Climate change is one of the defining issues of our time. This program uses the innovative educational "whole school” approach to help a broad audience -with particular focus on students - to understand, address, mitigate, and adapt to the impacts of climate change, encouraging the changes in attitudes and behaviour needed to put our world on a more sustainable development path and build a new generation of climate-change aware citizens. It also wishes to contribute to creating knowledge, to educating and communicating about climate change, as well as to understanding the ethical implications for present and future generations. The whole school approach will target all students, all teachers, all other employees of the school as well as all parents and members of the community with an aim to engage them in different activities inside and outside the school, in order to reduce their ecological footprint. Climate change education is part of UNESCO’s Education for Sustainable Development (ESD) program. In 2014 UNESCO launched the Global Action Program (GAP) on ESD, the official follow-up to the UN Decade of ESD, with climate change as a critical thematic focus. In this respect, the proposed project is innovative in that the "whole school approach" will ensure that all teachers, students, parents and other stakeholders of the school and of the local-wider community will benefit from this, through a comprehensive set of Climate Change Education (CCE) Indicators and through the variety of teaching-learning activities that partner schools will develop in the framework of these indicators. All partner schools will follow and implement the same special curriculum, which implies methods of working with the above mentioned set of indicators, providing measurable outcomes of the activities that the schools will develop and undertake. These indicators act as incentives for students and teachers and also as criteria for the successful implementation of the project at the participating schools. There are six schools in the partnership with considerable experience in running and/or participating in European programs and programs regarding sustainability, outdoor education, the environment and ecology, from Germany (coordinator), Hungary, Spain, Slovenia, Portugal and Greece. All partner schools will organize teaching-learning activities, according to the special curriculum and the CCE Indicators, employing the whole school approach, inside and outside the classroom, about climate change and the responsibility of people to adapt to it and mitigate it. There will also be three transnational project coordination meetings combined with joint staff training events: one at the start of the program, to re-examine it from every angle, a second one to be held in the middle of the project period before the delivery of the interim report and the last one to solve any remaining issues, to conclude the program smoothly, to finalize the outcomes and to secure its sustainability. Considerable impact of the project is expected on all partner schools. The impact on local communities is significant too, since a large number of schools adopting CCE Indicators contributes to the reduction of schools’ operational expenses. This financial gain is maximized when perceived at region, country or EU level. Additionally, the impact of the project on the attitude and behavior of teachers and students is equally, if not more, important since CCE Indicators are based on humanitarian values and principles leading to better interpersonal relations and, as a result, reduction of vandalism, tackling racism, xenophobia and radicalism. Three types of results are expected: products created by students and teachers in relation to the learning activities and their dissemination; acquisition of skills and competences by teachers and students, so that they will be able to identify, describe and act towards the mitigation of climate change; progress in the partner schools' policy, development of teaching methods and increased international cooperation, because of the whole school approach. A program website will be set up, which will be regularly updated. The partner schools’ websites will create an exclusive program tag and a Facebook account for partner school students to communicate. The results of the project will be shared through personal communication, homepages, social media, teachers’ portals and special events. The target groups of the dissemination activities inside and outside our partnership will be schools, teachers, students, parents and the local governments. Schools are dynamic organisms, constantly changing. The CCE Indicators approach can assist every type of school to enhance its performance in all three fields of its daily function (pedagogical, social and environmental) and build a new generation of climate-change aware citizens.
1. In general, the theme Climate Change Ready was chosen correctly and up to date, which was not entirely predictable in detail. The topic is currently on the agenda in politics and society in various countries around the world and is therefore of great interest to the participating schools. In this respect, the project (hopefully) in these schools has contributed to a greater willingness to deal with climate change and its consequences. But it would probably be presumptuous to assume that it would have been only the influence of the project work of the past two years, which has led to the awareness and, if necessary, to the change in consciousness and behavior in the context of the "whole school approaches". Since climate change and its consequences and the way in which it has been dealt with have been permanently present in all media and in politics, it is not possible to exactly measure the influence of project work. 2. Nonetheless, we would like to call on all participating schools to contribute to the objectives of the project and of our education and training mission in general and to further contribute to a conscious change of behavior in schools, pupils and parents. Not all related activities are brand new, as before or parallel to the CCR project work already existed similar projects and also in the context of teaching in biology, chemistry, physics but also politics, economics and social studies and philosophy issues of climate change at various levels were and will be discussed. Existing home influences also help address climate change. 3. In this respect, the goal is "with particular focus on students - to understand, address, mitigate, and adapt to the impacts of climate change, encouraging the changes in attitudes and behavior needed to put our world on a more sustainable development path and build a new generation of climate-change aware citizens ... " achieved with certainty, just not directly measurable as a result of the project alone. In this respect too, the evaluation of the CCE indicators was omitted in the project as a whole. If used, this took place internally in the schools. 4. There has been widespread participation in all schools. Student body, quorum and parenting were involved far beyond the limited number of participants on the closer project, many merely informed but quite a number actively participated. This took place within the framework of project days and ongoing projects in the two school years as well as in the framework of the CCR project. 5. School gardens were created or further developed at almost all schools, solar bicycles were built (Portugal), waste separation (almost all schools), visits to water and wastewater management, solar houses, recycling companies, development of public transport, inclusion of cycle-friendly traffic, Klima-Sail (Water research in the Baltic Sea), lectures by environmental organizations in different countries (Hungary, Slovenia, Portugal, Greece and Spain) especially in Germany: Climate House Bremerhaven, Energiebunker Hamburg, UFA Factory Berlin, Institute of Physics, TU Berlin, It is pleasing to note that the school's long-standing willingness to use bicycles on the way to school was taken into account by expanding the lockable and covered bicycle shelter at the school. 6. In view of the fact that the schools had different requirements and different possibilities because of the great differences in the size of the schools, there were differences in the teaching requirements and design and above all the periods of school holidays and exam times and the resulting lessons Very different opportunities to participate in the closer project, as well as a tight schedule over the course of the two years in the project was waived on a common curriculum, as announced in the application. All schools have made their actions essentially free, although a mutual inspiration, especially in the design of the meetings cannot be denied. 7. Especially for the German school is to note that the project of cooperation with the city of Hamburg in terms of "bicycle city Hamburg" despite initial collusion due to scheduling difficulties did not materialize, a priority focus on the subject of cycling was not really achieved. This, however, was in favor of a broader set of CCR topics at the school. Many colleagues took part in the project days of the school with different offers. In addition, in the context of overall conferences, partly exclusively on the subject of CCR as well as at school events (summer party, Adventscafe and the 6o year anniversary) information was spread widely.