Nowadays, the world is facing a displacement crisis as a lot of people are forcibly displaced as a result of violent conflicts. Furthermore, the European Union was founded with the aim of ending the frequent and bloody wars between neighbours, which culminated in WW2. The horrors and consequences of WW2 have affected all partner countries and have found a way into their literature and film industry. It is also interesting how the problems have been depicted during different periods in the history of the countries. Moreover, according to the UNESCO report about “Global Citizenship Education”, while the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability. Unfortunately, these developments affect all European countries and are issues that need to be addressed in education.OBJECTIVESThis project aims, through innovative methods of teaching, to:- improve basic and transversal skills of students, particularly: social, intercultural and language competences, critical thinking, digital skills and media literacy;- shape students’ historical thinking and consciousness, skills that will help them responsibly deal with events that occur in their time and become responsible citizens;- promote sensitivity towards different cultural perceptions and their understanding, creating tolerant citizens who accept and respect diversity, factors essential to the development of modern society;- to emphasize media literacy through art in education to become media literate citizens who are able to better understand the complex messages they receive from all forms of the media. - cultivate the sense of individual and group accountability by involving students in collaborative activities. These values are indispensable for the better functioning of society;- improve communication skills in English by teaching subjects through foreign language (CLIL course) and developing digital materials in English for an e-learning platform which our partnership will create and the materials will be available free online;- to inspire teachers to develop effective and engaging teaching methods;- create a strong community of teachers and students that will affect not only those directly involved but also each partner school and local community.PARTICIPANTSThe direct participants are students both girls and boys aged 15-18. They are of either vocational or general education schools. Some of these students will be the group for the exchanges. In each country 20 of them will take part directly in the LTTA, and the others will participate at the intensive activities that will be held before and after the exchanges.Furthermore, about 50 teachers will participate directly in the LTTAs.ACTIVITIESLTTA 1, Short-term joint staff training events – with the theme “Exchange experience and know-how meeting”.LTTA 2, short-term exchanges of groups of pupils – with the theme “Consequences on economy”LTTA 3, short-term exchanges of groups of pupils – with the theme “Consequences on society (part 1)”LTTA 4, short-term exchanges of groups of pupils – with the theme “Consequences on society (part 2)”LTTA 5, short-term exchanges of groups of pupils – with the theme “Consequences on humans”IMPACT Students will develop knowledge, skills, attitudes and behaviour which are essential to meet the challenges of adult life in the 21 century. They will also gain a better understanding of the world in which they live. So, as adults, it will be easier for them to succeed in our global society which is increasingly interconnected, multicultural and competitive.Teachers will enrich their teaching methods and they will be better able to promote learning and support collaborative work. Obtaining education will become more attractive including visits to appropriate places and involving discussions with experts. As a result, teachers’ professional profile will be strengthened and schools’ development will be positively influenced.

"Professional Orientation - My future in Europe! Chances and Challenges for young people in different European Educational SystemsThe title of the project implies the challenges and opportunities for young people in a united Europe. Taking into account the different rates of youth unemployment in the countries participating in the project it becomes clear that it will take a concerted effort here. A youth unemployment rate of 27.4% in Poland, 24.3% in Latvia, 22.6% in Sweden and 19.8% in Turkey shows, in comparison to Germany (5.9%) that here action is needed.This project has been as yet been carried out at any of the participating schools. It is an attempt that teachers provide the framework of the project and the students are asked to complete this. The different types of schools present a particular challenge for their students.Students from higher lever classes should be qualified to ""job scouts"", whose provide assistance in traineeships and education for other students in the same or lower grades.They can be a model for other students from different types of schools in the participating countries.During the meetings the students shall set the toppics for her own work in the project and carrying out these in their own schools and bring the results on etwinning to their partners.A very important target will be to install the “Europass” for every school as a “normal instrument” for the students. They shall learn to use the different possibilities of this European-Project. As coordinating school, the Goethe-Gymnasium offers experiences in cooperation with companies of different size and orientation in internships and co-operation in teaching. Every year students of the Goethe-Gymnasiums are involved in internships and one of the aims in this project shall be, to share this with the partners and established similar projects there. The following forms of communication have proven successful in past projects: E-Mails, eTwinning, Lo-Net2, Microsoft 365 and Skype. The first choice for the communication in this project shall be eTwinning. So the students can store and change their results and everybody can participate.We checked the availability of the domain www.my-school-my future-my Europe.deDuring the project a new development of concepts for the job-orientation (Turkey, Latvia and Sweden) and a continuous development of the concepts from Germany and Poland at the participating schools take part.An implentation of European components (international internship, learning and use of foreign languages) and cooperation in the future for job-orientation and international internships shall be the important targets.The results shall be used by other schools, especially these with students of special needs. If it is possible, the students shall explore which jobs and internships are possible in the participating companies for students with lower level education and special needs.If it is possible, the Goethe-Gymnasium will organize teacher-meetings with colleagues from special schools nearby during the meetings and students/teachers can be participate."

CONTEXTThe Renewable Energy Directive establishes an overall policy for the production and promotion of energy from renewable sources in the EU. It requires the EU to fulfil at least 20% of its total energy needs with renewables by 2020 – to be achieved through the attainment of individual national targets.Given this broader context, we have established this partnership with a view to raising the awareness of students about the necessity to increase the use of renewable sources of energy, which is expected to increase by 7% in the next 10 years all over Europe (according to the revised Renewable Energy Directive). We want them to gain an in-depth knowledge of how these sources of energy are used, make them experiment with them through STEAM and PBL, draw their attention to the benefits and drawbacks of all energy sources and provide a context for critical and creative thinking, in which students assess, research and analyze, produce tangible outputs collaboratively. OBJECTIVESThe project aims to set the grounds for the 5 partner countries to cooperate and share practices in the area of renewable energy resources and sustainable production and consumption through activities designed for students which are meant to:1. develop their understanding about scientific concepts and processes in the production of sustainable energy2. develop their overall awareness about alternative sources of energy and how their usage can be enhanced 3. improve skills and competences through interdisciplinary projects in the STEM field4. improve collaboration, team work and communication skills of students and teachers5.develop soft skills – critical and analytical thinking, creativity – in order to foster students’ employability6. enable teachers to share school models and practices in the areas of STEM, ICT, coding, robotics that can be transferred into their schools7. improve self-awareness and intercultural awareness of young European citizens, as well as promoting European citizenship and EU policies in the field of renewable energy usage.ACTIVITIESC1 Traditional and alternative sources of energy – consumption and impact on the environmentC2 Water energy and STE(A)M C3 Wind Energy and STE(A)M C4 Solar Energy and STE(A)M C5 Sustainable energy in the future – designing smart, green city modelsPARTICIPANTS120 students aged 16-17 from general education high schools and 40 accompanying teachers of English, IT, Physics, Science etc.RESULTS- presentations about renewable energy sources and statistics and trends from the 5 partner countries- posters for campaigns encouraging European citizens to use solar energy more.- presentations about alternative building systems- models of buildings using alternative types of insulating materials- simulations of power plants- STEM projects – anemometers, wind vanes, solar cookers etc.- research data and conclusions- simulations/models of sustainable citiesTeachers will produce exchange reports in which we will include data measuring the quality of the activities, the impact of the activities on participants, pictures and videos taken during the exchanges. Other deliverables: Europass mobility documents, initial and final evaluation forms, feedback forms, self-assessment sheets, student observation sheets, participants’ testimonials, dissemination platforms, eTwinning communication platform, project final brochure “STEM ideas for high school”.IMPACTStudents and teachers develop personally and professionally.Through the project activities, the school will promote its image in the local community as an institution that prepares students for the future and aligns to the 21st century needs.The cooperation with the local community will improve through partnerships and agreements with local experts and businesses in the energy field. Local authorities will be invited to attend some of the project activities, which will lay the basis for future cooperation among local institutions in other projects related to renewable energy or similar.The schools will acquire/develop a European dimension, which shows openness and flexibility to the ever-changing world of education. This will also increase our chances of developing new projects with current or future partners in the field of robotics, which is one of our next priorities

"The worldwide surveys show that EU students often lack mathematical competences and key basic competences in science and technology. Situation confirmed also on the Eurydice publication (2017). Even if Estonia and Finland are the two highest performing OECD countries, the most recent PISA results (2015) have shown a drop in the Finnish averages in scientific skills. Thanks to the digital development and education quality, Estonian students achieved both high levels of performance and greater equity in education outcomes. The most critical problems of the Estonian education system are, instead, related to teachers. A recent review by the OECD (2016) identified some policy priorities to improve the effectiveness of the Estonian school system: consolidate school networks, promote professionalism of teachers and school leaders, and make vocational education a more attractive option. Concerning both Belgium and Italy, they are above or on OECD average. Negative trends are emerge by Belgian students who obtained a score in science 502 on OECD average of 493 (-3), in mathematics 507 on OECD average of 490 (-5). In Italy, students obtained a score in science 481 on OECD average of 493 (+2), in mathematics 490 on OECD average of 490 (+7). Even if the scores are getting better, the changing is very slow and difficult. In this context, the specific common national needs are emerged among the countries involved: 1.emphasizing the attractiveness and joy of learning 2.improving social inclusion and gender equity in education. 3.developing schools as learning communities - Favouring a more interdisciplinary and multidisciplinary teaching and learning in European schools, which will lead to a better collaboration among teachers from different subjects. 4.reinforcing school and teachers networks to share resources and best practices. Therefore, G.A.STEM project aimed at: 1.improving motivation in scientific study through the use of “Art-works” as supporter in student creativity development and more awareness of their applications in everyday life. 2.utilizing the attractiveness of the art and technology (in terms of mini-games design and game assets) to improve social inclusion and gender equality. 3.supporting STEM skills (vertical and horizontal skills) useful for professional careers for both teachers and students. 4.improving the collaborative sense among teachers and schools through the exchanging of experience, best practices focusing on the interdisciplinary and multidisciplinary approach. 5.increasing the community sense and citizenship awareness through the discovery of European Cultural heritage constituted of (past and present) art-works produced in the partner project countries. Target groups of the project were Secondary school teachers (as the primary target group) and 13-16 years old students (as the secondary target group). The main results of the project are: - IO1: The report ""Framework to integrate Art in STEM using digital games"" - IO2: The teachers' online course ""ART and Mini-Games"", and - IO3: The report ""Outputs and Recommendations on arts and mini-games in STEM Education"" The results' percieved impact on the target groups is: - concerning students: A total of 153 students responded and participated in the preliminary- and follow-up questionnaire of the project's piloting phase.Students perceive and better understand the real applications of the concepts studied by using the arts in mathematics and science study. This has been confirmed by 64% of students who stated that the contents learned to seem more concrete and practical than before. The method proposed to support the creativity and originality development even if 11% of students have had some difficulties in the development of their mini-game concept idea.The students (77,4% against 15,7%) feel comfortable using the G.A.STEM method and tools. The students revealed an increased motivation and interest (63%) in the mathematics and science study by using the art-works as learning tools. Comparing these data with the initial ones, the results demonstrate an increase of 12,6% in both interest and motivation in the current study with a decreasing of -9,7% in the neutral position. - concerning teachers: A total of 61 teachers responded and participated in the pre-and-post piloting questionnaire of the project's piloting phase.All teachers involved in the piloting phase are more convinced about the effectiveness that the tools developed could support the achievement of students’ learning objectives in STEM education. This was confirmed by a change in the attitude of teachers towards “arts” before the G.A.STEM training. Some of the teachers recognize the use of the art-works in the curriculum as an instrument to favour students’ learning by doing and further facilitation of the learning process.The use of the mini-game concept design can support students’ learning in STEM education and be productive. Very positive feedbacks (95,1%) towards the effectiveness and usability of the methodology proposed. Major attention is required for the teachers' preparation in the use of the G.A.STEM methodology and tools and for an extension of the subjects to be studied through it, for example including science or chemistry."

"Choose Your Future is a project focused on cooperation for innovation and the exchange of good practices between schools. The project covers a variety of topics which link to: labor market issues incl. career guidance , youth unemployment; early school leaving, combating failure in education; entrepreneurial learning - entrepreneurship education.The most relevant priorities addressed by the project are as follows: promoting the take-up of practical entrepreneurial experiences in education, training and youth work and young people's social inclusion and well-being.The objectives of the project are to build entrepreneurial skills, raise students’ awareness of their character and abilities, to improve their IT skills while working on various projects, to raise attainment of under-achieving students, to get to know the labor market and broaden their horizons about the variety of jobs available as well as to learn more about the jobs in the area. It is also meant to equip students with knowledge about the specifics of different jobs by job shadowing and interviews. What is more, the project aims to raise the quality of career counseling by improving students’ self-evaluation skills and their ability to assess their suitability for a particular job,to raise students’ awareness of the demands, requirements, problems and offers of the European labor market, to develop the English language and assimilation skills at all schools. The project also helps to build and develop the so- called 21st century skills (critical thinking, problem solving, research practices, creativity, artistry, curiosity, imagination, innovation, personal expression, planning, self-discipline, adaptability, initiative, leadership, teamwork, ICT literacy, entrepreneurship).There are 7 schools participating in the project, Angel Karaliychev Secondary school from Bulgaria is acting as the coordinator. The partner schools are Dalum Academy of Agricultural Business (Denmark), Ogres Tehnikums (Latvia), Tamsalu Gymnasium (Estonia), Gimnazjum Nr5 im. Arkadego Fiedlera (Poland), AHMET SARI ANADOLU LISESI (Turkey) and Liceul Teoretic ""MIRCEA ELIADE"" Lupeni (Romania). 5 participating schools provide general secondary education, 2 participants belong to the category of vocational educational establishments.A general approach throughout the project is to turn the whole process into practical and mutual learning by implementing active conscious use of Bloom’s 6 Taxonomy (Knowledge – Comprehension – Application – Analysis – Synthesis – Evaluation). During the project the main tools for communication for partners will be the Internet: e-mails, video conferences, Facebook project page, Skype and other messengers. There will be 7 project meetings in total- 3 during the first year of cooperation and 4-during the second one. In order to achieve the aims of the project a variety of activities will be scheduled. Students will take part in training activities in order to get skills for successful implementation of the key tasks and sharing experiences in the given field as well. These trainings will be held in 5 of the participating schools throughout the 2-year period of cooperation. In addition, students will be engaged in a number of other activities: creating a project logo, research in order to find out why people work and creating collages using the means of Art and IT technologies, a research on the 16 career clusters and choose a job they can perform, job shadowing and a diary of their experience, street interviews to find out people's experiences and attitudes towards different jobs and overall career prospects, conferences with former graduates, research and learn about jobs that are disappearing but still needed and present the results in presentations, a video diary about the jobs available in their regions, organize charitable bazaars on different occasions, create posters for the national days of professions and will reveal what their dream job is.The work on the project will lead to u number of results and outcomes: exhibitions of family job trees, blogs, video-diaries and presentations (job- shadowing, the top 5 most wanted jobs in the partner countries in terms of social position, income, prospects, responsibilities, disappearing jobs that are still needed ), a book and an i-book of collages and essays of the students about their dream jobs, exhibitions of posters , video interviews, conferences with former graduates, video diaries of the jobs available in their towns,- charitable bazaars, displays of posters for the national days of jobs in the Erasmus+ corner.The project will developing links between the schools and local business and will produce 5 Online open courses."