"<< Objectives >>The general objective of this project is to facilitate the learning of young people with reading or comprehension difficulties who have an intellectual, visual or auditory disability (recognised or not), have cognitive disorders (including ""DYS"") or psychological disorders (recognised or not), are illiterate or do not speak the language of the country.To achieve this objective, we want to train teachers in Easy Read and equip them with practical tools that respect these rules.<< Implementation >>We will produce a guide ""Easy Read drawn"" for teachers. It will contain tool sheets to improve their inclusive teaching practices.To accompany this guide, we will also design with our target audiences, a manual ""Scribbling for better learning"", for students, whether they have comprehension or reading difficulties or not.Finally, we will provide teachers with a turnkey CSR course, respecting the rules of drawn Easy Read.<< Results >>The expected results will be available in 4 languages: English, French, Greek and Polish1- Teacher's guide to Easy Read2- Learners' manual ""Scribbling for better learning3- CSR course in drawn Easy Read4- ½ day event in a school in each partner countryThe expected effects are the professionalisation of teachers thanks to a better knowledge of drawn Easy Read and the facilitation of learning for learners with difficulties."

<< Background >>The link between education and sustainability and fighting against climate change is becoming increasingly strict. Already in 1992, Education was recognized as an essential element to generate awareness on issues related to our Earth at the first UN Conference on Environment and Development in Rio de Janeiro, Brazil. As we look toward fulfilling the ambitious UN Sustainable Development Goals by 2030, as well as implementing the Green Deal and all the EU Commission targets regarding turning Europe in a Green and sustainable place to live, such objectives cannot be met without acknowledging the important connection between educational development and a sustainable learning environment. Our project idea is based on the fact that schools must act as a community and with coordinated actions in order to play an effective role in this field. This overall idea is based on international research, especially carried out in Australia and the US. Back in 2004, Henderson and Tilbury issued the “Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES)”. In the report they concluded that “whole-school approaches to sustainability were vital to move toward sustainable communities. This review was the first to define school sustainability at an organizational level, beyond singular aspects of building design or curriculum. It set a foundation and illustrated the necessity of making schools laboratories for sustainability”.Time has passed by since these first results, and today we are facing a phase in which such transformation and the need for coordinated sustainable actions have involved companies and business communities first. Following the flow of CSR approaches, the role of sustainability manager is becoming among the top searched professions in Europe and internationally. Project partners believe that it is time also for European schools to act in this direction. Class-projects or single activities are not efficient enough. They represent lots of energy, but limited results. We would like to support schools’ transition thanks to the activities and results created within our project. Schools will be provided with free courses, tools and strategies to turn into Sustainable Schools communities.Starting from the above mentioned context, project partners have carried out a preliminary research among 75 high schools to ask how they could be supported in this sustainable transformation process. The three main key points of this analysis are the following:-94% of schools said that they lack coordination and there is no real school policy in place regarding sustainability at school;-the same percentage stated that many green actions are carried out as class-based projects or outdoor activities, but that such projects do not follow explicit guidelines; -teachers are not necessarily prepared enough over the environment and sustainable approach. Very much depends on their personal attitude and interest and motivation to be informed on these topics.When it comes to the students, teachers state that they are highly motivated to be involved in green activities. Many are supporters of the green demonstrations among students, and have been involved in the Fridays for future. Regardless they strongly believe in such ideas or simply follow new tendencies, they embrace positive values and are open to be more actively involved.We believe that our projects’ results and activities meet the needs of our target groups, e.g. headmasters, school education staff and students of high schools (14-18 years old).We are focusing on high schools as students are the ones closer to turn in active and empowered citizens.<< Objectives >>We would like to reach the following objectives:-analyse and identify the key areas needed for a school to turn into a “Green school”;-prepare the schools to embrace the role of “Sustainability Manager” at educational level;-raise awareness among headmasters on the importance of building a sustainability strategy involving the entire school;-prepare the entire school staff community on key topics regarding environment and climate change;-involve the entire school in the sustainable transformation process;-increase awareness of teachers and students over environmental issues;-develop skills and knowledge of students and motivate them to embrace sustainable approaches, at school and at home;-let schools monitoring and tracking the afoot changes; -promote a “whole-approach” at school level, reinforce their capacity building and turn schools into a key drive for change, providing them with structured strategies to make in place.<< Implementation >>During the first two months of the project (November and December 2021), we will set the basis for a fruitful collaboration, will share the common rules and methodologies, in order to create a set of practices to be used all over the project.In November 2021, we will meet soon in the first physical TPM to get to know each other and to establish a solid basis for collaboration. In December 2021, project partners will start working on R1 (Benchmark Analysis and Materiality Report), as to create a common understanding of the most relevant topics and stakes regarding sustainability and environment at school level.The work will finish in September 2022.We will obtain the main R1 achievements in terms of key green areas of intervention at school level in June 2022. They will be the basis for R2 (model and tool-kit to support step-by-step the school sustainability managers to implement an overall strategy at school) and R3 (an e-learning to better prepare Sustainability managers at school level, as well as other school education staff actively involved in the process within the school community). In the case of R1, the involvement of external stakeholders (350 in total) will be strategic to embed their needs in the following results.R2 will first contain the description of the job profession of the School Sustainability Manager, its roles, and the envision of a strategic plan for schools with actions to take and practical approaches. Then we will create a set of tools that will help the practical work of the Sustainability Manager at school: escape rooms to create challenges at school level; a tracking tool to monitor the changes; practice sheets to support teachers and students.Such a production will last from March 2022 to August 2023, and will include:-internal revision phases;-piloting with Ambassador schools;-external revision thanks to Ambassador schools as well.As already said, R3 will focus on the main areas detected by R1, but also on the strategic approach promoted in R2.R3 will be composed of two main parts:-explanation of how to set a strategy and actions to take;-lessons on relevant green areas for schools.Its production will start in March 2022 with the creation of the website, and will end in August 2023 the latest. We are proposing a model to be scalable and replicated all over Europe, based on the role of the Sustainability Manager at school.That is why, we need to pilot it and to find endorsers. First “Ambassadors” of the project will be 5 selected high schools in each country that will test the model and will showcase it.All these actions taken together will be accompanied by:-a monitoring strategy, as largely described above, in order to control that all the steps of the project are proceeding as expecting, as well as to act in case something unexpected happens;-a dissemination campaign targeted to the educational world and potential endorsers, e.g. headmasters and teachers, as we would like to spread the message that a “whole-school approach” is key to reach the sustainable goal and to motivate and engage young students in the active citizen life.<< Results >>The partnership will produce three results:R1 is a benchmark analysis and materiality report to focus on the key stakes relevant for any Green School. When we refer to a “whole-school approach”, it is strategic to understand the different aspects of schools to be treated as priority to endorse sustainable principles and turn them into practice.R2 is a model and tool-kit to establish a sustainability strategy at school with a set of tools which will serve to create a community with the involvement of students and teachers in the entire school, track the changes and transfer to students key knowledge regarding sustainability and climate change, and how their behaviours impact the entire system.R3 is an e-learning to prepare schools’ sustainability managers and other staff to learn about key topics and how to act to implement green strategies at school.The main expected outcome of the project is to create a model to promote the strategic role of Sustainability managers at school and schools becoming key drivers in this process. That is why each partner will involve one “Ambassador school” to start piloting the model, and to showcase it. Until the completion of the project, we will also implement a very structured and targeted dissemination strategy in order to enrich another key outcome of the project: the scalability of the proposed resources and model. We will need to meet as many beneficiaries as possible, and we will identify the best ways to reach such goals, through a combination of events, workshops, engaging with stakeholders activities, social media etc.From a project management point of view, we aim to:-realize 6 transnational project meetings, half online and half on-site; -develop an exchange of best practices among schools and experts in creating educational resources, CSR and sustainability specialists.Thanks to the activities that will lead to the final results (R1, R2 and R3), the partnership aim to achieve this overall outcome: - create a strategic approach coordinated by the “Sustainability manager”. Headmaster won’t be alone in creating this new strategy within the school;- prepare teachers on key topics related to environment and tackling climate change, to be effective change makers;- create tools to implement a green strategy that will motivate and engage students, and will make them more aware of their role as sustainability and green citizens.

"<< Background >>In our developed societies, many people refuse to seek further education opportunities or participate in social life. The current health crisis has further accentuated this unease of many citizens concerning their civic obligations, and some are looking for meaning in gainful activities, work, and learning. Young adults, including the unemployed and NEETs, find it challenging to find a job, and it is increasingly difficult for them to maintain their motivation. We have identified a real social problem linked to demotivation.The COVID19 pandemic further demotivates people. It destroys their jobs and employment prospects, disrupts their training, and has a serious impact on their mental well-being (ILO 2020). (http://bit.ly/2OuvBgr). In addition, motivation is identified as one of the critical factors in NEET status. (Pemberton, 2008; Furlong et al., 2003). The tendency for people to lack motivation becomes enduring. This is also the case for adults to step out of society, out of the labour market, or lose confidence. The trend shows a severe problem in our communities that cannot be solved sustainably with the existing measures. If we don't change our methods to address the motivational issues of our target groups, we will not be able to develop social inclusion.Most importantly, GRIT can be developed by practising self-control, autonomy, and purposeful motivation in your day-to-day life. There is a scientifically proven method of achieving higher performance levels through a process called ""grit activation"". (Randin Brons, 2001) The GRIT activation is an easy-to-use, scientifically proven strategy for achieving higher levels of performance that can be applied to any key goal or challenge in life. The process involves identifying a personal ""deep why"" – the fundamental motivation behind your goals and ambitions. A neuroscience research study looked at the impact that emotion had on one of the factors known to be a great predictor of success - ""Grit"": passion and perseverance for achieving long-term goals. One of the most exciting findings to come from the study was that how we process these emotions directly impacts our ability to persevere when faced with challenges.Project impact on the target groups will be:Adults, including NEETs:Understanding the consequences of low motivation during the critical age of 18-24, when is the usual transition from study to work;Gaining a new perspective and insight in the development of their individual personal and professional development plan based on passion and intrinsic motivation;Gaining perseverance skillsKnowing how to overcome demotivationAdult trainers:Learn to dialogue with people who are far from employees about lack of motivation;To improve their understanding of lack of motivation and its effects on themselves;Learn a new training methodology for lifelong motivation based on character development;Learn new training techniques - game-based learning, collaboration and coaching;The project will innovate and create a new competence framework and educational program for adult trainers, preparing them for exactly what they need when supporting and motivating young adults and adult people. In addition, we will focus on game-based training and coaching techniques for adult trainers, which will add value to the development of our methodology.<< Objectives >>Our solution is to create a methodology for Character development with the combination of the GRIT and Growth mindset. In psychology, GRITis a positive, non-cognitive trait based on an individual's perseverance of effort combined with the passion for a particular long-term goal or end state (a powerful motivation to achieve an objective). This perseverance of effort promotes overcoming obstacles or challenges that lie on the path to accomplishment and serves as a driving force in achievement realization. Distinct but commonly associated concepts within the field include perseverance, hardiness, resilience, ambition, need for achievement and conscientiousness. These constructs can be conceptualized as individual differences related to the accomplishment of work rather than talent or ability. (http://bit.ly/3eEijJ0) The grit skill is a skill of the character of the person. Your character is the very foundation of who you are as a person and determines the path your life will take. Your character controls how you deal with pressures and temptations. It defines your limits or gives you the strength to move beyond them. It determines how you handle your relationships, career, health, and virtually every other aspect of your life.In cognitive psychology, a mindset represents the cognitive processes activated in response to a given task (https://en.wikipedia.org/wiki/Mindset ). According to Carol Dweck (Professor of Psychology at Stanford University), individuals can be placed on a continuum according to their implicit views of ""where ability comes from"". In particular, an individual's mindset impacts how they face and cope with challenges, such as transitioning into junior high school from elementary school or losing their job. ""In a growth mindset, individuals understand that their talents and abilities can be developed through effort, good teaching, and persistence. They do not necessarily think everyone is the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it."" (Carol Dweck., 2012).Benefits of usage of our results on the final recipient's group:Improved lifestyle and preventing effect of low motivationEasier transition from study to work, based on their passion and intrinsic motivationBuilding up perseverance skills for better coping with any kind of issues in future lifeSignificantly reduced possibility to become or to stay NEETsA better ability to find work, to integrate into society and to maintain social linksTherefore, our project focuses on how to handle the problem of low motivation with a universal approach that can be helpful to adults and adult trainers.<< Implementation >>Phases of the project activities and straightforward work programme:S1: Research and gather good practicesS2: Analysing the data collected, listing the key findings to form a consolidated report and analyse the identified gapsS3: We will use our findings to develop a Skill Matrix for both target groups and then evaluate it in focus groups with the help of external expertsS4: Development of the training toolkit for the trainers based on the prepared content. ToT will be supported with ready: surveys, checklists, assessment tools, feedback forms, described methodology, training plans, lessons, guidelines and other didactic tools to allow easy implementation.S5: Prepared methodology and training materials will be checked to educate country promoters, who will later organise pilot education phases and help in implementations. Participants will also provide feedback for improvement.S6: Pilot testing phase of teacher training.S7: Development of online educational resources based on all prepared educational content, training and training materials.A diversity strategy will be implemented in all activities, meaning equality of genders, ethnic groups, minorities, and those learners with even less opportunity.<< Results >>Regarding the outcomes, our four project results will directly make a positive change; note that each of them will be translated in the partner's organisation countries:Project result 1 - Gathering of good practices in partner countries for existing motivational training based on character development, the good practices will highlight and spread the best one can do to build their best motivation skill on a life-long term. Sorting out the best practices in a Booklet with 30 good techniques will enable their instant application by adult trainers.Project result 2 - Character development educational program (based on GRIT and Growth mindset methodologies) – A Competence and skills matrix as a base for the development of the motivational training program will also develop a pre-and post-assessment tool that will enable us to check the development of the motivation of the adults, as well as evaluating the piloting phase of the project. We will build up a set of measures and tools which can be used for the daily work of adult trainers for the motivation of adults. Additionally, the training approaches will combine coaching, collaborative methods and game-based learning, which will add value to all activities built up.Project result 3 - Training toolkit for Trainers – In this PR, we will develop the training methods, individual development plans, principles, and strategies to deliver the training. This toolkit will create a clear path for adult trainers to complete the training successfully. We will create an online resource guide in the tool. The toolkit will be pilot tested in training centres, evaluation and feedback will be collected. Based on it, we will improve the developed toolkit and publish the finalised version.Project result 4 - Development of Online Educational Resource – The assessment tool developed in PR2 will be coded and digitised. The character development program's content will be adjusted to small, bite-sized units to be used as additional motivational and educational tools. Adult trainers will send the needed motivational, educational and inspirational materials using e-mail or push-to-phone technology (based on the individual needs of the participants during the motivational training). The training toolkit for adult trainers will also be digitised and accessible on the online educational resource platform.Through the project's approach, the organisations will build up their capacities in this area and develop a long-term strategy for their activities. Also, partners will understand how to support other organisations and individuals in their local communities, fostering a more supportive environment for adults to cope with obstacles and problems using motivational skills and attitude.In this project, one of the immediate target groups is adult trainers, who will be directly involved in all the project phases. As a direct impact on them, they will increase knowledge GRIT and Growth Mindset and foster skills required for adults training. At least 35 adult trainers will be involved in the activity after the LTT, and 14 trainers will attend LTT, where we will work towards using a prepared training toolkit.On the other hand, it is foreseen that adults (18+) involved in the project implementation will benefit from the project outcomes and results, which will ultimately help them to turn motivation into a lifelong skill, through a methodology for character development that combines the concepts of GRIT and Growth Mindset. At least 280 adults aged 18+ (40 adults * 7 Training Centres) will be directly involved in this project, benefiting from character development educational programs, a training toolkit and an Online educational resource.We also foresee a positive impact and change in local communities by cooperating with local NGOs and local authorities involved in the implementation and development of project objectives in the long term."

Our project will be carried by a consortium of 10 European members associated with a dozen of other partners. Seven countries are represented in the consortium: France (FormEthic & INEOPOLE), Bulgaria (RIA), Italy (EUPHORIA), Sweden (PROIFALL), Greece (EPIMORPHOTIKIS and DIAS VET), Latvia (MANTEFIELS), Romania ( COMPLEXUL MUZEAL NATIONAL MOLDOVA IASI) and Poland (ARENA I SWIAT). We are aiming at developing a more inclusive educational system. The non-responsible practices in training centres have negative impacts on the entire society. Our first objective is to contribute to “sustainable investment, performance and efficiency” by promoting CSR in the European educational field. Our first task will be to analyse the difficulties European training centres encounter and to use the findings to create tools which will enhance the efficiency and sustainability of training centres. These tools will measure the quality of training, the CSR performance, and the impact of pedagogical, social, and environmental innovations.With the help of a CSR repository and a self-diagnostic tool, the training centres will be able to measure their overall performance and create a plan of progress. The investment of training centres in their progress will be rewarded by a LABEL, or an evaluation system. Our second objective is “Extending and developing educators' competences”To enhance the skills of trainers, we are going to develop and promote: 1. CSR approach in training, 2. innovative and collaborative tools such as co-design in training, collaborative knowledge-building and techniques making learners actors of their training,3. tools to tailor responsible formal and informal trainings to meet the learners’ objectives and expectations4. collaborative learning among peers5. courses fully adapted to workplace training practices and based on simulated or real working conditions.6. and a better use of ICT in learning and teaching.Our third objective is social inclusion: training centres should welcome disabled people as often as possible. The project insists on professional equality and no discrimination in Europe. Each training centre partner will evaluate its implementation of Human Rights. The CSR Label will support the social engagement of training centres and promote intercultural and civic competences of all stakeholders.We will make four deliverables: 1. A Benchmark and Materiality report: The benchmark will focus: 1) on main quality and CSR standards, safety, environment, risks, and ethical behaviour relevant to training organisations and 2) on the different institutional and financing systems of adult continuing education in Europe. The materiality report will analyse the main difficulties encountered by the stakeholders to help us identify the most relevant social responsibility action areas for the adult continuing education sector. More than 500 stakeholders in at least 7 European countries will be interviewed.2. Online courses on CSR and Ethics in training centres: history of adult education in Europe, societal utility of adult education, environmental impact issues in the training sector, equal opportunities in training, etc.3. A repository of best responsible training practices divided in 7 sections: Scope of the guide, CSR vocabulary, Key principles for a successful CSR approach, Stakeholder dialogue and Vision, Action areas, Good practices and expected results, CSR integrated management, Key indicators. We’ll analyse environmental, social, and economic impacts at each phase of the training cycle.4. A toolkit containing 3 different tools: an online self-diagnostic questionnaire, with pre-recorded recommendations, an online tutorial explaining how to use the repository, and a list of detailed and adaptable indicators at the disposal of any training organization wanting to improve its practice.5. A CSR Report: reporting activities with extra-financial indicators to complete the project report for the Agency and ensure the sustainability of this projectGovernance and project management: set up of an ethics committee from the start to ensure that our practices are ethical and accountable to all partners.Expected Impacts: Learners will benefit from improved quality of training programs and additional opportunities to develop their skills to enter the labour market. The training centres will develop their training offer and welcome disadvantaged groups. Trainers will increase their skills and companies will be more satisfied with the training provided to their employees.Aimed at integrating CSR in the trainers’ practices and in the way vocational training centres are run, our project will promote inclusion, diversity, equality, and non-discrimination in training. It will bring added value to all stakeholders involved at the EU level: trainers, trainees, employers, funders, communities, nature and environment, the European community and future generations.