In 986 AD a small group of Vikings settled on Greenland. About 500 years later the settlements vanished. It is still not fully known what happened to the settlements and what caused their disappearance, but it can be assumed that the changing climate, a shift in trade relations and the consequences of these factors for social structures were influential factors. In the Middle Ages, Greenland was at the edge of the known world and at the periphery of the large Norse trading network. Therefore it provides an interesting, and somewhat complex, case study of sustainability at the margins. The historical case is easier to understand in an holistic way than contemporary challenges but can trigger an engagement with sustainability at the margins today.The interdisciplinary project team consists of scientists and educationalists from Science Shop Bonn (Germany), The Centre for Design, Innovation and Sustainable Transition (Denmark), BAOBAB (Austria), The Faculty of Education of Edge Hill University (UK) and Project Agency Andreas Joppich (Germany) supported by the Danish National Museum, the researcher Kare Hendriksen and the Danish History Teachers Association. They developed workshop material based on the research about the Viking settlements in Greenland and about the challenges in contemporary Greenland and other parts of the world. Children can explore the artefacts found by researchers in the ancient settlements and apply scientific methods of analysis to interpret what has led to their end. Further material allows the students to compare their findings to modern issues of sustainability and draw conclusions for lifestyles and policy making. All materials developed have been tested in individual lessons and project days. Nearly 1000 secondary-age pupils were directly reached. Thereby methods of learning through inquiry were the focus of the teaching approach. Many of the students confirmed that they could gain new insights into sustainability. More than 200 teachers and students were reached through multiplier events.The resource materials, which can be used by the partner organizations but also lent to schools for lessons of history, geography and political education, include reconstructed artefacts, maps, guidebooks on research methods, newspaper articles, maps and data sets on contemporary issues, along with guidelines for comparing the findings to modern times. Some outdoor games are used to create an adventurous atmosphere and stimulate the cooperation of the children.The workshop provides an example of how competence-centred education can be put into practice and therefore supports the efforts of the European Union and national governments to replace knowledge-centred practices in schools. To support this goal, the project partners also formulated a survey based recommendation on learning through inquiry and its benefits for the development of competences, especially learning to learn and scientific approaches but also social and civic competences, language and mathematics. Based on the experience, guidelines for learning through inquiry have been produced, integrated into the manual, and transferred to a concept for train-the-trainer seminars. Guidance for self-assessment in the manual will make teachers aware of the learning impact on students and allows a promotion of learning through inquiry even after the project has ended. In addition, the method supports interdisciplinary teaching and thereby more cooperation in schools. A recommendation for the integration of the workshop in the curricula of history and geography is prepared for each country. Articles documenting the teaching approach and the linkage of the Viking age and contemporary challenges add further to the resources.During the project all partners have met with key stakeholders to discuss the aims and materials of the project and to expand their networks supporting the dissemination methods and materials.

The priority goals of the European Union concerning the improvement of VET include the dissemination of work-based learning, however there are only a few methodological professional materials available - that regulate the whole training process – related especially to adult learning. The partnership led by the Government Office of Békés County has aimed at developing a complex methodology for work-based learning in international cooperation that can be applicable on European Union level in CVET of adults. The Government Office has implemented the project in cooperation with Finnish, Italian, German and Hungarian organisations that engage with VET and with a Hungarian employer that is involved in work-based learning as well.The methodological handbook is based on handbooks made by foreign partner organisations according to a uniform system of criteria, including the methods they apply in CVET of adults. The intellectual output of the project, namely the complex methodological handbook, contains the work-based learning processes and sample documents for CVET of adults, the building blocks of its quality organisation according to the 6 building blocks defined by EQAVET (Design, Improve, Respond, Communicate, Train, Assess). The ready-made handbook was presented at the 1st multiplier event organised in Hungary during the mid-term of the project to the experts responsible for VET. The next, pilot version of the complex methodological handbook was prepared taking into account the feedback of partner organisations and professionals responsible for VET. The methodology was tested and the handbook was finalised in the 2nd year of the project. During the preparation phase of testing guidelines were prepared for the tasks to be performed, the professionals carrying out the test training had also been prepared to apply the method.The methodology was tested in VET provided outside and in the school system. The former one was realised with the participation of the 2 Hungarian partners, a meat product manufacturer training, consisting of 240 lessons was organised by ALFA KISOSZ Advocacy and Training Association with the participation of the employees at Gyulahús Ltd. The latter one was carried out in a two-month period of social care worker training organised by Gál Ferenc College Vocational School, Secondary Grammar School of Békés at the Hajnal István Nursing Home of the Békés County Hajnal István Social Service Centre.During piloting we used methods, processes and sample documents included in the methodological handbook. The development of a web and mobile application supported to document the implementation of the test training, which enabled the professionals and leraners to document the realisation of the training in an electronic form. Student self-assessment was realised on a daily basis as well as the evaluation by the instructor.We evaluated the experiences with the professionals and learners, summary studies on the implementation of the piloting were completed. Following the testing, the foreign partners evaluated the experiences of testing the new methodology. The final version of the methodological handbook was prepared taking into account the experiences of operation and the evaluation made by foreign partners.At the beginning of the project and after the piloting, questionnaire surveys were carried out among the VET providers, workplaces and the learners to measure the impacts of the project. After testing the developed method, the change in relation to the initial state was measured. Testing the methodology clearly confirmed the relevance of each process element defined in the handbook, applying the methods significantly enhanced the quality of the training and the satisfaction of the VET provider, the workplace and the learners. A final study available in English and Hungarian have been completed containing the demonstration of the aims, activities, the achieved goals and sustainability. The methodological handbook, which is the main output of the project can be downloaded in 5 languages from the website of the project, www.wbl.hu, where after registration it is free to try and use the web and mobile application, too.We have made a proposal to the Ministry for National Economy for the wider dissemination of work-based learning in Hungary.The project results had been widely disseminated during the project:multiplier events were organised in all 4 countries implementing the project, at a meeting of the Steering Commitee of the European Network for Quality Assurance in VET, at a professional conference of EPALE among others, and on an EQAVET forum.The new methodology enables the introduction of work-based learning and its effective application in each member state of the European Union, the methodology can be integrated into our VET system, it is applicable in the future as it complies with the quality requirements specified by EQAVET.

Climate change is one of the biggest challenges facing mankind in our time. Over the 21st century, climate scientists expect Earth’s temperature to continue increasing, very likely more than it did during the 20th century. This will affect almost every aspect of human society, including economic prosperity, human and environmental health, and national security. It’s up to all of us to build that new sustainable society. So it’s mandatory that we start by making people aware of how their actions impact the Earth. We must fully understand what our footprint really is. Only then we can start doing things differently and create a Climate Literate Society.Education is an essential element of the global response to climate change. It helps people understand and address the impact of global warming, increases “climate literacy” among young people, encourages changes in their attitudes and behaviour, and helps them adapt to climate change related trends. Although the role of education in addressing the challenges of climate change is increasingly recognized, the curriculum and teaching in schools still is far from being effective in equipping young generations with strategies to deal with the climate change challenges of today and the future.The project aims at enhancing teachers' profiles to coach students effectively in European Secondary schools to raise the level of climate literacy by developing:-Educational Content for Climate Literacy -Open Online Course to allow teachers to promote climate literacy at schools -Online Teacher Community including activities developed to assist them to bring the topic of climate change into their classrooms.We will create an educational framework integrating the core aspects of digital technology, citizenship competences and climate change. Using this framework, we will develop an open online course for the teachers of each partner country. Alongside this, we will also develop an online teachers community where European teachers can privately learn and share their respective experiences about climate change which encourage people to action. A multilingual website will share these stories. Competence assessment tools will ensure learning can be monitored and evaluated, and training resources created so teachers can ‘self-train’ to implement the project post-funding.We will develop, implement, disseminate and evaluate three central intellectual outputs in order to reach our target beneficiaries and achieve our objectives.The partnership is set up between six different organisations including three universities-Estonia, Sweden, Belgium, two NGOs-Germany and Turkey and one private company from Turkey in a cross sectoral way.As a result of the project, we expect to have created a long-term benefit on teachers and students comprising digital tools and curriculum linked learning resources. These will have a lasting impact resulting in: -enhanced understanding of how climate change affects their community and how they can actively influence it -becoming engaged citizens with an understanding of their roles and responsibilities, and empowered to act. -being able to understand and present complex narratives in succinct and accessible ways-sense of being a part of Europe and improved intercultural skills-improved digital competences of both teachers and pupils-a resource base for teachers to continue developing new stories-training resources guiding teachers to teach climate literacy as a means of cross curricular activity.In the frame of the project 80 teachers and school leaders, 75 secondary school students and 500 other stakeholders will be involved. Within 6 Multiplier Events a total of 300 teachers will be informed about the project and its outputs. Also at least 1000 recipients will be reached at local, regional, national and European level through the planned dissemination activities.The project is expected to have a significant impact on secondary school teachers and students as well as their organisations across Europe, largely related to the cross curricular activities as a means of providing a new and innovative approach to promote sustainability and developing related skills in schools. It is anticipated that the resources developed during the project will complement and expand existing training initiatives at various educational levels across.

TeRRIFICA – Territorial RRI Fostering Innovative Climate Action – will create a comprehensive overview on the state of the art of climate change adaptation research, tangible climate action and climate change adaptation examples, related policies as well as communication strategies and methods at different levels of complexity. Through its co-creative multi-stakeholder approaches the project will identify opportunities, drivers and barriers of implementation. It takes into account challenges for the acceptance and feasibility, technological and regulatory constraints in six pilot regions in Spain, Germany, France, Serbia, Poland and Belarus. The selected pilot regions cover the diversity of climate change mitigation approaches in Central– South, East – West, urban – rural, EU – non-EU settings. The project will define and adapt innovative communication strategies, dialogue actions and formats. Through Living Lab methodologies, different stakeholder-groups (with a particular focus on regional authorities and policy makers) will be integrated as co-creating and actively participating partners. This will lead to recommendations, procedures, tools and methodologies that are appropriate to the different roles and objectives of these parties and which will consider the key policies of RRI and integrate Sustainable Development Goals. TeRRIFICA will set up tailored roadmaps and key performance indicators for the implementation of developed methodologies and climate change adaptation activities in regional practice. Customised capacity building for the different stakeholder groups will be offered. Field trips to local and regional promising activities related to research and regional innovation, and broader stakeholder engagement with feedback loops will be organised to learn from these examples of innovation and create input for the next stages of development.