<< Background >>The key competences for lifelong learning and its development have been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. More recently the 2018 Council of the European Union Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01) and the UN Sustainable Development Goals (SDGs from now on) of the 2030 Agenda have placed the focus on EU members to update and adapt their education provision.Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation. Learners need to develop their skills and competences throughout their lives, for their personal fulfilment, so that they can actively engage with the society in which they live and to ensure that they are prepared for a constantly changing world of work.A focus on key competences can lead to a broader and more engaged learning experience for students. While the development of key competences prepares young people for a rapidly changing world of work in the future, it also helps them to think critically and creatively, to work independently and as part of a team, to be innovative and to develop learning skills that are important for them in the frame of the current global sustainability challenges as they travel through their education journey and later along the road of work and lifelong learning. However, the variety of approaches taken in the different member states reflects the history of those states, the prevalent education philosophy and the educational structures already established (KeyCoNet, 2014). As a result, there is no single model followed in European member states for integrating the key competences and SDGs into national curricula.Moreover, according to the “Key Data on Early Childhood Education and Care in Europe – 2019 Edition” (EACEA 2019, ISBN 978-92-9492-974-7), “Early childhood education and care (ECEC), the phase before primary education, is increasingly acknowledged as providing the foundations for lifelong learning and development”. Also, the council of Europe publication MAKING THE RIGHT TO EDUCATION A REALITY IN TIMES OF COVID-19 -A Roadmap for Action on the Council of Europe education response to COVID-19 (2020) stated that “The aftermath of COVID-19 challenges the way in which we learn and teach. As European education systems, schools and institutions move from emergency education to a sustainable response, we will need to innovate in the way we learn and teach. (…). We will need to rethink the way in which we design, assess and recognise qualifications”.For these reasons, THINKIDS is proposing to design and test a practical “authentic learning approach” based on the EU key competences for lifelong learning and the UN Sustainable Development Goals to support educators and children (ages from 3 to 11) find coherence between what they think, what they want or feel, and what they do.<< Objectives >>The THINKIDS project has been designed using a logical framework approach to support objectives-oriented project planning and management. In this frame, our objectives are: 1.Implement a Transnational curriculum for Early childhood and primary education teachers in the partners’ countries to integrate key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in Early Childhood Education, complemented with a short review of the current provision for 3-11 teachers 2.Design and test innovative materials and open educational resources (OER) for 3-11 school education teachers and educators focusing on the 8 key competences for lifelong learning and the 17 UN Sustainable Development Goals; 3.Support 3-11 teachers integrating the key competences for lifelong learning and the Sustainable Development Goals in their daily work, from an authentic learning approach, with an aim to enhance their professional development and increasing the quality and range of initial and continuing training. This will involve proposing guidelines to teachers based on their national contexts to integrate key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in preschools and primary schools.4.Create an Innovative Knowledge Hub for informing, uploading, and downloading OER materials aimed at increasing their awareness to strengthen the educational foundations in a system of competences and sustainability supported by all relevant stakeholders.<< Implementation >>The objectives pursued by THINKIDS that have been already mentioned will be achieved by specific activities that are included below:To achieve OBJECTIVE 1: Implement a Transnational curriculum for Early childhood and primary education teachers in the partners’ countries to integrate key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in Early Childhood Education, complemented with a short review of the current provision for 3-11 teachersACTIVITIES RELATED TO O1: Drafting of methodology and template for collection of input; review of the current literature, implement desk (at least 5 sources per country) and field research: survey (20 each country, total: 100) + leading consultation interviews with 15 education experts; collection of country report from the participating countries and issue of final curriculum.To achieve OBJECTIVE 2: Design and test innovative materials and open educational resources (OER) for 3-11 school education teachers and educators focusing on the 8 key competences for lifelong learning and the 17 UN Sustainable Development Goals AND ACTIVITIES RELATED TO O2: Issue of preparatory guidelines and methodologies to design the 8 key competences for lifelong learning and the 17 UN Sustainable Development Goals in pre-school and primary education. Design of 24 resources (4 per partner) in EN and review and translation into DE, ES, RO, IT, and CRO.To achieve OBJECTIVE 3: Support 3-11 teachers integrating the key competences for lifelong learning and the Sustainable Development Goals in their daily work, proposing guidelines to teachers based on their national contexts to integrate key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in preschools and primary schools.ACTIVITIES RELATED TO O3: Design and implementation of pilot testing of the curriculum, training materials, and online learning environment with 5 specific reports per country (EN, DE, ES, RO, IT, and CRO). Delivery of one report with the suggestions for the final learning programme, curriculum and online learning environment. Final development of Guidelines document for the implementation of key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in their teaching based on their national approaches.To achieve OBJECTIVE 4: Create an Innovative Knowledge Hub for informing, uploading, and downloading OER materials aimed at increasing their awareness to strengthen the educational foundations in a system of competences and sustainability supported by all relevant stakeholdersACTIVITIES RELATED TO O4: Design of THINKIDS learning Hub in EN and translation into DE, ES, RO, IT, and CRO. Design and test of Technical specifications of the resource centre, the initial structure of the platform, the testing, and the final free presentation of all the results freely available Online upload of 24 resources and delivery of tutorial to use the knowledge hub<< Results >>The most important results of the project will undoubtedly be 3, as described in the corresponding RESULTS section of this proposal:R1 Curriculum THINKIDS for pre-school and primary School teachers to integrate key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in their teaching. R2 Handbook for pre-school and primary School teachers with clear explanations of authentic learning approaches, the 8 key competences for lifelong learning and the 17 UN Sustainable Development Goals and incorporating 24 “authentic learning” practical resources to implement in the classroom.R3 Guidelines for the implementation of key competences for lifelong learning and Sustainable Development Goals using an authentic learning approach in their teaching based on their national approaches. R4 THINKIDS eHub in 6 languages (EN, DE, ES, RO, IT, and CRO) to support the learning and active testing of the materials and handbook. This result will include a set of Technical specifications of the resource centre, the initial structure of the platform, the testing, and the final free presentation of all the results freely available. These will be complemented by the following outcomes: Under Management:. 4 Steering Committee meetings – Madrid (ES - Month 2); Leipzig (DE- Month 10); Bologna (IT) - Month 19); and Zadar (CRO - Month 26). For each meeting there will be an agenda (4 in total) and minutes (4 in total). . 1 Management, Quality and Evaluation Plan including an action Plan and project schedule (by JOHANNITER, DE) with the support of ITC (ES), with the contribution of the other partners . 2 Financial and technical reports (month 12 and month 24). . Online repository including copies of all financial and legal documents requested (work contracts, progress reports and copies of invoices for other costs/timesheets).. 1 Communication and dissemination Plan will be developed by STEPS (IT) with the support of JOHANNITER (DE) and will describe the flow of information and the dissemination strategy needed in the consortium to successfully implement the project. This document will be developed during the 2nd month and will be presented and agreed by the consortium in the first Steering Committee meeting.. Project free online cloud with the structured contents of the project (as example, Google Drive) Regarding dissemination and exploitation-related results:. Project logo . Communication and Dissemination Strategy (including input from all partners). Project platform. Social media pages and groups . Project leaflet and presentation - in six (6) languages (EN, DE, ES, RO, IT, and CRO). Local dissemination track documents (articles, photos, participants’ lists) . Sustainability and exploitation strategy and implemented actions per partner. At least 150 3-11 teachers and stakeholders to participate directly in the project development;. More than 50.000 EU citizens will be informed about the project;. More than 500 organizations and institutions informed about the THINKIDS eHub and who have available with specific guidelines to integrate it in their educational settings.. 5 multiplier events in Germany, Spain, Italy, Romania and Croatia with a total of 150 participants (30 per country) and a report with the results. Quality, evaluation, and impact results:- 1 (Management,) Evaluation, quality and impact Plan (including tools for evaluating the multiplier events, implementing the peer review of the 3 Results and the piloting) the issued by month 2; - 4 mini evaluation reports issued after each Steering Committee meeting- 5 multiplier events evaluation reports- 2 Evaluation Reports elaborated by ITC (1 progress – month 12 and 1 final- month 24)- 1 Risk Analysis – designed by ITC with the contribution of the other partners during month 2 of the project and agreed by the consortium in the 1st Steering Committee meeting.

Context/background of project: The number of young people in need of care (for example due to AIDS, stroke, accident) has been increasing continuously over the past years.Appropriate ambulant and stationary care structures for these people as well as vocational training offers for the nursing staff are missing. In the partner countries the care ofyoung people in need of care in in- and outpatients units has been adapted to models of geriatric and medical care. They do not consider the aspects of the special livingconditions and needs of these people. In the future adequate care for these people will only be possible if in each case in addition to existing valid care concepts furthervocational training concepts providing additional skills and qualifications or vocational training concepts are adapted to the characteristics and requirements of these youngpeople in need of care. The main project objectives were:- Transfer and dissemination of a holistic psychosocial care concept and common standards of ‘Young Care’ in thepartner countries- Development and adaption of 8 new modules (up to EQF level 6) as well as transfer the concept of ‘Young Care’ in the partner countries- Manual for theadaption of the modules- Qualifying of lecturers and teachers in teaching the educational offerings built up modularly in the context of EQF and ECVET and preparation of ateacher`s guide- Further development of common standards in vocational education and training against the background of ‘Young Care’- Dissemination of project outcomes incooperation with professional organizations (umbrella and trade associations), international care organizations, training institutes, regional and national units and preparation forregional and national accreditation Number and profile of participants: There were 6 participating institutions in this partnership having years of experience in vocational educationand training, or/and maintaining ambulant and stationary care structures in the context of nursing or geriatric care or arranging nursing staff for outpatient care. In the context offurther vocational training the partners brought in innovative approaches, concepts, methods, contents, teaching methods and studying materials which could have been adapted. Theyhave regional and national network structures to professional organizations and national units, which can be used for accreditation and dissemination of the projectoutcomes. Description of activities: Besides the project management (C.1.), which was responsible for planning, controlling, monitoring and organizing the project, the followingproject activities were carried out:- Development of 8 modules from EQF-level 2 to 6- “teach the teacher”, carrying out learning activities for handling and teaching of themodules in the area of ‘Young Care’ for lecturers and teachers as well as compilation of a manual for teachers- Testing the modules with the partners- Classifying thesemodules and the 8 existing modules in a module tableau- Compilation of a manual for the adaption of modules to other target groups in the area of care- Compilation of amodularised educational concept methodology in carrying out the project: As a coordinator the applicant was responsible for the project and quality management and supervisesthe work and time schedule and the project status. A short description of the results and impact envisaged- Application of the modular educational offerings under considerationof the target group (nursing assistants, nursing staff, manager, parents or family members of young people in need of care)- Nurses training schools and universities benefitfrom a specific educational offering- Striving for accreditation. The potential longer term benefits: Due to the different qualification levels of the modules different target groups(Nursing assistants, nursing staff, manager, students) in different hierarchy levels of the institutions benefit cross-sectoral from the project outcomes. By the adaption, testingand evaluating of the training modules and –methods, studying contents and studying results the project should help nursing staff to find transnational employmentopportunities in in- and outpatients care. In this way the employment opportunities for nursing staff are facilitated. The project shall improve sustainably the ambulant andstationary care structures for young people in need of care and shall contribute to a harmonization of the care services and care quality in the context of ‘Young Care’.

<< Background >>We applied for an Erasmus+ funding with SEN4CE because we see and want to address the following needs with a high quality adult education digital training program:Circular Economy and sustainability – to mediate and ideally reverse climate change – will be THE upcoming topics and challenges for “the economy” – globally and in Europe. The UN’s Sustainable Development Goals (SDGs), policies like the EU Circular Economy Action Plan and related national policies to reduce greenhouse gas emissions and achieve “climate neutrality” will need innovation by the economy and also by consumers.The demographic development of Europe and other „developed“ countries clearly shows that the percentage of elderly people/seniors in society will increase a lot during the coming years, also in the partner countries (see e.g. EUROSTAT https://ec.europa.eu/eurostat/news/themes-in-the-spotlight/demographic-change-eu). Therefore, it is vital to reach out to our seniors and give them knowledge, awareness and curiosity for CE and sustainability. The UNDP report “Ageing, older persons and the 2030 agenda for sustainable development” (published in 2017) concludes in its recommendations, that it is vital to build an “intersection of ageing with other critical issues including […] environment”.Elderly people still contribute to the economy as “pure consumers” (who are not part of the workforce anymore) and could (and will have to) increase demand for circular products and services for a successful circular transition. However, aspects of circular economy need to be re-thought for the target group of elderly people: shopping without plastics and packaging might be feasible for young people, but elderly people might not be able to carry heavy loads of water bottles or reusable e.g. glass packaging. Nevertheless, elderly people will be the largest consumer group in the future (given demographic development). Therefore, current trends in circular economy (product-as-a-service and other digital tools, also from ambient assisted living concepts) will be evaluated and made accessible by teaching basic digital skills. All too often, life-long learning stops at the end of people’s work-life. SEN4CE will address seniors (60+) with a digital training program to foster life-long learning (core topics circular economy and digital tools) that empowers them to actively engage in the “green transition” and connect them with the young generation, for whom sustainability and circular economy are absolutely vital (in the truest sense of the word). While a lot of projects aim for training young people so they in turn can teach the elderly, SEN4CE “closes the loop” and educates and motivates elderly people and seniors to teach the young on circular economy and sustainability. To also include and involve seniors in retirement/care contexts, a combined circular economy/train the trainer digital training for people working with seniors in these contexts.<< Objectives >>The core aim and overall objective we want to achieve with SEN4CE is to engage and empower seniors for the green, sustainable, and digital circular economy of the future and involve them in high quality adult education and life-long learning.The primary target group (seniors 60+ years) will be directly addressed with a high quality adult education digital training program on circular economy, that can directly be shared and used by adult education and life-long learning providers. To reach the primary target group even better, a specific train-the-trainer digital training for people working with seniors in care/retirement contexts is developed. To reach the overall objective, we have identified the following concrete objectives for SEN4CE are:-to empower seniors to actively take part in sustainability and circular economy discussions, programs and initiatives-to foster life-long learning with custom tailored digital training materials for seniors on circular economy and digital tools-to foster intergenerational knowledge transfer and intersectoral (adult education/care and retirement) networks -to achieve a large, international impact, by addressing the target group through a broad spectrum of multipliers and channels<< Implementation >>All project management activities (e.g. creation of a project management handbook, an online working environment, a share and promotion plan and related materials and activities, quality management and coordination activities) aim at the successful implementation of the project results.Following state-of-the-art project management structures, the project results will be implemented according to the detailed tasks and methodologies described in this application.The digital training materials will be developed based on research and a thorough needs analysis. Game-based, scenario-based and interactive e-learnings combined with explainer videos will be used to ensure the most “learning impact” in the target group and also to make the training materials motivating and self-explaining. E-learnings will be created with Articulate 360 (Rise/Storyline) and the explainer videos with Powtoon.Special attention and focus will be given to the sharing and promotion activities and cooperations with other projects and initiatives. All partners will actively promote and share SEN4CE in their online channels and present the project at events and conferences.<< Results >>All of SEN4CE project results are aimed at achieving the concrete objectives mentioned above.Result 1: CE for seniors and life-long learningA course curriculum (including learning content) on circular economy for seniors will be developed. The curriculum will be created for 2 EQF levels (one version for enabling 2-3, one version for enabling 3-4) to ensure compatibility with the diverse learning needs of seniors 60+.Result 2: CE for care and retirement sectorA course curriculum and learning content for circular economy in the care and retirement sector will be developed, including a train-the-trainer program for staff to use the SEN4CE training (R1) with their clients. The curriculum will focus on enabling EQF 4.Result 3: Digital CE tools for seniorsCircular Economy goes hand in hand with digital tools. The focus of this result will be on digital applications for circular economy, enabling seniors to EQF 2-3 in digital tool skills.Result 4: Digital learning materialsDigital training materials will be developed, based on the concepts and curricula of R1-R3. The software Articulate will be used to create non-linear, scenario-based gamified e-learnings (depending on the choices of the learner, a different storyline will unfold, thereby encouraging replays and reuses of the materials). The digital training materials will be fully responsive (can be used/accessed in consistent high quality via smartphones, tablets or computers) and the design will take into account the needs of the target group (seniors) and respect highest barrier-free standards. The digital training will be based in blended learning methodology (e-learning and concept on how to use them in various settings, e.g. individual learning, group learning, workshops, seminars etc.), especially the train-the-trainer part of R2. Result 5: SEN4CE Digital environmentThe SEN4CE digital environment will be the primary sharing and promotion tool for the digital training courses. Special attention will be given to the design and visual identity to respect the needs of the target group seniors (easy access/barrier-free). Instead of developing “yet another platform”, the aim to is create highest possible compatibility with existing platforms.All results of SEN4CE will be available in English, French, German, Spanish and Portuguese.

AGILE will design, develop, and apply a holistic methodological framework and practical tools for understanding, assessing, managing, and communicating HILPs events with a systemic risk and resilience perspective. The project will combine and integrate a wide range of established and innovative methodologies into a novel and replicable multi-sectoral risk and resilience stress testing methodology to better: UNDERSTAND (Systems theory, Lateral thinking, Strategic Foresight, Machine Learning) ANTICIPATE (Scenario Building & table-top exercises, Multi-Criteria Decision Analysis, Machine Learning) and MANAGE (Resilience assessment, capability development strategic training) These approaches and services will be co-created within a unique transdisciplinary consortium of research organisations, NGOs, SMEs, first responders, and local and regional authorities. The scalable and replicable methods will enable for the identification of common points of failure of critical societal functions in response to compounding low probability high impact threats as well as provide recommendations for both risk-informed system hardening and threat-agnostic systemic recovery. The project will ultimately improve the strategic and operational risk management capacities and capabilities of DRM stakeholders on local, regional and national level and thus strengthening the societal resilience to new and emerging risks in Europe and beyond. The project provides the means and the methodology to ensure a wide ranging impact of its results to not only improve the understanding, anticipation and management of HILP risks and events, but the direct and wide-ranging contribution to key European and international policy priorities and global challenges such as the EU disaster risk management policies (in particular UCPM), the European Green Deal priorities (EU Climate Adaptation Strategy), as well as the EU Security Union Strategy.

<< Objectives >>We want to foster direct and personal exchange about good practice in mobility between schools and organisations who are actively taking part in Erasmus+ exchange programs. This structured and pro-active dialogue will take place on organisational level but also via student focus groups, in order to include all perspectives and foster transparency, participation and inclusion as vital parts of sustainable school development.<< Implementation >>The adminstrative group, consisting of teachers, directors, adminstrative staff and persons responsible for transnational mobilities will meet virtually five times to discuss the various aspects of sustainability in mobility and school life. The student focus group will meet at least three times to share their perspective on the topic and formulate own expectations, ideas and suggestions. Inbetween virtual meetings national research and other preparatory measures will take place.<< Results >>The two groups will summarize their meetings and make transparent the discussion process and progress by publishing results of the meetings in adequate forms and depending on local availability. After the group meetings a summary of both processes will lead to the formulation of sustainable quality criteria on transnational mobilities. Those will be published locally, nationally and on European level in order to inspire as many stakeholders as possible to engage in sustainable mobilities.