The global warming recorded in mainland France over the last century is about 30 % greater than the average warming throughout the globe. The average annual temperature has risen by 0.95 °C compared to 0.74 °C globally. These values are even higher for only the second half of the 20th century: increase of 1.1 to 1.5 °C over the period 1950-2000 (ONERC, 2007/2009), or 1.5 °C over the period 1959-2009 (Ribes et al., 2016). Over the period 1961 – 2015, changes were studied in observed extreme events in the French Mediterranean in terms of their intensity, frequency, extent and precipitated volume and analysis shows an intensification of the most extreme events over the last decades, probably due to man-made climate change (Ribes et al., 2019). Therefore, in France education, training and public awareness on environmental issues seem imperative, especially for young people. International frameworks on climate change and sustainable development policies, support youth education and participation, as major stakeholders, in responding to climate change (United Nations Conference on Environment and Development, Agenda 21). Youth participation promotes active citizenship and the empowerment of future generations to engage in environmental governance, including climate change governance. The UNFCCC, through its Article 6 on Education, Training and Public Awareness, calls on governments to implement educational and training programs on climate change to educate, empower and engage all stakeholders. The Doha Work Programme on Article 6 of the Convention adopted in 2012 has also targeted youth as a major group for effective engagement in the formulation and implementation of decisions on climate change. Unfortunately, presently, actual implementation of policies at regional or national/local levels is typically lacking or insufficient, especially in developing countries (Narksompong & Limjirakan, 2015). A growing body of empirical research and practice is emerging that emphasises young people’s capacities to influence and participate directly in efforts to learn about, prevent, prepare for, cope with and adapt to climate change and extreme events (Tanner et al. 2009; Haynes, Lassa, and Towers 2010; Walker et al. 2012).In this context, CLanIMATE Change project could contribute to young people's increase of awareness and empower them in tackling climate change through short animation production, as an effective tool that can give voice to young people in policy debates on climate change. According to Lunch and Lunch (2006, 10), animation production is an easy way of bringing people together to explore issues, voice concerns or simply to be creative and tell stories. Indeed, animation approach enables youths to be in charge of their learning process (Waite and Conn 2011) and allows them to learn in an interactive environment between them, the community and their trainers (Youth workers). CLanIMATE Change youth project will encourage youth to study climate change issues, their causes, consequences and solutions, as viewed by them and their community (Sandercock and Attili 2010; Garrett 2011). The process of animation development and screening would be an effective driver for social change and the end result will be used as a medium to promote youth participation in public awareness and active citizenship to empower people engage in environmental governance, including climate change governance. Therefore, having as target group youth workers and young people, we propose a project with the following objectives:•To provide an accessible way for young people to take action on climate change, through deepening their understanding, engaging and motivating their wider community, and also shaping and creating their own animation, in order to communicate their messages and perspectives to decision-makers and the public.•To deliver training courses to directly train the target group (young people) in a set of skills and key competences related to animation production as a means of raising young people's voice, and deliver these courses to a target group of Youth workers, in order to amplify and perpetuate their ripple effect.International cooperation within the framework of this project is an important factor that will allow partners to present, according to their expertise, a complete training in skills and competences needed to develop an animation as a tool to empower young people to tackle climate change. Youth from different countries will have the chance to meet, exchange experiences, concerns and recommend common actions to tackle the negative impacts of climate change for a more sustainable future for them and the generations to come. This will be the starting point for the delivery of a comprehensive tool for youth, having a trans-European character, which can be utilized as a means of rising voices,’ mobilization and policy dialogue development on local, national and international level.

"The successful implementation of the 12th Sustainable Development Goal of the United Nations (Agenda 2030), requires the economic transition to a sustainable economy that needs to be structured as a circular economy. The main principle is the reuse of waste and the acquisition of new raw materials in order to create a self-sufficient supply of raw materials to the economy in order to prevent the extraction of new natural resources because of the negative environmental impact arising from this exploitation. There may be the theoretical paradigm of self-sufficient societies, but in fact, everyone and each community rely on others. A sustainable economy model gets very complicated and is therefore often reduced to such basic, local models of small self-sufficient communities. The concept also involves the reuse of waste sources. In the simple model, it is easy to describe a circular economy as a relatively homogeneous output that can be connected to a relatively homogeneous input or to very specific products. Nonetheless, the ideas for creating a sustainable economy are based on simple models that lead to the development of goals such as the 12th SDG for responsible consumption and production, including the objective of developing a circular economy. Attempts to realize the circular economy have resulted in various measures nationally and EU, but very unclear recycling efforts have been described. In Luxembourg, a study carried out in 2014 found high motivation of people to learn about circularity, a high level of competence about some tools used for circularity, but a low level of knowledge about the circularity framework (Hansen et al, 2014). In Italy, awareness activities provide the opportunity of shifting the concept of CE beyond the current social-political debate centred on recycling, but the need for people's education towards CE transition is clearly stated (Ghisellini & Ulgiatiy, 2019). In 2018, approaches towards growing public environmental awareness are proposed by the Latvian policies to gradually improve the sustainability of behaviour and consumption patterns and thus drive changes in business models to increase resource productivity. France proposes efforts, including raising public awareness, to make its transition to greener energy a priority through regional policies that aim to the economic and social development of the region, by supporting the transition to a circular economy. Unfortunately, in Cyprus until now, the economy was largely based on the ""take-make-throw"" model, a linear model in which each product inevitably reaches the end of its useful life, but efforts have been made and measures have been taken the last years to transition to CE. It is clear that the measures taken by the policymakers of the partner countries avoid envisioning how a CE should be implemented or how the 12th SDG should be realised. We shift the responsibility to citizens to address this very essential issue of CE. A huge obstacle to creating a more multidimensional model for achieving circular economy seems to be that the concepts of the idea of a CE are very much based on people's cultural backgrounds in different countries and environments. There seem to be variations among nations on how citizens envision a CE to be realized. However, goods and waste cross borders and, therefore, nations are unable to survive without dependency on other nations. To understand the principles of a circular economy and hence the achievement of the 12th SDG an international dialogue with input from people from different settings has to be launched with Luxembourg as a leader of a consortium consisted of Italy, Latvia, France, and Cyprus. This means collaborations are required for the purpose of discussing these issues which correspond to the 12th SGD. Our project will be an attempt to contribute to the cross border circular economy by raising awareness on the obstacles relevant stakeholders face, and exchange good practices through seminars/workshop organized by the partners in their respective countries, in which representatives of the partner organisations will be invited to be trained on how to approach the problem in order to accelerate international solutions that deserve to be called measures to accomplish a real circular economy."

"<< Background >>The project ""Trio Education: Trainers , Parents, Children starts from the analysis of the existing context in the region of each partner institutions: -the phenomenon of aggression of children and adolescents, manifested in various forms in the educational environment, at home, in social centres and medico-social centres, on the street, in playgrounds, etc.-the professional needs of trainers in partners institutions, to help parents intervene in the education of their children.The partner institutions in FR, SP, RO, IT, and MK are confronted in their regions, with the increase of the aggressiveness phenomenon of young people, accentuated by the pandemic situation.The training of trainers and the transfer of practices for parents is necessary because the aggressive behaviour of children can hide deeper problems, which can later create difficulties for their social and professional integration.The direct target group of the project is the trainers of the partner associations: social workers, actors in the field of education, educational counsellors, multidisciplinary actors, who need intervention techniques to deal with the multitude of requests for support from families who meet difficulties in educating their aggressive children. Parents justify their children's aggressive behaviour by saying ""I don't know what to do"" and they sometimes deny children behaviour, which proves they don't know them enough.The aggressiveness of children is amplified by: the tendency of educational systems to promote the elimination of sanctions; the attitudes of parents who are refractory and don’t collaborate to solve the aggressions of their children and don’t bring a major contribution to educate them. Children's aggressiveness manifests itself differently, so parents need personalized support depending on the type of aggressiveness, needs and expectations.There are just a few institutions that teach parents how to manage everyday conflict situation. Therefore, the role of associations in the education of parents according to the scientific principles of psycho-pedagogy becomes a necessity.The most relevant priorities according to the objectives of our project are:I. Improving the competences of educators and other adult education staff.Being a project of cooperation and exchange of good practices and methods achieved through learning mobility (LTTAs) between the 5 European partners, through the topics addressed by each, through the added value brought by each, the project can ensure the necessary development of trainers, learning better methods and more innovative teaching; the trainers will guide and advise parents in their regions who have difficulty educating their aggressive children.II. Enhancing quality assurance in adult education.The trainers from the 5 partner institutions wish a cooperation project with a strong impact on the quality of adult education in their regions.Objectives 2 and 3 of our project refer to the acquisition by trainers of strategies and competencies to create customized work techniques, depending on the needs of the target groups and to provide high quality activities in the future.The trainers will develop new methodologies that they will transfer to the education of adults, including parents.In order to ensure the improvement of the quality of adult education in the future and the extension of the impact beyond the project, the partner institutions will use all the online tools at their disposal, including their web pages on which they will post their new training offer.<< Objectives >>Taking into account these regional contexts, the partner institutions involved in adult education understand the need to insist on educating parents to reduce the aggressiveness of their children. It is necessary for trainers of partner associations to acquire through collaboration professional skills, to support parenting and diversification of services that combine support for parents and support services. It’s necessary for parents to have methods of working with children in their families, for preventing and combating aggression phenomena. The purpose of the project is to ensure the professional development of each partner institution through a European collaboration, exchanges, direct learning and conception of various non-formal methods of adult education, to ensure the transfer and implementation of innovative educational practices for parents. In this way, the partner institutions will help parents to acquire knowledge and skills to be better parents, to raise awareness that the family is the main factor in educating children. Project specific objectives. O 1. To provide trainers in partner institutions with knowledge and skills to educate parents and motivate them to participate effectively in reducing the aggressive behaviour of their children.O 2. To acquire new knowledge, new strategies, new skills to create personalized education techniques depending on the type of aggression, the particularities and needs of each child.O 3. To help partner institutions improve their training offer in adult education, to provide high quality activities through counselling, workshops, publications and online tools. O 4. To develop collaboration with specialists in children's psychology, with specialized institutions, with educational institutions and the involvement in their lives, in order to create effective educational synergies at regional level.<< Implementation >>Knowing the added value of a European partnership, in which each partner brings new working strategies, the partner institutions decided to initiate this transnational project, to exchange good practices in the field of parenting, to ensure the necessary development of the target group, the transfer and implementation of innovative educational practices for parents.The needs of the target group and the partnership will be met through local and transnational activities.* Local activities: to promote the project at local level, to stimulate the interest of local institutions that can become target groups for the dissemination of results; selection and preparation of the implementation team and participants in LTTAs; monitoring and evaluating the progress and quality of the project according to a ""Monitoring and evaluation plan"" made at the beginning of the project.* Transnational activities. Five LTTAs that will offer new approaches: the study of child aggression, participatory art, selective and preventive intervention strategies, examples of intervention axes, the use of digital and media tools. There will also be 3 TPMs, for the preparation of LTTAs, evaluation of the results obtained and preparation of interim and final reports. The project methodology will consist of debates, meetings, presentations, workshops, role-playing games, visits to social centers for children, meetings with specialists in the field of preventive education, a multiplicity of strategies during LTTAs, innovative parenting approaches, examples of good practices that can be harmonized with the needs of participants, the use of innovative digital tools (to help parents find advice from specialists and better control the use of social networks that pose a risk to children. They will also be: the presentation of platforms and the creation of a digital database , as project web page, with the best practices and success stories in multilingual format, which could guarantee a sustainability in time of the project results; examples of strategies, examples of intervention activities and projects carried out by partners (to help families facing situations of aggression of their children).The project will also include members of local Parents Associations who will be extensively involved in the dissemination of project results, for target consisting of parents with different levels of education, parents of children from vulnerable groups.The project will directly involve local public bodies, parents' associations, training centers, etc., that could strengthen the project and will promote its impact beyond the Erasmus + partnership.<< Results >>The implementation phase of the project will be preceded by the preparation of the Implementation Plan, the Monitoring and Evaluation Plan, the Financial Plan and a Risk Avoidance Plan. During the implementation, a Results Valorization Plan will be drawn up (dissemination and monitoring).Results materialized in positive effects on the target group of the project, of the direct and indirect beneficiaries:• Through exchanges and direct learning during the learning mobility, the trainers of the 5 partner institutions will adopt new non-formal methods and strategies in the field of adult education. Through the results valorization plan, they will ensure the transfer of innovative practices in the field of parenting, for trainers and parents on the subject of child aggression, at local, regional and even national level.•During LTTAs, trainers will acquire the knowledge and skills to develop personalized strategies, which they can apply differently, depending on the needs and expectations of parents and to motivate them to collaborate efficiently to reduce children's aggressive behaviors.•By developing collaboration with specialists in child psychology and specialized institutions, the trainers of the 5 partner associations will implement a development plan and a new training offer in the field of adult education, which will follow the relevance of activities for each target group of training .•Through cooperation, the web page of the project will be created at the level of the partnership, a network of trainers in the field of adult education, as a media product that will be widely promoted. This network will ensure the access of a large number of users. by each partner institution and will support the dissemination of results at regional, national and international levels.Impact indicators will be:- the participants in the project can respond to the needs of the parents, they can define with the parents the type of intervention in the education of their children, they can support them in their educational role, they can offer them educational possibilities and perspectives. - partner associations will be more motivated to get involved in the education of adults and young people in their regions, using the resources posted on the Anti-Aggression Network. - the impact at local level will be illustrated by the creation of synergies between local institutions on the topic of parent education. Synergies can be created at local and national level to reduce children's aggression: new projects, consulting activities, providing digital resources."

"According to IOM's current estimates, there are 244Million migrants worldwide .and many of us have encountered migrants in daily life. Often Migrants are socially and digitally excluded, highlighted by the pandemic. The partners identified two points that make the general public insecure and vulnerable towards migration:- the changes it is bringing about in society and lack of or wrong information -Covid isolation &depression making the locals more apprehensive Project is conceived to engage teachers&students, to create a positive approach on social and digital inclusion of migrants. We need to reinforce the development of key competences and high quality inclusive digital education pathways: ie an innovative, high quality pathway for digital education that uses technology, like the social network and the net to develop a tailor made solution for avoiding student drop-outs with migrant background (significantly higher: 1-3 –Openpolis’18) and make them tackle their own challenges for a better future, as defined by the Eu Digital Inclusion for a better Eu:"" Digital inclusion is the EU Commission’s effort to ensure that everybody can contribute to and benefit from the digital economy & society”.Representations of refugees&migrants in digital media can affect their reception in the country of destination. It is important to note that media representation can have an immense social, economic&political impact on the ability of immigrants to adapt culturally to a new society. Negative feelings towards newcomers and the adaptation processes may be hindered, particularly as cross-cultural adaptation processes often occur in and through communication (Durham/Lindholm’16).OBJECTIVES:-Promoting more inclusive digital education&society-Use media technology effectively to access, retrieve and exchange content in order to meet the individual and community needs and interests; and common value.-Reinforce the development of key competences (Recommendation for life learning), by using creative, digital & innovative learning approaches, with a tailored and flexibility for the target group of Migrants.-Increase understanding among participants of media power in the construction of reality &establish more critical and selective approaches-reinforce online, distance & blended teaching and learning and develop digital competences for high quality inclusive digital education pathways.We provide experience&expertise to ensure that the goals of the project are accomplished. It will encourage students & staff to compare lifestyles across EU for increased awareness of coexistence plus use high quality inclusive digital pathway to develop a tailor made solution for migrants & the issue of drop-outs (Children born to immigrants or migrants itself: 1in 3 drops out after middle school).To prevent poverty &have a real inclusion as defined by Digital Inclusion for a better Eu we need to create pathways & develop key competences with high quality inclusive digital education pathways.Students will be trained on Digital storytelling, Digital imagining, creative thinking & social media platforms, thus increasing the skills of young people in digital media, creative thinking & equipping them with new competences that will help them express themselves and address the issues around them in a critical and constructive way, also enhancing analytical, personal &intercultural skills and self-confidence & mutual respect.The project will include 2 outcomes:1- Creation of high quality digital e-learning platform as OER to share all the training contents, sources, resources, results generated during the implementation of the project,(trainings (see IO1), training courses, materials, etc.) with the target group, beneficiaries, stakeholders and general public. All project results will be available online on the platform in 6 languages.2- IO2 is the main result of the project; a set of training programmes/units on digital storytelling , digital image, creative thinking and social media platforms.Participants will gain experience in development & implementation of media products as a skill builder and an opportunity to apply research and technical approach culture, entrepreneurship and digital tools relevant to project management and cross-border cooperation. It was built to impact new literacies on digital social media, and media.The project aims for a change of mindset on migration, the way it is approached by reverse thought and creativity. It goes against the main trend of discussion which is now full of negative generic statements based on uninformed views echoed in social media& press.The project includes 6 countries from different geographic areas; by developing activities at the project level, participants will have the opportunity to discover customs / traditions& different dialects; contributing to the development of interculturality. We will train 30 young people in the LTT in TR, locally with peer-to-peer online training 90."

"<< Objectives >>DAL is an environmental protection project that aims to encourage municipalities to collaborate with youth to develop sustainable smart green cities to with the priority ""Environment and Fight Against climate change.""The project is a unique opportunity to bring together municipalities, young citizens -the future leaders in Europe to DREAM - ACT - LEAD together.<< Implementation >>There will be 3 results of the project those involve activities ; interwievs with youth to analyse their needs , create an online learning platform & modules to improve youth's green sklls , train them on KA1 project writing , SEO friendly content development , how to establish and manage a NGO. There will be 3 Partners meeting in Greece , France & Italy and a pilot testing for young people in Turkey.All partners will organize MEs to introduce the project results to their local communities.<< Results >>Tangible results :-Training framework -Online training platform and & training materials -Green Youth Communities established .Intangible results :-Youth improved /developed green skills -Had their voices heard by decision makers , took their part in building their green smart cities -Their active citizenship increasedn ,by learning about how to establish & manage a NGO , how to apply for EU foundings , how to create SEO contents , their sense of initiative has been promoted ."