The project Yeuthpact! started with the consideration that Youth work and projects involving young people, including the ones working in European funding framework (international camps, European volunteering projects, etc.), have a tremendous value to foster better societies. On the one hand, throughout events, exchanges, camps, community work and transnational volunteering, youth work increases young people’s educational and training opportunities. On the other hand, it can improve life conditions of people from local communities where projects take place. Both dimensions encompass the impact, which can be defined as “the changes resulting from organisation’s activities” (Charities Evaluation Service’s quote, mentioned at “How do we know it’s working?”-Conference organised by National Youth Council of Ireland, 2011)Whilst European Commission (2017) has recently considered European Voluntary Service a highly valuable programme with a significant impact on volunteers and organisations involved, such impact is mitigated on local communities where projects take place due to different reasons. One of the reasons is the “lack of tools to measure impact on local community”. As a result, plenty of studies and papers show the difficulties to find data or evidence about youth work’s social impact: Pwell and Bratović (2007), Lough, Moore McBride and Sherraden (2009), European Youth Forum-YFJ (2016), European Commission (2016; 2017), among others.A gap thus exists when assessing the social impact of youth work so youth practitioners, in terms of local community-wise, struggle to answer the question “What difference does my work make?” (Dr. Bamber, Centre for Effective Services, “How do we know it’s working?”-Conference, National Youth Council of Ireland, 2011). There is current a need to promote evidence-based practice when assessing the impact of youth work on local communities (“Study on the impact of transnational volunteering through the European Voluntary Service” -EC, 2014). Thus, youth workers needed:-To develop tailor-made methods and tools to assess the impact of their work on local communities, thereby providing evidences of their influences-To build their capacity of evaluate how their actions work at local communities so they can design and implement more effective projectsY-EUTH-PACT! had the aim to contribute to increase the quality of youth work by improving the capacity of youth practitioners to assess the impact of youth work on local communities, through the creation of new tools and the improvement of youth practitioners’ competences. The specific objectives were: -To standardise good practices for assessing impact on local communities of youth work and volunteering projects;-To create a methodology, guidelines and tools for youth workers to assess the impact of youth work on local communities-To develop a framework of competences for youth practitioners to become impact assessors;-To develop a training programme with e-modules to train youth practitioners on impact assessment practices; and-To equip organisations’ staff with tailor-made methodologies to improve the way they assess the impact on local communitiesMain project target group: youth workers.Indirect target groups were (among others): young people, teachers, high school educators, HEI staff, adults, local organisations/institutions involved in youth sector, NGOs and other third sector entities.Y-EUTH-PACT! was aligned with Erasmus+ objective of fostering quality improvements in youth work, in particular through enhanced cooperation between organisations in the youth field and/or other stakeholders. Moreover the project results can become very useful when assessing the impact of new ESC projects on local communities, thereby increasing the transferability of project’s outputs. Even beyond Erasmus+, the project addressed the recommendation adopted by European countries, represented in this project as well (NL, ES, IT, UK, and BG), of “supporting the development of appropriate forms of review and evaluation of the impact and outcomes of youth work” (Recommendation CM/Rec(2017)4, Council of Europe, 2017).Finally, given the difficulties and restriction brought in by the Covid-19 Pandemic, it is worth mentioning that Partners during the 2nd half of project implementation, have constantly adapted ongoing to the situation, by intensifying and improving the general online communication, dissemination and also online training activities, in order to overcome such situation. This resulted in an additional (and unforeseeable) capacity building for the partners and staff involved, when it comes to work and communicate effective online and general upgrade of digital skills.

<< Background >>It is extremely clear that the current socio-economic systems are no longer suitable for our society and for the Planet itself, hence the incumbent need for new educational patterns to organize the economic activity and promote a systemic approach designed to benefit businesses, society, and the environment.Young people will play a key role in the shaping of a sustainable future as stated by the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”. It is only with their actions towards sustainable development that they will be able to establish inclusive societies while also adverting the impacts of climate change, unemployment, poverty, gender inequality, conflict, and migration.Therefore in this scenario, the project ECO-CIRCLE: “Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at becoming a European new educational benchmark within the Circular Economy sector for youth, by creating a solid link and opportunities within the Social Entrepreneurship field, by promoting and enhancing socially inclusive and environmentally sustainable innovation through community learning and national and transnational collaboration.Thanks to the in-depth cooperation of a well-rounded International Partnership represented by 7 Organizations active in the field of sustainable development and youth education, non-formal learning and, with direct expertise on online and digital education as well as on Social Entrepreneurship and Circular Economy, Partners aim at creating a (PR1)Framework of Competences for Circular Economy, customized for Youth, Digital Youth Workers, Social Entrepreneurs and Educators focusing on the necessary set of knowledge, skills and attitudes, needed to navigate successfully the Circular Economy, (PR2)An interactive and cutting-edge Online Course for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy, capable to boost the needed skills for an eco-inclusive entrepreneurship and equip present and future youngsters and their social enterprises as well as small and growing businesses, with the necessary digital tools and resources to start-up and scale-up through the circular economy. And finally (PR3)An educational e-game (APP), with the aim of engaging, connecting, and empowering youth, youth workers, educators and social entrepreneurs, while learning about global and international development issues, with focus on the Sustainable Development Goals (SDGs) and thus becoming active and global citizens. Moreover, Partners will implement National Focus Groups (A2) with the aim of pilot testing the Project Results while capacity-building Youth workers, Social Entrepreneurs & Educators on their effective use, and thus multiplying the effect in turn, by promoting and training future eco-entrepreneurs. All Project Results will be shared with the main target groups via Final Multiplier Events (E1-E6).Main Project Target groups are:.Present and Future Young Social Entrepreneurs, Youth workers, Educators, Trainers, Facilitators, Teachers, Learners with interest in the topic of Circular Economy as a tool for Social Entrepreneurship..Partner organisations and their Staff.NGOs, Associations, Foundations, Youth Centers, Informal Groups of Youth, Non-formal training providers including SMEs, Municipalities, Development agencies as well as HEIs active in the field of environmental learning, entrepreneurship/social education, willing to test and incorporate the new training curricula into their educational offer. Furthermore, “wannabe agents of change” as well as other present and future social entrepreneurs not directly targeted by the project, will be also able to benefit firsthand from the project online training methodology and tools, which will eventually lead to a multiplier effect and an actual widespread socio-economic impact in Europe and beyond.<< Objectives >>Besides following the main recommendations of the EU Youth Strategy 2019-2027 EU Youth Strategy 2019-2027 of engaging, connecting and empowering young people, ECO-CIRCLE is aligned with the following Erasmus+ Programme common and specific priorities & objectives for the Youth field:-Promoting active citizenship, young people’s sense of initiative and youth entrepreneurship including social entrepreneurship-Increasing quality, innovation and recognition of youth work through capacity-building of youth workers on circular economy as a tool for a sustainable and more effective social entrepreneurship education with a more strategic and integrated use of ICTs and open educational resources (OER). -Environment and Fight Against Climate Change through the spread of awareness about environmental and climate-change challenges (among other SDGs).Linear economy approaches based on the take-make-dispose mentality are coming under increasing pressure because of their negative impacts. With this economic model the production of goods is at the expense of the productivity of our ecosystems while also jeopardising their supply, leading to ecological and economic disadvantages.The European Commission has adopted in 2020 a new Circular Economy Action Plan, one of the main blocks of the European Green Deal, Europe’s new agenda for sustainable growth. With a circular economy the aforementioned problems are solved. Greenhouse gas emissions are automatically reduced on a global scale, the application of circularity in the economy creates vital ecosystems such as soil, air and water bodies, the conservation of nature is systematically preserved by stopping the extraction and dumping mechanism. In addition to that, circularity has several advantages for the economy thanks to substantial resource savings and growth of employment with the adoption of new business models focused on reuse, repair, remanufacturing and sharing models.Moreover, from the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development” (UN DESA), it emerges the key role of young people in sustainable development as a driving force to achieve sustainable and inclusive societies while adverting the impacts of climate change, unemployment, poverty, gender inequality, conflict, and migration. Therefore, in this scenario the project ECO-CIRCLE aims to train and encourage young entrepreneurs to adopt sustainable business models, promoting waste prevention, systemic eco-innovation, eco-consumption, collaborative economy, eco-design and territorial symbiosis to create new jobs while contributing to the global Sustainable Development Goals and propel our world to a greener future.<< Implementation >>The project ECO-CIRCLE: “Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at promoting an innovative training methodology specifically designed for Youth, Digital Youth Workers, Social Entrepreneurs and Educators, that will empower present and future social entrepreneurs, by developing a flexible learning offer and e-tools when it comes to advance the understanding of eco-social entrepreneurship, identify opportunities and managing entrepreneurship policies and programs to further a circular economy in ways that respect ecological limits, empower people, and build community capacity.The Results set by the project and Partnership itself, will be achieved thanks to the in-depth cooperation of a well-rounded International Partnership represented by 7 Organizations active in the field of youth education, environmental learning, digital and financial literacy, social entrepreneurship and direct expertise on circular economy, representing 6 Programme Countries: France, Italy, Spain,The Netherlands,Finland and Slovenia.To do so, we have divided the activities leading to the production of Project Results, into the following Work Packages (WPs), to better define aims and deliverables, thus enabling a correct and efficient project implementation and workflow:•WP1-(A1) - Project Management & Implementation including Follow-up via a thorough Communication Strategy, supported by transnational and online partners meeting (M)•WP2-(PR1): A customized Circular Economy Framework of Competences for Youth, but also valid for Youth Workers, Social Entrepreneurs and Educators, focusing on the necessary set of knowledge, skills and attitudes, needed to successfully navigate the Circular Economy (Available in (EN/FR/IT/ES/NL/FI/SL). Based on the Framework, the following 2 Project Results will be developed.•WP3-(PR2): A customized Online Training programme (Available in (EN/FR/IT/ES/NL/FI/SL) designed for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy, capable to boost the needed skills for an eco-inclusive entrepreneurship and equip present and future youth and their social enterprises as well as small and growing businesses, with the necessary digital tools and resources to start-up and scale-up through the circular economy - including minimum 180 people (30 per Country involved) belonging to the project target groups that will register and benefit from the online course). Partners will also develop an Open Badges’ system which will allow participants to the online course to be awarded with an Open Badge after successfully completing each module and, a final Certificate at the end of the whole Online Course.•WP4-(PR3): ECO-app:e-game for ECO-Agents of Change, with the aim of engaging, connecting and empowering youth, youth workers, educators, social entrepreneurs, educators and adult learners, while learning about global and international development issues, with focus on the Sustainable Development Goals (SDGs) and thus becoming active and global citizen via Gamification (min. 150 downloads)•WP5-(A2): National Focus Groups, with the aim of pilot testing the Project Results while capacity-building participants on their effective use and benefits, Partners will involve 5 educators and 5 experts in Circular Economy & Social Entrepreneurship per Country (60 participants in Total)•WP6-(A3): Promotion, Sharing and Use of Project Results Plan (including the Exploitation of the results): not only includes the Sharing & Promotion Plan (SUP Plan) but also a multilingual project website and social media pages, multiplier events E1-E6 for which each partner is responsible for organising their own National Event (minimum 150 attendees among all Partners/Countries involved).•WP7-(A4): Quality Control, Monitoring and Evaluation<< Results >>ECO-CIRCLE:“Circular Economy as a tool to develop an Innovative eco-inclusive social entrepreneurship educational pattern for youth” aims at promoting an innovative training methodology specifically designed for Youth,Digital Youth Workers,Social Entrepreneurs and Educators, that will empower present and future social entrepreneurs, by developing a flexible learning offer and e-tools when it comes to advance the understanding of eco-social entrepreneurship, identify opportunities and managing entrepreneurship policies and programs to further a circular economy in ways that respect ecological limits, empower people, and build community capacity.Throughout 2 years of project implementation, the Partnership set the following results and outcomes to be achieved:•A multi-level project website available in 7 Programme languages & Social Media page (EN/FR/IT/ES/NL/FI/SL).•A Framework of Competences for Circular Economy, customized for Youth, Digital Youth Workers, Social Entrepreneurs and Educators focusing on the necessary set of knowledge, skills and attitudes, needed to navigate successfully the Circular Economy. At least 120 Online Surveys (20 per Country) will be answered by experienced youth workers/social entrepreneurs. Based on the Framework, the following 2 Project Results will be developed.•An interactive and cutting-edge Online Course for youth, youth workers and educators to enhance their social entrepreneurship potential within the Circular Economy - including minimum 180 people (30 per Country involved) belonging to the project target group that will register and benefit from the online course (Piloting). Partners will also develop an Open Badges’ system which will allow participants to the online course to be awarded with an Open Badge after successfully completing each module and, a final Certificate at the end of the whole Online Course.•A multi-level e-game (app), with the aim of engaging, connecting and empowering young people and promoting youth participation and active European citizenship via gamification. (min. 150 downloads)•National Focus Groups, with the aim of pilot testing the Project Results while capacity-building participants on their effective use and benefits, Partners will involve 5 educators and 5 experts in Circular Economy & Social Entrepreneurship per Country. (60 participants in Total)•A set of 6 informal offline and/or online dissemination activities during project implementation: at least 6 informal dissemination events,complementing 6 final multiplier events (E1-E6): min.150 attendees in total.Moreover,after its completion,the project will contribute to generate the following minimum outcomes:-Building capacity and modernising youth work through innovation and more sustainable practices-Improved competences in various sustainability-relevant sectors, developing green sectorial skills strategies and methodologies-Improved levels of skills for employability and new business creation within the circular economy (including social entrepreneurship);-Improved competences and increased opportunities for the professional development -More strategic and integrated use of ICTs & open educational resources(OER) in education & training;-Openness to synergies with organisations active in different fields or in other socio-economic sectors; -Increased capacity and professionalism to work at EU/international level ;-Strengthened awareness about European identity and Active Citizenship & more “Agents of Change” among the EU through the spread of awareness about environmental and climate-change challenges (among other SDGs).Aforementioned minimum results &d objectives will be achieved thanks to an in-depth cooperation among the partners involved,supported by the Management,Communication and Implementation Strategy,Sharing & Promotion of Project Results Plan (including Exploitation Plan)and a consistent Quality Control, Monitoring and Evaluation of the project activities and results.

<< Background >>Cybersecurity has never been more important. Crafting security is crucial, particularly as 96%young people daily use the Internet (Statista 2020). While offering a galaxy of opportunities, the digital environment also has a dark side. Cybersecurity is at the forefront of the European Union’s efforts to build a resilient, green and digital Europe. In this respect, on December 16, 2020, the European Union has launched a new Cybersecurity Strategy, an ambitious document aimed at ensuring secure and reliable digital tools and connectivity throughout Europe, part of the broader EU digital strategy that aims to transform Europe in a global leader for digital economy. However, the discussion on youth is a very marginal point, while we believe that a specific strategy must be put in place, above all to raise awareness on cyber threats, build cyber resilience by youth organisations and orienteering young people in terms of cyber jobs. As reported, 2 million cybersecurity vacancies are needed in the EU and filling the gap is only possible by attracting more youth through youth organisations who are in close contact with them(Hartas,R et al.2021).Raising awareness on young people & youth organisations has also a very important root - Kaspersky Italy (2016) explains how 3 out 4 SMEs cannot find young people with enough cybersecurity skills and, after 4 years, UnionCamere & Anpal (2020) stated that cyber professions are the most wanted in Europe, and more efforts are to be done to engage young people.From the other side, we have involved more than 120 youth workers from Spain, Turkey, Italy, Bulgaria & Estonia in a survey to answer to their current cyber strategies and how they implement them within their youth organisations and it is apparent how almost none of them have any cyber security in place. Plus, according to our review, orientation on digital careers, specifically the ones on cyber security, is basically absent within youth organisations and the expected digital transformation of youth organisation has still a long way to go.So, we have decided to develop a joint project between cybersecurity SMEs and youth organisations to create the foundations for capacity-building youth organisations and at the same time raise awareness on cyber SMEs on the expectations and stereotypes that young people/youth workers have on cyber careers and cybersecurity in general.What is more, if cyberbullying has become more and more known, a wider discussion on scams, protection of personal information, strategy of data protection within youth organisations is still missing at EU level and a nonformal education approach is almost absent.As 2 million cybersecurity vacancies are needed in the EU and filling the gap is only possible by attracting more youth through youth organisations who are in close contact with them(Hartas,R et al.2021) and create a novel strategy that puts together experts and youth.<< Objectives >>As the major attention of different programmes has been on cyberbullying and on cyber hatred, we want to expand the scope of cybersecurity toward cyber-resilience by:1) Capacity-building of youth organisations in deploying effective organisational strategies on cyber security. To do so, we develop Project Result 1(PR1), in which we investigate on cyber security among youth organisations and detect the main tools/resources/strategies to develop a proper pedagogical competence frameworks as a supporting platform to develop innovative activities/competences of youth workers and orienteer them among the new professions around cyber professions.2) Training youth workers and young people through nonformal education techniques & simplified learning material to raise awareness on cyber security making the topic more appealing. To do so, by Project Result 2(PR2), we create an e-learning module for youth and youth workers to enhance their cybersecurity knowledge, resilience and skills via employing computer-based/mediated games by creating content-rich, engaging story that would motive youth through robust gamified learning experiences and new non-formal education activities through an innovative toolbox. 3) Improve digital skills/employability of young people by the direct confrontation between SMEs specialised in digital development/cyber security & youth organisations. In fact, by Project Result 3(PR3), we create a web application for youth empowerment through online gamified non-formal education activity, with the active support of youth workers & SMEs involved (co-develop gamified tool) where users will be able to interact and reflect/learn while playing.<< Implementation >>As activities we will be performing: PR1:-The definition of a participatory group of n.10 youth workers and n.10 young people to assess different cyber habits, like online purchasing, password saving, youth organisation internal rules on cyber security, data protection habits, etc- A Full map of existing cyber security tools & nonformal activities- Mapping activity on the cyber security jobs and domains for youth orientation on cyber security- A discussion on the main competencies on cybersecurity competenciesfor youth organisations- The co-development by youth workers and cyber experts through joint work of a strategy for cyber security & gamification pedagogy in cyber security within youth organisationsPR2The development of an e-learningmodule for youth and youth workers (as including nonformal education techniques& simplified learning materials) through:- The joint development between cybersecurity experts & youth workers & IT developers- Organisation of C1, PT1 to design & test nonformal education activities & design/test learning material- The organisation of online competitions on PT1/PT2 to review and engage in an attractive way young people toward the topics of cybersecurity PR3The gamification of the cybersecurity through the online tool of CYBERYOUTH is organised through the organisation of C1/PT1/PT2 & active co-design of youth workers, cybersecurity experts & digital developers. C1: short-term joint staff training to train youth workers in cybersecurity methodologies, design nonformal activities on the different areas of cybersecurity & capacity-build on the basic terminology/concepts ofcybersecurityPT1:online training of youth (to implementation/testing of cybergames in support of PR2) PT2:online training of youth (to implementation/testing of newly created cybersecurity web app in support of PR3) 3 Transnational project meetings (TPM) will help us to plan, monitor, execute, assess and evaluate the project activities from start to end.<< Results >>PR1 is both a guidance and a framework to introduce quality standards in cyber-security within youth organisations & capacity-build youth workers in deploying effective organisational strategies on cyber security and activities for and with young people. PR1 is constituted by:-The definition of a participatory group of n.10 youth workers and n.10 young people to assess different cyber habits, like online purchasing, passwordsaving, youth organisation internal rules on cyber security, data protection habits, etc- A Full map of existing cyber security tools & nonformal activities- Introduction to the cyber security jobs and domains for youth orientation on cyber security- A framework of competencies in cyber security for young people - A strategy for cyber security & gamification pedagogy in cyber security within youth organisations PR2 is an e-learning module for youth and youth workers (as including nonformaleducation techniques & simplified learning materials) to enhance their cybersecurity knowledge, resilience and skills via employing computer-based/mediated games by creating content-rich, engaging story that would motive youth through robust gamified learning experiences and new non-formal education activities through an innovative toolbox. It is the sum of a nonformal activity toolbox and of training content to introduce young people/youth workers to the topic of cyber security. PR3 is a web application for youth empowerment through online gamified non-formal education activity, with the active support of youth workers & SMEs involved (co-develop gamified tool). This will support the users to interact and reflect/learn while playing, to improve digital skills/employability of young people by the direct confrontation between SMEs specialised in digital development/cyber security & youth organisations. To plan, validate, co-design & test each project result, we expect to organise 3 trasnational meetings & 3 training activities (1 offline & 2 online). Among intangible outcomes of the project:· Improved collaborationbetween SMEs & youth organisations through cyber security capacity buildingof youth workers/organisations by cyber security experts· Improved knowledge on cyber security related jobs by young people & youth workers· More precise knowledge and awareness of cyber-security rules to be followed

<< Background >>The ageing of population is a worldwide phenomenon with critical implications for all sectors of society. Due to low birth rates, high life expectancy and migration flow dynamics, worldwide population is “turning grey”, and Europe is not an exception. An ageing population brings social, health, economic, and other issues. Overall in the EU, the total public spending of ageing is expected to increase by 1.7% to 26.7% of GDP between 2016 and 2070. In all countries, measures to help older people remain active and participative are a necessity, not a luxury. The United Nations and the European Commission agree that quality ageing is a responsibility of all (private, public and civic actors), and can only be created and sustained through the participation of multiple sectors. People are thus encouraged to take the lead to implement programmes addressing quality and active ageing. These impressive projections feed into a variety of policy debates and processes at EU level, including the overarching Europe 2020 strategy for smart, sustainable and inclusive growth. There is uncertainty surrounding these long-term projections, which are made under a 'no-policy-change' assumption to illustrate what the future could be if current policies remain unchanged. Thus, as populations grow older, the EC encourages the design of innovative policies and public services specifically targeted to older persons. The UN and the EC agree that quality ageing is a responsibility of all (private, public and civic actors), and can only be created and created and sustained through joint efforts of multiple sectors. People are encouraged to take the lead to implement programmes addressing questions as: How do we help people remain independent and active as they age? How can we strengthen health promotion and prevention policies? How can the quality of life in old age be improved?, and attempt to collaborate in assuring that senior citizens remain a valuable resource to their families and communities, as stated in the WHO Brasilia Declaration on Ageing and Health in 1996. In all countries, measures to help older people remain active and participative are a necessity, not a luxury. The time to act is now! This framework, in addition to the environmental global crisis and the EU Green Deal prerogatives, led the partners to plan a project aiming at fomenting active ageing policies that would bring added-value to both the communities and the elderly. Preparation work of the partners and resulting direct contact with the agents working directly with the elderly in several countries (Germany, Portugal, The Netherlands, Italy, Spain and Poland) revealed that the third age sector and the elderly would like to contribute to nature conservation, because of all the positive inputs that the contact with nature brings to the senior’s mental and physical health, and because it enhances autonomy. However, when inquired about what prevented those agents (or the elderly) to implement outdoor programmes, they responded the staff lacks competences to address nature-related actions and to organize safe outdoor activities. When further inquired on the preferred enrolment schemes for the elderly in such outdoor programmes, they were unanimous in responding that volunteerism would be the perfect model to adopt.The educational needs were thus identified to a depth that allowed partners to build a robust consortium and a strategy to respond to those needs. SENIORS4SUSTAINABILITY thus requires expertise on different areas and insights from countries with active ageing policies at different levels of implementation in order to make it effective and transferable to a large geographical scale, assuring transnational quality impact on a set of different target audiences (from ground to policy-makers).<< Objectives >>SENIORS4SUSTAINABILITY aims at:-Promoting active ageing through the involvement of senior citizens in nature conservation volunteering programmes, and through the capacitation of personnel working in the third age sector to develop and implement such programmes;-Valorising the elderly and all their potential as productive citizens;-Support adult (senior) learners by providing high-quality training fostering key competences and skills;-Generating environmental awareness, and promote European citizenship values;-Promoting language, literacy, ICT, intercultural, and interpersonal skills in senior citizens and in the third age personnel;-Promoting social inclusion and active ageing policy.<< Implementation >>SENIORS4SUSTAINABILITY will train at least 48 third age personnel from Germany, Portugal, Netherlands, Italy, Spain and Poland, and will directly involve at least 300 senior citizens in environmental activities in Portugal and Iceland. Indirectly, over 1000 senior citizens will somehow be involved in the project’s activities.Participants will join environmental activities in the field, virtual and physical international dialogues and exchanges, and will test and validate all the results. They will also attend public events and will be consulted for policy contributions.SENIORS4SUSTAINABILITY is thus a cross-sectoral project that will achieve the abovementioned activities, but mainly long-lasting immaterial results in what concerns the social inclusion of the elderly; their willingness and awareness to enrol in outdoor conservation programmes (or other active ageing programmes) in an informed way; the competences of entities, personnel and adult (senior) educators to develop and implement active ageing programmes; the encouragement of ageing-friendly policies. It is then expected that SENIORS4SUSTAINABILITY will cause a significant impact at different levels (local, national and international) on the different target-groups and stakeholders.Thanks to the diversity of the participating organizations and the high-level quality of their respective networks, the project’s results will be disseminated to relevant stakeholders, assuring the project’s uptake and continuity. Partners are committed to achieving institutional buy-in to the proposed methodology, and SENIORS4SUSTAINABILITY will certainly support social inclusion and valorization of the elderly, the establishment of green active ageing programmes, and the development of high-quality skills and competences in both the elderly and the staff supporting them. Environmental action and improvements in local governance policy will also be important benefits.<< Results >>SENIORS4SUSTAINABILITY will produce a set of tangible results and outcomes that hopefully will facilitate the construction of intangible outcomes, such an improvement in third-age and environmental policies.Results are described in detail in the relevant chapter of the application, but, in short are:- A report/collection of best-practice and inspirational cases to inspire and guide the project development;- An online platform that features the project information, results, news, and an observatory for best-practice in nature conservation programmes inclusive to seniors, and an enrolment directory for such projects and the elderly;- A handbook for seniors, explaining the rights and duties of volunteers, safety rules, etc;- A step-be-step handbook and an executive package for institutions willing to implement senior volunteer/active ageing programmes;- A training course for 3rd age personnel, available in 4 languages;- An audiovisual set of contents, explaining the topics addressed by the project in an inclusive way;- A policy paper explaining the importance of a change in 3rd age and environmental policies. This output will summarize a set of evidence-based recommendations, from a policy-making and local democracy perspective.- A laymen report assembling all lessons learned and crucial findings of the project, allowing for clear and swift dissemination of the tackled benefits.We will also run internal evaluation exercises after each meeting or event, ensuring the project is developing according to each target group and the consortium’s needs and goals.The expected outcomes are the following:- Development and implementation of 1 senior ‘green volunteering’ programme.- Delivery of 1 training course for 3rd age personnel, with resultant improvement of their skills and intercultural perspective.- Organization of 6 multiplier events and consequent impact in local communities.- Raise awareness about ageing and environmental issues.- Promote the benefits of international cooperation for the resolution of such issues.- Promote 3rd age and environmental friendly policies at high decision making level, with impacts on (at least) local governance and democratic systems.- Contribute to the Sustainable Development Goals, and relevant EU commitments for sustainable development, such as the 2030 EU Agenda and the EU Green Deal.

<< Background >>The subject of the project is motivation and time management in Distance Learning. Students are (and will be for a long time) challenged by changing learning requirements - schools need to adapt to national health challenges, socioeconomic conditions etc. Now they have difficulties switching from rigid classroom conditions and external motivation to online learning, when sometimes no one is forcing them to learn effectively. And it’s difficult to predict which learning model will be in the next year, so we need an approach that is suitable for all: classroom, blended and home learning. Teachers are challenged by this as well. Methods that were moderately effective in classrooms, no longer work in forced blending/online conditions. Teachers have a big problem with students not participating/ignoring/being distracted, as well as parents not supporting the process. Over time, it became clear that it was not the equipment or technical skills of the teachers that were the biggest problem in effective remote learning, but the underrated aspect of self-management, motivation and time management.The project is designed to provide students with attractive materials to increase intrinsic motivation and learn effective time management. Moreover, it will enable teachers to gain knowledge and experience in the subject, which will allow them to work with students on increasing motivation and time management by creating an In-Service Training Programme and Handbook.<< Objectives >>The main objectives of the project are: 1) To create a suite of self-management resources with aim of development of motivation and time management. The tools will be directed at education providers to use during their classes with vocational education students. 2) To create the In-service training programme and handbook for educators with the knowledge to successfully use self-management toolkiy in the teaching process, and to develop and pilot the in-service training program, to ensure the practical skill acquisition to fluently use the resources developed.3) To provide online learning portal on which the resources developed will be uploaded with open access for everyone interested. Project results are measured not only by created resources but primarily by a number of trained professionals and the impact of newly possessed skills on their professional lives, their students, and their environments. Therefore, the following training activities and outputs will be achieved by the consortium during the project lifecycle: 1) 12 VET educators will be trained in delivering the In-service training programme during the Short-term joint staff training event 2) 60 front-line school and vocational educators will have completed the in-service training programme and upgraded their professional competences in the piloting phase of PR2 3) 480 students, including marginalized youth, will have experienced their learning process enhanced by using the self-management resources in the field of motivation and time management 4) 120 educators, students, and policy makers will gain awareness of the project results during the Multiplier Events in all partners’ countries. 5) 40 educators, students, and policy makers will attend the final conference in Siauliai.<< Implementation >>In the framework of the project the partnership will develop 3 Project Results. PR 1 - Toolkit of self-management resources for students PR 2 - In-Service Training Programme and Handbook for educators PR 3 - Online Learning Portal. Partners will organize six partner meetings inlcuidng four online and two face-to-face meetings (in Lithuania and Spain). During these meetings partners will discuss implementation of the project, in particular development of Project Results. On each meeting partners will discuss also sharing and promotion, evaluation and monitoring of the project. Partners will also organize transnational Training Event in Siauliai in order to present In-Service Training to VET educators from partner countries. The knowledge and experience gained during the training event will be further used during the piloting of PR2 by each partner on local level - 10 front-line VET educators in each partner country (60 in total) will have completed the in-service training programme and upgraded their knowledge and experience. The partners have planned activities related to the dissemination of the project. These include: development and updating of a project website, the creation and maintenance of a project Facebook fanpage, four newsletters, and the posting of project promotional material on YouTube and LinkedIn. To ensure wide availability, the website, newsletters and promotional materials will be translated into all partner languages. The project partners will organise regular meetings with the Local Working Group to enable multiplication of project activities. Furthermore, partners will carry out regular evaluation and monitoring activities. The project website will be developed and all results will be uploaded on website (in all partner languages) and maintained after end of project development.<< Results >>The project will include a website where all project results will be posted. The partners will organise two transnational meetings and four virtual meetings (the meetings were planned this way because of the still unclear situation regarding the COVID restrictions). The project will develop 3 Project Results:PR1 - Self-Management resources for students - Toolkit of resources aimed at increasing intrinsic motivation and providing skills and knowledge in the field of time management in mixed format involving psychology, technology, wellbeing and support.PR2 - In-Service Training Programme - Training programme and Handbook for VET teachers also involving psychology, technology, wellbeing and supportPR3 - Online Learning Portal - the platform on which PR1 and PR2 will be uploaded with open access for everyone interested. The project will also foresee a transnational training where 12 VET educators from 6 countries will be trained on the In-Service Training Programme. They will then pilot it at local level in 6 countries. 10 VET trainers will participate in piloting (60 in total). Numerous promotional activities are planned, including 4 newsletters informing about the progress of the project. At the end of the project, a short video promoting the project will also be produced. In order to promote the project and its results 6 multiplier events in each country have been planned. In addition, a final conference will be held in Lithuania to promote its results on wider scale. In order to ensure a wider accessibility of the project results, the website, each project result, newsletters and other promotional materials will be translated into all partner languages. For efficient project management, partners will develop the following documents at the beginning of the project: Dissemination Plan, Evaluation Plan, Quality Assurance Plan and Risk Management Plan. An Exploitation Plan document will also be developed later in the project. Evaluation and monitoring activities will be carried out throughout the project.