<< Objectives >>European Future Citizens project is moving from the needs to “build” future citizens profiles by taking into consideration the key competences presented in EC frameworks and applying them through challenge based learning approaches, product and service ideation and design methodologies and “take over” actions for the young people to become the future citizens of Europe<< Implementation >>The project will work with young people on - a definition of the competences needed to be a European Future Citizens- the development of a capacity building program and a urban serious game to apply those competences on solving real challenges- the engagement of policy makers to move from ideas to concrete solutions<< Results >>The results of the project will be- the CitizenComp - European framework of Future Citizen Competences- the capacity building program for future citizens and the urban game and citizenthon format where local challenges will be solved- a platform to map challenges and solutions and games used locally - a manifesto for policy makers committment and an informal network of European Future Citizens

<< Background >>The ageing of population is a worldwide phenomenon with critical implications for all sectors of society. Due to low birth rates, high life expectancy and migration flow dynamics, worldwide population is “turning grey”, and Europe is not an exception. An ageing population brings social, health, economic, and other issues. Overall in the EU, the total public spending of ageing is expected to increase by 1.7% to 26.7% of GDP between 2016 and 2070. In all countries, measures to help older people remain active and participative are a necessity, not a luxury.The United Nations and the European Commission agree that quality ageing is a responsibility of all (private, public and civic actors), and can only be created and sustained through the participation of multiple sectors. People are thus encouraged to take the lead to implement programmes addressing quality and active ageing.On the other hand, environment and fight against climate change are a lingering issue that also needs urgent action, and the involvement of all societal actors to be addressed.This project attains to vast societal needs by addressing active ageing and environmental action, but also to specific needs from partner organizations and their target audiences, which will be addressed locally, but through international collaboration.The partners’ direct needs: to be capacitated to implement senior volunteering programmes, by training their staff and associated 3rd age personnel, and through co-learning and sharing of social and environmental expertise. Target audiences needs: .senior citizens — enroll in active ageing environmental programmes, develop interpersonal and technical skills to do so; .3rd age personnel — acquire key competences to implement efficient senior volunteering programmes for climate action;.policy and decision-makers — gather evidence and support for further developing sustainability programmes addressing environmental change keeping the ageing population included and active in the process.In short, GREY4GREEN responds to the urgency of developing competences in various sustainability-relevant sectors, developing green and sectorial (3rd age) skills strategies and methodologies, as well as future-oriented training schemes that meet the needs of individuals and organizations. We will also test innovative practices to prepare senios and 3rd age personnel become true agents of change. This rationale is fully aligned with this call’s sustainability priorities for this funding.<< Objectives >>GREY4GREEN aims at:-Promoting active ageing and contribute to climate action through the involvement of senior citizens in nature conservation volunteering programmes and through the capacitation of personnel working in the third age sector to develop and implement such programmes;-Valorising the elderly and all their potential as productive citizens and as agents of change;-Support adult learners (seniors + 3rd age personnel) by providing high-quality training and international exchanges, fostering key competences and skills;-Generating environmental awareness, and promote European citizenship values such as inclusion and fight of discrimination;-Promoting environmental, social, language, literacy, intercultural and interpersonal skills in senior citizens and in the third age personnel;-Producing high quality outputs to encourage the implementation of senior volunteering programmes across the EU. These outputs are multi-media and inclusive to relevant audiences, including paper deliverables, handbooks, an online platform and videos.-Promoting and advocating for social inclusion, active ageing and environmental policies;-Support the partners’ work and missions, boosting their international dimension and their staff’s competencies.<< Implementation >>GREY4GREEN is a robust programme which activities tie together under a carefully planned sequence of events, in an organized timetable and thread.Partners will undertake research to prepare the whole work, and develop a set of 9 INTELLECTUAL OUTPUTS that will guide and support the implementation of the project and further action to be implemented by partners and associated stakeholders. These outputs include learning resources, an interactive platform that will boost engagement and international collaboration, a policy paper and a report for the general public.With the majority of the intellectual outputs developed and available, international training activities will start. We will organize 2 TRAINING COURSES (in CY and FR) for partners’ staff members and associated 3rd age personnel, capacitating them with ageing and environmental knowledge and skills to implement senior environmental volunteering programmes. We will also organize 3 SENIOR EXCHANGES (DK, IS, PT), so that each country implementing volunteering programmes can understand the logistics and challenges of hosting such volunteering schemes and train on that organization, preparing for future activities with a real-life project pilot. Also, these exchanges will allow our project-senior-community to visit different cultures/environments and foment more international contact and enriching experiences among them.Participants in all LTTs will be selected following fair and transparent processes and be properly prepared and supported. Their learnings will be validated by adequate documents.We will enhance the project’s valorization and dissemination with 6 MULTIPLIER EVENTS: 5 locals, targeted at the project’s main audiences (seniors and 3rd age personnel) and a Final International Conferences, targeted at high-level policy institutions (besides the main target audiences and the general public), advocating for the 3rd age and environmental causes.In terms of project management, partners planned 5 face-to-face PARTNERS MEETINGS complemented with monthly follow-up online meetings. Partners will produce 4 internal reports, plus the interim and final reports for the National Agency. The following fundamental documents will be produced to help manage the project and keep on track regarding milestones, quality, dissemination and impact: project management handbook, learning matrix, communication and dissemination plan, sustainability plan, risk assessment and contingency plans, outreach and impact logs, quality assessment indicators, monitoring surveys and logs, template documents for dissemination, press releases, presentations and so forth.The project implementation will be in charge of partners’ implementation teams and will be closely monitored and guided by a Steering Committee.IMPACT will be fostered through active dissemination strategies including media coverage, dissemination via Erasmus+ platforms such as EPALE, social media, presentations in large events and demonstration activities with seniors.SUSTAINABILITY will be achieved through the incorporation of the learnings in the partners’ activities, the maintenance of senior volunteering programmes, valorization and distribution of intellectual outputs, usage of the projects digital platform, and engagement of key stakeholders.<< Results >>Partners will develop a series of high-quality outputs relevant to the active ageing and green action sectors: -A collection of best-practice that will be conducted internationally to benchmark the project’s innovation and to display high-quality project references and examples to follow in active ageing and green actions. -An online platform containing the project’s website and all relevant information, hosting a repository for outputs, as well as communication and dissemination features that will allow intercultural dialogue and collaborative work among seniors and staff from other countries. It will also feature an innovative observatory for best-practice in nature conservation programmes inclusive to seniors, a directory for such projects and the seniors and listing of placements and opportunities for 3rd age institutions and for seniors.-A handbook for seniors explaining rights and duties of volunteers, safety rules, and relevant information.-A step-by-step handbook and an executive package for institutions willing to implement senior volunteer/active ageing programmes.-A training course for 3rd age personnel and partners’ staff members working with 3rd age, available in 6 languages for independent implementation.-An audio-visual inclusive package raising awareness for the topics of the project.-A policy paper stating why a change of policy approach regarding active ageing and nature conservation, and their (inter)connection to educational systems is relevant and gathering support for sustainability changes. -Collating all lessons learned and key findings, a laymen report will be made available to continue the project’s dissemination, outreach, and usefulness, especially useful for raising awareness among the general public.Additionally, GREY4GREEN will train at least 48 professionals working with third age from DK, PT, FR, IS, CY and will directly involve at least 300 senior citizens in environmental activities in DK, PT and IS, 48 of them taking part in international exchanges to DK, PT and IS. Indirectly, we estimate over 1000 senior citizens will be involved in the project’s activities.We will implement 4 senior environmental volunteering programmes in 3 countries (DK, IS and 2 in PT), aiming at increasing local nature through activities such as litter gathering, seeds collection and sowing, trees plantations, fire vigilance, removal of invasive species, instalment of fauna shelters, among other activities taught and guided by nature experts from partner BioLiving; all while promoting active ageing and participation of seniors in sustainability actions.We will organize 5 local multiplier events plus a Final Conference, aiming at having at least 300 participants in total, which can highly boos the project’s multiplier effect and impact.Thanks to the diversity of the participating organizations and the high-level quality of their respective networks, the project’s results will be disseminated to relevant stakeholders, assuring the project’s uptake and continuity. Expected outcomes, besides the explained more tangible results and impact, is to achieving institutional buy-in to the proposed methodology, and that GREY4GREEN will support social inclusion and valorization of the elderly, the establishment of green active ageing programmes, and the development of high-quality skills and competences in both the elderly and the staff supporting them. Finally we also hope to gather support and evidence to allow to achieve improvements in environmental and 3rd age policies.GREY4GREEN is a cross-sectoral project that will achieve the abovementioned results and outcomes, but mainly long-lasting immaterial results in what concerns the social inclusion of the elderly and environmental action, supporting change towards sustainability.

Before the pandemic, increased numbers of young people were setting up their own solopreneur enterprises – this trend is expected to accelerate post pandemic. The Global Educational Times (February 28, 2020) has reported that much of business and enterprise training and education is based on outdated teaching methods and content. It argues that despite living in an ever-changing world, where radical innovation affects all industries, the way business and enterprise is taught and what is taught is dated: many VET teacher/trainers do not understand the needs of today’s enterprises especially in relation to digital technology. MyVA will develop a mini business MBA Training Package in CZ, DK, EN, ES, RO and SE. It will benefit two target groups (1) VET teacher/trainers and (2) young people (Millennials) interested in setting up their own Virtual Agency. MYVA aims to improve the capacity of VET teacher/trainers to improve their knowledge and understanding of the concept of the solopreneur and their needs. Similarly, aspiring solopreneurs need to learn about how to set up and run a solopreneur enterprise. The MyVA Mini MBA course will address the needs of BOTH target groups.The MyVA Mini MBA course will be available in all partner languages and accessible online, through the project website. The curriculum and course will comprise a set of 6 - 8 practical bite-sized learning modules covering topics such as:Concept development and value propositionsMarket and competitor researchName and brandingFees and pricing servicesDigitalisation and automationCreating an on-line presenceNetworking and lead generationFinance and cashflowThe Complete Package. The project will involve 35 young people and 14 VET teacher/trainers plus 230 participants attending a series of seven Multiplier Events. The MyVA partners will share the project results and impacts with 10K members of the two target groups and other VET stakeholders through a planned dissemination strategy running throughout the project.MyVA will help VET centres to adapt to the new COVID19 environment by building on past lessons and creating a set of practical tools and a new MyVA Mini MBA course. It will also help VET centres and teacher/trainers to implement digital learning tools into their VET courses. Partners will use a Creative Commons inspired license agreement to ensure that online access remains open and unrestricted. The learning portal will remain available ensuring the on-going availability of the learning resources after the project: it will operate as an Open Educational Resource (OER). This will ensure that VET teacher/trainers other VET stakeholders can download and access the project products and Outputs.

<< Objectives >>Objective 1 - Provide adult learners the up-to-date knowledge needed to navigate all the different way of improving sustainability in everyday life.Objective 2 - Teach people how to reach a large public audience by teaching them how to produce and publish a podcastObjective 3 - Document how to implement sustainability guidelines into a real-life situation by making a podcast series.Objective 4 - Develop, test and maintain a high quality OER providing an innovative learning environment.<< Implementation >>WP2: The SustainCast Sustainability GuideBook and Video-guidesTo provide knowledge and skills to live more sustainablyWP3: The SustainCast Podcast Producer CourseTo teach podcast productionWP4 The SustainCast PodcastTo document reflections and experiences during the SustainCast challenges WP5: The SustainCast Online Platformproduction and test of an Online learning platform for the results.<< Results >>A GuideBook that provides the up-to-date knowledge needed to navigate all the different ways of improving sustainability in your everyday life in the areas of Food, Clothing, Transportation, Travel, Plastic Waste and Energy Consumption.A set of Video-guides presenting the Skills needed to implement this knowledge.A podcast producer course.A podcast series presenting real life experiences and reflections in implementing this knowledge into your lifestyle.An online learning platform.

"<< Background >>The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries in all continents. Education systems are now asked to capitalize the lessons learned, embedding the innovation generated under emergency, switching to sustainability of novel approaches, methods and practices. In many countries, education providers are struggling to integrate Digital Learning in their curricula, reorganizing their offer and delivery systems accordingly. Their prior concerns seem to be focused on technical requirements of digital learning systems and tools, on how to exploit the opportunities offered by these systems for effective delivery, how to integrate them in the curricular activity (blended learning) and on what kind of skills and competences teachers and learners should have, in order to use these new tools in the best possible way. On the other hand, the lockdown has made evident that digital is changing our approaches, ways of organizing ourselves, of interaction and expression. It is also true that the overload coming from long-time internet connections is extremely tiring, physically as well as psychologically. Digital learning implies not only the need of coping and adopting a so-called “digital mindset”, but also the wellness of each involved person (Trainer/teacher, learner).In Denmark, a research conducted among 20.000 students and 3.000 teachers in 9 learning institutions regarding online training, which was financed by the Ministry for Higher Education and Science, revealed that 6 out of 10 students consider that their professional development is worse with online education than usual. Teachers are also experiencing a decrease in quality. This is shown by a comprehensive study of online education in higher education during the corona shutdown in spring 2020.One in three had difficulty planning their time and breaks, and many miss the social activities associated with taking an education (Onlineundervisning går ud over studerendes læring, published on January 2021). In addition according to Center for Digital Youth Care, “Both in counselling and on school presentations, we have experienced that young people lack physical contact. The discussion has gone from ""the digital contact works really well – why would we meet more than we do"" to ""I'm tired of hanging out on platforms – I miss the physical a lot"" (“Vi savner det fysiske!”: Observationer fra unges digitale hverdag under Covid-19, CfDP). In the light of these premises, WIDE project assumes that for development and sustainability of full inclusive education systems/programs, it is necessary to adopt a holistic approach, starting from the design phase including wellbeing of both, professionals and trainees/learners, as crucial dimension for effective LTTAs and retention of the learning outcomes themselves. Shortly, wellness plays and essential role in the design, development of inclusive digital/blended learning programs, and delivery systems.<< Objectives >>On a specific level, the project aims at reaching practical and specific goals. In fact, given the previously mentioned scenario WIDE aims at taking care of the personal/professional wellbeing of the educational process related to online/blended training which has been put at stake during endless hours of digital learning. The aim is to tackle the challenges which digital learning has put into evidence in this over one year of pandemic experience focusing on the creation of healthy learning contexts, wellness educational procedures, beneficial attitudes in acting online educational moments for both the teachers/trainers and the learners. By developing an innovative framework applied to VET education WIDE looks forward to making the online educational experience a positive one, a fruitful one, with higher impact and effectiveness, shared motivation (for both targets).Trainers/teachers and students shall feel an equal enjoyment in delivering/attending online education paths compared to the face-to-face methodology. They shall perceive the value of what they are learning in this e-education conditions, shall appreciate it as a fully integrative approach to learning (not exclusively related to the emergency situation of the pandemic) with unique values. Finally, the target shall perceive digital/blended education also as valuable due to the wellbeing conditions which can/shall be promoted in its delivery.Having achieved the above, the WIDE project objectives, on a large scope, are: •Contributing to the reinforcement of inclusiveness of education systems in digital era;•Developing innovation for education policies;•Fostering participatory and multi-stakeholders approaches to innovation in education•Integrating the dimension of wellbeing as a crucial one, evaluating the quality and the responsiveness of education systems, as well as the resilience of students and teachers.<< Implementation >>In order to meet the project objectives and achieve the expected impacts of the project, it is foreseen that the following activities will be implemented: Throughout the project’s lifetime, 5 project results will be developed: R1 - Wellbeing in online/blended education analysis, so as to collect meaningful data regarding needs and perceptions experienced by learners, teachers and parents during distance learning in order to inspire the customization process of the modelR2 - The WIDE methodological framework, the customized model to be tested in VET education through a set of pilots involving targets in all partner countries and finalized to verify the effectiveness of the framework itself and its finetuning.R3 - Wellbeing guidelines for inclusive digital education in e-learning pathways, to support VET professionals, teachers, trainers, and all interested actors in applying the framework, adopting the methodology in the design & development of online/blended educationR4 - WIDE e-learning path, to guarantee the diffusion of the model and support the training of trainers and stakeholdersR5 - Policy recommendation for healthy online education, a policy paper providing key recommendations for the implementation of WIDE model in VET and tips to overcome relevant challenges Pilot activitiesR2, R3 and R4 will be pilot tested in each country from M12 to M22. Pilot activities will serve as training paths corresponding to reference framework and target groups (students/trainees/educators from secondary schools, university). Based on feedback the aforementioned 3 results will be adjusted and finalised on M23. It is expected that 750 participants (learners and teachers) will be involved in pilots. Internal project communication will work through:- 4 transnational meetings (IT, KR, ES, DK) in M2, M12, M21, M27- n. 1 C-training devoted to partners’ staff and open to local relevant stakeholders in Italy, delivered by Dr. Ioannis Angelis, author of the Lov-e and cur-e-osity model for the redesign and customization of the original model to be tested within VET education. 14 participants, 2 per partner- Monthly and ad hoc Zoom meetings - Quality Assurance and Monitoring and Evaluation control As of quality assurance, Monitoring and Evaluation actions, with the support of the appointed external evaluator, will be realized periodically: 1) each 7 months with regards to administrative and financial monitoring, 2) each month, through the virtual meetings and during the physical transnational meetings, for checking the correct implementation and the respect of the project’s timeline, results of the LTTAs and of the Multiplier events included; 3) periodical, structured feedback of stakeholders involved in the validation meetings.4) Preparation of an intermediate report and a final report on M14 and M28, respectively. 5) ad hoc reports to be produced in relation to each monitored and evaluated activityFinally, a strong dissemination strategy will be designed, so as to reach effectively the relevant target groups (-VET- teachers/trainers, students, parents, participants with fewer opportunities etc.). The dissemination activities include: -the organisation of 7 multiplier events, one in each partner country. during the last 2 months of the project- at least 195 attendees in total-Digital dissemination events (at least one per partner), involving direct and indirect beneficiaries of the project’s results. -Validation Meetings with relevant stakeholders in each country will be also part of the communication strategy, playing the role of a steering committee (min 10 members)-4 newsletters to be issued at months 7; 14; 21; 28 in all partner languages, mailing list to 8K contacts-4 press releases to be edited by the communication lead partner, translated into partners’ languages and published on local and specialised magazines (online/printed)-Establishment and development of social media channels<< Results >>Through the implementation of the project, a sound management and a proactive cooperation, partners (DK, IT, GR, CY, ES, KR, FR) expect to obtain relevant results and outcomes:* Realize a survey and report at European level involving partners, associated ones and other education providers in Europe belonging to each partner’s network, aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, parents, related to long time exposition to distance learning. The data will be analysed to profile if and how wellness is considered as valuable dimension to be foresight in the design of digital/blended learning environments.* Design, customization and sharing of a common framework focused on wellbeing as crucial dimension of effective and inclusive education in the digital era: this framework will be inspired by the Lov-e & Car-e-osity model created by Dr. Ioannis Angelis, which induces a participatory and relationship-based process for digital learning. It respects and places the learner’s learning needs at the centre and pays attention on how this can be adapted to the learner’s wellness and life. Output of this action will be the intervention framework/model, redesigned and adapted to be transferred from corporate environments to VET education.* Design and develop an e-learning path for VET professionals (teachers, trainers, educators, et.) aiming at supporting the achievement of necessary competences to apply the novel methodology to educational contexts, fostering capitalization, diffusion and sustainability over the project’s life and behind the partnership.* Testing the WIDE framework in all partner countries, within VET education chain, with specific reference to secondary up to university curricula. Each partner will coordinate a local pilot. Activities will be monitored and evaluated for finetuning of the framework IO3.* Developing policy recommendations for innovating educational policies, though a participatory approach based on the involvement of local up to international stakeholders and policy makers. The focus of the process will be defined by recommendations guiding the correct design of inclusive digital learning environments respecting a holistic approach to involved people.Project results:R1 - Wellbeing in online/blended education analysisR2 - The WIDE methodological frameworkR3 - Wellbeing guidelines for inclusive digital education in e-learning pathwaysR4 - WIDE e-learning pathR5 - Policy recommendation for healthy online education EXPECTED IMPACTS:* Increasing awareness of local, regional, national, and international stakeholders, private and public, on the importance of wellbeing as key dimension in the design, development, anddelivery of training programs, especially in case of blended and/or online learning* Promoting cooperation among teachers and trainers* Upskilling of teachers, trainers, VET professionals* Boosting the development of skills for life for teachers as well as learners* Innovating education policies including wellbeing as essential dimension for effective and inclusive learning"