A full transition to Circular Economy is not possible without professionals with a new way of understanding the economy, a comprehensive knowledge of the circular business models and new skills, tools and competences for developing circular strategies. Business leaders specially trained are essential to drive this shift. The job market needs to be prepared for a transition that is already taking place and a specific Circular Economy training would be a key instrument to boost the employability, self-employment and meet the new labour market demand.For that purposes, the objectives pursued are:- Identify the current state of development of Circular Economy in the EU zone.- Identify areas with more potential of self-employment and job profiles required.- Promote Circular Economy showing the opportunities this model offers and the risks for our society of a linear model continuation.- Endow a range of young adults with a deep understanding of the Circular Business Models and tools to initiate and finance their business in the context of Circular Economy.To reach these objectives, U-eco target groups are:- Entrepreneurs interested in starting a business in a Circular Economy Context.- Professionals interested in learning about Circular Business Models in order to:o Acquire new skills and competences that can improve their curricula, aligning it to the needs and opportunities that the labour market will offer.o Bring their current business activities closer to a circular approach.The project is gathering partners from 5 EU countries (Belgium, Poland, Romania, Spain and Sweden).The expected results are:- Current state of development of Circular Economy in the EU zone including:- A list of the main problems connected to a linear economy.- A report about the areas with more potential of entrepreneurship in a circular context including data as: market scope, growth rate, costs structure and profitability.- A list of the SMEs capacity gaps and their potential for market development.- A directory of barriers regarding rules and regulation.- A SWOT analysis of the identified business solutions.- A set of business strategies for entrepreneurship in a Circular Economy context.- A catalogue of 15 job profiles that will be demanded in the next decade to meet the circular labour demand and a set of skills and competences connected to those profiles.- A training system composed of 12 training modules/pills, which will include a useful toolkit for guiding the entrepreneurship process.- A set of 12 case studies and good practices divided in the areas previously identified as those with more potential for business opportunities.- An online content of open access with all the Intellectual Outputs developed during the project available in all partners’ languages (EN, SW, ES, RO, PL and FR).- Social networks (Facebook, Instagram and LinkedIn)

<< Background >>The risk of social exclusion among the migrant population is worryingly higher than among nationals. Civic integration is more than just learning a language, however, language skills are determinant for the successful integration process. Without speaking the respective national language, it is hardly possible to gain a foothold in a new country.Germany is worldwide presented as one of the most open & immigration-friendly countries in Europe. It offers a very extensive integration program with up to 1200 lessons of general languages courses & 800 for professional needs. Most migrants, refugees & Germans with poor language skills have access to most of these courses. Despite this large language tuition offer - includes more than 10 different types of courses- a significant group of migrants & refugees remains excluded in the program. The situation around Europe is even worse. The 1st evaluation of the German integration courses (EvIk ‘19) reports that it is still very questionable to what extent the courses adequately take into account the wide range of people with very different educational backgrounds. There is clear evidence that refugee women have worse preconditions for learning. Women take part in the courses less often than men, a significant group of them is excluded from the current official program, only 22% of women with children under the age of 4 attend the courses (BAMF 2019: 27). The exactly same tendency is observed in the regular migrant language offers delivered by partners of this consortium. 2019 almost half of the 272 million people worldwide not living in their country of birth were women, according to the Eurostat ‘19 migrant women represented more than 50% of the newcomers population in Europe & the proportion is expected to increase. However, (refugee) women hardly exist in the public debate. Migrant women are facing challenges & barriers as both migrants & women; a double disadvantage that excludes them from social participation. There is an urgent need to tailor the language learning opportunities & to create a real added value for this target group in Europe. Social cohesion plays a fundamental role in the integration process. Integration means a development & a two-way process in which people in a society jointly develop an understanding of how they want to live together. Migrant women are usually isolated from the host community. In Germany only 12% of women have daily contact with Germans (compared to males at 27%) -Liebig OECD. For family & structural reasons many migrant women misjudge their opportunities in the host country. Women’s space for own development is mostly inexistent in the role models they have learned in their home countries. This consortium’s aim with the project is to promote education, to enhance tolerance & to motivate trainers & learners for a lifelong learning strategy focussing on the needs of one of the most vulnerable groups: migrant women. A prerequisite for the implementation & development of effective services for newcomers is a good knowledge of their situation & needs. Partner of this consortium deal with the target group & they know the difficulties women face to enrol in a language program & to increase their social interactions. Feeling Home offers a new language learning path for women that cannot attend regular courses (R1). It motivates, empowers & gives women a voice recognising their values & building their sense of belonging to the host society. At least 175 migrants & teachers will directly benefit from the project but it needs to be transferable & adaptable to peers outside the consortium. Every fourth trainer is regularly emotionally exhausted & even shows burnout symptoms currently. The pandemic situation is saturating our trainers & there is an urgent need for supporting tools. The manual & open learning space for language trainers working with migrants offers ready solutions that easily enhance teaching strategies in vulnerable groups(R2).<< Objectives >>Refugee/Migrant women have disadvantageous preconditions for learning. On average, women have a lower level of schooling&vocational training & are more vulnerable than men. In addition, due to childcare responsibilities, women are less likely to have access to integration supported linguistic offers & are therefore less likely to learn the host language. According to studies metioned above this is not a marginal phenomenon it affects a larger group. Work experience shows a similar experience around Europe. The lack of opportunities to learn the local country’s language is consequently creating a situation where a significant group of migrants & refugees is being excluded from comprehensive participation in the society. This project primarily aims to achieve a reduction in the risk of social exclusion of migrant women in our society. To reach this goal it creates a new informal language learning program to be piloted by 25 teachers with 150 migrant women in 5 European countries (PR1). Feeling Home gives participants the chance to improve their linguistic skills while simultaneously enhancing their integration process. At least 150 migrant women have the chance to listen, read, write&talk in the local language. The informal course format offer women the possibility to combine their familiar responsibilities with the learning program. Further, it gives women a voice to share their perspectives&needs in their host countries & it creates an innovative city guide that fills the spaces with new identities. A documentary film about the creation of the city guides, the guides themselves & the several events to exchange & promote the results will invite participants to share the experience of the project & to understand the city as a space with many different perspectives & identities. It promotes an understanding of how different cultures can live together & feel part of the same reality benefitting the goal of social inclusion across European cities. Beyond that, Feeling Home aims to improve the competences of educators for the delivery of informal training including digital skills. Undoubtedly, Covid-19 is immensely shifting how we are designing & implementing educational programs at any level. Racy transformations, restructuring in the shortest time, digitalized trainers overnight & insecurity in the teachings; this pandemic situation is definitely saturating the education system. A study carried out by the DAK in Germany (11 ’20) reflects that every fourth trainer is regularly emotionally exhausted and even shows burnout symptoms. Feeling Home addresses the urgent need to support the trainers & to create learning paths in line with the current needs of the participants. It offers specific supporting tools for language trainers working with migrants. At least 25 trainers create pilots in R1 with more flexible learning paths in line with their learners’ needs, improve their teaching competences & collaborate at the European level with peers. R2 maps, analyses & describes informal teaching strategies & best practices so teachers can easily use them in programs with vulnerable groups. The open learning space & the manual also devote part of its content to the promotion of the DigCompEdu framework & to digital ready solutions for the programs. It brings the European frameworks for digital competences closer to the language trainers & maps from simple motivating gaming strategies to complex open online learning platforms describing implementations of digital tools in language programs. At least 530 participants of the multiplier events, over 1000 institutions involved in the delivery of integration services (newsletter receivers) and several thousand followers (SM channels & websites) will be regularly informed and invited to share the experience of the project resulting in awareness of the value of the development of innovative learning paths adapted to vulnerable groups & improvement of professional competences.<< Implementation >>The main project objectives are two:**1-To increase language learning opportunities for migrant women by creating a new informal pedagogical approach to thereby enhance their integration possibilities in the host countries**2-To support overwhelmed language trainers working with migrants & vulnerable groups with new methodologies, best practice examples & an extensive repository for free materials and digital toolsIn order to successfully reach these goals Feeling Home creates 2 main final project results and implements several activites:**Level I: General Management & implementation of the project with responsibilities (For detailed project management see section Management)General Management (DE)Communication Strategy (DE)Interim & Final Report (DE)4 Newsletters (DE, SE, ES and EL) creating; (IT) layoutPromotion (IT)Quality (ES)Sustainability and Exploitation (SE)Technical Support (EL)2 ME per Partner country with 20 physical and 33 digital eachHost meetings: Meeting 1 (DE physical)Meeting 2 (digital DE)Meeting 3 (EL physicial) Meeting 4 (digital DE)Meeting 5 (ES physical)Attend meetings all; physical 1 person/country + inviting 1 person/country online; Digital meetings 2 persons/country **Level II: Main activities for R1 & R2 with responsiblities: (For detailed project results see section Project Results)Result 1 (R1)Leading: DEParticipants: 150 migrant women (25/country) + 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actions6 Trainers’ focus groups local level3 Trainers’ focus groups international level 10 local events with migrant women10 excursions with migrant women5 international digital events with migrant women (participation per country min. 2 women)Create a curriculum for an informal language course embedded in the task of creating a city guide from migrant women’s perspectivePilot the courseCreate a city guide (digital format) each country one (5 languages)Create 5 films of the experience (5 languages)(Stakeholders/external trainers are to be regularly invited to get involved in the activities) Supporting migrants with individual coaching sessions if necessary, linguistic support, extra activities involving children in the guide developmentResult 2 (R2)Leading: ELParticipants: 25 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actionsPedagogical Support DEGraphics for the Manual: ITFinal English Reading for the Manual: ES3 upskilling events for trainers on creating moodle activities (DE)6 Trainers’ focus groups national 2 Trainers’ focus groups internationalCreate a digital Manual on the methodology of course R1, including materials, teaching activities, best practice examples (6 languages; nationals + English)Inset the content of the manual in an interactive learning platform creating several activities for migrants’ language trainers to improve their teaching skills, create a repository of digital materials for distance language teaching and a section with links to specific tutorials for language teaching and distance learning (Materials from former projects)Create a section on the DigiComEdu Framework6 languages (national + English)Create a section for migrants, a learning space so they can up&download material and exchange experiences.<< Results >>By creating new & alternative learning paths for those that cannot attend regular language learning offers we reduce the risk of social exclusion of vulnerable groups in our society. Result 1 of the project is the creation of an informal language course tailored for migrant women, who due to family roles &structural /cultural reasons are not able to attend regular language programs in the host countries. The language learning activity is embedded in the experience of creating a city guidebook. This guide maps spaces in the host communities that migrant women are mostly missing from their host countries. The course offers newcomers opportunities to exchange with peers at national & international level and to share their experiences also in their mother tongues. They are empowered to communicate, to enhance their social activities & to share their needs. Within the informal language program (R1-Act.1) the participants & trainers create 2 additional results with an individual added value for themselves: **- An innovative digital city guide that presents the city from a new welcoming perspective (R1-Act. 2)**- A film about the project experience (PR1-Act. 3) Beyond that, the implementation of the informal course improves the teaching skills of the trainers involved in the project. The second result focuses mostly on trainers (T2) and is composed by two elements: The teachers' manual (R2 Act.1) presents teachers’ experience accumulated in the project life & previously acquired knowhow related to informal teaching environments. The manual is the teachers’ instrument to improve their teaching skills at various levels. The experience of this course implementation should be carried out by as many institutions as possible working with migrants. So, R2 offers an open digital learning space (R2 Act. 2) for practitioners/NGOs supporting migrants to replicate the course & apply the methodology adapted to their targets’ needs. Project Result 1 / R1Act1: In the INFORMAL LEARNING LANGUAGE COURSE participants discuss, plan, develop, create & share the organization of the city tours & city guidebook. This is the reference framework for the development of the city guide, the experience exchange events & the final films. Each country creates its own course. Total 150 migrants, 25 teachers involved and 5 languagesAct2: THE CREATION OF CITY GUIDES is the task participants need to accomplish during the course. Each guidebook (1/country) presents at least 10 top places. The focus does not lie on the space but on the cultural needs the spot is covering for the migrant. The guide describes the city from a new perspective offering a more diverse & inclusive added value to it. 5 guides &languages. Act. 3: Films describing the experiences of the migrant women during the development of the guides (5 Films&languages) Project Result 2 / R2: Act. 1: THE TEACHERS’ Methodology Manual creates 2 types of supporting material for trainers working with migrants:First, for the needs of non experienced language trainers delivering language trainings to migrants using informal teaching methods. It presents strategies to teach languages to heterogeneous groups using an informal learning pedagogy. Includes methodology, best practices piloted in R1, maps activities including teaching materials. Second for more experienced still overwhelmed language trainers searching for digital solutions for the distance learning situations. Both sections promote the DigiCompEdu Framework. Act.2: THE OPEN LEARNING SPACE is an interactive learning platform (moodle) addressing the needs of the migrant organisations & trainers working with migrants searching for impulse, examples & guidelines for the implementation of alternative informal learning options for their target groups. Further, it includes a repository of digital resources for language training This digital open learning space is created in 6 languages (5+ English). 175 active users.

In 2017, the EU was home to 21.6 million third-country nationals, accounting for 4.2% of the total population. Migrants (and refugees), either from EU countries or from outside the EU, actively contribute to the economic, social and cultural development of European societies. The successful integration of migrants into society in the host country is the key to maximising the opportunities of legal migration and making the most of the contributions that immigrants and refugees can make to EU development, as stated by the European Commission's Migration and Home Affairs. Action Plan on the Integration of Third Country Nationals (2016) provides a framework to support national policies and describes concrete measures for the Commission. One of the key actions is ‘Education, including actions to promote language training, teacher training and civic education’. The legislation and policies are constantly being improved, and their importance has been clear since a couple of decades. However, different studies carried in the EU (OECD) throughout the years show a more negative reality when it comes to actual integration. According to the Results of special Eurobarometer on integration of immigrants in the European Union:‘’Just over half (54%) of Europeans think that integration of immigrants is successful [...] Europeans tend to agree on the main factors that may facilitate or prevent integration of immigrants as well as policy measures that would support it such as offering language courses upon arrival (88%), improving integration programmes (85%) [...] Europeans say that integrating immigrants is a necessary investment in the long-run for their country and similar proportion view integration as a two way process in which both host societies and immigrants are responsible.’’ Our objective is to help bridge this gap between what the policies read and promise and the reality of what is happening. We offer a solution to a widespread problem where we look at the role of both sides and where the end results will also benefit both of them; SOCIAL INCLUSIONThere will be 6 participating partners on the project, coming from 5 different European countries. These partners will bring a mix of expertise and backgrounds in language and culture teaching, development of training material, teacher training, immigration and refugee educational programmes, intercultural and communication competences, emotional intelligence and further soft skills. Some partners have a vast experience in Erasmus+ projects, where only 2 are fairly new and will, thus, shed a different light upon the project. The ALL IN project will produce 3 Intellectual Outputs:-TRAIN THE L2 TRAINER: a 20 pill training course where language and culture teachers will learn about strategies of how to successfully implement soft skills such as rapport creation and empathy into their lessons and take full potential of both the language lessons as well as adult students to reach SOCIAL INCLUSION-ALL IN MANUAL: a manual that will not only help language teachers but also other stakeholders involved to enhance the effectiveness of language and culture programmes for immigrants and refugees. It will also include 20 practical activities & tools that can be used in the inclusion process and will also actively involve members of the host society. -TRUE STORIES: we live in visual world. Many people only believe things if they see and hear them from their peers. We will therefore create a Youtube documentary series of 24 episodes, where immigrants and refugees, as well as members of the host society, can talk about both successful stories as well as stories of those who are still working on their social inclusion. The aim of this IO is the uptaking of language and culture programmes by low linguistically skilled immigrant adults as well as the tackling of discrimination and putting a hold of fake news. These outputs are the core of the project and will be developed in cooperation between all the consortium's partners in 3 stages. Each output will be thoroughly tested before completion to ensure the durability and impact of the ALL IN project. All outputs produced will be freely accessible for the public within and beyond the project’s lifetime.The ALL IN project is likely to have sustainable direct impacts within and beyond the project lifetime on four main target groups: 1) Language and culture teachers. 2) Immigrant and refugee language and culture students in the process of integration.3) Institutions that offer language and training courses to adult immigrants and refugees.4) Members of the host society.By creating training tools, a manual as well as the practical tool & activity kit for language teachers, teacher trainers and academic managers and a documentary series, the consortium expects to achieve the overall objective of the project and a long term benefit for European Society: EFFECTIVE SOCIAL INCLUSION.

<< Objectives >>The project aims to support prospective and current entrepreneurs in rural areas in strengthening their businesses and business ideas by transferring knowledge related to circular and resource efficient business models and digitalization.Further, strengthen connections among entrepreneurially minded people in rural areas, support availability of training around Circular economy, promote 'Green Responsible Entrepreneurship' and digital skills.<< Implementation >>The project intends to develop a training for enhancing digital & green skills of rural entrepreneurs in regards to CE and resource efficiency.The foreseen phases are:Preparation: Gathering the information for building the training.Structuring & Brainstorming: Designing the training methodology and topics.Developing: Creating the training in an attractive, user-friendly, digital format.Testing: Adjusting the training according to participants' feedback.Outreach: Promotion & dissemination.<< Results >>Expected results include: 60 Surveys and 3 focus groups to assess needs of rural entrepreneurs6 inspiring Circular Economy business modelsBrainstorming activity with 9 staff members1 Virtual tour of Community Cafe in LithuaniaDevelopment of at least 6 modules in an accessible and appealing digital format1 Training activity for 6 trainersValidation of modules & methodology with 30 participants & improvement of material3 Open House Events with a minimum of 45 participants in totalOutreach

<< Background >>2020 and 21 have been disrupting years in many aspects: the COVID-19 outbreak has disrupted our economies, our mobility, and especially our livelihoods and health. But while many things have changed since the start of the pandemic, the threat of climate change has not. In fact, 2020 has seen the worsening of heat waves, ice loss, wildfires, floods, and droughts throughout the world.In addition to this, the prospects of gender equality might also see a setback due to the pandemic. A study by the EU (2020) explores the effects of COVID-19 on gender equality, including the role of healthcare workers (of which 76% are women in the EU) who are at greater risk of infection, domestic violence (which reports have spiked by 20-40% in the EU), the impact of quarantine on feminised sectors of the economy (e.g., tourism and hospitality), the additional unpaid labour upon women more than on men as a result of lockdown and additional domestic load, as well as the access to maternity, sexual and reproductive health services. All of this does not only directly harm women’s health and wellbeing, but also compromises their ability to undertake paid employment during and after the pandemic. The study further highlights that like all crises, “whether caused by disease, natural disaster, climate change or conflict”, “COVID-19 has significant direct and indirect effects on women and other genders” and may therefore exacerbate gender inequalities while threatening the progress for women and girls within the Sustainable Development Goals (SDGs). And, in parallel to this, 2020-1 have seen the growing concern with the threat of fake news and of polarization both related to politics and digitalization. This years have also seen the increased feeling of loneliness and the growing distance from human interaction, and of not having the opportunities for networking as well as fewer opportunities to finding jobs. When it comes to younger generations, sometimes referred to as “the lost generation”, they are bound to face hard situations, none of the least include negative effects on their mental health exacerbated by isolation and exclusion from the labour market. For this reason, young women and girls are in a position of grater vulnerability to experience oppression and negative effects from factors which are exacerbated by the COVID-19 pandemic. However, while these pressing issues might make the environmental threat seem secondary, this couldn’t be further from the truth. As 2021 sees the earliest peek of the cherry blossom season in Japan since records began 1,200 years ago, it is clear that the effects of the increase in temperature associated with global warming and urbanization have not been haltered with the pandemic. In this context, this project recognizes that sustainability is strictly linked with the need to adopt concrete actions to cancel the economic, legal, social, and cultural discrimination between genders. It also acknowledges that when we talk about economic recovery, employability, and about creating opportunities for all and for future generations to explore their economic potential and achieve their dreams, we cannot forget about the environmental needs and the threat of climate change. In relation to this, it is noteworthy that there is evidence that female empowerment could mitigate the impact of economic growth through increased efficiency of environmental resources through sustainable practices (PwC, 2008), which can be boosted if we increase young women's resilience by addressing structural oppressions and vulnerabilities. That is why the project brings together younger generations, female empowerment and improved participation, and green principles as we think of ways forward. It is time for young women to explore potential vulnerabilities to build initiative, and to be leaders for their own futures.<< Objectives >>At the core of the project is the idea that young women are especially positioned to creatively and innovatively initiating processes to develop a sustainable new normal that is coped with gender equality and empowerment. But for them to achieve that, it is necessary that they have access to the right tools for them to act as leaders and as change-makers, without compromising other responsibilities and interests. Finally, according to the OECD, gender equality is key to achieving sustainable development, as it has the potential to prompt poverty reduction, public health improvement or female and child mortality rate reduction. For this reason, the project seeks to promote young women empowerment, participation, initiative, critical sense, and their means to achieve socio-economic autonomy as key aspects to collaboratively fighting against climate change. Based on this, this project aims to include young women in all its stages as both assets and beneficiaries. They will be participating in diverse activities that will give them the chance to engage in critical analysis of narratives that tend to further oppress them/sustain unsustainable practices; to build bridges among young women in different countries by sharing stories/reflections/opinions and connecting them through transnational networks; and to participate in the creation of tools that will foster young women initiatives and the development of their potential as leaders and change-makers. With this, the goal is not only to empower the young women as leaders of their own futures, but also to highlight their leadership potential and prompt their employability in a changing and uncertain world.Based on this, this project has two main goals:1)to empower young women to act as leaders in shaping the sustainable new normal and fighting against climate change, acting as change-makers, and exploring their active citizenship and socio-economic potential 2)to promote sustainable internationalization by empowering the EU to act as leader in matters of biodiversity conservation, sustainable practices, and sustainable action – the EU is particularly positioned to doing so given its transnational connections and global soft power.Additionally, it seeks to achieve the following objectives:-encourage critical thinking among the target group and build their initiative and capacity to act as leaders and change-makers and explore their active citizenship-build awareness around the role younger generations and women can play in driving changes to promote sustainability and inclusivity-build awareness around gender roles and inequalities -understand/build awareness around the effects that the changes triggered by the COVID-19 outbreak might have on younger generations and women -utilize informal/non-formal education to promote female empowerment and encourage young women to collectively start the change in themselves and in their communities-build bridges between young women among the partner countries and support the psychological health of the participants by promoting peer-to-peer connections and networking, exploring digital platforms, as well as by utilizing interactive and innovative resources such as reels videos -Explore interactive methodologies such as storytelling as an engaging manner to involve the target group in learning activities.-Capacitate youth workers to keep on transferring the knowledge and experiences initiated within the project to other young women<< Implementation >>This project brings together the power of young women to act as leading forces, the promotion of green and sustainable practices, interactive and innovative methodologies, and collaborative methods to produce results that will be relevant, useful, and empowering for young women and for youth workers. The project targets young women who will be involved in all its stages so that they can speak for themselves and build their critical thinking and their sense of initiative. The implemented activities will be the following:1) social media content analysis and development of reels. In this result, each partner will conduct a limited content analysis exercise of selected post/sources through interactive activities/discussions with 50 young women/representatives of supporting organizations in their national context. The project team will also conduct at least one transnational roundtable with a minimum of one representative of the target group from each partner country. During the second part of the activities/discussions, the partners will support the participants to creatively transfer their opinions and reflections into 5 reels. The main findings will be cross-nationally analysed, and findings will be compiled. 2) development of a toolkit that will provide a step-by-step process with methodologies, theoretical modules for empowerment, and exercise for young women. Part of this result will be the Co-creation phase, composed of meetings/surveys with at least 125 participants, which will create a space for collective knowledge to emerge. The toolkit will also be tested with 50 individuals in each country before being finalized and made available in digital format. Prior to the testing phase of the toolkit, a training activity will take place, which will serve to capacitate the 10 participants with necessary knowledge and experience. This will be crucial for them to have the confidence to use the toolkit and to successfully engage the participants of the testing activities and to provide them with adequate support. 3) development of an e-booklet for youth workers. Related to this result, the partners will develop a first draft of content based on the results and experiences collected in all partner countries throughout the project, followed by feedback sessions/trainings with 25 young women/representatives of supporting organizations which will be additional opportunities to collect and improve the content of the e-booklet before it is finalized and made available in digital format.Additional project activities that will be implemented during the project are:-two transnational project meetings. These will be important to strengthen collaboration and cooperation among the partner, as well as to support project management, implementation, and coordination.-five multiplier events (one in each country). These are part of the dissemination and visibility aspect of the project and will also provide an opportunity for the participants to build connections and network.-dissemination and outreach activities. these will be key to inviting participants for the project activities; share information related to the project; and disseminate final results-monitoring & evaluation activities. These will be crucial to ensuring that the project will be implemented in accordance with the timeline, objectives, and final results it seeks to achieve.-Sustainability activities. These are key to ensure the long term impact of the project beyond its lifetime<< Results >>Through the process of co-creation and in close collaboration and with the active participation of young women, the project expects to initiate a process that will place them as the leading forces in the process of creating a more sustainable and inclusive future both as change-makers and as a work force. The project also assumes that, especially in youth work, investing in engaging and interactive learning methods is key. Therefore, as a main result, the project seeks to develop and inspire interactive, engaging, and innovative methodologies/approaches to address young people and to include them in knowledge and content creation. It also expects to result in the creation of collaborative networks among the partners, participating young women and their peers, and youth workers/organizations. Through the activities described above, this project expects to have the following results/outcomes:1. carried out a critical analysis of social media content with 50 young women/representatives of supporting organizations and a transnational roundtable with 5 young women that will lead to the identification and establishment of critical thinking around oppressive/unsustainable narratives and around the main struggles faced by young women mainly connected to the COVID-19 pandemic context and social, economic, psychological and environmental factors. This will result on 5 reels that will create direct peer-to-peer connections and have an innovative outreach among the target group, encouraging broader critical thinking and sharing a sense of identification and belonging; and on a text file that can be resorted to by young people themselves and other interested parties to prompt questioning of gender roles and oppressive/unsustainable narratives, as well as support the built capacity of the partner organization.2. developed a toolkit that will be a collective effort from young women (125 young women/representatives of supporting organizations will be involved in this in total) to other young women that will provide a step-by-step process with methodologies, theoretical modules for empowerment, and exercise for young women, including a storytelling method/approach. This will include selected topics targeted at building a collective effort to promote the socio-economic empowerment of young women and to inspire them to actively support their communities and themselves through sustainable practices and initiatives. The testing of the toolkit with 50 young women/representatives of supporting organizations will result in an improved and provenly relevant/useful material. 3. developed an e-booklet organized in chapters to capacitate youth workers and encourage sustainable impact of the project’s experience. The feedback sessions/trainings with 25 young women/representatives of supporting organizations will support the further collection of content and improvement of a resulting resourceful e-booklet. This will enable youth workers to use storytelling as a learning method; use the toolkit in their activities encourage critical thinking; encourage the promotion of active citizenship and civic participation specially in gender and environmentally related matters; and provide insights for the target group to address and try to overcome the struggles they are faced with. 4. trained 10 members of the staff of the partner organizations to use the developed toolkit and with the project methodologies/approaches.5. disseminated methods and skills for young women build their sense of initiative and become future sustainability and community leaders in shaping the sustainable new normal.6. promoted sustainable internationalization by empowering the young people in the EU, creating a multiplying effect.7. inspired young women to critically observe information and to take the lead in initiatives related to climate change and gender equality, thereby acting as driving forces in their communities towards a more sustainable and inclusive future.