"Disability is described as nonadherence of carrying out the necessities of standard life by losing physical, mental, spiritual, emotional and social competences. The World Health Organization (WHO) declared that % 10 of the developed countries and %12 of the developing countries' population consists of disabled persons. There are 500 million disabled people over the world. The physically disabled and mentally retarded persons number in Europe is around 46 million people. In Turkey the number is around 3 million. The aging of population and the increasing rate of being able to get disabled as a result of chronic diseases and health problems like diabetes, and cardiovascular diseases, cancer and mental health problems cause an increase in the number of disableds. As it was stated in the United Nations Declarations on the Rights of Disabled Persons; in all countries, especially in developing countries, the internatonal cooperation has a vital importance in enhancing the living condition of the disableds; and supporting the active participation of the disableds into the society by using their fundamental rights and freedoms in order to promote their contribution to the welfare and diversity of the society. Besides all of this work carried out by the authorties and NGOs, the integration of the disableds into the society in their daily routine is extremely limited. The communication with the students, as the basis of the future, is also limited. As the social integration and a more active citizenship of the disableds are the main aims of our project, the disableds and the students will meet on the same platform for social (handcrafts, musical instruments, etc.) and sportive activities (basketball, handball, riding, fishing, cycling, etc) to reach the goal of the project which is their social integration. A sustainable social integration for the disableds and a fruitful learning and teaching process for the students will be another expectThus, the disableds will be able to be active within the society as an individual and by sharing and exchanging their experiences with students, they will contribute from their personal side to the formation and the progress of the social integration. Within the project partnership after providing trainings related to the disableds' interest, knowledge and expectations, they will share and exchange their experiences with the students by spending time during the education process. They will be role models for the students. In our project we aim to enhance the internal cooperation of the schools synchronically with the cooperation of students, teachers, parents and the other external stakeholders by increasing the European dimension of the educational perspective. A European dimension will contribute added value to the partner schools’ vision. Good practices will be shared within the partnership. The project partners were selected carefully, all of them own an experienced background on working with disableds, providing social and sportive activities. The partnership consists mainly on experince sahring and exchanging of the partners. The project partners are Ozel Sanliurfa Sarac Ilgi Okullari, Zespol Szkol Specjalnych, SOU Taki Daskalo, CE AVE MARIA SAN CRISTOBAL Scoala Gimnaziala Nicolae Velea, Istituto Comprensivo Bartolomeo Lorenzi Fumane and Agrupamento Escolas Padre António de Andrade. The students who participate to the project activities are at the ages from 10 - 15. They will work together with disableds (mentally or physically handicapped). Various methods (communication, direct approach, demonstrating, collaborating, team work, Scrutinize, Synthesize, Evaluation methods, etc.) used in teaching will be applied in the project process. Seminars, conferences and workshops will be organized during the project activities. The project results will show an example of social integration of a disadvantaged group within the society by the help of education providers (students, teachers and families). Various activities including social, musical and sportive courses and free time activities as going to the cinema, shopping, walking and travelling in cultural and historical places, having breakfast are some of the planned activities in order to spend time together with the disableds in an informal condition. Interviews will be recorded by the students to share the feelings of the disableds during the project activities. The expected results of the project are a better understanding ""Empathy"" of the disableds. After the project the students will learn how to live and support the disadvantaged groups inside a society. It will be a model practice carried out internationally by gaining the opportunity of finding out cultural differences."

"""BOOST YOUR GREEN"", a 36-month project supported by France, is fully in line with the desire to adapt to the current challenges of sustainable development by developing basic and transversal knowledge through innovative methods for students.As sustainable development was a topic of common interest to students, teachers and school staff, the goal was to increase the citizenship spirit of all, including low-level students.Some countries are more or less advanced in the implementation and teaching of sustainable development. The project has allowed us to compare existing practices and learn from each other, reflect on how we teach and share new ideas to improve the transfer of knowledge and practices within schools.The participating schools are:- Vocational high school Jules Le Cesne du Havre, en France, porteur du projet. -Vocational high school Kartal Şehit Salih Alışkan Mesleki ve Teknik Anadolu Lisesi de Istanbul en Turquie-Vocational high school Escola Profissional Amar Terra Verde de Villa Verde au Portugal-Vocational high school Secondary Municipal School Taki Daskalo de Bitola en République de Macédoine du Nord-Vocational high school Colegiul Technic « Transilvania » de Baia Mare en Roumanie-Vocational high school Profesionalna Gimnaziya po Ikonomicheska Informatika ‘Dzhon Atanasov » de Targovishte en BulgarieSix themes of work were chosen and developed throughout the project to treat sustainable development as a whole and make it understood its importance: - food, - waste, - solidarity, - energy, - water - biodiversity.The project began with an inventory of what is done in each school, it continued with the establishment of workshops to stimulate their motivation and also with practical activities (company visits).The methods used in the project were non-formal (workshops, peer-to-peer, '....) The result developed by our partnership - a collection of resources ""Boost your green!"", Intended to increase the motivation of students, combining a teaching kit ""Teaching sustainable development"" offering lesson plans and ideas for good practice (actions to be implemented at school to promote sustainable development).By becoming involved in this project, students and staff have understood the importance of participating in actions for sustainable development. In addition, the valuable exchange of good practices and the creation of new teaching methods and materials have enabled teachers to make sustainable development more attractive, thus contributing to students' success in their lives and showing them what the teamwork and transversal, while guiding them towards eco-citizenship.The different institutions will also be able to put in place sometimes simple measures for sustainable development and involve other partners such as communities.In order to achieve its goals, BoosYourGreen held 4 coordinator meetings between teachers and 3 short-term mobility for students.After these three years of project, for the students as for the teachers, the exchanges were rich: they discovered other cultures, other schools, other ways of learning and other cities. They were proud to report to other delegations on the actions implemented in their school and cope with the language barrier."

The main motivation for the project is without doubt the possibility of meeting and getting to know students and teachers from other countries in Europe. Intercultural competence is more important than ever. We need to break down cultural barriers and build awareness of cultural norms, to create people who have a tolerance for ambiguity and who can keep an open mind. But in order to have a project funded you also need a great project idea – and this we think we have found – sustainable living. The common core subjects in the LK06 Norwegian national curriculum will by 2020 be equipped with new core elements, and one of these will be sustainability. Sustainability can only be achieved through a collaboration between countries – it can never be seen as something isolated or something relevant for only one country.The objectives we would like to achieve and the concrete results we would like to produce can be summarized in the title of the project: “Sustainable Living – Active Citizens”. We would like the participants of the project to get knowledge of what sustainability is and in that way be able to live more sustainable lives, and we want them to get knowledge of what it entails to be an active citizen and by that become active citizens in their local communities. By looking at what you can do in your local environment to achieve sustainability, we hope the participants will be capable of making informed decisions that can help change the way they live their lives.Altogether, we are six partners, including Norway. These are Adam-Josef-Cüppers-Berufskolleg from Germany, Secondary Municipal School Taki Daskalo Bitola from Macedonia, OGEC Ensemble scolaire JEANNE D'ARC + SAINT JOSEPH from France, Muhoksen lukio from Finland, IISS Francesco De Sanctis Sant'Angelo dei Lombardi from Italy and Trysil videregaaende skole from Norway. A needs analysis helped us form this partnership consisting of countries which, on some level, had already implemented sustainability in their curricula, were in the process of implementing it, or who in other ways had integrated sustainability in their teaching or would like to do so. They all give different reasons for why being part of an Erasmus+ project like this is important. Both in France, Finland, Macedonia and Germany the topic of sustainability is already a part of the lessons, but what they need is to exchange ideas and help their students put into practice what are being taught in school. In Italy sustainability is not part of the national curriculum, nevertheless sustainable living has been put on the agenda by increased pollution levels, and they therefore see the need for their students to see what goes on in other countries, be influenced by this, and get the motivation to change things at home. In Norway sustainability will soon be part of the curriculum, but already it is a much used concept in many companies and institutions - the challenge is to convice the general public to make sustainability friendly choices.We have included a wide range of activities in the project. Before each LTT activity we have planned collaborative online activities where the students first do some sort of research in the homes or local communities before they compare results with partners from the other schools online. During the LTT activities we mainly focus on getting a grasp of what sustainability is, by looking into the different pillars it is made up of: Sustainability and Environmental Development’, ‘Sustainability and Social Development’, Sustainability and Cultural Development’ and ‘Sustainability and Economic Development’. After each LTT activity we focus on evaluation and dissemination.What we hope to achieve is awareness of what sustainability is and what you as an individual can do to contribute to making your local community more sustainable.Sustainability is not just something you should read about – you should be able to live it.

The project 'Art and Design in Our Lives' is aimed to learn, develop and improve participants' professional and transferable skills and competencies. The secondary schools from Portugal, Macedonia, Turkey and the Czech Republic will cooperate in creating, designing and manufacturing different kinds of products from textile, porcelain, photography and graphic. Since the schools prepare students for their professional career, the activity are focused on aspects of their employability in present and future labour market.The main objectives concerning to the students and teachers are:- developing knowledge of English and ICT for communication as well as for their professional lives- deepening and enhancing their vocational, social, interpersonal and communicative skills- increasing their chances in the labour market - working and cooperation in international teams - improving skills for manufacturing and presenting (orally or written) the final products- expanding their creative minds and imaginations- helping them realize differences as well as similarities between partner countries related to their cultural, social and historical aspects that will enhance mutual understanding and respect for individual culturesThe main targets concerning the institutions- internationalization of the schools- enrichment of general and vocational parts of the schools' curricula- implementation teaching of transferable skills in curricula. About two hundred of participants will be involved in the project, most consisting of students and their teachers who will plan, implement, produce, assess and disseminate activities and outcomes gained in the project. It is believed that the overall project team with the cooperation of the schools' implementation teams and participants will be able to achieve the goals and fruitfully accomplish all the activities and products planned in the proposal. The activities in the project includes various kinds of work. On one hand, the participants will use IT tools (blog, website, products' library) for communication, work and presentation results of their work using English as Lingua Franca, on the other hand they will design, discuss different components of the procedure and finally manufacture own outcomes in national and international teams. They will learn how to cooperate, communicate, suggest solutions or defend own ideas and imaginations in order to produce outcomes usable for their professional lives (e-magazine, booklet with ESP, videos or presentations) as well as for goods for exhibitions and public relations. Five international workshops in different kinds of art will be organized in the project. The receiving school which is responsible for preparation, organization and assessment of the workshop will make a schedule which will combine visits of cultural events, institutions and regional companies as well as work on the products. The participants will introduce their countries, cities, schools, curricula to the partners besides that they will design and manufacture textile, porcelain or graphic products in the international team. In addition they will learn new techniques in practice by trying, doing and decision-making so significant in their future career. It is believed that the project will help students to improve and enhance not only their professional and vocational skills but also transferable competencies so important for their employability or entrepreneurship. Moreover, it will make students aware of belonging to a community at a local, regional, national and European level. The examples of the best practice will be integrated into the schools' curriculum so that have a long-term impact on preparation of present and future students.

This Project followed the footprints of the Roman Empire in the European Union in order to emphasize that although the countries are separated from each other by borders in our era, they stick to each other with a stronger bond: history. We chose partners from countries which were once a part of the Roman Empire (RE). For 3 years, students and teachers from 9 partner countries discovered and overcame the borders of the largest and most powerful empire of the ancient world and both reconstructed and experienced the RE’s vast cultural heritage. By cooperating on an international level and visiting each other, the participants had the opportunity to discover the traces and influences of the RE on our culture, language, literature, social life, religion and architecture. So, we made some excavations to RE, the most important common point among partner countries, in order to make our students understand the importance of heritages in their own countries and then to learn to appreciate the others' values and finally understand that they share a similar background with others and this collective and shared history make them a unite in spite of cultural or social differences.Main objectives of the Project were:To promote and develop cultural and institutional dialogue between generations which belong to different education systems by practicing communication and relationship skills.Being aware of the cultural and historical heritages.Increase knowledge and understanding of history and common roots of the countries that belonged to the Empire by studying and exploring historical testimonies.Formation of a European consciousness, open dialogue, tolerance and cooperation by identifying conjuncture and historical events that influenced European history.Improving communication skills in English, social adaptation prerequisite nationally and internationally through face to face and online activities.Use of new technology by creating competitive products in European educational spaceTo reach our objectives, we shaped our methodology under the root of 21st century skills with seven steps:-Question to see how the RE affected our own area, what they did, acquired or lost, why they built these amazing buildings, how they shaped their environment. -Search to see different aspects of the people who ruled in our lands for years. -Think of the connection between history and today.-Go and see to reveal similarities and differences in ancient sites and museums. -Find out answers to our questions-Get connection to put the parts together.-Share what we found out with partners, the community at local, national and European level. During the implementation period, 381 participants from 9 countries joined Project mobilities (LTTs and TPMs) with the grant but this number reaches to thousands when we include those who didn’t travel but were involved in the activities. The participant teachers were selected from different branches and students were chosen among those who were successful but socio-economically had fewer opportunities. The partners were schools with different particularizations (state, private, general, vocational, socio-economically higher/lower). The activities were organized in accordance with the objectives of the Project and the division of work was made according to the facilities and opportunities of partner schools. Our main activities and results: Excursions to museums and historical sites, olympic games, team-building activities, designing 3-D Roman city on computer, website design, creating a model Roman city by using different handicraft materials, preparing ppt presentations on different topics, designing Roman Empire clothes, competitions, calendars, magazines, snake&ladder game, brochures, booklets, Gods and Goddess flashcards, short films, albums of architecture , Emperors and workshops, developing our students' creative and innovative thinking abilities via our workshops; designing mosaics, producing materials from leather and clay, RE child toys, short videos that criticize the problems in our era, and performing a Roman tragedy. We established teams from students different countries to prepare our students for today's labor world which requires 4C'S (creativity, critical thinking, collaborating and communicating). With the help of our activities, workshops and team-building games, our pupils were supposed to be more employable with their boosted self-esteem, developed 4C'S and fostered competence in English and ICT. We evaluated our achievements by using questionnaires and making quizzes. We disseminated our project by meetings, social media, local newspapers, printed materials, website, e-Twinning and Project Results Platform.We believed that via schools with strengthened European dimension, teachers with developed professional horizons and students who are more intentional to learn with integrated skills, we would reach better future.