"""Global Footprints"" is capacity building project with partners in Denmark, Malawi, Tanzania and Zambia. The project aims at building capacity of the partner organizations involved to provide Global Responsibility Education. In the context of globalization, challenges of the world have to be approached in a global context, whilst the young generation has to be educated in the spirit of global responsibility and respect. Non formal sector is facing a lack of educational resources in Global Responsibility Education. Through this project, the partners address the need to revitalize non-formal education and stimulate the professional development of the youth workers. The project entails 7 activities aiming at developing, testing and launching non formal methods in GRE, activities to create a global network of trainers in Global Responsibility education, as well as activities to secure the sustainability of the project. The project will create a compendium of methods in Global Responsibility Education aiming to promote global responsibility among young people, enhance their global solidarity and respect, and develop their skills to assess the impact of their daily activities. The compendium will enrich the non formal education globally and address in a global contexts the biggest challenges of our societies, such as poverty, health, environment and climate change. Additionally, a network of 22 international trainers in Global Responsibility Education, as well a network of 120 local trainers in GRE will be formed in Europe and Africa. Overall, the partner organizations will strengthen their capacity to provide global responsibility education, enhance their international network, renew their educational packages and strengthen the recognition of learning activities they provide, while non-formal education will be revitalized and new forms of youth work will be stimulated."

<< Objectives >>By implementing this project, we want to :- define social entrepreneurship and the SDGs in a simple and European perspective;- provide tools for youth workers to support young people in developing their projects;- build an evaluation tool to measure the social impact of youth-led projects.<< Implementation >>We are going to implement three different activities:- an online guide to be used by youth workers in order to train young entrepreneurs about social entrepreneurship and good practises on SDG;- a mobility and formation for youth workers;- an online platform for youth workers on social entrepreneurship and SDGs, with forums and reflexions as a place for exchanging ideas and good practises on social entrepreneurship and SDGs.<< Results >>The results that we expect from this project are:- put young people at the heart of the strategies to achieve the 2030 Agenda by supporting them in developing skills to make their projects sustainable;- Include these young people in a virtual community thanks to the platform that will be developed in the context of the project;- offer new skills and knowledge to youth leaders belonging to partner organisations.

The EU has committed to play a leading role in implementing Agenda 2030 by aligning it’s internal and external policies to the sustainable development goals. However, the response to Agenda 2030 is not a responsibility that sits only on the shoulders of stakeholders on a policy level. Agenda 2030 is underpinned by the principle of multi-stakeholder partnership at all levels and calls upon the participation of all segments of society.In order to address these principles, in 2018 The Danish United Nations Assocation (UNA) developed an educational board game, as a tool for global responsibility education (GRE), that was distributed to over 800 schools across Denmark. The board game offers learning through a game play around the 17 Sustainable Development Goals. The players are posed questions in relation to the SDG’s, which increases their general understanding of the goals and the global challenges they address. The game poses dilemmas to the players, which they are encouraged to debate and deliberate on, fostering their reflective understanding of global challenges, and supporting their ability to analytically reflect upon impacts of decisions on a policy and individual level.According to the feedback received from the users of the board game, 91% felt that the game was very good or fantastic. 97% said they observed that it is more motivating for students to learn through the game than through traditional educational material.The partners recognise an opportunity to distribute the game more broadly to support the mainstreaming of GRE in schools across Europe. However, in order to do so, the project partners have identified the following needs to be addressed:- In Denmark the game has been used in schools primarily for social science studies and not at all in history, geography, biology or language classes. There is a need to support the further exploitation of the game in different subjects and cross subject learning.- The game is only available in Danish language. It needs to be translated both in terms of language, and in terms of the geographical dimension of its content.- 76% of users in Denmark experienced that the game offers players an opportunity for debate and 58% felt that it gives players a better reflection upon their behaviour in relation to the SDG’s. There is a need to increase these learning elements by further developing the the reflective dialogue element of the game play.Project Aim: Support the mainstreaming of Global Responsibility Education in schools across Europe by adjusting, disseminating and exploiting the educational game ‘Global Goals at Stake’ as a best practice.Objectives:1.Adjust the game to address its identified weaknesses, 2.Explore and consolidate best practices in implementing the game into different learning contexts,3.Build the capacity of at least 180 teachers and youth workers in exploiting the game as a best practice across different learning contexts,4.Strengthen the learning impact of the game through its alignment with complimentary best practices and methods for learning reflection,5.Ensure the availability of the adjusted game as an open education recourse in 6 languages6.Distribute the adjusted game to at least 1500 schools and organisations across EuropeProject Results1) ‘Global Goals at Stake’ board game and associated mobile application adjusted and disseminated across Europe as a best practice in GRE in schools (Upon completion of the project, the game will have been distributed to over 1500 schools and organisations, used by over 1500 teachers and youth workers, and played by an estimated 18.000 students and other young people)2) A Guide for Educators will be developed and published to support the exploitation of the game as a best practice in global responsibility education in the school sector. 3) Capacity development of educational staff - Through a transnational training course and local trainings, at least 180 teachers and youth workers will develop their professional competencies. The trainings will support educational staff in exploiting the game as a best practice in global responsibility education in the school sector.Project Impact:For the international society, UN, EU and the local, regional and national authorities to succeed with the SDGs, public information and civic engagement is crucial. The most important impact on the surrounding society is that the project will engage the young generation in the SDGs. The project will give an understanding of the goals, their importance, interdependence but also of some dilemmas that decision makers are facing when trying to reach the goals. This understanding will contribute to fight the polarization between population and elite. In addition to this the project will lead to strengthened organisations, schools and civil society. This will in the long term strengthen democracy, global awareness and international qualifications among the populations of Europe.

The need of the Strategic partnership comes from the partners’ belief that education plays a central role in achieving headline targets of the Europe 2020 Strategy. In particular, the partners see a need of engaging each individual to contribute to the development of communities, countries and regions as well as of educational systems, to raise awareness of young citizens upon the necessity for global understanding, respect and responsibility. More specifically, the partners see a need of Global Responsible Education (GRE), both in formal and non-formal sectors and a need of making this concept attractive for educational providers. The objectives in the project were:- To develop a Certification System that mainstreams GRE in their practices- To establish at least 7 Global responsibility routines that institutions inquiring the certification system should incorporate in their organizational management. - A research study upon the national curriculum for secondary schools in the 7 participating countries and identify gaps related to GRE- To develop an additional curriculum with learning objectives related to GRE that covers the gaps identified. - To develop a methods-box in GRE – which ended up having 44 exercises connected to each of the Global Goals- To certify at least 35 institutions (schools and youth NGOs) across the partner countries.- To make a website, containing all the things mentioned above10 organisations participated in the project:FN-forbundet (DK) - Non-governmental organisation, Espergærde Gymnasium og HF (DK) – General Education secondary level, Inter College ApS (DK) – Social Enterprise, HDUN (Croatia) - Non-governmental organisation, Inter College (UK) Social enterprise, Alba Iulia (Romania) – municipality, Stredna odborna skola (Slovakia) – Vocational school, BBBS (Bulgaria) Non-governmental organisation, KPDoNE (Turkey) – Regional Public Body, ADEPT (Romania) Non-governmental organisation.Five meetings with partners were planned and completed as expected. Between the meetings, each partner country made a study of their national curriculums, an additional curriculum based on the gaps found in the curriculum research were developed – and a list of needed global responsible routines was made. An additional curriculum was made with references to EU’s key competences for lifelong learning.A method box consisting of different kinds of teaching activities concerning global responsibility was developed. Once the methods were completed, they were tested on the target group in the participating countries and then adjusted, accordingly. A clarification of the self-assessment form and the criteria for this was made. Afterwards a Global Responsible Label and certificate were developed. A graphic design and logo was also made – and all of this, was gathered on the website made for the project http://globalresponsibility.eu/.Later on, trainings for national coordinators were held in the partner countries. The aim for these activities was to train coordinators from each partner country to be able to administrate the certification system and to get to know the method box. The Multiplier Events were arranged and completed in all the partner countries in order to disseminate the project – and schools and organisations started up registration to become certified. The method box is an open source – and does not require certification in order to use the material.The most important impact of this project is an awareness of global responsibility among the young generation. The target group will modernize their teaching and/or educational approach with innovative pedagogical approaches that respond to current challenges at local, national, European and global levels. In addition to this, the project will strengthen organisations, schools and civil society in their own daily routines and behavior. This will strengthen democracy, global awareness and international qualifications among the populations of Europe.As we chose to gather all of our outputs from the project on a website, the results of this project will have long-term benefits. The partner countries agreed voluntary to keep the website alive for at least 5 more years. At this time interested teachers and youth workers will have incorporated the material they find suitable for their subjects in their own resources. Furthermore, all of the partners have the method box and uses its content every time it is possible. The project is designed to impact mainly young people and pupils, in the age group 13-21 years, on a long-term perspective. The project reached a great number of young people while the material was tested in the different partner countries. The largest target group are the students whose teachers adopt and use the methods in their teaching in the future, and this will lead to new discussions and further interest in our world – and more new active global citizens.