<< Background >>Conflict and violence take many forms in the world today. There has been a sharp upturn in recent years. While a full picture for 2020 is yet to be established, UNHCR, the UN Refugee Agency, estimates that war and conflict had uprooted more than 80 million men, women and children around the world, representing the highest number in recorded history, with an estimated two billion people currently living in conflict-affected and fragile states. Even Europe, which appears to be one of the safest parts of the world, is not immune to conflict. Indeed, structural issues, such as climate change, natural disasters, COVID-19, human trafficking, limited employment opportunities for young people and marginalization - together with the growing threat of violent radicalization - challenge the idea that Europe is a secure and peaceful continent.Global reports such as “The Global Strategy for the European Union’s Foreign And Security Policy” have also clearly established links between education, conflict and peace. Higher education is not exempt. Indeed, education plays an imperative role in peace building; if a young person (learner) is educated he/she not only understands and possesses academic knowledge, but also acquires moral values, norms, etiquettes, proper code of conduct, decency and effective ways of communication; education will enable him/her to find out means to resolve the conflicts in an effective manner without being aggressive. Through an effective peace building education, young people become more effective communicators, more engaged citizens, and learn to think critically about the relationships between local and global issues. These skills are all vital to building peace in a world full of conflicts.However, much of the current educational provision is offered piecemeal, disconnected from other relevant learning opportunities. There is no clear guidance for young people on the skills and competencies they should acquire and no easy way for them to combine courses strategically. Indeed, young people who wish to learn about peacebuilding and develop their skills in this area can turn to a range of learning providers. These include formal educators, such as universities, and non-formal educators, such as NGOs. Collaboration between these two learning providers is often challenged by differences in pedagogical perspective, underpinning ethos and teaching methodology. So, the immediate consequence is that these educators are disconnected from one another, with a particularly huge gap between formal and non-formal education providers.<< Objectives >>On this line, through ILP project, a mixed consortium of NGOs (non-formal education) and universities (formal education), come together to consider why the gap between the two types of learning providers persists and what can be done to support the learning outcomes of young people looking for high quality teaching and training in peacebuilding. ILP will aim to improve the provision of teaching, learning and training within the peacebuilding sector by bringing together providers from the formal and non-formal education sectors into a community of practice, and creating innovative tools for young people and educators. ILP will enable the creation of a set of tools for young people and educators, to help educators to adopt methodologies needed for providing the necessary competences to young people to become peacebuilders. ILP direct target groups will be:-formal and non-formal educators which will benefit of a new integrated formal and non-formal learning approaches in their work of training and educate future peacebuilders; -young people who want to develop their knowledge and skills in peacebuilding, typically in preparation for their future career, further studies or to become peacebuilders.<< Implementation >>In ILP will be performed the following activities:-Dissemination & communication activities: •The setting up of project website which will contain track of all project activities and PRs.•Setup of project social media channels and online dissemination activities, logo and graphical identity; •Blogs and project newsletter;•Local dissemination events and workshops (A6) etc.-Four project transnational meetings will take place. -Five Project PRs:•A Mapping study (PR1) will offer an overview on the topic of the project and will determine the existing needs and the gaps in methodologies and competences related to an integrated formal and non-formal learning approaches in the field of peacebuilding education. Part of PR1 will be the “Key Competencies and methodology matrix” •An eLearning Platform (PR2) which will back up the Online course (PR3). •The Online course (PR3). Partners will create an educational program in the forms of online course (PR3), which will provide young people important competences in the field of peacebuilding. •The Toolkit for Educators (PR4) will provides a step-by-step guide to educators on how to develop skills, attitude and enhance young people’ knowledge.•The Alliance Roadmap (PR5) will be for those, whether they are academic and non-academic educators but also government actors, who want to develop peacebuilding education in their region, but are looking for already “tried” ways of practical implementation. The PR5 will present how formal and non-formal educational sector can cooperate for developing peacebuilding education based on ILP project experience. •-Two mobility activities (C1, C2). Following: •Blended mobility of young people (BM, C1) •Short-term joint staff training event (TE, C2) -Six multiplier events. The ILP partnership will organize six local conferences in all partner countries. Each local conference has the aim to reach the higher number of stakeholders, foster the use of project PRs and raise the impact of the project.<< Results >>Impact on target groups:Formal and non-formal educators:-Count on a full set of educational resources for supporting the acquisition of peacebuilding competences among young people through a new innovative integrated formal and non-formal learning approach. -Improved methodological and intercultural competences of the staff of the partners. -Formal educators will have new evidence for the production of new academic researches, will improve their expertise and enrich the body of knowledge on peacebuilding. -Educators will bring the new integrated approach into their professional practice. The integration of both approaches will make possible a complete cognitive experience for the youth. Young people:-Young people will have access to relevant learning opportunities in the field of peacebuilding that for the first time will be delivered to them through a formal and non-formal integrated approach.-The overall number of young people interested in peacebuilding will increase thanks to the new integrated approach.-The ILP integrated approach will contribute to change the consideration of young people by formal educators. They will not be considered anymore as passive receptacles to be filled with knowledge, but active learners to be actively involved in the learning process.-Be introduced to the online course (PR3), a self-regulated learning available as OER in English and all partners languages. By scaffolding their further development, the PR3 will not just increase the peacebuilding competences but also foster the spirit to become a peacebuilder and create a positive change in their community.