"<< Objectives >>This project aims to: Popularize the issues related to the Sustainable Development Goals (SDGs) at the cross-border level to citizens, residents or visitors. Show the different cross-border initiatives relating to the 17 Sustainable Development Goals (SDGs) adapted to the local territory Reaffirm the Trans-Pyrenean identity through sustainable European local development projects<< Implementation >>Three activities are planned: - the promotion of cross-border initiatives within the framework of the SDGs - the creation of a digital educational Web exhibition: the SDGs, promoters of transnational and local initiatives? - the realization of a MOOC ""Climate change in the Pyrenees<< Results >>Three major direct results will be expected: - promotion to the general public, inhabitants and young visitors of the Pyrenees as an exceptional European territory to be protected, to be practiced in the long term. - promotion and learning of languages spoken in the Pyrenees - the provision of educational tools representative of the territory for the promotion of the Sustainable Development Goals"

"European society, like the rest of the world, is now necessarily entering a period of transition. Indeed, the global environmental, social and economic landscape is changing rapidly. These changes are based on a real global climate emergency. With the rapid evolutions of digital solutions and digital technologies, the needs of professionals are increasingly shaped by intelligent design and other artificial intelligence.Our relationship to time, space and the other in general are turned upside down. The challenge we will face in the coming years and decades is not so much that of the increase or even the substitution of man by the machine but deciding on the place we will give to the developments of these technologies. This context brings society, and particularly young people, European citizens of the future, to raise many questions, including employability and work for all. This problem is preponderant everywhere in Europe. Our project ""Green Technologies: new job opportunities"" aims to create links and propose a path of information and mediation in response to these concerns. This project contributes to answering these major issues such as vocational guidance (and therefore jobs) and climate change and has been devised to respond to a need for adapted information for citizens.Four partners from South-West Europe, Ecocene (France), GAL Molise (Italy), Sargantana (Spain) and eFuturo (Portugal) have done together a partnership to address this European issue. Specialists in formal and non-formal training of young people and adults, environmental education, popular science, geosciences and green technologies, all following the progress of research, form an innovative consortium of complementary. Concretely, it is to equip the actors in the field of education, training, guidance and counseling to employment as much as young people to discover the possibilities offered by GreenTechnology to answer the stakes of the sustainable development in the territories.The project has the following objectives:- contribute to the achievement of the objectives related to energy transition and the Sustainable Development Goals in terms of education, training and orientation of citizens (especially young people) on the green and innovative jobs of tomorrow- to inform the public about the jobs and training related to Green Emerging Technology in Europe by highlighting the potentialities of the territories of the consortium partners (South-West Europe)- give access to the actors in the field of education training, guidance and professional advice to attractive tools of information and training in GreenTechnology- promote the perspectives related to the trades linking new technologies and environment based on robotics, artificial intelligence and other to tend towards new alternative, collaborative and sustainable forms of production and consumptionThe overall results of the project ""Green Technologies: new employment opportunities"" will meet the needs of European actors in the fields of education, training, vocational guidance and employment (and therefore in a second time, young people aged 15-30) to have available perennial, updated (and evolving) and pedagogically innovative tools to better adapt to the upheaval of the professional world."

Climate policies are orchestrated globally through the Conference of the Parties (COP) on climate (Copenhagen 2009, Durban 2011, Paris 2015). In Paris in 2015, the stakes were high: to negotiate a future binding international and universal agreement on the climate for the post-2020 period.The European Union has made commitments, notably in the context of the Europe 2020 Strategy and has adopted the Energy Climate Package (Common Energy Policy and the fight against climate change).The CLIMALL project is part of this dynamic and participates in popularizing these issues for a European awareness. The framework is of course on a smaller scale and has been conceived on the following premise: Europe's citizens have a leading role to play in the fight against climate change and the reduction of greenhouse gas emissions. greenhouse. To enable them to act, they must be brought to know and understand these issues; and especially the younger generations, citizens and European actors of tomorrow.The four youth organizations working on themes of sustainable development are based in territories more or less peripheral, rural, mountainous ... often more visibly impacted by the effects of climate change. Through this cooperation project, the four partners (Turkish, French, Italian and Spanish) with different but complementary profiles have wanted to work on educating and raising the awareness of the younger generations about climate change and to allow the sharing of popularized information. less abstract and more concrete, understandable, scientifically approved and accessible.CLIMALL has made concrete and innovative achievements possible: an educational toolkit to make young people aware of climate change, a participatory Internet platform and an online video game (serious game). It is undoubtedly one of the first concrete projects of European cooperation formalized between professionals of the animation (formal and informal), of the formation or the education to the environment between 4 European countries. The realization of complementary educational tools on the issues, effects and means of action is a first concretisation of a strategic partnership for European youth which allowed to valorize local experiences and practices of mitigation or adaptation to climate change .Our desire is to put this project in a long-term perspective, hence the emphasis on its evolutionary dimension. It is also a question of disseminating the results (educational kit, participatory digital space in free access and open to all, serious game) and to accompany the dynamisation by the partners and the actors on the ground, through our actions of dissemination.The overall objective of CLIMALL is to participate in the European awareness of climate change. Beyond essential elements of knowledge and understanding, it helps young people to realize their role as eco-citizens, actors in their territory and decision-makers in the Europe of tomorrow ...

<< Objectives >>- Encourage young people about the environment and climate change- Create search-based education to support environmental education and sustainability- Create specific training materials and curricula- Encourage young people to volunteer on environmental issues such as the Green Deal- Develop a mobile phone application with specific and accessible content - Invent and animate an online/hybrid game based on challenges- Provide solutions to environmental challenges and possible action<< Implementation >>Activities:- Researching activities- Training activities- Development educational materials, curriculum and programs- Develop a mobil application- Create an online/hybrid game- Raising awareness activities- valorization and promotion campaign on social networks- Meetings- Multiplier event<< Results >>The project results and other outcomes:WP1 - Project ManagementWP2 - Environment and climate change training in digital toolkitWP3 - Development of a mobile application and an online game for a greener and sustainable environmentWP4 - Youth volunteering program- Training program- Youth Volunteering Program- VOYOGER Mobile application and online/hybrid game- Youth trained in the environment and climate change- Target young people, organizations, stakeholders and public raised awareness

<< Background >>The negative human impact on nature demands from people, especially young ones to ensure, that caring for the nature, is part of their lives. It requires advancement of peoples’ awareness, attitudes and knowledge about these issues. Environmental education and awareness (EEA) is a relatively new field that is becoming increasingly more critical as our natural resources are falling apart day by day. Starting from an early age, EE should raise children’s awareness of the environment and provide learning experiences through which they obtain knowledge and skills to solve environmental problems now and in the future. While, the theory of generational replacement argues that changes in adolescents’ attitudes are important markers of long-term social change, the investment in their education in terms of enviromental protection has not recieved adequate attention. Often, children are not aware of the need for clean air and water, the conservation of natural resources and energy sources. EE needs to be integrated into the curriculum so that it is evident in daily activities and children internalize values and engage in eco-friendly behavior as a way of life. Today, only Italy, is the first country to make learning about climate change compulsory in schools in an attempt to position the country as a world leader in EEA. School education is a crucial stage in the development of a person's behaviour, social awareness and self-awareness. In 2017, a study conducted by Stanford University, aiming to investigate how Enviromental Education (EE) affects school students, showed, after researching hundred scientific studies published from 1994 to 2013, that 83% of students improved their ecological behaviour significantly and 98% scored better in other subjects such as maths and science. Furthermore, based on research, teenagers have tremendous influence over their parents and can use the acquired knowledge and skills to influence the attitudes and behaviors of adults, their parents and other community members. Teens today need to receive different information than their parents or grandparents did, as each generation differs in the kind of education need to be acquired. Information is growing so rapidly now, that sometimes children’s knowledge is more up to date than their parents.<< Objectives >>The ulitmate objective behind the B-Green project is for students(12-18) to develop a firm ecological mindset and use it to overcome today's environmental challenges with a proactive attitude and a strong commitment in their community. Furthermore, it aims:•To equip schools with innovative green oriented teaching and learning tools to support their efforts to becom ECO-FRIENDLY SCHOOLS, initiators of social change and sustainable development;•To upgrade teachers’ profile so that they can adopt interactive learning experiences that spark students’ engagement.•To encourage young Europeans to become activite citizens supporting their communities from an early age for social change while promoting the 2030 Sustainable Development Goals of the UN;•To transform students as AMBASSADORS among their peers,friends, parents, teachers, other citizens so that others can follow their example;•To creat a community of “green” conscientious young people working on sustainable solutions for addressing environmental challenges;<< Implementation >>The project foresees to focus on the following groups:- Secondary School teachers from different fields of expertise - Secondary School students (12-18 yrs) - Parents, other school staff, community, social workers, policy makers etc..Their participation is crucial for the success of the project and will be involved in the following activities:1.The direct beneficiaries group, teachers and students will participate in the all planned activities of the project, as well as the setting up and the implementation of the B-GREEN SCHOOL CLUBS to be organised in PR4 for the PILOT TESTING of PR1, PR2, and PR3. More speficically,- 25 students will participate in the B-GREEN SCHOOL PROGRAMME to be set up either in or out of schools (20 hours of training and 20 hours of outdoor activities). Trained teachers will be involved in this supported by the partner organisations’ coordinators.(total 40 hours, min 5 teachers, min 25 students). The selection of teachers/students is the responsibility of the participating schools (as part of the consortium or associate partners). P2, P5, P6 will carefully choose its students and teaching staff that is willing to experiment with new technologies and new approaches in the classroom, and the rest of the partners will invite local schools to select teachers and students which will benefit from this participation in the workshops. 2.CAPACITY BUILDING TRAINING for teachers: 5 teachers per country will attend the C1 upskilling training activity in FR which will include presentations and workshops on the new developed material. 3.During the DISSEMINATION ACTIVITIES, presentation of the material to local organizations or individuals who cooperation with the schools such as Parents’ Associations, Local Authorities, School Boards, NGOs, youth organizations, vocational centres etc. It is expected that at least 10 representatives from each country (60 in total) will be informed about the project and will be encouraged to play with the AR GAME, register on the platform and utilize the material. 4.BLENDED MOBILITY OF LEARNERS: 5 students accompanied by 2 teachers from each country will participate in the training activity for 7 days (2 traveling). The first 4 days participants will interact via organised workshops and visits to enviromental oriented organizations (recycling companies, NGOs, second hand shops), while developing a CODE OF CONDUCT addresed to Schools for minimizing carbon footprint (total 28 students and 12 teachers). At this stage partner organizations, except the criteria as mention below in the C2 description, will give priority to at least 4 STUDENTS with fewer opportunties to travel abroad and experience this transnational opportunity (Total: 30 YP) 5.B-GREEN CONFERENCES (E1-E4): 30 participants will attend the local conference in each partner country. (Total. 120)6.AUGMENTED REALITY GAME APP(PR2): 25 students from each country will download the app, create their profile, complete the challenges and inspire them to minimize their impact on enviroment and live an environmentally conscious lifestyle.7.PLATFORM (PR3). Through the PLATFORM teachers and students will be able to search for material to increase their knowledge on the subject and exchange ideas through the e-COMMUNITY. (Total 140 teachers and students at least to register as users). The project team will run the PLATFORM and provide any immediate support to the target group. 8.SOCIAL MEDIA will be used to involve people in project's outcomes. (Total at least 300/ 50 per country). All the material developed will upload to facebook page of the project in order to enhance their dissemination.9.OTHER NATIONAL EVENTS, e.g. EARTH DAY, World Environment Day, International Education and Career Exhibition etc. (Total visitors 10.000)<< Results >>The expected results for secondary school teachers and students and on its completion are:1.The LEARNING and ASSESMENT TOOL in the form of an AUGMENTED REALITY GAME (PR2) with an AVATAR incorporating: - quiz-like evaluation mechanism supporting self-education and self-regulated learning both for monitoring and skills retention purposes (spread in levels and associated with point system). - newsfeed of environmentally friendly activities and tips that will guide users on how to save energy, conserve water, sustainable food consuption and live an environmentally conscious lifestyle (with puch notifications on a weekly basis). The Augmented Reality Tool will offer to teachers an innovative and interactive tool to empower the other teaching resources, methodologies and tools and play a significant role towards attracting students’ interest in environmental issues establishing the acquisition of eco-knowledge and the retention of green skills.2.The MULTI-MEDIA TRAINING KIT (PR1) based on the development of a targeted eco-framework with in build benchmarks and indicators against which students’ learing is monitored and assessed, accompanied with interactive/multi-media material offered on/off line with teaching guidelines, videos and presentations to support teachers to ugrade their teaching and as results positively influence students’ ecological mindset from an early age. 1.An ON LINE INTERACTIVE PLATFORM (PR3) with various functionalities to support both teachers and students based on the access level given to them. It will inlcude (a) an e-learning section with materials, resources, tools etc., to be produced in 5 different languages or collected, (b) an e-community as a social environment where teachers can interact and share information, experience and knowledge with other teachers, students, experts etc., and (c) an ECO-AUDIT-TOOL for assesing HOW ECO-FRIENDLY is a school, accompanied with a GUIDE for promoting the concept of a more sustainable and environmentally friendly school. 2.A GUIDEBOOK to support the setting up the B-GREEN CHALLENGE (PR4) for ensuring the project’s exploitation and sustainability and the pilot-testing of the project results (PRs).