BACKGROUND AND CURRENT SETTINGMore than 3.3 million young people (aged 18-28 years) were unemployed in EU in 2019. The situation is very likely to worsen with the COVID19 crisis in 2020. In the same time, that crisis has also underlined the need to train people remotely.Entrepreneurship education makes a difference: within alumni those who participated in any entrepreneurship training are 5 times more willing to start entrepreneurship activities. Green entrepreneurship (GE), non-profit activities and circular economy (CE) are interlinked. The importance of CE is continually increasing when creating new green jobs, youth entrepreneurship opportunities and more inclusive economy, and therefore bringing social benefits.PARTICIPANTS and NEEDSThe project involves 5 partners from 4 EU countries. These organizations have numerous professionals (e.g. CE, GE, youth education, e-learning platform design, development of teaching/training, active pedagogy, gamification, etc.)>MAIN TARGET GROUPS are:• Youth (18 – 28 years): youth, from high school graduates to bachelor/master students and graduates (18-28 years), having an interest in developing green entrepreneurship. The need detected was to improve the knowledge, skills and competences in GE and CE needed to set up green businesses, to facilitate collaboration with peers in setting up new business models• Teachers from formal and non-formal education institutions working with youth interested to increase knowledge in the CE and green entrepreneurship. Key needs, which we have perceived are of interest in deepen the knowledge of some fundamental areas (notably CE, GE, ICT, etc.), the desire for increasedexchange of experiences between organizations and the need for a more interdisciplinary approach. • NGOs and other organizations active in fields of CE, GE, youth including the partners organisations. We perceived that many are facing difficulties in increasing transnational cooperation, exchanging experiences and learning one from each other. It is also common to detect the need for higher skills in facilitating entrepreneurship and CE.>MAIN FINAL BENEFICIARIES are youth, staff, teachers, trainers, youth workers, and organizations active in the fields of CE, GE, youthPROJECT AIMS, OBJECTIVES, ACTIVITIES AND METHODOLOGYPROJECT OBJECTIVE is acquiring innovative specialised knowledge and competencies for young people, by empowering them to make use of GE and mind-sets, which will enable them to create new CE GE or non-profit business models/opportunities.Project activities will be implemented and resulting in 4 Intellectual Outputs (IO1-4), 2 Multiplier Events (E1-2), and 2 Teaching/Training/learning activities (C1, C2).IMPACTThe project is expected to have a multifaceted impact:1. PARTICIPANTS: we believe that project will greatly impact the daily work of professionals (trainers, teachers, professors, youth workers), relevantly contributing to supplementing/upgrading their current knowledge and offer an opportunity for developing professional competencies, including competencies of the individual (group) youth guidance and mentoring by establishing CE related businesses. Youth participants will receive key knowledge and competencies on CE, establishing GE and non-profit activities, digital and foreign language competencies as well as understanding and functioning in multicultural environment. Participants will enhance cooperation skills, increased motivation for entrepreneurship and non-profit activities, especially youth.2. PARTICIPATING ORGANISATIONS: will directly collaborate in the research of the youth related educational field and development of new teaching, didactic approaches. At the end of the project they will receive intellectual outputs, which will substantially contribute to addressing the needs they have raised when preparing the project. Their existing international network will be significantly expanded as well. Engaging in research and development will contribute to capacity building for all organizations involved.3. Other stakeholders, external participants, decision makers, media will be included at the local, national and international events within IO1, IO3, IO4, E1 and E2. By involving them, they will recognize the need of the CE and GE activities, youth social(entrepreneurship) and non-profit opportunities, needs of the target groups and organizations involved in the project. They enrich their knowledge and will establish inter sectorial connections which will impact their future work or decision-making process.4. Social environment: increase of green jobs and decrease of youth unemployment rate.

<< Background >>The EU launched an unprecedented, ambitious initiative “The European Green Deal” (EGD) as an integral part of the EU Commission’s strategy to implement the United Nations 2030 Agenda & the sustainable development goals. Reliable, comparable & verifiable information plays an important part in enabling consumers to make more sustainable decisions & reduces the risk of ‘greenwashing’. As part of EGD initiatives, companies will be required to report against a standard methodology & to assess their impact on the environment. In current practice, the Non-financial Reporting Directive (NFRD, no. 2014/95/EU) lays down the rules on disclosure of non-financial information by companies & is fully transposed in all EU Member States (including partners’ countries). Companies are required to include non-financial statements in their annual reports from 2018 onwards, regarding operational, social & environmental data. However, as the reporting obligation applies only to certain types of companies over 500 employees, the proportion of businesses disclosing non-financial information is very low. Moreover, several problems were identified, raising a question mark referring to the company’s capacity in delivering such reports; various analyses reveal that in many cases, information is provided at a general level and/or data are incomplete and non-comparable. Moreover, most SMEs and other organizations have been struggling to report on a voluntary basis due to their insufficient capacity and understanding of the issue. Nevertheless, the new Corporate Social Reporting Directive (CSRD) is currently in the legislative process that extends its scope to all companies over 250 employees and certain SMEs, which will be required to report on non-financial aspects of their business since 2024. The number of companies subject to the mandatory reporting will thus be many times higher and the managers and responsible employees will have to cope with new challenges. Therefore the project aims to fill a gap in VET programmes dealing with knowledge in sustainability strategic approach & reporting & build up a common approach for VET teachers & learners across the EU to respond to the requirements of the future & flexible job market, to: - Develop partnerships amongst educators, businesses & other stakeholders aimed at promoting work-based learning in all its forms & supporting VET learners in acquiring & developing skills & key competences in sustainability reporting & foster employability; - Introduce open education & innovative digital practices making education available for all & facilitating new learning methods by development of a new e-Learning platform; - Facilitation of the recognition & validation of competences for the SECuRe Manager job, covering the needs of companies, by the creation of an innovative VET course. Implement/test during short-term trainings & demo trainings the learning content & learning materials developed.<< Objectives >>The general idea of the proposed project is the creation of a new Vocational Educational Course & a corresponding Professional Skill/Competency profile, in line with ECVET, that will enable professional staff in a private and/or a public body & VET teachers, to become a certified SECuRe Managers (or specialized Trainer), able to either shape/establish a complete department focusing on sustainability strategy, reporting & related activities. The project will focus in developing knowledge, competences & strengthen key skills contributing to SECuRe education & promote open & innovative practices in the digital age, efficient use of Information & Communication Technologies (ICT) in education, improving their teaching capacity through a creativity training program. The objectives are: - Develop partnerships amongst educators, businesses & stakeholders with the purpose of supporting VET learners in acquiring & developing skills & key competences in sustainability, CSR/financial data & SDGs reporting & foster employability. - Introduce open education & innovative digital practices & make education available for all & facilitate new learning methods, by development of a new e-Learning platform developed to assist the integration of sustainability issues through companies’ activities & manpower. - Facilitation of the recognition & validation of competences for the SECuRe Manager job, covering the needs of companies, by the creation of an innovative VET Course including gamification aspects - Implement/testing during short-term trainings & demo trainings the learning content & learning materials developed.<< Implementation >>The consortium will introduce a project management approach that will be based on the principles of Adaptive Project Framework concept. The key activities will be broken into four main areas: the initiation (starting the project on the right foot), the Intellectual Output/phases boundaries (commitment of resources), ad hoc direction (monitoring progress, providing advice & guidance, reacting to exception situations) & project closure (confirming the project outcome & controlled close). In order to achieve the timely & qualitative completion of the project, a coherent management approach, techniques & tools for managers to administrate, monitor & control the project resources, will be utilized. All partners will be involved in the delivery of intellectual outputs, they will be achieved by caring on activities according to the Work Plan & by applying specific methodologies & methods. The sequence of the activities follows a logical approach until the achievement of the final outcomes of the project. Those are connected to the main intellectual outputs as follows: The SECuRe Knowledge Repository (KR). Knowledge repositories help learners to connect with information & expertise globally via online searchable libraries, by providing a central location to collect, contribute & share digital learning resources for use. We will try to organise this collection by topics, so participants will have facile access to tailored information. The KR architecture will allow further enclosure by all partners of new released information, which is continuously developing in this area. Moreover, VET Teachers will be able to consult an open education resource in order to prepare for further courses, & stay updated to novelties. Development of the SECuRe VET Course; focusing on: Elaboration of the professional job profile for SECuRe Manager – according to the levels defined in the EQF job profile level, meaning a solid & realistic base for the training program development, which is explained in the project outcome 2. The Learning Outcomes will be structured in accordance with the standards outlined according to EQF) & ECVET. Development of SECuRe ICT elements: website & e-Learning platform. The ICT support tools are going to be developed simultaneously based on the elaborated content & will be tested in different phases of the project, the train the trainers course, the demo training & finally within the experimental online training. SECuRe Demo training of the draft course, all partners will undertake the following activities: (a) information, organizations & commitment of the target groups to participate in the demo training. (b) performance of the demo training in all countries (c) collecting feedback (d) summarizing feedback for further improvement of the course. Demo training will be performed in all countries, with the participation of all partners & the feedback shared among them with the final purpose to improve the course. SECuREOnline experimental course, the foreseen activities refer to preparing the content & make it ready for moving online, incorporation of interactivity in the content & conduction of the experimental Online Training. Project dissemination. Outputs: Communication & Dissemination Plan, common info tools developed to communicate results. According to the strategy, partners will have clear tasks & a timeframe to complete them. Five multiplier events are foreseen in all participating countries & are planned in systematic manner to disseminate the intellectual outputs & involve stakeholders at key steps of the project. Those will have the aim to involve the local stakeholders. Representation from all stakeholders is necessary in order to ensure that all interests are reflected in the course. A quality plan will be developed which includes qualitive and with it quantative measures in every activity.<< Results >>The foreseen results of the project are: - Development of the SECuRe Knowledge Repository - Development of the SECuRe VET COURSE prepared for certification in line with the European Credit Transfer & Accumulation System (ECVET) framework, - The course will be offered as a Free Open Educational Resource & will be accessible on the SECuRe e-Learning platform during the project lifetime & afterwards. By using modern, digital technologies & tools & software, the course aims at offering work-based learning & training to the companies’ staff, motivating & maximizing enjoyment & engagement of the staff to a “greener” & more sustainable behavior, meant to improve a company’s sustainability performance. Application of work based learning of SECuRe VET course within five pilot demos meant to collect feedback to be used to improve the Course. Massive online experimental online course for final validation of the SECuRe Educational Programme - SECuRe project is expected to have a significant impact on partners’ organizations, VET providers & institutions, consultants & professionals from any economic sector, & other relevant stakeholders that will be involved throughout the project lifetime & beyond. It is worth noting how the project will have an important impact in changing daily functions of enterprises, through the new role of certified staff/managers/trainers in SECuRe VET Course, & therefore, transforming, reshaping & reducing companies & organizations carbon footprint & environmental & social impacts.

<< Background >>The fashion & textile industry is second largest polluter in the world. Boosting the sustainability of the sector and addressing the challenges brought about by the COVID-19 crisis are the EU wide concerns, in which the stakes in terms of cross border pollution effects and impact on the internal market are high. The changes proposed by new EU Textiles Directive will be enforced starting next year, pressing businesses in the textile sector to change their operations and products. However, since the changes required are drastic, many businesses will be affected due to the lack of specialized education and preparation, especially in the small and medium size enterprises (SMEs). In order to comply to the new legal and market demands, businesses will have to train their employees on sustainable fashion and textiles (SF&T), with specialized trainings that involve high costs, endangering the small business world, that may not have residual funds for such trainings. Currently, in Europe the training alternatives include few Bachelor’s and Master’s programs that require a high degree of involvement and cost and several charged online courses, making the options for education very limited. It is vital for SMEs to gain knowledge on SF&T, meet the sustainability criteria and stay on the EU market.The European apparel market revenue is worth €422,003mil in 2021 and it is projected to keep growing by 5.24% annually until 2025. The volume of the total EU apparel market is expected to reach 37,892m pieces by 2025, with an average of 40.6 pieces/person/year. Out of the yearly 26 kgs of consumed textile clothing, the average European throws away 11 kgs, which usually ends up landfilled or incinerated .The full environmental impact is ~ 36 to CO2/€1mil of textile and leather products produced . In Romania, such VET course does not exist, while SMEs are far from applying sustainability criteria. As a nationwide policy, there is an obligation to separate and collect textile waste and in the absence of recycling companies’ textiles waste is incinerated or landfilling. Still, there are few initiatives in fashion, such as Reginnova (associate partner), Sustainable Lifestyle, Maneca din Canepa (NGOs), Lara & Leah, handling topics such as creating clothes from sustainable materials, upcycling products, collecting textile waste, etc. For Italy, as the world’s biggest luxury fashion producer, sustainability is an important issue and it is seeking to promote the green transition of SMEs, directly by providing for fiscal incentives, that became more relevant during the pandemic when attention to climate change crises rose. National authorities published a Manifesto for the sustainability in Italian Fashion, as the starting point for the (r)evolution of the fashion industry in Italy. Guide-lines concerning many different aspects of the fashion industry supply chain, thus from its beginning up to the retail phase have been published. Slovenia is leading the way in developing a circular economy society, with fashion as an of the key area for innovation. Growing awareness of circular fashion has been driven by the rapid advancement in material innovation, particularly focused on sustainable alternatives for materials and the implementation of new and innovative fashion business models, focused mostly on secondary materials and renting. Obstacles are perceived in client’s unsustainable consumption and the lack of competencies in SF&T and how to employ bankable and financially sustainable fashion products. The Greek Apparel & Textile sector has undergone significant changes over the past decade. These have been caused by systemic changes on the international stage, through globalization, the liberalization of textiles trade and the resulting increase in competition. Sustainability initiatives are very few, coming from small fashion companies and NGOs, while the textile waste has no systemic solutions.<< Objectives >>The project aim is to help SMEs and consumers to cope with the expected legal and market challenges in the fashion and textiles industry, by increasing their capacity and knowledge through awareness and education. In this respect, our approach is envisaging both sides of the economic sector: textiles design and manufacturing on one hand and textiles consumption on the other hand. The new educational program in ReFashion will be tailored on the SMEs needs and will be offered for free, by making us of innovative digital practices, while the ReFashion Consumer Guide, available at one click , in an attractive and easy to understand format, will support consumer to get the right information and be able to change their consumption habits and preferences. With this project we will fill a gap in the VET education dealing with sustainability knowledge and competences in fashion and textiles sector, develop green sectorial skills and prepare the learners, companies’ staff and consumers, to become agents of change, enabling behavioural changes and more sustainable production and consumption patterns. In doing so, the project set the following specific objectives: 1.Developing new VET educational programme and create work-based learning opportunities in line with the need for green skills and digital transition, expected in the fashion and textile industry; 2.Increase cooperation between educational institution and businesses aimed at promoting work-based learning in all its forms and supporting VET learners in acquiring and developing skills and key competences in fashion and textiles sustainability, fostering employability in the sector;3.Introduce open education and innovative digital practices, making education available for all and facilitating new and innovative learning methods, by developing the ReFashion online educational program and a new learning source, the ReFashion Guide that will enable behavioural changes for individual preferences, will contribute to change consumption habits, and lifestyles<< Implementation >>The consortium will introduce a project management approach based on the principals of Adaptive Project Framework concept. The key activities will be broken into four main areas: the initiation (good start), the Intellectual Output/phases boundaries (commitment of resources), ad hoc direction (monitoring progress, advice and guidance, reacting to exception situations) and project closure (confirming project outcomes and controlled close). The planned IOs will have clear methodologies and will be achieved by performing sequential activities. All partners will be involved in the delivery of IOs, having clear responsibilities, by carrying on activities according to the Work Plan. The sequence of the activities follows a logical approach until the achievement of the final outcomes of the project. The ReFashion Expert Educational Program will be tailored for the ReFashion Expert job profile, as the solid and realistic base for the training program development and structured in accordance with the standards outlined in EQF and ECVET. The educational program will consist of curricula and course content; those will go through a validation process by target groups and stakeholders. The course will support VET Teachers/learners in acquiring and developing skills and key competences in SF&T, creating green jobs and fostering employability in the sector. Development of ReFashion ICT elements: the introduction of open education and innovative digital practices, making education available for all and facilitating new and innovative learning methods, will be facilitated by the development of the website and of the e-Learning platform. The ICT tools are going to be developed simultaneously and will be tested in different phases of the project. ReFashion Course Testing – will comprise of pilot trainings, organised in all countries according to the following sequences: (a) information, organizations and commitment of the target groups to participate in the demo trainings. (b) performance of the pilot trainings in all countries (c) collecting feedback (d) summarizing feedback for further improvement of the course. The pilot trainings will build on interaction and cooperation between educators and businesses. ReFashion implementation and testing of the e-learning platform, the activities refers to preparing the structure and content and prepare it for moving online, incorporation of interactivity in the content and conduction of the Online testing. ReFashion Consumer Guide will take the form of a handy and visually aesthetic guide with relevant information for consumers on SF&T. The guide will focus on raising awareness and educate consumers on how to be responsible, change consumption behaviour and lifestyle and will be wildly promoted and used, directly on the website. Project dissemination. Outputs: Communication and Dissemination Plan (CDP), info tools developed to communicate results. According to the CDP, partners will have clear tasks and timeframe to complete them. The promotion activities will be equal opportunities for interactions and discussions, targeted social media campaign, designed to promote “refashioning” and reach out wide audience.Four multiplier events planned in all countries in a systematic manner to disseminate the intellectual outputs, involve stakeholders at key steps of the project and demonstrate several sustainable fashion practices (clothing swap, street workshops, textiles selection workshops, etc); Project Management and Implementation. Outputs: Work Plan; Project Reports. The Methodology used for project management is: strategy formulation and revision (Intuitive, systematic and normative creative techniques, and Critical Path Method), implementation and control strategy (Gantt chart); Implementation and articulation of the vision, key values, and core ideology of the project; quality control, monitoring, reporting.<< Results >>The ReFashion Expert Educational Program consisting of the ReFashion Expert Job profile, curricula and interactive course content; (IO1) . In simple terms, the ReFashion Experts will be involved in the processes that will drive ahead the textile products and business sustainability. They could be business owners, fashion designers, product developers, buyers, NGOs employees, VET teachers/learners, environmental managers, etc. At the heart of the notion of the ReFashion VET course is, thus, a pragmatic and rational actor who optimizes the product and businesses’ sustainability performance. The ReFashion Online Course, in the form of an Open Educational Resource for all, will enclose a dedicated project website and e-Learning platform (IO2). This involves the development of a project web page, from where, users can access the training materials. The idea of implementing an e-Learning platform for ReFashion is to offer a modern, online vocational training, by providing updated training material according to relevant (EU) standards. The innovation elements of the platform consist of dynamic and collaborative learning experiences, such as involving participants by incentive educational resources such as video recorded interviews, assignments, quizzes, drag and drops exercises, mark the words, summary statements. The e-Learning platform will be used to display the training material elaborated in IO1. All partners will provide translations, the e-Learning platform will be available in several languages, allowing the broad participation of target groups in the countries. ReFashion Course testing, with the main aim of collecting feedback from target grouse and further improve the course, facilitating the interaction and cooperation between educators and businesses (IO3) . The objective of this IO3 is to evaluate and test the training content (IO1) and the functionalities of the ReFashion e-learning platform (IO2) during four pilot trainings performed in the all partners’ countries. The piloting will take the form of blended teaching activities, feedback collection further used for the refinement of the learning products. ReFashion Consumer Guide focusing on raising awareness and educate consumers on how to become more responsible, change consumption behaviour and lifestyle (IO4). The aim is to provide an informational guide for consumers that is easily accessible and understandable. This guide is an adaptation of the courses created for businesses, a simplified version catered to regular consumers to educate them on issues of the industry and what the appropriate attitude and behaviour is regarding the consumption care, and appropriate disposal of garments. Four multipliers events to promote the project and the sustainable fashion and textiles practices. The project implementation will have boosting effects on VET in 4 countries. ReFashion skills and knowledge can be multiplied by initiating further trainings in other areas of education; youth, adult education, HEI, due to its innovative set of products and novelty of the topics. The ReFashion educational programme will produce skilled and knowledgeable learners capable of solving sectorial problems related to the products design, use of resources, efficient production, more sustainable products, as well as new circular business models for SF&T.

The lineal economy model take-make-consume-dispose is a reflection of a time when resources and energy were believed to be unlimited and easy to obtain and there was no awareness of the serious environmental consequences. Currently, the Circular Economy (CE) is proposed as the logical and viable alternative, which corrects the main problems of this linear scheme. CE refers to a production and consumption system that creates as little economic loss as possible, and where the majority of the products and resources used in production processes can be reused and recycled. This changing products’ design and production processes could help to minimise waste and increase the potential of unused resources, and thereby, have a positive environmental impact.[1],[2].The EC stress that “transition to a more circular economy requires changes throughout value chains, from product design to new business and market models, from new ways of turning waste into resource to new models of consumer behaviour”. Industrial Symbiosis (IS) is a waste-as-resource business models aiming to use waste a resource promotes cross-sector and cross-cycle links by creating markets for secondary raw materials.[3] This system approach to a more sustainable and integrated industrial system could contribute to resolve the development and environmental challenges articulated in SDGs.Consequently, the main objective of the project is to develop a new professional profile, the INDUSTRIAL SYMBIOSIS FACILITATOR towards the design of a common curriculum and learning approach on. This IS facilitator would be responsible of different tasks: to conduct analysis in its area of influence, to define and promote synergies between companies from different sectors, to capitalise on the benefits of EC principles implementation, etc. The INSIGHT project will bring together an innovative Consortium made up of 6 partners from 5 European Countries (Belgium, Slovenia, Spain, Romania and Italy): VET providers, research centres, SMEs and non-governmental associations) with wide experience in IS and Education. To this end, the INSIGHT partnerships have defined the following specific and SMART objectives (SO):SO1. To design and develop a Joint Curriculum (JC) for developing and fostering new skills on VET students with the participation of stakeholders and education expertsSO2. To deliver the JC on e-learning platform and project it under open licensesSO3. To develop a blueprint strategy and governance guidelines to include ISSO4. To equip VET users and other target users with the right skills and knowledge about IS from today and tomorrow and to foster a sustainable and innovative developmentSO5. To create new job opportunities for people with the necessary skills (soft and technical ones)SO6. To boost new business related to IS fulfilling the principles of the Circular EconomyTo carry out these objectives, Consortium will carry out the following activities:- An training path definition which encompasses a key study based on current knowledge, skills and qualifications regarding IS and a Joint Curriculum to define the necessary learning outcomes, methodology which cover previous identified gaps.- The creation of learning and training materials together with methods, pedagogical approaches and tools.- The implementation of a training and collaborative e-learning platform to ensure that all materials developed are certainly deployed by creation an open online course.- The definition of a blueprint and the deployment of its action plan for the transformation of VET programs towards IS.The project will carry out its own assessment, and a wide D&E Plan to spread its results among as many interested parties as possible. INSIGHT will also address transversal skills such as entrepreneurship, innovation and digital competences.In terms of long-term benefits, INSIGHT project will increase the labour market relevance of VET position and will reduce skills mismatches and shortages among the identified target groups (VET students, industry experts, workers, trade associations, research centres, etc.)Results will strengthen the duration and training path or workers, equipping them with all necessary competences and skills to develop a high-quality job in the target sectors defined. Therefore, by supporting lifelong learning and fostering a new educational initiative that will offer learners the possibility of enhancing their skills and acquire new knowledge that will broaden the talent pool and allow them to be better equipped to fabricate future CE business strategies. Consortium believes in the INSIGHT direct impact in our economy, society and environment because they majority of the circular solutions are not in the origin sector.[1] COM (2015) 614 final[2] Johnsen, I. et al. The potential of IS as a key driver of green growth in Nordic regions. Nordregio[3] [3]EEA Report No. 2/2016

<< Background >>Textile industry is constantly growing since long time, it is unfortunately one of the most pollutant industries on earth and it has been esteemed that the 5/10% of total Co2 emissions depends on it. Over the last years, and boosted by the European Green New Deal, there is an attempt and a focus in the European Union to reduce this problem through the use of new sustainable materials, green energies and training to the owners and workers of those industries. Most of the textile sector producers are small and medium enterprises, sometimes innovative but mostly traditional that, during last years, suddenly started growing due to the massive request of fast fashion textile products.The partnerships that has been created, decided to apply to this project to face, from an education and higher educational point of view, the problems related to the increase of Co2 emission all over the world and, in particular, in eastern Europe. GIF project will develop online training courses and a training kit for the development of new approaches and ideas to a “greener” textile sector. GIF will develop new ideas and training for stakeholders who will learn how to reduce their emissions and pollution through e-learning courses, best practices, innovative green initiative, multiplier events and exchanges of information and excellence in the specific sector. The selected partners covers all the sectors, from TVET to Green fashion industry associations, related to the training that will be settled for trainers, owners and workers of textile sector. A long term ambitious objective, following the EU Green New Deal is the reduction of Co2 emissions of the textile sector. Addressing to stakeholders best practices and giving them instruments in order make their industry green will be fundamental for the future of European Union and its 2050 objectives considering the Sustainable Development Goal and the plan indicated by UN with the UNEP agency.<< Objectives >>EU Green Deal designs an ambitious plan that will impact EU citizens and organizations in the next few years. A successful implementation needs an active involvement of citizenship and stakeholders, aiming at increasing knowledge, awareness and competences in the main focus areas of the Green Deal, ranging from climate to food to pollution, mobility, construction and ecosystems. The main objective of the project is to impact on the SMEs in the fashion/textile sector, relevant in the pilot countries and at the same time with a dangerous environmental footprint.Specific objectives of the project are:SO1 - Develop and test the GIF Competence Framework with a fully participatory multi-stakeholder approach (WP1)SO1 is the backbone of GIF project. To reach its objective the project has the goal of first providing an initial release of the GIF Competence Framework. This release will allow activities in WP 2: its implementation in the form of course design, training kits, piloting and assessment, and therefore is a crucial objective needed to launch the testing and validation activities. In order to provide to WP 2 a competence framework already completed and “testable”, and to have it already informed by the voices of the identified target group (Fashion SMEs experts, managers, leaders), this first release of GIF CP will be the results of a wide set of activities: ●Desk research and review of existing Competence Framework in the sector and about Environmental protection in industries, performed by the Consortium ●Research about the SoA of the ●Surveys and interviews involving training institutions and industry experts in the field●Co-design workshops (in the first round of Multiplier events)SO2 - Facilitate the adoption of the GIF Competence Framework by co-creating with experts, teachers and researchers training kits, user guides and use cases needed for course design, curriculum definition and creation of a Certification on Green Deal topics (WP2)To facilitate GIF CP adoption and implementation, both in WP2 of the project, when the GIF CP will be implemented as training program, and beyond project lifespan, enabling trainers, industries and training institutions to easily design courses and programs based on GIF CP, the project needs to produce proper supporting tools. Specifically, GIF foresees the co-design and development of:-training programs, co-designed with teachers and professors at different educational level in WP2;-training contents, packaged together with training programs, digital and accessible, to be re-used by other educators and institutions;-users’ guide, providing practical support in implementing the GIF CP;-use cases, that will report the experiences of the several pilots implemented;SO3 - Maximise the reach and impact of GIF CP A new competence framework, encompassing all the competences addressed by the Green Deal communication in a specific industrial sector, needs a strategic approach in its dissemination at different levels (scientific community, industry representatives, policy and decision makers) and to different stakeholders (training providers, educational institutions, business and enterprises, HRs). For this purpose, existing knowledge, dynamics and networks will be integrated in GIF towards a robust diverse and inclusive network. New results will be transferred in the following ways: ●Interaction with existing networks already reached by project partners●Dedicated dissemination activities, ranging from scientific publication to social media animation●Final round of multiplier events<< Implementation >>The main activities of the project (beyond the Project Management and its dedicated work package) are defined in two main Work Packages: WP1, dedicated to the Competence Framework design and development; and WP2, focuse on the training kit design, development and testing.The main activities of the project will be:- Desk research, developed by the consortium, analysing existing Competence Framework, both addressing Green Deal / Environmental Protection for citizenship or sector-specific, and of CFs addressing the fashion sector;- Desk research, analysing international reports and scientific literature about main issues and needs in the sector about process management, green innovation and steps towards EU Green Deal- Surveys and interviews to SMEs managers, process leaders, green managers, in order to refine the results of the internal desk researches, and to identify the main gaps and needs as perceived by the leaders in the industry;- Focus group and Co-design workshops, organized in the first round of Multiplier events; in this context, the first drafts of the CF will be presented, and first ideas of the training program contents and delivery models discussed with the stakeholders invited in the event, to inform WP2 design phase;- Training program design, based on the results of the activities abovementioned; the program will be designed or in full online mode, or with a blended model, mixing online activities and in-class events, according to instructional design choices and pandemic-related constraints;- Training content production, mainly focused on online training provision; - Training program piloting, involving 75 experts in 5 countries;- Evaluation and assessment reports about the CF implementation through the training program;- Competence Framework finalization, including: the CF itself, a user guide, a showcase of activities implemented in the piloting as demonstration of CF application, and the main methodology;- A second round of multiplier events, presenting the final version of the CF and the training kit<< Results >>Main project results will be the GIF Competence Framework (R1) and the GIF Training Kit (R2).GIF Competence Framework, delivered in M10 and then revised in M24, will be based on existing experiences, reviewed and integrated in a usable set of competences, sub-competences and descriptors. GIF Competence Framework will be complemented by annexes designed for boosting replicability, adoption and exploitation, and specifically:●a User Guide (for educators, training providers and enterprise HRs), will provide practical information and guidelines for implementing the GIF CP in education and training programs;●a set of Use Cases will provide reports about actual implementations performed during GIF project;●The Training Kits (produced in WP2-IO2) will help trainers in contextualizing and implementing GIF approaches in their courses.●a Methodology reportGIF Training Kit, finalized in M21, will be the practical implementation of the CF, proposed to a pilot group of trainees. The training kit will be composed by:- training contents for individual learning (videolessons, presentations, booklets, further readings, bibliographies and selection of relevant websites);- training activities guides, providing examples of assignments and interactive activities such as collaborative project works, interactive classes, course scheduling and orchestration graphs;- Assessment methodologies and criteria for certificate provision.During the development of these main results, the project will produce other outputs, such as:- a report about existing CF addressing Green Deal competences for diverse targets;- a report about existing CF in the fashion sector, analysing main competences and skills and deriving current approaches in upskilling and reskilling in the sector;- a report about the surveys and interviews conducted in task 1.3- a detailed report of requirements emerging from T1.1, T1.2, T1.3 and the first round of multiplier events- the pilot report, presenting the results of the piloting in terms of learning performances (results of the final test) and learners’ and trainers’ opinions and satisfaction about course, CF and contents’ coherence, usability, effectiveness.