This project of strategic partnership involved the students and teachers from 7 secondary schools of various types from the Czech Republic, Portugal, Turkey, Slovenia, Italy, Latvia and Lithuania. The project came from the needs of young people to develop their entrepreneurial skills, to be better prepared for the entry to the labour market, to improve the knowledge of languages and develop communication skills. It was also based on the presumptions that European countries appear in the times of economical problems, the unemployment rate of young people is at a high level, young people have trouble with finding jobs, motivation of young people to succeed at the job market is decreasing, and lack of language competences is one of the barriers at the European labour market. The project promoted entrepreneurship education and social entrepreneurship among the students which made them better prepared for their working life. We also used more effective teaching methods, e.g. combining formal and non-formal methods or CLIL to get higher achievement of students in basic skills. The project fostered multidisciplinary and inter-disciplinary approaches as it combined economical subjects with general subjects such as foreign languages, social sciences, geography or drama education. The project combined work on entrepreneurial topics with work on social topics connected with jobs. The project also combined economical topics with general topics to made young people better prepared for their future lives. It was not focused only on entrepreneurial tasks but significantly involved also other subjects such as geography, social sciences, drama education, ecological education etc., which created an excellent and very important complex. Through this project the students improved and developed communication and language competences, entrepreneurial competences, digital competences and social competences. The students also increased their cultural awareness, sense of entrepreneurship and motivation to succeed at the labour market. The work on the project included various methods of work: workshops, discussions, debates, excursions, role plays, creating and carrying out surveys, presentations of the results and the work, meetings with local entrepreneurs and local representatives. We dealt with various topics connected with jobs and labour market, e.g. unemployment, writing CV, job interviews, starting a firm, creating a business plan, presentation of a firm, promotion and advertising as well as with social matters such as gender issues, the questions of age at the labour market, employment of handicapped people, the matters of bossing, mobbing, racism, immigration etc. Within the three-year project run there were two transnational meetings held, the first one at the beginning of the project in Karviná, Czech Republic, and the second one at the end of the project in Porto, Portugal. During the project there were seven project meetings in all partner schools, each school hosted their partners once. The project reached the following results: an increase of students´ entrepreneurial competences and their motivation in the field of entrepreneurship, improvement of their ability to write a good CV and apply for a job not only in their country but in other European countries, too, gaining higher practise and experience with job interviews, better knowledge of how to make a business plan, increased motivation to start an own firm, increased awareness of the connection between entrepreneurship and social matters, broken stereotypes about gender issues, racism, immigration, social exclusion, handicapped people, improved language competences both in everyday English and business English etc. During the project the participants created and carried out questionnaires and surveys that were published online for public, powerpoint presentations on the various entrepreneurship, job and social tasks, newsletters about the project activities which were published on the project website, mini-brochure about the project, website of the project which is freely accessible for wide public, e-Twinning project among the partner schools, evaluation forms, photo-documentation and video-documentation etc. Moreover, we published e-magazines which are also available for wider public through the project webpage. We also made a business multilingual mini-dictionary which is, freely accessible for public, too. The project showed high impact on students, teachers, entrepreneurs and schools as well as expected impact on local, regional, and national level. The project, its results, methods and activities used are sustainable, too, and can be used both by partner schools or any other interested schools in the future. All partner schools shared their duties and responsibilities throughout the whole run of the project equally. All partner schools also involved participants with fewer opportunities both in project work and mobilities.

"The process of globalization touches all the countries, also these of the European Union. The technological progress, ICT make international communication easier, but, on the other hand, they very often lead to replacing the real world with the virtual one. Unemployment, crisis cause people's migration, are the reasons of broken families, and the process of making the society poorer. Addictions, violence, disability, injustice, which result in society's aging, race,culture, ethnic discrimination, are the still rising problem, together with the desire of the present world to be „beautiful, pretty and rich”All these factors cause that many young people feel lonely, not needed, isolated, which causes their absence at school , often leads to dropping from it, leads to depression, the feeling of low self- esteem, and, in the consequence to make the number of the unemployed, resigned from life people, who are not able to interact with others, bigger and bigger.Our project „Together better – join us” was an attempt to find the way to engage all these people, who feel bad in their society, are afraid of coming into relationships, into peer groups, and in the consequence, to let them come back to the society, in order to make them able to cope with their adult life, to be able to cope with challenges, let them be more creative, encourage them to work in the group, be open in the contacts with others, „different” people, with different cultures, social status, intellectual and moving abilities, etc.We wanted to achieve it through the same way of cooperation of 8 countries from various parts of Europe, different as far as geography, culture, industrial development and the systems of education were concerned. Thanks to that, during the trainings for students and teachers, we could work out the models ant strategies for the interaction among people rejected or endangered with rejecting, with the rest of the society and we got the support for most of the people. We wrote down in the special guide for teachers and students as many different models of behavinig and reacting in the cases of various reasons of rejection, as possible.We have planned three project meetings (in Greece,and Estonia) for the teachers of all the partner schools, to work out all the necessary topic and financial documents, describing the needs and resources. We prepared working schedule, planned the form, methods, type of activities during the trainings. We have had 7 trainings (Estonia, Belgium, Italy, Latvia, Portugal, Turkey, Poland) – for students and the staff, in the form of 5- day- trainings- artistic workshops, plays, games, classes with the specialists, conferences, speeches, discussions with activating techniques and practical activities.The main aim was cooperation, learning through it, we gave the tasks to each participant, according to their needs and abilities ( for example for disabled students, with SEN), „being together”, interactions, creating relationships, we had common tasks, that we done. We reminded todays Europeans the basic assumptions and rules of creating the European Union, when partnership, brotherhood, the force of cooperation, equality among people are a priority, and the fact that people are different makes learning from one another more interesting and inspiring.The project was aimed not only at students and teachers of partner schools, but also at parents, local schools' communities, headmasters, ( events such as The day of the safe Internet, The day of kindness, Something cool for everyone), at the dwellers (happening, flash mob, muralia), at the workers of education from the region of partner schools ( the training summarizing the project) – not direct participants – 13826 people. Thanks to our partner cooperation, we created many didactic materials, lesson plans, work plans, worksheets in English and national languages (CD- ""Faces of integration"" abd on Facebook), films and presentations from the whole project and guides: „Faces of integration”” for the teachers and for the students „ Together Better” written in English, available on the websites of the FB group, and on all the schools websites. Our products contains also: a logo of the project, diaries in each country, certificates of participation and Mobility Europass .Now we know, that the idea of the society which is open, tolerant, strong with the joy of life, full of the power of young people, who are able to communicate via the media, using the inventions of the civilizations in a safe way, thanks to our project is the key to the biggest number of young Europeans, and the worked- out models and strategies how to deal with the rejected people. Project become the effective tool for teachers of the European Union, which, in the long perspective will minimize the scale of this problem in many schools of the European community."

"With the advancement of science and technology, pupils increasingly prefer ICTs and technology (such as TV, mobile phone, PC etc.) and that’s why they are losing their positive attitude toward cultural values. Our aim is to develop and strengthen the value of the European Cultural Heritage (ECH). The cultural heritage connects Europe through common history and values. It also represents the richness and diversity of our cultural traditions, which we need to understand, respect and celebrate. However, cultural heritage is not only a reflection of the past, but it also helps us shape our future and connect people, what contributes to a more cohesive society. In addition, it promotes growth of the country and creates workplaces in cities and regions. It is a key to the relation between Europe and the rest of the world. It has a huge potential for Europe. Also, teachers are important in developing ECH. The personality of teachers is a decisive factor in educating pupils to positive attitudes not only to themselves but also to other nations and society. The way of teaching is directly dependent on the knowledge and skills of teachers to create an appropriate educational environment and to choose effective educational means which ensure optimum results.Main aims of the project MADS: 1.to develop and strengthen the value of the European Cultural Heritage through different activities of the project 2.to discover and explore the European Cultural Heritage3.to draw pupils' attention to the importance of valuing and preserving our cultural heritagePartial objectives of the project:-to know traditional folk crafts, folk art products of the region, traditional meals, customs, costumes-to explore and discover their own culture as well as the culture of partner schools-to know personalities of music, culture, art and dance-to know other cultures-to strengthen moral values such as patriotism, national identity, Christian traditions-to learn about Europe's most precious treasures and traditionsCultural heritage shapes our daily lives and surrounds us not only in the architecture of our towns and villages, but also in nature, in our literature and legends, in music and arts, in the crafts and traditional food given to us by our ancestors. Cultural heritage connects us in its diversity. Thanks to technology and the internet, we now have better access to it than ever before, and we can realize its local, national and at the same time, common European character. Our project has 4 main topics: music, art, dance and song. Each partner school will be responsible for one theme: Portugal/Music, Czech/Art, Slovakia/Dance, Spain/Song = MADSBy implementing the MADS project, pupils will learn about the cultural heritage of the four participating countries, focusing on music, art, dance and song.Project results:-a book of folk songs, local legends, stories about the life of Magalhaes /PT/, M.R. Stefanik /SK/, J.A.Komensky /CZ/ Ch.Columbus /SP/-a 5-lingual dictionary (SK, CZ, PT, SP, EN) with most common words used in music, art, dance, song, greetings-a parlour game MADS - ""Cultural heritage of our countries""-videos of dances, customs, folk songs placed on youtube, FB, website/e-twinning-a calendar - a photo documentation from project activities-a bookmark with ECH of our countries,-products made of cork plugs: a ship of Magalhães, Holy Oak, Tatra- a vehicle, a bull-4 exhibitions - a map of visited places ECH, -puzzle 4 folk dress, 4 personalitiesDuring the project dozens of different events, activities, exhibitions, museum visits, galleries, cultural monuments, castles and chateaux will be arranged. Different celebrations and festivals will be held in the partner schools at regional and local level for all people interested in exploring a cultural heritage.All MADS activities will emphasize:-the value of cultural heritage to society-its economic contribution-its role in European cultural diplomacy-the importance of preserving it for future generationsEach country will organize 1 short-term training events for pupils (4 events in total) and 1 for staff/teachers (4 events in total). 108 participants and 24 accompanying persons will participate in the project exchange activities.Implementation of activities:1. will help pupils to understand the concept of cultural heritage and its value for their lives2. will examine the similarities between the cultures of people living in different European countries (SK, CZ, centre of Slavs, PT, SP, south of the Romanesque part of Europe) and the elements of their common cultural heritage 3. will underline the importance of belonging and integrating with Europe, while discovering the diversity of Europe's cultural heritage"

"Our school has a long history in Comenius projects, so we thought it was necessary to resume the European dimension with an Erasmus plus project and to be able to expand our educational work outside the center. For this resason we set objectives both at the teaching level (developing new methodology and the use of new technologies applied to education) and for students (improving their linguistic, civic and civic competence).Therefore, based on the work carried out in our center and observing the current situation of the planet and the need to become aware of the environmental problems that our society has to face, we have developed our project in two fundamental phases. In the first phase we studied the past, students have learned by researching, reading and traveling how the human being has used natural resources throughout history. What they have bequeathed us and what we should keep, and along with the misuse of them that has led us to the current situation. This work has resulted in the creation in each center of some historic Big Books that will be part of the libraries of the centers. In these large books, students have reflected their learning about prehistory, the ancient age and the modern age, using different techniques or plastic arts. In this phase three training meetings have been held. In the first meeting the students made a movie maker presentation of their country and center, in this way they have known each other better and help to disseminate the proyect. At the same time, new technological resources were learned for the realization of the movie maker and for other activities, such as Kahoot (for the evaluation of reading comprehension), the Q reader app and Etwinning platform (for the dissemination). We also create a blog and a Facebook group. A second training meeting on cooperative groups and project work for this methodology to be implemented throughout the project. And in the third meeting we focus on conflict resolution in different variants (peer mediation, emotional education and assertive language), to prevent or solve problems arising from teamwork, accepting differences and valuing them.The second phase of the project has been the implementation of solutions for all those problems studied. We started with a part of awareness about the enviroment situation. We read books, watched videos and organized lectures to learn about the current problems of the planet, even songs were created at the Carnival time.And a practical phase in which students visited recycling centers or local waste facilities, cleaned green areas or made waste selection. In this phase the training meeting focused on the environment and how to improve it.All this work produce environmental decalogues in different formats and a green area in the schools. We make a final decalogue made in collaborative work all the students from the different countries, taking into account the contributions of all. At the same time in each center it has improved its surroundings with a school garden: planting trees , flowers or vegetables. We chose Earth day to celebrate our compromise with the planet, this date has been established in the centers, as the most appropriate celebration to show our commitment to the environment. We made a flash mob together, we chose Michael Jackon's song ""Heal the world"" and we dressed in blue, a reflection of the planet Earth."

Context of project: Health and wellbeing are two things that make everyone happy. As teachers, we have a moral responsibility to make students aware of the importance of a healthy lifestyle, of making sport and of avoiding addictions even from childhood. It is easier to prevent than to heal illnesses like obesity or diabetes. In EU 1 adult out of 3 is overweight, and today’s lifestyle, which means spending too much time in front of screens, does not help.We have also observed that many pupils practice sport at their early age, but they usually slow down or completely abandon it when in critical ages 13- 18.Our role is to encourage them to continue to have an active lifestyle even when they grow up.We see every day how our children eat junk-food instead of healthy pack prepared at home, how they choose not to make sport, how they often become victims of bullying for being fat.Nowadays, students struggle with a lot of problems caused by social-economical issues of their families, by being considered an immigrant or ethnic minority, by the lack of education received from the family that spend a lot of time at work, or working abroad, or is breaking up. In many cases, these problems coud lead to dropping out of school.The novelty of this project is that it is a perfect way to attract the students to participate in extracurricular activities, in order to provide them a healthy education and involve them in sport activities. With the current project that we want to implement, we intend to share the same values with the students from many places in Europe, to help integrate well in the society the students that need social inclusion, but also to cooperate with teachers from other countries with the same common goal: awareness of the benefits of a healthy lifestyle. Another aim of this project is also involving the students in spreading the informations about healthy lifestyle through presentations using ICT skills, through creativity using drama. By meeting other children from Europe they will have the possibility to develop their communication skills in a foreign language. They will have the opportunity to find out more about other cultures, other educational systems and feel that they are European citizens.Objectives of your project; The specific objectives of this project are : 1. Raising the awareness about a healthy lifestyle with 20 percent until september 2022, not only on students, but also on their families, community and teachers .2. Promoting the active lifestyle by involving 200 children in at least 3 outdoor activities and sport competitions between 2020-2022 .3. Increasing the degree of social inclusion of the students that suffer of marginalization by including them in extracurricular activities and sport competitions.4. Motivating at least 20 students from each school to learn a foreign language and increasing their English level by meeting other students in mobilities and involving in the activities of the project .5. Promoting the international exchange of information and good practices between the 6 schools from different European countries, partners in this Project .6. Involving a group of 3 teachers from each school in a short-term joint staff training stage that will acquire new skills and abilities to use the digital tools and eTwinning platform in the project activities.Participants: - 100 students with ages between 10-14 years- 65 teachers from 6 different European countries and different subjectsDescription of activities:To achieve all the objectives of this strategic partnership between schools,the project will have two stages: Stage I : A training stage for teachers that need to improve their digital skills. They will learn how to use the digital tools and different applications in their formal and non-formal activities, and how to use the eTwinning platform , in order to add value to this project.Stage II: Organizing 5 mobilities with students (10-14 years) during which they will participate in the activities proposed by each partner in order to achieve the aims of the project.During the 2 years we will organize a range of diverse, attractive, practical, non-formal local activities, that will have an impact not only on students, but also on our schools community: INFORMATIVE ACTIVITIES (meeting with a dieticien; lessons about addictions; presentations about healthy lifestyle); LEARNING BY DOING/outdoor education(research about GMO/organic food; day of sport; the garden of our school ), CREATIVE ACTIVITIES (short drama about healthy lifestyle; logo of the project); ICT skills (newsletters; ppt/movies about healthy lifestyle; leaflets/brochure ; quizzes using Kahoot; multilingual dictionary using googledrive on Twinspace of the project; evaluation of the project using surveymonkey or mentimeter.com; presentation of the students on Twinspace of the project using Padlet, etc. );COMMUNICATION IN ENGLISH (conferences; mobilities with students).