The project was a research into best practice of environmental issues, sustainable development and thinking in each of the participating countries. The main objective was to find out the links between food production in the EU and the European strategies for sustainable development. The basic purpose of the project was to train individuals in environmental and sustainable development and thinking, approaching with respect and understanding of the different partner countries way of dealing with the topic. The students gained ownership and recognition of the natures richness and diversity in relation to protect the nature from further disasters.The projects aimed at: - Developed equality and shared values in activities that improved critical thinking - Strengthened key competences in VET - Developed institutional partnerships supporting the set up and implementation of an internationalization strategy of VET learners and apprenticesTeachers and students worked and exchanged teaching and learning methods/ideas. The result was presented digitally, and creative work was done not just with the school partners, but with local authorities/institutions (NGO’s) as well, to raise awareness for our environment and start focus more on sustainable development and thinking. This was achieved by developing a pedagogical base that included reflections and suggestions for active methods that are invaluable for improving the key Lisbon skills, such as: learning to learn, interpersonal, intercultural and social skills and civilian skills. This was achieved by addressing the following topics: - Environmental and sustainable thinking and development - Water resources and organic nutrient cycling - Biodiversity, energy and waste - Zero miles food - The Ecologic and ironic man’s footprintCeuti municipality entered the project as an associated partners. Ceuti were involved in a local project “the Ecologic and ironic man’s footprint”, which was a part of this project too. Viborg municipality became a partner in the project and contributed with knowledge. The specific goals of the project were: - Encouraging the establishment of sustainable development and thinking - Focus on environment and climate change - Implementation of the project as a goal and complementary tool to develop the understanding of agriculture, forestry and fisheries among the participants - To promote entrepreneurship education - To increase students' awareness of social integration - To promote the personal and professional development of students to become an asset among European citizens - To encourage the learning and sharing of foreign languages ​​through new technologies.The main target group for this project was students who are the owners of the future. Therefore, all our activities were student oriented and were performed with their participation. The purpose of the activities was to enable the students to gain knowledge and skills that they could use in the future.Therefore, the 7 partners in the project disseminated the gained knowledge and involved the students in activities about the measures around environment and sustainability translated into practice, it is estimated that 168 students and teachers benefited directly from the activities.Our partners represented diverse social and economic backgrounds and a diverse collection of communities from across Europe. By working together to achieve our goals of environment and sustainability, we succeeded in showing our students, parents, staff and others how people from different parts of Europe could work together on our environment and create more coherence to the European citizenship.The project's method was based on the concept of interdisciplinary teaching in order to improve the quality of the education. We aimed to approach key issues from different disciplines such as biology and the environment, thus providing a more comprehensive understanding of environmental issues in a European context. In order to be able to assess the impact and ensure a correct development of the project, both formative evaluation types as well as summative ones were used along the way.we expected a strong collaboration between the institutions, municipalities, district governorships, district education directorates and NGOs during the preparation, implementation and sustainability of our project. Local authorities, organizations and institutions in all participating countries were invited to learn about the project and its results.

This project has been inspired by the 17 Sustainable Development Goals (SDGs) of the United Nations. Regarding sustainability issues, there are 3 key problems:1.The problems are so overwhelming that individual people feel that they have no chance to make difference. Our students are acutely aware of the problems, yet they feel helpless.2.Vast problems require concrete changes in our behaviour, which is hard. It is much easier to point the finger at someone else. Very often, the blaming finger has been pointing to the agribusiness.3.The problems are so vast that no sector nor no single country can resolve them alone; we need to take a communal approach and learn from the good practices of others.This project seeks solutions to these problems in our context: VET within the green sector. Instead of being part of the problem, the agribusiness sector needs to part of the solution. The hope lies in young people and education, but we need to develop VET and tackle real-life issues communally and in international cooperation.Therefore, this project has 3 main goals: 1.To empower students to contribute to the SDGs. For this, we need -learner-centred pedagogical approaches,-to give them a positive experience of tackling issues communally, and in international cooperation,-provide them with the skills and networks needed to continue to do so in the future.2.To empower students, teaching staff needs to be well-equipped to provide meaningful education for sustainability -with the contribution of representatives from the world of work, -using authentic, real-life learning challenges related to SDG 12 and 13, -and innovative, learner-centred pedagogical approaches.3.We need to develop innovative sustainability solutions and share them, as well as other good practices, in our own regions and in the whole field.How?The developing partners will arrange 4 workshops in which an innovative, learner-centred pedagogical approach is presented to the others in practice. During the workshops international student teams (EQF levels 3-4) tackle a real-life challenge that's related to the SDGs and provided by regional stakeholders. This enables the students to increase key competences such as communication, problem-solving, teamwork, and boundary-crossing skills, and to network with their future European colleagues while inspiring them to solving problems in European cooperation and empowering them.The workshop allows the teachers to learn the innovative pedagogical approach and evaluate how it should be localized to better fit their own context. To disseminate the pedagogical approaches wider, we will develop Manuals. The Manuals will be tested by 4 testing partners. Each will arrange a workshop in their own country piloting one approach, which will provide direct feedback on the transferability of the pedagogical approaches and on the usefulness of the Manuals.The aspect of sharing good practices will also be covered in the workshops: At least 2 innovative sustainability solutions from regional stakeholders in each of the partner countries will be shared. This will inspire the students and widen the knowledge of the teachers. We will collect these good practices to support the dissemination among regional stakeholders in each country. In addition, we will collect the real-life learning challenges tackled during the workshops and the solutions developed by the student teams. These provide good practices and inspiration to other farmers. In addition, they will serve as teaching material as such for other VET providers within the green sector. The Intellectual Outputs will be disseminated by each partner according to our carefully designed dissemination strategy. The VET providers in the green sector being very well organized both at national and European level through the Europea International network. Therefore, this project has a good chance to reach considerable sectoral impact:-Our students will be empowered to become ambassadors of sustainability engaging in active citizenship regarding sustainability issues.-The 4 innovative pedagogical approaches will spread to other schools in Europe, improving the quality of VET in the green sector.-Green VET schools will involve companies, regional authorities and other stakeholders so students can contribute to tackling environmental problems together, thus improving the labour market relevance of VET and enhancing its attractiveness in the eyes of the students.-Good practices and innovative solutions in the field of sustainability will spread between schools, stakeholders such as companies, professional bodies, municipalities, regions and countries. On a long term, this will help the agribusiness to develop in a future-proof way, in line with EU policy.All in all, this project will, for its part, contribute to the achievement of the European and global sustainability goals in the green sector and develop the quality and attractiveness of VET.