<< Objectives >>The Project will be guided by the general objectives of the EU environmental policy as set out in the EU treaty (Article 191) whose aim is to:– preserve, protect and improve the quality of the environment,– protect human health,– promote the prudent and rational utilisation of natural resources,– promote measures at international level to deal with regional or worldwide environmental problems, and in particular climate change.<< Implementation >>All partners will search and analyse their local problems about global warming. We need to take part in local meetings,questionnaires, internet searches, group discussions, brainstorms and short public interviews by partners and students.Afterwards, depending on the main problems selected, we will be able to start educating teachers, coordinators, studentsand parents about them. We will be able to use workshops, seminars, etc.<< Results >>Children and young people are the key to long-term changes of behaviour. Our pupils must learn about the consequencesclimate change will have for us, that we all are responsible for our common future and that there is a lot we can do.

"This project is based on the ""Europe 2020"" strategies, aiming on the one hand to reduce the drop-out rate to less than 10% and on the other hand to ensure that 95% of children aged 4 to 6 attend pre-school education. These are two issues that we have in common with all the partners of the project.Our schools are located in neighbourhoods where a number of pupils are growing up in families where the income is below or close to the poverty line. Some parents had a difficult past with school and are themselves former school ""dropouts"". Most of them do not have the tools or the keys that would allow their children to succeed in school and more specifically to feel comfortable at school. These ""life-insecure"" families have to face financial hardships that often go hand in hand with many other problems (health, housing, unemployment ...).To this home environment we can add the problems of the neighbourhoods as well as the environment close to the schools which sometimes constitute an obstacle to the fulfillment of the pupils. They generate, in fact, sometimes a source of behavioural deviance of the teenagers and pre-adults who prowl there. They meet around the school. Our pupils then witness verbal or physical abuse from their elders. Besides, in certain neighbourhoods, all ranks of society come together with glaring social inequalities generating misunderstandings and tensions.Our project was not meant to solve all the problems. It was intended to raise awareness of these realities among all those involved in the life and education of our young students with a view to adopting new behaviors and attitudes for parents and family circle as well as new strategies for all educational and social actors, to ensure that the first contact with the school from an early age becomes a real lever in the future education of the child.To achieve our objectives, the choice of partners and the methodology were decisive. Sharing similar realities, it was imperative to find partners who could bring new insights and innovative pedagogical approaches to the issues addressed.Our program was organized around the organization of 7 joint training events. Turkey offered a training on how to integrate parents into school life and learning activities, Belgium: learning through games with the help of CECP, Portugal: developing language at school and at home, Guadeloupe: the integration of culture into school and learning activities, Bulgaria: language learning and the use of ICT in pre-school, Romania : the strategies to be implemented to fight school dropout and Italy: the continuity between pre-school and primary education. These trainings had a 3-part structure: academic training (delivered by an external expert) and practical workshops, good practices exchange (with learning activities provided by the partners in the host schools) and the planning of an agenda of practice activities in each school.Our partners have forced us upstream through training and reinvestment to build skills and have the confidence to innovate and try. This resulted in the production of a collection of activities for teaching experts and a booklet of advice for parents.By implementing actions and a long-term dynamic, our goal is to continue to train all adults who surround the children.Such a European project has taken our teachers out of a certain form of resignation. It has also permitted all the partners and actors of the school to find their places in order to offer a benevolent school offering everyone the opportunity to access social promotion.Through this project we have made the school evolve as everyone's business: parents, children, partners, teachers. We have changed the place of the parents because we have seen other ways of doing school elsewhere and promoting students. This has led us to review our school management to make it more efficient and effective.The teaching teams have felt the need to implement piloting tools that have led them to rewrite their school project by taking into account the culture of the project work. Indeed, this was not the preferred method for every teacher working in his class without taking into account enrolling in a project. Children were the first victims of this situation. Since the beginning of the school year, we have been working on making the tools we offer more coherent for the pupils' learning, now we have become aware of our lacks."

<< Objectives >>Participants will develop in digital literacy as outlined in the European Digital Action Plan. Participants and their circles will be conscious of media literacy and will be able to fight against disinformation. People will develop a critical perspective. Readiness for the next generation digital life will increase. Participants will reach a level that can ensure the digital security of themselves and their environment. European unity will be formed with the media literacy curriculum.<< Implementation >>We will detect trolls with learning machines. We will design a deepfake detection application with a low margin of error. We will learn how to write the right news. We will design an assistant application that provides accurate information. We will examine the curricula of media literacy courses in different countries and prepare a media literacy curriculum equipped with the applications required by the digital age and integrating our experiences in our project.<< Results >>People-institutions in the project and their near and far environment will be conscious of disinformation. We aim to professionalize the fight against disinformation with digital trainings such as artificial intelligence, machine learning and coding. We aim to increase the critical thinking disposition of the participants with the questionnaires we will apply at the beginning and end of the project. We will create European unity with the media literacy curriculum to be prepared.

<< Objectives >>The goals we want to achieve are as follows:O1: To educate students about climate change and start a recycling program, and energy and water conservation project for our studentsO2: To increase knowledge related to sustainable consumption and environmental protection among the students and also the local communitiesO3: To get students to actively participate in the learning processO4: To activate parents and the local community to take action against climate change<< Implementation >>1. Five Online TPMs among partners 2. C1: Think Green! in ES - CLIMATE CHANGE IMPACTS by an expert, A farm visit, animations ’’POWTOON app’’ 3. C2: Stop Polluting! in TR - ICT workshop, - A workshop on creating 'TEACHER'S CLIMATE GUIDE, - Tips for becoming an environmentally friendly school, Recycle workshop4. C3: Explore our Nature..! in IT -- My Water Footprint: Creating water diaries, Acting in theatre play, Workshop: local agricultural crops and herbs<< Results >>We will achieve many concrete results with this project. First of all, we will have created many teaching and learning materials including Teacher's Climate Guide. We will have a logo, digital and paper eco-calendars for the new year, a garden to promote production, a forest created by the students, an exhibition of recycled materials, poems, e-books, e-magazines, a Twinspace, a common website, a blog in the school's native language, online art galleries, posters, bulletin boards about pollution

"""Tomorrow's school for all starts today"" is a project which was widely inspired by the ""Europe Horizon 2020"" strategies. It has brought together 7 schools from kindergarten to college in 7 European countries around the acquisition and development of digital skills and learning through ICT. More specifically, the main objective of this project has been focused on the use of new technologies to access quality education for all, promote inclusion and integration and fight against dropping out of school.To achieve this ambitious objective, the partners have developed a programme of 7 training events on specific themes related to ICT:« Les Marronniers » (Seneffe, Belgium), coordinator of the project, presented a training event based on ICT and scientific awakening, the Dales School (Blyth, United Kingdom) ICT and assistance to behavioural disorders children, the Kosmonavt school (Shumen, Bulgaria) ICT and learning through games, Macal College (Guadeloupe, France) ICT to fight against dropping out of school, « Scuola Primaria Fermi » (Santo Stefano di Magra, Italy) ICT through coding and robotics, Hofsstaðaskóli (Garðabær, Iceland) the integration of ICT in school curricula and the Kalamış elementary school (Istanbul, Turkey) introduced a training event on ICT and the benefits of StopMotion activities in the classroom.An audit was carried out in each school prior to each training event in order to evaluate the impact on the participating institutions. A multitude of activities and drill exercises using ICT have been intensively implemented in order to reinforce the learning process. These activities focused on getting familiar with ICT for teachers and pupils as well as on the reinforcement of key competences among pupils. As a consequence, better learning, better results as well as greater autonomy is achieved for all the pupils and in particular those in precarious situations or dropping out of school. The trainings have also provided valuable tools for better inclusion of students with disabilities or behavioural disorders.The partners intend to extend the project and expect to develop their skills and the use of ICT in a significant way in the long term in order to offer a more adapted, more targeted and more effective learning process throughout the pupils' schooling."