In a European context of agricultural decline, a crisis in food systems (quality, safety, globalisation), the closure of landscapes and the extension of forests, multiple forms of pollution (air, water, soil), the loss of biodiversity, the loss of traditional and cultural knowledge, and climate change, extensive pastoralism appears to be a relevant response to these issues by maintaining open environments that promote biodiversity and reduce the risk of fire, and by quality production through natural herd feeding and the absence of the use of phytosanitary products (lower input costs). .. Moreover, pastoralism plays its part in the economy of industrial and artisanal sectors. Beyond the production of meat and milk, it abounds in others such as wool and leather, materials that are in vogue and whose development can be imagined because of their qualities and sustainability. However, pastoralism itself faces difficulties such as predation on herds (bears, wolves, wild dogs, management of tourism and patous), damage to crops and deterioration of grasslands by wild animals, access to land, the use of phytosanitary products to treat parasitism, meteorological disturbances (periods of drought and humidity), economic difficulties for farmers, etc.Faced with the emergence and expansion of a multifactorial and uncertain situation, training must know how to adapt and seek new ways of responding. Our postulate lies in the idea that European diversity and collaborative methods are a way to achieve this. These are, therefore, the first bases for cooperation on the subject of formation for pastoralism that we wish to build here.Starting from the observation that we face the same difficulties and that our contexts are similar in Spain, Slovenia and France, the partners of PastorEA set themselves the following objectives: I. to refine the inter-mutual knowledge of the contexts and to identify the points of convergence and divergence;II. to make an inventory of the organisation of training and the transmission of knowledge in pastoralism (including approaches, methods and pedagogical tools);III. to analyse and compare training systems;IV. to elaborate scenarios for the development of training in pastoralism based on field issues and to identify the relevant pedagogical elements with regard to these issues;V. Contribute to making pastoralism visible so that it is recognized for the important place it can have in the agro-ecological transition.The project brings together different institutions in three different countries: - Spain (Federacion de Escuelas Agrarias de Galicia) in charge of training agricultural advisers and future herders,- Slovenia (Naklo Biotechnology Centre), in charge of training managers, agricultural advisers and technicians, teachers and future breeders,- France (L'Institut Agro - Montpellier SupAgro - Institut de Florac) in charge of teacher training.Three training sessions of 3 days each will be organized in one country for a mixed public. About ten people per country will participate in the transnational training courses for farmers and shepherds, teachers, trainers, advisors and technicians in chambers of agriculture, from pastoral associations and unions, or organizations managing labels or brands. They will be selected for their expertise in their field (ecology, animal husbandry, pastoralism, pedagogy, technique, management, etc.), their ability to multiply information (networks), and their relevance to the development of training courses in their country at a later date. Each will bring their own vision of pastoralism, their own context and will be the bearer of the dissemination of the work. Two seminars will be held during these training sessions. The first one will prepare them in form and substance. The last will analyse the elements collected, formalise the scenarios for the development of training and evaluate the achievements and the process mobilised. If need be, it will enable to position itself on the relevance of a second innovation development project.The expected results are the sharing of the context and the stakes of each one; an inventory of the structuring and organisation of training in pastoralism in each country; an inventory of approaches, methods and pedagogical tools for the transmission (formal or informal) of knowledge; the constitution of the basis of a European cooperation network on the issue of training in pastoralism to envisage subsequently a project for the development of innovation on the aspects of training engineering and pedagogical resources; scenarios for the development of training.

Experts acknowledge »nature deficit disorders«, which strongly affect youth generation in the Alps. A lack of a relationship to the environment entails a loss of Alpine identity and know-how, with a distorted perception of the mountains. Mountain oriented education plays a key role to instil in young generations the sensibility and knowledge of Alpine cultural and natural heritage and highlight opportunities for their future. There is a need to raise youth's environmental awareness on what the Alps can offer them also in terms of sustainable social and economic opportunities.Project Alpine initiatives for Alpine natives (Alps4nats) unites 3 Slovenian (AO), Italian (P1) and French (P2) secondary schools to test a new and innovative pedagogical-didactic approach inquiry –based learning with participative approach. Activity, who leads to all three IOs, is in line with 3 WPs, which are financed by Management and Implementation. Biotechnical centre Naklo (AO) is responsible for coordination of management activities (WPM) – 6 transnational and monthly online metings, managing, administrative guidelines and reporting procedures, Twinspace, 4 financial reports. Liceo Scientifico Statale Annibale Calini (P1) is responsible for monitoring and evaluation activities (WPE): preparation of e. questionnaire for TMPs and online meetings, L/T/T activities (C1 – C4), multiplier events (E1 – E3) and intellectual outputs (IOs), 2 e.reports. MFR La Tour d'Aigues (P2) is responsible for dissemination and exploitation activity (WPD). The whole activity of inquity based learning /classroom/year/partner = 50 contact hours + 4 field trips + 4 initiative work also at homeIntroductory phase of the method is connected with C1 activity, where 4 representatives per partner of the later-on formed initiatives chose 4 local sustainable-development (SD) oriented issues to solve them in the whole-school year lasting learning process in the field of agriculture and tourism. When they come back they present the chosen local SD issues to the whole class – formation of 4 initiatives – smaller groups of students, who in learning phase autonomously collect the information through internet, interviews, on the field-trips (sc: bus rent) – good and bad practices. Collected materials in online version with interactive tasks will form E-textbooks (Sl, I, F versions) – O1, which is used for students' autonomously and peer to peer learning, but joined summary (E) will enable learning about the same problematics in other countries. Students will autonomously solve the chosen SD issues – 12 concrete solutions (sc: object – service) in a problem-solving-participative phase. The action will be closed with C2, where representative of all initiatives will compare the issues, solutions, analyse them by SWOT and assess the potential for the solution transferability. In the second school year another SD issues will be solved in the fields of biodiversity and environmental parameters - the action will be repeated (C3,C4). 24 individualised curricula will be reviewed and compare to develop 1 joined curriculum with 4 units and Catalogue of knowledge, skills and competences (O2 in Sl, F, I and ENG). Inquiry based learning with participative approach as a learner-centred methodology requests a shift in a teacher's role: facilitator, motivator and compass. To support teachers Alps4nats will prepare a review of scientific papers of similar pedagogic-didactic methods, description of the methods, instructions for teachers how to implement the methodology in each of its phases and a special tool of cards (150 pieces, Sl, I, F; sc – design and print) which will allow teachers to visualise the whole process. All these materials are joined in a Toolbox for easier implementation of inquiry based learning in classroom (O3). All IOs will be evaluated by external evaluator (sc) and will be disseminated by multiplier events in September 2021: E1 - A textbook as a result of autonomous learning (AO), E2 - A revolution of inquiry-based learning with a participative approach in the field of education, E3 - To be alone in the classroom with the pedagogical-didactic method, which includes a lot of unknown variables. For dissemination actions and sustainability of the products we will use the network of Alpine schools (pedagogic methodology, all IOs) and platform OurAlps (project YOUrALPS, Alpine space). Project will be presented on at least 3 scientific conferences with pedagogic-didactic contents. Methodology will motivate students to develop a set of competences (professional, European key - , and sustainable development oriented -). They will achieve a higher level of knowledge, which means more qualitative and durable knowledge. Teachers will be supported by materials, which are developed for their professional development. Schools will be more connected with their territory and sustainable, their curricula will include alpine natural and cultural heritage.

The preservation of nature is a pressing concern for the individual, for society and the economy. Young people should experience international cooperation and gain knowledge of common cultural heritage in order to work together in finding solutions for similar problems.The project aims to gather initiatives for sustainable development in the alpine region, especially in national parks. The impacts of human beings considering climate change, agriculture, tourism, biodiversity and nature conservation in 3 countries (Germany, Slovenia and France) are analyzed and compared in mutual exchange. The participating students should become aware that the challenges in their homeland are similar to those in other countries and can only be mastered in cooperation. In doing so, young people perceive themselves as Europeans who actively use foreign languages ​​to exchange information and, in addition, perceive their cultural particularities. An important goal is to understand the protected areas of the Alps as a valuable component of a common cultural space, which has similar natural spatial conditions across national borders. Young people should experience international cooperation and gain knowledge of common cultural heritage in order to work together in finding solutions for similar problems. We believe that seeing other places in Europe and meeting foreign pupils personally is necessary to create a sense of common European identity. Facilitating students’ mobilities in order to experience common cultural heritage in other European countries is a key factor of this project. The young people should therefore understand themselves as part of a larger whole.48 students (16-19 years old) and 6 teachers from three countries (Germany, Slovenia and France) think about sustainable development initiatives which can help to improve the current situation in the Alps. Students living close to national parks in France, Slovenia and Germany are to develop solutions for problems caused by human beings in protected areas.A team of teachers from all 3 countries will follow the project, organise the meetings, prepare pedagogical material, share with other teachers, take contact with partners such as the national parks, NGOs and companies linked to the project topics. They will meet on GoToMeeting to discuss about the progress, outcomes and possible problems.After a thorough research in the protected area nearby (Berchtesgaden, Triglav and Vanoise national parks) pupils exchange information with their partners. In a participative approach they meet online via eTwinning and in person in order to decide themselves which specific topics they want to work on and which problematics they want to tackle, in the field of agriculture, tourism, nature conservation, biodiversity and climate change.These problematics will be analyzed in the classroom. The focus lies on problem-based learning with a participative approach, so that students actively construct their learning progress. Regarding the topics, some field trips outdoor will support experiential learning where different senses will be addressed when learning. An interdisciplinary approach will be used, including experts and stakeholders.As a result, students will provide material for peer-to-peer learning in form of an e-book including problematics, gathered theoretical knowledge, examples of best-practices and some possible solutions (on eTwinning and/or Moodle-like platform). All material will be collected in or translated into English by the students themselves.Reflecting problems and selecting information will help to find out key elements of the common European heritage and see similarities and differences. By supporting international cooperation, the project aims at the development of four basic skills: language skills, intercultural learning, knowledge acquisition in specific fields and problem-solving competence.With their work, students experience the alpine region as one of a wide and important scale for themselves and for society as a whole. Moreover, finding solutions to problems that really exist strengthens the students’ will to protect nature. As climate change and sustainable development are topics expected to be relevant for several years to come, other teachers will be thankful to have access to the findings which they can take as a basis for their own projects.In general, the project is a contribution to a common European community that will need many people who are convinced by the idea of sustainable development. Everybody who has already had positive experiences in this area and who has come to know self-efficacy will show a higher tendency towards commitment in this sector. To see that small steps matter when tackling problems that are often presented as unsolvable might guide some young people to think about creative solutions for a better future.

<< Objectives >>The main focus are activities for successful cooperation of all participating schools at the school management as well as teacher and student level. The project will link two Slovene minorities. The activities enable meeting the project’s goals and realisation of the set objectives.A1: Recognition of international mobilitiesA2, A3, A4: International students’ mobilityA5: Project management and monitoringA6: Dissemination of project resultsA7: Teacher networking and exchanging good practices<< Implementation >>The main focus are activities for successful cooperation of all participating schools at the school management as well as teacher and student level. The project will link two Slovene minorities. The activities enable meeting the project’s goals and realisation of the set objectives.A1: Recognition of international mobilitiesA2, A3, A4: International students’ mobilityA5: Project management and monitoringA6: Dissemination of project resultsA7: Teacher networking and exchanging good practic<< Results >>The expected main results are:- an established protocol for recognition of international student mobilities in general education- 3 performed international mobilities (5-day programme, 6 students per partner school) with implemented pilot evaluation for recognition of international mobility's learning outcomes- established partnership network, presenting and exchanging 12 examples of good practices- valuable dissemination results (eTwinning, academic articles, publications in various media)

Management and teachers of partners' schools have over the years of cooperation identified common strategic goals and needs: -How to develop a learning environment in grammar school (GS) programs that enables a student to develop useful knowledge on natural science and critical thinking. -How to organize a rigid curriculum in GS in order to implement cross-curricular project work. -How to provide an environment in which teachers can develop new educational approaches - How to enrich Slovenian language in the national minority, where the use of Slovenian language is decreasing amongst the young population, where employers, on the other hand, are at the same time aware of the importance of Slovenian language and they want their employees to speak the language in minority. Even before the start of the project, we realized with the needs analysis that parents and students wanted international cooperation, especially in terms of exciting natural science activities, more laboratory and field work, connecting Slovenians on all sides of the border, and parents wanted to improve their knowledge of the Slovenian language. The aim was supported not only by students, teaching staff and parents, but also by the Rural Education Community, which is very active in preserving the Slovene language and culture in Austria, the Regional Offices (IT, AT), the Ministry of Education and Science (SI).The project developed a flexible learning environment that enabled us to achieve useful natural sciences at the Gymnasium level and at the same time, strengthen the Slovene language in the international minority.The target groups of the project were students and teachers, and the project also had a significant impact on the leadership of the schools and families of the students involved.The students deepened their knowledge of science, especially from the perspective of cross-curricular understanding, which came from practical and useful examples, based on active forms of learning and teamwork. Through the teaching of natural sciences, we also strengthened critical thinking in the triangle Nature - Society - Economy (Natural Science and Survival Workshop at Udin boršt, waste research on the secured beach at Miramar, hiking excursion Poden and Cepa Gorge). With attractive and practical content, we encouraged young people for a responsible attitude towards nature and for sustainable development, which is one of the goals of the Europe 2020 strategy.With the involvement of teachers (BC Naklo 15 teachers, Scientific Lyceum FP 12 teachers, ZG / ZRG for Slovenes 10 teachers) we enabled learning of new methods and approaches through active participation in exchanges, where each of the participating schools developed and prepared different science workshops. Furthermore, for some teachers, it was the first time working on projects, so they acquired new, non-teaching related competencies.Through the project, students strengthened their linguistic competences, both in the Slovene language, which was especially pronounced for Slovenes living abroad, as well as in English, German and Italian.The main results at the end of the project are:- Three two-week short-term learning activities for a group of 12 visiting students (+ more than 10 from the hosting school) and accompanying teachers. The focus of mobility was on project and research work, with an emphasis on problem-solving, implementation and critical evaluation based on real concrete natural science challenges.-Natural Science Workshops SLAVIT - a practical four-language guide to 6 science workshops conducted within the project-3-times four-language dictionaries of natural science expressions used in performing individual activities.h emphasis on natural science, active approach and the student-oriented teaching with an emphasis on critical thinking