<< Objectives >>The ACCESS project aims to support the inclusion of young people with fewer opportunities in Europe through global citizenship education. More specifically, its objective is to develop inclusive global citizenship methodologies in order to equip youth workers and educators with inclusive and innovative GCE methodologies and consequently strengthen the active citizenship of young people with fewer opportunities and reduce their exclusion.<< Implementation >>The project aims to:- build the capacity of youth workers on GCE methodologies by training them and providing them an e-learning module; - support youth workers on the outreach of young people in situation of exclusion through GCE activities and projects and co-creating a toolkit on inclusive GCE methodologies; - support young people in the collaborative design of an inclusive GCE tool during an intercultural mobility with other young people from the partners’ countries.<< Results >>- The partners are better skilled and able to deliver more inclusive GCE contents (activities, training, tools, methodologies);- Youth workers are more interested in global issues and better-equipped to provide tailored GCE activities and raise awareness among the young people they work with;- Young people with fewer opportunities are aware of global issues. They are more interested and engaged on these topics and feel confident in making their voice heard.

This project draws together educators seeking to engage school children to think critically about climate change, collaborate sustainably and act justly. It will directly reach 500 educators across France, Hungary, Italy and the UK, and create a high profile educational platform to reach many more. These educators will facilitate Model UN Climate Conferences with over 12,000 pupils. The results of this project will be shared with schools and local authorities and 1200 trainee teachers, and more broadly contribute to understanding of climate education. The project will be delivered in five phases.Phases 1-3 will focus on developing the knowledge and skills of teachers and educators to deliver more engaging climate education. There will be a specific focus on Climate Conferences as an educational framework and Community of Enquiry as method for critical thinking. This will be captured in the first project publication “Climate Action Guide for Teachers, Pupils and Policy Makers: Thinking critically, collaborating sustainable and acting justly”. Phase 4 will see the project theory be brought alive for children with Model UN Climate Conferences accompanying COP26 events in UK and Italy. Schools will be invited to share their local climate problems with international Climate Partners. Through the Climate Conferences schools will commit to carbon emission targets using the projects Carbon Calculator, and their partners will check their progress. This process will be a mixture of critical thinking, collaboration, and alternative decision making that enables pupil voice to be prioritised, and policy makers to become accountable. Crucially, training in this phase will focus on how to facilitate behaviour change for critical action on an individual, whole school and policy level.The International Climate Action Network project will be showcased in a Climate Action Guide, a Climate Conference Toolkit and Educational E Platform. This will be the subject of the dissemination phase – the project’s fifth and final phase. This phase is crucial as it will share the learning of educators, with trainees who will become the educators of tomorrow. Each partner will work closely with providers of formal education institutions to disseminate the Guide and Toolkit. This partnership is key to the sustainability of the project, as partners and universities will seek ways of embedding climate education into educator training.The activities will result in educators having increased skills to create safe spaces for children to actively engage with climate change issues locally, and support Climate Partners internationally. Trainee educators will become aware of the need for critical thinking and have access to a relevant Teacher Toolkit resource. Partners will have increased their capacity to train others, and developed networks to share their learning. Crucially, the creation of the Educational E Platform will reach teachers beyond the project beneficiaries.This chain of activities and results will impact on policy makers and promote thinking about how to make climate education engaging and meaningful. It will also increase the practice of good digital learning. In doing so it will better prepare marginalised children to take fuller role as 21st century global citizens.

<< Objectives >>Games for Goals aims to contribute to innovative teaching of global citizenship and sustainable development in primary education in Europe. Its objective is to improve the capacity of teachers to integrate this in class, by developing innovative resources, as well as facilitating the use of, and improving the visibility of existing educational resources on those topics. Games for Goals will provide tools and opportunities to develop skills and knowledge to trigger action for the SDGs in Europe.<< Implementation >>Primary-school teachers will take part in the decision and creation process during two workshops. Higher education students will also contribute to the creation of innovative educational resources during three mobilities. Trainings will be organised for all participants in the project. A centralisation of resources and capitalisation experience will also be conducted. Finally, the project will include multiplier events, as well as dissemination activities (both in class and online).<< Results >>Games for Goals will provide teachers with a catalogue of innovative educational resources available across Europe, including three new game-based activities on global citizenship and sustainable development. This will be completed by a methodology to guide teachers in creating tailored activities on the SDGs for their class. Publications capitalising the project’s experience will also be written. The project’s beneficiaries (pupils, teachers, students) will be better equipped to act for change.

Since 2012, colleges and high schools in Germany, France, Poland and now Ukraine are taking part in a pedagogical education project combining education for sustainable development and international solidarity with education in plurilingual citizen debate , Climat_Klima_Klimat (C2K). C2K is at its peak during an annual European conference simulating an international negotiation on a subject of sustainable development. Four of these schools, located between the 50th and 51st parallels of north latitude, are in disadvantaged border areas (FR / EN / BE, DE / PL, PL / CZ / SK and Ukraine at the borders of Europe) and they do appreciate in particular the annual impact of this pedagogical action on their schools, their teaching staff and their pupils: efficient and innovative teaching and evaluation, development of entrepreneurship, encouragement of critical thinking through science teaching in an environmental and cultural context, a comprehensive and integrated approach to language teaching. The Strategic Partnership for Innovation in School Education Sustainable Development Education: Make It Work (EDD: MIW) has a fourfold objective from the beginning of 2017 to the summer of 2020: 1 / perpetuate the pedagogical action initiated in 2012, 2/ innovate by fully introducing the cartography of controversies and to renew the modalities of the debate by opening it up to non-State and non-human entities 3 / to disseminate this pedagogical action to potential new partners in the action and even to allow the transfer of this action and encourage other partnerships, and finally 4 / encourage and above all facilitate the continuation and dissemination of the action by methodological capitalization and professional development of the key players. EDD: MIW firstly brings together educational staff from four schools in Germany, France, Poland and the Ukraine, already involved in the educational activity and their project partners in Europe. EDD: MIW perpetuates the strategic support granted to C2K by le rectorat de l’Académie de Lille and link it to financial and managerial support now granted by the public interest group of this academy, GIP FCIP, the candidate of the partnership . EDD: MIW perpetuates non-formal education assistance granted to C2K by an international solidarity association and adds to it the international scientific contribution of the Fondation Nationale des Sciences Politiques as well as the technical contribution of a university department for digital innovation and pedagogical accompaniment. The activities programmed by EDD: MIW are primarily educational activities in schools, with a reflexive and documentary extension. In May each year, an exchange of short-term student groups corresponds to the European conference simulating an international negotiation, within a relevant European or international organization. Each year, the joint training event makes it possible to systematically pool the practices and teaching tools relevant to EDD: MIW, to improve them and to jointly develop the intellectual productions targeted. Three digital intellectual productions will be developed and presented at three multiplier events: the EDD: MIW workshop, the EDD: MIW method and the cartography of controversies for EDD: MIW. The strategic partnership EDD: MIW perpetuates, deepens, develops, capitalizes and disseminates the best of the five-year sequence of C2K projects. It does so for the benefit of the four schools involved and their project partners in Europe, including their politico-administrative, associative and academic partners. It does this by facilitating and encouraging, through the provision of collaborative, multilingual and qualified educational resources, the free entry of new schools in Europe into this type of educational activity, combining education for sustainable development and international solidarity with education to the plurilingual citizen debate. It wants to become a strategic, sustainable, efficient and equitable partnership in Europe, under the sign of the Paris Declaration of 15 March 2015 on the promotion of education for citizenship and the common values of freedom, tolerance and non-discrimination.

Europe has been facing an identity crisis as well as a rise in extremism over the last years, which lead to various forms of exclusion and discrimination. In 2015, the last Eurobarometer on this subject stated that more than 50% of European citizens found that discrimination on ground of ethnical origin, sexual orientation, religion or disability was widespread in their country. Young Europeans are particularly concerned by discrimination. In order to cope with this complex reality, whether local or global, global education has an essential and priority role to play in the fight against discrimination and social inclusion promotion. Global education can be based on several types of pedagogies, among which is active learning. This pedagogy and its innovative teaching method has proven itself in a local and heterogeneous way, as it impacted the level of awareness and engagement of young people as actors of change. Since the beginning of the XXth century, active learning initiatives are growing across Europe but the lack of coordination and exchange on this method is an impediment to the optimal implementation of this social innovation in a transnational way. Our project aims therefore at addressing this difficulty by fostering collaboration and coordination among active learning actors in Europe, through best practices’ exchange.The project is coordinated by the association Le Partenariat – Centre Gaïa (France), in collaboration with Anthropolis (Hungary), Kurioz (France), Scotdec (Scotland), Mobilizing Expertise (Sweden) andJovesolides (Spain). It seeks to impact on European youth aged from 15 to 29 years old, through European actors capacity building on active learning principles applied to global education, either to develop (improve or create) activities of the project partners in themselves or to support youth workers skills in Europe to encourage inclusion of European youth. Each partner will organize a 3 day seminar, during which best practices will be exchanged and more specifically focusing on youth with disabilities and youth prisoners for France, refugee youth for Sweden, NEET (Not in Employement, Education or Training) for Scotland, childcare youth for Hungary and Roma and immigrant youth for Spain. Four specific documents will be designed by each partner to take up at least four of the good practices identified during its seminar: two good practices targeting the direct activities of the project partners towards the target audience, and two others aimed at the supervisors of the target audience.In total, the 24 good practices emerging from these seminars will subsequently be disseminated widely through the establishment of a campaign of national dissemination events and online publications relayed by national-level reference media and European Union (DevelopmentAwarenessRaising and Education Forum, Networking EuropeanCitizenship Education, Citizens for Europe, Gene, Concord ..).The quantitative impact of the project is estimated at about 30 employees of the partner associations, 12 partners directly associated with the seminars, at least 70 youth supervisors directly affected by the partners, and at least 30,000 people affected by digital communication.After the end of the project, the dissemination of good practices can continue very easily, as project partners have planned to integrate them into their existing activities, or use them to develop new ones. In addition, putting the various content, tools and methods online will make it possible to set up a baseline for both project partners and youth leaders, all with the aim of fostering the social inclusion of young people.