agencies will have committed to supporting the delivery of the programme in primary and secondary schools. The teacher training programme will be available for teachers through the relevant professional development structures that teachers access in each country. Over 200 teachers will be empowered to deliver this programme in their schools through these systems. As every country structure is different, the nature of committed support will be reflective of these differences and will be documented in each country specific report. In addition, key educational stakeholders at regional and national level will have awareness of the programme and will support the integration into the education systems that they oversee. In summary, the objectives of the project are:-The Action on Global Citizenship programme piloted in 8 primary and 8 secondary schools, with 32 teachers and up to 1000 learners- Action on Global Citizenship teacher toolkits, curriculum guides and resources available in print and online to all primary and secondary schools in each partner country- Blended Teacher training programme launched to enable upskilling of teachers and continuous professional development in Global Citizenship Education.- 200 teachers trained in Action on Global Citizenship training- 12,000 learners reached by the programme and connecting to other European students via eTwinning Participating organisations will have increased capacity and confidence to deliver a needs driven, participatory designed programmes in their respective countries as well as greater capacity to implement quality education programmes

"Over the last two decades, the EC and the Council of Europe have introduced a number of policies and conventions against gender-based discrimination and violence, the most important of which is the Istanbul Convention. However, there is strong evidence of an implementation gap in many European countries (e.g. the UK is yet to ratify the Convention). These implementation issues and the reasons behind them are shared and persistent across the EU.IARS has developed a strategic partnership, bringing together 5 countries (the UK, Greece, Italy, Spain and Romania) to run ""Shanarani"", as a youth-led, transnational project that will develop, test and implement innovative practices, which will help achieve multiple Erasmus priorities:HORIZONTAL priority ""Social inclusion"":Shanarani has its origins in the indigenous people of Purépecha. It is a valid name for both girls and boys. Shanarani will help prevent and combat discrimination, stereotyping and social exclusion caused by non compliance with the accepted norms due to gender identity. Gender discrimination is a persistent issue, which according to many surveys is shared among European countries. The commonality applies both in the forms in which it manifests itself, but also in its underlying reasons. We also know that discriminatory incidents due to gender result in young people withdrawing from social and educational environments. Furthermore, it provokes psychological issues that can result to social withdrawal, reduced academic performance and cases of early school leaving with long term effects, such as social exclusion and marginalization. Therefore, it affects young peoples' social inclusion, and has a continuous effect throughout their lifetime. Shanarani will tackle this issue in the non-formal educational environment, fostering social inclusion at a later stage, while it will also have positive impact on school performance.YOUTH: Promoting quality, innovation and recognition of youth workThe Shanarani project aims to develop innovative, CPD accredited tools to combat gender stereotypes and inequalities in young people through the capacity building sand certification of youth workers and other professionals by giving them new approaches to support and strengthen their work, improve their skills in the area of gender equality, and increase the quality of their interventions. Given the powerful influence of technology and virtual media on the young, especially adolescent population, it is important to develop methodologies that are adapted to the current situations they are living. The effectiveness of youth work methodologies and tools are closely related to the ability to motivate the recipient and promote their participation in the proposed activities. Shanarani aims to help youth workers reach young audiences through actions that are widely followed by youth, and which directly and indirectly influence them and their behaviour. Through the use of online gaming, film and theatre, youth participation in preventative programmes will increase. Our project will empower youth workers to upgrade their current work with young people at risk, increasing the effectiveness of their interventions allowing young people to internalize the values in which they are intended to form, so that they learn in a way that is playful, fun and closer to their interests.YOUTH: ""Promoting engaging, connecting and empowering young people""Traditional stereotypes and overt discrimination continue to be one of the major barriers to equal opportunities for young people. Their consequences are reflected in the labor market, promotion of violent attitudes (gender violence), attribution of gender capacities and attitudes (imposition of sex-assigned roles) and political discrimination (low representation of women in the political / public sphere). Despite advances in equality, the evidence shows that girls continue to suffer from discrimination, and this encourages the feminization of poverty and social exclusion. Shanarani will put young people at its heart by empowering them to project manage and quality control the project, while also collecting their views in order to design its innovative tools for youth workers. A Youth Scrutiny Panel will be formed, while young people will be engaged in all IOs and multipliers. In this way, Shanarani will provide an innovative approach (gamification) that can bring greater quality and great results in youth and gender work to combat sexism and traditional gender roles. The youth-led design of our game, app and the Shanarani curriculum will integrate dynamics that reinforce the contents that want to be transferred to the target group. These youth-led tools will directly empower the young, while giving access to youth workers of youth insights through the youth-led evidence base that Shanarani will create. Finally, Shanarani young people will be provided with high quality volunteering opportunities through the project's social action."

"""Women hack the game"" is a project whose main objective is to promote the social inclusion of girls and women in the field of STEM. We are seeking to improve the professional development of teachers in STEM and the scientific and technical education of young people by awakening their interest and commitment to science. As well as generating a multiplier effect that makes them protagonists for the dissemination of the work of women scientists and researchers.With this project we aim to: - increase the scientific, technological and innovative culture of schoolchildren and teachers- training teachers in new educational methodologies such as gamification- increase the dissemination of research work carried out by women scientists and researchers- promote the development and use of of formative games- developing students' curiosity as the engine of a more responsible society able of making decisions based on evidence.This project reinforces the support to educators in STEM disciplines and the acquisition and development of basic skills and key competences in secondary school students through the dissemination and knowledge of important women researchers and scientists belonging to different fields of STEM disciplines (Science , Technology, Engineering and Mathematics) from a classroom gamification methodology.WoGa project seeks to promote research and scientific knowledge of women scientists and researchers, fostering the interest of young people in scientific careers, and was born in the context of the low number of women who are linked to careers and professions related to STEM disciplines. This is one of the main focuses of debate and a problem to be solved to achieve the goals of the United Nations Sustainable Development Goals (2030 Agenda). Technology has the potential to empower and include girls and women, as well as other vulnerable sectors of the population. Today, it is crucial to develop competences linked to scientific thinking, since they are knowledge and skills that we need to face the challenges of the present and the future.The roadmap that shapes the project is justified on the basis of role models. The deepening and dissemination of illustrious female figures is used as a channel to achieve our objectives, based on the fact that it is difficult to grow a vocation if you don’t have a “mirror” to look at. We will create a research project in which participants will have the opportunity to go deep and spread the work of these women, through tools generated by themselves.The target audience for the “Women hack the game” project are secondary school teachers and students linked to STEM disciplines and science in general, and therefore included in the formal curriculum. They are ready to make decisions about their future training and future professional development, so it is very important to access them through innovative activities within the STEM area.A fundamental aspect of this project is that it allows us to bring the scientific content closer to the participants from a different perspective in which they become protagonists and disseminators of the events. They are the channels to transmit the message of the important role of women in science. At the same time, they are an active part in the project, so they are involved in the solution through their participation in Hack Day and can become key players and fundamental agents of change and the inclusion of women scientists in society.We hope to obtain the following results:- In the first phase, a phase of discovery and experimentation, we will create a set of educational resources belonging to a gamification methodology available to teachers and educational centers (IO1). This will result in a training action for teachersto to obtain teaching resources belonging to a gamification methodology, and a digital platform based on questions in the field of STEM disciplines.- In the second phase, the research phase and work in the classroom, the result is the launch of a practical research challenge for students. They will know the women scientists that had a relevant role in the development of the EU, and a face to face experience with a current researcher. Students will have the challenge to create a timeline with at least 10 influential women in the STEM disciplines. Each participating partner will choose up to 5 of these influential women and we will create 25 downloadable flashcards that present scientists in from a fun and didactic approach, and tell the importance of their job (IO2)- In the third phase, phase of creation and resolution of projects, the result will be the launching of a Hack Day in which the group of students will develop an idea or product to visibilize the relevant role of women scientists in society.- In the last stage, the evaluation and implementation phase of the winning solutions for Hack Day, an event will be held to present the best products, including an action and feasibilility plan."

"Early school leaving (ESL) is often seen as the fault of young people. This is seen as a consequence of disengagement towards the formal education system, mistrust in the ability of education for securing future employment and negative learning experiences (e.g. see Ten Steps to Equity in Education, 2008). As a result, certain groups of young people remain without basic qualifications and with low skills, which significantly increases the likelihood of unemployment or precarious work, exacerbated by the effects of the economic recession. In turn, the absence of young people from the labour market is a significant detriment to socio-economic advancements, evidencing on one hand a deficit in youth-related policies and on the other hand ponderous youth civic participation. 4 out of the 5 countries participating in the proposed project demonstrate high rates in youth unemployment. According to Eurostat’s figures of 2015: GR-47.9%, CY-32.5%, IT-39.8% and RO-21.5% (the EU average is 20% and the UK rate 11.5%). This demonstrates the need to learn from each other. It also signals the need for non-formal and innovative ways of developing skills for youth to match modern labour market needs. For example, we know that non-formal education and training should be perceived “as a valid alternative to general academic education... enabling young people to become active in the labour market and... of equal value as more academic pathways towards employment” (Solidar Foundation, 2014). Especially for vulnerable populations, non-formal learning can offer these alternative opportunities; it can address skills shortages provide a fertile ground for learning and the transition to employment, as well as foster social inclusion (EC, Education & Training Monitor, 2013).Therefore, there is a need to work transnationally to enhance the basic and transversal skills and competences of young people who have dropped out of the formal education system, (re)introducing them in informal learning, based on an innovative, tailor-made capacity-building model, with the aim to ultimately facilitate their socio-economic (re)integration and employability. Thus we proposed ""Drop-in"". The project has been delivered through a strategic partnership including: The IARS International Institute (UK), KMOP (Greece), InEuropa (Italy), CARDET (Cyprus) and The Schottener Foundation Social Services (Romania).DROP-IN targeted the horizontal priority “Open and innovative practices in a digital era” by developing and making available a modern, integrated, and holistic e-learning and networking platform. A platform tailor-made to the skills, capacities, earning, and development needs of young drop-outs and ESLs across Europe. One of the project’s innovative aspects was the use of game elements and the application of game mechanics in the development and application of the online learning to facilitate the learning process. Combined with the youth-led nature of the project as well as the accreditation that we achieved through YouthPass and CPD, this innovative aspect of the e-course made it more attractive, rewarding and engaging to young people, especially those who have been withdrawn early from the formal educational system and had shown very little or no interest in re-engaging with formal education. This idea came from our preparatory work with the IARS Youth Advisory Board, the involvement of which have been engaged in order to deliver a youth-led management and quality control of DROP-IN.Furthermore, we know that education and training systems need to enable all learners to achieve their potential by understanding and embracing the diversity of their needs, regardless of socio-economic, cultural, educational or other differences. Therefore, DROP-IN targeted the Horizontal priority ""Social Inclusion"", by targeting drop-outs/ESLs who are outside the formal structures of society often because of a combination of personal, educational, economic and social circumstances leading to a higher risk of being socio-economically excluded. This group has fewer opportunities of education and training which the project recuperated for, by developing a tailor-made programme providing for the validation of the acquired skills by the targeted young population, therefore paving the way for more inclusive opportunities in education, training and the labour market. The project also enhanced the quality and relevance of the learning offered through non-formal education and training by directly linking labour market demands to the needs and wishes of our target group.Finally, as a youth-led project, DROP-IN addressed the Youth Sectoral priority ""Promoting Empowerment"" by introducing, piloting and implementing new, innovate and effective youth-led methodologies for enhancing the basic and transversal skills of the specific disadvantaged group of young drop-outs and ESLs, offering additionally a Youthpass and CPD certificates."

"The project focused on the Knowledge Triangle, digital integration, opening up education, entrepreneurship and soft skills tackling a very large stakeholder map in the tourism sector. 6 partners involving university as coordinator, policymakers as municipality, foundation, and private companies with a specific profile in training for the tourism sector composed the strategic partnership. At the end of the project five (5) intellectual outputs, two multiplier events, one was ""Hackatour Event"" focused on mobile tourism and the other was ""Tourism Science Event"" attracting more than 200 participants were being realized. IO1 was about a research analysis on understanding ""Tourism consumer behavior experience - driven by Mobile ICT on Social Media"". IO2 was about a training program on social media and their impact on the educational process. IO3 was about another training program on how to apply games on tourism services using mobile devices. IO4 was about a training program how to innovate in designing new business models in tourism, based on education. Final IO5 was our MOOC 4.0, which was about how to implement innovation on tourism education and services. In terms of enhancing digital integration, this project addressed on Mobile ICT Apps applied to tourism. However, the project was not only focused on the App but also understanding how the information was co-created by the consumer shared, and how these all impacted the tourism sector analyzed. Since the Education system is not addressing the fast change and the stakeholder map could not visualize this as an ICT eco-system involved all services that must be based on service design and community management integration, TOURBAN project activities justified these priorities such as enhancing University/ schools curriculums and involving the stakeholder map, redesigning the services provided adjusting to the new social media channels e.g. creating branding, making their website responsive to mobile phones, developing new Mobile App services with the help of the users.Regarding entrepreneurship, according to the EU Skills Panorama (2014) Employability and skills of higher education graduates Analytical Highlight, prepared by ICF GHK and Cedefop for the European Commission, TOURBAN project helped graduate recruiters emphasizing the importance of soft skills as well as having the opportunity for young people to gain work experience to make possible for them to compete in a changing labor​ market. The analytical research reports and the training programs we developed confirmed that the most important skills for the employers were team-working skills, followed by sector-specific skills, communication skills, computer skills, being able to adapt to new situations, reading/writing ability, and analytical and problem-solving skills. We also pointed out that other skills such as creativity and entrepreneurship as well as relevant experience were very important for companies, and that they could be acquired through high-quality apprenticeships in companies. In connection with opening up education, the project delivered Open Educational Resources and MOOC 4.0 version. We also organized for the first time a Hackatour event in Konya, Turkey. This Hackatour event was about innovation on Mobile ICT Apps and new business models design in the tourism sector. It was an open hybrid format that mixed professional advice with fun in a programme complete with activities of all kind. The event was about promoting, sharing, networking, training for creative and sharing economy in the tourism sector. Furthermore, It also made education staff, the local tourism stakeholders and regional authorities come together in different workshops under that event. The tangible outputs of TOURBAN project were:-1 ICT Curriculum training improvement applied to real cases using Smart ICT on social media channels,-1 ICT Thematic maps of tourists’ space usage, Big Data analysis report of Konya, Modena, Den Helder, Bucharest, -1Training program on curriculum design, Social Media Data Community Manager trends, tourism service design,-1 Training program (OER) and how to choose, use and manage games to work in tourism business to create branding,-1 Branding strategy report based on visitors experience,-200 participants took part in the events, 20 teachers trained."