<< Objectives >>We want to create a website that will serve as a methodological support for youth workers to best accompany the digital artistic creations of young people. On this site, they will be able to follow 3 production paths (music, video and network content) intended to facilitate the implementation of workshops for young people on these themes. Thus, their artistic creations and their expression will be valued and the young people will develop digital skills.<< Implementation >>With the help of youth workers, we will test the digital creation pathways in concrete situations, locally, in France, Bulgaria, Turkey and Spain, with groups of young people between 12 and 25 years old. Between these courses we will meet in each country to evaluate the action, meet professionals, establish an assessment, prepare and set up the courses, with a meeting to launch the project and a closing meeting. << Results >>We want to make youth workers, structures and young people want to create, experiment, express themselves, and set up multimedia workshops, and we want our supports and support paths to be a means of fostering, encouraging and facilitating this creation. Because we are convinced that this is one of the best ways to enable young people to gain self-confidence and develop social, technical and digital skills that are crucial to their inclusion.

Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

<< Objectives >>By implementing the project we aim to:Foster quality of youth work by providing and equipping young leaders with practical skills in digital leadershipEquip the participants with the key competencies useful not only in the social work but also in the job marketApply and develop new informal methods for youth work as a hackathon,agile development,competency matrix development and needs analysisExchange good practices related to digital leadership, which creates the leaders in our communities<< Implementation >>The main activities we will implement are:Prepare booklet with the existing good practices for e-leadership at global levelDevelop e-leadership training for youths, involving them to participate in the creation of the content through the Hackathon method Online Educational Resource - eLearning system with bite-sized learning for a more engaging and inspirational learning experienceDigital Leadership Training toolkitPilot testing of the program with youths from the target group<< Results >>Expected results of our project are:Developed relevant skills for digital leadership which will be important in future employment for participants and future users of the training programmeDeveloped innovative training content and methodology for youth and youth workers;Developed Online Learning Resources (OER) with motivational bite-sized learning modules. Increased youth's awareness about e-communication and its importance in future leadership.

"Today, over half of the world population lives in urban areas. Buildings are central to the EU's energy efficiency policy, as nearly 40% of final energy consumption and 36% of greenhouse gas emissions is in houses, offices, shops and other buildings. Improving the energy performance of Europe's building stock is crucial, not only to achieve the EU's 2020 targets but also to meet the longer-term objectives of EU’s climate strategy as laid down in the low carbon economy roadmap 2050. If we continue with this rate of energy use -in conjunction with population growth projections, with a little new sources of fossil fuels- we could deplete all natural resources within few decades. It is a fact that, actors in building sector have potentials to reduce environmental impact by incorporating energy efficient technologies in design, construction and operation of both new and existing buildings. Zero energy buildings (ZEB) are more effective and advantageous design approaches with several successful examples all over the world. Today we have an opportunity to address climate change by creating low-carbon and zero carbon cities, districts. EU countries have already agreed on to draw up national plans to increase the number of zero energy buildings. Furthermore, a European Commission progress report from 2013 found that EU countries had to significantly step up their efforts to take advantage of the opportunities presented by nearly zero-energy buildings. In relation to youth work, it is possible to argue that energy is one the most serious concerns for the welfare of current and future generations. There is an urgent need for all of youngsters -individually and collectively- to become more aware of the “built environments” that consumes certain percentage of national energy. We believe that teaching environmental protection and raising an awareness on energy that buildings consumes should take place beyond the classroom. Within this framework, the proposed project can be considered as an initiative that will create an awareness on ""energy efficient buildings"" among young people. Not only training of young people but also training the trainers would be possible through the project process. A set of educations materials and methods, including LINE technique as much as possible (field trips, technical visits etc.), using IT to create interactive learning environments, interactive face-to-face sessions and using open source interactive software will be prepared. Our partner’s expertise and experiences will guide us to set the curricula. The training curriculum will include Building Energy/Sustainability, Zero Energy Concept, Energy Demand and Carbon Emissions of the Buildings, Energy Efficient Buildings, Energy Efficient Building Technologies, Active and Passive Systems, Passive Houses, Environment Friendly Buildings Using Renewable Energy Sources, Related Legislations Building certification systems etc. Youngsters training participation will be certified and volunteer activities will be acknowledged by the partners of the project. Buildings are responsible for 40% of the total greenhouse gas emissions. Authorities highly accept that zero energy buildings are the ""future"". It has not only to do with engineering, but also aspects of social and behavioural research, using language and creative media to encourage young people to take action to improve the energy use. Young volunteers can leverage and integrate the tools and knowledge on passive design technology, community integration and the natural environment to aware the community around them. We believe that there really is something for everyone. We NEED EACH AND EVERY ONE OF YOUTH to bring their own skills, ENERGY and interests to tackle this challenge together."