The superior social aspect of this project is to shape coordination skills among young children in order to achieve a combined aim, which is a nature protection and rational exploiting of it.The objective of the project ‘Europe takes a breath’ is to familiarize the children with the issue connected with a low emission not only in the local but also global area. The problem of clean air has no limits and touches a lot of European regions. We want to achieve our aims in international alliance with five countries: Poland, Macedonia, Greece, Italy and Spain. These countries (or their regions) are marked with red spots on the European map because it often happens that the acceptable norms of clean air are exceeded there. Due to this fact, these countries are highly located in the rankings of the most polluted areas in Europe. Most people don’t consider this problem as important one and we have little awareness of how much depends on us, primarily, on our withdrawal of certain comfort and on apparent savings. We want to fight with low emission and equally low awareness of what we do not only to the environment but also to our health. We say STOP to low emission through both the influence on local communities and schooling our pupils – these are the people who will become the most aware users of nature and it is them who will be in charge of the further fate of the Earth in the future. Task realization goes on pupils’ practical actions, their cognitive and creative activity, as well as educating the teaching staff, who is to be a leader for the pupil in order to show a better tomorrow.We have planned to act systematically and consistently in each of the partner country while working on this project. We will talk about civilization threats and the ways how to counteract them. We will show what threats and problems we tackle in our regions and what we do to solve these problems. Being ‘on the edge of a chasm’ we will show the vision of the future, an optimistic and a pessimistic one. We want to deliberate what to do to live a better life, what changes to implement and what actions to take to build the better future.We are planning to organize five mobile meetings in Greece, Macedonia, Italy, Spain and Poland. There are going to be five-day trainings for teachers and pupils during these meetings. The trainings will have practical and experimental aspect, mainly art lessons, competitions, trips and language lessons. The project participants will be able to talk to representatives of local authorities and people working in the institutions dealing with ecology. The main overall of student trainings will be cooperation, study through collaboration, relationship creation, triggering joint initiatives, building plans for the future. Partnership, fraternity and strength of common interactions are prior for us. Thanks to them learning from each other can be interesting and inspiring. We want to show how low emission influences on nature and monuments in a destructive way. Our aim is to awake positive emotions in pupils. They will be eager to work in an active and practical way for the green revolution. These efforts will be supported by the teachers, who will gain new experience in terms of taking lessons and researching the above issues. We are going to broadcast few video-conferences in order to exchange experience and evaluate our activities. There will be the final consequence of previous actions such as a bank of ideas known as ‘The book of good ideas’, a dictionary full of ecological definitions connected with the subject of the project, an original program written by the teachers connected with the subject of clean air together with lesson plans as well as presentations showing our actions. The presentations will be useful to train different teachers from other schools and to promote the project at conferences. All the materials will be available on Facebook page, eTwinning and websites of partner schools. Everybody who is interested in the subject of air pollution can have a look there. The final products of the project will include a logo of the project, promotion materials (leaflets, invitations, posters), participation certifications and Europass Mobility.We hope that the project participants will become aware users of nature resources who will take care of the place where they live in an effective way not only in the region but also globally. They will identify with the environment in a more aware and mature way. They will know environmental threats and they will be well prepared to solve ecological problems.

"SKILLS FOR FUTURE WORKING LIFE IN EUROPEOur project aimed at improving the ICT skills and digital competence of students and teachers and at increasing the students' capability to access the labour market at local, national and international level and their knowledge of job and education opportunities. Our idea was that students need to improve their digital skills and their entrepreneurship in order to improve their possibility of success in the labour market.By working with partners from different European countries, the students learned about education and work opportunities in theirs and in other European countries and therefore increased their possibilities to find a career which might correspond to their dreams and passions. By travelling to partner countries the students learned to communicate with people from foreign cultures and realized how demanding and at times also challenging the communication with people from different countries can be. They also gained confidence in international communication for future working life.The first objective of this project was to enhance students' digital skills. This was carried out by using some of the most modern digital tools available and some apps and programs. The project was carried out so that specific apps (Blogger, Prezi, QReader, GPS, Kinemaster, AVS Video Editor) and social media platforms (eTwinning, Pinterest, Europass Platform) were used to carry out research and project work, which, in turn, dealt with the topic of work and professions. Most of these apps and platforms were unkown to our students (and sometimes to teachers as well).The students looked into the world of work by visiting local companies (which could potentially be their future employers), universities, and by building their own blogs (including Europass), which is becoming more and more a valuable asset when applying for work both in national and international scale. These blogs were a concrete outcome for each of the students participating in the project with which they might be able to apply for work. Through specific career counselling activities they also gained a better understanding of what really matters for them personally as regards their future jobs and how they can plan their future careers.Meanwhile, the teachers obtained more confidence and competence in the use of information technology, strengthening the profile of their profession. Teachers also benefited from the Transnational meetings, learning about other European educational systems, sharing their skills and knowledge, different methods of teaching, and curriculum structures.The project involved five partners from Italy, Finland, Greece, the Czech Republic and Spain. The partners were chosen because all of the schools have some experience in the world of partnerships, and all have specific competences in the field of ICT and entrepreneurship. Besides, since the project's main topic was about job opportunities, it was also useful to have countries belonging to very different economic areas (Northern, Eastern and Southern Europe), so that it could be easier to compare these very different situations and learn from each other.The project included six transnational meetings, attended by some teachers and few selected pupils; five of them also included L/T/T activities which enhanced the students' ICT skills and entrepreneurship, improving at the same time self-knowledge, team skills, communication skills and knowledge on different aspects of working life. During all meetings the students visited local employers and companies to see at first hand what kind of work opportunities each country can offer and also by visiting some local educational facilities (universities, etc.) they learned about the opportunities they might have as regards to further educating themselves, both nationally and internationally. The students also had the opportunity to communicate in English and to learn intercultural skills (which are required more and more by employers nowadays).The results include a project website, containing all the activities and outputs of the project, individual resume blogs and Europass CVs. Inside the website it is possible to find a ""dissemination kit"", in which a lot of useful materials (lessons, presentations, videos, etc.) are available for promotion. The results also include a general survey of the potential further education and job opportunities in the local areas, which might be extremely useful for our students and young people in general.Teachers also acquired new digital skills, which are essential in order to take advantage of modern technology in teaching as effectively as possible.The potential longer term benefits are connected to our students' possibilities of success in the labour market, which were improved during the project by giving them some important instruments like new digital skills, entrepreneurship and knowledge of some of the mechanisms which work in the labour market."

Teacher-centered, traditional education systems cause a gap between the students and the teachers, which lead early school leavings droppings or low achievements. Also, teacher-educated systems prevent students gain the skills necessary for them to be successful in future. As teachers we have to help our students to develop their critical thinking, problem solving, self-expression and cooperation skills, creativity and self confidence. The project aims -to give a chance to the teenage students from different cultures to express the mistakes of grown-ups through the technique of drama. -compare the behaviours the students from different countries percieve erronuous.-help students develop their critical thinking skills, self-expression skills, creativity, cooperating skills, creativity, problem solving skills, self expression skills, self confidence and sypmhatizing skills.-to make the students become familiar with a student-centered technique, drama-decrease the rate of early school leavings by creating a students-friendly atmosphere at schools.partnersSehit İsmail Tetik High School (Turkey), Colegiul Grigore Antipa (Romania), Kraziai Gymnasium (Lithuania), Istituto Tecnico Tecnologico G. Malafarina (Italy), Institut Guillem Catà (Spain)activities:-creating an online platform for dissemination and communication-conducting a questionnaire about erronuous adult behaviours in 5 countries and creating a comparative raport/analysis-creating theatre scripts and the performances and also backstage videos by the theatre groups in each partner countries-creating a theatre newspaper-organizing a theatre night-5 universal message from the teeangers to adults-6 project meetings -dissemination activities- 5 day drama training for the teachersintellectual outputs: theatre newspaper, moodle platform and scripts bookletmultiplier events: theatre night and sending the newspaper to different schools at the partner countriesresultsCritical thinking skills, cooperating skills, creativity, problem solving skills, self expression skills, self confidence and sypmhatizing skills will be developed among the students, because the students will criticize the grown-ups from their own views through the theatre scripts and the performances. Meanwhile, they will work with a team in cooperation with their friends, they will use their creativity, problem solving skills, self expression skills and critical thinking skills and they will become more confident.• Language skills, survival skills and the ICT skills of the students will develop as well, because the students will use English language to communicate with the students from different countries in project meetings and the moodle platform. Also, they will write the theatre scripts and perform them in English language. Besides, they will gain awareness and tolerance towards different cultures and differences. They will communicate through moodle paltform; which will increase their ICT skills. Lastly, during the project meetings the participants students will have to take care of themselves in a foreign country while they are far away from their families; which will develop their survival skills.• A new student-centered technique and view will have been suggested to the traditional teacher-centered techniques • The teachers and the parents will symphatize with the students more, or vice versa. Thus, at the end of this process, good relationships will be developed among the teachers, students and the parents. A positive school atmosphere will be created; which will contribute to the solututions of such problems as low achievement rate, dropouts and early leavings common in education system and creating a more students-friendly nad student centered school culture.-Through the drama education the teachers will take during the project, the teachers at the project team had a clue about how to apply the technique at their lessons. Also, They will use both during and after the project.- A theatre saloon were decorated at the applicant school.

The WISH rpoject included 2 pedagogical faculties from Romania and Turkey and 3 high schools from Slovakia, Italy and Spain. All the partners were connected with very similar pedagogic problems regarding the students in the risk of social exclusion. The basis was the will and effort to equip the students with recent skills and to contribute to building more tolerant and more inclusive society.Project aimed at innovative educational strategies in order to enhance the 21st-century skills via project-based learning. Teachers were trained at specific workshops and prepared educational and free-time activities which related with the project topics. Students wrote and realized social-inclusion projects at school to increase the awareness about social inclusion using the project-based learning (approach) thanks to which the students gained the knowledge and skills. These were the activities linked with recognition and solving the real-life, recent and complex problem, question or a challenge.Main project goals were:1. to increase the awareness about the importance of social inclusion,2. to help the students to obtain the 21st-century skills using the PBL approach,3. to support the professional pedagogic staff development to improve the 21st-century skills and inclusion of students from various marginal groups,4. to increase the quality of pedagogic students at partner universities and school curricula at partner high schoolsin order to enhance the 21st-century skills and secure the social inclusion of students from disadvantaged groups,5. to raise the key competences of students (communication in English, social, civic and digital competences and other). Approximately, 200 people from 3 participating high schools were directly involved to the project activities. Universities supervised the pilot studies also at 2 other high schools (Timisoara and Gaziantep) what has risen the number of involved persons to about 3000 including direct participants (students and tecahers), experts/lecturers, policy makers, local and regional politicians, media representatives, headteachers and other relevant and important persons or groups of people. Besides that, universities accomplished to integrate the project outputs into their syllabus and other educational materials what means that other approx. 600 people benefit from project. Used methodology focused on active learning by students within the project, especially, thanks to teambuilding activities and ways of co-operative teaching. The participants had to manage a real (social-inclusive) project in a school environment meaning they played an active role in the preparatory and realization part of these school projects. They organized various activities, chose appropriate digital tools, created different outputs, etc. All the project activities were directed to build uf self-confidence and to motivate the students to be initiative at action and to be creative at proposing solutions. Important skills such as English language communication, cultural awareness and intercultural communication were accomplished thanks to positive interactions among participants and mutual co-operation of the project partners.Students developed the 21st-century skills and acquired the awareness about the importance of social inclusion among their peers and schoolmates. Teachers understood the steps of PBL and learned new practices how to fulfil students´ needs at risk of social exclusion. Pedagogues co-operated on European level and were directly engaged in the youth educational process. Schools proceeded in developing the dynamic learning environment and increased the quality of provided education by integration of innovative methods and and project outputs to the school curricula by several thematically-connected subjects.All that has had very positive impact on local and regional level. The project enabled students to become fully engaged and responsible members of their communities.in terms of planning, leadership, sensitive approach and empathyto the socially-threatened people.as an inseparable part of our society. On an international level, there was a cross-border transfer of knowledge, experiences and co-operation among schools and universities what enabled students to live and experience an active and responsible European partnership.One of other long-term project benefits represents the fact that participants faced important tasks: to solve problems, to cope with incertitude, to communicate through culturesmeaning that the project approach led to a real life-long learning not only of students but also of the pedagogues.Throughout the project duration, several activities were realized in co-operation with local and regional partners, be it non-profit, private or public sector.All the project activities are archived in the Erasmus+ Project Results Platform as well as on the project webpage (www.wish-project.eu).

"In the age of globalization, when we have tons of different information, young people often are confused and don’t know what life path should choose. Project ""Future begins today"" is intended to help them find their strengths, identify weak points - to eliminate them, they have to develop talents, seek ways to develop themselves and ultimately do it to the best of their ability. By the way, we want to prevent early school leaving among pupils, create school-friendly (and teacher-friendly) atmosphere in the school, favor in the environment a model of young European, who is open to the other cultures and people, tolerant, equipped with knowledge and skills, needed to find himself in constantly changing reality, also - in the labor market. We want to achieve our goals through international co-operation with institutions from 5 countries: Poland, Croatia, Italy, Spain and Greece (they have diagnosed similar problem: early school leaving, reluctance to acquire knowledge, conviction among young people, that there’s no future prospects) through peer prophylaxis. Young people will prevent above problems, by organizing volunteering (for students needed support) by engaging themselves and others in developing passions - writing screenplays, theatrical scenarios, preparing artistic presentations according to project’s topic, participating in competitions, entrepreneurial activities, assertiveness, documenting project activities, submitting proposals for a ""friendly school"". All of that will be possible thanks to the trainings (in 4 countries), Skype contacts and social media. Activities of youth will be supported by pedagogical staff, who during the course of the project will gain new experience about mentioned theme, through participation in trainings in Poland: ""Happy teacher = happy student"" – how to create friendly atmosphere in the school. Trainings for pupils as the 5-days classes will be as follows: art workshops, games, classes with specialists, talks, conference, festiwal, discussions with the use of activation techniques and practical actions. The main assumption of making trainings for youth will be cooperation, collaborative learning, assigning tasks to each participant according to his needs and capabilities (eg. for people with disabilities, with SEN), interactions, making relations, triggering joint initiatives to learn about their identity, building plans for the future. We want to bet on partnership, fraternity, the power of common interactions, to remind the original assumptions of the EU, that there are no ""better"" and ""worse"" people, only diverse, so learning from each other can be so interesting and inspirational, especially when it comes to the future of young people. By exploring the cultural heritage of individual countries and regions, students will learn about their cultural identity, answer the question: ""who am I"", ""where I come from"" to come to this, ""where am I going"", what are my plans? Learning about the culture of partner countries will contribute to increasing openness to the world, tolerance, and will lead to the transfer of cultural achievements within the EU. We plan videoconferences for teachers to identify needs, resources, detail the schedule, plan the form, methods, make an evaluation and summarize made actions as well as videoconferences for students in order to exchange experiences and inspiration for activities. We direct the project not only to pupils and teachers of partner schools (direct participants) but also to parents, local school communities (debates, movie presentation, theater performances), head teachers (events, such as ""Talent’s Day"", debates), citizens (flashmob), education employees from the region of partner school (conferences), local companies and enterprises, associations - visits within the career advising topic. Throughout our partnership, there will be made many teaching materials: scripts, work plans, workbooks, diagnoses of the students, movie ""Dreams Come True,"" a guidebook for students in English ""Plan your future"". These products will be available on FB’s and partner schools’s websites, e-Twinning, Platform Dissemination of Results. Our products will be also: logo of the project, chronicle, promotional materials (leaflets, invitations, posters), PP presentations from particular activities, participation certificates and Europass Mobility . We hope, that thanks to our project, young people from partner countries will have an idea for themselves, they will become aware of their weaknesses, but above all - valuable citizens of the European Union, fearless looking ahead to adapt to the changing market conditions, realizing their dreams without the worries. The school will become a friendly place for them, where they could find a way to carry out their plans. Products from the project will reach to a wide audience in the EU, becoming an inspiration for further facilities in solving problems of similar nature."