<< Background >>The project GREEN FOOTPRINT- youth skills for climate and environment literacy collects 5 partners in strategic partnership: fDK (Poland)- leader of the project, BEA (Latvia)-project partner, Kolping International (Germany)- project partner, Kolping Sud- Tirol (Italy)- Project partner, FRDL MISTiA w Krakowie (Poland)- project partner. Erasmus+ project is unique program which support international cooperation of NGO and non- formal education practices in complex way. We apply for this project because we see increasing need of environmental education in our organizations and societies, we see need of new type of educational materials and develop digital approach to youth social work. Project give us unique opportunity to support staff development, by LTT, to prepare good quality educational materials, to build our capacity and contacts with surroundings through multiplier event, to enhance international cooperation. Without this support such wider and complex project wouldn’t be possible to implement.<< Objectives >>• Youth staff personal development and competences development in aspect of planning and implementing youth learning practices, which connect interactive and interdisciplinary solutions for better learning effects, which couldn’t be possible without those LTTs• Developing youth educative tools and programs, which apply more strategic approach - linking needs of environmental education with youth open and distance learning activities • Better understanding the role youth in environmental changes as: circular economy, local ecosystems protection, engagement in NGO and self-governments activities in field of local environmental protections programmes • Better understanding the role of distance learning in youth attitudes shaping• Recognise innovatory youth learning tools, practices• Recognize and implement new education fields in youth work, structuring adequate learning methods, forms and tools aiming youth engagement for environment protection• Identified and constructing connections between individuals personal development and circular economy indicators on local, regional, international level• Developing multidisciplinary education projects, connecting different fields of learning and competences, define individual learning outcomes on individual level and global level.<< Implementation >>Project use idea of environmental and climate change education among young people through new IT educational materials (short movies, virals) and promote open and distance learningProject develop main 3 learning subjects Result of the project- Intellectual Output- GREEN FOOTPTINT-series of short educational movies about environmental protection and climate changesMain activities of the project: o3 Transnational Partners meetings- plans, evaluations, managemento3 Learning, Teaching, training activities- international workshops, trainingso5 Multiplier Events- events in each project partners countries<< Results >>Increase the motivation of TPM and LTT participants to cooperate, personal development, deepening knowledge of youth innovative development, motivation to identify transversal learning practices connecting knowledge from different sources, motivation to engage in social participation projects, dedicated for local environmental innovations development, development of personal contacts between partners organizations.

"Social Inclusion using the formats of educational work with adults should be Inclusion understood as a task for society as a whole, which is essential for the cohesion of a society. . Immigration and flight make plural societies even more diverse. People with different cultural backgrounds and different ideological-religious homeland live side by side. A part of the population perceives the social diversity as stressful and “strangers” as a threat and acts against it. Overall, European cohesion threatens to break completely due to uncertainties felt by large sections of society. In times of growing internal social polarization, exclusion of people, increasing religious-cultural intolerance and isolation, successive crises and their effects, undertakings to strengthen social cohesion are essential. The target group of formal and non-formal educational work is not exclusively, but essentially young adults. The project approach therefore focuses on educational formats that are effective across generations. Problems for modern society are current: erosion of milieus, growing heterogeneity, no longer a common religion; different ideas about what constitutes a ""good life"" (""values""); multilocal communities; Homogeneity claims lead to exclusion and weaken cohesion. Right-wing populism is becoming increasingly sustainable in all European countries. Educational institutions and initiatives are called upon to face the situation of increasing diversity in society and the associated challenges. Social inclusion is a concern that is pressing for societies and strengthens democracy. Populist parties and movements polarize and divide a society and thus endanger social cohesion. This is where the project comes in and would like to contribute to building bridges of understanding and encounter. In the context of uncertainty and concern, even fear of social change, felt by large parts of European society, the question of educational formats that help to promote cohesion demands the whole of European society. The formation of values in the form of informal and formal, cross-generational adult education with a focus on social inclusion is of great importance. Sixteen women and men from adult education and social education work will continuously participate in the partnership. These come from six countries and represent seven organizations. The project is carried out according to methods of project management according to DIN 69901. One focus of the project meetings will also be the participant observation. Adult education methods are also used at partner meetings. The aim of these meetings is to learn how to tackle the issue of cohesion in other contexts and how to create values in this specific context to promote cohesion. The goals include the implementation of the knowledge gained in one's own context. Overall, external specialists and people from potential target groups are involved at every meeting. There will be specific scientific and / or socio-political inputs from speakers from the respective host country in order to ensure practical experience through their expertise. At the higher organizational level, the results are presented and the consequences are considered. The documentation and evaluation that accompanies the project ensures that the results are continuously secured during the course of the project. The project management procedure according to DIN 69901 guarantees that the objectives are achieved and checked. The relationships that have been tried and tested in the partnership will continue even after the project has ended. Instead of the transnational meetings there will be an email exchange and a speaker - exchange for further training is one of the project results. The partners will involve other multipliers and those responsible at the meetings. The experiences and results of visits to good practice examples will be incorporated into the educational measures of the respective organizations. The partners will feed their experiences into their networks. Dissemination also takes place via social media and websites. EPALE, as a European multiplication platform, is used, just like local, national and European media are involved."