"Education for Sustainable Development (ESD) is thematically interdisciplinary and not formally integrated within the school subject curricula of (secondary) vocational schools.Curricular challengeESD is not only environmental education, the areas of economics (as defined by equitable distribution of resources) and social/cultural challenges/topics (social justice, lifelong learning, civic engagement) need to be emphasized. Therefore curricula and school development concerning ESD need to be tackled and an integration of ESD on curricula and school programme level need to take place.Educational challenge•Issues/topics of sustainable development should be prepared and organized in such a methodical way, that students can make a connection between their (daily life) habits, their professional training and global challenges.•Many topics are presented solely cognitive, so that it is difficult for students to develop their own mind-set/attitude towards a certain subject/topic and to verify/reassessing their values and knowledge.The main aims and objectives of the projects:As part of the project, teachers have been trained to facilitate key competences to students (systems-thinking skills, (sustainability) entrepreneurship skills, values and needs biography.The key competences can be implemented within all teaching subjects and are also interdisciplinary. A dualistic approach was implemented:•a) training of teachers for the methodical implementation of already developed modules of/for ESD; b) teacher test the modules in the school and reassess on students learning achievements;•the schools integrate the modules into the school's curriculum.The modules developed are based on the European Qualification Framework (EQF). The EQF defines a set of educational levels covering the full range of educational outcomes. The descriptors refer to knowledge, skills and competences. Knowledge is understood as meaning theory and / or factual knowledge. Skills can be problem-solving abilities, creative thinking or practical eg handling of instruments and materials. Competence in the EQF is understood as as the ability of the learner to apply knowledge and skills autonomously and with responsibility.The modules are designed to teach and learn basic general knowledge and factual knowledge of a working field in order to underline principles, processes and general concepts of sustainable development. On a skills level we focus on basic skills required to carry out simple tasks, solve routine problems under direct supervision of teachers in a structured context with some autonomy. All in all the modules enhance students to take responsibility for their life and working style in the sense of ESD and adapt own behavior patterns. In contrast to the EQF we developed a competence frame with four defined competencies (factual, social self and design-competence) and described the competencies in three dimension (knowledge, skills and attitude)According to the EQF the modules are designed for teaching and learning on level 1-4 . The modules, that will be transferred, meet the requirements of a Europe-wide vocational training. They are designed for a competence focus, with appropriate specifications and are compatible with ECTS.Tasks of the project•Training of teachers on the methodology that overlaps the qualification of vocational fields;•Transferring, evaluation, adaptation and development of competence-oriented methods (tool-set) for the promotion of ESD•School and curriculum development•Networking within the participating regionsCharacteristics of the consortiumAll participating partners have been working together for many years in different national, regional and international networks (RCE-UNU, BBCC, OPEDUCA, ENSI, ""Teaching for Transformative Change - Learning Partnership"").Expected results and products (tangible and intangible outcomes)•training courses and methods for teaching sustainability issues•School-based curricula – adapted/aligned internationally•evaluation tools, performance review•Manual of methods•Review/verification of the values biography and key competencesAnticipated effect (impact envisaged)•ESD issues/topics as part of the subject curricula•improvement of teacher-student relationship•School development and increasing benefit-cost ratio of vocational training•raising (sustainability) entrepreneurship and better qualification for the labor market•multiplier effect on economic development within the participating regions"

Nature experience for impaired people and tourism for all is an important topic in the EU. Destinations like national parks, nature reserves and other locations for nature experience begin to implement such offers. Hence, guidance for such destinations is missing to judge on the prerequisites onsite and to enable decision makers to start with implementing relevant installations and alterations. A good catalogue of nature education activities for environmental educationists is still missing. The German Association of Blind and Visually Impaired People has invented guidelines for nature trails and other purposes. Partners from environmental education organisations in Germany, Poland, Hungary and Spain active in European lake regions in this project also collected expertise in some aspects of that topic. Together, we want to incorporate these experiences in the Lakes without Limits project, broaden our own knowledge, and pass it to the others.Lakes without Limits aims on working to improve adult education for nature experience by developing, testing and disseminating educational material to foster skills of environmental educationists with respect to disabled people. It will provide guidance for two questions:1. How can environmental educationists improve their offer for guided nature experience with impaired people? These educationists can either be employed in a nature conservation centre, or freelancer or volunteers.2. How can nature trails be prepared and/or altered for the unaccompanied use of impaired people. The target group here are managers and environmental educationists responsible for such trails.The material developed will enable its users setting of personal pedagogical goals and following the success thanks to correspondent checklists. The whole material will be available for the broad audience. Concrete examples for work with impaired people on nature conservation/experience will be produced: barrier free brochures, audio guides, 3D-Material, Sign- and Simple Language Films.The focus will be on tourist destinations in participating countries Poland, Hungary, Germany, and Spain, as well as areas of special conservation interest.With this, we want to bring forward the inclusion of disabled persons in the EU and foster the sensitivity to nature for all Europeans. We wish to generate momentum for nature experience for impaired people.