"The notion of living and personal fulfilment in a European context is becoming more and more important among young people. Such important issues like enhancing their employability, their social, educational and professional development are gaining European dimension. Implementing the idea among young people to think about Europe as a united multicultural territory, in which inclusion, diversity and equality are tolerated, is extremely important for the future of the European Community. Contemporary schooling is providing young people with a high academic background, but it is still not doing enough in the field of successful future career development in European context. Our project “Start up Your Career Successfully!” comes as an answer to these needs. The main goal of the project is to raise students’ preparedness for quick and flexible social fulfilment in an environment of increasing mobility of work force. Sub goals: • Raising students’ awareness of the European labour market and the role of career mobility for dealing with unemployment and building sustainable economy. • Orientating for appropriate employment and choice of development path. • Development of transferable career skills (individual productivity, taking initiative, employment in multicultural context etc.) and preparedness for career mobility (flexibility, self-sufficiency, self-confidence etc.) The project will be implemented from October 2017 – April 2018 as a partnership between four European schools: Saint Paisiy Hilendarski Secondary School, Zlatitsa, Bulgaria; The Professional School of Montijo, Montijo, Portugal; ""Anghel Saligny"" Technical College, Rosiorii de Vede, Romania; Balaguer Vedruna School, Balaguer, Spain; The initiative for implementing the activities is a result of expressed interest in the topics of the project by the partner schools after a discussion on eTwinning. 18 students at the age of 15-17 years old and 6 teachers from each partner school will take part in the project. Four short-term exchanges are planned (December 2017 in Portugal, April 2018 in Romania, October 2018 in Spain and April 2019 in Bulgaria), as well as common on-line activities through eTwinning within the duration of the project: online modular course in Business English; researches on three issues (European labour market and career mobility; current requirements for the work force; new professions in 21st century); preparation of presentation materials; case studies. Activities during the short-term exchanges: presentation and discussions; visits to selected companies and participating in a real working process as assistants; self-discovery trainings; practical trainings; simulations; training videos and business games, aimed at assessing one’s own competitiveness and development of transferable career skills. Most of the activities will be integrated into the partner schools’ curricular and will be carried on by teachers. In others representative of local businesses and career counsellors are involved. Important part of the plan are the activities which are aimed at active social and cultural exchange: presenting the education system of partner countries; debates on topics of common European significance; friendship evenings; visits to significant for the national identities sites. All the project activities are carefully selected to complement the opportunities of formal education with opportunities for acquiring key competences by young people. Educational effect of the activities is achieved through various methods of informal education: discussions, case studies, simulations, role plays, workshops, practical trainings etc. Introducing young people to the labour market, the development of the profession in 21st century and the current requirements for the work force will raise their competences for career choice, will develop their skills for searching and finding chances for future employment and will enhance their skills for assessing their own competitiveness. Through “learning by doing” students will develop transferable career skills (individual productivity, taking initiatives, employment in a multicultural environment etc.) and will enhance their preparedness for quick and flexible personal fulfilment in European Union. Successful implementation of the project activities will encourage participants to perceive the European area as a united multicultural territory."

"Sometimes people(students, parents, teachers, and administrators) are comfortable living in the shells of their own existence. They are satisfied with the status quo, choose to interact with those from the same religious backgrounds, cultural heritage, and political affiliations. They prefer their days to be filled with very little questioning, or feather-ruffling, or challenging. Sometimes they consider the alternative views of others to be wrong, not just different. From an educational perspective, this is downright dangerous. According to Article 2 of the Treaty on the European Union the Union is based on the values of respect for human dignity, freedom, democracy, equality, respect for human rights, including the rights of persons belonging to minorities. We, the partners from Bulgaria, Lithuania, Italy and Turkey, now have an enormous responsibility to ensure that our students develop cultural awareness and are engaged in acts of citizenship, not only within our schools and surrounding areas, but as active members of the global community. The objectives of the project are derived from the current challenges of education in Europe: • to build pupils’ cultural competences, including students from different background, in terms of becoming culturally aware, gaining cultural knowledge and achieving cultural skills through creative activities • to improve pupils' linguistic, communicative competences in different European Union languages • to make the pupils learn to use ICT to do some activities of the project and virtual collaboration and leadership skills • to enhance the quality of students’ education by exploring good practices in partner schools and adopting them in teaching and learning methods and curricula of each school RESULTS: 1) Learning materials: book""Story about friendship"", leaflet ""The oldest and strangest traditions in our country"", Glossary of terms for Diversity, Equity and Inclusion, interactive maps- ""Intangible Cultural heritage under the aegis of UNESCO”,”Landmarks of our countries” 2) Creative materials: logos, posters, Digital story ""How to communicate well with people from different nations”, presentations that include pupils drawings, paintings, video about family traditions, 3) Events: Logo competition, Dancing and Singing Concert, Parents Make a Difference evening 4) Workshops:"" Building Cultural awareness"" and ""How to make a digital story"" 5) Website of the project 180 participants (pupils , aged 16-19, and teachers) will take part in this project.12 pupils and 6 teachers per country ( 72 persons for the whole project) will participate in LTT activities. Many of pupils who will participate come from unprivileged situation and /or regions. In order to achieve the goals, the project includes national and four transnational learning activities in the time period of 24 months. In each initial activity, the students research their local environment. The findings are presented in international groups, where they serve as the starting point for cooperative creative activities – the research of characteristics, habits, culture, and presenting them in educational process. The teachers exchange examples of good practice and include creative approaches in teaching. Thus the methodology follows the pattern: researching/learning – creating – presenting/use of results. During the project, the website is being created, which comprises the project results: an online resource pack of creative learning material for classroom use, created by the participants, a collection of guidelines for interacting with people from different background, the findings of the international research on cultural heritage,human rights, and a gallery of posters, drawings, paintings, produced by the participants. The activities and the impact are evaluated with tools created during the project. The expected impact on students is the development of creativity in learning and its transfer to other spheres of their lives; the impact on teachers is the inclusion of creative approaches in their subject syllabus. Parents realize that educational process appreciates their active involvement.Local cultural organizations, craftsmen and entrepreneurs experience cooperation with an educational institution; their activity is presented to international audience. Creative activities do not end at the project completion: the website remains active and is upgraded into an online collection of examples of creative approaches in education. Schools to which the project results have been disseminated use the material and/or add their own creations."

"""KEY TO EU & your DIGIT@L SKILLS” foresees the development of learning activities among pupils from different nationalities throughout a period of 24 months, from Oct. 2020 to Oct. 2022, aimed at enhancing important key skills which school curricular programmes are not always able to cover and develop. Professional trends are in great demand for individuals equipped with digital skills, but also social and cognitive abilities, such as critical thinking, creativity, entrepreneurial spirit, etc. in order to be able to adapt to uncertainty and develop resilience. Indeed, such abilities are known as 21st Century Skills, competences emerging as more and more important for innovation, growth and participation in a digital society and economy.According to the NEW SKILLS AGENDA FOR EUROPE, education and training systems must deliver the right mix of skills, including digital and transversal key competences. Digital because it is necessary for pupils to adapt to the technological change and use ICT in a more conscious approach; transversal because in a world dominated by robots and automatized systems, it is pivotal to empower in people a set of soft skills that machines cannot emulate: empathy, team work, problem solving, cultural awareness, and the list goes on.Aware of the shortage of digital skills in the EU affecting the whole population, including the young generations, misnamed ""digital natives"" - of which almost half do not have advanced digital skills (Final Report WOMEN IN THE DIGITAL AGE, 2018) - the schools forming the Strategic Partnership (St John Bosco College; IES “A. Xunqueira I”; Vocational School “F. Giordani”; “SU Sv.sv. Kiril I Metodi”) decided to promote the transnational mobility of 84 young learners (more will be involved through eTwinning virtual exchanges), aged 15-17, during 4 international exchanges lasting 5 days, plus 2 days destined to travel arrangements from and to the Hosting Countries: United Kingdom, Bulgaria, Spain and Italy.Participants will be guided towards the creation of a concrete output: the “DIGsoftCOMP” platform thought as an integrative tool for the European Framework of Digital Competences (DigComp 2.1) and aimed at tracing the link between soft and digital skills. Apart from the final output, the project objectives are:-to enhance some of the pupils’ key competences and soft skills so as to mold their profiles according to the demands coming from the labor market through personalized transnational training activities;-to sensitize educational stakeholders and schools towards the Digital Gender Divide, which sees 57% of women graduating in tertiary education, but only 24.9% of them specializing in ICT-related fields. Researches show how gender inequality in the digital sphere depends on the strong unconscious biases about what capacities each gender is believed to have. In fact, some of the project activities will specifically target this topic and foresee the active participation of girls to favor female digital entrepreneurship;-to speed the internationalization process of the partner schools by empowering its staff’s language/digital skills throughout the project lifespan as well as by enriching their curriculum with an additional management experience in the framework of the Erasmus+ Programme.The project ""KEY TO EU & your DIGIT@L SKILLS” will produce the following positive impacts:-students will be more aware of the European Digital Competence Framework and of how digital skills can function better if supported by certain soft skills, as abilities that machinery cannot provide;-teachers will integrate the didactic methodologies and self-assessment tools used during the LTTAs in their teaching routine;-female students will be encourage to enroll in digital courses and pursue a career in the digital sector, thus counteracting the Digital Gender Divide;-new didactic activities, transnational projects and virtual exchanges will stem from the cooperation among the partner schools to enhance the quality of teaching key skills."

This project proposal is addressed to the specific priority on searching excellence in Mathematics education through increasing the motivation of learning. The objective of this project is gaining positive attitude towards mathematics by increasing of motivation for learning mathematics.Rationale for strengthening the motivation to learn mathematics relates to the more immediate policy concern of skills shortages in the labor market. Young people's interest in mathematics and related subjects is important therefore as it is a strong determinant of career choices in mathematics, science and technology (MST) related fields. Furthermore, maintaining high-level skills in these fields is crucial to the economy and so aiming for a high proportion of MST graduates continues to be an important objective in all European countries. The people involved in this project (around 25) were experienced in the field of teaching mathematics and ICT skills and they were made great efforts for the success of this project. All of them were included on completing different assignments and tasks from the project. This project is carry out by two Universities, three middle schools form the region and two associations as project partners. During the project: a selection of staff involved were made; quality assurance; budget control and financial reports; dissemination reports; and reports to the National Agency and European Commission. We have 4 intellectual outputs of the project: analysis of the teaching methodology; developing of MATHDebate method and e-platform; guidelines of MATHDebate method and development of training courses for teachers for using the MATHDebate method, as a new method for increasing the motivation for learning Mathematics. We had 3 multiplier events 2 in our country, 1 in Cyprus; one short-term joint staff training event in Cyprus and 4 transnational project meetings (1 in our country, 1 in Cyprus, 1 in Romania and 1 in Bulgaria). After completion of the project, each partner had specific tasks in a direction of sustainability of the project. Also planning additional activities on further developing MATHDebate method and prepare new project will be made. Except the main results of the project that are already mentioned as intellectual outputs, other results are: • Students to gain positive attitude towards mathematics. The motivation for learning mathematics is expected to be increased, and this will gain better achievements of the students not only in mathematics, but also in science and other areas. Reports from partner schools are available in the attachment. • Teachers to gain better competence. They will look on the teaching process from the point view of the students and have better understanding for it. This is the way they are going to upgrade their teaching skills. ( see in the attachment)• All of the participant gain better linguistic and communication skills. • Throw the work on this project, meeting different people and collaborate with them, they were appreciate the differences and become more open and tolerant to the changes that have to occur in the process of education. We can say that considering the long-term benefits with MATHDebate method we have new innovative approach to teaching and learning mathematics; possible implementation of the MATHDebate method in the curricular; gained new partnerships and projects to further enhance the results of this project.

<< Objectives >>GEQ-WOPRO aims to bring a total approach to women's entrepreneurship and their equal participation in civil society that will solve the problem of women's unemployment and economic dependence. We want to promote and ensure the full participation of the group of disadvantaged women in society, to develop active citizenship and employability. Future employment and increasing opportunities for them, developing social entrepreneurial competencies for girls, equipping them with innovative tools.<< Implementation >>In North Macedonia we will prepare measurement, evaluation, monitoring and dissemination documentation through GEQ-WOPRO. In Bulgaria, we will conduct studies on important women in history, gender equality and the prevention of early marriage. In France, we will conduct studies on the importance of women in the media and women in the context of technology. In Turkey, we'll organize a conference on successful women, we'll conduct workshops to improve the skills of students in different fields.<< Results >>Ss will improve communication, ICT and work based skills. Teachers taking part in GEQ-WOPRO will develop their ICT, English language, organization and evaluation skills. All participants will improve their linguistic competences. They will learn cultural and historical aspects of the partner countries and will increase general culture knowledge. They will all have an Erasmus awareness and will develop new projects. They will acquire 21st century skills such as critical thinking and creativity.