One of the school's priority development areas is sustainable development. Globalization require higher demands on people's ability. The school shall help and give students the ability to understand global perspective and other people's opportunities. Get knowledge of international collaboration and global context, as well as opportunities and challenges linked to globalization, and sustainable development is truly an international context. UN's new sustainable development goals and Europe 2020 leads to greater demands on schools. Schools need implementation of UNESCO’s new Global Action Programe on Education for Sustainable Development (GAP/ESD) The schools have a need to develop new teaching methods in the field and network with colleagues in other parts of Europe. We need to share experiences with others about how to meet the challenges of the issues around sustainable development.The aim was to ensure high quality of teaching and provide our students with international experience so that they are ready to meet future challenges. During the project the students and teachers got realisation of transposable experience on different topics of sustainable development. These experiences came with results obtained in one country so each country realized the same experiment and compared the results (in function of sustainable development). We were four schools from Sweden, France, Greece and Germany. Two schools (France, Sweden) were situated in the countryside, two (Greece, Germany) in bigger cities. All schools were secondary schools only the Swedish school was both vocational and general. The number of students ranged from 200 (Greece) to 1300 (France). 24 students from the four different countries, plus a number of teachers were directly involved in the work on the project for a total of around 120 people directly involved. Furthermore, the teachers involved in the project teach in different school subjects, such as chemistry, biology, language, social science, IT, maths, sport and health, and physics. So, many topics were covered in many aspects, according to sustainable development philosophy.Each mobility had different themes. Before going, we did research and experiments with the students which then were presented.In Germany we worked on fuel cells by making stop motion films, by doing experiments on hydrogen cars. We also visited two exhibitions in Berlin, both about energy and motion. The students later vote for the logo of the project by choosing their favorite among different logos prepared by the students.In France we worked on living soils by comparing organic and non organic soils through chemical experiments, by attending a lecture on living soil and visiting an organic vineyard. We also compared the different ways of farming in our four countries using google earth application and data from the EU.In Sweden we worked on wind power by constructing models of windmills and measured the efficiency on different constructions. We also measured ions and bacteria in organic and non organic soils. Furthermore we visited the forest to look at how to preserve resources and wildlife. We visited a copper mine as an example of empty resources but recycled as UNESCO world heritage. In Greece we worked on solar energy by doing experiments with photovoltaic cells, creating a webquest, examining the photovoltaic system on the roof of the school and visiting scientific centers concerning the research on solar energy and the bioclimatic part of the city and explanations. The project strengthened and developed students intercultural skills and give them international experience. The students also became more aware on sustainable development issues and understood that sustainable development is not a national topic only but an international one. The project showed also possibilities for a professional perspective.Each teacher and student learned from the other about different things like school systems, traditions and cultural aspects. Staying in families created more understanding for different ways of living. Because of the successful communication between different nations self confidence increased for students and teachers. The teachers learned much more about project management and additional the students learned to manage traveling in Europe. Visited projects like the solar energy project in Greece sponsored by the EU and the feeling that they are a part of an European project (funded by the EU) helped to develop the awareness of a European citizenship. Going abroad and meeting their European classmates was a way to fight prejudice. Most of them kept contact and developed friendships with their partners even though the project has ended.More tolerance, free presentation in front of a group and the improvement of the language skills are longer-term benefits of the project. All our schools have applied for a new Erasmus plus project motivated by this experience which was so enriching and positive.

"The encounter and confrontation of three different European realities, represented by the cities of the three secondary schools participating in the project, Dudelange (Luxembourg), Arezzo (Italy), Berlin (Germany), were the starting point of novel didactics and a new learning experience. Students were asked to exchange with their counterparts the nature and peculiarities of their environment and the characteristics of their city from an architectural and urbanistic, as well as economic and social point of view. An adolescent viewpoint, different from that of adults in many ways, allowed a more spontaneous and innovative angle. The commun language used during the project was French.The objectives of this project were: a more experienced and responsible European citizenship; improving ICT skillsets; augmenting linguistic skills in FLE (Français Langue Étrangère): ""We only learn a foreign language if there is something to say!"" (Daniel Pennac); be able to model and present complex information on an urban, cultural and social level; be able to collaborate in transnational group work; be able to critically question one’s own environment as well as that of their partner, thanks to precise categories of interpretation (cat. historic, artistic, …). Another aim was also the development of interactions with the world outside of the school ecosystem (business environment, political representatives, associative and cultural sector, etc.).The participant pool were three classes of students aged 15 to 17 years with one class per partner institution, with the decisive collaboration of the Ecole Nationale Supérieure d'Architecture de Paris Val de Seine (Higher Education) and their professors and students.We organised distance learning activities as well as “on site” activities. The project employed cooperative education material. Students prepared interviews of people important to them in their locality or of “average” people in order to gather useful information and deductive material to engage with. Imagery and film was used to better reflect the “local” reality to partner students. Surveys were distributed at the start and end of the project milestones and were used to assess the evolution of and changes in viewpoints, knowledge and opinions taking place during the project.The anticipated impact in the long term should be an increased awareness of European cultural diversity and a marked improvement in linguistic and ICT skillsets. From the teachers’ perspective, the project should continue to encourage colleagues to collaborate in a multidisciplinary approach and to embark on novel didactics of education projects. Hopefully, in the long term, this Erasmus+ project will significantly contribute to the academic development of didactic and ICT tool sets used in education."

"Despite the difficulties encountered during the period of implementation of this Erasmus + project entitled ""The development of Common Curricula in Upper Secondary School Education and Baccalaureate in Europe: towards the Creation of a Common European Framework for Upper Secondary Education"", henceforth denominated EUROBAC project, we can consider this project to have been successful, since the objectives we had set in the presentation of the project have been achieved and most of the planned activities have been carried out.The Eurobac 2018-2020 project has been the continuation of another Erasmus + project that took place between 2015 and 2017, based on the development and consolidation of the binational programs Esabac and Bachibac, which involved the participation of the Lycée Molière de Paris, the Lycée Virgilio of Rome and the IES San Isidro of Madrid. The positive results that the previous project gave, encouraged us to involve the Romain Rolland Gymnasium in Berlin, which joined the three previous partners in the implementation of a new project and made it possible to include all the binational programs, with the addition of a secondary school that had the Abibac program, the equivalent of Esabac and Bachibac in Germany. Our project was meant for students between the ages of 15 and 17, most of whom belonged to these binational programs.As things stand, we are four educational centers located in the cities of Paris, Rome, Berlin and Madrid that have carried out the development and implementation of the project.With this project, we meant to encourage the joint effort of students and teachers for a better knowledge of the binational programs of our centers and to face a common study topic that we considered essential for the development of our collaborative work. Regarding the latter, we saw that an issue common to our four cities was that of urban transformations and gentrification processes, so from the beginning we dedicated ourselves to designing the objectives and features of this common study.All the meetings shared three types of activities in accordance with these objectives, albeit the original contributions given in each of them. First of all, city tours guided by the students of the host schools on the theme of urban transformations, followed by surveys among the population on the perception of these realities. Secondly, meetings with universities to have a deeper knowledge of their international programs. Finally, activities to promote European citizenship and a better knowledge of the EU, through workshops, such as the one held in Paris in December 2018, debates, such as the simulation of a debate in the European Parliament that was also held in Paris in December 2019, and institutional meetings. All these activities have been developed successfully and they have contributed to achieve the project objectives. These topics had already been designed in the presentation of the project, more concretely defined in the initial meeting which took place in Paris in October 2018 and then updated in the intermediate meeting held in Rome in June 2019 to define the calendar for the 2019-2020 academic year and to establish the priorities of the meetings in that year.Unfortunately, of the meetings scheduled for the 2019-2020 academic year, only the one in Paris could be held in person in December 2019. The following meetings were scheduled to take place in Rome, Berlin and Madrid between the end of February and mid-May 2020 but could not be held because of the health crisis. However, given the unforeseen and unprecedented situation, some activities continued to be carried out online, as far as possible, and the contact between the teachers was steadily maintained.In June 2020 we asked for an extension of the project, in the hope of being able to cover, throughout the 2020-2021 academic year, what had not been possible to be completed in the previous year, although the Romain Rolland Gymnasium withdrew because they were afraid that the German authorities were not favorable to this extension. Our partnership was granted this extension; even so, we did not manage to complete the face-to-face activities. However, after some initial moments of uncertainty, an improvement of our activities online allowed part of our program to be carried out.Moving on to another aspect, some local and international activities were carried out to disseminate the project:- Lycée Molière, with the material produced in different meetings, held a virtual meeting with the Universidad Nacional Autónoma de México (UNAM), of great importance in the dissemination of the project.- At IES San Isidro, a monthly film forum was held in accordance with the objectives of the project, until the school was closed on March 11, 2020 due to the health crisis, and consequently it was impossible to access the center in order to continue with this activity."

Within the European 2020 strategy that focusses on a smart, sustainable and inclusive economy there is the need to promote scientific research and technology and innovative entrepreneurship at school level.The growing interest in the use of medicinal and aromatic plants and the resulting increase in market demand also with regard to the derivatives used in pharmaceutical , food and cosmetic sector along with a lack of domestic production has recently attracted attention to the opportunity to grow these plants in marginal areas, where in the past there was a strong tradition of collection of wild medicinal and aromatic herbs.The results we have achieved during the project and on its completion are to bridge the gap between schools and scientifc research and entrepreneurship.The approach with which we have achieved these results is interactive and multidisciplinary. It involves the exploitation of the students' digital and computer skills in finding scientifically and technologically correct solutions. Working from this perspective will also make the creation of innovative guidance forms possible , thanks to the collaboration of professionals and experts in pharmaceutical techniques and technology, and will make students become aware of different opportunities in higher education and /or their future job.The only goal we unfortunately did not fully realize is the active co-operation with the APPA® association, since from a meeting with the manager of the ONLUS we found that the students participating in the project have an unsuitable preparation and age to be able to participate actively in underdeveloped African countries. However, we have made our students aware of this important association by inviting them to support it also with individual donations.In general, the objectives of the project envisaged have been achieved and to support this are the results of the evaluation tests that were filled at the end of each mobility. These show that the majority of students and teachers involved in the project have positively perceived the value of the final product in terms of its didactic value, the clarity of the exposed message and originality. This experience has also allowed both the students and the teachers involved not only to compare the linguistic and technical skills but above all to establish relationships of friendship.The initial design idea, attributable to the theme of officinal herbs, transcends all teaching and education activities, information and communication, has been largely met with ambitious but possible goals. Young people, through knowledge and communication skills, have been approached in Galenical preparations, especially during the first meeting in Turin, thanks to the collaboration of the Department of Herbal Medicine Savigliano (University of Turin). The project's objectives have met the Erasmus + goals in supporting youth growth and training, contributing to the development of more aware and active community, local and international people, and also increasingly able to self-assess and reinvent themselves through the ever-growing more in-depth knowledge of self.At the beginning of the project in each partner school the basic concepts the production and use of medicinal herbs and their wide range of applications are studied. After this each partner school decides upon a specific field of use herb medical to be studied throughout the project: galenical preparations (human health), ethnobotanical and phyto-pharmacological (agriculture and environment) or use of flavorings for industrial production (industry). In the first part of the project students get acquainted with herbs medical applications in different sectors (human health, agriculture, environment and industry). each partner will develop the following themes: - identification of strategies for improving the production of medicinal herbs in school, with methods that are compatible with the environment - creation in the school of a vegetable garden and growing of officinali herbs typical of each region. The school garden will be fertilized with self made compost resulting from the transformation of organic waste;- extraction of essential oils and active ingredients from medicinal plants used in various fields (food, galenic and phyto-pharmaceutical preparations)- Researches in theethnobotany and phyto-pharmacological field to verify the properties of herbs and leading to the discovery of new properties of herbal preparations and less traditional potential uses (pesticide, insecticide, repellant for the production of foodstuffs)In the second part of the project students learn how an innovative idea concerning products derived from medicinal herbs can lead to a business application. Supported by researchers and entrepreneurs the students of each partner country study the scientific and business aspects of the production and application of medical herbs in a specific field .

Schools from Lithuania, Germany, France and Slovakia wanted to be joint partners in a project with a scientific background. OneNeeds analysis revealed different competence deficits at different schools: The use of ICT tools for teachers and students in learning processes were insufficient and therefore this was the focus of attention and took the current development into account. The development of digital media is taking rapidly, leaving a large gap for use in educational contexts.Second, there was a great lack of knowledge about the production and preservation of food in all schools. The families use more and more non homemade food and they have easy access to a wide variety in supermarkets without thinking about where the food is coming.In addition, the awareness of the need for good language skills for communication between international partners in universities and companies and especially English as the language of science also for the publication of research results and cooperation between was too little for researchers.From this position, the partners derived various goals to fill these gaps:- Promotion of the acquisition of skills and competencies- Increase digital skills for the educational environment and create innovative learning methods- Performance of experiments on food preservation- Research of the cultural heritage and traditions in relation to preservation of food- Development of language skills, in particular the scientificVocabulary for communication and collaborationStudents aged 15/16 years participated in various activities:- conducting scientific experiments, using mobile technologies (tablets, smartphones), exploring the cultural, historical and culinary heritage with field trips, collaboration in the eTwinning Twinspace, creation of online presentations, storytelling and cards, quizzes and posters. The students were made aware that they can use their own food products such as herb mixes, cheese, cucumbers or salty be able to produce herb. By learning how to use their hands and heads, they became more self-confident and proud of what they had produced themselves. Also they learned and used the scientific terminology. In this way, the students were better prepared for the choice of their future profession, also in European context, prepared. For the teachers, this meant professional development in the use of innovative digital media, a refreshing of the use of foreign languages and an expansion of their teaching methods, especially through experimentation. The longer term benefits showed also in the application of the acquired skills in their own lessons.Pupils were better prepared for a life with digital skills, they can better look after their health and well-being and have gained valuable experience in working with other students. This also had effects and benefits in the cancellation of the last meeting in Berlin in March 2020 due to Corona. Thus, digital media, which had previously been used for were used. In the same way, communication between teachers was increasingly taking place digitally, which was also used for further training and competence development of the teachers.