Sifting presented a challenge to all the teaching actors: to analyze and discover the gems in the process of training VET students in order to increase their employability in the working world. How to conciliate this process of detailing the study process and making it an ally for VET students to succeed. At this point, they have entered the world of school in its last phase thus the ability, the skills to face, adapt, and solve problems that are not known yet and which will be visible in some years.The challenge was to teach students 21st-century skills and the main task of our project was to develop students’ metacognition, they expanded core knowledge and skills, especially about themselves and the world around them. The project objectives were:To create the ground for peer learning where participants could exchange best practice examples in the VET field during a two-year projectTo enhance the 21st-century skills of students of 5 EU school during this projectTo build up participants’ ability to foresee career opportunities To boost students’ life, learning, and literacy skills, as well as their professional knowledgeTo strengthen cross-cultural communication, respect, and toleranceTo create the setting for participants to apply the newly acquired knowledge and skills The project was inicialy addressed to VET students, and 20 and 8 teachers per country to be directly involved. in the activities. There were 5 LTTA planned with a common program, promoted by the posting school but with all partner's agreement and intervention.1 presentation (school, city, country); a comparative analysis of the VET education-economic context-work market in the partner countries; statistics illustrating the unemployment rates in the 5 EU countries; discussions about local and national initiatives and opportunities that help to face the unemployment issues.2 seminars/lectures delivered by experts focused on discussing how and what the education should do for preparing students to face a more complex and demanding world; workshops to develop students 21st-century skills; exchanging best practices examples on the topic among the partners; 3 organizing workshops to boost students’ literacy skills; group work using ICT; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;4 workshops on how to develop life skills; group work that help students to develop tenacity, critical thinking, and creativity; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;5 organizing workshops on how to help students to immerse on the job market; group work that helps students to learn how to write a CV, a cover letter and prepare their personal portfolios, how to behave during an interview; exchanging best practices examples on how to help the student meet the demands of the Innovation AgeThe project was based on a student-centered approach aiming to develop their life skills (Social Abilities, Efficiency, Flexibility, Initiative, Leadership), learning skills (Communication, Creative Thinking, Collaboration, Critical Thinking), literacy skills (Information, Media and Technology Literacy) so that they could upgrade their own chances to get a job when graduating. All partners were pragmatical and ensured an effective approach by asking students to apply the gained knowledge in job-seeking exercises and peer–learning activities. The tangible results are available in the result platform and they comply with the initial plan. The common tasks were performed by all countries and there was a visible effort to adjust to reality to serve the project goals in a better and more effective way.All those who took part in this project have received multiple benefits expanding their VET network of contacts, exchanging best practices examples, and developing the school curricula including non-formal activities on the daily practice.Teachers shared methodologies and tools from other EU schools. Especially in those where VET students were an important target, teachers had new approaches to enable participants to enhance their ways to organize activities. A good understanding between partners has enabled a long-lasting partnership whose results and products are being introduced into a broader dimension of education, making both targets aware of the possibilities to boost the dimension of training in EuropeAll evaluation and emotions felt during mobilities convey the idea that Europe is a wider space for people to be and to participate, dimming the space division among countries.All work done in 2 years was to provide a way to shift from acquiring knowledge to using it. It is time for schools to develop their approach adapting to the latest trends in job-related skills and to offer the necessary support to students according to their personalities and competencies.

Through this project, we intend to make the students absorb the idea that entrepreneurship is not the realm of business people, but everyone can be entrepreneurial, engage in learning more about what entrepreneurship is and learn how this competence can benefit several aspects of their life. Our partnership consists of 5 countries from Finland, Turkey, Italy, Portugal and Latvia. Our primary target group is the students who are indifferent to school, don’t attend to school regularly and tend to leave school early. Through the project activities, we will engage the students in school related activities and internalize the idea that they can be successful and have a good future by learning how they can put their ideas into action using entrepreneurship skills. Therefore, school and school related activities will make more sense to them.Our methodology is activity-based and solution-oriented. That’s why we have planned our activities relevant to our methodology. With the project activities, the students will be able to practice the entrepreneurship skills which they have learned only from books. Solution-oriented as they will be more hopeful, active and contribute to the workforce and economy in the future.We believe that real examples and success stories from real life will inspire them effectively. Thus, we will arrange meetings with entrepreneurs and the students will interview with them, visit the Chambers of Commerce and Industry in the local area of each partner school and learn about different opportunities which are supplied in the partner countries. Each partner will identify a role model entrepreneur who has succeeded his/her idea into action, which will definitely inspire the students. The teams in each partner school will select a different business enterprise area and the other partners will be a marketing area for their enterprise. Therefore, the students will learn different kinds of enterprise areas, market their ideas, develop their horizon, creativity and inspire each other. Apart from different enterprise areas, they will also create one common enterprise and each group will be a kind of a branch of this enterprise. The groups in their own country will do activities to develop their branch. At the end of the project, the most successful branch of the enterprise will be selected. This will foster the students to create more remarkable and original activities to enhance the success of their branch.Approximately 200 students and 30 teachers will participate in the project. The students will prepare visual presentations, create the project logo, poster, e-magazine, a real pop-up enterprise, join live events and Skype conferences, visit Chambers of Commerce and Industry, take part in surveys and design project dissemination tools and Erasmus corner in their schools. The teachers will be the mentors of the students, guide them to obtain best results, arrange meetings, carry out the eTwinning project, form their national and international project teams, conduct surveys and write evaluation reports. The school boards will supply convenient environment for the project teams and activities, support them, take part in the meetings, help with the dissemination activities and facilitate the bureaucratic work.Entrepreneurship clubs will be established as extra-curricular activity in the partner schools.These entrepreneurship clubs will organize an event in their schools on the dates which will be identified by the project partners.During the determined week,each partner will do activities to inspire the other students and also prepare presentations to share on the project dissemination tools, so the connection between the partners and also the sustainability of the project will be continued after the project is completed.In addition, these clubs will be in contact with local Youth organisations to create an entrepreneurial mindset along together,which will enable the local Youth organisations to benefit from the objectives of the project.All the activities will be shared via visual presentations in English by using web2 tools to be able to share the objectives of the project in the national and international dimension. There will be two dissemination teams which are national and international. The project dissemination coordinator will check the quality of the presentations and warn the partners about the deadlines. All the partners are experienced in Erasmus+ -projects, enthusiastic and open to collaboration. Each partner has accepted all their responsibilities. Thus, we are sure that we will obtain our desired consequences through our strong partnership.

CONTEXT This project idea has been developed by teachers of 5 secondary school and achieved its last form after discussing 7 months time. The idea arose from the basic necessities of safe life everywhere we are. Every year unexpected events/disasters are happen and many worrying consequences occur. As teachers we realised we have some lack of awareness of this subject and we want to focus on EMERGENCY at our schools, increase consciousness between school society, develop better organisation for unexpected events, get everyone ready for all kind of events / disasters, prepare plans, create teams, organise durable training lessons and provide safe and better environment for our society.OBJECTIVES-increase awareness on emergency and first aid actions between our school societies.-give education and increase level into international standards-teach risk analysis and taking precaution-create rescue teams from students and provide training about rescue, first aid, first aid supplies-develop emergency action plan for our schools, homes and transportation vehicles-create a web page and advertise our outputs to involve more people-improve skills and competences acquisition by pupilsWe will have 5 LTTA and make our students aware of European cultures and standardsNUMBER OF PARTICIPANTS The project activities will involve teachers, students, parents and school staff. Teachers will be responsible for coordinating the activities and communication with partners. Each partner will have a team of key persons who will be actively involved in project management – the coordinator and other members who will be accountable for project dissemination, monitoring, assessment and financial issues. - students - 500 students aged 12/17; - teachers - about 100 teachers from the partner schools and 100 teachers from other schools - parents (around 500)DESCRIPTION OF ACTIVITIES / METHODOLOGYITALY (coordinator school) is the runner of the communication and they will follow the timeline. All partners will complete their tasks as planned and report the coordinator school by written report. Google drive will be used actively for sharing products/documents fast.PORTUGAL is responsible of e-twinning portal for developing the idea of the project to provide more people, more school to use the idea, to contribute the project.ROMANIA will be responsible for web-page design and running it.TURKEY will follow the evaluation process specifically and will be responsible for completing the activities and collecting the data for End Magazine and book.POLAND will be responsible for following all the media products and advertisement materials.With the start of the project, every school will state a place full of visual materials which take attention to emergency topics and first aid responsibilities. Posters, brochures, seminars, Erasmus boards, digital monitor videos, presentations, project club creation, meetings, teams and their works in schools, in local societies, in public transportation vehicles, questionnaires will take everyone attention into the subject and there will be an atmosphere which is very motivate. The action will start to get its achievements at this very early start.During two years there will be 5 exchanges and every exchanges will have three sub stage as preparation, application and dissemination. So this on start motivation will continue till the end of the project. Dividing the topic into subtopics will separate the achievements in a disciplinary educative way so we will provide a well organised achievements of the topic well. Every aspect of the emergency will be taken in hand as education, practical studies, team creation and international team works.RESULTS AND IMPACT First of all, the teachers who instruct students in exchanges will become a source in the project. They observe and analyse the practices, participate in emergency education, practical exercises for first aid, join in rescue teams that each host school has in terms of classroom organization, teaching methods, use of technology, organization of the staff and aspects related to extracurricular projects Also, they will observe the relationship of the school staff with students’ parents. They will then present the information to their colleagues on return. Therefore, teachers will broaden their expertise and will exchange practices, applying the best ones and the suitable ones in their schools. As a result, the school will profit in the long run.Also, the school will open students’ minds and hearts to the needs of the local community, to the emergency situation and social environment, briefly human life, therefore getting involved in local initiatives. In this way, the schools will become an important institution for community cohesion

CONTEXTWhile humans are willing to lead a more comfortable life, they sometimes destroy nature involuntarily. A varied range of dystopian films released in the past decades are intended to provide a nightmarish insight in terms of what the world may look like in the future if we do not look after it. Consequently, through this project, we would like to make students aware of the environmental problems created by humans that lead to negative long-term impacts on our planet. We want them to become responsible citizens that contribute to leaving a clean and safe world for future generations. We want our schools to be environmentally-friendly schools that implement environmental policies. Finally, we would like to become a model for our communities and encourage other schools to take measures in the area of ecology. OBJECTIVES-To exchange good ideas and practices with other European countries regarding environmental issues-To familiarize the students with different environmental issues and with concepts like sustainable development and renewable energy sources-To raise students’ autonomy and self-learning by carrying out research, gathering and presenting data-To foster students’ creativity, analytical thinking and critical thinking-To enhance students’ self-confidence with regard to new environments, to promote their flexibility and adaptability-To promote the development of the participants’ intercultural competence and the awareness of shared European values-To improve communication, social and interpersonal skills in a multicultural context-To promote social inclusion in terms of students facing all types of difficulties-To empower and encourage students to become involved in the life of their communities-To foster teachers’ development by means communication and practice sharing with their European peersPARTICIPANTSThe project is mainly aimed at students, who shall be involved within all the different stages of the project – preparation, exchanges, dissemination and exploitation activities. The target group of students is made of 1,000 pupils aged 14-16 that constitute a mixture of different nationalities, economic and social backgrounds, rural and urban areas, students of mixed abilities (high and low achievers), religions, VET or general training students. That is why, the project so appealing, since all of us can observe and learn from each other in terms of problems, career paths, interests and opportunities. Out of these students, we will choose 100 students to participate directly in the exchanges.MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (transdisciplinary approach, water as a source of life, water shortage).C2 – Keep our environment clean (recycling, waste management).C3 – Breathe and Let Breathe (air pollution, air quality).C4 – Global warming issues and renewable energy for sustainable development.C5 – Take action to build a cleaner future. In order for students to be prepared for exchanges, they will carry out research, interview schoolmates, parents and acquaintances about the environmental issues addressed. Moreover, students are meant to talk to the local authorities and the local NGOs to find out about local and national policies and how schools could be involved. All these findings will be shared with partners during the exchanges, which involve activities and presentations created by students for students, as well as teacher-coordinated activities to work on topic-related STEM projects. In the case of C5, students carry out and share campains on environmental awareness.RESULTSOur results consider initial and final evaluation documents, pupils’ surveys carried out in the local communities, online quizzes, brochures related to environmental issues, presentations, reports and statistics, countries and environmental issues, leaflets on recycling and responsible water use, STEM projects, campaign posters and methodology, pictures, videos, dissemination tools and platforms.IMPACTThe project will result in positive changes for all the partner schools involved. Firstly, the student-teacher and school-parent relationships will improve, The participation in this project will make parents more aware of the paramount role school plays in the development of future citizens who will contribute to the progress and the development of their communities. Moreover, local authorities will regard the schools as dialogue partners and support the pupils’ current and future initiatives, since we expect the students to develop and take part of new initiatives and become active agents in their communities. NGOs will also become our partners, so this will enable us to develop future projects together with them.As a result, the schools involved will increase cooperation and collaboration with the local institutions and boost or improve their image in their community. This will benefit from active learners and teachers who feel motivated by their involvement.

The project had as a partnership five schools of PT, IT, RO, GR, TR, Portugal was the coordinating country and the age group of students focused on the 12-17years.The starting point for the project were the problems of social exclusion experienced in partner countries and gaps in students' behavoiral and social skills. Evaluating the problems in each school we conclude the need to address gaps in social inclusion, basic skills, parental support skills and socioeconomic needs. In order to reach the inclusion objectives, new cooperative and inclusive teaching strategies and methods were studied and implemented in schools, during classes and during free time.The strategies and methods covered have brought many ideas to put into practice and have proved a real alternative in solving problems in schools. At the same time, the observation of good practices during the mobilities also allowed them to be transferred to the realities of the other partner schools.Each school studied and applied one of the new methods, evaluated and disseminated practices and results. In each mobility it was possible to present and discuss methods and transfer practices from one school to another. Thus, at the end of the project five methods of cooperative and inclusive teaching that could be applied in schools were studied, applied and discussed.GOALS- to promote the inclusion of pupils, those lacking basic skills, risk of abandonment, with special needs, helping to promote their integration into regular education and society.- implement new strategies to overcome social exclusion, lack of basic skills and school dropout- to develop new methods in the field of social and emotional development of students, especially students with special educational needs.- give teachers different methods of education and share good practices.These objectives were largely achieved, with great success in the changes of behaviors and acquisition of competences on the part of the students and introduction of new strategies in the teaching practices.NUMBER AND PROFILE OF PARTICIPANTSStudents / young people: More students than expected participated actively in the project. Countries such as Portugal, România and Italy had a great participation, so we can say that about 240 students participated in the project and about 1,200 influenced by the actions of the project. indirect.Teachers / Adults: From the planned teams of 5 teachers participated actively in higher numbers in countries such as Portugal, Italy and Romania. 40 teachers participated actively in the teams. About 150 teachers / adults will have been indirectly touched by the project.Administrative staff: At least the principal and other administrative of each school participated in the project, approximately 36 administrative staff were involved in the project.Families: Also in families the number involved in the project was higher than expected. Countries such as Portugal and Romania had a large participation of the families, 350 members of the families participated, contributing to the knowledge of the culture and traditions of their countries. It should be noted that the Portuguese school was the first time it was sent and received students, with great success and participation of families.Local community: The participation of the local community in each country was also relevant. From the local press that helped disseminate project actions (newspapers and in some countries local television), the municipalities that received the delegations and cede local and logistics, representatives from the Ministries of Education and local Associations that participated in project actions and helped in the dissemination of it.RESULTS AND IMPACT: Through our project, the five partners have created tangible and intangible results in the short and long term and have achieved the greatest possible impact for future educational and political projects and processes, such as getting students to overcome their lack of self-esteem , to gain personal and social skills, to work on their capacities for tolerance and to gain more competences on European citizenship. Students with special educational needs were largely involved in the project, overcoming barriers, gaining more standardized skills and teaching others to overcome fears. Schools were endowed with new strategies, methods and good practices and were able to extend their internationalization. Facebook group, website, articles, brochures, manuals, newsletters provided continuous access to general information on project activities, progress and results. In this way it is possible to multiply our success and cultivate effective partnerships among teachers, educators and community organizations.