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.