The idea to launch the project Sustainability Empowered by Young Europeans is originated in the fact that many young people living in Europe are not aware of their potential of being able to actively influence European developments. Especially adolescents and young adults who come from socially, financially, culturally and educationally deprived backgrounds often lack the opportunity to raise their voice in an international context and thus have fewer chances on the labour market. Due to this the project’s objectives are to provide deprived students with the knowledge and the chance to influence the development of Europe by working on a project that will have an impact on their private lives as well as on a local, national and international basis. The topic of sustainability is omnipresent; many European nations are constantly working on improving and developing tactics to, for example, lessen climatic changes, preventing youth unemployment, providing a sufficient amount of living space by new building strategies, enabling access to fresh water supply, creating more awareness of the aspect of gender equality, preserving natural habitats etc. Our project aims at working on, presenting and exchanging good practice examples with regard to the EU Sustainable Development Goals 2030 amongst all participating partners to get to know different strategies of how to enable sustainable living and how to implement these methods into daily lessons at school. All partners, students as well as teachers, contributed successfully to the development of working material for good practice examples and prepare presentations on their topic. Presentations and workshops took place during international meetings at the prevailing institution. In between those meetings, all participants worked on tasks to prepare the workshops and on the UN sustainability goals, giving feedback and evaluating the good practice examples. Methods used in the project are: digital storytelling, cooperative learning techniques according to Green, panel discussions, problem-based learning, portfolios, scientific methods (theory-experiment-verification), entrepreneurial skills training, methods for giving constructive feedback and monitoring activities.The following activities took part as planned:During the Kickoff meeting in Greece, which was attended by two teachers/ organisators per school, all participants agreed on the exact dates on which the workshops should take place. The group also worked on a questionnaire as a means of evalution for students as well as teacher who would take part in a workshop.The next meeting was the first workshiop which took place in Germany. Every activity mentioned in the draft for the project took place as inteded to. Students and teachers worked in international groups and got an incling of how former industrial sites were transformed into recreational areas and are used to generate green energy.In Spain all participants worked in international teams on how to dispose of material left over from mechanical workshops, they gained practical as well as theoretical experience through research, discussions and presentations of experts. The aspect of sustainability was thus also shown while visiting a local company, which showed what they do and how to dispose of leftovers and collect fluids that occur during production. During a discussion with the town mayor participants had the opportunity to discuss how the UN goals are implemented in the area. The focus lay on active participation and discussion of the topic and working in international teams.The third international workshop was held in Greece. There the focus was on examples of clean energy, especially by using photovoltaic systems, wind and water power. Again, the cooperation in international teams and the interculutural exchange did take place as planned before.After this mobility the next one was organised to be in Scotland. Here everybody dealt with the topic of planning and designing a future business that uses sustainable methods to reduce the company's costs.The last workshop took part in Denmark. The main aspect of the activities there was managing the local water supply in a sustainable way.The activities mentioned in the following did not take part as originally planned. Although the workshop in Greece dealt with all the contents that it should have been dealing with and all participants worked in international teams, there was one aspect that had not been planned. The Scottish partner was not able to attend the workshop due to a exam phase at their school. This problem was solved by providingany material that has been worked on via eTwinning and by staying in contact via email.The final meeting between teachers with the intetntion to evaluate the whole project, to sum it up, discuss it and to prepare all the material for the teaching portfolio did also not take part as intended. Due to the Corona-Pandemic some heads of school did not want their staff to travel to Germany. As the problem of Covid 19 grew worse, everybody agreed via email to have a Skype meeting instead. Before it could take place, every partner got a permission for this change from their National Agency. Unfortunately the meeting via Skype turned out to be a problem as well. The connection was interrupted very often and the technology iteself was malfunctioning. Due to that the coordinator send an email with all details needed and material that was already prepared for this meeting to every participant. On the basis of the replies the coordinator created the planned outcome of the project, the teaching portfolio.Expectations:As all vocational schools teach in different fields of work each of them was expected to concentrate on different aspects concerning the EU Sustainable Development Goals 2030.The results of the exchanges of good practice examples, as well as feedback and reports were supposed to shown and worked on via eTwinning.The participating institutions also had to share reports and results on their webpages and amongst all colleagues who were supposed to teach the topic of sustainability. The project team wanted to design a webpage and to upload the material and concepts for other teachers to use in the classroom.With the project the team hoped to have a positive impact on the lives of deprived students so they will have better chances on the national and international labour market by giving them the chance to work on an omnipresent topic in an international context and thus enabling them to contribute to the development of Europe. We (as teachers) also would have liked to witness different methods of teaching the subject of sustainability to broaden our individual and each school’s pool of methods and be able to cover the 17 sustainability goals in class through working in an international environment with schools having different expertise.Realisation:As already mentioned above the workshops and their contents were realised mostly as they were planned. Due to the teaching portfolio and the exchange of material via email and eTwinning as well as actively taking part in the workshops all teachers had the chnace to witness different approaches of dealing with the project's topic. Students who travelled to the different countries will stand better chances on the national and international labour market since they got an official certificate about having been actively involved in an international cooperation of schools and the necessity to communicate in the English language. Everybody, having anttended a workshop abroad or having dealt with sustainability in class, profited from the project due to the fact that they had to understand and to speak the English language. Students also worked actively on the project's topic, for example in order to prepare or evaluate workshops.Although eTwinning has been used a lot to upload pictures, workshop material and filled in questionnaires it was not used as much as intended by students to communicate with each other after the workshops. Teachers mostly had to remind students to use this means of communication at home.The planned webpage for the project could also not be finished in time and is still in progress since the schools were closed for a while bevause of Covid 19 and thus students were not able to work on it at school. The coordinator hopes to provide the webpage by the end of August.

The project was a research into best practice of environmental issues, sustainable development and thinking in each of the participating countries. The main objective was to find out the links between food production in the EU and the European strategies for sustainable development. The basic purpose of the project was to train individuals in environmental and sustainable development and thinking, approaching with respect and understanding of the different partner countries way of dealing with the topic. The students gained ownership and recognition of the natures richness and diversity in relation to protect the nature from further disasters.The projects aimed at: - Developed equality and shared values in activities that improved critical thinking - Strengthened key competences in VET - Developed institutional partnerships supporting the set up and implementation of an internationalization strategy of VET learners and apprenticesTeachers and students worked and exchanged teaching and learning methods/ideas. The result was presented digitally, and creative work was done not just with the school partners, but with local authorities/institutions (NGO’s) as well, to raise awareness for our environment and start focus more on sustainable development and thinking. This was achieved by developing a pedagogical base that included reflections and suggestions for active methods that are invaluable for improving the key Lisbon skills, such as: learning to learn, interpersonal, intercultural and social skills and civilian skills. This was achieved by addressing the following topics: - Environmental and sustainable thinking and development - Water resources and organic nutrient cycling - Biodiversity, energy and waste - Zero miles food - The Ecologic and ironic man’s footprintCeuti municipality entered the project as an associated partners. Ceuti were involved in a local project “the Ecologic and ironic man’s footprint”, which was a part of this project too. Viborg municipality became a partner in the project and contributed with knowledge. The specific goals of the project were: - Encouraging the establishment of sustainable development and thinking - Focus on environment and climate change - Implementation of the project as a goal and complementary tool to develop the understanding of agriculture, forestry and fisheries among the participants - To promote entrepreneurship education - To increase students' awareness of social integration - To promote the personal and professional development of students to become an asset among European citizens - To encourage the learning and sharing of foreign languages ​​through new technologies.The main target group for this project was students who are the owners of the future. Therefore, all our activities were student oriented and were performed with their participation. The purpose of the activities was to enable the students to gain knowledge and skills that they could use in the future.Therefore, the 7 partners in the project disseminated the gained knowledge and involved the students in activities about the measures around environment and sustainability translated into practice, it is estimated that 168 students and teachers benefited directly from the activities.Our partners represented diverse social and economic backgrounds and a diverse collection of communities from across Europe. By working together to achieve our goals of environment and sustainability, we succeeded in showing our students, parents, staff and others how people from different parts of Europe could work together on our environment and create more coherence to the European citizenship.The project's method was based on the concept of interdisciplinary teaching in order to improve the quality of the education. We aimed to approach key issues from different disciplines such as biology and the environment, thus providing a more comprehensive understanding of environmental issues in a European context. In order to be able to assess the impact and ensure a correct development of the project, both formative evaluation types as well as summative ones were used along the way.we expected a strong collaboration between the institutions, municipalities, district governorships, district education directorates and NGOs during the preparation, implementation and sustainability of our project. Local authorities, organizations and institutions in all participating countries were invited to learn about the project and its results.

"<< Background >>The project FARMER is a study into European best practices for recruiting and retaining students to the agricultural sector. We are facing major challenges regarding recruiting, environmental issues and climate change, social development, and digitalization along with rapid technologies' development. Their changes require new skills from the educators implementing a greening in the curriculum to support students on their vocational education and training path. The project will work on the development of teachers' work in supporting students cross-cutting skills within the scope of sustainability and future needs, and the understanding of how to use pedagogical and didactic methods as a tool, to increase the attractiveness of vocational education and training in the agricultural sector. According to the practical guide “Greening Technical and Vocational Education and Training (TVET)” UNESCO, greening is the process of pursuing knowledge and practices regarding environmental and climate changes. Entrepreneurship and UN17 Sustainable Development Goals (SDGs) are closely linked in today’s agricultural education, which means that students need to adapt agricultural education with relevant content and teaching methods. At the same time the agricultural industry is facing problems with poor reputation, which is why the Danish Agriculture and Food Council reports that more than one in three producers in the agricultural sector is in need for qualified labor. At the same time, we are facing a youth unemployment in the EU-27 at 15,1% according to Eurostat, most of them without any vocational training and education. Students who choose an agricultural education experience a skeptical attitude toward their choice. In teachers’ learning activities, we will focus on how we support students’ skills in arguing of the importance and relevance of their choice of occupations, so that they experience pride in the choice of vocational education and training. Vocational education connects smart hands with smart minds, and FARMER connects smart minds with a stronger profile for sustainable development in Europe. According to the report,” Primed for Sustainability – A New Narrative about Technical and Vocational Education and Training”, drafted and published by The Danish National Commission for UNESCO, vocational institutions committing themselves to create a distinctive sustainability profile, they can attract more students. Moreover, teaching sustainability helps to produce insightful students with their own convictions, equipping them with the skills needed to identify new approaches to enhance sustainability. FARMER has the potential to influence the entire value-chain in the green sector, i.e., students, VETs, companies, society and at stakeholders. By mapping the needed skills of the future ‘green’ farmer, according to societal and political demands, training the educators to increase motivation and implement a green curriculum, improving the image of agricultural education in the narratives, training the enrolled students cross-cutting skills, and supporting their green, innovative, entrepreneurial mindset alongside with improving their competences with regard to language, IT and acting in a European community, the impact of the project FARMER will affect Europe's future sustainable growth and cohesion. Therefore, this project will focus on the sustainability goal No. 4, and, in particular, on No. 4.7, which ensures that all students acquire the knowledge and skills necessary to promote sustainable development through education for sustainable development and sustainable lifestyle. The project focuses on EU partner countries, that are already experiencing the difficulties of recruiting, motivating, and retaining students. This fact guarantees that the partners will be committed to ensuring that the project is an unconditional success.<< Objectives >>The main target group of this project is educators, who are the main persons involved in educating, motivating, and retaining students. That is why all our activities are educator-oriented and can only be accomplished with their participation. The aim of the activities is to enable the educators gaining knowledge and methods that they can use in their present and future training-curriculum. With modern teaching and ability to utilize new teaching technologies, the students will also gain essential skills that are adapted to the challenges they face after graduation.The basic purpose of the project is to train teachers/educators in developing a more practical approach to teaching. There is a focus on the exchange of teaching techniques as well as respect and understanding of the different partner countries' way of tackling the environmental and climate challenges and adding more knowledge through the exchange of best practices. The teachers will own and recognize the richness and diversity of various pedagogical and didactic approaches achieved through transnational cooperation.The projects aim at:- Supporting educators, educational leaders and support staff in communication and education to recruit and retain students. - Further strengthen key competences in initial and continuing VET.- Supporting VET educators to implement environmental and climate goals to the education and communication practices.The specific objectives of the project are:- Encouraging the establishment of a more hands-on approach teaching.- Focusing on our recruiting, motivating, and retaining students facing the environmental and climate change challenges.- Implementing the project as a goal and complementary tool to develop pedagogical and didactic methods among the participants.- To promote entrepreneurial learning directly in the participating countries and through dissemination on the webpage also in other European countries, engaging students to become true agents of change.- Raising the students’ awareness regarding possibilities of studying at an agricultural school.Therefore, the 10 partners in the project convey the knowledge gained and involve others in activities, in the effort to recruit, motivate and retain in practice. An estimated number of 50 people will benefit from the mobility activities directly. With the efficient dissemination, the best practices will be shared more widely in national and transnational contexts.Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. Working together delivers our aims of developing new pedagogy and didactic methods and benchmarking the best practices.The project methodology is based on the concept of interdisciplinary teaching to enhance the quality of education. We aim at approaching key issues from the perspective of different subjects taught by participating educators using digital technologies and learning methods.It is expected to be a strong cooperation among institutions, municipalities, district governorships, district national education directorates, NGOs and farmers during the preparation, implementation, and sustainability of our project.<< Implementation >>Our studies and activities will be carried out with the support of all partners. They will integrate the activities into their daily lives, as one of the objectives of these EU projects suggests. Teachers will develop and exchange practical teaching and learning methods/ideas. The results will be presented digitally, and creative work will be carried out not only with the partners, but also with their own students to ensure that the recipients of teachers' development work achieve the optimal benefit. At the same time, there will be national sparring between colleagues at the schools, so that we ensure that the schools benefit fully from participating in the project, and that there will be more ambassadors who can spread the project's message and results. The focus is to raise teachers' awareness of the possibilities of choosing vocational training, as well as the reasons why young people must choose vocational training, and to start focusing more on sustainable development in education using the UN17 SDGs. This will be achieved by producing a pedagogical and didactic manual with reflections and suggestions for active methods that are invaluable for improving key Lisbon competences, such as learning to learn, interpersonal, intercultural, and social and civil competences. These will be achieved by addressing the following topics:- Competence-mapping of existing skills in agricultural education today with the aim of identifying current skills needs/gaps.- Identification of the future need for educational skills, with a particular focus on the challenges posed by the climate challenge.- Setting up personal educational skills to suit the needs of the future.- Establishment of a new framework for agricultural learning content.- Political recommendation.Throughout the project's three-year life, we will work to exchange experiences and best practices in relation to the development work of the teaching. We will look at the skills we train according to today, as well as examine what skills future farmers require. We do this to adapt our transnational development work to bridge the gap between today's cross-cutting skills and the cross-cutting skills of the future. The main focus will be on digital and technological competences, as well as on innovative and entrepreneurial competences, as they are part of the competences of the 21st century. Moreover, these competences are sought after both by the agricultural profession itself, but also by politicians as they are inscribed both in national learning strategies as well as in the EU's ""European skills agenda"". We will use surveys among teachers, students, and parents for underage students according to each WP in order to measure the effect of the work done during the mobilities, ensuring the policy recommendation answer to the needs in all partner countries.<< Results >>The project is expected to deliver four results:1)We expect to provide an analysis of the competences we teach after today. •each partner will provide data on labor market indicators:oyouth unemployment rate oactivation percentageounemployment rates by ageounemployment rates by occupationoanalysis of training programs and levels.oanalysis of the percentage intake at the different levels of education.We will achieve a demographic analysis by country but also in general for the EU, as partners are distributed throughout the EU. This will give us a picture of what recruitment is like for education in the EU, as well as where we are in relation to achieving the EU's strategy that about 30% of a youth year should take vocational training, and how many will choose an agricultural education. 2)We expect to provide an analysis of the competences that future farmers need to possess.•we will develop a matrix of the competences we expect young people to possess in the future. oanalyze the pedagogical and didactic tools we are going to teach by. oanalyze possible methods e.g., Peer-to-Peer learning, digital methods, etc. oanalyze and test methods in relation to greening the curriculum and support SD regarding environment and climate change.We will achieve the development of a matrix that contains proposals for a toolbox, from which the teachers can be inspired, and where there is a focus on different methods that strengthen the cooperation competences, as well as a focus on the professional competences in relation to the environment and climate change. 3)We expect to deliver an educational and didactic manual with a focus on a more hands-on approach to teaching that matches the skills and competences of future farmers.•we delve into the methods from paragraph 2 concerning teaching methods in relation to the environment and climate change. oanalyze the methods we are already using today and which we expect to continue with in the future. opractical transnational co-teaching to develop partners' practices across partners.oanalyze how we can produce in a ""different way"", cf., the French Ministry of Agriculture.oexamine the mechanism of ""test space for settling as a farmer"" cf., Member of Pays Graines oexplore new technologies e.g., drones, ICT platforms, etc. oprepare an educational and didactic manual. We will gain an insight into some programs launched in France, with the aim of developing the personal and professional competences of the students to meet the needs of the future. The work is picked up in Belgium, where a manual of recommendations is written after testing the different methods in each partner country.4)we will conclude by drawing up a political recommendation that proposes, how the political side can support recruitment to vocational education and training, as well as the upskilling of trainers in vocational education and training. •we will make some policy recommendations based on the work we have carried out on the previous three points. orecommendations on how to support recruitment to vocational training from the political point of view. orecommendations for curriculum improvements in relation to work on the environment and climate change.We will achieve the development of policy recommendations, that we can present to relevant national and transnational stakeholders, who will support us in developing agricultural education and training to make it more attractive and facilitate access to a university education."

Our project was based on the belief that a common challenge for the European countries is striving for a Europe where the diversity of cultures and cultural heritage are essential to the development of a genuine openness of mind and basic rights, where open and interactive processes and practices of culture combine to help us deal with the complexities of living with ourselves and one another. At the core of the project we put cultural heritage, multicultural understanding and cultural traditions as resources for the future to promote diversity and dialogue and foster a sense of identity, collective memory and mutual respect within and between communities. Our project developed as a journey through partner countries’ cultures to raise awareness of our own traditions and identify the common values which unite us. In this context, intercultural dialogue was essential to exchange views and opinions and establish linkages between different cultures, communities, and people, promoting understanding and interaction for avoiding bias, racism, conflict and marginalisation of people on the basis of their cultural identity, Therefore, through intercultural dialogue pupils were trained to democratic and civic participation. To develop this attitude and key life-competence we used methodologies that involved learners actively in their own learning. With our project we wanted to get support to develop conducive and supportive learning environments focusing on the needs of individual pupils, especially the disadvantaged and migrant ones. The extra-curricular activities could not only help students to catch up their interest in learning, but also help them to build a positive relationship with the school and its staff, as well as providing fulfilling activities which could boost self-esteem and reduce frustration. Mobilities of both students and teachers across Europe constituted an integral part of our approach, along with the use of information and communication technologies. Our students participated in activities in multinational teams and acquire active, hands-on experiences by engaging with exploring, evaluating, mapping, meeting volunteer teams, music, dance and art.In a united Europe students and teachers greatly benefited from working together with partners from other European countries, thus they could learn to understand and accept other cultures and their traditions. Furthermore, they raised their cultural awareness, broadened their horizon and learnt a lot about working on projects in teams. With this project we mainly addressed to 100 pupils in the age of 14-18 who benefited directly from the mobilities. At every participating school there was a group of pupils who worked on the topics with various subject teachers. Through the activities the joy about learning was supported in a long-term way. The students involved in the project could use languages, ICT, theatre, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.