"<< Background >>Cities have been at the centre of change, from the spread of Greek and Roman civilizations, through the Italian renaissance period, to the industrial revolution. By 1950 more than half of the European population was living in an urban area, today almost ¾ of European Union population is living in cities. By observing the trends in other parts of the globe we can be sure that this number will increase in next 50 years. Urbanization created some of the biggest challenges facing the planet, it also provides potential, as cities are creative hubs and may provide possible solutions to a range of environmental issues.It is increasingly recognized that compact cities are resource-efficient ways for people to live and for businesses to exist, as close proximity provides potential efficiency gains. New technologies can be used to improve the environmental performance of urban areas, for example, public transport systems or the construction and functioning of buildings, to reduceresource and energy consumption.The attractiveness of urban areas is much about the quality of life that it offers to old and new residents as it is about the competitiveness of its urban economy for businesses. Cities are therefore more and more branding themselves as ‘green’, ‘creative’ or ‘cultural’, in order to increase their attractiveness by promoting their environmental assets for the health and wellbeing of all citizens. In the postmodern era, where the tourist has an active role in the choice and enjoyment of his own travel, it is necessary to change the approach to create awareness. The concept of educational tours, which are providing a hybrid between training and tourism is in the centre of the reply of G&PS to the challenges and develop an offer to:- promote local innovations and environmental solutions- care about sustainable practices- highlight the often hidden work of local citizens to improve life- make the links between local communities across Europe visibleWithin G&PS we want to increase the awareness among the city-dwellers, tourist and local actors for more sustainable solutions, environmentally friendly ways of life and green trends to create and to accelerate 'green' change in EU societies.With this kind of approach, we are now assisting to the rise of a new “race” of creative mediators like:- digital programmers and designers- experts in storytelling methods that come from other departments of “cultural industries”, able to project new output and experiences of environmental solutions,Creativity has become a strategy which cities and regions need and have to expand and promote the innovation and development of individual abilities.The project G&PS intends to apply a transnational strategy of green education, educational tourism and sustainable development of urban areas. This renewal is promoted by the European Commission, which aspires to realize a series of activities that promote competences and innovative touristic output referring to specific themes with a remarkable growth potential and capable of responding to social concerns of territorial cohesion and protection/valorization of cultural and natural heritage.<< Objectives >>The G&PS project is aimed at operators, educators and mediators who wish to know, understand and support the dynamics for the development of innovative, dynamic and attractive sustainable tourism paths, capable of making the territory highly green.The project intends to achieve the following general objectives:OG.1 - Create skills improvement paths, improving accessibility and increasing the adoption of adult education (Adult Education)OG.2 - Addressing digital transformation through the development of digital readiness, resilience and capabilities (Horizontal)Specifically, G&PS specific goals are: OS.1 - to transfer to operators, educators, and mediators new knowledge and skills about educational tours, theatrical and digital storytellingOS.2 - to help them to co-create new products for green education and products in sustainable trends, which are expendable in the market. OS.3 - to develop products through international experiences, promoted by a strategic partnership with organizations with complementary expertise in theatre, design and digital programming, storytelling and tourism, who are able to apply methods to present environmentally friendly solutions in cities from Denmark, Germany, Spain, Italy and Cyprus. OS.4 - to develop and share the good practices gained by the single organizations to create a collective work through educational training activities, various project meetings, preparatory for the realization of 3 IOs that will be presented inside multiplier events, approaching an audience of local and European citizens.<< Implementation >>The G&PS WBS is composed by the following work packages:WP1: Overall project management Leader: KBC with the support of CRN1.1 management of the whole project coordination1.2 management the total amount of the budget and divide it with the all the partners1.3 signature of the partnership agreement (contract) with the National Agency and for the preparation of all the necessary documentation1.4 realization the sub-contracts that the partners will have to sign for acceptance1.5 arrangement (with the partner's agreement) the intermediate and final reportWP2: Assessment, monitoring, and quality assurance Leader: STANDO, Co- Leader: Blue Beehive.2.1 supporting all monitoring activities during the project2.2 development of the output evaluation2.3 assuring the project quality and all the outcomesWP3: Needs Assessment & Risk ManagementLeader: YES. co-leader: TQC3.1 problems identification (with an analysis of deficit, improvement areas and dangerous elements for the project development)3.2 Identification of motivations, expectations, desires, useful guidelines for the project3.3 Risk register monitoring3.4 Verification the results achieveWP4: JST implementation Leader: KOGE College, Co-Leader: CRN4.1 Creation of the educational toolkit (pedagogical and learning methodologies on storytelling design, theatrical and non-verbal communication techniques)4.2 Management of JST programme4.3 Evaluation of JST programmeWP5: Development of intellectual outputs (IOs) 5.1.1 Realization of the IO1 ( educational tours) - Leader: Stando5.2.1 Realization of the IO2 (Digital Hub) - Leader: YES5.3.1 - Development of IO3 (apps for mobile devices for Android / Apple systems plus paper guide). Leader: CRNWP6: Stakeholders awareness Leader: Blue Beehive 6.1 Development of the stakeholder management plan (indication of the methods for making aware all possible stakeholders and stimulating the awareness activities).6.2 Monitoring stakeholder engagementWP7: Dissemination and impact Leader: TQC. 7.1 Development of the Dissemination plan7.2 Production of dissemination materials: logo of the project, newsletters, project brochure, facebook page, website7.2 Coordination of the dissemination activities promoted by all partners in their own Country.7.3 Evaluation the impact of the dissemination actions<< Results >>The three intellectual output included in the project are:1. G&PS EDU - a series of theatrically guided tours with “guiding actors” which will explain and demonstrate sustainable trends and solutions of urban areasIn particular G&PS EDU is a package of five interactive and participatory green and sustainable paths in each of the following cities involved: Koge in Denmark, Berlin in Germany, Alicante in Spain, Nicosia in Cyprus, Potenza and Brindisi in Italy with the aim of promoting environmental education with the tool of new figures who are responsible for enhancing the environmental awareness and knowledge and making it more accessible to citizens and tourists, including through digital tools.2.G&PS HUB - Online Tour and Learning Hub with research material on the contents produced inside the project (to enhance the experience before and even after the events)G&PS HUB is a central digital hub, designed in order to contain all the materials produced in the project, facilitate the communication of the project team. The platform will also contain online access to the identified educational green and sustainable paths and have a strong level of interactivity with the Mobile Apps.3. G&PS A/VR - A mobile apps with augmented reality for mobile supports, connected to an corresponding map/game to use the real-time created contents and guide the audience through the discovery of the imagined path with video-animationThe augmented reality app works both autonomously and complementary to the other clever products planned, with the aim of making the contents created by the project accessible in real time in the selected locations. The app will be designed for Ios and Android systems and its operation will be integrated with a paper guide. The app is designed to integrate the traditional use of the paper guide with new digital media. In addition to the use of the classic paper support, equipped with city maps, short introductory captions and illustrations for each of the points of interest identified, you can try the experience of augmented reality: the pages, viewed through the smartphone or tablet, will come alive thanks to multimedia content. The multimedia contents will create a live experience of an interactive didactic game, which, through the animated narration (video-animation) of the chosen character (or linked to the some of the solutions) of each of the cities examined, will lead the visitor to orient himself among the points of interest identified and through a series of skill tests, puzzles to solve and quizzes, and to learn about the places of sustainable innovation and green trends. The App and the paper guide, have also been imagined as complementary tools to the functioning of the educational tours. They will help the visitor to orient himself between thestages and interact with the ""guides"", integrating artistic performances, with the use of digital technologies. With these products G&PS wants to equip learners with a new generation of educational tools according to playful-participative learning methodologies."

"Context: According to the Reward & Employee Benefits Association researchers from 2018 and 2019 provision of wellbeing services is critical for employee engagement and creating a positive working culture. The mental health of employees becomes a more relevant topic and according to the survey from 2019, "". Many C-suite directors recognize that the workplaces of today are highly pressurized and often stressful (or as recruitment adverts like to gloss it up, fast-paced) which takes its toll on workforces. Almost three-quarters of our respondents say high pressure and high-intensity environments"". The research from 2018 is showing that Just over a third (35%) of respondents provide training for line managers to help them support and promote employee wellbeing. And just a third (34.3%) of this group make this training mandatory for line managers to complete. It is evident that businesses, entities, and NGOs are willing to equip employees with the necessary knowledge and skills to cope with the well being of their employees. However, this raises the necessity of more structured information and guidance together with the competence list of the role that will enable them to improve the well being of their employees in all manner, and this is what the project ""Stressless Employees"" will do. Objectives: Taking into consideration the work-related stress and mental health problems of the employees the project Stressless Employees is aimed to develop a profile and competences of an Employee Satisfaction Officer (ESO), that will lead the well-being activities in every company and communities of employees, in order to improve the well - being of the employees, that will exponentially improve their performance and the performance of the companies and the NGOs. Participants: Employees from 2 SMEs (Human Resources Department/ Management) and 2 NGOs(Head of Sectors) (the project consortium) per pilot country (Germany Italy, Greece, Spain, Romania, Cyprus), that will take part in the pilot training courses, and project activities. Activities: IO 1 The project will start with a report analyzing the landscape and situation in the partner's countries, that will provide up to date information, best practices, car studies of entities that have already applied some for of employee well - being activities and roles. Additionally, companies, employees, NGOs and workers unions will take part in empirical research to share their views on the subject matter. IO 2 & IO 3 The data gathered by the desktop and field research will lay the foundation for the development of a training format and curriculum for Employees Satisfaction Officer (ESO), aiming to develop an EU level recognized profession that will be finalized in one comprehensive manual for improving the well - being of employees and combating work-related stress (IO4).Methodology: This project will be conducted through a three-step approach. 1) RESEARCH: Analysis of the landscape together with mapping existing practices, case studies, and empirical data from stakeholders will define the basics of the training format course ( a program that needs to be undertaken by persons that will act as ESO in the companies) and curriculum (basic competence ) profile together with a cost-benefit analysis of the introduction of ESO in the companies. 2) TESTING/ PILOTING: The training course will be tested in the partner countries in the entities that will take part, where the role Employer Satisfaction Officer will be introduced, close monitoring will take place in order to evaluate the impact and results of the piloting. 3) CERTIFICATION and DISSEMINATION: The third approach is to create a certified program for ESO that will be recognized on the European level and available for all entities. Results and Impact: The overall project result shall be the development and introduction of a new job role Employer Satisfaction Officer from companies and societal point of view. As for the companies and NGOs, healthy employees with a lack of stress will improve their productivity and the general performance of the entities. From the point of view of society, healthy employers will less stress will means, less depression, domestic violence, sickness or unemployment. From the societal perspective, the proportion of economically unproductive to productive times during a person’s lifetime is improved by reducing times of sickness, unemployment. The impact of the project will be manifested in three ways- Implementation of employees well-being policies - Better mental health amount the citizens and reduced sickness - Increase productivity and better economic results."

"Flexible production systems in technologically advanced companies, that integrate the various phases and operational processes through digitization and commissioning in the network of interactive systems and tools: this is the vision of Industry 4.0, or the fourth industrial revolution.New technologies, work environments, organizational structures, and the different forms of internal and external collaboration of Industry 4.0 bring great changes to workers' skills. To realize this new industrial revolution it is necessary to innovate the VET systems, favouring learning activities related to the world of work, to its changes, and to the places of the enterprise. The VET Systems must be oriented to future business models and to what they require: motivated, adaptable workers, able to manage processes, make innovation, bring added value in thecompany.In addition to solid and well-established and technical and generic skills, workers need transversal skills, such as the ability to solve problems, reflection, creativity, critical thinking, learning to learn, social and intercultural skills, adaptation, communication skills and abilities, ability to work in a team.The partners supporting the ""IMPROVE"" project, aims to promote innovative practices and tools in VET, in order to encourage people to consider VET as “an important choice on their professional path”, as set by the European Commission in one of “Ten actions” of the new and comprehensive “Skills Agenda for Europe” (launched in June 2016). As Remarked in the Agenda, the UE Commission purpose is making Vocational Education and Training (VET) a “first choice” by enhancing opportunities for VET learners to undertake a work based learning experience and promoting greater visibility of good labour market outcomes of VET.IMPROVE project aimd to satisfy the need of innovation in VET systems, thanks to alternative and successful methodologies/approaches to the learning environment, in order to create successful experience in job-oriented learning.This contributed to reduce the lack of an effective system to transfer knowledge and provide learners of skills necessary for self-employment or employment.The partners propose is to create innovative tools and guidelines, which can be introduced in their countries, used by the personnel who work in various ways in VET (teachers, schools, organizations, NGO, SME), widespread among the learners to support their employability and self-employment, shared by organizations in Europe, as the subject of further projects and initiatives to improve VET systems.The partners supporting the project were identified considering first of all their heterogeneity, in fact they are companies, NGOs and foundations involved in Educational and vocational training and third-level training institutions: this included in the project an integration of experience, knowledge and best practices.Each partner contributed to IMPROVE by bringing also the results of previous national and international projects, realized in VET, third level education and training, adult education and youth support.As a result, partners created outputs available in five languages. The materials developed are valid and shared both at the national level and at the European level. They were used by stakeholders of the partners involved, amplified the scope of the project and contributed to a more incisive action of innovation of VET systems.During the implementation of IMPROVE, partners organization run together different activities in the five countries involved in the project, such as:• A brochure available in Fivelanguages• 2 Newsletters available in Fivelanguages• An eBook of good practices available in Five languages• Six Transnational Project Meetings• Seven Intellectual Outputs• A Joint Staff trainingEvent• Six Multiplier Events on each partner country to test the project results, disseminate and promote its outputsThe materials created were well recognised and tested by all the participants involved on the project allowing them to adapt the knowledge provided to their own contexts. All the results of IMPROVE were openly shared on the project website (https://www.improveproject.eu)."

"According to objectives pursued and needs of the target groups to be addressed, this is the project rationale. I. The project is going to design, implement and disseminate a ludic and educational kit (The ENTER kit) composed by a board game and supporting tools (a cartoon video, a video tutorial and a mini-guide) focused on EU Citizenship, EU awareness and Democracy (equal opportunities for all, discrimination, social exclusion, participation, political rights): a highly flexible and customizable kit, suitable for re-processing and subsequent integrations to be used by youth workers with a wide range of targets (youngsters, people with fewer opportunities, NEETs, drop out students, persons of recent immigration, refugees, adults, senior). The kit and the project are going to implement, test and promote a making learning fun methodology. This kind of methodology has been chosen for its widely demonstrated effectiveness, above all for the positive results it can get with people of all ages in particular with fewer opportunity people (for instance drop out students, NEETs, people who have been out of the education system for a long time, persons of recent immigration, refugees, unaccompanied minors). The target involved are the youth workers and the above mentioned youth workers' target groups. According to this objective, The ENTER kit aims to: -improve the quality of youth work within the participants teams; -offer to youth workers an informal learning tool to help them in their role as a provider of non-formal learning opportunities to different target groups; -actively involve new targets in a debate on the focused issues and in the daily youth work; -increase youth workers and ytheir target groups set of knowledge regarding culture heritage, traditions, habits, other than their own; - increase participatory democracy through promoting the youth participation and active citizenship among new targets groups; -acquire specialized NFE training skills; -elaborate a multi-target, flexible tool adequate to ""special needs"" targets; -offer tailored made learning tools to different target groups. II. The project is going to experience an alliance between local and regional political decision makers, public bodies, NGOs, youth centers, adult and senior centers, teachers, trainers, people engaged in educational processes, associations, refugee centers, on the focused issues. By this point of view the involved targets are the youth workers, together with all the main project stakeholders. The pointed objective responds to the need to widen and professionalize the working context of the youth workers to a wide range of target groups. The pointed objective responds to the need of stakeholders to wide their networks, to improve their curricula, to know European best practices and deeply know the opportunities that Erasmus+ programs offer. III. The project is going to experience and promote an innovative international (EU countries and partner country) cross sectorial partnership (two youth centers, one private company and one research institute) with the aim to reinforce the dialogue among highly different, but complementary entities and to use each partners competences for the benefit of youth workers and all the people they potentially get in touch with. The time frame for the achievement of the objectives is detailed in the project GANTT and in the Implementation box. So it is for the number of people involved. Transnationality The needs, that the project aims to answer to, are common to most of the European countries, even if the way they are tackled is different and there are great differences within the EU. Such a project is ideally ""no boundaries"" and is based on the idea of a multi, positive, amusing diversity: no reason to get it within national boundaries. The transnationality of the project enables to: -look at the project topic by an European, shared, point of view, approaching it from different cultural, economic, legal, political prospective; -share the single country best practices; -use the complementary competences, expertise and experiences of different organizations, that are, in the project are well represented, shared and mixed; -wide the stakeholder network at European level."

<< Background >>As stated in the European Skills Agenda, the green and digital transitions are reshaping the way we live, work and interact. The EU’s move to a resource-efficient, circular, digitised and climate neutral economy are expected to create new jobs, while other jobs will change or even disappear. For these reasons, it calls for actions that support the twin transitions and that ensure that people have the right skills for jobs. At the same time, as the EU Gender Equality underlines, “gender equality brings more jobs and higher productivity – a potential which needs to be realised as we embrace the green and digital transitions and face up to our demographic challenges”.The European Green Deal sets Europe on the pathway to becoming the first climate-neutral continent by 2050, while the EU’s first-ever Gender Equality Strategy is designed to make gender equality a reality in the European Union. Building synergies between the two strategies is ever more important today in order to support Europe’s recovery from the Covid-19 crisis fostering green and digital transitions in an inclusive way.The pandemic has hit women particularly hard in several respects, and women’s participation in the labour market is no exception. As stated in the 2021 Report on Gender Equality in the EU, preliminary data on labour market trends shows that the impact of the pandemic’s first wave on the labour market was more significant for women than for men. Unemployment amongst women grew from 6.9% in April to 7.9% in September 2020, while male unemployment rose from 6.5% to 7.1% in the same period (EUROSTAT, 2021). In addition, the situation of women in the labour market is far from homogenous and inequalities are even wider amongst groups of women in disadvantaged or vulnerable situations, such as young and older women, women with disabilities, single mothers with dependent children, women with a minority racial or ethnic background and from migrant communities or other minority groups (EC, 2021).<< Objectives >>“Circular economy education for social inclusion of Women” (CECIL) is a 24 months Cooperation partnership aimed at promoting Circular Economy and Sustainability among women at risk of exclusion, by fostering a greater interaction between the European Green Deal and the EU Gender Equality Strategy 2020-2025.As resulting from the needs analysis conducted by the Consortium, a greater promotion is needed of the positive social impacts that Circular Economy (CE) can have on Adults at risk of exclusion, and on women in particular. In fact, CE can foster not only employability but also social inclusion, by promoting a greater sense of social justice and social equity within the greater framework of sustainable development, satisfying the needs of present and future generations (Padilla-Rivera, 2020).In order to reach its core aim, the project has identified the following specific objectives:- providing Adult Educators and trainers with skills, competences and tools to engage women at risk of exclusion (35-45) and / or who did not complete their studies- creating upskilling pathways for women at risk of exclusion (35-45) and / or who did not complete their studies, and increase their take-up of new adult education opportunities in the field of circular economy and sustainability.<< Implementation >>In the 24 months of cooperation, CECIL Consortium will implement:-3 Transnational project meetings- 1 JSTE aimed at:a. providing comprehensive joint learning and exchange between the participants on tools and methodologies to foster Circular Economy and sustainability through art, craft and NFE methodologiesb. testing the Training Format produced in R1.c. Lay the foundation for the co-creation of the activities to be included in the R2 and tested in the local phase- Local workshops involving participants in the C1 as trainers and women at risk of exclusion (35-45), to test the activities to be included in the R2 and lay the foundation for the co-creation of the video-tutorials to be included in R3.<< Results >>Partners are expecting a set of tangible and intangible result to have matured by the end of the 24 months of the present cooperation. Tangible results:1. R1 – CECIL Guide, a practical resource for Adult Educators and Adult Education Institutions regarding tools and methodologies to foster Circular Economy and Sustainability within their organisations and in their work with the target group and beyond. A Training Format employing the tinkering methodology in synergy with NFE methods will be included, as a practical resource for direct application of said methods in future trainings or in the daily life of organisations. The TF will be based on the findings of a transnational research (which final report will be included in R1) identifying the needs and barriers, and societal exclusion factors of women at risk of exclusion, and the existing offer in the frame of Circular Economy Education and Plastic Craftwork.2. R2 - CECIL Interactive Toolkit, developed through a co-design process between the Adult Educators involved in the C1 and partner organizations, as a set of guidelines, workshops and video tutorials on tinkering and Non-Formal education activities fostering Circular Economy.3. R3 - CECIL Practitioners Network, developed around a web-platform, conceived as a comprehensive tool to foster Plastic Circular Economy through Recycled art/Craftwork and comprising a resources section for users approaching the field of Circular Economy and re-cycled art/craftworks, and a forum section where users / practitioners can exchange tutorials for Plastic Craftwork including information on the amount of waste avoided.Through the production of tangible results and the implementation of training activities at transnational and local level, CECIL will also produce the following outcomes:A. Stakeholders and policy-making authorities provided with meaningful insights and concrete pathways for the improvement of sectoral policies/offers in the field of adults education and women social inclusion.B. Operators from each partner country provided with the knowledge, competences, and methodologies to be active, in cooperation among them, in supporting the social inclusion and empowerment of women through Circular Economy Education and Plastic Craftwork.C. Women at risk of exclusion in partner countries sensitized to greater participation in education and social life in general, as well as stimulated in breaking the barriers of insecurity and self-loathing hampering their engagement in education and social participation.D. The general public in partner countries stimulated to develop more inclusive attitudes towards women and reject prejudices/stereotyped narratives about women.E. Consolidate framework of cooperation allowing partner organizations to be active on the topic exchanging information and proposing follow-up initiatives, also with the involvement of interested stakeholders.