To Teach Being a Citizen in Waste Economy is To Touch Life

<< Background >>The partnership applied for this project after having conducted an internal analysis and a more general analysis on the social necessities after recovering from the pandemic.The partnership conducted a preneed analysis on December 2020, and found out the following needs: To improve necessary skills and competences of adults about waste economy, To increase participation in the waste economy, To maintain sustainable consumption philosophy as citizens, To manage household waste sorting, Regarding the GENERAL needs analysis of the partnership, it has been conducted considering the changes, in terms of household habits, caused by the pandemic. The pandemic caused a drastic increase in the household waste within the EU and more specifically in the partner countries. The project partnership had the same global problems at the country level and all these created awareness towards waste management and economic and circular needs.The German coordinator presented to the partners a report by the Federal Ministry for the Environment, Nature Conservation and Nuclear Safety about waste management in Germany in 2018. More academic papers indicating global needs for waste management both at the society and industry level were considered.<< Objectives >>During the implementation of the project, the following objectives have been achieved:CONCRETE OBJECTIVE 1: tailored cut information about how citizens can be more involved in the waste management and circular economy at the household level (R1). CONCRETE OBJECTIVE 2: collecting sufficient information about waste reduction in household and true consumption behaviour in everyday life (R2).CONCRETE OBJECTIVE 3: collecting information about how high-quality, functional and safe products, which are efficient and affordable, last longer and are designed for reuse, repair, and high-quality recycling in the household (R3). CONCRETE OBJECTIVE 4: facilitate the understanding of the most effective combinations of waste separate collection models, the density and accessibility of waste separate collection points, including in public spaces in the partner countries (R4). CONCRETE OBJECTIVE 5: grant the possibility to citizens to upskill their competences of waste economy by creating a digital environment (R5), where to upload all the information collected in the project, in 6 languages.<< Implementation >>The activities implemented during the project are following:-Activities related to the project management and monitoring-Transnational project meetings-Activities related to the production of the project results-Multiplier events and dissemination activitiesAll these activities have been essential for the achievement of the objectives planned and actually accomplished during the implementation of the project.The activities and their content is described here in detail:Project management: the activities related to the project management were crucial to establish a fruitful and effective communication among partners and to monitor and keep track of tasks and progressions.At the beginning of the project a mailing list and a Google Drive folder dedicated to the project documents were created. All partners involved had the possibility to fully access, upload, and if necessary propose changes and modify all materials uploaded. All partners had to communicate to others if they wanted to make changes or to upload materials in a different way than established during online and face-to-face meetings. This enabled maximum transparency and efficiency of communication between the partners, so that it was always clear to each one which materials to use and how.The coordinators also took care to provide email reminders and summaries of all tasks and deadlines set between the partners throughout the project.Transnational project meetings: as stated in the application, four transnational meetings were conducted. The meetings were instrumental in tracking progress, setting deadlines, defining tasks and responsibilities, and taking stock of both the results and other project activities. Furthermore, given the project's topic related to local activities and initiatives, the meetings were crucial in better understanding the initiatives related to waste management and the circular economy at the local level. Therefore, each meeting took two full days.In detail, the meetings were held and focused on:- The 1st meeting (Berlin, Germany) took place at the initial stage of the project. All partners clarified the upcoming responsibilities, tasks and last expectations as well as create a good team spirit among partners to assure a smooth project start. Administrative, quality, dissemination and sustainability issues were discussed and set for the whole project period.- The 2nd meeting (in Turkey) took place after the production of the first result and the starting of the second result, the definition of the methodological framework and first stageof developing the guide..- The 3rd meeting (in Italy) took place after finishing the production of the second and third result and in order to prepare the fourth result.- The final meeting (in Poland - M23) was held right before of the project to present the achievements of the project and discuss the finalisation of all project training units,project implications and sustainability activities.After each meeting a report (minutes) was written by the host partner and reviewed by EBB, containing a schedule of required follow-up activities and tasks and an evaluation questionnaire to be filled in by all participants. The minutes were then uploaded on the project’s Google Drive.Activities related to the production of project results: The project foresaw the realisation of five concrete results.Results R1-R4 consisted in the creation of online training in the form of Massive Open Online Courses (MOOCs), result R5 in the realisation of the digital environment. The activities carried out to achieve these outcomes were:-Guidelines Establishment. SBTC (as leader of R1) proposed guidelines to produce the materials of R1-R4 following a modular structure. These guidelines were integrated, approved and adhered to by all partners throughout the duration of the project.-Research on the assigned topics. Each partner carried out extensive research on each assigned topic, selecting scientific publications, reports on private and governmental policies and initiatives, case studies, and best practices. -Production of results. After selection of materials each partner was in charge of producing their part of the result in form of written content and video. -Self-assessment: Each partner realised at least 5 questions related to its unit to be included in the self-assessment tool at the end of each module. The questions were then collated by Danmar who made them available in the interactive online self-assessment tool.-Review and translation. The leader of each result was in charge of reviewing and approving the content created following the guidelines. After the approval, each partner translated the content in its national language.-R5: For the creation of this result the partner in charge (Danmar) submitted different layouts of an online platform suitable for educational content to the partners. The partners selected after discussion the final layout. After the creation of the content by the other partners, Danmar was responsible for uploading the material onto the platform and checking its functionality together with all partners.-Testing: As per application, the results were tested by 20 adults from each partner country. SBTC at the beginning of the project proposed the testing methodology and questionnaire together with EBB, this was then submitted to all partners and supplemented and finally approved by each. Each partner tested the forms once they had been produced and uploaded onto the platform and compiled a national report with feedback from the participants. The leader of each result then combined the findings of the national reports into a common report. This made it possible to concretely test the validity of the proposed content and the platform.Multiplier events and dissemination activitiesAs per the application, multiplier events were organised by each partner in its own country.The purpose of the multipliers was to present all the results produced and finalised R1-R5 to an audience outside the partnership.The multipliers were also very useful in order to provide materials to all relevant stakeholders which are able to bring the idea at a systemic level in order to encourage a wider discussion on project follow-ups and promote and explain the added value of European networks and the opportunities offered by Erasmus+ programme.Each partner realised the multiplier events as per application, organised the communication with external stakeholders, took care of the logistical aspects, and presented the project results. Each partner also prepared detailed event minutes, describing participants' profiles, activities, results, and documenting the event through signature lists, pictures, and social media posts.The other dissemination actions listed here below were conducted by all partners with one or more partners appointed for specific activities, always after discussion with all partners during TPMs and if necessary defined during online meetings.The dissemination activities have been, in detail:-Preparation of a detailed dissemination plan with description of all dissemination actions and roles and responsibilities of all partners (AdM).-Creation of project logo and visual identity for project materials and deliverables (EBB).-Creation and management of social media of the project, specific pages have been created on Linkedin, Facebook, and YouTube (TUS).-Project poster and brochure (EBB and SBTC).-Website linked to the platform (digital environment - Danmar) with translation in all partners languages (all partners).-2 academic papers (SBTC and EBB; review: TUS).AdM and TUS were responsible for leading the dissemination activities and all other partners were responsible for supporting the dissemination strategy in their own countries. This also included translation of dissemination material into the national language and dissemination activities through partner’s websites and social media. As provided in the application the partners undertook 30 dissemination actions, reaching 2194 people through social media and 5597 visitors of the website.Each partner also disseminated internally within their organisations through training activities for their staff members.<< Results >>The concrete results of the project correspond to those described in the project application. We describe here those results in detail after their completion.5 Training modules, corresponding to project results R1-R5. The training modules represent the main results of the project, the implementation of which made it possible to achieve the main objectives envisaged in the project application, which are:-Provide tailored information with the aim to involve citizens waste management and circular economy at the household level.-Provide concrete information on waste reduction in households and true consumption behaviour in everyday life.-Provide detailed information on high-quality, functional and safe products designed to be repaired and reused, and provide information for high-quality and effective recycling in households.-Facilitate the understanding of the most effective combinations of waste sorting models, the density and accessibility of waste collection points, including in public places in the partner countries.-Enhance the accessibility of citizens in upskilling competences on waste economy through a digital environment.Each of these main objectives correspond to a specific project result and was concretely implemented hereby.The Results R1-R4 consist of self-paced training modules in the form of massive open online courses (MOOCs) which are free accessible through the project platform and without limits of attendance. The target group of the training modules are adult learners. Each module, corresponding to one of the project results, is divided in 5 units, each created by one different partner. The units are designed to be completed in approximately 1 hour, which has been proven as the average completion time during the testing phase of each module. The four training modules R1-R4 are indeed designed to be completed within an average duration of 20 hours in total (5 hours for each training module, 1 hour for each unit). Being a self-paced course, however, the duration of completion is not constraining and this constitutes an innovative and inclusive aspect of the results produced. At the end of each training module (R1-R4) is it possible (not compulsory) to take a self-assessment test to assist participants who wish to verify their acquired knowledge. The self assessment consists of 20-25 multiple-choice questions related to the content of the module (approximately 5 related to each unit). The participants who answer at least 80% of the questions correctly have the possibility of downloading an individualised certificate of completion.The 5 units of each training module (R1-R4) have standardised characteristics and follow a specific structure.Each unit of the training modules has been realised and uploaded on the platform (digital environment - R5) in the form of a flipbook containing texts, pictures, videos, external links, and references for further knowledge. Each unit has been realised following specific guidelines and structure:All units have been created using the same standard template with the visual identity of the project.All units have been created following these guidelines established by all partners at the beginning of the project:-Each training module must have 5 units. Each unit must have at least 2 subunits.-The length of each unit must be within 20 and 40 slides. -Each unit must contain learning objectives, learning outcomes and introduction (200-500 words, in any case max 3 slides).-Each unit must have summary and key takeaways-Each unit must have «Check your understanding section». It includes 3 general open-ended questions. -Each unit must contain practical examples/ case studies/ household practices.-Each unit must contain references, if possible with external links and should have additional external resources with links and videos of success stories.Each unit is structured as follows:-Introduction-Table of contents -Learning objectives-Learning outcomes-Subunits with the learning content-Household practices/case studies-Summary and key takeaways-Check your understanding section-References and additional resourcesThe training modules (R1-R4) are specifically following and covering these topics:R1: Module 1 - Participation in Waste Economy as a citizenThe first module is aimed at creating interest and awareness in the target group, shows exemplary practises and explanations for participating and involving in the waste economy as citizens. It covers the most important aspect, that is, to demonstrate the practical momentum of the circular economy in everyday life. It provides a common reference to all target groups at the European level in order to explore involvement in the waste economy as a citizen in the partner countries.The content of the module is divided in following 5 units:Unit 1: Collaborative Governance and Citizen InvolvementUnit 2: The Role of Citizens in Waste EconomyUnit 3: How can citizens contribute the waste management? Unit 4: Citizen Participation in Solid and Liquid Waste ManagementUnit 5: Citizen Education for Waste Economy – Country InsightsR2: Module 2 - Waste Reduction and True ConsumptionThis module meets the needs of target groups in relation with waste reduction in the household and provides true consumption ways to the citizens in order to reduce it. The learner understands waste reduction techniques at the household level and are provided with practical insights to be implemented in everyday life.The content of the module is divided in following 5 units:Unit 1: Circular Economy: an effective way to reduce consumptionUnit 2: Waste reduction in households: case studiesUnit 3: Waste reduction in companies: analysis of successful practicesUnit 4: Combining waste and consumption reduction with economic growth: practical examplesUnit 5: Implementing Circular Economy: governmental and independent initiatives around EuropeR3: Module 3 - RecyclingIn this module is outlined the connection with different recycling techniques and their connection with the circular economy. Then are analysed the impact of different resources on the environment, detailing which resources have a greater impact. Finally, practical examples, case studies and best practices on how to increase recycling at home and how to reduce wastes in everyday life.The content of the module is divided in following 5 units:Unit 1: What is recycling and its role in Circular Economy Unit 2: Renewable and nonrenewable resources and their effectsUnit 3: The global impact of household recycling (need + insights)Unit 4: Reduce, Reuse, Recycle: An Everyday thing Unit 5: Take action! How to properly take an active role in recycling at home R4: Module 4 - Household Waste SortingModule 4 in particular is devoted to household waste sorting, how to distinguish the different methods of waste collection and how to implement waste sorting in practice.The content of the units is related to the different types of waste sorting and collection, also referring to practical examples implemented in different countries. The waste sorting and collection are analysed in detail, an important part is also devoted to raise awareness of citizens and institutions, providing practical examples and case studies. At the end of the module are described different ways and methods to disseminate the new knowledge and awareness acquired through the four modules.The content of the module is divided in following 5 units:Unit 1:Citizens awareness on waste differentiation between “Solid waste”, “Liquid waste” and “Hazardous waste” Unit 2:Social participation of households and individuals in the waste collection system and proper disposal of the wasteUnit 3:Increase of citizens and household awareness on the waste processesUnit 4:Monitoring the waste process (location of waste containers, collection of waste processes)Unit 5: Dissemination of best practices in the educational contextR5: Module 5 - Digital EnvironmentThe fifth result consists of the web platform - or digital environment - on which the previous 4 training modules and the contained materials have been uploaded and made accessible and freely available to the target group. The digital environment has been designed in cooperation with all partners and structured in such a way to emphasise the modular training approach used for the training modules. The digital environment is designed to maximise the user-friendliness and the dedication to learning, always complying with the visual identity of the project. From the technical perspective the users have to register with their email to access the training content (freely and without time and content limitations), and the technical realisation of the self-registry and cooperation database envisaged the highest data protection standards. The digital environment is accessible through the project website, which functions as an access portal to the digital training materials (project website as sub-link).The digital environment is integrated part of the training modules, since it has been designed and implemented in accordance to the modular training approach used for the training modules R1-R4 and in order to be effective in showing how current learning platforms can be designed and used for hosting modular training units in order to provide effective practical solutions to improve digital self-paced adult learning.All training materials specifically produced for the project, digital environment texts and features and related websites have been translated and made freely available in all national languages of the partner organisations. All results described above are available in English, German, Italian, Spanish, Polish, and Turkish.Besides the 5 main results explained above, in the framework of the project other important results have been realised, as foreseen in the project application.Website: as mentioned, the website of the project constitutes an important result, since it serves also as an access portal to the digital training materials. The website is also important for informing about the project and its results and for dissemination purposes. The website contains informative materials such as newsletter articles, poster, brochure, and information about the partners. The website also contains important results as the reports of the testing phases and the 2 academic papers. The website has been translated in the 6 languages of the partners.Academic papers: at the end of the project EBB and SBTC, with the review of TUS and the collaboration of all partners prepared 2 academic papers reporting studies and data on the instructional methodology for adult learners used in the project and on analysed results from the testing phases and user experiences. The academic papers will be published on specialised reviews and on ResearchGate.Report of the testing: the reports released by the partners during the testing phases of R1-R4, and including also R5 in a dedicated section, are important results of the project. The reports provide evidence about the positive results achieved and document the methodology and procedures used for the testing of all training modules. In total, 24 national reports have been produced, which findings have been summarised and reported in 4 common reports prepared in turn by the partners leaders of R1-R4. The common reports are extremely useful for all partners to prove the validity of the innovative training approach implemented with the project.Other concrete results: other concrete results are the social media pages and profiles of the project (Linkedin, Facebook, YouTube) with their posts and videos, the 4 newsletter informing on the stages and activities of the project and available in 6 languages.