"With the worsening of the global climate situation and the current lack of effective measures at both national and international level to remedy them, thousands of people all over the world have started to take action to find solutions ""from below"" and raise awareness among their local populations on these issues.Young people are still not sufficiently informed and trained on the risks of climate change and on the strategies and lifestyles possible today to achieve sustainable development. This is a problem of strategic importance for humanity, as highlighted by the program launched at the end of 2015 by the United Nations, focused on 17 objectives to be reached for 2030, adopted by European Commission (22.11.16) and EU document (roadmap for resource efficient europe), postulating to create a sustainable European economy by 2030.Lo scopo del progetto è fornire, attraverso il lavoro di un team transnazionale, un insieme coerente di informazioni per aiutare i giovani a sviluppare una mentalità un atteggiamento proattivo orientato verso l'obiettivo di un'Europa sostenibile. Raising awareness and training for young people are some of the main methods for implementing this process. “me.green” project aims to pursue training and information to young people in a European dimension so that they improve basic and superior skills on five of the United Nations' objectives:3) Good health and well-being;5) Gender equality;7) Affordable and clean energy12) Responsible consumption and production;15) Life on land.The aim of the project is to provide, through the work of a transnational team, a coherent set of information to help young people develop a mentality and a proactive attitude oriented towards the goal of a sustainable Europe.“me.green” project aims to:- increase the European identity among young people by promoting youth mobility- promote the exchange of good practices (small local practices, sustainable use of water, recycling and reuse of waste, expenditure on KM0 etc.)- activate information / training cycles on sustainable development among young people as a matter of strategic importance for humanity, as highlighted by the UN program.- Promote an entrepreneurial mentality of young people starting from the concepts of European citizenship, active citizenship and cooperationIt is planned to organize in the partner countries:- Cycle of information / training seminars addressed to young people- 1 Training Course involving 3 young people and 2 youth leaders per partner - Creation of at least 2 podcasts made by young people involved in both local and European activities- Transnational project meeting in the countries involved- Local dissemination activities."

"If the migration crisis of the 2010s highlighted the difficulties in receiving and integrating people with a migrant background in Europe, the health crisis linked to the COVID-19 will exacerbate the needs of the 164 million migrant workers in the world who are severely and permanently affected by this pandemic.Therefore, many European countries have experienced and will experience migratory flows linked to labour needs but also to population displacement.The project ""Promoting Active Inclusion in Europe"" - Be in Europe aimed at the social and cultural integration of migrants on the one hand, and at their professional integration, on the other hand. Consortium Be in Europe, composed of 6 partners from 6 European countries, accompanied the migration dynamics by developing and promoting training contents and activities aimed at favouring migrants’ integration into the host countries society and labour market. The aim was to participate in the construction of a transcultural and tolerant Europe that creates wealth for all and by all. To this end, over a period of 27 months, project partners developed three alternative learning schemes for (i) the improvement of migrants' psychosocial skills, (ii) mediation and intercultural skills for businesses and (iii) support for business creation/entrepreneurship. In addition, they worked on the creation of the Be in Europe collaborative platform, which is both the showcase of the project (hosting of deliverables) and promotes networking between different actors, particularly around the activity cliché: exchange of experience in order to overcome prejudices and stereotypes.A total of 142 participants took part in the 19 training sessions organised in the partnership territories, bringing together (representatives of) adult migrants, pupils, students, teachers (FEP) and (representatives of) companies, business creation networks, professional organisations, Employment Office, Trade unions, etc. Sessions were carried out face-to-face and/or virtually, in spite of the pandemic, thus reflecting a real motivation and a real need on the part of all the players.The alternative methodology applied favoured the involvement of the participants and the conditions for the sustainability of the measures, since project direct beneficiaries were closely involved in the creation of content throughout the process: the aim was to work with and for them.Be in Europe project was punctuated by various dissemination events which contributed to a wider use and appropriation of the results and to the inclusion of the action in time. Thus, 312 people took an active part in these events which took place in Bulgaria, Belgium, France, Greece, Italy and Portugal, sometimes in person, sometimes online, sometimes simultaneously.All the project outcomes are freely downloadable from Be in Europe website in the 6 languages of the partnership: https://www.beineurope.eu/."

"CONTEX: The current numbers of early school leaving (ESL) are impressive as far the EU 27 countries and non-EU countries is concerned. According to the Final Report ""Reducing early school leaving: key messages and policy supports"" (Nov. 2013), in the first case we have a 22.8 % and for the second 26.7 % while the native born early school leaving data at 11.6%.In particular the percentages of ESL non-EU born students in the partners countries are : Belgium 26%; France 22,7%; Italy 40,5%; Portugal 19,4 %; Norway 15,3%. According to these data the consortium decided to develop the SHIP project. OBJECTIVES:The principal objective was to reducing the ESL percentage of the students with foreign origin. SHIP project wanted to ensure a parents involvement in the school activities by giving them the possibility to be aware about what is happening within the school attended by their children. In order to reach this aim, improving communication between parents and schools and establishing positive educational environment at home for pupils with migrant background was a precondition. PARTICIPANTS: SHIP targeted 56 parents with half of them in an experimental group and the other half in a control group. Parents were coming from a migrant background and they have been identified according to their origin and the school attainments of their pupils. On the first group it has been implemented the largest part of the activities while the second was just taken as a group control and for measuring the impact of the project. ACTIVITY ORGANIZED AND METHODOLOGY APPLIED After the project redesigning, the coordinator organized the project kick-off meeting on the 01/12/2016. Project managers of each organization have participated and we were ready to start with the IPA (Internal Partnership Agreement) preparation and signatures.A second online meeting was held at the end of June 2017 with the aim to organize the short-term joint staff training event in Oslo. The methodology applied during the project implementation is the traditional PCM (Project Cycle Management) methodology.Then, there has been the short-term joint staff training event held from the 18/09/2016 to the 22/09/2016 during which participants have been trained on MIR good practice by using mostly non-formal and informal learning methodology. The training helped also in better adjusting the methodology for carrying out the activities with the parents. In this case the methodology was non-formal and informal Afterwards, we have had also the activity with the parents: language class, school environment explanation, meeting with school teachers, etc. were some of the activities organized with the parents. 2 transnational project meetings were also put in place in order to focus on the state at the art of the project and the project next step. Finally, the consortium has also organized a dissemination activity in order to promote the result and the activity done by the project.LONG TERM BENEFITS: By parents understanding of the importance of a mutual collaboration with schools and by involving other migrants communities, parents involved in the project can have a positive long term effects. On the other side, teachers by sharing the best practice, have have acquired new and complementary tools, skills and methods to work with pupils with migrant background, developing appropriate pedagogical holistic approaches."

"The Maastricht Treaty aimed to transform Europe from a Europe of States to a Europe of citizens. By emphasizing citizen participation, a rapprochement between institutions and citizens, but also through establishing of common rights, Europe wanted to develop awareness of a common destiny and thus bring individuals together. Twenty years after Maastricht and sixty years after the Treaty of Rome, it is more crucial than ever to speak about ""Unity in diversity"" and to revive the feeling of European belonging. Preventing radicalization and violent extremism also becomes an important priority of the EU. This threat increases in the context of poverty and social exclusion and targets young people from diverse backgrounds, without prospects for the future, who are easily influenced. It is important to stress that Europe must be prepared on all fronts to face these new realities. Dropping out of school results from a social disadvantage and, at the same time, perpetuates the risk of social exclusion and, perhaps, of radicalization. The school, teachers, trainers and tutors ""play a key role in helping people at risk of dropping out of school, including those who have already dropped out of school"". There is an urgent need to continue to empower VET teachers, trainers and mentors to acquire new methods, approaches and skills in ICT and active citizenship education.Myself&Europe Project: Tools for promoting an active citizenship for disadvantaged youngsters with diverse backgrounds, is an ERASMUS+ project, implemented between November 2017 and December 2019 (26 months). This project aims to answer to “Social inclusion” horizontal priorities and “further strength key competences in VET” and ""introducing systematics approaches to development of VET professionals” sectoral priorities. This project will develop an innovative Training Pack ‐ Curriculum (EQF & ECVET), Manual and Toolboxes ‐ that servers both trainers and trainees.The purpose is to ""foster the development of social, civic and intercultural competences"" and, at the same time, empower ""media literacy and critical thinking through education and training"", briefly, ""promoting an active European citizenship for disadvantage youngsters with diverse backgrounds"".Thus, 6 organizations working in the field of training, animation, guidance and advice, from 6 European countries, collaborated for 26 months (2017-2019) in order to develop a learning setting and exchanges that can be used throughout Europe by organizations working with these audiences in the context of the development of civic, digital and social skills.To do this, the partners identified and created 5 training units around the above-mentioned concerns, namely:Unit 1 - Foundations and European structureUnit2 - Democracy and citizenshipUnit 3 - Employment and social rightsUnit4 - Interculturality / MulticulturalismUnit5 - The challenges of the 21st centuryThe training setting took the form of a manual containing the skill matrices per unit, educational content and advice for trainers. Then, a toolbox was produced offering exercises and methods per unit, a practical and ready-to-use tools. All of the tools had been tested on a full-scale basis with young people, adults and trainers in various learning situations (secondary schools, universities, popular education associations). A total of 244 young people and trainers, spread over 6 European countries, tested and evaluated the Myself & Europe training system, i.e. 74 trainers and 170 young people. Once the device has been validated, the partners have finalized an operating guide, a guide for getting started with the device intended for trainers.At the end of our project, a total of 492 people and around 100 organizations in the 6 partner countries had been directly affected by the project, including:- 18 staff members of the project partners (planned 12, training on average of 2 trainers per partner)- 74 trainers / users for the entire consortium (planned min 60 planned participants, or min 10 per country)- 170 learners / final beneficiaries for the whole project (planned min 90 participants, or 15 per country)- 200 participants in national dissemination events (planned min 180 participants, 30 per country)"