<< Objectives >>To contribute to increase the quality of the partnership's intervention, through the identification, transfer and training for the application of innovative good practices and knowledge of Education for Global Citizenship resources, at local, regional and national levels. It is also intended to strengthen collaborative work networks in GCE, increasing the knowledge, involvement and mobilization of organizations through peer learning and the exchange of experiences at European level.<< Implementation >>A1.Development of 2 Exchanges to share practices and resources on Education for Global Citizenship, 4 days in each country, involving partners and local organizations, for the selection of 8 Good practices and Resources;A2.Creation of a Guide of Good Practices and Resources for GCE, systematized, translated, graphically accessible and diverse;A3.Development of 2 training workshops for multiplier agents and Final Webinar to disseminate the Guide of Good Practices and Resources for GCE.<< Results >>A1.2 exchanges, with 8 educational agents involved; for identification and selection of 8 Best Practices and Resources for GCS;A2.1 digital Guide of Good Practices and Resources for GCE created and translated with 8 accessible and replicable Good Practices and Resources;A3.2 mobility training workshops carried out; 15 trainees per country; 30 strategic agents trained for GCE; and 1 Transnational Final Webinar organized to disseminate the Guide with 100 participants, 50 from each country.

The current project is an attempt to incorporate non-formal learning methods into the language teaching of adult immigrants. The lack of immigrants / refugees’ communication capacity in the host country's language is a key reason for their isolation and an obstacle to their successful integration into the host country. The partnership organizations are active in the field and their experience has shown that when the teaching is based on only one particular textbook and is performed exclusively by traditional and teacher centered methods is less effective. Non-formal learning can, on the other hand, offer a more innovative and participative learning process that can simultaneously develop a variety of apprentices' skills and competences.In this context, the project was implemented and succeeded in achieving the following objectives:1) Explored through the various activities (workshops, focus groups, meetings and research) the dynamics of non-formal learning in adult learning, and more specifically in language learning.2) Promoted the peer learning among educators in formal and non-formal education, offering them many opportunities to meet, exchange views, ideas and reflections.3) Resulted in 30 practical teaching activities based on non-formal learning methods that can be integrated into language teaching for migrants and in a complete booklet on the topic. 4) Enhanced and will continue to strengthen the capacities of individuals who are active or who wish to be active in language learning as a second language for immigrants on the implementation of non-formal learning activities. The goal was achieved through the creation and free dissemination of the booklet as well as the training seminars that were held later.5) The changes that will incur in the teaching process through the application of the booklet’s content will make the latter in the long run more attractive to the learners and will enrich it with participatory and innovative activities.6) Increased people’s trust for the non-formal learning methods and their effectiveness.The ultimate goal of the project is to improve the sector and better serve the linguistic needs of immigrants that will decisively contribute to their personal development and social integration.During the project a booklet was created that includes original activities based on non-formal learning methods and information on the principles, the character and dynamics of non-formal learning methods as well as rich material for the learning needs and learning profile of adult immigrants. For its creation, various activities such as focus groups, workshops and meetings with educational bodies were held and managed to directly involve the target group in the creation of the booklet. A research, an examination of the above activities’ conclusions and the final drafting of the booklet by the working group followed. Booklet’s presentation sessions as well as training sessions for its proper use were also held.The project implementation was undertaken by 3 organizations from Greece, Spain and Cyprus experienced in language teaching of immigrants / refugees, adult education and non-formal education.The project’s methodology has been based on three main focal points: ongoing dialogue and exchange of information between the working groups, cooperative learning and active participation of the target group in all the activities. The project’s implementation was facilitated by its separation into interconnected working packages, requiring the active involvement of all the partners. Non-formal learning methods were applied to all the activities, (training seminars, focus groups, workshops and multiplier events).The main results of the proposed project is the booklet, the enhanced skills of adult educators and institutions working in the field, increased understanding and cooperation between educators in formal and non-formal education and the more positive attitudes towards non-formal learning methods. These in long term will lead to improvements in adult linguistic learning sector that will be more capable to meet immigrants’ language needs and to create favorable learning conditions for adult immigrants. These will significantly enhance the integration process of this particular social group in society and will help them to improve their everyday life.

The project GeT responds to the need for innovative methods to discuss sustainable consumption and links between local actions and global impacts in youth work and global citizenship education. The project aims at increasing the awareness and action of youth on sustainable consumption. In addition, it will offer youth workers concrete tools for innovative and engaging activities to encourage sustainable consumption and active citizenship amongst youth.During the project, four partner organisations involved in youth work in Finland, Austria, Spain and Italy will collect, analyse and disseminate best practices in using games and gamifying in tackling complex issues related to sustainability in youth work. These will be published in a toolkit covering best practices that are easily adapted for use anywhere. The partners will also use their expertise to develop a board game that will enable young people to learn about sustainable consumption in a fun, engaging way. The game will be a simple tool for youth workers and teachers to tackle the complex issues. It will be accompanied by clear instructions for educators and can be used in various settings. Through the national and international networks of the partners it will reach European organisations working with youth, as well as schools and educators. The outputs of the project will remain free for use in the as part of the partners’ services to youth workers, volunteers and educators, hence offering long term benefits for the communities.During the project the partners will meet three times to learn from each other and share best practices. The board game will be co-created with youth and launched in national events.

<< Background >>Climate activists around the world have gained more visibility. But to what extent is the climate movement really ‘climate just’, given that most of those involved are from well-educated, middle-class backgrounds? For the global climate justice movement to open up and grow, we need renewed climate justice narratives led by the voices of those most affected. But how? We need to change the way stories are told about these marginalised groups – from passively victimising them to affirming their active resistance. People with origin in the countries most affected are often the least listend to. Yet, they have the possibility to - on the one hand - show how the climate crisis is not a problem of the future but is already affecting the lifes of people in numerous countries. On the other hand, they provide ideas how to become active against the climate crisis in their surroundings and how to create resilient environments and communities. We provide a platform for this stories to spread. We need to stop portraying the climate crisis as an abstract problem that leaves many of us with a feeling of hopelessness and inaction. Instead, we need new ways of telling real stories – personal, inclusive and inspiring – that we can use in educational work and climate activism across Europe (and beyond). And we need to spark new debates and community practices, starting from the associations in which we operate and going outwards.<< Objectives >>Against this background, our proposed project ‘Green Diversity?!’ aims at the following four interrelated objectives: OBJECTIVE 1: Strengthen the capacities of youth educators, NGO staff and volunteers to work with young people with fewer opportunities (particularly with migrant background) in non-formal education around the climate crisis OBJECTIVE 2: Develop emotional literacy in education through storytelling and other art-based learning approaches OBJECTIVE 3: Promote active civil participation of young people with fewer opportunities (particularly with migrant background) through real life, community-based experiencesOBJECTIVE 4: Building climate justice into the structures of NGOs and associations working in climate justice and global citizenship education<< Implementation >>The core of the project activities will centre on learning, teaching and training activities in the line-up for (1) the production of a ‘Visual Storytelling Toolkit for Green Diversity (WORK PACKAGE 2); (2) the design of an ‘Interactive Map of Climate Activists’ (WORK PACKAGE 3); and (3) the design of a ‘Climate Justice Policy Box’ (WORK PACKAGE 4). The remaining work packages will have a supporting function – in terms of project management/coordination and dissemination (WORK PACKAGE 1) as well as monitoring, evaluation, learning and communication (WORK PACKAGE 5). WORK PACKAGE 2 - Production of a ‘Visual Storytelling Toolkit for Green Diversity’ (led by SCI Germany)Preparation phase (April to June 2022): Following a first collaborative conceptualisation phase among all partner organisations (including the youth representatives of each organisation), a detailed design concept for the storytelling toolkit will be jointly prepared. Implementation/production phase (July 2022 - May 2023): A total of 10-15 storytelling methods, tools and approaches from the different organisations and local contexts will be collected, visually designed, jointly reviewed and tested, and finally translated into four different languages (i.e., English, German, Spanish, and Italian). Dissemination phase (June - October 2023): The finalised product will be promoted across the communication/social media channels of all partner organisations and their networks, added to their websites as well as to the SALTO-Youth toolbox. The multiplier events will serve for dissemination to other NGOs, climate education practitioners and youth workers. WORK PACKAGE 3 - Production of a ‘Interactive Map of Climate Activists’ (led by JEW)Preparation phase (April to July 2022): Following a first collaborative conceptualisation phase among all partner organisations (including the youth representatives of each organisation), a detailed design concept for the interactive map will be jointly prepared. A three-day ‘Storytelling Lab’ will be organised for youth to learn how to share their stories (learning storytelling skills, finding the format that fits with their needs, etc.). Training participants will also plan local storytelling events together, where they can try out and test their learnings. Implementation/production phase (July 2022 - November 2022): Collection of 15-20 videos, including videos from young climate activists from Europe (Spain, Italy, Finland, Austria - mainly youth with migration backgrounds) as well as Latin America, Africa and Asia. The stories will be edited and contextualised and the interactive website will be built and tested during learning activity 2. Dissemination (May 2023 - August 2023): A plugin will be installed at all partner websites to link directly to the map and the product will be disseminated across various pedagogical networks.WORK PACKAGE 4 - Production of a ‘Climate Justice Policy Box’ (led by LVIA)Preparation phase (March 2023): An online kick-off with the legal representatives and/or board members of the participating organisations and representatives of the target groups will be held to (1) collect existing practises, (2) ensure the commitment of the organisational leaders, and (3) use existing good practice documents as a starting point. Implementation phase (March 2023 – October 2023): A training will be held to reflect on the current organisational policy practices and on how to facilitate participatory development and implementation processes within the organisation. The training outcome will be a checklist draft on ‘How to make your climate justice policy operational'. Following the training, each partner organisation will work locally to produce their climate justice policy and feed their processes back from local to the transnational level.Dissemination phase (November 2023 – February 2024): The documents will be presented across different networks and at an international conference.<< Results >>We have defined the following three Project Results: PROJECT RESULT 1: ‘Storytelling for Green Diversity’ - a visual toolkit on storytelling for climate justice targeted at youth workers, climate activists and climate educators. The toolkit will enable a more powerful way for education practitioners to combine discussing the climate crisis and discrimination.PROJECT RESULT 2: ‘I, the climate activist’ - an interactive map showing 15-20 short videos of climate activists all around the world. In short video sequences (2-5 minutes), they will share their local situation and give testimonial on how they have become activists for climate justice. PROJECT RESULT 3: ‘Climate Justice Policy Box’ - a co-creation process for supporting organisations to become climate just – sparking new debates and more inclusive, diverse and equitable community practices.Through the successful implementation of the project, we expect to achieve the following outcomes: Individual level: - 18 NGO staff and volunteers/youth workers have increased learning competences (in terms of knowledge, skills, values, attitudes) of NFE methods on climate justice (adding 150 persons who will be reached at multiplier events)- 22 youth with fewer opportunities/group leaders are equipped with storytelling competences (in terms of participatory creation of storytelling events, different approaches, methods and tools, etc.)(adding 150 persons who will be reached through local storytelling events)- 20 NGO staff have increased competences in climate justice policy development (in terms of self-awareness of personal biases, power and privilege, knowledge of practical actions, and confidence to link the climate crisis with discrimination)- Material (visual toolkit, interactive map, climate justice policy box) - a total of 3.000 online clicks/downloads, 1.000 printed versions of visual toolkit distributed Institutional level: - 5 partner organisations are better equipped for strengthening youth participation in their future programmes - 5 partner organisations have improved competences in transnational project management - 5 partner organisations can use art-based learning approaches within their wider programmatic work on climate justice- 5 partner organisations are pioneers in setting up climate justice policy documents to make their organisational cultures more inclusive and diverse The wider climate justice education sector: - Availability and accessibility of innovative pedagogical resources that foster learning through social experiences and art-based learning - Young people with fewer opportunities become agents of change in their own contexts - Availability and accessibility of guidelines for policy documents tailored to the needs and interests of NGOs/youth associations dealing with climate justice education - A fruitful exchange and learning space among transnational actors active in climate justice – reflections can be used in each country to advance existing programmes or foster new approaches altogether- Social media: 50.000 persons reached via the website and social media- Associated partners will be able to use the material

Context/background of the projectInternational mobilities are used unequally by young adults. Young adults with good educational opportunities benefit strongly from mobility programmes, while young adults with disabilities and low educational opportunities are disadvantaged as participants. The activating methods of non-formal global learning used in international mobility makes it difficult for these young adults to take part on an equal and inclusive basis. Also, young adults with educational disadvantages or disabilities can rarely use existing engagement opportunities and are largely excluded as multipliers and trainers in international non-formal educational activities.Aims of the projectWithin the framework of this project, concepts and methods are therefore being developed to- break the educational exclusivity of international mobility in the context of preparation, accompaniment and follow-up of non-formal education,- promote the participation of young adults with educational disadvantages or disabilities in the development of non-formal education,- show young adults with educational disadvantages or disabilities opportunities for engagement and enable them to function as multipliers and trainers themselves,- implement new approaches of European non-formal educational work in the field of international mobility.Number and profile of participants Direct participants of the project are 200 pedagogues, trainers, multipliers and former volunteers who are involved in various formats of international mobility. This includes 70 young adults with educational disadvantages or disabilities (people with intellectual, learning-related, physical, sensory or other disabilities as well as people with educational disadvantages - learning difficulties, language difficulties, early school leavers, low-skilled, young people with poor school performance).Activities and methodologyThe project is divided into four phases: - February 2020 to October 2020 - Development phase: Basics, practices and methods are collected, exercises and learning modules designed and concepts developed. - November 2020 to June 2021 - Trial phase: Inclusive, participative and activating methods are prepared for the target groups and tested with test groups in the environment of the participating organisations. Conclusions for the further development of the modules and concepts are elaborated.- July 2021 to October 2021 - Editorial phase: A method kit, a video tutorial and a trainer concept are elaborated. - November 2021 to January 2022 - Implementation and dissemination phase: Multiplier training courses for professionals, trainers and multipliers are run to make the new methods known and to promote their application.Results and long-term benefitsThe following results are achieved within the framework of the project:- 1 inclusive method kit for designing trainings for international mobilities will be developed, tested and distributed. - 1 concept for training young adults with educational disadvantages or disabilities is developed, tested and disseminated. - 1 video tutorial is produced to support the learning and implementation of the methods which have been developed. - The materials (method kits, training concept, video tutorial) will be distributed/ and downloaded 3,000 times in printed and 1,500 times in digital form.- 200 trainers, staff involved in deployment, transcultural exchange and youth education as well as multipliers in youth education work (e.g. former volunteers with and without disabilities or educational disadvantages) are trained in the methods and the application of the concept and will be able to apply the methods and the concept in their work.By developing new methodological and conceptual approaches and promoting their implementation, the project offers experts working in the field of international mobility programmes and their organisations the opportunity to implement and to strengthen inclusive processes. Thus, the project impoves the institutional, programmatic and methodological-didactic design of inclusive training measures in the long term. This will enable educationally disadvantaged people and people with disabilities to benefit from international mobility programmes.