<< Background >>The traditional activities of fishing, marine farming and agriculture are strong images of the the territories' identity. Consumer demand for local, environmentally friendly and healthy products is growing. However, collaboration between the agricultural and maritime sectors is weak. Local policies and actions to promote local products very rarely, if ever, deal with land and sea products together, even though there are a number of common problems: an increase in the average age of professionals, sectors not very attractive to young people, difficulties in accessing the market, under-appreciation of products, lack of managerial, marketing and communication skills, etc. LandSea was developed from the shared observation of a lack of capacity of the territories and their actors to promote traditional activities of the land and sea. Indeed, the promotion of the agricultural sector (activities, products) and the maritime sector (fishing and breeding) is separately approached. It is a question of learning to renew the links and decompartmentalise the interventions of the actors of the territory. In all the territories covered by the project, initiatives have been carried out to promote only local rural products, but the producers have only benefited from communication support and not from capacity building. This lack of skills has been identified as a factor of weak local initiatives and higher value-added activities. Faced with the increasing ageing of local fisheries and aquaculture actors and the low attractiveness of these jobs, particularly for young people, it is necessary to strengthen their capacities and the ones of actors in the land and sea sectors in order to encourage innovation and the creation of new income-generating activities.The LandSea project responds to unmet needs in the project territories in terms of capacity building for actors, particularly in terms of promotion and involvement in the territories. The need to add value to products is the same for both land and sea. These two sectors have common elements to enhance such as short circuits, enhancement of know-how, local production, etc. and often encounter the same problems, in particular pollution, the drop in productivity, the ageing of the profession, etc. LandSea addresses the needs of different target groups a) future mentors: adults and organisations in the green and blue economy through training programmes capable of strengthening the entrepreneurial spirit of young people, local developers, project leaders, farmers, breeders, fishermen, and developing new joint entrepreneurial initiatives in their territory; b) adult workers linked to the rural and maritime economy (including those directly involved in agricultural and fisheries production) wishing to train to develop their entrepreneurial skills, but also young adults belonging to marginalised/underrepresented groups for better social and economic inclusion, through entrepreneurship and self-employment in the green and blue economy sector. c) other VET actors and the maritime and agricultural sector to improve the professionalisation of workers and to move towards qualitative exploitation through complementary activities with high added value.<< Objectives >>The project aims to provide free online access to innovative training contents to strengthen the capacities and skills of local actors (and training centres) wishing to jointly valorise land and sea products so that they can become mentors, local ambassadors or resource persons of the local heritage of these local products. The aim is also to raise awareness of the need for joint promotion and the opportunities that this can bring to the project territories (Bulgaria, Cyprus, Spain, France, Greece, Italy) and even more so throughout Europe.The development of entrepreneurship, possibly collective, is presented as a solution allowing income-generating activities and a dynamic of the territory because it responds to a growing demand from consumers. The impacts of the project will be the following:Among the target groups:- Improved accessibility to training resources (contents, methodologies, etc.) on the green and blue economy and local development dynamics, - Increasing professional skills and knowledge in the areas of the blue and green economy, entrepreneurship and sustainable local development approaches,- The improvement of learning methods through innovative training materials;- The promotion of the cultural diversity of the European Union as the guide will promote 7 discovery tours of the partner countries;- Improving competitiveness and entrepreneurship, employability in these regions and living conditions- Reducing the unemployment rate among young people- Stimulation of the green and blue economy in the project territories and in other coastal regions of the Mediterranean basin (Southern shore, Black Sea)At local, regional and national level:- professionalisation of the agricultural and maritime sectors, taking into account these two dimensions in the Mediterranean and Black Sea: Bulgaria, Cyprus, Spain, France, Greece and Italy- technological development and improvement of competitiveness through the promotion of new local, regional and/or national projects jointly or on societal, environmental and economic issues of the green and blue economy sectors.thus allowing :- the appropriation of local development approaches, particularly in favour of employment,- the strengthening of local economies in rural and maritime regions through a joint approach to traditional land and sea-based activities, particularly where unemployment is high- the development of the common maritime, rural and agricultural heritage- the initiation of a sustainable local development approach and a better management of local resources, At European and/or international level: - Improvement of knowledge in the use of ICT for professionals in the project sectors at European and/or international level- Professionalization of the sectors at European and/or international level- Promotion of diversification of activities and preservation of local resources- Raising awareness at European and international level on the need for a common and cross-sectoral approach in the green and blue economy sectorsMoreover, the methods and activities developed can be transferred to other territorial contexts that lend themselves to transnational, intercultural cooperation and a participatory approach to solving common problems of territories linked to the rural and maritime world.<< Implementation >>The activities to be implemented will be the following: R1 - LandSea training contents on the joint valorisation of land-sea productsR1A1 - Construction of a skills grid and a training curriculum based on the needs analysis and the results of the Local Stakeholder Committee (LSC) meetingsR1A2 - Development of training contents according to the expertise of each partner, in particular on the green and blue economy, sustainable development, circular economy, environmental issues; entrepreneurship (procedures and management); sustainable marketing (communication, tools); available funds and financing; cooperation and territorial dynamics (local animation), short circuits, diversification of activities, tourism, etc. R1A3 - Development of self-assessment quizzes so that each learner knows which module to focus onR1A4 - Translation into all languages for increased availability of the training in 6 languages (EN, FR, BG, GR, IT, ES)C1 - A 3-day training workshop will take place in Bulgaria for 14 adults, future mentors, based on the contents of R1 in order to become local facilitators, capable of initiating the joint land-sea valorisation process in their territory. This training activity will allow to evaluate and give qualitative feedback on the contents developed.R1A5 - Revision of contents following C1.R2 - LandSea methodological guideR2A1 - Elaboration of the LandSea guide giving a methodology for prefiguring the LandSea discovery circuit, the guide will allow to be able to autonomously: identify the local products and land-sea know-how, as well as the heritage likely to be highlighted, define and set up the modalities of circuits adapted to the territory, conceive circuits in a participative way and finally materialize and animate the discovery circuit. R2A2 - LandSea pilot action via the collection of the characteristics of each territory with the CLPPs, the organisation of a pilot participative workshop in each territory with at least 5 participants per partner which will lead to the prefiguration of a land-sea pilot circuit (i.e. 7 circuits in total for the project)R2A3 - Finalisation of the methodological guide according to the feedback from the participants in the pilot action and with the finalised pilot circuits as illustration. R3 - LandSea e-learning platformR3A1 - Design and development of the platform - Collective choice of the platform on the proposal of the coordinatorR3A2 - Transformation of the questionnaire into a self-test of online skills assessment so that autonomous learners on the online platform know which modules to focus on. R3A3 - Digitalisation of the training content to become a free online learning pathway - the training contents will be transformed to become accessible and playful, pedagogical work will be done on the existing contents as well as illustrationR3A4 - Transformation of the LandSea guide into an e-book in order to have access to each step of the methodology in an interactive way R3A5 - Construction of a virtual library: all the resources used by the project partners will be available to the learnersR3A6 - Valorisation of competences - the competences acquired through the training will give access to a certificate of participation and to competence badges. R3A7 - Revision of the platform according to the feedback of the pilot action for finalisation<< Results >>The expected results of the project are :- The availability of relevant training contents allowing to train in the valorisation of land-sea products on one's own territory in direct link with local productions for the elaboration of sustainable commercial strategies with higher added value; - This training will allow to train directly and collectively via a transnational workshop of 14 mentors in Bulgaria and will thus allow to install collective dynamics favourable to the emergence of a European citizenship based on the reciprocal knowledge of the heritage of the agricultural and maritime world of the partner countries.- The availability of a methodological guide for the joint promotion of local products from the land and from the sea, particularly through the organisation of tours and the diversification of activities via tourism. Experiments in tourism diversification will be carried out within the framework of the project: - 7 prefigured discovery tours - Participation and practical training (methodology) enabling 35 local participants to familiarise themselves with the methodology in order to reproduce it or to enhance their production towards tourism or heritage enhancement actors. - This methodological guide is based on a participatory approach and will allow the actors who appropriate it to highlight the assets of their territory and to open up to any actor interested in joining the initiative.- Free access to the previous results by digitising the LandSea training content and by transforming the LandSea methodological guide into an Ebook via a fun and practical learning platform, allowing independent training while being able to value the skills acquired via badges. - This online platform will make it possible to enhance the value of the project's results, to encourage their appropriation by a larger number of target groups and to strengthen the promotion of the added value of the activity of agricultural and maritime actors in the territory. - This platform provides access to lifelong learning. The results of the project will be available in all the languages of the partnership and in English in order to be accessible to as many people as possible. - It will allow farmers, fishermen and other economic actors in the EU and the Mediterranean basin (both in the South and in the North) to be introduced to a new way of valorising and diversifying local land-sea productions that generate new sources of income. Vocations and professional projects could be created among young people and adults (unemployed, looking for a new professional project) that would enhance the identity of their territory. All this work will help to strengthen the spirit of enterprise, and will generate new initiatives in the green and blue economy sector in a logic of sustainable development.

"The ""CLI.C.K FOR SCHOOLS"" (""Climate Change Kit for Secondary schools"") project is based on a Euro-Mediterranean partnership from 4 countries (France, Italy, Greece, Croatia). It aims to respond to these challenges by offering an educational kit dedicated to climate change in the Euro-Mediterranean region intended for 11-15 year-olds and their teachers. The approach is multidisciplinary and multicultural, it is based on a partnership mobilizing schools (Collège Jean-Garcin, Apro-formazinone, ACEE, Puscica) and organizations specializing in environmental education (UAC, MPK, Udruga Brac, ERICA) to facilitate direct and free access to educational resources.In order to reach these objectives, the project has implemented a series of complementary actions:- Development of a diagnostic of existing educational practices and references online for students aged 11 to 15.- Capitalization of knowledge sheets to provide elements of understanding of climate change to teachers and stakeholders in colleges or educational structures.- Creation of 24 activity sheets for teachers to facilitate understanding of the challenges of climate change in the Mediterranean region- Creation of 17 project sheets for teachers and students to adapt and act on a daily basis in the living area of ​​young people. - Development of 6 thematic educational programs (water, biodiversity, eco-mobility, energy, major natural risks, climate change) which highlight the link between knowledge, activities and projects- Creation of a digital and interactive game for young people to make them aware, to make them aware of their actions and decisions that could impact the climate and their environment. This educational kit aims:- to provide teachers with resources geared towards understanding climate phenomena and challenges in the Mediterranean region,- to encourage local engagement of students and their international openness- to provide interactive resources.The ""PLUS"" of CLICK FOR SCHOOLS• Educational resources that identify the effects of climate change on the students' living space• The concrete enhancement of the students' ability to act on their environment• Free educational resources based on the achievements of New Information and Communication Technologies• Highlighting the diversity of geographic contexts: coastal, urban and rural challenges characteristic of Mediterranean regionsThe Click for schools website which promotes and capitalizes on educational resources is available in 5 languages ​​(Cr, Eng, Fr, Gr, It): https://www.clickforschools.eu"

"""People who are socially, economically, culturally, politically, institutionally or otherwise marginalized are particularly vulnerable to climate change as well as to some adaptation and mitigation strategies."" (IPCC - Intergovernmental Panel on Climate Change). In this respect, which concerns both the least developed countries and populations in fragile social situations in developed countries, there is a second observation: the very ambitious objectives of the European Union in reducing Greenhouse Gases. require the active mobilization of all stakeholders, starting with all the inhabitants. However, it is clear that the most socially fragile populations are also for various reasons (poverty, level of education, linguistic factor) those who feel least invested in actions of citizen participation, particularly in the field of sustainable development.The term social worker encompasses all qualified professionals who provide answers to people in economic or social difficulties. It concerns social service assistants, specialized educators, facilitators, social and family education counselors, family workers, etc.Because of their profession and their proximity to the most vulnerable groups, social workers play a key role in addressing climate change issues both upstream and in anticipation and prevention of the consequences of climate change for the most vulnerable populations. exposed and downstream from crises, particularly natural disasters induced by climate change, with support for individuals and collectives in the context of individual and collective post-event management.In addition, beyond their position as major victims of the consequences of climate change, especially natural disasters, vulnerable populations are also often brought to adapt to situations by means and forms of ad hoc collective organization ( for example: organizing collective green spaces to develop islands of freshness, create AMAPs to promote sustainable consumption, encourage carpooling, promote children's awareness of natural hazards). In this context, the role of the social worker becomes that of a coordinator-facilitator, able to identify innovative local initiatives, to stimulate projects, to support the actors of innovation, to bring their voices and more broadly to allow good practices to be disseminated.To do this, it is important for social workers to know and integrate into active partnerships between territorial operators in the face of climate change (prevention of risks, housing and sustainable consumption, awareness raising, etc.), which is not the case still today lack of knowledge of the sector. A fortiori, beyond a few local initiatives, they are only very little involved in actions related to climate change.Social & Nature intends to address this issue by creating a transnational consortium whose objective is to build together a European framework for training social work trainers that can strengthen the skills of social workers to address the problem of natural hazards and the consequences of change. climate change and offer it to training centers and institutions in charge of social policies.To respond coherently to challenges that go beyond national frameworks, the transnational dimension is necessary. In addition, the diversity and complementarity of the know-how of local actors, situations and experiences will enrich the repository of available solutions and approaches."

"The DELPHI project wants to emphasise and strengthen the role of European cultural heritage in non-formal learning, in inclusion processes, in finding European value frames and in creating a European identity. To this end the project focuses on professional development in Heritage Interpretation (HI). HI is the art to create a relation between the elements of a heritage site, a collection or an intangible cultural asset and the meaning making and value frames of the visitors. Heritage Interpretation creates cognitive and emotional links between the visitors and what they can discover on-site. DELPHI focuses on European aspects and European value elements which can be discovered in local heritage. This should help interpreters to better frame heritage within European contexts and to bring the European idea alive for local communities. The project also focuses on the learning aspect.The products developed in DELPHI within the two years include the following:- A Stocktaking Report on approaches in HI and existing (digital) learning materials and projects.- A detailed Competence Framework, refering to EQF-Levels 4-7. Describing key competences in the fields of European Identity, Social Sustainability, Regional Development and creating a learning experience- A modular blended learning CPD Course for Heritage Interpreters and Adult Educators including all learning ressources, webinar schemes, eLearning modules and a one week face-to-face workshop concept- A Toolkit for the further use of DELPHI Materials in different training contexts. The Toolkit allows trainers to develop a course for three different target groups (Heritage Interpreters, Community workers, Adult Educators) and on different competence levels (EQF 4-6)- Two fully fledged Learning Pathways on the learning platform ""OWL"" addressing Adult Educators to apply skills of the Heritage Interpretation for Adult Education and for the implementation of European Values in Adult Education. - A Validation-System allowing course participants to self-validate their competence development.- 12 demonstrative local projects developed by the trained professionals during the project, providing examples of good practices both for heritage interpreters and for adult educators.The modules and course concept was developed on the basis of the Competence Framework that indicated the areas of skills, knowledge and attitudes that need to be covered in order to gain the intended competence growth and reach the course objectives. The 18 participants testing the DELPHI pilot course developed projects out of their participation by applying their gained knowledge to their professional environment. After the course and the evaluation of the course all the material has been compiled within the DELPHI Toolkit which includes sound information on how to apply the competence orientered learning materials to own training concepts. The project activities and outputs were disseminated widely during the project. Potential beneficiaries were involved as associated partners, as participants, in the stocktaking report and in expert interviews which helped to further develop and improve the products. To promote the project outcomes - mainly the DELPHI Competence Framework, the Toolkit, modular Course design and transfer potential - the partners organised an online conference and used newsletters and further distribution channels to reach potential users. The project consortium included 7 partners from Belgium, Germany, Greece, Italy and United Kingdom and an associated Partner. Research Institutes worked together wirth training and consultancy providers. Each partner brought specific expertise and resources to the project and benefited in turn from the other partners` contributions. All DELPHI Products are available in English and can be downloaded or accessed from the DELPHI homepage which will continue to operate."

The project YCARHe (Young Citizens in Action for Rural Heritage) aims to strengthen the mobilization of young Europeans, especially young people in rural areas with fewer opportunities, in the discovery and enhancement of rural heritage. This discovery and development of heritage are still insufficiently used vectors for the development of citizenship and entrepreneurship of young people. In particular, rural youth, especially the most vulnerable among them, tend to reject the cultural elements that bind them to their territory and know little about the value of the heritage that surrounds them.At the same time, the cultural heritage, tangible or intangible, is a basis for the identity of rural territories and is often threatened with extinction because of lack of transmission and of process of reappropriation adapted to the younger generations. Yet this heritage is a concrete support for the development of an active European citizenship at the same time as a source of jobs for young people with little or no qualifications.The partners of the YCARHE project wished to develop methods and tools for the educators in charge of non formal education of young people, particularly in rural areas, to support and improve activities based on the discovery and valorization of heritage. The project also aims to encourage the immersion of young Europeans, especially those from rural areas, into non-formal heritage-oriented collective activities that contribute to the development of their citizenship.The project brought together 6 partners (3 youth organisations -UAC, AMESCI, ACII- and 3 cultural and / or environmental education associations -Udruga Brac, CHI, MKP) in 5 countries (Bg, Cr, Fr, Gr, It ) to respond in a global and interdisciplinary manner to these multiple observations.In order to reach these objectives, the project has implemented a series of complementary activities:- Development of a European Quality Reference System (O1) to guide the training and action of youth workers and rural heritage facilitators on the theme of non-formal education in heritage and citizenship. This framework defines pedagogical principles for the action of youth workers and proposes innovative pedagogical methods such as the use of NICTs or the principles of Heritage Interpretation. It also proposes a series of non-formal education activities to be implemented by youth workers around 3 axes of work: Discovering the rural heritage with young people / Understanding and analyzing the heritage with young people / Engaging young people in intercultural group activities for the promotion of heritage.- This frame of reference was used as a basis for the development of an online resource and training platform (O2) for youth workers. Available in 6 languages ​​and accessible from the project's website (www.ycarhe.eu), this platform explains in a didactic way the pedagogical principles of the reference system and gives access to 35 examples of illustrated activities, structured according to the 3 axes of intervention of the reference system.- 4 transnational learning activities were carried out:• A training of trainers (C1) for youth workers was conducted in September 2016 in Greece. It allowed to present and discuss the axes of the reference system, to test and enrich a first series of activities.• 3 learning workshops (C2 to C4) for young people from the 5 partner countries, mobilizing 35 young people, 15 of them with fewer opportunities. These workshops had a twofold purpose: to train young Europeans to be active in the promotion of heritage, as future youth organization leaders in their territories, and to test with educators trained during the C1 workshop the key concepts and activities developed in the frame of reference and the resource center.- An active strategy of dissemination of the results based in particular on the organization of 5 national multiplier events and communication actions implemented by each partner (two specific tools - Facebook and website-, relayed by the communication tools of the partners).YCARHe directly mobilized 25 youth workers and 35 young people from 5 countries, including 14 in isolation, school dropout or social marginalization.The training and resource platform is available in 6 languages, free to use. It is currently the subject of information campaigns by the partners in each territory, relaying the information developed during the multiplier events.