Open European borders in the Schengen Area, reduced fares for plane flights, the appeal of cruise ships - young people today grow up with an abundance of possibilities to travel Europe and the world. At the same time we are witnessing a young generation that cares about our planet and takes to the streets to demand action against climate change. Our project bridges both developments and focuses on sustainable tourism in the four participating schools' regions. Teenagers between 14 and 16 years of age will investigate historical and modern developments of tourism in their home area and create a vision for sustainable tourism in Europe. The results of their work will be published in multilingual tourist guides, which do not just offer their information in the four project schools' languages and English, but will furthermore provide QR codes which link to smartphone accessible additional information. The four project schools are from tourist areas which face fundamentally different problems, obstacles and chances for sustainable tourism. This position enables us to compare our situations and thus visualise a greater picture and look beyond our own horizons. In this way we believe to be able to achieve lasting changes in the touristic behaviour of the project participants and impact our schools toward more sustainable ways of conducting school trips.In every project school a group of around 25 students will meet on a weekly basis. They are tasked with researching, assessing and presenting adequate information in projects, independently and interdisciplinarily. Students will also plan their own school visits and trips to annual summer schools as a hands-on approach to bring theoretical knowledge of sustainable travel into practice.During these visits and the summer schools project students will have to cooperate with their European partners in small groups. Since English will be the project's language, this will further not only their intercultural, but also the students' communication skills. Most of the time electronic means will have to be employed for communication, especially e-mail and the TwinSpace. This and the innovative use of QR codes for educational purposes will improve the ICT competences of thestudents. Critical thinking, creativity, language skills, digital competence, tolerance, ecological consciousness, awareness of the EU's impact on our lives and the European cultural heritage - all of these aspects included in the project are desirable skills in today's and future European working environments. They are also essential abilites for EU citizenship and the means to shape a future of sustainable mobility.The project's results will be published for everyone interested on the Erasmus+ Results Platform. The tourist guides will be presented to the institutions supporting the project schools such as regional tourist offices and especially the University Gliwice and the University Rhein-Waal, which have kindly agreed to monitor the project and support teachers' education and students' workshops. We furthermore plan to present the tourist guides to our local city councils. They will contribute to the sustainability and distribution of the project's result.

"Bullying among children is a global challenge, with numerous detrimental side effects that have broader societal implications. Both victims and perpetrators of bullying suffer across various dimensions, including personal social development, education, and health, with negative effects persisting into adulthood. Bullying is also a serious concern for policymakers and child practitioners. High rates of bullying amongst children should raise warning flags regarding child rights’ failings. Moreover, due to its damaging effects on learning and behaviour, bullying in schools could reduce the effectiveness of public investment in children’s education and may incur costs through riskier behaviour in the future. It is a fact that nobody is ever born a bully that bullying is a learnt behaviour which could be changed. The project will focus on physical bullying, virtual bullying cyberbullying and social exclusion (being purposefully ignored or excluded from groups). For this purpose, we will start by training our teachers first. Our teachers who receive the intended training will work one-on-one with the students after the mobility.Therefore, we aim to :-help headteachers and school staff, mums and dads-publish complaints policy on bullying at each school-Using Robotics to increase the students' academic achievements-Guide the bullied students together with school physiologists-give information to know about pupil behaviour and bullying in schools-use Robotics provided skills to prevent before bullying goes through criminal blames-enable the transfer of guidance for schools on preventing and replying to bullying-PREVENTING BULLYING VIA ROBOTICS by exchanging the good practices/experiences -help bullies recognize why they keep in the action and resolve the fundamental reasons-support victim students with Robotics that will provide problem-solving skills&self esteem-enrich the professional profile of teachers involved, connecting the world of school with the world outside-tackle bullying at the earliest opportunity and not allow it to escalate to a point where a pupil suffers emotional or physical distress""Robotics As a Tool to Prevent Bullying"" has a duration of 24 months and involves 6 partner schools from 6 countries (Sweden, Portugal, Turkey, Romania, Estonia and Slovenia) as *Storåskolan(coordinator)*OS Sola Breg*Manisa Fen Lisesi*Kuressaare Gümnaasium*Colegiul National Tudor Vladimirescu*Agrupamento de Escolas da Batalha Each mobility will last 5 days(2 days for travel). Partners will participate with 4 STEM teachers to be able to create safe, disciplined environments where teachers are able to teach and fulfil their potential. Our planned activities will consist of non-formal, informal methods such as Interactive workshops/training courses, peer to peer activities, excursions/cultural trips, cooperations with universities and public organizations, Face to face meetings, Counselling, Cognitive analytical and behavioural therapy, team building activities/icebreakers and energizers, questionaries Thanks to the methods above,12 aims of the project as aforementioned will be achieved after 6 staff mobilities as;C1(SE): analyzing all types of bullyingC2(PT): CyberbullyingC3(SI): CyberbullyingC4(TR): Physical BullyingC5(RO): Verbal bullyingC6(EE): all types of bullyingSweden, Romania, Slovenia, Turkey, Portugal, Estonia activities will be on creating educational activities, games, plans to conduct with robotics. Our activities and aims are all related to the topic and in harmony. All activities will attend to realize objectives among Timetable, dissemination and follow up plan. Our participants will use the activities/plans developed during mobilities with teachers. Our LTT activities shaped to find a new method. They facilitate contact between participating institutions not just at the national level, but also transnationally. These links provide an opportunity to share environmental information, good practices about to protect our children from bullying with skills engaged via LEGO EV3, VEX IQ, MBOTs, LEGO SPIKE etc.The results that the project will generate (both tangible and intangible) are directly related to the needs identified and detailed at the beginning of this form such as Anti-Bullying Games e-Booklet/e-magazine, Public Report and Antibullying short video, Antibullying Units and Clubs, Creation of complaints policies, Antibullying Flyers/Brochures/Posters, Project Website/Youtube Channel/ FB page, School Counselling Reports, %5 replacement in bullying,%5 increase at academic success and promo sets.We plan to involve schools as active beneficiaries which will have the main impact of the project. Our project will contribute to creating safer school environments for teachers and pupils. We all aim to make our schools more positive places for teachers and pupils and use the new method; using Robotics as a tool to prevent bullying via Anti-bullying clubs for many years."

"The proposed project, T4TEMP created a new powerful tool, namely the e-Learning Toolkit which is addressed to Educators, Career Counselors, Youth Workers who deal with NEETs to upskill their competences in effective engagement methodologies. T4TEMP was aimed to increase participation of NEETs, into Labor market and Education by upskilling Educators, Career Counselors, Youth Workers. A secondary aim was to raise awareness of heterogeneity of the NEETs population across member states so that adaptation can accommodate diversity of NEET profile. The T4TEMP implemented the following objectives:iIdentified ""International Comparison State of Art of Adult educators and target group of NEETs"" and developed an on-line e-Learning Toolkit. The use of the specific tools enables Educators to allocate their time with each one of the people who are in need of their services in a more constructive and effective way, by mobilising internet technologies and in specific social media to allocate part of their work. (e-Learning Toolkit)- Developed and implemented targeted courses, which enabled them to understand, support and increase their skills in order to be competitive and supportive to NEETs. The objective of the project was to give the possibility to Educators and counselors for better and more targeted provision of services through the provision of tools available on social media as well. The main target groups of the project addressed were Adult Educators, VET Providers, Teachers, Career Counselors,etc who deal with NEETs whom they wish to upskill their competences, qualifications, approaches, in order to be able to be more competitive, professionals and provide the NEETs with better assistance and help them to come to employability or education so as to attain their career goals. Throughout the implementation and validation phase of the project the partners included members of this target group (training sessions, local national events, feedback etc.). The projects aimed to reach directly all the relevant stakeholders (Teachers, Career Counselors, VET trainers, etc) from the Organizations (Public and Private Authorities) and networks participating in the project, within Europe and beyond. Furthermore, other professionals in the private sector or in trade unions, who provide in-service training and development for teachers and young professionals, also benefited from the tools developed, as they improved their professional profiles and their roles in training sessions. The secondary target group included NEETs :- Students or trainees from (15 to 24) who were in the schools or in the training system, ending their compulsory education but being at risk of becoming NEETs- Persons who were not in the school- or in the training system (as well as unemployed persons) ranging from 15 to 29 years.It was expected that a total number of over 240 educators, counselors would be involved in core project activities, giving valuable feedback and information on the quality and usability of the project results. Local, national and international stakeholders were let known about the outcomes of the project and their importance in the role and tasks of enhance their qualification. The methodology and activities for implementing the project were simple: the project started with the formulation of an International Comparison State of Art of Adult educators and target group of NEETs (O1). This activity led to the design and development of the Targeted Training Courses for adult educators, who worked with the target group of NEETs (O2). In addition to the development of O2 , a e-Learning Toolkit (O3) was created based on all the aforementioned. The structure and method of delivery were defined by the partnership and the implementation phase included the evaluation of the pilot training course developed, so as to assess the effectiveness of the course. Each partner had to work on all outputs and deliver their results on schedule. Regular feedback on all activities was exchanged throughout the project, while six partner meetings were planned. The project coordinator made sure to resolve any issues arising via regular communication. Project sustainability was pursued through all available media (website, platform, social media, emailing lists, international/ national conferences). T4TEMP hoped to make an impact on contributing significantly in enhancing the opportunities for up-skilling of adult educators, both nationally and at EU level, as well as for other members of the target group. A common digital Toolkit template ensured that all professionals were evaluated in a common basis and that they pursue positions that they were qualified for, and could eventually lead to the reduction of low-qualified professionals."

The main focus of our project lay on responsible use of education by art to develop key competences in women, combating discrimination and gender inequality, valuing and reinforcing inclusion, diversity and equality, fostering socio-educational and professional development. Also, to enhance educators’ competences through an effective implementation of these artistic expressions in their daily professional routines. We applied the model of knowledge construction, real-world problem solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but also worked on innovation in familiar context. In parallel, we focused on trainer and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrate a creative collaboration between CFPIMM, a non-profit public body oriented for vocational training for youngsters and adults from Portugal, an association promoting a Senior Mentor Program team at schools from Hungary, an Education Adult Centre from Lithuania, Kuressaare Gymnasium´s education and training center Osilia, from Estonia, and International College, from Poland, responsible for running language courses and learning programs for mature adults (50+).During a two-year project period, we held two learning, teaching and training activities. 25-29 March 2019, 20 learners and 8 educators gathered for LTTA 1 in Lordelo, Portugal, to develop the following competences, in women: communication, commitment, interpersonal relationship, team work, creativity, decision-making, basic health and food care and in educators: communication, adaptability, versatility, flexibility to work with differentiated pedagogy and innovative methodologies. 10-14 February 2020, 20 learners and 8 educators gathered for LTTA 2 in Gdańsk, Poland, to develop, both in women and educators: autonomy, critical thinking, responsibility, assertiveness, problem solving, entrepreneurship, creative potential and sense of humor.For the project management purposes, we had two transnational project meetings. 24-25 October 2018, 10 educators met for the kick-off meeting in Panevezys, Lithuania, to discuss the project activities in close and sign the partnership agreement. 6-7 September 2019, 10 teachers met for the second transnational project meeting in Kuressaare, Estonia, to reflect on the activities already carry out; report on the results achieved and to plan the LTTA yet to come. Is was planned for July 2020, the third transnational project meeting to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare the final report, but unfortunately due to the pandemic crises was not possible to do it. The extension of the project was asked in June 2020 and we had the approval for more 3 months to finish the project, till 30th November. The final meeting was planned for October 2020, but, unfortunately, the pandemic situation got worse and it was not possible to finish the project as planned. The project website http://moveonproject.eu/ was constructed and developed as a dissemination tool and a repository for learner and educator outputs, but we also used as a platform for learning. The pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photos, videos and posts on social media help to disseminate the impact this project had on the participants. The project most important results “Creative Book” can be accessed via the project website. More than 50 pages show a dynamic story telling written by multiple hands in different countries. This Book is the most important output of our partnership as summarizes the best of education by art.The learners of this partnership have learned to appreciate education by art as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The educators have developed their professional skills, broadened their intercultural experience and enjoyed variation everyday classroom practice. The partners enjoy better educator-learner relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula.Local authorities highly appreciate this project for helping woman aged over 50 become more active citizens. Regionally and nationally, the partner organizations inspire others to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

"The project partners follow the principles of ET2020 ”Improve the quality and efficiency of education and training; enhance creativity including entrepreneurship, and especially it is based on the principle of ""fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science”.Project partnership consists of Estonia, Turkey, Bulgaria, Portugal, Italy and Lithuania and all partners have the same interest as integrating key elements and skills of 21. century education to their classes and exchanging information with cross-country and cross-cultural cooperation that will bring the innovation, critical thinking, group synergy and an added European value to each class.STEM project is a 2 years project that will let the students experience real life and take part actively in Global problems. This project will raise awareness about ecology as well as helping students to meet the 21st century. To encourage the students to solve real life problems, we think that Pollution is a good way to support all the four branches of STEM. The age group we refer is 12-16 secondary school students. 6 participants from each country (4 pupils + 2 teachers) take part in mobilities and 170 participants will benefit directly in total. From 6 different countries, totally 5000 students aged 12-16, 420 teachers will benefit indirectly with the activities and dissemination.The partners decided to implement the Stem project because the schools are the places to guide the students for the right future jobs and raise the students for the world of work. In many parts of Europe, employers have difficulties hiring people with the right STEM skills, particularly ICT professionals. The latest PISA and TIMMS data show that more than one in five 15-year olds in Europe are functionally illiterate in reading, maths and science. The tangible outcomes:- 6 Short terms exchange of pupils.- Fictional short Stories (Before pupils focus on a problem, a fictional stort written in turn will be presented)- Interactive posters/leaflets/booklet- Comics about air and noise pollution to be collected in a magazine - interactive pinboard about the effects of air pollution on health - Videos of each activity to upload to the website regularly.- Results of researches about Pollution, questionnaires for the students twice a year through Google forms;- Evaluation questionnaires; - e twinning colloboration- Enhancing Stem education with 3D printing(Designing Solutions To Natural Disaster and pollution problems)- Hands-on activities and Experiments that includes pollution types- e-book that includes all the activities - Building a Stem lab in every partner school The intangible outcomes:- to help students develop mathematical and scientific proficiency and understanding that can be applied in varied situations- enhance the language learning and explorative and innovative side of pupils.- Promote pupils to challenge-based, problem-based and project based learning.- Develop detailed work plans, in the development of specific skills of 21. Century that will help the students to contextualize pedagogy .- To provide students with the opportunity to explore a real-world scientific problems and give them a hands-on experience opportunities.- To allow teachers to participate in professional workshops and help them to have a strong relationship both personally and professionally. - Expanding political, social and educational competences and developing critical thinking.The teachers will be selected according to:The skills in English enough to manage the activities, time availability, desire to take part in, experience in national and European projectsThe students will be selected according to:Their active role in project, motivation and desire to participate, taking part in E-twinningChildren who comes from disadvantaged areas and girl students will be prioritized.The activities will include four main pollution types (Air, Water, Light, Noise) renewable energy workshops and ecological activities such as:Make your natural product, find your carbon footprint etc.that all be supported with Stem.For the whole project life, starting with the application period and ending with the report to be submitted to the applicant National Agency, we will be in permanent contact with all our partners in order to organize the proposed activities, the project meetings in the best possible way for the participants, to realize all the project products, but also to be able to solve any problem in a very short time.The project activities and meeting details, photos, videos, assesments will all be uploaded to e-twinning and it will be exhibited in twinspace. The website of the project will be long-lasting and it will be active at least three years after the project and the staff and the partner country’s students will have access to all materials and activities. E-book will be printed and be used as a Stem guide in partner schools."