<< Objectives >>InAction focuses on issues such as eco-friendly behavior and active citizenship. It aims to engage youth in adopting a zero-waste lifestyle and support their creative and meaningful participation in their community. To achieve this, the following objectives have been set:-raise awareness of the problem of waste and its environmental consequences;-increase youth's willingness towards the 5 R's rule: Refuse, Reuse, Reduce, Repurpose, Recycle;-encourage youth to come up with green solutions.<< Implementation >>InAction foresees the following activities:Development of the learning materials: InAction Resources and InAction Learning Path.Development of the managerial documents such as: InAction Management Plan, InAction Quality Assurance Plan, InAction Dissemination and Exploitation Plan.Meetings: one TPM in Poland and one Training Activity in Greece.Dissemination activities: creation of the project logo, project website, Workshops/Seminars, etc.<< Results >>InAction partnership has planned the following results and outcomes:-Mapping the status of zero-waste lifestyles in partner countries;-Best practices on Zero-Waste Lifestyle;-InAction Youth Guide to Zero-Waste Lifestyle;-Strengthen the professional profiles of youth workers, by providing them with freely available resources.

Autism spectrum disorder (ASD) refers to a range of conditions characterised by some degree of impaired social behaviour, communication and language, and a narrow range of interests and activities that are both unique to the individual and carried out repetitively.According to the World Health Organization it is estimated that worldwide one in 160 children has an ASD. This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of ASD in many low- and middle-income countries is so far unknown.The health-care needs of people with ASD are complex and require a range of integrated services, including health promotion, care, rehabilitation services, and collaboration with other sectors such as education, employment and social care.ASDs may significantly limit the capacity of an individual to conduct daily activities and participate in society. ASDs often negatively influence the person’s educational and social attainments as well as employment opportunities.Our organization as Applicant partner and the partnering organizations recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all persons with ASD and find better educational solutions to those persons.Main objectives:The main objective of our project is to develop a guideline and application for our target groups, containing concrete ideas, recommendation and examples of suitable educational activities for children with special needs and to improve the skills of the target groups in the field of integrating special need children into regular school activities.The specific objectives of the project:•Improve the quality of health care services to the population with disabilities al local as well as at European Union level;•the teachers and educators of our organizations to be professionally educated and to increase their qualities as inclusive teachers;•increase their knowledge of students with disabilities, autism and other risk group of students involved in mainstream education, learn to assess the specifics of students with disabilities, autism and other risk group of students involved in mainstream education;•to learn with hands-on activities on how to conduct a preference assessment in order to identify students’ motivations and preferences;•to learn about the ABA method and learn strategies for dealing with challenging behavior in the classroom;•to learn strategies that use positive reinforcement to help successfully manage challenging behaviors not only for children with ASD but for the entire classroom;•to increase their awareness and acceptance of at-risk students (with socio-emotional problems, behavioral problems, learning difficulties, developmental disabilities, autism, etc.)The participants in the project will be professionals in the field of SEN education, teachers, PE teachers, Art and Music teachers counselors and accompanying persons, working in regular and special need schools, trainers and coaches in SEN education organizations, parents of special need children and the final target group will be the special need children who will benefit from the project.The project will result in both tangible and intangible assets. Through the implemented activities we will produce PowerPoint presentations and new tools (the guideline )for integrating children with special needs into regular school activities. Project will be branded with a project logo and project website. In addition, Facebook page and Facebook group will be created. Project results will further strengthen the cooperation between partner organizations and will ensure capacity building for the organizations involved through the participants taking part in project activities.Information brochure will be elaborated with informationa about autism and positive passwords.Two guideline books after each LTTA will be created.They will contain information about the methods that will be presented during the two LTTAs.•new knowledge and skills of target groups for integrating children with special needs into regular school activities;•bigger connection among schools with special need children and regular schools;•bigger awareness of local public authorities and associations for special need education about the importance of involving special need children;•a better understanding of social, language and cultural diversities and reactions to them after the participants take part in transnational meetings and the training where they will experience different cultures, educational systems, food, way of living and similar;•greater understanding of different educational systems in Europe, especially in the field of special need education.

The global warming recorded in mainland France over the last century is about 30 % greater than the average warming throughout the globe. The average annual temperature has risen by 0.95 °C compared to 0.74 °C globally. These values are even higher for only the second half of the 20th century: increase of 1.1 to 1.5 °C over the period 1950-2000 (ONERC, 2007/2009), or 1.5 °C over the period 1959-2009 (Ribes et al., 2016). Over the period 1961 – 2015, changes were studied in observed extreme events in the French Mediterranean in terms of their intensity, frequency, extent and precipitated volume and analysis shows an intensification of the most extreme events over the last decades, probably due to man-made climate change (Ribes et al., 2019). Therefore, in France education, training and public awareness on environmental issues seem imperative, especially for young people. International frameworks on climate change and sustainable development policies, support youth education and participation, as major stakeholders, in responding to climate change (United Nations Conference on Environment and Development, Agenda 21). Youth participation promotes active citizenship and the empowerment of future generations to engage in environmental governance, including climate change governance. The UNFCCC, through its Article 6 on Education, Training and Public Awareness, calls on governments to implement educational and training programs on climate change to educate, empower and engage all stakeholders. The Doha Work Programme on Article 6 of the Convention adopted in 2012 has also targeted youth as a major group for effective engagement in the formulation and implementation of decisions on climate change. Unfortunately, presently, actual implementation of policies at regional or national/local levels is typically lacking or insufficient, especially in developing countries (Narksompong & Limjirakan, 2015). A growing body of empirical research and practice is emerging that emphasises young people’s capacities to influence and participate directly in efforts to learn about, prevent, prepare for, cope with and adapt to climate change and extreme events (Tanner et al. 2009; Haynes, Lassa, and Towers 2010; Walker et al. 2012).In this context, CLanIMATE Change project could contribute to young people's increase of awareness and empower them in tackling climate change through short animation production, as an effective tool that can give voice to young people in policy debates on climate change. According to Lunch and Lunch (2006, 10), animation production is an easy way of bringing people together to explore issues, voice concerns or simply to be creative and tell stories. Indeed, animation approach enables youths to be in charge of their learning process (Waite and Conn 2011) and allows them to learn in an interactive environment between them, the community and their trainers (Youth workers). CLanIMATE Change youth project will encourage youth to study climate change issues, their causes, consequences and solutions, as viewed by them and their community (Sandercock and Attili 2010; Garrett 2011). The process of animation development and screening would be an effective driver for social change and the end result will be used as a medium to promote youth participation in public awareness and active citizenship to empower people engage in environmental governance, including climate change governance. Therefore, having as target group youth workers and young people, we propose a project with the following objectives:•To provide an accessible way for young people to take action on climate change, through deepening their understanding, engaging and motivating their wider community, and also shaping and creating their own animation, in order to communicate their messages and perspectives to decision-makers and the public.•To deliver training courses to directly train the target group (young people) in a set of skills and key competences related to animation production as a means of raising young people's voice, and deliver these courses to a target group of Youth workers, in order to amplify and perpetuate their ripple effect.International cooperation within the framework of this project is an important factor that will allow partners to present, according to their expertise, a complete training in skills and competences needed to develop an animation as a tool to empower young people to tackle climate change. Youth from different countries will have the chance to meet, exchange experiences, concerns and recommend common actions to tackle the negative impacts of climate change for a more sustainable future for them and the generations to come. This will be the starting point for the delivery of a comprehensive tool for youth, having a trans-European character, which can be utilized as a means of rising voices,’ mobilization and policy dialogue development on local, national and international level.

<< Objectives >>The objectives of this proposal are:- To take the gaps identified among the professionals and map current good practices related to interventions for autism.-To deliver training courses to directly train the ASD professionals, in evidence-based approaches they can incorporate into their work.-to create a network of ASD professionals, who can exchange good practices, at European level- the professional development of the ASD professionals<< Implementation >>We plan to deliver 3 mobilities (trainings) with a focus on:1. Social skills, 2. Functional Communication and 3. Communicating and collaborating with parentsAdditionally, during the project lifetime, 2 TPMs are going to take place, along with several online meetings, to improve the management of the project. Finally, communication and dissemination activities are going to be implemented throughout and after the duration of the project.<< Results >>As a result, we expect:-an increase in autism awareness among the professionals, partner organisations and their local community-to guide best practice in supporting ASD individuals -professionals to make positive changes in their practice-the development of a continuing vocational training program for ASD professionals-closing existing gaps in the access to training for professionals working with ASD-enhancing the communication and collaboration between ASD professionals and ASD families

"<< Background >>Voluntary work is a way to reinforce ones activity, personal development, inclusion and participation in society. Youngsters and young adults with mental health problems or other difficulties and reasons to exclusion, need more guidance and support to enable their volunteering process as well as their capacity building. Through volunteering also influencing the society is possible. It gives an individual the possibility to concretely act for the environment and to get a feeling of self-capability and self-efficacy. Therefore the threshold to participation should be as low as possible, despite of mental and other social barriers of the stakeholders, and also when the volunteering takes place in an other European country. International inclusive volunteering management for youth with mental health problems needs structures and networks so that the participating is safe and the approach of youth workers takes root to be mental sensitive. To reach the best and current research results as the base for building the training, methodology and handbook, the project partners have decided to make desk and field research as basis to all other project results to survey the existing circumstances of youth supported volunteering in Europe.<< Objectives >>It is often seen, that people with mental health problems are not financially productive members of society, and therefore not the first target group receiving the resources for developing themselves, even if they are young with all life ahead of themselves. Still the potential within these young people is huge, it just needs to be channeled with support from professionals. One of the best ways of motivating people is not to force them to act, but to give possibilities of participation, self-expression and activity. When the motivation comes from individuals themselves it will also lead far and last long. That is what volunteering is about. It is a two-way process where both the volunteer and the target of volunteering gain in dialogue, build their capacity and use their inner potential.Supported and inclusive volunteering is like a bridge from social exclusion to more demanding working, and the participation in meaningful voluntary work increases the feeling of being a member of community. Due to the experience with Sosped's culture house model, in which young people with mental health problems are trained to be voluntary peer supporters and lead peer groups to other youngsters, we have concretely noticed the unused potential of young people who are excluded from society out of different reasons. Development and innovating of volunteering is also an essential part of Pista Magica's and Stando's procedure. In this cooperation the partner MaMa as a roof-organization for Slovenian youth centers provides the possibility to test the results with youth workers. The results are also tested in all national multiplier events of Volunteer and Go!In the future society the concept of volunteering should not be seen as social obligation but as an opportunity to influence. Acting as voluntary worker changes one's position from being a target of help to an active operator in life. That change of thinking is very essential when recovering from mental problems. The positive impacts of the volunteering activity lead to improvement of self esteem and activity in other sectors of life as well. The transnational project partners Sosped, Stando, Pista Magica and MaMa share the same core values and the desire in developing inclusive volunteering and participation possibilities for marginalized youth and other target groups.<< Implementation >>In Volunteer and go! the partner organizations make desk and field research and develop methodology and guidelines as well as a mental sensitive handbook to enhance young adults possibilities to volunteer in EU area. Sosped coordinates Vol'Go! and promotes and reviews the project, focusing on its project management and on adaptability in changing situations, and constant, regular feedback. The project activities to gain the expected impacts are: (1a) A kick off online meeting will be organized at the beginning of the project. The meeting will bring all key project partners together in order to share information and to launch project planning. During this first online meeting partners deal the suitable cycle for meeting structure for the whole project period. Project status meetings will be carried out throughout the project by using online conference calls with project partners to report and follow on the status of the project. The meeting minutes will be recorded and openly shared with all project partners by the coordinator. (1b) First TPM will content concrete kick-off action plan steps and review and benchmark planned project objectives and team building exercises. (2) Project team meetings as well Steering Committee will take place throughout the project to review and update listed action items as well as to add additional items when needed. (3) Action Item list will be used to support tracking outstanding actions needing to be completed within the project. (4) Checklists, as to organizing the events, gives additional support to the Action Item list and therefore the project partners. (5) The meeting minutes of the professionals will be recorded and openly-shared at project status meetings, learning events and transnational project meetings. The young peer usually want to share their experiences in confidence, so we don't record the Finnish LTT but the results will be collected in a memo.(6) To support monitoring and controlling the progress of the project, online communication tools will be used for the project team meetings and scheduled project status meetings. That will help to enhance information and knowledge sharing as well as to promote communication between all project partners efficiently and helps to set direction in order to achieve the projects objectives. Also, it will help facilitate conditions for easy invoice and staff management. Providing a channel for everyone's ideas and opinions will help to get problems and potential problems out in the open, thus make problem solving easier. It allows the coordinator to respond quickly and efficiently to change, enabling to undertake the appropriate action to prevent or minimize the damage it might cause. (7) Three transnational project meetings (TPM) will be held during the project in different partner countries. The first is for preparing, planning, organizing and halfway control of developmental processes of the Project Results. In the second meeting project partners will evaluate the project outcomes and identify and develop a plan of action for further cooperation and development of the method. This second meeting will also begin the combining of the previous Project Results into final one. The Last TPM will be held in the end of the project for end evaluation and closing purposes. (8) Peer working will be the main model used during the transnational meetings e.g. interactive group activities, discussion groups and workshops. This approach is mutually beneficial and involves the sharing of knowledge and good practices, thus supporting the project objectives. Then evaluations according the following: (a) Observations from fieldwork at project results and conference as to a description of activities and the overall effect (b) Feedback of participants’ feelings, knowledge, opinions, experiences, testing the training(c) Statistical data on the number of participants attending the transnational meetings and conference(d) Other possible evaluations<< Results >>The Vol'Go! will have four Project Results that are research (PR1), methodology and guide for inclusive volunteering (PR2), and a mental sensitive handbook ""How to Volunteer and Go!"" (PR3). In PR4 these are combined to a larger visualized and translated (in Finnish, Slovene, Greek and Portuguese) material combination for dissemination that contains the report of the desk and field research, methodology, guide for youth inclusive volunteering, a mental sensitive handbook for users and training materials that are piloted and tested in all multiplier events (4) during the project. The LTT's build the capacity of all participants. The project will have its own website, administrated by the project coordinator. The guide and handbook will be printed and all the materials are shared on the website to offer familiarization and ensure sustainability and free download possibility of the outcomes for everyone also in the future."