<< Background >>Start4SD will be working towards strengthening youth entrepreneurship, promoting youth active citizenship and innovation by providing support for youth entrepreneurs and trainers about the meaning and the importance of five Sustainable Development Goals (SDGs), a methodology on how to meet these SDGs and also reward youth entrepreneurs who take the necessary steps to meet SDGs. At the same time, the proposed project aims at addressing the needs below: NEEDS OF YOUTH (YOUTH ENTREPRENEURS AND THOSE INTERESTED IN ENTREPRENEURSHIP)Youth in the EU show high levels of interest in entrepreneurship, but up to 2018 only 6.5% of working youth are self-employed (OECD, 2019). Youth, compared to their experienced counterparts, often face some barriers when it comes to entrepreneurship. Despite the wealth of knowledge, and experience available to public, private and the society in general which tends to encourage entrepreneurship, youth, who are inexperienced, require some support. Youth entrepreneurs, and those interested in running a business, face important barriers, such as lack of awareness of potential for entrepreneurship, limited education and training on how to nurture entrepreneurial attitudes and skills, and lack of prior knowledge on how to organise and sustain a successful entrepreneurship performance (UN Exploring Youth Entrepreneurship, 2020; Youth Solutions Report, 2018). The proposed project directly addresses the needs of youth entrepreneurs, and those interested in starting a business, by providing necessary training for sustainable development and growth. NEEDS OF PARTNERS, NGOs and CSOsThe proposed project aims to meet the needs of the partner organisations and the targeted NGOs, environmental CSOs, youth organization, business and entrepreneurship trainers and coaches, and business associations. Despte the available guidance developed from the UN about SDGs, there is a lack of systematic training, collection of educational materials and good practices that can be used from entrepreneurships. The materials and methodologies that will be developed during the project can be used from the business and entrepreneurship trainers and coaches, business associations and youth and environmental CSOs, for the purpose of training but also guidance to businesses. This is particularly important as it complements to the need identified earlier for the provision of alternative, informal or non-formal, educational activities to youth across Europe. SOCIETAL NEEDS ACROSS THE EUThe problem of youth unemployment across European countries is one of the key challenges identified by the EU. This project seeks to address this issue by strengthening the employability and the entrepreneurship skills of youth people involved in the project.<< Objectives >>Start4SD objectives therefore are:•Support entrepreneurship for youth as part of the European Reference Framework on Key Competences•Capitalize on the Resolution adopted by the European Parliament in 2015 stressing the role of Social Entrepreneurship and Social Innovation in order to contribute to youth unemployment•Develop, test and implement innovative practices by providing social entrepreneurial competences, such as business and strategic planning with a sustainability dimension •Develop an award system for youth-led SMEs<< Implementation >>The project implementation is divided into five components corresponding to the project objectives: Research and training (PR1); Methodologies (PR2), Youth volunteers’ network (PR3), and Good practice guide (PR3). Under PR1, the project will embark on both secondary and primary research comprising extensive desk research so to identify existing learning programmes and materials related to SDGs; and focus groups to adapt them specifically to goals 4, 5, 8, 10 and 12 (PR1-Τ1). PR1 also entails the provision of coaching and support to youth entrepreneurs on how to meets sustainability criteria in their own businesses. Finally, in order to present a fully functional and comprehensive programme, the partnership will provide a Train the Trainer seminar (PR1-Τ2) and will public a Guide on how to train the youth entrepreneurs to enforce sustainable goals in their businesses (PR1.2.2). PR2 will be the phase of methodologies’ development. The project will introduce two methodologies; the first methodology will entail the conceptual design and framework of an SDGs award scheme based on sustainability stars that would be attributed to youth enterprises (PR2-T1). This will serve both as a practice to support sustainability, and as an incentive to consumers and clients to change market attitudes while simultaneously showing care for the environment. The second methodology will will help youth entrepreneurs enforce the SDGs award scheme in their businesses (PR2-T2). Finally, PR2 will include a sustainability plan that will ensure that the SDG stars model will be maintained, further followed and transferred also upon the completion of the project (PR2-T3). PR3 comes to amalgamate all the knowledge and the results acquired through the piloting and establish a network of youth volunteers from all the countries of the Stars4SD partnership and other EU countries as well (PR3-T1). The scope of the youth volunteers’ network is to provide peer review to youth entrepreneurs on how to follow the project’s methodologies as regards sustainable development goals and get the SDGs stars. Participants in this initiative will be also responsible for voting for the best practices and attributing stars to the more sustainable businesses. To support the operation of the network the project will develop an online platform (PR3.2) to host the activities of the Network and comprise as well the adequate technical specifications so as to provide a voting procedure for the participating youth businesses and attribute them the SDG stars based on the above methodologies. Finally, PR3 will conceptually and technically develop and host a campaign and competition, calling youth entrepreneurs to participate, be assessed and if meet the PR2 criteria be awarded.Under PR4, the project will identify best practices (PR4-T1) of the SDGs model in youth SMEs at local/national and European level. The Guide will also include the lessons learnt from PR1,2 and 3 and will provide recommendations to consumers and companies (PR4.2).<< Results >>The expected results of the proposed project during the project’s life are:•PR1 - Youth entrepreneurs’ coaching and training on SDGs - Stars4Sd will develop the educational training material for youth entrepreneurs and those interested in running a youth-led business. The materials will be based a collection of existing training materials and good practices on SDGs and entrepreneurship. The partnership will review and collate these material in order to provide the necessary training to the youth entrepreneurs who will participate in the project. The same material will also be used to train the business and entrepreneurship trainers who will participate in the project as part of a seminar that this project will run.•PR2 - Stars4SD Methodologies - The partnership of the project will design and develop a methodology about the steps the youth-led entrepreneurships which will participate in the project need to take in order to meet the SDGs. The methodology will also include a guide about the start awarding system. The methodology will provide all the necessary information to the participants about the technical and operational aspects of the transition to more sustainable growth, and also give them the incentives through the clear guidelines about the award system. •PR3 - Stars4SD Network - Stars4Sd will design and implement the Stars4SD network. The network will be the host of the user training materials, and also the platform which will host the awarding system, will design and implement a campaign and competition for the participating in the network youth entrepreneurs.. •PR4 - Stars4SD Good practice guide - there will be a collection of good practices among the participants and the lessons learnt during the project. This will be available in English and the native languages of the consortium countries, and will be disseminated to the rest of the target groups (business associations, youth and environmental CSOs) which can use it, after the completion of the project.The expected results of the proposed project after the project’s life are:•At least 20 number of trainers will benefit from the curriculum and training material for the trainers;•At least 100 number of youth entrepreneurs in the project will benefit from the guides provided;•At least 150 number registrations in the network;•More than 10,000 people reached at the European level through the awareness and dissemination activities;•5 Multiplier events with at least 40 participants per event; and a final dissemination event with at least 30 local, 10 international and 200 virtual participants.

"Young people face uncertainties about their future, as a result of technological change, demographic trends, discrimination, social exclusion & their exposure to the fake news & increasing populism, with yet unknown effects on jobs, skills or the way our democracies work. Despite the temporary economic upturn in the European economies, leading to lower unemployment across the countries, the emergence of the pandemic is enforcing a deepening recession, which leads to heavy & long persisting inequalities, including between generations. For the first time since the Second War, there is a real risk and serious possibility that today's young generation will end up less well-off than their parents. In line with the EU Youth Strategy 2019-27, the GenY/Z-SCOODLE project recognises the need to enable young people to be architects of their own lives, build their resilience & equip them with life skills to cope with a changing world; to encourage them to become active citizens, agents of solidarity & positive change for communities across Europe and, ultimately, prevent youth social exclusion. Youth workers, mentors & coaches act and are perceived as role models & therefore need to show that they are lifelong learners, active citizens & innovators, in order to promote similar attitudes in their youth constituencies. 7 partners from 5 countries- Greece, Ireland, Germany, Italy and Portugal-aim to build, pilot and validate sustainable solutions, in order to upgrade the capacity of youth organizations through state-of-the-art second chance education (“SCE”) methods and practice and by deploying the European legacy & know-how in this field. Specifically GenY/Z SCOODLE aims to support the capacity building of youth workers and other professionals by developing & sharing effective methods in reaching out to marginalised youth, especially those with fewer opportunities (including NEETs) with particular emphasis on those at risk of marginalisation, with a migrant background, ex-offenders, former addicts etc. The project recognises the diverse competences needed for the youth worker to deliver the multi-faceted role of the ""mentor"" & aims to extend, develop, recognise & validate SCE Mentor’ s Competences by developing:•“Youth SCE Tutor” (professional) Competence Framework - to strengthen the professional awareness & identity of youth stakeholders by identifying and recognising the areas of competence (knowledge, skills & attitudes) that underpin the youth professional's diverse & multifaceted role•“Youth SCE Tutor (professional) Competence Development Courseware” - to provide a diverse offer of professional development opportunities specifically developed to meet the needs of youth professionals•“GenY/Z SCOODLE Learning Hub” online platform - to encourage the establishment & further development of cross-European networks of youth professionals to strengthen professional identity, providing access to the -•“Gen Y/Z - SCOODLE Transferability Toolkit”, embedding terms of quality reference to the “Youth SCE Tutor Competence Framework” & “Youth SCE Tutor Accreditation Scheme”, the learning design of the “Youth SCE Tutor Competence Development Courseware”, coupled with the “Youth SCE Tutor Courseware Quality Framework” (accrediting “Youth SCE Tutoring” Courses).Objectives are:•To promote and recognise the professional development of youth workers deploying second chance education practice - by building Competence Framework and modules for on-going CPD & piloting & validating solutions at community level in four EU Member States, with the participation of 15-20 Youth workers & the engagement of some 40-50 young people in need of support for social inclusion•To produce high quality tools & resources that promote equity in learning, by working with youth professionals, mentors, coaches & teachers of second chance education experts & tutors to adapt existing tools & develop new ones to local contexts so that they reflect the needs of marginalised youth;•To sustain a European online, federated “resource centre” for youth professionals populated with relevant & transferable tools - through open access to an on-line repository of tested good practices with explanatory media-based guidelines•To build a European community of youth professionals - by setting up local networks in partner countries & working with European networks. These communities enable youth professionals to meet, exchange knowledge & experience, & join forces to promote their collective interests. Youth professionals will reflect on their own practice, develop, adapt & test tools and work collaboratively both at local & European level to share good practice.The impact will ultimately be the enhancement of methods & effectiveness of rehabilitation/ re-engagement practice, through the provision of high-quality learning experiences for marginalised youth resulting from improved professional development of youth practitioners."

"<< Background >>Even though European countries are showing positive motion towards the implementation of digital learning solutions, the Covid-19 pandemic is limiting and disturbing the ways VET professionals and educators reach out to share their knowledge and implement training activities, especially in the agri-food sector. Traditional educational techniques, in the form of work-based learning and training, have dominated this sector for many years, however, the growing demand across Europe for digital education is reshaping this structure. Therefore, the creation of digital education and training materials for sustainable agriculture regarding the Farm to Fork strategy would not just fill the gaps for digital learning but also would accelerate the transition towards more sustainable food systems and production practices in Europe. While the world is focused on fighting the Covid-19 pandemic, the need to implement the Farm to Fork strategy is greater than ever. The citizens and operators across the food value chains require transition because the present food systems cannot combat the environmental, social, health, and food security issues that occur in Europe and elsewhere.The current pandemic and global environmental crisis underlined that human well-being depends on biodiversity conservation, therefore, it is important to reach out for innovative solutions to ensure the resilience of both structures. Given these points, by up- and reskilling VET professionals and educators in the agri-food sector and by creating innovative digital educational tools, the project DG FARMER would allow the transition of sustainable food systems to accelerate while bringing economic opportunities, ensuring food security, and sustaining farmers' livelihoods in Europe.The proposed project promotes the incorporation of digital education in the agri-food sector as well as the adaption of the Farm to fork policy by the professionals working in the field in order to increase the necessary skills and expertise to address the modern challenges. The project has been designed based on the partners’ experience and understanding of the needs and opportunities of professionals working in the agri-food sector mentioned above, for their better professional development in line with the EU policy - the Farm to Fork strategy. Impact on the participants professionals in the field of agri-food sector: • Acquiring new tools and knowledge upon the sector; • Improve the professional skills and competences; • Enable a full understanding of possibilities and barriers associated with combining agri-food sectors; • Improve professionals income (i.e Increase income for food producers); • Increasing opportunities for professional development; • Improve the position of the target group in the labour market; • Improve professionals' digital skills acquiring in the agri-food sector; • Better understanding and recognition of skills and qualifications in Europe and beyond;• Development of self-awareness about their abilities; • Fostering longer-lasting employment in the agri-food sector and industry; • Development of a European network by being introduced to approaches toward the development and enhancement of various sets of skills related to sustainable agri-food sector development in line with Farm to Fork strategy; Impact on VET teachers, trainers: -Create collaborative learning that advances knowledge base; -Increase awareness and understanding around supply chains and value chains; -Teach processing, logistics and regulation skills; -Establish key skills of communications;-Increase awareness of sustainable food production and consumption; -Develop Innovation and Technology Transfers; -Demonstrate the importance of ICT in business and enhance digital education skills.<< Objectives >>The DG FARMER aims to tackle the limited resources available regarding digital training materials on sustainable agri-food practices and to support the promotion of the EU Farm to Fork policy implementation especially among VET professionals and trainers in the agri-food sector by up- and reskilling their competences. The project will highlight the benefits of the transition towards sustainable food systems and production practices in the EU, as well as the importance of the Farm to Fork strategy for sustainable agricultural development. This will be achieved through interventions that combine innovative curriculum and digital learning. More specifically, the project will develop a training toolkit and a self-assessment for trainers’ capacity in sustainable agriculture in a digital form which will be the main content of the Farm to Fork e-learning platform.The overall objective is to enhance and upskill the competences of VET professionals and trainers of the agri-food sector in digital education by using online (innovative) learning tools and to raise awareness of the EU Farm to Fork strategy. The specific objectives are: - To teach and upskill VET professionals and educators to use innovative digital tools in the agri-food sector;- To promote digital education as a response to the Covid-19 pandemic; - To promote the Farm to Fork strategy and other EU policies related to agriculture for further knowledge dissemination and education in the agri-food sector; - To promote practices based on the sustainable, smart, and inclusive growth of the agri-food sector; - To equip the target groups (direct and indirect) with innovative working tools; - To raise awareness of the systematic connection between human well-being and biodiversity conservation. The direct target group of the project is VET professionals and educators in the agri-food sector that wish to upskill their competences, learn about the EU policies to implement sustainable agricultural practices. The indirect target groups who will also benefit from the project are: small, medium, and large scale farmers; NGOs; training centers; educational institutions and researchers; agricultural cooperatives; practitioners and representatives from local authorities and government institutions.<< Implementation >>Monitoring and Evaluation activitiesThe consortium will organize project planning management, implementation, and evaluation functions and will increase knowledge generation by applying a logic model throughout the project. The Basic Logic Model that will be used in the project development will define the following key five areas: Resources/Inputs> Activities> Project’s results> Outcomes> Impact. These five key areas of the Logic Model will be applied to each project activity: 1. Activities: The planned project activity and tasks to be accomplished will be described in detail. 2. Results: The desired/expected results that will be produced as a result of the planned activity will be specified. 3. Resources/inputs: Necessary data and resources to support the achievement of the activity. These include human resources, level of expertise, feedback and input from stakeholders, etc. 4. Outcomes: Identification of the short- and long-term outcomes expected/desired for the activity. 5. Impact: Description of the long-term impact anticipated at local, national, European, and international level as a result of the project, and how each activity will support the generation of this impact. Implementation ActivitiesAt the beginning of the project, a Project Steering Committee (PSC) that will oversee the progress of the project will be formed consisting of one representative of each partner who will be appointed for this project. A Project Work Plan will be developed at the beginning of the project, which will be a guide for carrying out the work during the entire implementation period to ensure that the roles, responsibilities and rights, and obligations of the partners are clearly defined, as well as to ensure consensus and clarity within the consortium regarding reporting processes, technical and financial management, communication means, decision process, conflicts, and other issues. The tasks and responsibilities of each partner will also be formalized and endorsed in comprehensive Partnership Agreements to be signed between the lead applicant and each partner. Different project partners will be responsible for the management of different results. The results’ leaders have been selected according to their expertise, capacity, and relevant experience. The result’s leader will be responsible for the coordination of activities and allocation of resources, as well as quality assurance of the result, and will report to the Project Coordinator. Each partner will be responsible for the management of their working group/team and the implementation of their activities as described in the application form and project work plan. A series of specific tools will be developed and applied throughout the implementation period of the project, including a) a project contact list, b) a google docs or Dropbox project folder or another relevant platform. EU Tools for ImplementationThe project results will be uploaded as the project implementation progresses on the Erasmus+ Project Results Platform for wider dissemination. In addition, the project plans to utilise the Electronic Platform for Adult Learning in Europe (EPALE) as it is the most relevant platform for the purposes of the project. Although, the EPALE is about adult learning and it isopen to trainers and volunteers, as well as policy-makers, researchers, media and academics, information about the implementation of the project and its results (R1-R3) will be disseminated as the partnership believes that the project results could be easily extrapolated in the adult learning field. In this way the consortium will inform a wider audience enabling users to utilise the project results and bringing them into contact with other interested stakeholders with the partnership, sharing their experiences and engaging in discussions.Finally, the partners will forward all relevant information to Erasmus+ National Agencies of the participating countries and beyond.<< Results >>The DG FARMER project will develop interventions that combine innovative curriculum and digital learning. More specifically, the project will develop a training toolkit and a self-assessment for trainers’ capacity in sustainable agriculture in a digital form which will be the main content of the Farm to Fork e-learning platform. Expected results include: -Development of an e-learning toolkit ""The Farm to Fork: Towards Sustainable Agricultural Systems""-Self-assessment of Trainers’ Capacity in Sustainable agriculture-Development of a “Farm to Fork” e- learning platformThe following outcomes are expected during the project and on its completion: - To foster the motivation, skills, and mindset for sustainable agriculture development regarding the Farm to Fork strategy; - To raise the farmers’ awareness about the benefits of transiting towards sustainable food production practices and running an environmental-friendly agricultural business; - To innovate and create a digital agri-food learning system to improve the quality of training and education; - To create an online network for farmers, VET professionals, and educators to collaborate with the educational institutions, local authorities, and agri-food industry; - To provide a comprehensive online learning environment combining theory and practice; - To enhance capacity within partner organizations to promote digital education for sustainable development of agriculture and the importance of the Farm to Fork strategy; - To raise public awareness about local unsustainable agricultural production practices and consumption patterns; - To raise awareness of the systematic connection between human well-being and biodiversity conservation for Europe's society and the economy. In complementing the results, the partners will also deliver are the following: - A concrete Overall Work Plan and Activity(s)-specific Work Plans which will describe all the necessary steps and procedures for the smooth implementation of the project (structure, tasks per partner and responsibilities, project milestones, communication arrangements, and reporting);- Minutes following each partner meeting, drafted and delivered by the partners’ meeting host organization, in collaboration with the P1; - A Quality Assurance plan, covering the overall course of the project to make sure all activities are undertaken effectively, leading to the desired results based on the quality standards agreed upon among the partnership; - A Dissemination Strategy, with a detailed description of the dissemination tools and activities necessary to reach the target groups and a final dissemination activities’ report at the end of the project; - Participants' lists from all the local national events; - Project logo; - Creation of informative printed material (leaflets, poster, etc.); - 4 Newsletters developed and disseminated after important project milestones. All partners will translate the newsletters in their language and distribute them to the relevant stakeholders. - Feedback questionnaires from members of the target group who will be involved in the local events and training sessions; - 5 Multiplier Events (HR, GR, BE, ES, CY) for the target group and project stakeholders in the framework of the dissemination and exploitation activities in each country; - Local pilot workshops"

"There is a wide consensus that the COVID-19 pandemic and its aftermath have not only affected the physical wellbeing of the people, but their mental health as well. According to research organizations across the world (Florillo & Gorwood, WHO) , it is estimated that in the months, even years, to come the need for psychiatric support to individuals will increase, due to the COVID-19 outbreak. At the same time, people in the risk of social exclusion are more vulnerable than ever. For youth with mental health disorders and youth with ASD the social distancing, the shift in priorities in the healthcare sector for the containment of the pandemic and the “infodemic”, the rapid spread of terrifying fake news that increase anxiety in individuals, has had detrimental effects in their wellbeing. Furthermore, autistic adults, in a research by Ghent University, reported a greater increase in both anxiety and depression symptoms than neurotypical adults, which is particularly worrisome, as this group of people ordinarily shows increased rates of anxiety and depression. The project ""Enabling youth with developmental disabilities & mental health disorders to share their COVID-19 experiences through digital storytelling- StoryLiving"", will address these issues by applying the Storyliving/storytelling method as an innovative recovery methodology. Talking about one’s emotions and personal experiences is not an easy task; there is a whole process behind it: remember, understand, assume, aim to share it with other people, understanding the reasons to share it with other person, etc. To verbalize means to have become aware and see the situation in a different perspective, allowing one to notice positive points of any situation. When emotional distress arise, it is not possible to teach about emotions as if we were talking about science. We need an effective tool, a vehicle to take us during this journey and here is where storyliving/storytelling plays a major role. At the same time, storytelling can help raise awareness for the struggles of youth with ASD and mental health disorders, especially during the pandemic, as these target groups have been even more isolated than before. The idea of the project is the collective development of stories by youth with developmental disabilities or by youth/young adults with mental health problems based on their COVID-19 lived experiences.The objectives of the project are: - To help youth with ASD/ mental health disorders cope with the pandemic - To support youth trainers, educators and social workers and increase their capacity to use storytelling in their work - To promote the social inclusion of youth with ASD/ mental health disorders through storytelling- To raise awareness about the special issues that people with ASD / mental health disorders face during the COVID-19 outbreakThe project will achieve these objectives by developing the following outputs:O1: Training program for youth workers, educators and social workers working with youth with developmental disabilities/ mental health disordersO2: Piloting & Development of collective stories by youth with developmental disabilities/ mental health disordersO3: Development of the training & hosting platformO4: Recommendations & Guidelines on using storytelling as a communication and healing process during & after the pandemicThe project will involve 100 professionals, youth workers and social workers working with youth with ASD/ mental health disorders, at least 10 individuals with ASD/ mental health disorders and at least 160 relevant stakeholders through its multiplier events. All of the outputs will be available online to ensure the easy access and sustainability of the project's results. The consortium is led by the Social Policy Academy (EL) and is a team of experienced and newcomers to the Erasmus+ Program. The partnership is consisted of BUPNET (DE), REFRAME (BE), CWC (UK), CSC (IT), INTRAS (ES), KMOP Skopje (MK)."

COVID-19 pandemic is a global challenge that poses serious and multilevel concerns. There is already an ongoing discussion on the indirect and direct impact of the pandemic on the environment. Several studies and reportages focus on the positive effects, as pollution and greenhouse gas emissions have fallen across continents (M. Zowalaty et. al., 2020; S. Lokhandwala et. al., 2020), but already environmental stakeholders have spotted the dramatic effects of the COVID-19 to the oceans and the life below water (A. Kassam, 'More masks than jellyfish': coronavirus waste ends up in ocean, retrieved from theguardian.com). In particular, the surge of the COVID-19 pandemic led to the increased use of plastic medical and protective equipment, such as single-use gloves, masks and aprons. Much of this equipment must be discarded after use to limit the spread of the virus. Joffrey Peltier, member of the environmental organisation Operation Mer Propre in France, came across large quantities of latex gloves, face masks and bottles of hand sanitiser in the Mediterranean sea upon exploration (C. Koryn, Another Side Effect of COVID-19: The Surge in Plastic Pollution, retrieved from earth.org). This development indicates a new kind of pollution that adds to the already existing plastic problem and poses environmental, economic, health and aesthetic problems. Youth could undertake a pioneer role in the area and lead activities aiming at raising awareness on the ocean protection and the pandemic relevance to the plastic litter. According to the UN environment programme, “we must invest in promoting actions by youth”, as this will enable us “to build the momentum to address the challenges of tomorrow” (Three reasons our oceans need young people, retrieved from unenvironment.org). Also, EU in the framework of its Coastal and Marine Policy encourages youth to act as Ocean Activists. At the same time, organisations and authorities across the globe utilize arts and visual arts in the field of youth and youth work. For instance the Canadian Ministry of Education (of the Saskatchewan province) recommends the implementation of activities with young people aiming at creating visual art works to express perspectives and raise awareness about a topic of concern to youth.Aim of the OCEA(n)RT project is to boost youth participation to address plastic -“COVID-Waste”- litter through visual art works in Sweden, Greece, Cyprus and Spain. At the same time, targeted dissemination and advocacy activities will take place in Belgium and UK. OCEA(n)RT consortium has set the following objectives:▪ Extend the competences of at least 240 youth workers, working/collaborating with CSOs, youth and environmental organisations, cultural and creative sector grassroots, in order to foster their ability to enhance youth participation and to motivate youth to address pandemic relevance to plastic litter through visual art works.▪ Enhance access to CSOs, youth and environmental organisations, cultural and creative sector grassroots to relevant roadmaps and good practices to ensure youth participation in ocean protection activities and actions to address pandemic relevance to plastic litter.▪ Support at least 120 CSOs, youth and environmental organisations, cultural and creative sector grassroots’ to raise public awareness, to lead and contribute to the development of youth policies that promote active participation of youth in the fight against marine and “COVID-Waste” litter.The added value of implementing this project transnationally, is that it will promote the exchange of experience, learning and/or good practices between different organizations for the joint creation, testing and dissemination of the capacity building programme, the guide and the toolkit for CSOs, youth and environmental organisations, cultural and creative sector grassroots, that can help address a common challenge across the partner countries, the EU and the globe, in line with the key principles and EU’s priorities, as well as, the European Green Deal and the 14th Sustainable Development Goal (SDG14).