The European Union has 68,000 km of coastline which is home to 1200 commercial seaports. Including the EEA members, the coastline covers 185,000km. Almost half of the EU's population lives less than 50 km from the sea. The maritime area under the jurisdiction of EU Member States is larger than the total land area of the EU. More than 37,000Km of inland waterways connect hundreds of cities and industrial regions in the EU. 13 Member States have an interconnected waterway network.However, holistic maritime education is not taught at high school and typically, young people who are entering vocational education have not been exposed to maritime culture or work environment. This is resulting in the vast majority of VET learners either: a) not considering a vocation related to the blue sector, b) finding themselves in employment related to the blue sector, but without basic maritime literacy, or c) having a desire to enter maritime related further education but lacking basic maritime literacy.In order to address this problem, the partners have identified a need for maritime literacy learning as part of preparatory basic vocational education and training. Starting from 2019 Danish partner, FGU Østjylland will deliver a new form of preparatory basic education in Denmark (FGU). FGU is aimed at those who are under the age of 25 and are not yet ready to embark on or pursue another secondary education for professional, personal or social reasons. FGU is unique in that it allows for a flexible learning programme to be developed according to the needs and interests of the learner. The partners intend to use FGU as an innovative practice and basis for developing a permeable educational recourse that can offer access to basic maritime literacy for vocational learners with fewer opportunities. Through this strategic partnership, the partners aim to develop a preparatory VET course in basic maritime literacy for vocational learners with fewer opportunities. Project Objectives:- Develop a 15-day course framework with lesson plans and learning objectives that address 5 thematic modules (Seamanship, Communication, Navigation, Safety & Ecology)- Develop a series of suggested training methods that fulfil the learning objectives of the five modules- Test the developed course and methods on 150 vocational learners with fewer opportunities- Publish the course in a PDF Compendium as an open recourse- Ensure the dissemination and exploitation of the courseOn completion of the project, one intellectual output will be produced; a preparatory VET course in basic maritime literacy for VET learners with fewer opportunities. It is foreseen, that upon completion of the project at least 15 institutions will have expressed an intent to offer the developed course to learners with fewer opportunities. The course will result in new learning opportunities for VET learners who face challenges in engaging in mainstream/traditional educational routes. This result will be seen both during the project period (150 learners reached through testing of the course) and beyond the lifetime of the project. The course will consist of a training framework with learning objectives, and training methods covering 5 modules: Seamanship, Communication on Water, Navigation on Water, Safety on Water, and Ecology. The course will not lead to a qualification, but will offer learners with educational difficulties, an introduction to the blue sector, and a foundation knowledge to take forward into further education or employment. The developed course will address the needs of learners who have challenges with traditional methods of education, that has led them to fall behind in attaining recognition of their competencies. The course will engage learners in subjects related to maths and science in an operational way, where knowledge of the subjects is necessary to achieving the task at hand. The course will impact learners with a sense of cultural connection to the seas, oceans and waterways. They will feel confident and proud in their overview understanding of maritime, which will give them assurance in perusing further education or employment related to the blue sector. The course's 15 days of learning will be flexible in its delivery, as such it will be possible to deliver the course as part of broader preparatory VET programmes. For example, the Maritime literacy course could be delivered one day a week over 15 weeks as part of preparatory VET programme in blue sector logistics. Transversely, the course could be delivered as part of an extracurricular summer school, to ensure that learners with educational challenges, who have no previous experience in maritime, are ready to start the autumn semester in a secondary VET programme related to a blue sector vocation.The project partners will work together over a period of 30 months to research, develop, test and disseminate the preparatory VET course in basic maritime literacy.

Gender Inequality and lack women entrepreneur has always existed in the history of the humanity and on the last 70 years the situation got better, but if we maintain the flow none of us will see gender parity in our lifetimes, and nor likely will many of our children. That’s the sobering finding of the Global Gender Gap Report 2020, which reveals that gender parity will not be attained for 99.5 years.The Global Gender Gap Index rankings of 2020 Hungary occupies the 105th place, Italy the 76th, Romania the 55th, United Kingdom 21st, Denmark the 14th and Spain the 8th. One of the goals of Anthropolis is to fight gender inequality. This is why we decided to form the Strategic Partnership. After a careful selection process, we decided that the entities who will be involved in the Strategic Partnerships are: ASSOCIAZIONE SUD (Italy), SC International Internships srl (Romania), Asfar CIC (United Kingdom), I-BOX CREATIVE (Spain), InterCollege APS (Denmark) with Anthropolis Antropológiai Közhasznú Egyesület (Hungary) as an Applicant Organization.All the entities mentioned above will work together on achieving the project objectives:1.To transfer the best practices to counteract gender inequity among adult women:Each has their unique set of tools and knowledge developed for gender inequality counteracting and targeting the environment of their country which we seek to comprehend in order to be able to attend our service users better;2.To learn best methodologies, methods and tools to empower women entrepreneurship:Our strategic alliance will acquire new tools to empower women entrepreneurship for “Equal Start” and for changing vulnerability (unemployability) in gratitude (micro enterprise);3.To increase the level of awareness of gender inequality by adult women:We want to raise awareness level of gender inequality among adults of vulnerable groups such as the Romani women, disabled, LGTBQ, immigrants, refugees, elderly etc.4.To strengthen alliances at the regional, national and European level with entities that fight to counteract gender inequality and to empower women entrepreneurs.To be able to achieve the goals mentioned above, the Strategic Partnership will carry out the following activities:-Kick Off meeting online due to the COVID19 situation: to review the work plan and distribute tasks and deadlines among participants;-Transnational Meeting Final Evaluation in Romania: to carry out the final evaluation, having in mind a correct project closure.-4 Participatory Visits: hosting organisations will be InterCollege (Denmark), Associazione SUD (Italy), IBOXC (Spain) and Asfar (UK), they have been designed to share best practices, knowledge and tools each of the organisations developed over the years working on counteracting gender inequality and to empower women entrepreneurship with other organisations.-Course in Hungary for LAB 4 GE: fight against gender inequality and to empower women entrepreneurs hosted by Anthropolis. This has an objective of further sharing and transferring best practices, knowledge and tools gained during Participatory Visits.Transnational meeting and Participatory Visits will be attended by 2 persons from each entity (Project and Dissemination Coordinators), who also will be joining the course in Hungary. The course, additionally, will be attended also by 2 adult trainers and 2 adult learners selected by each organisation. The participants involved in the project will improve their methodologies, broaden horizons, gain new abilities and tools in order to better approach their daily tasks regarding gender equality and empower women entrepreneurship. They will also become more active as European citizens at local, national and international level. Other organisations, adult workers and adults will raise their consciousness level using tools and best practices which has been presented during the course. As to the Strategic Partnership itself, its members will improve their staff skills and will be able to implement the best practices and tools gained in their daily work, significantly raising the level of their services. The participating organisations should also act as multipliers.As results of LAB4 GE an online catalog of the educational tools learned and a policy commitment for at least 3 other NGOs, companies and/or social enterprises per each partner involved will be published.

"The project is based upon a need analysis from the perspective of the following trends:VET trend - In order to effectively address the dynamic and changing needs of the labour market, vocational education in the EU is changing from focusing on learning a narrow set of skills for a pre-defined, ‘traditional’ vocation, to offering broader transversal competencies for a dynamic labour market with transversal sectoral needs.Demographic trend – It is forecast that the EU’s urban population will grow from around 70% in 2020 to over 80% by 2050. A 10% increase in 30 years could result in 45 million more people living in cities across the EU. Socio-political and cultural trends - The various dimensions of urban life – environmental, economic, social and cultural – are interwoven and success in urban development can only be achieved through an integrated approach. Permaculture can be understood as principles for working with, rather than against nature, ""Permaculture offers ways we can design human habitat, places for people to be, that work with nature."" There are increasing localised trends and grassroots movements in cities across Europe that align with the principles of permaculture such as roof top gardening, wildflower planting, urban farming and urban beekeeping. However, if mainstreamed, principles of permaculture can be translated into all human activities within Europe’s cities including occupational activity.Based on this analysis the partners have identified a need to develop and deliver an introductory VET course in urban permaculture that is transversal and cross sectoral in that it can be integrated into different vocational directions. The course will offer VET learners an introduction on how to build and maintain healthy, sustainable and harmonious urban habitats within their working environments. Project Aim: To develop an introductory course in urban permaculture as part of a wider initial vocational education for learners with fewer opportunities.Project Objectives1)Develop a 15-day course framework with lesson plans and learning objectives that address 3 thematic modules (Outdoor Permaculture, Indoor Permaculture and Urban Wildlife)2)Develop a series of suggested training methods that fulfil the learning objectives of the modules3)Test the developed course on 100 VET learners with fewer opportunities4)Publish the course in a PDF Compendium as an open recourse5)Ensure the dissemination and exploitation of the courseOn completion of the project at least 20 institutions will have expressed an intent to offer the developed course to the target group. The course will result in new learning opportunities for VET learners who face challenges in engaging in mainstream educational routes. The course will increase the target groups opportunities for acquiring innovative and transversal competencies and increase their opportunities in the labour market. The course will utilise a learning approach that considers the target groups learning challenges and takes in inspiration from the non-formal education sector. It is expected that within two years after the project’s completion circa 500 leaners will have accessed the course.The course will be published in a PDF teacher’s manual including:- A description of the course, and suggestions of its integration into broader IVET programmes or its implementation as a standalone short course- A course framework, including lesson plans, learning objectives, and suggestions for reflections and observations of learning outcomes- A series of training methods that use a non-formal learning approach to address the learning objectives of the 3 modulesProject teams within the partner organisations will work together over three years to develop the project output and results.30 labour market representatives will participate in the research phase of the project. A further 50 stakeholder representatives will be involved in the testing phase of the project ensuring that vocational education that has closer links to business and the community. The project will contribute to improving the quality and efficiency of education and training and reduce the rate of early leavers from education and training; as per the visions of ET 2020. In addition, the project will contribute to the EU’s urban development policies, promoting an integrated approach to urban development, through fostering the principles of permaculture across various urban occupational activities, and thus fostering occupational activities and environments that work with, rather than against nature.The project will contribute to addressing the stagnation of job creation and social progress, and the impact of climate change in Europe’s cities. In doing so, the project will support the achievement of the smart, sustainable, inclusive society envisaged in the EU 2020 Strategy."

<< Background >>Gaming is a fundamental learning method for the youngest generations, since we learn by playing different games in the first few years of our lives. Today different gaming methods in learning (gamification or game-based learning) are getting more and more popular, as they help young people to become more engaged therefore learn easier. In the digital era, there is even more possibilities to use games to facilitate and enhance the educational experience of young people.According to the Interactive Software Federation of Europe’s (ISFE) report, which examined the key European video game markets in 2018, 54% of the population aged 6-64 play video games, with 77% playing at least one hour a week. Nearly half of the players are female (46%) while the number of children and young people playing are the highest with 84% between the age of 11-14, 74% between the age of 15-24 and 67% between the age of 25-34. The latest is the strongest growing age group with an 8% growth in 2018. Esports are becoming so popular that in addition to players, 30% of the internet users now watch live streams of people playing video games, according to the research firm GlobalWebIndex.People enjoy playing video games not only because it is fun, but it is also challenging and there is a learning potential in it. Unfortunately, in most of the times the learning is not conscious, people do not realise and reflect upon the knowledge and skills they have learned while playing a video game. Youth workers with the appropriate tools, could help young people, who are already playing video games to learn useful skills (Hellblade deals with mental illness, Assassin’s Creed Odyssey teaches about ancient Egypt, Overcooked is all about teamwork, Warcraft teaches strategy, Minecraft is often used as an introduction to coding, English skills from most of the games etc) from video games.As everything in life, video games can be constructive or destructive, depending on how they are used. A study about the impact of video games on young people recommends, that youth workers should increase their understanding of the video game world to utilize its potentials and get to know its risks. Ensuring that youth workers are familiar with the video game world, and therefore able to connect with young people (even with the hard to reach ones) who play, youth workers can also discuss young people’s gaming habits in an open and honest way and can address occurring negative behaviours in due time.Based on the above-mentioned figures we can say that more and more people, even females are playing video games, but there is an unused learning potential in it. The purpose of the proposed project is to take on board young people's already existing interest in playing video games and transform it to planned learning, rather than trying to encourage more people to engage in playing, since this is already happening.<< Objectives >>Thus, the aim of this project is to increase the capacity of youth workers in supporting young people to develop basic competences, through utilising video games as a tool for learning.The following objectives has been identified in order to reach the aim:- To develop at least 20 non-formal methods using video games as a tool for learning- To fight against stereotypes regarding video games and help youth workers realise the potential in using them in their work with young people- To teach 155 youth workers the developed methods and how they can use video games as a tool for learningThe developed methods will be used by youth workers. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Implementation >>The project consists of 6 transnational project meetings, the development of the intellectual output (non-formal video game methods collection), a Training of Multipliers and Multiplier Events in the partner countries. The developed methods will be used by youth workers in their daily work with young people. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events and dissemination. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Results >>Compendium of methods:The main outcome of the project upon its completion will be the project result, which is a compendium of non-formal methods using video games for learning. The compendium will consist of at least 20 methods from which there will be at least 2 addressing each of the 8 YouthPass competences.The methods expected to consist of:- description of the game,- explanation about its connection to the selected competence(s),-description of the activity, meaning a mission or task in the game, which develop or strengthen a competence,- reflection upon the learning.The compendium will consist of a table, similar to the one in Compass Manual for Human Rights Education with Young People, which will give youth workers an overview upon which video game can be used to develop the different competences. The partners expect that the developed methods will create a bridge between non-formal education and video games utilizing learning through gaming. It will also help youth workers to connect with young people through an activity, which young people already do in their free time and like, as well as turn that into a planned learning. By using the compendium in their local activities, youth workers will be able to help young people develop basic skills and competences in accordance with the YouthPass competences.Raised awareness upon the learning potential of playing video games:Each stakeholder the partners will reach during and after the project, be that the members of the organisations, the reached young people, the trained youth workers or external stakeholders reached by the dissemination activities, will be aware of the positive effects and learning potential of playing video games. This means that stereotypes regarding videogames will be broken in these stakeholders. Additionally, the partners consider each youth workers who incorporates the video game method in its daily work with young people as a positive result of the project.The target group of the project is youth workers. Due to the project they will see the potential for learning in video games and broke stereotypes. They will gain new competences, knowledge about the gaming world, skills in forms of the methods and changed attitude toward video games. This will enable them to understand young people better, hence connect easier with them. It is expected that they will be able to reach hard to reach young people, which will increase the amount of young people they help.The indirect target group of the project is young people. They will take part in the project during the research and the testing phase, but when youth workers start to deliver the developed methods, will the project have the real impact on them. Young people will feel more connected to youth workers, therefore they will open up easier to them. It is foreseen that they will even turn to them if they have any issues in their lives, because they will know that the youth workers understand them. By learning from the video games, which they play anyway, they will gain new basic competences, which they can utilize in their studies or later on in their work.

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.