"All the delegations involved consider that the fundamental bases of the project are: -the agreement of the European Commission ""Framework on climate and energy for 2030"" and -the universal value of Cultural Heritage manifested in European landscapes, flora and fauna and their protection, through Environmental Education. It is innovative in establishing a curricular integration strategy of Environmental Education that will allow educational communities to contribute collectively to achieve the fundamental objectives of the European Commission.The Cultural Heritage has a universal value for us. It is important to preserve it and to transmit it to future generations. We must encourage our educational communities to discover and commit themselves to the natural heritage by reinforcing the feeling of belonging to a common European area.The exchange of good practices among the different delegations participating in the project clearly justifies their transnational nature and their financing.We set ourselves as the first objective to know the different lines of intervention that Environmental Education develops, as well as the knowledge of our Natural Spaces as universal values ​​of the European Cultural Heritage. Paying special attention to the ""Natura 2000 Network"" natural spaces constitute a network of biodiversity conservation areas in the European Union where we will find Special Conservation Areas.As a second objective of the project we set out to raise awareness in our educational communities of the need to acquire a perception and an attitude about energy that is more in solidarity with the environment, reducing the consumption of fossil fuels and betting on energy savings, energy efficiency and sources of energy (renewable energy).And finally, we set out as a specific objective the performance of communication, training and environmental education actions to raise awareness about the treatment of waste and its recycling, focusing especially on the problem of plastics.Through the environmental commissions, we will learn how the schools promote attitudes to allow the reduction of greenhouse gas emissions while respecting the environment. These comissions will also carry out research work where they will search, generate and process information about waste and its recycling in educational communities.Plastics will have a special treatment and campaigns to raise awareness and disseminate the problem will take place.All the works, proposals and results obtained will be shared through eTwinning, which will be used periodically / regularly, as well as the preparation of mobilities and their development.96 high school students from 12 to 15 years old will be directly involved in the mobilities. Indirectly, a total of 200 students will be part of some of the programmed activities.There will be about 80 teachers implicated and 48 mobilities programmed including short-term mobilities and the training for participants in France.In addition, the ErasmusPlus teams that will develop the program in the five different delegationsThe eTwinning platform will be fundamental due to the collaborative and digital nature of the project. Each project delegation will appoint a Twinning commission responsible of the management of the platform.The first block of activities will be based on the presentation and organization of teams.In a second block of activities we will focus on activities that will help the achievement of the specific project objectives. These will have a collaborative nature where respect and tolerance prevail.With the development of the project:- Students will acquire a more supportive and respectful conscience with the environment being more committed citizens and they will even have a greater awareness of belonging to Europe.- Teachers will enrich their methodological resources thanks to good shared practices. They will acquire a more global vision of the development of Environmental Education so that educational programs will be enriched.The impact will be reflected in the annual evaluation reports that will serve as proposals for improving educational schedules.It will contribute in a very significant way to the modernization and internationalization of the schools and also to create future collaborative networks.Thanks to the research carried out, the schols and households will improve their energy efficiency.In short, ours is a project that will directly benefit our environment and hence European society, in the short, medium and long term. This will be accomplished by working Environmental Education and knowing our Cultural Heritage. Education will serve as the key to open the world of awareness and possible changes, since “Education is the most powerful weapon we can use to change the world” (Nelson Mandela)."

“EuroKids 24 News” is an Erasmus + project used to create an international channel news controlled by students from five European schools in France, Poland, Bulgaria, Romania and Spain, where they have created school radios and newspapers to publish reports and news about different topics: everyday life at school, local news, national news and international news, as well as news about other topics, such as climate change, refugees, poverty, etc.Students publish their oral and written piece of news both in each of our native languages, French, Polish, Romanian, Bulgarian and Spanish, but also in the foreign language they are learning, English, so both students and adults from their national countries and other European schools can communicate one with another, access other school's news and share them locally, regionally, national and internationally.Online school radio programs are created through the radio broadcaster www.spreaker.com, so radio shows are both easily available live through the internet or through radio podcast channels (iTunes, iVoox, Spreaker Podcast and Spotify) searching for EuroKids 24 News.Online newspapers are published in each of the national languages of each school partners on each school blog (i.e. EuroKids24Spain.blogspot.com, EuroKids24France.blogspot.com, EuroKids24Poland.blogspot.com, EuroKids24Romania.blogspot.com, and EuroKids24Bulgaria.blogspot.com), but also in English, the international language of communication for teachers and students from the country members, on the international blog (EuroKids24.blogspot.com) Newspaper articles are created by teacher and students through the online platform EditaFacil and published online on Issuu platform and App, where students, teachers and families can read them for free. Individual piece of news created by our school students are also created through the online tool Adobe Spark, and published on our online news channel on our blogs and through our Twitter account #Eurokids24 The main reasons to carry out this project in an international way are: first exchanging experiences about school radio and newspaper with other European schools; second using media to research and exchange cultural facts and information about the countries participating in the project; third, and finally motivating the students to communicate with other students using the foreign language and developing their XXIst century skills: creativity, communication, access to digital media and technology, critical thinking, life skills and collaboration between students and teachers at school and international level. The main methodology principles we have used when working with students in this project are: project based learning, learner centred approach, cooperative and collaborative work and finally integrating new technologies and media in the learning/teaching process.

The project called “Today, you imagine the European city of tomorrow—Ideas to build the future,” has involved a strategic partnership between four middle schools: Collège EPB - Ernest Perrier de la Bathie in Ugine in France), Şcoala Gimnazialǎ in Gâdinţi (Romania), Academic Lyudmil Stoyanov Ezikova Gimnazia in Blagoevgrad (Bulgaria), and Institut Carles Vallbona in Granollers (Spain) -, along with three associations: Le Grand Bivouac (France), the Savoy Conseil d’Architecture, d’Urbanisme et d’Environnement (France) and the cooperative society Andelssamfundet in Hjorshøj (Denmark).The project has lastes thirty-six months, divided into nine thematic three-month periods. It has enabled students to imagine and create together a virtual future city which, according to the EDD-SI measures, tackles the problematics of sustainable development—whether environmental, economical, or social ones.Based on educational cooperation, transdisciplinary activities and an exchange of innovative educational methods, this collective reflection has addressed topics such as: how to make the most of natural resources, and how to assess the ecological impact of infrastructures. It has also addressed social diversity and the citizen’s role in such a European city, as well as the factors that improve quality of life together.Out of the four middle schools that took part in the project, three were situated far from places where culture thrives. Therefore, the project has aimed and hopefully succeeded at developing students’ ambition by opening them to the world, but also urging them to grow autonomous and responsible by putting them at the heart of all propositions and letting them play a big part in the evolution of our societies.The “European city of tomorrow” has grown in a collective digital working space, fed and improved by each participant, who have uploaded the results of educational activities led in class, the conclusions of students’ reflections and their ensuing practical propositions.During the nine three-month periods,six five-day cycles of transdisciplinary activities have been organized. Those have enabled students, teachers and members of associations to continue their work, to meet, and to study local resources linked to previously chosen themes.During those cycles, a variety of events have been offered to a wide public. Moreover, some activities have resulted in intellectual productions which have helped spread the methods and achievements beyond the circle of the partners of the project. Among those events, there has been public show-like lectures, prepared and hosted by the students. The shows have been filmed, subtitled and gathered as a six-DVD boxset distributed through each partner’s own distribution channels.Besides, two brochures have been printed at the end of those three years : “We young citizens of tomorrow and our ideas to build the future,” and “A guide for a school involved in sustainable development.” They've gathered and summed up the ideas and methods developed through our collective European project.Indeed, our goal was not only to have a real impact on the schools and associations in this partnership but also to enable organizations to engage in sustainable development through a coherent approach, and to give the youth the power to invent their future in a world which is more respectful of the environment.APPENDICEShttps://drive.google.com/drive/u/1/folders/10GTrhkzYI81XRHHSB1gUvUdK0DR1sogW?ogsrc=32

We advise you to consult, alongside the reading of this report, the collaborative platform that has been put in place by the project leader to share the work done in common. You will be able to read all the documents related to learning activities, joint training events, dissemination activities, intellectual productions, project management and administration. (https://gipal.fr/owncloud/index.php/s/XlK8yWav43Jkugd?path=%2F).The long-term benefits are to ; ensure that the notion of skills become a shared and common language in the field of the EDD-SI between the various actors (teachers, health workers) on one hand but also the other associative actors of the educational system ; build more effective trainings by connecting training activities and the aimed skills ; create cooperative work between trainers of the associative environment and teachers and/or trainers of the Educational system ; allow an evaluation with indicators and shared signs.Education for Global Citizenship gives keys to understanding environmental, economic, social and cultural interdependencies all over the world, and contributes to the education of citizens. It strengthens social cohesion and capacity to act of the people. Carried out in many European countries by motivated teachers, informal education organizations and local authorities, it was still fragmented, scattered and poorly organized. As a consequence it needed to be recognized as part of an interdisciplinary and systemic approach, the ACTECIM project provided that new and innovating approach. It has brought together partners from European territories to build a collaborative and transdisciplinary approach to establish and develop training for sustainable development and solidarity. It was aimed at improving the quality and the relevance of educational tools and structuring the acquisition of transversal skills. Our partnerships was inspired by the outputs of the “Des Alpes au Sahel” project and REDDSO which initiated exchanges between community and local actors in formal and non-formal education. Their goal was sustainable development and international solidarity. These last three years our new partnership has been enriched by the participation of a Romanian region, the Judet of Dolj (South-West Oltenia region) and 18 other partners in France, Romania and Italy. The partners were three local governments: Piedmont Region (Italy), Rhône Alpes (France), South-West Oltenia Regional development Agency Judet of Dolj (Romania), three universities: University of Craiova, Faculty of Education Turin, Lyon ESPE, three “Rectorats”: Lyon, Grenoble, Inspectorate Dolj, schools of the three “académie” but also international solidarity networks such as RESACOOP and COP associations.Our objectives were clear and easily measurable. We wanted to improve the quality of educational programs by developing an innovative approach and new teaching practices in order to develop the skills of young people in that field and the quality of public education policies as well. We also wanted to enrich the educational offer for teachers through the implementation co-develop training contents of Education for Sustainable Development and International Solidarity, especially through distance trainings aimed at educators. This project has also enabled the mobility of young people, and that of multipliers to promote the spirit of mobility and develop methods and training systems, to regionalize the issues the project has tackled especially with EGD-IS. The activities planned were the production of knowledge and know-hows, the definition of the EGC-IS impacts and its added value on the targeted audiences; integration of skills in the youth’s and the trainers’ curriculums, integrating international solidarity in education training for sustainable development; diversification of university training curriculums; to boost the practices of informal education, organize the methods and content of EGC-IS approaches. Dissemination of the productions: three national and international workshop have been organized in order to share approaches and knowledge of EGC-IS. Trainers, teachers, facilitators and students have been invited to these events to share and the impacts and outputs. The beneficiaries are now able, in the framework of an intercultural approach, to question the vision of their partners on common issues (water, environment, food, health, human rights, good governance ...). They have acquired citizens’ skills and habits to live together. Therefore transferable skills have been strengthened. Then teachers and trainers have been able develop a transversal approach to teaching. The professionals of formal and non-formal education have exchanged their practices and have become a real task force.