GATE

• Students (aged 12-18)
• Teachers & Educators
• School Leaders & Administrators
• Policymakers & Educational Authorities
• Local communities
• Parents and Families of students

The primary objective is to design and develop comprehensive frameworks and tools aimed at strengthening the sustainability competences of students, teachers, and educational institutions. This involves creating and implementing assessment methods, training programmes, and certification systems to foster green skills and support sustainable practices within schools. By equipping students, educators and policymakers with the essential knowledge and abilities, GATE seeks to drive the green transition and integrate sustainability into educational settings and policy frameworks.

• Developing a School Self-Evaluation framework to measure the extent of GreenComp competences within educational institutions
• Creating a Capacity-Building Training Programme designed around micro-credentials to enhance the skills of teachers, educators, and policymakers
• Launching pilot initiatives in secondary schools to test the effectiveness of the School Self-Evaluation framework, gathering data on outcomes such as student engagement and teacher readiness
• Establishing the GATE Sustainable School Certification to formally recognize schools for their dedication to sustainability and environmental responsibility
• Hosting a policy forum with external stakeholders, partners, and policymakers at both national and international levels, while formulating policy recommendations informed by project findings and stakeholder feedback

• Schools will have a structured approach to evaluate and enhance their sustainability practices, leading to immediate improvements in awareness and long-term integration of GreenComp competences into school culture. A total of 24 sustainable and innovative schools were selected, with 4 committees formed to evaluate GreenComp competences. These committees, involving 8 educators, 4 green experts, and 8 external stakeholders, conducted 8 focus groups with 80 education providers, resulting in the creation of 3 sub-tools to assess 12 competences at 3 progression levels.
• Educators and policymakers will be equipped with the necessary skills and knowledge to effectively implement and advocate for sustainability in education, resulting in innovative teaching methods and sustainable school environments. Five micro-courses will be created with input from 120 EU students, 80 EU teaching staff, and 40 EU external experts. Five transnational workshops will be organized, training 24 beneficiaries, with at least 40 teachers, 20 experts, and 20 administrative staff involved. Positive feedback of at least 70% from beneficiaries is expected
• Pilot projects will provide actionable insights and data, leading to refined and effective sustainability practices in schools, enhancing student engagement and teacher preparedness for long-term sustainability education. Four pilot projects will be carried out, involving 160 individuals in TG1 (20 students per country), 120 individuals in TG2 (15 teachers per country), and 40 individuals in TG3 (5 schools per country). Additionally, 80 students will be involved in pilot projects 2, 3, and 4 (10 per partner institution).
• Schools will be motivated to adopt and maintain high standards of sustainability, resulting in widespread, systemic changes in school operations and curricula over the long term. A total of 40 schools carrying out the self-assessment tool to assess their 5 axes of sustainability (5 schools per country).
• The policy forum will facilitate dialogue and collaboration, leading to concrete policy recommendations that support sustainable education and have a lasting impact on educational policies at national and international levels. A total of 32 forum activities will be held (4 per country), with 80 attendees at regional workshops (10 per country), 80 at best practice sharing sessions (10 per country), 40 at expert panels and webinars (5 per country), and 40 at regional networking events (5 per country). A satisfaction rate of at least 70% is expected, with a positive perception of the relevance of GATE rated 4 out of 5.

• WP2 – will focus on gathering case studies of schools effectively integrating GreenComp competences, establishing specialized committees to develop evaluation frameworks and guidelines, and creating a digital self-assessment tool
• WP3 will focus on designing and implementing a capacity-building training program for educators and policymakers, along with organizing transnational workshops to train key personnel, equipping them with the knowledge and skills required to integrate GreenComp competences into their institutions
• WP3 will also encompass the execution of pilot projects to apply and assess the GATE Framework for School Self- Evaluation in partner countries
• WP4 will focus on establishing a certification process for sustainable schools and collecting feedback to refine the certification criteria. It will also involve setting up a policy forum for dialogue and collaboration, as well as designing concrete policy recommendations for sustainable education

• Directorate of Secondary Education of Lesbos – DDEL (coordinator, Greece)
• LAND Impresa sociale s.r.l. – LAND (Italy)
• KMOP Policy Centre – KMOP (Belgium)
• International Consulting and Mobility Agency SL – INCOMA (Spain)
• Agrupamento de Escolas de Santo André – AESA (Portugal)
• Zespół Szkół – ZS6 (Poland)
• Laurea University of Applied Sciences – Laurea (Finland)
• Oberstufen-Kolleg Bielefeld – OS-BI (Germany)