"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 >>Even in Malta, a small country in the heart of Europe, climate change is evident. The annual mean temperatures in the capital are now usually above the 30 years average of the last century. Human activities in Malta related to transportation, energy combustion in buildings, industrial emissions and agriculture, are still the main causes of Greenhouse gas emissions affecting the environment of the country. Malta is deploying mitigation policies to satisfy the Doha amendment of the Kyoto protocol and reduce greenhouse emissions to an average of 20% below the 1990 level. According to the ""European Parliament-Think Tank"" 's latest state of play (Oct.2021), the EU's binding climate and energy legislation for 2030 requires Member States to adopt national energy and climate plans (NECPs) covering the period 2021 to 2030. In October 2020, the European Commission published an assessment for each NECP. Malta's final NECP is from December 2019. A high proportion of Maltese people (75 %) expect national governments to tackle climate change. Malta, which generates less than 0.1 % of the EU-27's total greenhouse gas (GHG) emissions, has reduced its emissions at a faster pace than the EU average since 2012. However, according to Malta's NECP, the country's geography and demographics, combined with rising gross domestic product (GDP), will make it difficult to continue this trend.It takes actions in the field of education, training, and public awareness, especially for young people, on environmental issues, with biodiversity, waste, and energy-saving being the most recurrent themes linked to climate change. International frameworks on climate change and sustainable development policies, support youth education and participation, as major stakeholders, in responding to climate change (UNCED, Agenda 21). Youth education promotes active citizenship and the empowerment of future generations to engage in environmental governance, including climate change governance, calls on governments to implement educational and training programs on climate change to educate, empower, and engage all stakeholders.The Green Deal Malta Platform introduced on Sept. 2021 the Malta National Youth Council (KNŻ) which fully believes that youths are not just the leaders of tomorrow, but also of today. Youths in Malta too have rallied in calling for more climate action, more ambitious emission reduction targets and greater prioritization of measures that can help our society adapt to the changing climate. This effort has been spearheaded by civil society, of which KNŻ has proudly contributed. KNŻ has helped to organize climate marches, participated in numerous debates on the issue, submitted feedback on the “Malta Low Carbon Development Strategy,” and played a key role in lobbying for the declaration of a climate emergency bill, which was passed with unanimous support from all sides of the houses of parliament. The bill helped raise climate change up the political agenda, and though it did not lead to overnight reductions in emissions, it has increased awareness. However, many steps need to be done since presently the actual implementation of educational policies at regional or national/local levels is typically lacking or insufficient mainly in innovative educational tools and methodologies that could prove effective in 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. Small-scale needs assessment in the form of a survey was carried out to a number of youths and youth workers of all partner countries, to investigate the needs of the target groups with regards to climate change and educational tools with results revealing their interest in game-based learning (GBL).Eco-toolbox is a 24month project dealing with the lack of youth capacity on climate change and environmental awareness through GBL offered by trained youth workers through GBL processes.<< Objectives >>Game-based learning (GBL) is a motivating, fun, interactive learning process, promoting critical-thinking, problem-solving, strategic thinking, and enhances life skills like cooperation and teamwork. Evidence from the game-based learning literature suggested that game-based learning in general enhances learning outcomes, and applicable to learning psychology. Indeed, according to research results, GBL provides increased motivation, raised interest in specific topics, multiple representations, an open-ended approach to information, control of own learning processes, and peer collaboration. It develops high-level thinking skills, resource management, planning and execution, and adaption to changing scenarios in everyday life. Furthermore, according to Educause's article, ""7 Things you Should Know About Game Based Learning"", gaming can create a dynamic that can inspire learners to develop skills and competencies as they focus on the activities of the game (Digital Pedagogy - A Guide for Librarians, Faculty, and Students, 25 Aug. 2021).In this context, Eco-Toolbox project will be an effort to increase awareness, knowledge, skills, and competences of young people through GBL offered by trained youth workers through GBL processes to empower them to tackle the beforementioned crisis of climate change and environmental issues. To learn about complex systems, young people and youth workers will explore the basics of game development for a perspective on the causes and effects of global climate change. Teaching about complex interconnected systems like global climate change can be difficult. There are many unseen pieces affecting the greater whole that young people (and many adults) might not understand. In our case the learning will include an open-ended concept map, a playful assessment, to have learners demonstrate interconnections.Having as target group youth workers and young people, Eco-toolbox sets the following objectives:• identify the importance of environmental crisis and climate change adaptation needs• raise awareness on the urgent need for the active involvement of youth in actions towards a low-carbon lifestyle • provide young people and youth workers working with young people non-formal education on climate change crisis by giving them the appropriate supplies and for theirfuture more effective engagement• equip them with the necessary tools & competences needed to come up with creative, innovative solutions in climate change combat• bring them in contact with the good practices applied in present-implementing environmental actions• introduce an innovative GBL training package for Youth workers that will guide and support them to provide quality training on target groups (youths) on environmental issues and climate change• bring them close to the use of ICT game-based environment• show them the effectiveness of the connection between GBL process and green practices education• inform them about the opportunities provided through GBL processes and transmit to them the idea of protecting the environment through green practices implementation in youth work• empower those who are part of a population affected most by the effects of the environmental crisis.Issues & needs we seek to address:a) lack of useful information on climate changeb) GBL training package on green practices implementationc) active involvement in innovative solutions tackling environmental issuesd) exchange of good practices in green practices applied in youth worke) creating Business RelationsEco-Toolbox is bringing together 5 EU NGOs to join forces for a common goal: contribute to the capacity and skills of young people improvement, by relating them to GBL offered by trained youth workers through GBL processes, increasing the opportunities for young people to learn, with ultimate aim their empowerment to tackle environmental issues and climate change achieving sustainability and thus cohesion of society.<< Implementation >>Eco-Toolbox project will be an endeavor to raise young people's awareness, knowledge, skills, and competencies through GBL provided by trained youth workers through GBL processes in order to empower them to address environmental concerns and climate change. As a result, with youth workers and young people as target groups, the following activities are proposed:- Research conduction investigating innovative climate change adaptation techniques not only locally but also at global level, how young people relate to them in different contexts and how to best engage and participate in actions to tackle this problem internationally. Today there is a huge request for heightened understanding of green practices and adaptation measures, at the same time as the global climate crisis is struggling and deprioritizing young people. The project will develop a Methodological e-Guide for young people on innovative adaptation techniques, how to adjust to the modern climate change adaptation mindset and how to use it to implement innovative methodological and strategical thinking during youth work in an eco-friendly sense.- Design, test and publication of an innovative GBL training package for Youth workers that will guide and support them to provide quality training on target groups (young people they work with) on environmental issues and climate change. A full suite of modules will be developed for the new Trainers Educational Material, which will support youth professionals to build key competences. It will also support youth professionals to work in non-conventional environments and will place a significant emphasis on underpinning their reputation, professionalism and standing even if they work in completely different educational settings. This Educational Material will be an e-Seminar Curriculum, which youth workers can use to teach young people about environmental issues through interactive activities in real-life settings and solve the problem educators often face when they have to communicate the complexities of environmental issues with their learners, especially when the learners are young people that hold so many misconceptions on various related issues. Basically, the aim of the Curriculum is to help young people understand and deal more effectively with environment in real world settings. The innovative nature of the guidelines lays to the fact that no guide of outdoor games to tackle climate change has been published so far, as the result of the needs assessment of young learners, who are the final beneficiaries of the learning process.- Deliver a high quality ""Eco-Friendly"" Educational Game. Game-based learning both in digital and analog form has gained a lot of attention in the last decade. It is considered one of the most efficient and prominent informal educational methods. The main advantage that meets the needs of our target groups is the transfer of knowledge through an enjoyable and informal manner that meets the expectations for playful knowledge. The aim of this core project activity is to create an innovative online educational game (Serious Game) in order to advance the skills, promote and motivate in a playful manner the learners for developing their knowledge, skills, and competences on environmental issues, achieving the greatest positive impact, through the use of ICT game-based environment. It will give the opportunity among other innovative features to present multimedia content, simulate processes and structured stories/scenarios (elaborated content appropriate for the game formats and mechanics, mainly contributed by the needs analysis).- Audiovisual material design since audiovisual education improves social skills like cooperation, critical thinking, decision making, leadership etc. The process of animation development and screening is an effective driver for social change and the end result will be used as a medium to promote active citizenship empowering people engage in environmental governance.<< Results >>The project results are directly linked to Project Results and activities carried out within the project implementation period:1. The Eco-Toolbox Methodological e-Guide for young people on Innovative Climate Change Adaptation Techniques providing information on how to adjust to the modern climate change adaptation mindset and how to use it to implement innovative methodological and strategical eco-friendly thinking during youth work (PR1), the Trainers' e-Seminar Curriculum on Environmental Issues (PR2), an ""Eco-Friendly"" Educational Game (PR3) and a ""How to save Planet Earth"" Animation Video Series (PR4), all interconnected.2. 5 Multiplier Events (one for each partner) to promote the project, its project results and outcomes among youth workers and youth learners and other stakeholders (organizations involved in climate change and sustainable development, youth organizations, policymakers and reformers, youth workers/trainers/educators working with young people, etc.)Other expected results of the project:• Each partner will have the opportunity to learn about GBL as practiced in each partners’ country, exchange good practices and experiences, develop common recommendations and guidelines and improve their learning of environmental degradation & climate change issues through fun, motivating and stimulating GBL environment.• Formation of friendly relations between youths from different countries, exchange of experiences and challenges they face regarding the impact of climate change in the local environment and in their country in general, and mutual support.• Collaboration support between key people (trainers, specialists, experts, representatives of local authorities) and youth workers from each partner.• Social integration of youths from different countries, cultures, and way of life • EU international mobility of project participants (field professionals, representatives of target groups)• Informational material production and publications translated into partners’ languages • Social and media campaigns implementation• Project participants’ social competencies boost through active transnational communication and participation in project activities.Additionally, the project foresees a set of project management, dissemination, monitoring and evaluation, and coordination results. Specifically:• Project Management Plan (P1): including the agreements, administrative work, financial and budget control, time management, roles and responsibilities allocation, templates for reporting, communication means, reporting (interim and final reports) processes, where the coordinator will be responsible with the support from all the partners.• Project Evaluation & Quality Assurance Plan (P4): It will be arranged at the beginning of the project, where the quality and risk management plan and quality assurance procedures will be described in detail, in order to guarantee the quality of the project outputs.• Dissemination Plan (P2): A dissemination plan will be produced to describe the dissemination activities targeting relevant to the project stakeholders and the general public. All partners will contribute to the dissemination activities according to their areas of expertise.• Sustainability & Exploitation Plan (P3 & P5): An exploitation plan will be prepared so that the partners will utilize the produced materials to the maximum, within the partnership and with other institutions/organizations, during and after the project is completed.Once the project is completed the partners will disseminate its results and transfer the developed practices & educational products in other contexts and educational fields. The PRs will be used in partners' activities with other young people, which will be open-source and available for free download. In the long term, this will allow to further systematize the PRs at policy and operational level to make available the developed methodologies and tools to a greater number of young people."

<< Objectives >>TRANSFoodMERS is an effort to increase awareness, knowledge, skills, & competences of youth, by involving youths in Game-based learning (GBL) processes & methodologies (Outdoor Game, Online Serious Game, Boardgame) offered by youth workers to empower them to tackle climate change, minding a great focus on sustainable food consumption & production. GBL provides increased motivation, raised interest in specific topics, multiple representations, and an open-ended approach of own learning process.<< Implementation >>A Field Research and e-book measuring youth and youth workers attitudes and knowledge level An Outdoor Games Guide to promote Sustainable Food Consumption & ProductionA Board Game on Sustainable Food Consumption & ProductionA Digital/Serious Game on Sustainable Food Consumption & ProductionA Youth Workers Training on TRANSFoodMERS GBL ResourcesA Youth Training with TRANSFoodMERS GBL ResourcesDissemination and Communication activitiesEvaluation and Impact measuring activities<< Results >>The project's outcomes are extremely related to the activities as the main objective of the project is to combine multiplier benefits: The main outcome is to provide the EU with a package of tools, using GBL to empower young people, aware of environmental threats such as food consumption and production and train them about green deal practices for energy efficiency maximization and emission minimization and to exchange skills and knowledge extend their network and find employment opportunities.

<< Background >>75% of the world’s main food crops and 85% of wild plants rely on pollinating insects (European Commission, 2020) which provide a crucial ecosystem service, but nowadays many pollinator species are in decline. Reports reveal declines in all key insect pollinator groups, including honeybees, bumblebees, solitary bees, and hoverflies (Althaus et al, 2021; Rhodes, 2018; Stavert, 2018; Bellamy et al, 2017). The loss, degradation, and fragmentation of natural habitats are some of the key drivers of this decline, with urbanization and lack of green infrastructure being regarded as one of the main threats (Seto et al, 2012). City actors need to understand that pollinators are an essential component of urban ecosystems, because they support and contribute to the biodiversity and functioning of urban green infrastructure, and also deliver health and well-being benefits to towns and cities, by strengthening residents’ connection to nature (Stange et al. 2018). Their actions should be prioritized, focusing on providing and maintaining a high-quality framework to support pollinators and make their urban environments pollinator-friendly, but unfortunately, they don’t have the tools to guide them on how to do it. According to the European Court of Auditors (2020) the EC has not consistently approached the protection of wild pollinators in the EU countries, and there are limited tools and mechanisms to address this issue. The partnership was purposely built including Spain, Italy, Greece, Cyprus, Latvia, France, and Poland since they are some of the EU countries which either have taken no initiatives or have taken a number of initiatives to build pollinator-friendly mechanisms, but their efforts were not sustained. In fact, a small scale research carried out in all partner countries before the commencement of the project, gave the following evidence: In Cyprus there is no pollinator strategy, while the biodiversity strategy of the country does not address pollinators specifically; Spain declares that only a small number of local raising awareness initiatives for pollinators were led or supported and a very limited number of educational campaigns have been launched; in Italy there has been some exchanging knowledge and making progress in implementing pollinator-friendly policies and measures, but there is a long way to go in order to advance in pollinator conservation-cities; Greece has no national pollinator strategy and the only organisation carrying out awareness-raising and educational activities about wild pollinators in the country is the Laboratory of Biogeography and Ecology; France has a range of examples of actions on the issues of pollinators, but not all are directly aimed at this but they are in good route for understanding pollinator issues; in Latvia no awareness-raising campaigns or education and training opportunities focused on wild pollinators were identified; In Poland a group of scientists prepared a National Strategy for Protecting Insect Pollinators in 2018, but up to now it has not been accepted or supported by the Polish Ministry of Environment and no measures are targeted specifically at pollinators. Further, the small scale research revealed that the majority of the countries lacked sufficient education and training material and tools for VET trainers to use in order to competently offer training courses for the professional development of the target groups, including city actors and urban planners, professionals in urban and sustainable development, biodiversity protection associations and NGOs and generally to all interested stakeholders on how to tackle the decline of wild pollinator populations in urban settings.<< Objectives >>The partnership is cross-border cooperation with partners strategically chosen -The School of Agriculture, Forestry and Natural Environment of the Aristotle University of Thessaloniki– applicant, the Agrifood Research and Technology Centre of Aragon - a public research centre in Spain, a Union of Municipalities in Italy, 2 SMEs -1 from Cyprus(VET centre), and 1 from France (ICT expert), the Institute of Life Sciences and Technology of Daugavpils University from Latvia, and 2 NGOs, 1 from Poland (ARID-VET provider) and 1 from Greece (iAgroCert)- because of their specific expertise and knowledge (analysed in the following pages), and all will make a significant contribution to the development of the BlossomingCities training model for VET trainers to train urban actors. All partners agreed to compare issues of concern, exchange knowledge, make progress and work collaboratively in promoting and implementing activities, taking initiatives, and building tools that will encourage city actors and related stakeholders to follow the pathway towards building pollinator-friendly urban settings. One of the main needs that will be addressed is to manage to bring together the skills of such a diverse set of partners in creating a novel training model, with new, digital training tools, in order to educate city actors to activate pollinator-friendly mechanisms, within common cooperation. Additionally, the need to expand the previous work and knowledge of partner organisations in similar fields will be addressed.This project titled 'BlossomingCities' will bring together partners from diverse backgrounds and fields of expertise, who will collaboratively work at local, national, and European levels to build an innovative Pollinator-friendly training model for Urban environments, to support and enhance VET education delivery, and guide VET Trainers through appropriate information, training tools, and resources. VET trainers will, then, train city actors (including mayors, local policymakers, city decision-makers, city council members, local authority practitioners), NGOs, urban planners, representatives of educational institutions of all levels, public and private organisations, and professionals in urban and sustainable development and biodiversity protection, bees and butterflies conservation associations, beekeepers associations, entomological societies, botanical gardens, natural history museums on how to tackle the decline of wild pollinator populations in urban settings through their stand. The training model will propose best practices, ways to develop strategies and initiatives, as well as awareness-raising actions and campaigns that can be taken in the frames of organized urban planning. It will, also, include activities and actions referring to the involvement of civil society-at-large and the value of collaborations at local, national, and European levels to tackle the decline of wild pollinator populations.It is hoped that BlossomingCities to reach city actors, urban planners, related experts, policymakers and government officials, and activate mechanisms towards tackling the wild pollinators' decline in the urban settings. To achieve this, BlossomingCities sets the following objectives: -To develop, pilot-test, and publish an innovative Pollinator-friendly training model for VET trainers to train urban actors to contribute to the development of pollinator-friendly urban environments -To engage urban actors in actions and initiatives towards the creation of pollinator-friendly cities-To target nature-based solutions to improve biodiversity and increase environmental stewardship, with the aim of providing a more attractive city to live, work and invest in. -To sensitise policy- and decision-makers to use their legislative and administrative power to bring about change and boost pollinator diversity in cities.<< Implementation >>The project activities will be developed as followed: Phase 1: Efficient project management to ensure that all partners have a deep understanding of the project's aims, objectives, results, activities, and phases. Project management predetermines the implementation of actions right from the beginning of the project and includes the building Plans (Project Management Plan (P1), Evaluation and Quality Assurance Plan (P3), Dissemination Plan (P5), and the Sustainability and Exploitation Plan (P7). Phase 2: Desk/Field research which will give R1 – The BlossomingCities Blueprint including a state-of-the-Art Report on the current situation of wild pollinators conservation status in Europe and worldwide, and European, national and local best practices and recommendations on developing pollinator-friendly urban environments.Phase 3: Preparation of the Training Course and Pilots (R4) for VET trainers based on R1, and together with the digital training means and tools (R3 and R4) will consist a complete training model for VET trainers to train relevant target groups on how to promote pollinator-friendly practices to urban environments. A complete modular training course will be developed, which will combine face-to-face and online learning to satisfy the learning needs of all interested target groups. The training course will be piloted by at least 2 groups of at least 10 learners in each group, from each country to give a useful compilation for its improvement. Before the pilot training takes place in the partners' respective countries, 3 VET trainers from each partner organisation will receive a 5-day training in Latvia to acquire the knowledge, skills, and competences through their direct involvement with the Pollinator-friendly training model for Urban environments, in order to effectively train the target groups back in their countries during the pilots in R4. Phase 4: Preparation of the digital tools for training and learning purposes, the BlossomingCities 4 interactive modules (R3) and the BlossomingCities e-Learning portal (R4), which will be the online learning tool of the blended training and learning of the target group. Phase 5: It is the dissemination phase where the outcomes and results of the project will be presented to reach the wider public. 8 multiplier events will be carried out to promote the project, its outcomes and results to all interested parties. This phase is crucial for the impact, dissemination, and sustainability of BlossomingCities results. This phase will determine the dissemination pathways, such as social media involvement, newsletters, leaflets production, etc.<< Results >>The project outcomes, including Results (Rs) during the implementation period, are as followed:Results (Rs)R1: The BlossomingCities Blueprint including a state-of-the-Art Report on the current situation of wild pollinators' conservation status in Europe and worldwide, and local and national best practices and recommendations on developing pollinator-friendly urban environments including a desk and field research.R2: The BlossomingCities training course and pilots, which will be developed as a complete modular course for VET trainers to train the target group on how to develop pollinator-friendly urban practices and take appropriate initiatives and actions. The training course will combine face-to-face and online learning (through the e-Learning portal of the project) in order to accommodate the needs of the target groups. R3: The BlossomingCities 4 gamified interactive modules: 4 gamified interactive modules through which VET trainers will involve their learners/target groups in digital playful and motivating learning processes on 1. the ecological value of wild pollinators, 2. the causes and consequences of its decline, 3. Tackling the causes of pollinator decline, 4. Raising awareness, engaging society-at-large, and promoting collaboration efforts at the local, regional, EU, and international levels.R4: The BlossomingCities e-Learning portal: will be the online learning tool of the blended training and learning of the target group (a combination of face-to-face and virtual training). 14 (2 per partners country) trained VET trainers on the VET training model for Urban environments to tackle the decline of wild pollinator populations (C1). We will create a pool of well-trained multipliers coming from different organisations.2 groups of at least 10 learners in each group, from each country (total 140 learners) to pilot test the VET training model during R2 pilots 7 “BlossomingCities” multiplier events to publicize the project, its outcomes, and Results among all interested stakeholders i.e. city actors, urban planners, biodiversity associations and NGOs, etc on how to tackle the decline of wild pollinator populations in urban settings (E1-E7) and 1 Final multiplier event in Greece (E8).

"<< Background >>The project ""Green Three Seas Initiative for Youth"" is in line with the European Union's efforts to achieve a climate-neutral continent by 2050. Our project will focus on the social, youth and economic dimensions of the ecological transformation set by the European Green Deal. Together with our partners, we have identified, in the planning phase of the project, the two most important specific areas within the scope of the horizontal priority ""environment and the fight against climate change"", which will form the axis of our project: - Green Three Seas for Youth - Youth for Green Three Seas - Green Labour Market - green skills for youthThe organizations involved in our project represent industrial regions that are most exposed to the potential effects of the unfairly carried out ecological transformation. Youth from these regions should be given a say in the direction of this transformation. Young people realize that this is the moment when they have the opportunity to create a place for their lives and work in the future. That is why we decided to establish a cooperative partnership that will bring together 10 youth work organizations based in the industrial centers of the Three Seas Initiative countries. The ""Green Three Seas for Youth"" project responds to the needs of youth, the needs of our organizations, local, national and international needs that we identified during the planning stage.The youth voice is still not strong enough in the public debate. Our project is a way to strengthen it. On the basis of youth recommendations, we will develop a ""Green Three Seas for Youth"" Strategy, which will be presented to decision-makers. The strategy will contribute to youth activization. We got in touch with the Youth Councils operating in the countries of our organizations, their members say clearly - the lack of expert strategic documents and analysis that are based on youth recommendations is one of the biggest obstacles to effective action and lobbying for youth demands. Our project also addresses the needs of youth to increase their employability. The first chapter of our Strategy will be the chapter ""Green Labour Market"". - this is an area of particular importance for young people who will have to find their way in the reality undergoing transformation. Within the framework of our project we meet the needs of young people who want to develop competencies that will allow them to find their place in the labour market of the future. We will create a workshop scenario that will help young people find their way in the green job market, develop their green competencies and prepare them to live and work in the societies of the future.<< Objectives >>The aim of the project is to strengthen cooperation within the Three Seas Initiative for climate, environment, sustainable development and the European Green Deal. Building a strong partnership of organizations and institutions for the climate will contribute to increasing the Initiative's potential by increasing social capital within participating organizations, associate partners and third parties that will be affected by the project through dissemination events and a social campaign. The project also aims to increase the role of young people in the public debate by basing the main result of the project, the Green Three Seas Strategy for Young People, on the recommendations of young people. We will raise the competences of young people, thus increasing their employability in the changing reality of the Green Deal. The preparation, implementation and popularization of the ""Green Labor Market - Green Competences"" workshops, which will become an integral part of the local activities of our organizations, will implement our goal in the field of sectoral priorities: Promoting active citizenship, sense of initiative and entrepreneurship of young people, and Empowering young people for employment. Conducting such workshops in the areas of activity of our organizations - industrial areas, will have tangible effects in the form of supporting young people in making career path choices, by educating and raising environmental awareness and related knowledge about the effects of climate change, as well as the effects of activities aimed at their retention on the economy and the labor market. The project also aims to increase the role of young people in the public debate by basing the main result of the project, the Green Three Seas Strategy for Young People, on the recommendations of young people. We will raise the competences of young people, thus increasing their employability in the changing reality of the Green Deal. The preparation, implementation and popularization of the ""Green Labor Market - Green Competences"" workshop, which will become an integral part of the local activities of our organizations, will implement our goal in the field of sectoral priorities: Promoting civic activity, sense of initiative and entrepreneurship of young people and Strengthening young people's chances for employment. Conducting such workshops in the areas of activity of our organizations - industrial areas, will have tangible effects in the form of supporting young people in making career path choices, by educating and raising environmental awareness and related knowledge about the effects of climate change, as well as the effects of activities aimed at their retention on the economy and the labor market.<< Implementation >>Activities of international partners will take place in two areas. In the first place, it is a workshop work with the use of non-formal education methods conducted with the use of modern digital means of distance communication. This method will be used to carry out activities aimed at developing the results of the project. At the same time, 10 stationary international meetings will be held, which will aim to get to know each other better, evaluate the activities on a current basis, manage the project and set project goals for the next stages As part of the project, we also plan to carry out a blended mobility activity, which aims to test workshops in the field of green competences and green jobs prepared earlier by young people. 20 participants from groups at risk of social exclusion will take part in the exchange. At the end of the project, we are planning a wide-ranging online social campaign and a series of 10 national dissemination meetings with decision-makers..<< Results >>The first result of the project will be the ""Green Three Seas for Young"" strategy. The document will consist of the following parts: Chapter I: The Green Labor Market Chapter II: Just Transition Chapter III: Inclusive climate policies Chapter IV: Ecological education The strategy aims to collect demands and recommendations of young people from industrial regions who will be affected by deep reforms under the European Green Deal. Young people are aware that these changes relate primarily to their future, therefore they would like to comment on the topic and involve them in the transformation process. The strategy will be preceded by an online survey in which 10,000 young people will take part. The second result will be scenarios of workshops on the green labor market and green competences. Again, the youth saw that traditional professions in their regions, such as mining, metallurgy and heavy industry, would be deeply reformed. Youngpeople understand the need for change, therefore they want to better prepare themselves and their peers for the new times. A separate result will be an extensive information campaign promoting both the European Green Deal and the ""Green Three Seas for Young"" strategy. The campaign will reach 100,000 online audiences and 200 audiences attending national dissemination events. Policy makers will be invited to the national meetings and will be officially presented with the strategy for inclusion in local policy. More than the above, thanks to the implementation, young people: - will acquire the competence to create international campaigns to disseminate the results and products of the project, - They will acquire competence in conducting surveys, street probes and then analyzing their results and their presentation, - increase their competences in cooperation with international organizations, - will expand their language competences, - learn to manage international projects, - will raise digital competences, - learn how to work effectively in international (multicultural) groups, - learn the basics of running a social campaign, - they will gain self-confidence, - learn design thinking, - will gain the ability to work in a group and build relationships in a team, - will develop creative thinking, - will develop knowledge of the English language, - will gain communication and self-presentation skills, - learn to plan activities effectively to achieve their goals, - gain new, valuable international contacts, - They will learn how to create a strategy, - They will learn the principles of the European Green Deal, - They will be given the opportunity to comment on topics important from the point of view of young people. Regardless of the above: - A strategic partnership of 10 organizations will be established, which will also function after the end of the project."