To survive in a rapidly changing world, everyone already needs a wide range of knowledge and skills which to continue developing throughout their lives. This is a key message of the New Skills Agenda for Europe. Without the right skills, many find themselves in low-quality jobs, unemployed or under-qualified for the new generation of job opportunities. Without basic digital literacy and digital skills, everyday life can now be a challenge.The Covid-19 pandemic has created new economic and social realities in European countries, and outlined the need for special efforts to promote digitalisation: many low-income households do not have access to computers and broadband access in the EU, varying considerably depending on household income ( Eurostat 2019); more than 1 in 5 young people in the EU fail to achieve a basic level of digital skills; a 2018 OECD survey shows that less than 40% of teachers feel ready to use digital technologies in teaching, with large differences within the EU; the COVID-19 crisis has led to an unprecedented transition to online learning and the use of digital technologies. At the same time, an EU public consultation on digitalisation showed that: almost 60% of respondents had not used distance and online learning before the crisis; 95% believe that the COVID-19 crisis has made irreversible the way technology is used in education and training; respondents state that online learning resources and content need to be more relevant, interactive and easy to use; over 60% believe that they have improved their digital skills during the crisis, and over 50% of respondents want to do more.This determines the need for structured tools for informed decision-making and logical development of digital skills throughout the vocational education and training (VET) sector.The main goal of the project is to address the key digital challenges posed by Covid-19 - digital transformation and intelligent use of digital tools in VET. The specific objectives of the project are:- Adapting a model of competence framework in the field of digital skills - defining levels of knowledge and skills from the European Framework for the Digital Competence of Educators (DigCompEdu) and DigCompOrg Framework (for organizations), which will allow the effective development of training organizations and the teaching staff.- Creating tools for recognition and validation of acquired knowledge and skills through innovative digital open badges.- Create resources to train teachers on how to use adapted frameworks in their work and how to assess their digital deficits and needs, and those of the organizations in which they teach.The key target groups are identified according to the levels of competence offered by the project and the specific knowledge / skills required for each of them:- Representatives of small and medium-sized enterprises (SMEs) and organizations that provide training services within VET;- Teachers, facilitators engaged in vocational education and training.Given the pan-European importance and digitalization of the education sector, the transnational implementation of the project will contribute to the improvement of the learning processes, the qualification of the teaching staff and the quality of the training programs.The implementation of the project will result in:- Adapted model of DigCompEdu and DigCompOrg Framework in support of teachers and organizations in the field of vocational education and training;- Open Digital VET Badge in support of the recognition and validation of the acquired digital skills;- Self-Paced Online Open Course (SPOOC) - to teach teachers how to use adapted frameworks in their work.

Economy is more and more present in daily lives, politics and global developments.The context of work, health care, pension insurance, education and other spheres are progressively shaped by supply and demand, competition and efficiency. However, there is a lack of knowledge of how a market function. If markets fail like during the financial crisis 2008, questions raise but often too simple answers are given. Moreover, the European countries face economic instabilities but the problems of for example the euro project are not understood by many citizens. Economic issues such as inflation, deflation, the role of a central bank in a currency area, consumers' debts, etc. are often regarded as being too complex and complicated. This meets a widely spread feeling of uncertainty. As people normally refer to interpretations in public discourse, there is a threat that they may get attracted by nationalist perspectives on economic, social and political phenomenons. Democracy needs education. At least a basic economic education is indispensable that citizens learn overcoming uncertainty, finding orientation, developing their own point of view, and practicing tolerance, humanity and respect. In its practical dimension economic education enables to cope with challenges by strengthening initiative, social entrepreneurship, active citizenship, employability and individual management. The project “mind-opening to economy” aimed to provide methods and information to bridge the lack of knowledge. Its activities were addressed to trainers to enhance their basic skills in economic education and to encourage them implementing economic issues in their trainings. It was also addressed to the indirect target groups of learners – mostly disadvantaged who do not have the capacity of getting basic economic skills individually – who would benefit from more educational offers in this field. The project brought 4 NGOs from East, West and Central Europe together which act in the field of adult education and exchange good practises in socio-economic learning by combining a) creative approaches of civic education (free theatre, film making, role-playing games, outdoor activities), b) economic issues such as labour market and employability, money, management skills for life and environmental economics and c) a European perspective on recent socio-economic developments. It also aimed to create networks of organisations dealing with socio-economic issues in Europe. In order to allow democratic learning, partners sought to reflect economic questions in a multi-perspective way taking different economic “schools” into consideration. Partners came together during three transnational project meetings and two teaching/learning activities of 5 days in which they shared and applied methods, knowledge, and experiences in the field of socio-economic education. Moreover, the last transnational project meeting in Berlin was combined with a local dissemination event. The exchange resulted in a) a concept of teaching material which shall be developed and produced during an additional project; b) one example-chapter of such material ob „Future 4.0. The Digitalisation of Economy and Society. Challenges for Work and Education“ to be implemented in teaching practice and c) at least a small network of socio-economic education in Europe as well as systematic information on existing cooperations. The activities were filmed and documented at the project's website www.ecolit.weltgewandt-ev.de. The project had a tremendous impact on trainers' didactical skills and knowledge of socio-economic issues. The exchange of good practices enhanced the personal and professional development of all participants. We experienced a lively debating culture on various economic issues and balanced our different approaches through respect, good communication, and more and more mutual understanding. An open discussion culture is crucial in socio-economic education as it is sometimes necessary to bridge the very different interpretations of economy. The indirect target groups could benefit from an enhanced expertise of teachers/trainers, they were attracted and encouraged to open their minds to (socio-)economic issues. The staff of each organisation was informed on the project's progress regularly and got more and more interested in raising an understanding of several socio-economic topics. Stakeholders from the local and European networks of each partner's organisation were informed on activities referring to economic education for adults and our project. Each organisation could gain a higher reputation within the national networks. The collaboration allowed strengthening a European dimension beyond Euroscepticism.

"<< Background >>The most general need is to fight with the climate change, and the field of fight of our choice is Education. We don't possess the capacity to impact the climate by our own hands, but we can contribute to the development of proper Climate Education on the European level, which may have positive impact on the climate itself in the long run. The last two years of activity of such movements like Fridays For Future have shown that the young generation has a great potential for the implementation of systematic changes in the climate policy on the national and European levels. Moreover, young environmental activists are more and more often taking on the role of educators themselves, teaching other people of the same age, few years younger, or even older. However, the methods which young people use for teaching can be improved by the methodologies and tools of non-formal education. This is where the Larp For Climate cooperations begins. We chose to implement the Edu-Larp Methodology to create a set of tools (Games) for transformative Climate Education.Each of the Partners of this project has started creation and implementation of Edu-Larp Methodology to Climate Education within last few years, but these were small and local initiatives. We want to boost the capacity of our previous actions, connect our strength, expertise and operating range, establish a lasting cooperation on the European level. More to that, we want to focus the attention of the European larp communities on the environmental issues and socially engaged educational games. Larp - Live Action Role Playing - Games are highly practical, emotional and transformative. We believe that they should be used not only for fun (although fun is actually what drives the players to learn), but also for the transformation of the attitudes and mobilization to act.The unique character of Larp For Climate Project lies in close participation with the young activists themselves, who will take active part in the creation of the Games. We want to break the traditional gap between older people teaching and younger people learning. This is not a new thing for us, as the decisive members of all our organizations have personally participated in various manifestations and strikes organized by high-school students (Fridays For Future, Extinction Rebellion) - and we have learned a lot from them. We also have personal access to these Movements, which will let our Games enter the society of climate activists from the inside and launch a cascade process of non-formal learning which will last and spread father than our own reaches.The educational impact of our proposed Games can be summarized into the competence of Climate Literacy. We don't want to make the player memorize particular information about the environmental issues. Instead, we want them to train the skill of critical thinking about the environmental issues and resilience to greenwashing manipulation. Later, the players will be able to judge the facts more clearly by themselves.<< Objectives >>OBJECTIVES #1. Establish long-term international cooperation between LARP-designers with environmental activists and educators, both grassroot and formalized.#2. Raise the competence of Climate Literacy among young Europeans (13-30 years old), including people with fewer opportunities and limited access to non-formal education.#3. Deliver high-quality, innovative, open-source learning agenda for Climate Education on double channel: online and in-person.#4. Empower international digital youth work and youth participation by involving young people from many countries in the online process of creating, adapting and implementing LARP games.<< Implementation >>1. Launching the work (November 2021 - December 2021)The Project will start in November 2021. We will meet online to prepare the documents and arrange the first in-person meeting - “Kick-Off” TPM #1 in December 2021. There, besides getting the management matters done, we will launch the process of creation. Each partner will share their ideas about the Environmental Edu-Larp game which they would like to develop within the Larp For Climate project. Digital tools will be arranged to enable all Partners to work together on all of the Games. 2. Creation of Environmental Edu-Larp Games (January 2022 - February 2023)The creation process will last 14 months, including 110 working days of Researchers (game-designers and environmental specialists), Technicians (graphic-designers and programmers) and Youth-workers (local educational animators and organizers of the test runs of the Games). The Researchers from partner organizations will interchange (via digital tools) between the countries, maximizing the diversity of professional design ideas and innovations for each of the Games.We will meet in-person for a Larp Seminar (LTT mobility, September 2022), in the mixed company of game-designers from our organizations and young climate activists, who will at this stage be personally engaged in the development and further implementation of the Results. The prototypes of all Games will be tested then to check what improvements should be made and how to adjust better to particular needs of young activists and educators. We will also organize local Play-Tests of all the Games, targeted to over 200 young activists and young people with social and economical difficulties (these groups are often overlapping).This phase will be concluded by another in-person meeting (TPM #2 mobility, February 2023), when the final versions of the Games will be handed to the Partnership and detailed plans of the next activities will be arranged.3. Multiplication, Implementation and Promotion of the Results (March 2023 - October 2023)Each of the 4 Games will be organized and played in-person by each of 4 Partners locally in their own country, which gives a number of 16 Events for the total of at least 240 representatives of: NGOs and teaching institutions, public institutions, universities, high-schools, environmental movements, informal groups of activists, newspapers, radios, webportals, Erasmus+ National Agencies, Youth-Salto Network and other European institutions (Multiplier Event #1-4).The same target group will also be addressed with online versions of our Games, played by at least 60 participants, probably many more (Multiplier Event #5), as well as the international dissemination conference for at least 30 carefully selected participants from other countries (Multiplier Event #6).In addition to the scheduled Multiplier Events, we will extensively promote the values and results of Larp For Climate in the social media in over 10 countries, including not only the European larp communities (approximately 40,000 followers), but also the large environmental movements, of which we are already members and regular collaborators: Extinction Rebellion (433,305 followers) and Fridays for Future International (39,943 followers).4. Launching the international cooperation (November 2023 - December 2023)In addition to wrapping up and evaluating the Larp For Climate Project, we want to go one step further into its international sustainability. Based on the extensive promotion done within the previous phase, we want to launch a cascade process of bottom-up non-formal learning, arranged by the collaboration of young climate activists and environmental movements with Edu-Larp designers, NGOs and teaching institutions. It should contribute to the fight with climate change by providing and implementing at a larger scale the in-person tools and good practices of digital youth work for raising the competence of Climate Literacy among young Europeans.<< Results >>INTELLECTUAL OUTPUTS- 4 Edu-Larp scenarios with toolkit for non-larp youth-workers, activists and educatorsIO-1 - ""The Golden Sun"" - a cognitive Edu-Larp which challenges the players to find the way out of a manipulative climate-denialist press agencyIO-2 - ""SolarPunk"" - a transformative Edu-larp travel to the world of climate justice, renewable energy and environmentally mature societyIO-3 - ""The Tragedy of Commons"" - a strategic Edu-Larp with educational twist exposing the dark side of the principle of common goodIO-4 - ""Survivors"" - a highly immersive post-apocalyptic Edu-Larp focused on experiencing the results of climate change in fictional future- The Target Groups and Transferability Standards of all the Games have been unified within the Project, in order to provide a complete set of diverse non-formal learning events for the same audience in various European countries. Target Groups: young environmental activists, youth workers and street workers, students of secondary schools, high schools and universities, young people with fewer opportunities. Transferability: all ToolKits will be available not only to download, print and play in all 4 language + English, but also to modify and adapt to local needs of other players and teaching institutions.MULTIPLIER EVENTS- 16 immersive in-person games performed for educators, activists and important stakeholders (total participants: 240)- online Edu-Larp games played for at lest 60 international participants- international conference on Environmental Larp for at least 30 participantsLARP-DESIGN SEMINAR- 20 activists, educators and game-designers will meet for 6 days to test the Games together before they reach the finalized versionsOTHER- 200 local participants will play our Games as Test-Plays, before the Multiplier Events will start- a long-term international cooperation between LARP-designers and environmental activists will be establishing, opening the door for another international cooperations for the Climate Literacy and Non-Formal Education- the Edu-Larp communities of Nordic and Southern Europe will overcome the geographic and economic obstacles and meet to exchange their skills and different cultures of game-design- the 4 relatively small Partners of this project will greatly improve their self-sustainability, local recognition, digital tools and international connections"

"<< Background >>Climate change is the greatest challenge of our times. Humans are recognized as a major cause of Climate Change (UNESCO, 2009) and hence their active involvement in mitigation and adaptation actions is crucial. The EU has launched the Green Deal initiative to raise awareness on climate change, industry innovation and more, while the European Education Area initiated a special Education for Climate Change Coalition, pledging for concrete actions made by individuals and collective actors at the local, regional and national levels. In this respect, the role of education in addressing climate change is increasingly recognized. Despite the efforts happening on an EU level, it seems that there is no specific behavioral change towards a greener future and not the appropriate attention has been given especially now, where the focus is on the covid-19 health crisis; meanwhile climate education so far has not the desired impact (Anderson 2012, Bancay 2010, Bangkok 2012, Sezen-Barrie 2020, Monroe 2019). It seems increasingly difficult to build meaningful educational experiences able to involve young people in transformative processes and overcome the ingrained ""nihilistic sense”. The teachers need, therefore, to be renewed to better deal with knowledge and skills in an interactive environment, promoting creativity, aesthetics, global and critical thinking and to promote relevant societal change. Unfortunately, the teaching today is more cognitive-based and more theoretical than action-based as part of a problem-solving procedure. Τhe sector needs teachers and role models that take responsibility. To be fully involved and engaged. Critics of environmental education have argued that teachers must have a comprehensive knowledge of environmental concepts to be better environmental teachers. It is also expected that if teachers have a more refined conception of what environmental education entails, they will feel equipped to include it within their existing curriculum. In addition to subject knowledge and skills, there is a need to develop general competencies (critical thinking and problem-solving skills, creativity, communication and collaboration skills, empathy) which enable learners to solve the complex issues they will face (OECD/CERI 2008; Binkley et al., 2014). Given the increasingly active role of the learner in the learning process and the use of inclusive learning methods in schools, learning through play is also gaining popularity. The use of the games in education has become the interest of many practitioners and researchers (Qian & Clark, 2016). Well planned usage of games for learning, enables students to develop problem-solving and critical thinking skills, creativity, communication and teamwork skills while boosting confidence. Teachers are expected to incorporate in their teaching methods 21st century life-skills (critical thinking, flexibility, imagination, problem solving, creative disruptive innovative mind, resilience, meditation-mindfulness), develop emotional intelligence (EQ) like self-control, empathy, self-knowledge, management of emotions. Manuals and learning material often distributed are quite theoretical and scarce practices are being implemented for 1-2 hours during school schedule and most of them are extra-curricular. One of the most impactful ways to learn in an experiential way and memorize content better triggering also intrinsic motivation is Live-Action Role Playing (LARP). It has been confirmed by research, that learners memorize content better when they are actively involved in the learning process, as in the case of dramatizations, simulations and role play. This has lead us to explore within this GreenEduLARP project the potential of EduLARP for Cimate Change Education (CCE).<< Objectives >>Project GreenEduLARP aims at using the tool of EduLARP (Educational Live Action Role Playing) for Climate Change Education (CCE). This way students but also teachers – as involved participants- will be connecting the topics related to Climate Change learned in classroom with real-life situations, therefore more easily relating them to their own life, making connections also on how green their life and attitude is. The aims of the project are: i) to empower teachers with new competences in environmental education using LARP, ii) to enhance students with confidence and agency skills through the LARPing methodology and teamwork while also learning about climate change and building concepts around it, iii) to create accessible online material for further use and capitalization, iv) to build a transnational strategy on how to adapt EduLARP methodology in school curricula.<< Implementation >>To achieve these objectives, the project will bring together stakeholders and target groups (teachers, students, LARPers policy makers, education designers, environmental activists) and engage them in co-design, co-creation, testing, piloting, validation, sharing and promotion activities. Teachers and students will be involved in building stories related to green actions adapted to the ΕduLARP game methodology trying to shift towards greeneer attitudes while developing soft skils. Through the AV Hub tutorials will be widely disseminated on EU level while the designed Strategy will advocate for more experiential learning through EduLARP for more effective Education System. connecting to other schools and projects via the Connecting platform. Teacher training offline and online activities, video tutorials and animations will complement these activities to demonstrate the educational potential and impact of GEL on teachers, students and community and contribute to the development of future oriented curricula that will empower young learners to become agents of change in the environmental transformation, better citizens and great team workers.<< Results >>The GEL expected project results are:1. GEL Curriculum is the learning and teaching material aiming to support teachers and students to develop the necessary soft skills such as agency, creative thinking, environmental literacy and problem solving that will transform them into green changemakers with greener attitudes. Through targeted EduLARP activities this result aspires to empower teachers with new competences for CCE and serve as a good practice for designing and delivering green EduLARPs.2. GEL Teachers´ Toolkit aiming to support teachers on the smooth and effective implementation of the project´s curriculum, on how to introduce EduLARP methodology in class for climate change actions. 3. GEL AV Hub where videos, animated presentations, interviews and tutorials will be produced in cooperation with technicians with practical and useful tips for future applications, ready to use activities and digital resources.4. Strategy on LARPing Adaptation to National School Curricula, the first ever and unique document with transnational power, to highlight the importance of the interdisciplinary approach of EduLARP and open the discussion on future curricula with concrete recommendations for policies and practices."

People’s understanding of the concept of biodiversity varies greatly. The situation of biodiversity in the EU 27 is not very positive. Even countries like Germany regarded as “pioneers” in promoting biodiversity are making hardly any tangible progress. According to the survey conducted by the German Federal Agency for Nature Conservation, the consciousness of the concept of biodiversity did not change since 2005, oscillating around 25%. The TEEB-studies (http://www.teebweb.org) for different European countries show, that governments in Europe start to understand (and measure) different biodiversity aspects, as its value for people, but common understanding is generally weak and the fulfillment of EU strategies and regulations for biodiversity is extremely poor. These observations indicate a lack in the educational system on biodiversity, both in methodology and implementation. Therefore, in order to push changes, an important goal is to teach citizens about the meaning of biodiversity loss and the important issues related to it.How to raise awareness for biodiversity in European countries? One of the answers is to put in action more comprehensive pedagogical practices on biodiversity. Citizens need to find themselves at the heart of the debate, to become actors of change and be emotionally linked to the issue. They need to understand how the behavior of a single individual in the everyday life is strictly connected to biodiversity loss; this process will help to show options for acting. Education is a long-term project, and of course, this project can be based on decades of experience in many EU MS. What we want to provide is a synthesis of experiences from experts in several EU MS to produce comprehensive educational material on biodiversity. The developed tools will support educators to “Inspire People for Biodiversity”. Within the project, the following activities will be implemented: - State of the art & training analyses: Assessment of the training needs of citizens, their understanding of the topic biodiversity; the assessment of the pedagogical offer of available initiatives/tools on biodiversity. - Pedagogical programme setting & best practice exchange: Development of a programme covering 6 educational “focus areas” on biodiversity with regard to implementation in the everyday life.- Development of innovative pedagogical material and accompanying guide: Creation of a set of pedagogical materials taking into account current needs and developments in education on biodiversity: 30 tools in 5 “focus areas”. An accompanying guide will be provided to facilitate the use of the material. All tools will be tested within the frame of special events to collect feedback from both trainers and citizens.- Development of a set of pedagogical communication tools: It will include interactive educational posters, thematic video, webinar structure etc. for separate presentations of the theme as well as pedagogical materials, in particular for trainers and stakeholders working/planning to work on biodiversity education. This output will be complemented by dissemination activities throughout the project.- 12 Multiplier events for dissemination of project results in addition to general dissemination.The aim of this project is to develop a strategic partnership at European level in order to assess practices concerning the education of adults on biodiversity and to improve the quality and offer of such. The project aims to develop a set of innovative and successful pedagogical material on biodiversity and a specific guide to the attention of European CSOs and other stakeholders. The project will provide a tool kit for educators working on this topic, helping people to better understand the concept of biodiversity, the connection with daily life, and to increase the general level of consciousness on biodiversity. The materials developed will be available for broad public.The project contributes both to strengthening the educational work of individual organisations in respective countries and finding common solutions at European level. Cooperation is an opportunity to fundamentally change the situation. Launching a European project helps to improve and increase the means of action for stakeholders on this particular topic Europe wide.Humans highly depend on biodiversity: ecosystems and related services provide us with food, medicines and raw materials, deliver many other services. According to the European Commission, biological diversity is one of the main topics on EU-working agenda. The global biodiversity loss is stated by the International Union for Conservation of Nature (IUCN): 12,259 species are threatened with extinction, 75% of genetic diversity of agricultural crops has been lost, 75% of the world’s fisheries are fully or over exploited. In this context, it is urgent to implement effective measures and learn to deal with biodiversity, so that future generations can enjoy living in a diverse world.