MESI 4.0- “Modern Education in Science for Industry 4.0” was a two year international project with an extension of one year due to the restrictions of COVID-19 pandemic. The main objective of the project was to open education and innovative practices in the digital era, in which current trends of data exchange, the internet, cloud computing, STEM contents (Science, Technology, Engineering and Mathematics) were integrated in the field of Industry 4.0. MESI 4.0 was a cooperation of four schools: Gymnazium Teplice (Teplice, Czech Republic), La Salle-Buen Consejo (Puerto Real, Spain), Geschwister Scholl (Bremerhaven, Germany) and Siauliu Didzdvario gimnazija (Siauliai, Lithuania). The team of teachers included educators from different backgrounds and curricular experience in STEM subjects, English and Geography. Equal opportunities to participate were given to students aged from 14 to 18 years. In order to meet project objectives, many activities and outputs were carried out. The project involved teacher training in Teplice (Czech Republic) and two short-term exchanges of groups of pupils: one to Bremerhaven (Germany) and the next to Puerto Real (Spain). Students did research and debated how renewable energy, wind and solar energy, could help to sustainable development of Industry 4.0. The project was affected by COVID-19. The short term exchange of students planned for April 2020 was cancelled due to COVID-19 pandemic and it was impossible to implement it later, even though the project was prolonged for one year. Instead of this short mobility of students, a virtual meeting was held in December 2020. The theme of this virtual meeting was water treatment and hydropower energy. Students presented the research conducted in each country about industry of their regions, technical visits and management activities were done at the end of the project in a teachers’ transnational project meeting in Siauliai (Lithuania).The title of the students´ final project was “Industry 4.0 for the Sustainable World (chemical industry, water treatment and hydropower, renewable energy source wind, renewable energy source solar)”.The project methodology was based on a problem-solving approach, the performance of experiments and data analysis obtained through the use of specialized scientific software. Students and teachers used cloud computing software for sharing, structuring, combining, communicating and presenting the results of their research. They also participated in bilateral webinars with the aim of acquiring knowledge about their schools, cities, countries, educational system and the industry of the region of each project partner.A hand-on methodology used during the mobilities was implemented with methodology sheets and worksheets. Students participated in technical visits to universities, research centers and factories to connect their theoretical knowledge with innovative research. Those worksheets and implementation documents that integrate a modern STEM curriculum in Industry 4.0 are open to be used widely in the webpage of the project (mesi4.eu), the eTwinning Twinspace of the project and the Erasmus+ Project Results Platform. All this information is summarized in the brochure and poster created for its dissemination.The project improved students' and teachers' digital, communicative and critical thinking and their skills and competences. It extended the national curricula related to STEM contents, providing them with better opportunities to continue their study in the third level of education or in practice.

Global Education for a Global World - this is an international strategic partnership for schools project. The project was held in Lithuania, Poland, Turkey, Romania and Spain. The project started on 1st of September 2017; it was implemented during 24 months. The main idea of the project was to create the possibilities for schools from different countries to work together, to discuss about global problems and how to start solving them step-by-step. The main theme of the project was the refugee crisis in Europe, their impact to the hosting countries economy and their society. This is a global problem, on which the media gives different insights, but policy actions to refugees integration problems are not presented to local community; this global problem is not discussed with young people in the schools; teachers do not have qualification, methods and experience of organizing global learning process. Therefore, this project was meant for eliminating this problem by educating students and teachers. The topics of the project included the refugee crisis, the impact on the economy, the attitudes in hosting society and the issue of tolerance, and media. Educators and young people exchanged their knowledge, thoughts and experiences about main concerns, such as discrimination, tolerance, refugees, peace promotion, economy, media and citizenship promotion. The learning activities and methods for discussing, understanding and solving the global problems on formal and non-formal education were created during the implementation of the project. The objectives of the project: - to analyse and understand the refugees' problems and the crisis impact on the hosting countries economy and society. - to develop competences for teachers to lead them to a critical thinking in a learning process; which should help to go deeper into the global problems understanding and local acting. - to enable young people to get quality dissemination of information; to let them try practically the media mechanisms. Partners visited each other during the project implementation period. Working in the different groups, exchanging opinions, discussing the most problematic topics together, educators and young people from different European countries have become friends with each other, improved their level of tolerance and in addition to that, gained a good life experience and the wide range of skills, including analytical, critical thinking, public speaking, debating and working in team skills.

The project called Towards EduActive Teaching and Career Guidance is a Strategic Partnership project in the field of school education of Erasmus+ programme.It is designed and created on the basis of the need to implement methods of innovative experiential learning into the formal educational school system. Our intention is to connect 2 worlds - the world of non-formal and formal learning.Objectives of the project:To develop a comprehensive professional methodological guide for teachers on applying safe learning environments, psychological principles in peer-learning, designing and creating experiential learning activities, implementing metrics to assess the outcomes of experiential learning (EE), and practical games and activities categorized in the curriculum. This guide will include an analysis of the preparedness of the school environment in order to use experiential education (EE) in school practice and the complex process of introducing EE into the educational curriculum.To create a Curriculum (curriculum of practical subject) for secondary school students to develop competence for practice. This will give students practical experience in various situations they may encounter in their future vocation. These will focus on the development of students' soft skills to be able to analyze their professional prerequisites and interests, which will lead them to choose their vocation / further direction after school. This curriculum will include, in particular, practical workshops, games and activities in the form of a training manual; as well as methods of analysis, assessment and reflection of the student profile.To create a Training manual for teachers to actively implement the Methodological guide and Curriculum into the practice.Project will last 36 months and will involve active cooperation of 6 partners from 4 European countries:- Otvorená Hra, Slovakia- Cirkevná Spojená Škola, Slovakia- Siauliu Didzdvario Gimnazija, Lithuania- Centre for International Learning and Leadership, United Kingdom- Ergün Öner Mehmet Öner Anadolu Lisesi, Turkey- Ömerli Kalkınma ve İnisiyatif Derneği, Turkey.Target group of this partnership are secondary school teachers and their students.Together with experts in non-formal education, they will participate in the following activities:- Training of non-formal education for teachers;- Seminar with elements of job shadowing on the topic of inclusion of experiential learning into the formal education system;- Training of teachers for the use of the Methodological Manual and the implementation of the Experiential Education Curricula in the curriculum.The project aims to create a total of 3 intellectual outputs:1. Methodical guidebook of experiential education for teachers with a collection of practical activities;2. Experiential education curriculum for future career choice;3. A comprehensive training program for secondary school teachers to master the methods and concepts of non-formal learning in practice.These outputs will be tested at partner schools and elaborated in 4 language versions.The expected impact of the project is in the real implementation of experiential learning in secondary schools in Europe thanks to the created Methodological Guidebook and the Training Program for Teachers. At the same time, a significant development of students' skills and attitudes that are needed in order to choose the future direction after school is expected. Students will complete a new subject taught according to the created Curricula, where they will develop their skills in the form of experiential workshops and class activities and will be able to reflect, name and analyze these skills and competences.

"DAta Literacy competences For Young students towards STEAM education (DALFYS) - is an international strategic partnership for a school education project. The project will be held in Italy, Poland, Germany, Lithuania, Romania and Turkey. The project will start on 1st of March 2021; it will be implemented during 24 months. The schools play a strategic role in preparing the younger generation for the new digital and technological society and competences in the STEAM fields are strategic in the educational context. There are several main challenges to face in order to spread relevant competences among learners and teachers and to transform the learning and teaching approach principally during this pandemic period. In particular, the current pandemic has intensified these challenges and forced us to employ in probabilistic reasoning; the statistical illiteracy in schools is today the consequence of the widespread diffusion of incorrect information known by the term ""fake news"". In fact we are living the first global “event” fully data-informed, but people without basic data skills are not capable to interpret and understand pandemic indicators, daily charts and so on, therefore they are not capable of making decisions at large without being fully informed and this lack of statistical interpretation bring people to make many errors. Society would improve if the fundamental ideas of probability theory and statistics were taught in schools because students would grow the capacity of reasoning, a strong means to evaluate and to analyse.School programs available at European level are lacking a convincing learning and study trajectory oriented towards a “data literacy-based” competence framework. The educational field is one of the sectors which has been more influenced and involved in this period of health emergency due to the spread of COVID-19. In particular, schools are called to face direct and indirect consequences: on the one hand the need to put distance learning into practice, on the other hand the various problems that arise from it such as the lack of adequate digital skills. Our project, through the use of the STEAM methodology and the spread of digital pedagogical skills, intends to support many teachers and students to face the challenges presented by this recent global change in the use of new technologies. Data literacy is a cross-cutting competence which is relevant in all disciplines since data are used in a multitude of domains, mainly from the STEAM framework, but required knowledge, skills and attitudes related to it are dependent on the context. There is a deep gap in the training trajectory between the secondary school programs that have not a strong focus on data literacy and the Higher education programs that are offering degrees and learning paths focused on Data Science.The DALFYS project starts from the assumption that data literacy is a transversal competence that all school students should have the right to access and integrate in their study courses. Schools across Europe are very diverse and operate within national contexts that are highly different: some schools might have less flexible didactic organisation that could hamper the application of the approach. Within the project consortium it will be possible to compare heterogeneous secondary school organisations and practices, and design a model that can fit the majority of the structures.Use and access to data are influenced by many factors that vary from one EU Country to another: legislative measures, policies, maturity of open data, cultural perceptions and sensitivities (for instance regarding ethical issues). The participation of partners from EU Countries (Lithuania, Italy, Germany, Poland) and the participation of one no EU programme Country (Turkey) will enrich the knowledge and guarantee the consideration of all these aspects.The DALFYS project intends to catalyze the attention on the importance of data literacy for students and future workers and to feed the debate and interest through the digital platform, that will be kept open after the end of the project, and where all the main outputs will be accessible for free. Five Intellectual will be created during the project implementation period:- Open Inventory of good practices, case studies and EU projects.- DALFYS Validation system.- DALFYS learning platform.- Training resources and approaches for secondary school teachers.- Piloting the DALFYS approach: Implementation strategy.In order to present the intellectual output produced in the project to all relevant stakeholders a final conference will be organized. The aims of the final conference are two fold: firstly the final conference is a key dissemination event and it will promote the data literacy approaches in secondary school institutes thus motivating schools but also enterprises in implementing the DALFYS products in the context of data literacy education."

<< Objectives >>to increase the capacity of the involved organisations to offer inclusive activities for young people with respect to mental healthto increase the awareness of youth workers for signs of mental challenges / provide copying tools and methods / to destigmatise the topic to build a network for good practice exchangeto create a manual and checklist tools on promoting the importance mental health and working with affected youthto promote and scaling the outcomes on a national and European level<< Implementation >>We will implement research activities locally; 12 local focus groups, 3 international staff trainings intended to qualify youth worker, 5 partner meetings, 12 local Trainings, 2 national and 3 international webinars to promote the project's outcomes, 6 national conferences, including the final national conference in Germany as a closure of the project.<< Results >>We expect to have:-> one set of checklist tools for implementing high quality youth work activities with respect to mental health o;-> An increased capacity of at least 385 youth workers to implement above activities ;-> A wider reach to youth work community of practice on national and international levels aiming to scale our innovation as becoming part of each activity