People’s freedom of movement and settlement is one of the fundamental freedoms and principles of the EU. Since ancient times Europe has faced the constant movement of people leaving their countries for various reasons (war, natural disasters, poverty). In recent years due to the situation in the Middle East this phenomenon has become so intense that it has become a problem for the refugees / immigrants themselves as well as the hosting countries. To deal with the problem requires an extensive cooperation between countries but also between voluntary NGO Research has shown that early school leaving is greater for students coming from immigrant/refugee families.Our work aimed to break prejudice among local populations and refugees / immigrants so that their integration into the local communities will become smoother and effective.The smooth integration of immigrants/refugees in local communities will reduce delinquency, early school leaving and unemployment among young people whose parents are refugees / immigrants.Number and profile of participants:The project is expected to actively involve over 2000 people, students, parents, teachers, members of voluntary NGO and local officials.Students: 20 from each school will be involved in 4 mobilities(Total: 160) . Moreover students, 150-1000(depending on the size of the school) from each school, will take part in all project activities. Profile: Students irrespective of their academic achievements, family background or financial status. Teachers: 12-15 teachers from each school will be involved in 8 mobilities(96-120). Moreover teachers, 50-100(depending on the size of the school) from each school, will take part in all project activities. Additionally about 200 teachers and 100 school administrators from each participating town will take part in dissemination activities .Profile: Teachers, Vice-principles, Principles from all departments.Parents at least 200 from each school will be involved in the project's activities.NGO: at least 20 from each country will be involved in the project's activities.Local Authorities: 10-20 from each town.Activities used in the course of the project1. Contact surveys and analysis of the results 2. Seminars3. Participation in search and rescue teams for refugees4. Visits to refugee camps and settlements to provide assistance.5. Organization of cultural / charity events6. Historical studies7. Transnational meetings8. Teaching in the classroom by teachers of all nationalities participating in the program9. Creation of Power Point Presentations10. Work Groups11 Workshops12 Dissemination activities.Methodology used:Social research/field research, Surveys, Meta-AnalysisTeaching methodology: Work groups, Seminars, Laboratory work, Experiential LearningBrief description of the expected results and impact1. Reduction of prejudice between locals and migrants / refugees2. Smoother integration of immigrants / refugees into local communities3. Reduction of school delinquency, bullying and school failure4. Reduction of early school leaving among migrant / refugee children.5. Reduction of unemployment of young people from immigrant families6. A large number of students and teachers will increase their skills in communication, modern technologies and languages7. Students will learn to cope with difficult situations, will enhance their autonomy, become more creative and innovative and will gain leadership skills8. The acquisition of the above skills will help our students in their future academic and professional careers.9. The teachers will become better educators, more efficient and more open to new ideas10. The schools will create a better learning environment and therefore achieve better results.Potential long-term benefits of the project.1. It will strengthen the citizenship values of the EU and the democratic ideals to of the citizens of local communities2. The role of voluntary NGO will be more appreciated and strengthened with new members3. The teachers will become better educators, more efficient and more open to new ideas4. The schools will create a better learning environment and therefore achieve better results.

"The project ""HERCULES- HERitage and CULture: Exploring, Sharing and preserving the hidden treasures of Europe"" - invited our students, teachers as well as residents and institutions of 6 European countries into international dialogue about the values ​​that we, as communities, recognize in the context of cultural heritage.The project was inspired by the declaration of 2018 as the European Year of Cultural Heritage and support from the managements of our schools to hold international strategic partnerships that would provide new educational opportunities in three basic areas: strengthening language learning and acquiring new competences, supporting the European dimension and strengthening the teaching profile of teachers.We were working on 6 main topics: Natural heritage, Cultural heritage hidden in the language, Crafts, folklore and architecture, Traditional symbols, motifs in Art Legends, fairy tales and myths and Proheritage - preservation and sustainability of CH. Project teams conducted activities that enabled our students to discover, understand, value cultural heritage and become tolerant of the culture and cultural expressions of other nations.Holding 6 international short-term student exchanges and many local and regional activities our students learned about a wide range of cultural heritage, participated in various research and studies with regional institutions responsible for preserving and sustaining the cultural heritage of their regions. Conducting and completing the tasks of the project they created various presentation materials, which they transformed into 6 main outputs of the project:1. The HERCULES project website, which includes a detailed picture of the course and documents the activities of the project and contains all the outputs of students within 6 project topics2. Recipe book of traditional dishes 3. CLIL lesson plans with focus on Cultural Heritage4. Hercules game - online activities5. A documentary film ""Unique Crafts of Europe""6. Collection of legends and quizzesThese can continue to be used in education by teachers and students of partner schools, other schools in the region who show interest, either during regular classes of English, History, Geography, Art/ Culture or as inspiration for further work in the field of cultural heritage preservation.We consider the main benefit of the project to be that our students value CH more thanks to the knowledge and understanding of the cultural heritage of their region and the regions of the partner countries. By respecting CH more, they want to take more care of it. By becoming more interested in it, discovering and studying it, carrying out their ideas, creativity in this area, they proposed ideas how they themselves can contribute to its preservation and sustainability and enjoyed the results of their work. The enthusiasm and pleasure came, the desire to understand even more the values ​​that previous generations have upheld for us, our and future generations. They went from learning to creating and implementing their own ideas.From the beginning, we offered activities that developed understanding and tolerance, which helped to positively perceive the diversity and similarities between the cultures of our countries, supported the recognition of common values, but also tolerance of differences, equality, anti-discrimination.The richness and diversity of cultural heritage, both tangible and intangible, places associated with CH, various manifestations provided ample opportunities to use traditional but also innovative, collaborative and integrated educational approaches, thus supporting the expansion of traditional repertoire of educational activities and non-formal education in our schools.According to the ""Europe 2020 strategy for smart, sustainable and inclusive growth"", the aim is to improve the quality and efficiency of education and training. An integral part of the project was the use and development of competencies of students and teachers in the field of language learning, digital competences, support for creativity, independence and self-realization of individuals, development of the competence to work in a team and reflect on their own creation and group dynamics.Cultural heritage is all around us: in our cities, nature and archaeological sites. We find it not only in literature, art or objects, but also in craft skills, stories, gastronomy, music and film.It unites us in its diversity. Thanks to technology and the Internet, we have better access to it than ever before. Seeing and experiencing all these phenomena, even in other countries, is still a more intense experience.That is why we tend to visit other regions, we love traditional tastes and admire typical products of folk culture, crafts, architectural monuments. If we combine such experiences with learning, using foreign language skills, getting to know peers from other countries, it is again another more aspiring level."

"The title of the project is ""ClimA: Be the Change!"" (acronym ABC). The 6 partners involved in it are Romania (coord.), Bulgaria, Cyprus, Portugal, Greece and Italy. All the project members are affected by various aspects of climate change, which led to the idea for the project. It focuses on raising awareness among students about the impact climate changes have in the present and in the long run and engaging students to take a stand against the slow destruction of the planet. The target is to involve a wide variety of participants (students, teachers, parents, local community) to come up with ideas on how to improve the current situation and how to preserve nature in its best state for the following generations. Apart from the scientific aspect of the project, we intend to focus on the artistic side as well, as this would give us the chance to involve more teachers, of various subjects, not just science. The project objectives are as follows: 1.using non-formal education methods throughout the 2 years of project to raise awareness among Ss from the 6 partner schools about the importance of climate change and how it directly impacts people’s everyday lives;2.during each mobility, to encourage 20 Ss from the 5 partner countries, as well as Ss from the host school, to take action and come up with creative and innovative ideas that will help protect the nature and reduce the causes of climate change for future generations;3.during monthly local and international activities spread from Sept 2020 to Feb 2022, to determine approx. 5,000 Ss to realise that every one of them can contribute to the well-being of the planet, even if it is on a small scale;4.throughout the 2 years of project, to involve approx. 100 Ss with fewer opportunities in a wide variety of activities to reduce early school leaving by approx. 30%. The Ss who participate in this project are 12-15 yo. In the mobilities will be involved 120 Ss (primarily 14-15 yo), different every time so as to include as many learners as possible. Ts participating in mobilities will be 60, varying the colleagues who participate, in order to facilitate access for a wider number of people.The local activities will involve, overall, a much larger number of participants, including all the Ss in each partner school (approx. 5,000), their parents/tutors and other members of the community. To this we added 2 partner schools in each locality, with Ss with fewer opportunities, that will implement elements of our project in their institutions, with their Ss and who will be monitored for a successful unfolding of the project. The Ss with fewer opportunities who come from unstable backgrounds (financial issues, single-parent families, relatives working abroad) are oftentimes in danger of dropping out of school to follow the mirage of the money, choosing to get a job (preferably abroad) and earn a good income, opting for instant gratification instead of continuing their education, which also includes knowledge about the exploitation of natural resources, recycling, preserving the environment, etc.Also, the project intends to encourage Ss with fewer opportunities to become a part of it, expressing themselves through different types of art (drawing, painting, music, dance, theatre, etc.). We intend to involve (at least) 100 Ss with fewer opportunities during the 2 years of project, and at least one per country in each mobility.The main types of activities used will be:a) discussion methods: workshops, group work, brainstorming, discussions;b) experimental methods: multimedia project presentations, artistic competitions (project logo, best image reflecting climate change, etc.), educational field trips, cultural visits.The expected results are:- observing a change in daily habits for 50% of Ss regarding recycling, reducing waste and overall protection of the environment around them;- motivating Ss to express their opinions and ideas freely related to environmental issues;- improving Ss' linguistic, digital, communication and social skills;- creating a collection of Ss' artistic work in an attempt to fight climate change (drawings, posters, presentations, etc.);- turning Ss who participate in the project into ambassadors who transmit the knowledge gained in the project to other Ss from their schools and other schools in the communities;- boosting Ss' self-confidence in their skills and creativity;- creating a reliable project team in each partner school;- acquiring experience and insight regarding the implementation of a successful Erasmus+ project;- developing a European dimension within each partner school;- fostering tolerance and acceptance of other cultures, views and mentalities;- creating partnerships that will likely resume in future international projects."

“GEOPARKS - NATURAL AND CULTURAL HERITAGE THAT JOINS EUROPEAN STUDENTS AND TEACHERS” is 2,5 years project carried out by students and teachers from Poland, Spain, France, Bulgaria, Hungary and Cyprus. It is an interdisciplinary project combining Biology, Geology, Geography, Environmental Science, Language, Arts. The project made a major contribution to informal and formal geoeducation by sharing scientific, historical and cultural knowledge, skills and values with students and teachers. In the broadest sense, geoparks are centres for informal education providing students with informative and enjoyable experiences which enhance their appreciation of the landscape and culture. By the project students and teachers were aware of impotance of protection Geoparks becasue of their values.The project served for students providing outdoor laboratories for formal, traditional education and research. These educational activities enhanced the transferable skills of students and thus contributed indirectly to increase the possibility of finding geojob in the future. Professional development project program have been designed to offer both formal and practical opportunities for students to expand their knowledge and abilities of making observation and measurements in geology using special equipment to do researches of GEOPARKS territory in international groups. The project contributed to improving teaching science by training for teachers and providing examples of lessons and activities on education platform that can be used to help teacher, students about earth science. The project provided attractive multidisciplinary topics for environmental education. During the project students and teachers were offered different activities and opportunities: visiting centers and information points, geological trails, guided fieldtrips, thematic exhibitions, training courses, scientific research activities, environmental education programs aiming at a more detailed knowledge of the geological-geomorphological features of the territory. The project involved a special richness of activities: virtual course, analysis of geological data. We wanted to give an opportunity for participants to meet and exchange experiences with students and teachers from different countries. The project raised awareness of the importance of the area’s geological heritage in history and society today.

The project comprises a partnership between six high schools with the idea to exchange students so that they become aware of the jobs in the contemporary highly digitized world and working environment, the challenges concerning their employment and the jobs which they are expected to practice after they graduate from school so as to be relevant and responsive to the labor market needs and employers' expectations. The partnership includes two private schools - Bulgaria and Poland, four public schools. On the other hand we have four general schools and two VET ones - Romania and Poland. The partner schools will be in closer collaboration will help to clarify to all of the participant members how the high technological achievement influences the labor market and its needs. Students will get real life experience in working environment which deals with the use of high technologies in various fields, such as health and health care, tourism, finances, engineering and industries and others. The project idea is to encourage students to make research about professions which became extinct due to the industrial and technological revolutions, professions which are currently losing their positions on the labour market and to make a prognosis on which professions will appear in the near future due to the technological advancement, and mainly the robots in factories, artificial intelligence. The aim of the project is to make students aware of their professional realisation in the fast-pace developing world and to realise what and which skills, which educational sphere and the related competences they will need so that they will be successful actors on the labour market in the years to come and to be able to plan their own career paths. The project outcomes will be a White and a Red Cards of the professions and information about them. The White card will include information about the future jobs, the Red card of the jobs which have become extinct or are threaten of extinction and the reasons for that. The project is also important for teachers who have to train and teach the students and the participant teachers will work collaboratively for the creation of a collective book for teachers, containing good practices with elements of project-based education for global education and the influence of the artificial intelligence, robotization and new technologies - European dimenstions in the professions of the topics in each direction. All participants in the training will receive Europass Mobility Certificates.