ChangeABLE – Out and about for climate ability

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Project number: 2025-1-IE01-KA220-ADU-000353702

Lead partner: GAP Ireland

Call for proposals:

KA220-ADU – Erasmus+ Cooperation partnerships in adult education 

Call 2025, round 1

Duration: 

36 months

The project: main goals and results

This project stems from the urgent need to address the intersection of climate action and social inclusion, particularly for individuals with disabilities. As climate change poses significant threats to our environment and communities, it is essential to ensure that all voices—especially those often marginalised and most affected by climate breakdown—are included in the conversation and action plans.

The project empowers individuals with disabilities to engage in campaigning and advocacy for inclusive climate action. The project partners will: 

  • enhance capacity through tailored training programs
  • collaborate with local advocacy organisations to design impactful campaigns
  • create spaces for dialogue in identified forums
  • develop resources to support similar organisations supporting individuals with disabilities in needs analysis, campaigning, and advocacy.

Results:

  • Strengthened partnerships among partner organisations 
  • Participants will show increased capacity and resilience in their ability to engage in climate action.
  • Individuals with disabilities will be involved in needs assessments
  • Development of tailored learning programs based on identified needs in each country.
  • Participants will work with advocacy experts to enhance their campaign design and implementation skills.
  • Targeted training and support will significantly improve individuals’ abilities to engage in climate action discussions and advocacy.

Resources and guides

  • A resource guide for developing climate advocacy learning programs
  • A campaign report, recommendations, and guidelines for inclusive climate action
  • A report outlining findings and recommendations for supporting individuals with disabilities in public engagement and advocacy

All reports and guidelines will be published in Easy Language in all three project languages.

Target groups and beneficiaries

Primary stakeholders:

  • Individuals with disabilities (direct participants): will build resilience to climate change, learn to voice concerns, engage in climate action campaigns, and work collectively on climate issues.
  • Individuals with disabilities (non-participants): will have opportunities to join in later phases, benefiting from campaigns and advocacy led by direct participants, improving their lives and those of their families.
  • Frontline care and support workers: will increase their knowledge of climate change’s impact on individuals with disabilities, improving their ability to support clients in climate-related actions.

 

Secondary stakeholders

  • Vocational education bodies
  • Advisory board
  • Associate partners
  • Advocacy and lobbying groups
  • Local authorities
  • Other services for individuals with disabilities
  • Cultural spaces
  • Communities & community groups (e.g., sports clubs, churches)

 

Partnership

  • GAP Ireland (Ireland) – Lead partner
  • Prosper Fingal (Ireland)
  • InEuropa (Italy)
  • Coopattiva (Italy)
  • agado (Germany)
  • die reha (Germany)

Financial Contribution

€ 400.000,00

JUST MAPS – Schools strengthening global citizenship by mapping local communities

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Project title
Just Maps – Schools Strengthening Global Citizenship by Mapping Local Communities

Project Number
2024-1-ES01-KA220-SCH-000249236

Lead partner
ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA (Spagna)
InEuropa is the project’s initiator and coordinator

Programme and call
Erasmus+ Programme – KA2 Cooperation partnerships in School Education, Call for proposals 2024

 

About the project

Project summary

Just Maps aims to provide students with the knowledge they need to act as global citizens within their communities, and to train teachers as facilitators of student action.

In line with the Just Action experience (from which the project originated), students will be guided towards action through direct involvement in a transnational participatory process that begins with mapping their areas of action (their “neighborhoods”). They will gather important information to analyze and improve the lives of their communities and engage in open dialogue with local administrations and actors: their research will focus on environmental issues, inequalities, critical issues and opportunities for social justice, and the history of places and communities.

Based on the data collected, they will build a local digital map. The maps produced by the Just Mappers from the schools involved will highlight the strengths and weaknesses of the different areas and will be systematized and analyzed by the young people themselves: each country will elect a delegation of local mappers who will participate in the Transnational Council of Mappers, tasked with examining the status quo and devising actions to improve their communities. They will do this together, highlighting the interconnection between local and global issues and maintaining a non-Eurocentric perspective that takes them beyond Europe (thanks to the participation of students and teachers from Kenya). 

Once back home, they will try to implement the proposed solutions with their local community and launch awareness campaigns for their fellow citizens.

 

Recipients and beneficiaries

  • Primary and secondary school students (aged 8-15) from various countries in the Global North (Spain, Italy, Ireland, and Poland) and the Global South (Kenya). The target audience is the same as for the Erasmus+ Just Action project, of which Just Maps is the continuation.
  • Primary and secondary school teachers: they will actively participate in designing the methodology, receive training, and share the knowledge they acquire with their colleagues in a horizontal learning process. They will become facilitators and experience action-based learning. They will work on monitoring and evaluating results, including using the Just Action reflection tool, based on the “head-heart-hands” approach.
  • Local communities in partner countries: they will become part of the learning process and benefit from the active participation of students thanks to the freshness of their solutions to local problems.

 

Objectives 

Just Maps aims to:

  • develop students’ awareness and commitment as global citizens;
  • strengthen the critical thinking, communication, and intercultural exchange skills of students and teachers by collaborating with their peers and colleagues in Europe and the Global South;
  • develop an educational approach based on social justice and the interconnection between the local and global;
  • support the professional growth of teachers as facilitators of behavioral change in students, introducing an innovative approach to Global Citizenship Education in primary and secondary schools.

Participating schools

Artxandape Ikastola, Bilbao (Spagna)

Zaragoza School House, Saragozza (Spagna)

IC Umberto I, Lanciano (Italia)

Aga Khan Academy, Mombasa (Kenya)

Prus High School, Varsavia (Polonia)

Would you like to implement the project in your school too? Contact us! ineuropa@ineuropa.info

 

Expected project results 

1 international training course for teachers using the Just Maps methodology
6 video reports of student meetings with local administrations
6 digital maps of the mapped “neighborhoods”
6 delegations of Just Mappers (chosen by election)
1 international workshop for students in the “Just Mappers Council”
1 transnational Just Cities Manifesto
6 digital stories on alternative local scenarios
6 local actions carried out by students
12 plans for student communication campaigns
12 communication campaigns implemented by students
6 evaluation reports on the campaigns created by students 

 

Partnership

  1. ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA (Leading Partner, Spain)
  2. Global Action Plan Ltd. (Partner, Irlanda)
  3. Fundacja GAP Polska – Plan Globalnego Dzialania na rzecz Ziemi (Partner, Polonia)
  4. InEuropa SRL (Coordinating Partner, Italia)
  5. Learning Unpacked Applied (Partner, Kenya)
  6. Pestalozzi soc.coop. (Partner school, Spagna)
  7. Artxandape Ikastola (Partner school, Spagna)
  8. IC Umberto I (Partner school, Italia)
  9. Aga Khan Academy Mombasa (Partner school, Kenya)

 

Associate partners

  1. XXXV Liceum Ogólnokształcące z Oddziałami Dwujęzycznymi im. Bolesława Prusa (School, Poland)
  2. St Catherine’s Senior School (Dublino, Irlanda)
  3. Ard Scoil na Mara (Irlanda

 

Duration
36 months (from 1/12/2024 to 30/11/2027)

Total budget
400.000€

GoodFood – Sustainability in Catering Schools

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Agreement Number: 2024-1-DE02-KA220-VET-000248007

Program and Call

KA220 VET – Cooperation partnership in vocational education and training (VET)
Call 2024, round 1

The project: objectives and results

Food is one of the central issues in the climate change agenda. It has become increasingly evident that for production and distribution to evolve in a sustainable direction, food choices must also become more conscious. Markets are also beginning to change: consumers in the food industry are becoming more sensitive to the ethical and environmental implications of their behaviors, and food service companies need professionals ready to respond to these needs. It is critical that future industry professionals are fully aware of the importance of their choices and that they acquire sustainable habits and bring them into the workplace.

For this reason, GoodFood aims to create resources and educational materials that help hospitality schools in the sustainable training of future chefs. The goal is to help students develop sustainable habits that they can apply not only in school, but also in their future workplaces, through building specific knowledge and skills, as well as implementing real sustainability action. GoodFood aims to help students become active members of society, contributing to the equitable and sustainable development of their communities.

The partnership includes 4 members of the international sustainability network Global Action Plan International (already part of the Erasmus+ Foodtalks project dedicated to canteen sustainability), 3 hospitality schools from Spain, the Netherlands and Germany, and an Italian foundation that is very active in the field of food sustainability that will also help reach out to some Italian hospitality schools.

 

Project outcomes include:

– a methodological framework applicable in any European hospitality and catering school;

– a framework of actions dedicated to hospitality schools, replicable in any European school;

– an online platform with training content on health, environment, social justice and economy (manuals, questionnaires and other resources);

– online tools based on the train-the-trainer method, focusing on empowerment, behavioral change, and conscious choices in terms of environmental and social impacts;

– case studies related to hospitality schools in each partner country that can serve as inspiration for other schools.

 

Target groups:

Direct target:

– Students

Through the project, they will learn how to integrate sustainable habits into their activities at school, in extracurricular projects and in the future workplace.

– Teachers

GoodFood will support them in enriching their curriculum through the exploration of topics such as empowerment, behavioral change and conscious choice, with a critical approach aimed at addressing food issues holistically.

– School organization

The project will also assist leaders and staff in developing strategies and perspectives based on an equitable and sustainable food system that can overcome existing barriers and support students’ educational experience.

– Companies in the food service industry (not only restaurants, but also hotels), directly affected as hosts of trainees from hotel schools and future jobs for female students. It will be here that students will put into practice the sustainable knowledge gained in school.

 

Indirect target:

– Local stakeholders active in terms of sustainable development

They will become the hotel schools’ natural partners through concrete actions, specific projects and targeted partnerships.

– Food suppliers of the school system (local producers and distributors)

They will be invited to participate directly in the school’s sustainable path.

– Families 

Students, teachers and managers will be their reference points for sustainable food habits.

 

Project phases:

Programme development (methodology, content and platform)                                                                              

  • Stakeholders engagement
  • Design and development of contents
  • Design and development of the online platform
  • LTTA Transnational meeting

 

Implementation and evaluation

  • Contents’ testing and workshop
  • Implementation of the materials at national level in the 4 countries
  • Evaluation

 

Project leader:

agado Gesellschaft für nachhaltige Entwicklung UG (Germany)

 

Partnership: 

  • Stichting Global Action Plan Nederland (Netherlands)
  • InEuropa SRL (Italy)
  • ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA (Spain)
  • Berufsschulzentrum Ansbach-Triesdorf (Germany)
  • Fondazione Castello di Padernello (Italy)
  • IES ESCUELA DE HOSTELERIA DE LEIOA BHI (Spain)
  • Stichting Regionaal Onderwijs Centrum Noord-Oost Brabant (Netherlands)

 

Duration

24 months (1st December 2024-30th November 2026)

 

Budget

400,000 €

SURF – Sustainable Rural Future

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SURF – Sustainable Rural Future

Agreement number: 2023-1-ES01-KA220-ADU-000151613

 

Program and Call

ERASMUS PLUS – Call 2023 Round 1 KA2

KA220- SCH – Cooperation partnerships in Adult Education

Ongoing project

 

Short description

The project aims to improve knowledge about climate change in rural communities through the creation of an educational itinerary (integrating formal and nonformal education) in order to foster learning for green transition in rural areas. In addition, SURF seeks to promote the development of integral solutions and connect people through the consolidation of a European Rural Network. The project will use the participatory action-research (PAR) approach in order to emphasize the participation and action of community members in targeted rural areas to create a learning pathway that strengthens existing capacities and provides solutions to local problems by involving local communities in decision-making.

 

Objectives

The main objective is to create an innovative training itinerary for adults to increase the opportunities of rural areas in the context of green transition and climate change adaptation by:

– Improving rural communities’ knowledge of climate change;

– fostering social participation to involve communities in decision-making processes;

– contributing to sustainable rural development;

– creating a European rural network to promote information exchange.

 

Main activities

The most relevant activities for achieving the objectives are:

– Creation of an online platform containing all project materials;

– training course on climate change adaptation in rural areas and participatory research-action approach;

-local training events for implementation of the PAR approach to identify opportunities, challenges, difficulties of rural communities;

– creation of a Good Practice Guide;

– formation and consolidation of the European Rural Network.

 

Expected results

Tangible results: online platform; updated content; discussion forums; climate change educational materials; online course on the PAR approach (manual, course and training); guides; webinars; workshops; a connected rural network; events.

Intangibles: discussions among people with similar concerns; ongoing social participation in different locations; increased knowledge and skills of educators and local community members.

 

Coordinator

– Fundación de la Comunitat Valenciana para una Economía Baja en Carbón – Low Carbon Economy Foundation (ES)

 

Partenarship

– InEuropa Srl (IT)

– Universitat Jaume I De Castellon (ES)

– Center Za Trajnostni Razvoj Podezelja Kranj – CTRPK (SI)

– Univerza V Ljubljani (SI)

– Associazione A.R.C.E.S. (IT)

 

Duration

The project will last 24 months (4 December 2023 – 3 December 2025)

 

Budget

250.000 €

RUSTIK

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RUSTIK

Rural Sustainability Transitions through Integration of Knowledge for improved policy processes

Program and call for proposals

Horizon Europe, Research and Innovation Actions, Action “Resilient, inclusive, healthy and green rural, coastal and urban communities” call 2021

Active project

Brief description

RUSTIK is a transdisciplinary research project that aims to enable rural community actors and policy makers to design better strategies, initiatives and policies, to facilitate transitions towards rural sustainability through an advanced understanding of the diverse functionalities, characteristics and future of rural areas, their potentials and challenges. To prepare for the growing social and ecological challenges, the project includes an analysis of current adaptation requirements and support for effective rural policy-making processes.

InEuropa srl supports OI Pomodoro da Industria Nord Italia in management activities.

Objectives

The objectives of the project are:

  • To provide a sound methodological framework for functional rural areas;
  • To define databases that integrate data of different types and from different sources;
  • To devise better strategies and governance approaches for policy makers and rural stakeholders;
  • To develop better approaches for rural impact assessment and decentralized rural proofing.

Actions

Starting from the basic idea that practical solutions must be collaboratively created in real-world settings, the project’s main activities involve Living Labs in 14 European Pilot Regions in the 10 European countries involved. They are the main tool for collaboration with stakeholders, and serve as a platform for implementing, evaluating and understanding social and technical innovations in a real-world context.

These are the key elements of an action-oriented multi-actor approach to researching rural diversity and social transformation, used to bring stakeholders together to develop and test new ways to solve problems in their regions.

All project activities are supported by a comprehensive communication and dissemination strategy to maximize the impact of RUSTIK.

Results

The main results of the project are:

  • The implementation of 14 databases at the regional level and 1 RUSTIK information system at the European level.
  • To improve the knowledge and capacity of stakeholders by disseminating innovative methods of data collection and analysis to ensure understanding of the diversity and dynamics of rural areas.
  • To devise innovative methods and processes for designing and evaluating policies and strategies, e.g., a standardized model for decentralized rural proofing, approaches for designing interventions, improving the policy governance framework.

Lead partner

Institute for Rural Development Research (DE)

Partnership

  • Council for Agricultural Research and Analysis of Agricultural Economics – IT
  • MCRIT – Multicriteria Planning – ES
  • University of Gloucestershire – UK
  • University of Eastern Finland – FI
  • Federal Institute of Agricultural Economics, Rural and Mountain Research – AT
  • Galician Enterprise-University Foundation – ES
  • Euromontana – FR
  • University of Ljubljana – SI
  • Faculty of Agriculture- University of Belgrade – RS
  • Institute of Geography and Spatial Organization Polish Academy of Sciences – PL
  • European Leader Association for Rural Development – BE
  • Sofia University St. Kliment Ohridski – BG
  • GAL MontagnAppennino- IT
  • Regional Development Agency Eastern Serbia – RS
  • Allium, Employment Centre, Zoo Soc. Ent. – SI
  • Association of the city of Troyan, Apriltsi and Ougarchin – BG
  • OI Pomodoro da Industria Nord Italia – IT
  • Regional Council of North Karelia – FI
  • University of Santiago de Compostela – ES
  • Rhein-Hunsrück Regional Economic Council – DE
  • Spittal-Millstättersee-Lieser-Malta-Nockberge Regional Association – AT
  • Foundation for the Development of Polish Agriculture – PL
  • Jan Kochanowski University of Kielce – PL
  • Decentralized Municipal Entity of Sant Miquel de Balenyà – ES
  • Galician Agency for Rural Development – ES
  • University of Strathclyde – UK
  • Gloucestershire Rural Community Council – UK
  • MapitaOy – FI
  • Monmouthshire County Council – UK
  • Ersilia Foundation – ES

Duration

The project has a duration of 48 months (September 1, 2022 – August 31, 2026)

Total budget

The total budget is €5,886,818.88, 100% subsidized by the EC. It is supplemented by a Research and Innovation fund earmarked for the participation of United Kingdom entities amounting to €1,099,629.70

Funding body

European Commission – EuropeanResearch Executive Agency

SHINE – mainstreaming Systems tHinking In Natural sciences and Environmental education

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SHINE – mainstreaming Systems tHinking In Natural sciences and Environmental education

Agreement number: 2023-1-DE03-KA220-SCH-000158255

Program and Call

ERASMUS PLUS – Call 2023 Round 1 KA2

KA220- SCH – Cooperation partnerships in School Education

Ongoing project

Short description

Education for sustainable development gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change. The call for teachers is to develop strategies, tools and methodologies to achieve such key competencies to address the required complexity. Managing and solving sustainability problems require people with systemic competences who are able to see the whole in the individual, presenting a breadth of vision for a complex world. Since Systems Thinking (ST) is one of the key competencies in the education for sustainable development, it is crucial to train in-service teachers on the ST approach to give them the possibility to implement ST at school in science education classes. The SHINE project aims at bringing the ST approach in Natural Science education involving in-service teachers and students in the target age of 8-16 years old. SHINE aims at introducing the ST approach at school by training in-service teachers and by developing, validating and testing innovative didactic tools to effectively introduce and practice ST with students in natural science and ecology education. ST offers a new language in understanding how the world works, it enables students to see the parts of the whole and the network of relationships simultaneously, and consequently it tries to reveal the structure that creates change by questioning how events occur over time.

Objectives

SHINE’s overall objective is to prepare future citizens to face climate change challenges by promoting the introduction and mainstream of ST skills in natural science education. To reach this objective, SHINE sets 5 specific sub-objectives:

  1. Educate in-service teachers on ST principles and how to apply them in natural science;
  2. Support students in developing ST approach by introducing game-based learning and innovative didactics approach in science education;
  3. Sustain scientific skills and the deep learning of complex topics such as ecosystems and climate change;
  4. Promote collaboration among different school grades (8-16 y.o.)

Main activities

–  Development of a training course for in-service teachers replicated in each partner’s country and involving at least 25 natural science teachers.

– Design of a serious game (digital/board with different levels of difficulties accordingly with target age) to support students in practicing and experimenting ST applied to climate change issues.

– Creation of a digital toolkit containing specific didactic modules to introduce ST at school in natural science classes, assessment tools to evaluate the students’ improvement in ST reasoning in a long term perspective;

– Organisation of a set of digital and in-person transnational events to boost both students and teachers from partners’ countries to cooperate in understanding and finding possible common answers to the climate change effects occurring now and in a future perspective.

Expected results

  • Effectively supporting teachers in implementing and assessing ST at school with students of different ages by training them on the approach and co-producing specific didactic tools.
  • Applying ST in natural science and sustainability disciplines for assessing the student’s progress in a long-time perspective.
  • Enhancing the promotion of more engaging didactics and boosting the active involvement of students by cooperation “inter pares”
  • Facilitating and mainstream the introduction of ST into education as a way to deepen science principles and especially as a lens for understanding problems such as climate change and environment protection.

Coordinator

Hochschule RheinMain (DE)

Partnership

– InEuropa Srl (IT)

– Libera Università di Bolzano (IT)

– Tallin University (EE)

– Virtual Campus Lda (PT)

Duration

The project will last 36 months (1st October 2023 – 30th September 2026)

Budget

The grant is € 400.000,00

ATTUNE

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ATTUNE 

Activate the University for Climate Change

Programm and call

Erasmus+, KA220-HED – Cooperation partnerships in higher education, 2022, Round 1

Ongoing project

Brief description

ATTUNE is a programme that directly addresses Climate Change on the university campus and promotes as well as encourages action by all members of the university community. It is an innovative learning programme that contributes to a university becoming increasingly sustainable. The project is aligned with the new New European Bauhaus initiative that connects the European Green Deal to our daily lives to build a sustainable and inclusive future.
The original ATTUNE programme formed part of a project Re-Activate+, which GAP Spain conducted in the Basque Country. This project aimed at changing people’s habits using the Ecoteam approach, branching out into other communities (schools). In 2018, the first version of the programme was launched at the Leioa campus of the University of the Basque Country (UPV) and its success compelled other UPV campuses to adopt programme, followed by other universities around Spain.

University life goes beyond formal educational activity. Campuses are not only places where people gather to study and work, but also affect many other areas, such as recreational & sports activities, mobility, consumerism, food, leisure, etc. Universities also impact on the local population and directly influence the sustainability of the area where they are located. The university community is an ideal environment to influence behavior to produce a more sustainable society.

ATTUNE recognizes that each university is different, not only in the way it functions, but also in its objectives in responding to the Climate Crisis.

ATTUNE specifically addresses the following priorities:

– common values, civic engagement, and participation: the programme is designed to involve and engage all members of the university community – students, teachers and staff – based on common values that help to mitigate the impact of climate change.

– promotes interconnected higher education systems: whereby the programme not only unites faculties and campuses of the participating university, but also other universities in the numerous existing networks.

Objectives

The main objectives are:

  • to enable members of the university community to move from knowledge to action;
  • contributing to the Green transition: in addition to their traditional functions (teaching, research, etc.), universities can also be a role model for environmental sustainability based on their infrastructure and operations. To ensure that they become increasingly sustainable, it is vital that all the community participates in the process.

Other objectives include:

  • Create a methodological framework that can be used by any European university
  • Develop actions adapted to the university community so that they can act against Climate Change in their daily activities
  • Test & validate the programme in 5 European universities that will act as an example for other universities in their networks

Activities

ATTUNE is structured in two different phases to promote change in habits:

  • Phase 1: during the first academic term, the entire university community (students, teacher and staff) are invited to join an online program –  structured as a set of questionnaires and manuals – focusing on environmental and social issues relating to sustainability. The objective is to reduce the carbon footprint in the context of daily activities on the campus
  • Phase 2: the second and third academic term is based on creating 1 or more “research-action” teams that focus on a particular issue, such as waste, mobility, etc. They research the problem, design an action program and deliver the action program to the rest of the university community. This “research-action” team is made up of students, lecturers, and staff. At the end of this Part results and impact measures are collected and then shared with the stakeholders and the public at large.

The materials and structure of the program, which are based on projects previously implemented by GAP Spain, are in place and don’t need to be re-invent.

The main activities are:

  • 3 Meetings: The kick-off meeting in Bilbao, LTTA in Italy and dissemination event in Germany
  • Development of contents, materials, and methodology
  • Online platform development in 6 languages. The structure will involve 2 parts: Implementation and validation process by testing in the participating universities, and the development of guidelines which will include several manuals
  • ATTUNE programme set up & running in 5 universities.

Expected results

The main expected results are:

  • Proven & workable methodology: a valuable tool to mitigate the impact of the Climate Crisis in the European higher education sector
  • Reliable data: the validation process will generate a wealth of data which can be collated and analyzed
  • Motivated participants: the users will experience behavioral changes
  • Online platform: a working tool that can be adapted to different cultures and easily translated to make it more accessible and local.

The programme can be repeated on the campus over many years. So, it’s not a one-off program for the university.

Coordinator Asociación Plan de Acción Global para la tierra GAP (ES)*

Partnership

  • InEuropa Srl (IT)*
  • Agado Gesellschaft für nachhaltige Entwicklung UG (DE)*
  • Fundacja GAP Polska – Plan Globalnego Dzialania na rzecz Ziemi (PL)*
  • Mikado Danismanlik Hizmetleri Ltd. Sti. (TR)*
  • Università degli studi di Siena (IT)
  • Universidad del País Vasco/ Euskal Herriko Unibertsitatea (ES)
  • Ozyegin Universitesi (TR)
  • Akademia Pedagogiki Specjalnej IM.MARII GRZEGORZEWSKIEJ (PL)
  • Stiftung Universität Hildesheim (DE)

*GAP organisations

The GAP organization in each country will lead the programme and work closely with the university, either through its sustainability office or the team / person responsible for sustainability in the university. The university role will be one of promoting the programme and encouraging participation and action, while the GAP organization provides the material and delivery systems.

Duration

The project has a duration of 26 months.

Budget

The grant is € 400,000.00

Project A(RT)CTION for Climate Change

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A(RT)CTION

A(RT)CTION for Climate Change

Programme and Call for proposals

Erasmus + KA220-YOU Cooperation Partnerships – Youth – call 2021

Project number: 2021-1-EL02-KA220-YOU-000029005

Open project

Brief description

A(RT)CTION is a transnational project co-funded by the Programme Erasmus + KA2 – Cooperation Partnerships – Youth within EAC/A01/2021 (Call for proposals 2021).

InEuropa srl is partner in the project.

Objectives
A(RT)CTION project was born out of all partner’s shared vision to contribute to the fight against the most pressing issues of our time, that is climate change. It is a multi-dimensional project that will enable behavioural changes for individual preferences, consumption habits, and lifestyle by training and educating young visual artists and youth workers on how to be true agents of change and green entrepreneurial practitioners. In the specific, the project intends to contribute to a more sustainable future by capitalizing on the influential power of arts and green entrepreneurship to raise awareness about environmental issues and foster positive behavioural change. The involved young artists will be able to employ their artworks as a tool to raise environmental awareness and trigger change at transnational level.

Deliverables

The project foresees the achievement of 4 main deliverables:

  • Artists ‘as Green Actors of Change’ Curriculum: development of the research methodology and implementation of questionnaires and interviews with the target groups; development of the structure of the Curriculum, with interrelated topics connected to the issue of climate change and how young visual artists can address it; testing of the Curriculum prior to its dissemination.
  • The ‘Green E-learning Platform & Cross-cultural Network for Collaboration’ Platform: design and development of the platform; transformation of the Curriculum into e-learning materials; assembly of the Curriculum into a cohesive course ready for piloting via the interactive platform.
  • ‘Artists for Climate Change’ Toolkit: creation of this tool with content and resources aimed at young people and arts professionals.
  • Book/e-Book for Young Artists on ‘How to become a Successful Green Social Entrepreneur/ Actor of Change’: aimed at young artists, it will offer practical advice and guidance regarding green arts and entrepreneurship, with a special focus on how visual artists should employ their art to raise awareness toward green issues, inspire appropriate behaviour, and influence people to be more environmentally conscious.

Results
The main expected results of A(RT)CTION are:

  • Strengthening the sense of initiative of young people, through the promotion of green entrepreneurship and creative learning;
  • Increase in the number of young artists and youth workers who act as true agents of change and help the society in which they live to face the challenges of climate change;
  • Increased quality innovation and recognition of youth work (in the arts sector) as well as productive knowledge exchange, and stimulation of intercultural dialogue with people across Europe;
  • Developed sustainability competences of educators and education leaders and support the planned approaches of the participating organisations regarding environmental sustainability.

Applicant
ORGANOSI GI (GREECE)

Partners

  • CENTRE FOR ADVANCEMENT OF RESEARCH AND DEVELOPMENT IN EDUCATIONAL TECHNOLOGY LTD – CARDET (CYPRUS)
  • INEUROPA SRL (ITALY)
  • FUNDACIO INTERARTS PER A LA COOPERACIO CULTURAL INTERNACIONAL (SPAIN)
  • AMAZING YOUTH (GREECE)
  • ARTIT ATHENS ΜΟΝΟΠΡΟΣΩΠΗ ΙΔΙΩΤΙΚΗ ΚΕΦΑΛΑΙΟΥΧΙΚΗ ΕΤΑΙΡΕΙΑ (GREECE)
  • KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU (GREECE)

Duration
24 months (8 December 2021 – 7 December 2023)

Website
under contruction

Budget
The project received a grant of € 255.650,00.

Co-financing Organization
Erasmus+ National Agency – NEDIVIM Youth and Lifelong Learning Foundation – GREECE

JUST ACTION – Teachers and students towards a sustainable transition

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JUST ACTION – TEACHERS AND STUDENTS TOWARDS A SUSTAINABLE TRANSITION

Action on Global Citizenship – empowering student voices for climate action at primary and post primary level

Project number: 2021-1-IE01-KA220-SCH-000031615

Lead Partner
Global Action Plan Ltd. (Ireland)

Programme
Erasmus+ Programme – KA2 Cooperation partnerships in school education, Call for Proposals 2021

Brief description
Action on Global Citizenship (AOGC) is a programme that aims to empower teachers in primary and secondary/high schools to engage their learners critically in the theme of climate action through a Global Citizenship Education (GCE) lens and to support learners in taking relevant, meaningful action to the climate issues they encounter.

The project stems from a growing awareness of the globalised and interconnected nature of climate action and the need for systemic change starting with young people, supporting the UN Sustainable Development Goals and Climate Action.

Creating the space for exploration within the school environment will enable students to actively engage in transforming the world around them for the better.

In this context, a partnership of environmental education organisations from the GAP International Network from Italy, Ireland, Spain and Norway have designed the Action on Global Citizenship programme to support the acquisition of knowledge (head), values & attitudes (hearts) and skills for action (hand) so learners can take appropriate actions to address climate and sustainability challenges.

Given the ability to reach a large number of learners and their influence as educators, the programme has a strong focus on supporting teachers.

Objectives
The overall project objective is to implement a sustainable, scalable Global Citizenship Education programme at primary and secondary that has been designed and piloted through a participatory design methodology and will reach teachers and learners across the programme countries.

Specific objectives of the programme are:

  • to provide appropriate educational resources for primary and secondary teachers and their students
  • to provide a training programme for teachers at both levels, supported by an online Resource and Learning Platform for teacher and student access
  • to make learners feel empowered to participate as an active global citizen and take action on climate and sustainability issues and challenges that matter to them most
  • to create greater opportunities for school to school collaboration via eTwinning
  • to grow, scale and sustain the programme through the regional education systems in each country, thus increasing access of the programme to schools, teachers and learners nationally and transnationally
  • to build capacity of the programme partners to manage the design life cycle of educational programmes

Activities 

  • Secondary School Action on Global Citizenship Programme: a toolkit that supports teachers in secondary schools to guide learners together in tackling local issues identified by learners that are related to the climate crisis and exploring them critically through a global lens and collectively creating meaningful actions and campaigns that address these issues. Included will be a student workbook that will support learners during the programme.
  • Primary School Action on Global Citizenship Programme: a toolkit that supports teachers in primary schools to guide learners together in tackling local issues identified by learners that are related to the climate crisis and exploring them critically through a global lens and collectively creating meaningful actions and campaigns that address these issues. Included will be a student workbook that will support learners during the programme.
  • Action on Global Citizenship Teacher Training Programme: the programme will support primary and secondary school teachers and give them the competencies to integrate the GCE programme in their teaching and learning practices. The deliverables for this output will be in the form of training materials (presentations, activity books, learning resources, support videos) and support documents for the programme such as learning outcome documents, lesson plans and administration forms.
  • Action on Global Citizenship Resource and Learning Online Platform: resource platform for schools to access a comprehensive repository of open education resources and learning materials that will support the teaching and learning process as they undertake the Action on Global Citizenship programme in their school. The platform will be multilingual in English, Spanish, Italian and Norwegian. Designed into the overall programme will be an emphasis on international school collaboration using eTwinning.

Expected outcomes 

  • The Action on Global Citizenship programme piloted in 8 primary and 8 secondary schools, with 32 teachers and up to 1000 learners
  • 200 teachers trained in Action on Global Citizenship training
  • 12,000 learners reached by the programme and connecting to other European students via eTwinning

Target group
The main target groups and beneficiaries of the project are students, teachers and school managers from primary and secondary schools.

Partnership
Lead partner: Global Action Plan Ltd. (IE)
PP1: Framtiden i våre hender (NO)
PP2: ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA (ES)
PP3: InEuropa Srl (IT)

Duration
The project has a duration of 36 months (from 01/11/2021 to 01/11/2024)

EU grant
The project has a total cost of di 258,538.00€

e^4 — tools in higher Education for an Embodied & creative Energy Education

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e^4 — tools in higher Education for an Embodied & creative Energy Education

Programme and Call for Proposals

 ERASMUS PLUS – Call 2021 Round 1 KA2

KA220-HED – Cooperation partnerships in higher education

Open project

Brief description

Given the urgency of environmental and technological change in the face of challenges such as climate change, the main need recorded is raising awareness of possible solutions and necessary measures, also given the challenge of educating the coming generation in these matters.

On this scenario, e^4 aims at both supporting and reforming teacher education at academic level in matters concerning energy, by training University professors charged with teacher education (Initial Teacher Education, prospective and in-service teacher education at primary and lower secondary school level) in new imaginative teaching methods to facilitate the transfer of energy-related scientific knowledge to students. Academics will be able to develop lectures based on teaching approaches encouraging imagination and creativity to science education, so to transfer these practices to future and in-service teachers. They, in turn, will be able to integrate these approaches in their school lessons, in order to adapt to the new generation’s learning capacities and needs, and to educate and sensitize their students to take care of the environment and to help tackle climate change and promote conscious technological change.

Moreover, we feel the need for Univerisities charged with teacher education (Educational Science Faculties) to reach out to the wider community and become meaningful partners in a network with companies, organisations and institutions working on our energy future.

Objectives

  • Develop and/or enrich higher education curricula (in teacher education for primary and lower secondary school levels), following a didactic approach based on “tools of imagination”, to facilitate the transfer of energy-related scientific knowledge to primary and lower secondary school students;
  • offer professional learning opportunities, for academics charged with teacher education, in innovative pedagogies and approaches to teaching science courses (including the use of appropriate aids and materials);
  • promote learning and teaching partnerships between universities charged with teacher education and the private energy sector;
  • upskill future and in-service science teachers with new approaches to teaching to encourage student girls for scientific careers and fight against gender stereotypes in STEM;
  • support the strengthening of science skills of EU citizens and professionals to make conscious choices and use creativity and a critical mindset to contribute to lower CO2 emissions towards EU 2050 targets.

 

Main Activities

  • Creation of a multistakeholder network which connects private/public entities working in the energy sector with academic institutions charged with teacher education.
  • Creation of innovative didactic material for teacher education to upskill university professors and school teachers with new narrative and imaginative approaches to teaching and science education.
  • Web platform supporting the network and the material.

Results

  • Increased competences and skills of partners’ staff.
  • Increased competences in teachers of primary and secondary schools: future and in-service teachers from the different partners’ countries will be engaged in testing the didactic material and activities through local and transnational pilot testing. 

We expect the project to produce a change in teaching approaches at all levels:

  •  At university level, improving academics’ science teaching approaches, also blending online and in presence courses, improving the efficacy of their courses both at university and jointly with the private and public energy sector.
  • At school level, helping student teachers and in-service teachers to be more motivated for and engaged in new imaginative teaching methods, will lead to innovation in school curricula. Teachers will be able to adapt their teaching approaches to the new generation’s learning capacities and skills needs through the application of creativity fostered by imaginative tools. 

Lead partner

LIBERA UNIVERSITA’ DI BOLZANO (Italy)

Partners

– InEuropa Srl – Italy

– Uniwersytet Mikolaja Kopernika W Toruniu – Poland 

– Esciencia Eventos Cientificos Sl Aragón Zaragoza – Spain

– Universitat de Valencia – Spain 

– Sustainable Innovation Technology Services Ltd Mid-West Castletroy – Irleland

– Università degli Studi Di Modena e Reggio Emilia – Italy 

– Dublin City University – Ireland

Duration
The project will last 36 months (28 February 2022 – 27 February 2025)

Website
https://energy4teachers.eu/

Budget
The project received a grant of € 395 506,00