"<< Background >>The HOPE (Home and Overseas Project management Excellence) project focuses on the skills of Overseas or European project managers in the community development sectorCommunity Development projects contribute to the development of a community. Unlike emergency projects, they are characterised by a long-term approach and aim to empower local actors in a sustainable way. These projects can be carried out by different categories of actors (NGOs, associations or local authorities). Project managers hold a key position. They coordinate the projects and demonstrate the ability to manage all of the project management life cycle (needs assessment, project design , funding, implementation of activities, administrative and financial monitoring, partnership management, evaluation of project results, etc.). This position has several titles within development NGOs: Project Manager, Program or Programme Manager, Assistant Project Manager, Country Manager, Country Coordinator, etc. that is why it covers a large number of jobs, all over Europe. These jobs have evolved considerably for many different reasons: a wider range of stakeholders, the increasing level of donor requirements and security needs plus the implementation of digital and environmental approaches.In addition, the experience of the 3 partnership members demonstrate that ""project management"" has very different meanings over the world.<< Objectives >>The HOPE project aims to define and enhance, at European level, the competencies of development project managers and to strengthen them through the implementation of innovative trainings. It will develop an agreed definition, at a European level, of the profession and its competences, by prioritising them. It will identify training needs to compensate for the lack or insufficiency of certain skills. In this way, the HOPE project will contribute to the adaptation of vocational training to the needs of the labour market and will strengthen the partnership between companies (or non-profit organisations with employees) and training centres.<< Implementation >>To achieve these objectives, the following activities (related to project results) will be implemented. - To design a glossary in the languages of the partnership. This glossary will consist of a list of definitions, in 4 languages (English, French, Spanish and Portuguese) of useful terms connected to different project types and to the main competencies relating to project management. It will facilitate the exchanges between all partners all along the HOPE project and will help the implementation of the other project activities. - To carry out a European study on the skills of project managers in Overseas or European community development projects. This study will be carried out in the 4 partner countries and will focus on 2 levels: The skills expected when recruiting project managers. The skills developed by the project managers on the job. -To design a common language for project manager skills relating to European or Overseas community development projects. The objective for the partners will be to create a common list of skills, adapted to the different contexts of the partner countries and taking into account the evolution of jobs in the sector and also the results of the study-To design a training framework.Taking into account the previous project results, the partnership will define the topics and the learning outcomes of the training. -To create a training manual.This manual will be a support for trainers carrying out the training implementation. - To trial the training as an experiment (face-to-face). The learners will be project managers currently working and/or vocational students in project management. - To design an online training course. The face-to-face training will be adapted and put online to allow a large-scale roll out and enable learners to go at their own pace and in their own time. In addition, it will participate in the digital transition of individuals and organisations.<< Results >>HOPE project will allow : - to analyse the evolution of the project mangers of European and International development projects ;- to recognize and promote these project managers competencies at a European level ;- to strengthen the competencies of these project managers or future project managers ;- to improve the quality of the trainings in development project management ;- to reinforce the impact of the development projects for the benefit of their target groups ;- to promote the digital and environmental transition of the HOPE project participants (individuals and organisations)."

"<< Background >>The project aims to tackle the issue of street harassment (i.e. catcalling) and stereotypical gender norms & roles in Europe through the creation of a course for youngsters on the threshold of forming & fostering their gender identity. This education-based approach finds support in the policy recommendations of the International Women’s Initiative (2020), and innovatively implements the recommendations on preventing and combating sexism by the Council of Europe (2019) as well as the Gender Equality Strategy 2020-2025 of the European Commission (2020) that includes the ending of gender-based violence and the challenging of gender stereotypes.<< Objectives >>The project will entail objectives on several levels: first to prevent male individuals from becoming perpetrators while transforming them into male allies and reducing toxic masculinity; and second to strengthen female individuals with regards to self- confidence and self-efficacy while encouraging them in finding ways to deal with and encounter street harassment (and sexual violence in general). At the same time, the project sets out to break gender roles, norms & stereotypes for men, women and all genders that usually fall out of the frame. Rethinking gender will have an impact on the awareness on and attitude towards sexual harassment, gender inequality and identity and will lead to higher self- efficacy, sensitivity and the intention not to display or accept violent, discriminatory or stereotypical behaviours. Simultaneously, the EquAlley will engage and promote the exchange among youngster, which has been identified as fruitful strategy to decrease stereotypes and discrimination. The project aims at qualifying educators for teaching about these topics through the preparation and creation of an inclusive, blended-learning course and its guide. Therefore, EquAlley sets out to decrease gender inequality and social injustice by re-thinking gender roles, stereotypes and discriminatory behaviours.<< Implementation >>The course will be based on a needs assessment and booklet on the topic, which will be mainly collected by focus group conduction with educators in all partner countries. This assessment will be followed by the creation of a blended-learning course for youngsters at an age from 12-16 where gender identity and norms begin to form and foster. There will be a course offered in a mixed-gendered setting to promote and ensure exchange among all youngsters in this topic, but also a gender-specific course for male and female groups respectively - non-binary/queer youngsters will be free to choose if and which of the gender-specific course to attend to - to create a safe and target-directed environment. To ensure a high quality, the course will be tested in a pilot action in all partner countries. To guarantee standards and guidelines for this pilot actioning as well as provide educators with the competencies and sensitivity to teach on these very important issues without perpetrating stereotypes or ""othering"" of non-binary individuals, a learning teaching and training activity with educators from each partner country will take place in Spain. The final guide will be presented within multiplier events in all partner countries, while transnational meetings throughout the project implementation will guarantee EquAlley to implement high quality products with a regional, national, european and international reach.<< Results >>EquAlley will have three main results: a booklet on the topics based on qualitative data collection in all partner countries; a course directed to youngsters at the age from 12-16 to teach on the topics, and a final guide (i.e. course manual) for educators about the course. All project results will be made available for free and in all partner countries languages (+English) on the EquAlley website as well as on social media channels. Through a broad and experience-based sharing, promotion and exploitation of the project results through the website, social media channels, newsletters & flyers, the focus groups, the pilot action implementation training and the pilot actions, as much as through the multiplier events EquAlley will be spread."

GREEN TOUR is a European project implemented within Erasmus+ Programme, funded by the Hungarian National Agency. It's main objective was to transfer an innovative training approach and the respective tools developed by “NATUR”. The project started in 2016 and finished in 2019.This project supports the expansion of knowledge and sets an example for other tourism sectors. We believe that practice-oriented blended-learning method is the best way to promote ecotourism in EU countries.Some of the project's goals are:- Developing a training material that helps anyone interested in green tourism to gain the skills and competences needed in the sector.•Using various marketing tools to distribute informaiton about green tourism.•Raising awareness and cooperation on relevant stakeholders about tourism potential of their regions.•Promoting the cooperation between local entrepreneurs, companies, municipalities, manufacturers and the maintainer of ecotourism attractions and National Parks.The Ecocenter Benefit Foundation, links education, culture and protection of the environment. The aim of the Foundation is to provide schools and organizations with a range of education and training that can be used in theory and practice. In addition, the Foundation regularly organizes events, forums, health screening programs, thematic days for local residents,to reach their main goal.Szent István University is one of the most significant institutions of higher education in Hungary, having eight faculties and 14,000 students. The university provides education in various scientific fields, from agricultural science, through environmental, economic, mechanical, food science to horticulture and architecture.In Bulgaria, the modern consultancy firm European Center for Quality, OOD, was founded in 2001. The company is working on two areas: development of EU programs, as well as international quality management standards for the development and implementation.LUISS Guido Carli is a university that through its affiliation with Confindustria, is engaged in advanced educational and research activities. LUISS offers degree, masters and PHD programs, many of which are held in English.AidLearn, a training and study company in Portugal, deals with studies and projects. AidLearn is a service’s private organisation that operates at national and EU level. It aims for contributing to a better qualification of Portuguese HR by building up a learning organisation concerned with the equality of opportunities, providing quality and innovative services targeted to actual needs of organisations and individuals, and by internally developing a strong commitment and team working.In the first intellectual output, partners except AidLearn disseminated surveys and researched topics from which ECQ compiled a comparative Report with the main conclusion regarding green tourism and sustainability. A comparative analysis of educational differences in green tourism has been one of the goals. In addition, the legal framework for the three countries and also a literature review of the sources, for the course developed in the following IOs.In the second intellectual product SZIU created the internal methodology for partners about the significance and common use of blended-learning method, and according to the platform the Project guide. The methodology contains the description of the Blended learning system, its benefits and components. It also includes the role of the tutors and the learners. The project guide is a kind of handbook with useful information for learners how to use the online platform. Partners created 20 questions/modules for Competence Validation Tool. In the third intellectual product, LUISS was responsible for customize and integrate in the Moodle platform the GREEN Tour B-learning course, namely the eight modules, Lesson Structure, the Competence Validation Tool, Slides of module, Test and Case Studies. Partners except AidLearn created 8 modules, however the partnership thought that including the Portuguese language would be an add value for the project. Each module covers 36 hours of learning with distance learning included. After completing the modules, the participants will have to take a self evaluation test to assess what they have learned so far.The fourth intellectual product is the thematic tour publication presented by the participating countries. By looking at the table of contents, you can easily adjust to the main parts of the publication. Each tour has a short description of the areas in the country where the tour could take place. Then an interview follows, where we get answers to many interesting questions, also broken down from country to country. The main objective of this output was to enhance good practices and show them as examples to can be followed by anyone interested in green tourism and sustainability.The training course is a good motivational factor in the education of those employed in the tourism industry.

The growing attraction for eco-tourism leads to developing the reception of visitors to natural areas around the world, and in particular the rarest and most fragile of them, often the most attractive in terms of tourism. In Europe, this eco-tourism development is an economic issue both for countries and regions with natural capital still preserved, in particular for certain remote outermost regions (French Guiana for example), and for the territories already very popular which want to preserve the natural spaces remaining by a better controlled approach to tourism development.This is why a number of eco-labels and various training resources have been developed for several years for European tourism players to promote sustainable tourism and tourism practices compatible with the fragility of the natural environment.However, to date there are few support and training solutions on a European scale that are adapted to the constraints and needs of accommodation providers located in natural areas: remoteness, organizational constraints incompatible with training methods in face to face, need for concrete and immediate solutions rather than theoretical content ... In addition, the supports provided within the framework of eco-labeling approaches (WWF Gite Panda for example) require a high degree of activism and commitment, which is beyond the reach of most managers.Finally, among the existing training or support offers, few of them are also reaching a better level of training for tourists visiting these natural areas. This targeting of tourists is however essential to the development of individual and collective behavior of people accommodated eco-compatible with the fragility of the areas that welcome them.The ECO Hosting.net project is the result of cross-reflection between European operators in training, tourism and local development. These players wish to offer a common European response to the challenges of training and support for tourist accommodation providers in fragile natural areas and their customers, stemming from the capitalization of experiences and diverse regional situations: very isolated Guyanese forest, Greek islands subject to both to strong environmental and tourist constraints, mountain areas, etc.ECO Hosting.net brings together 5 European operators experienced in the field of training engineering, non-formal education, development of sustainable tourism and environmental education: the Sud Concept Amazonie cooperative, specialized in training engineering, who has supported tourism operators in Guyana, the GAL Molise in Italy, local development agency, the MKP (Greece), environmental education association, Karpos (Greece) experienced in non-formal education through multimedia, and the training organization AidLearn, (Portugal) which has contributed for 10 years to the training of Portuguese and European tourism operators on the theme of sustainable tourism.These 5 partners will build a new European offer of quality training aimed jointly at two target audiences: managers of tourist accommodation in natural areas, and tourists who frequent them.ECO Hosting.net productions will offer:1. An environmental self-diagnostic guide, allowing managers and teams of tourist accommodation to identify their weak points and their margins for progress with regard to environmental issues (water, energy, waste, etc.). Manageable independently, it allows the host to become aware of his training needs and build his career.2. ECO Hosting.net training content for target audiences:- For tourists who wish to train in eco-compatible behavior by preparing their stay in accommodation located in a natural area, educational videos dedicated to eco-friendly actions to adopt, and information and training content on environmental themes requiring eco-citizen behavior.- For accommodation managers, a series of thematic chapters, taking up the axes of the self-diagnostic guide, and structured as follows: environmental issues, technical, social, managerial solutions available, feasibility, costs, etc. These chapters are supplemented by a series of animated tutorials illustrating examples of solutions.3. An E-Learning platform accessible to all, putting ECO Hosting.net content free and interactively. It is the main training medium, since the project is essentially aimed at independent learning.All productions are available in 5 languages ​​(English, French, Greek, Italian, Portuguese).

"<< Background >>Too many children, especially girls, are held back by discrimination, biases, social norms and expectations that influence the quality of education they receive and the subjects they study. Therefore, our project promotes gender equality and addresses differences in relation to the access and use by all children, with the purpose of including girls. In our situation, the mindset of “who technology is for"", and the ""who is inviting you to learn"" has a big effect on who is interested in taking part in the learning. The issue of stereotypes in gender discrimination has its roots in the history, culture, education, and psychology of people in our societies. A study (2010) conducted under the Meta-analysis project funded by the European Commission reported that issues on science and gender stereotypes were considered fundamental because 2458/4549 entries in a database of literature about women in science are related to stereotypes and identity. According to https://cacm.acm.org/ “ICT- and STEM-related professions are among the top five occupations facing skill shortage in Europe. A contributing factor to this challenge is women's persistent underrepresentation. Women account for less than 2% of all women in the European labor market in the ICT sector (see https://bit.ly/2K4Imdv).The use of ICT in schools is the norm in most countries and brings along many advantages for educators and students alike. The use of e.g. interactive technology and other resources brings along an endless list of possibilities and pedagogical opportunities. The students have an abundance of knowledge at their fingertips, and thus the role of teachers has shifted from that of the source of all knowledge to that of facilitator of access to different forms of knowledge. This requires teachers to direct learners to the appropriate sources and to assist them in becoming critical thinkers and independent learners. According to https://cacm.acm.org/ “ICT- and STEM-related professions are among the top five occupations facing skill shortage in Europe. A contributing factor to this challenge is women's persistent underrepresentation. Women account for less than 2% of all women in the European labor market in the ICT sector (see https://bit.ly/2K4Imdv). Similarly, women's involvement in innovation and entrepreneurship constitute less than 25% of science and engineering professionals and only 14% of associate professionals.Re. a study by Amazon, sept. 2020, STEM education as a diversity driver in tech, a student's passion for STEAM subjects needs to be cultivated and nurtured. The study recommends that STEAM subjects are made available to all. With so much attention given to STEM over the past few years, this is a high priority for most schools, although how successful achievement has not yet been reached. The study highlighted that many schools had basic programs in place, which expanded upon rudimentary computer and science classes with outdated curricula and generally the teachers don't quite know what they can do. Even schools that use technology, such as iPads and Chromebooks, to teach are still yet to be at the forefront of STEM. In many schools, technology came in, at best, to replace paper, and COVID-19 has uncovered many of the technological shortcomings schools face around the world. The consortium experienced that teachers weren't able to meet the new ICT demands that the lockdown required of them, and many waited to attend a workshop, to find out how they can do distant online teaching, before they could teach online. This is not sustainable way to think, when working with technology, which is constantly evolving and changing. The ideal situation would have been, to have a go and trust their capacity to solve the problems as they arise together with the pupils. Many children relied on receiving an email with a list of print out tasks, meant to kill time, rather than based on a didactical/pedagogical plan.<< Objectives >>The objectives of the Click ‘til U Get it! Project is to address a democratic deficiency in relation to diversity in the STEM sector. We therefore wish to promote technology through STEAM subjects in school education, especially by also making lessons accessible and relevant for all types of School children aged 10-13, both girls and boys from different socio-cultural backgrounds. The outputs will deliver and promote these innovative methods and tools based on The European Framework for the Digital Competence of Educators (DigCompEdu) to develop the professional and pedagogic competences of educators in regards to selection, use and understanding of digital resources and how to use them in a didactic context, how to teach technology and promote teaching, guidance, collaborative and self-regulated learning in order to facilitate information and media literacy, communication skills, content creation, and problem solving. The resources', which focus on integrating technology in school subjects will introduce a modern and dynamic model for presenting teachers with the tools to become confident course designers, critical thinkers, inclusive communicators, efficient collaborators (with colleagues and learners), and creative 21st Century innovators in their own classrooms.We aim to create a series of resources for workshops on an online learning platform, which will help teachers change the language they use to communicate, and the way they present and develop content that influences the underlying mind-sets. We wish to make teachers aware of how they are preparing their students for society; whose knowledge they are imparting; and if they expect different results depending on the socio-cultural backgrounds or gender of the students, and for schools to check themselves and ensure that all their learners, attending the same school, have similar experiences and outcomes. The teacher training materials along with the resources for children, aim to change gender stereotypes attached to STEM fields. The results will actively work to stimulate a norm critical mind-set in educators in school education. The training will also form the teachers' abilities in the Click until you get it method, making them more dynamic and flexible with regards to adapting to changes and development in their respective fields. Overall, we wish to change the way that children are being influenced in regards to what kind of job identity they will develop later on in life, and to help avoid that they arrive to a conclusion that ""this subject does not give me positive affirmation on my abilities"", resulting in the child losing out on gaining recognition for their efforts based on actual results, and at risk of inadvertently being defined by a teachers' limited norm mindset.School education will have access to theoretical and methodological foundations to achieve norm critical and gender neutral technology lessons integrated in STEAM classes. The mindsets of teachers will be influenced by an increase and more diverse group of Role Models and influencers. These will inspire teachers and students with career learning. changing mindsets/attitudes and breaking down preconceived ideas of ""who"" works in this field.Teachers will have access to a methodological framework for technology in the classroom - following a “click until you get it '' pedagogical approach. There will be a set of ready to use lesson plans that teachers can bring to the classroom and inspire their lesson design based on our concept via an online learning platform for teachers and role models. These will provide resources and inspiration as well as online courses, supported by audio-visual resources and a SoMe dissemination strategy based on awareness raising, and influencing with the purpose of changing mindsets.<< Implementation >>As described in Project Management; PR leaders will each organise the evaluation and QM of their PR, and lead the work to be carried out. The joint learning event will ensure the partnership grows and learns together and from each other. The partners' competences will be at the center of the event, ensuring that we not only deliver to the PRs, but also to the group as professionals from different sectors and cultural backgrounds. This will create a foundation for the shared understanding of the project content, personnel and management alike, as well as finding a common language for the development of the outcomes. Before work starts on the development of PRs, the consortium will assess the end users' situation with pre-project needs enquiry among teachers in the field. This will help us to take the temperature on the teachers' situations, attitudes and abilities after a year with covid-19 restrictions and all the challenges they have met. These will be analysed for the basis of a platform from which the materials will be developed. The development of PRs will then take place in cross-sectoral/international teams, and will be done via online collaboration, scheduled and organised in collaboration with PR leaders. There will be brainstorming sessions led by Coneqt, so partners get the chance to ideate together, and share their ideas. Piloting workshops, will be included during development periods, where teachers and learners will test our resources in classroom situations. There will be an evaluation template for feedback to enable us to keep track of developments and partner feedback. All results will be analysed and concluded in a quality report. PR leaders will also take time to communicate with PM during monthly QAB (quality assurance board) meetings, to coordinate tasks and discuss solutions when difficulties arise. They will also be responsible for external feedback, and will create a template for evaluation of outputs for end users. Feedback will be collected and used to compile the quality report. Useful feedback and constructive criticism will be taken into account, and the leaders will distribute tasks & milestones, and engage in discussions with their teams to ensure that the output is adapted based on the end users' needs and feedback. Applicant partner, output leaders, and all partners will be required to attend regular video meetings, to ensure a stable work flow and constant communication. There will also be testing of online resources and we will promote the online workshops for people who cannot attend physically at MEs and to gain a broader scope of end users. Multiplier events will be held in each partner country, to disseminate and ensure exploitation of results. Project meetings of shorter duration will be held with the partners in EU mainland, to avoid too many trips of far distances. One learning event of a weeks duration will be held in Guadeloupe, as we need to learn first hand the situations of the outermost regions of France/Europe really look like in order to ensure that the results match their realities. Monthly online meetings and webinars run by the partners for the partners will inspire, and help partners develop PRs and keep on top of the learnings that we have gained in the process, as well as to keep the partners on track and awake, avoiding the project development standing still.<< Results >>In order to address negative stereotyping of children, we will look at what we believe to be one of the roots to the problem. From a CTUGI perspective, gender roles play a big part in the career choices that young people make. These are influenced by ""the who"" that is teaching and ""the what"" they teach and recognise as being a ""good student"". In STEM fields, in particular when technology is concerned, there is very little diversity. Most are men, and so is the case in the classroom, and teachers may not always be aware of the message they are sending. The project results will focus on creating awareness about;a) what is the role of the teacher;b) how teachers design and deliver content;c) how teachers take into consideration the different needs of girls and boys in a motivation for learning context;d) critical and responsive attitudes to innovation and professional improvement.To encourage more teachers to get involved with technology in the classroom, specially to diversify the types of teachers who include technology in the classroom, we will deliver training resources for teachers on learning to learn together with the students. The learning to learn method, will replace the ancient model of going to a course to learn how to use one specific tool, which in these technological developments, will most likely become redundant before the year is over. It is not sustainable for the education sector finances; it's money out the window and the competence very often becomes outdated before it had the chance to have a good effect. In stead, by focusing on providing the skills to BE a 21st century teacher, the sustainable choice is to help make teachers more flexible and independently able to keep up to date with developments. Existing resources for technology tends to appeal more to boys than girls, so creating spaces for technology content that speaks to a more diverse group of children, and inspires teachers, is also essential to us. Children need to see people who can be role models for their future career choices. By exposing children to a more diverse group of people, we will help them to envisage themselves in their shoes much better if they can identify with the person in some way. With the introduction of role models who are men and women in STE(A)M we will address stereotypes and preconceived notions of ""who can have a career in this field"". This will be strengthened by a special focus on the training of role models, which includes an experiential ""career learning"" approach for children. At the end of the project funded period, the following results will be freely available on an open source online learning platform:- A conceptual framework with theoretical and methodological foundations of the concept for practitioners and decision-makers related to the field of STEM;- Online courses for the recruitment and preparation of role models; the future STEM influencers, inspiring teachers and children via experiential career learning methods, changing of mindsets/attitudes and breaking down preconceived ideas of ""who"" works in this field;- Online courses for teachers about the use of norm critical teaching and how to learn to learn about technology with the students;- A methodological framework for educators including lesson plans that teachers can bring to the classroom and inspire them in designing lessons based on our concept:- Audio-visual resources supported by a SoMe strategy based on awareness raising and influencing with the purpose of changing mindsets.- Online learning platform for teachers and role models which provides resources and inspiration as well as online courses; The results will be designed on a concept based on solving real-world problems through activities that have been designed to motivate, regardless of gender and entice a more diverse group of children to follow the STEAM route, changing attitudes of students and teachers alike, which will spread through the system at higher levels."