"Reducing ESL (Early School Leaving) is one of the largest and most important challenges faced by European countries. The high rates of school dropout at the end of compulsory secondary schooling not only hinder the social integration of those who suffer it, but alsoreduce national productivity and competitiveness, put at risk the levels of equity and jeopardize social cohesion. At the beginning of the project the rate of ESL in all project partner countries was over 10 % as is the aim of European Union.There were many factors pointing by the project partners about to the reasons why children were not enrolled in school, dropped out of school or at risk of dropping out. There was no single way to tackle ESL as there was no single reason that causes it. We understood that measures to reduce early school leaving might be comprehensive and aimed at a wide variety of youth needs. Consequently, it was obvious that teachers, students, parents and all educational staff should have more information about the ways to strengthen the connection between the school and the students. To cover all the stakeholders the target group of ""United against ESL"" project were high-risk groups such as students who were in danger of early school leaving, immigrants, from poor families or minorities, teachers educational staff and administrators. The project had two stages. During the first stage the main activities were related to prevention and early identification of the problem. During the second stage the activities were affiliated to mediation and dealing with the problem. During the whole project period sharing experience and ideas of prevention of ESL were leading.The project achieved the set goal of a comprehensive methodology of ESL, defined by risky students and composed of all stages of the problem so that early school dropouts could be known in details by the entire target group. Among the results of the project is the Schoolkit in six languages that aims to support teachers/educators working with students in identifying and monitoring students in need of greater care and support. In the project, participants learnt how to make effective systems to find long-lasting and lasting solutions using the other project product – Early Warning system to prevent ESL. The System includes developed materials - students’ survey to define those who are at risk of ESL, checklist for the Multidisciplinary School team for observation of identified students at risk of dropping out, Multiple Intelligence Test defining the type of intelligence of student. Following the developed steps in the System, teachers chose the most appropriate measures of Councelling programme for each student. In the project 118 teachers and 505 students were involved. 45 students at risk of early school leaving were identified.With the help of parents, meetings and seminars, teachers and experts in each project country developed more supportive school environment for second chance and compensation options for the students detected at risk. Students' suggestions were taken into account in the developing of the materials. Interaction between school, parents,teachers, students and all stakeholders increase which helped us to fight against ESL.A Handbook with eleven innovative lesson plans developing different types of intelligence according to Howard Gardner was made by sharing teachers' experience. These lesson plans were used with the students to prevent their early school leaving and to reengage them with school by providing motivating school process and support on time. At the end all detected students recieved certificates for participation in the project. None of them dropped out. The project had two Transnational project meetings, and three Learning/Teaching/Training activities. At transnational meetings (first and last meeting), management of the project, its implementation, budget, activities, planning, meetings, reports and completion were covered. In Learning/Teaching/Training activities, project partner countries organized trainings on a different side of the early school dropout following the stages of the project. All the partners shared their experience in reducing early school leaving which enriched their knowledge about ESL and helped them to improve their daily school work.Seminars, meetings, local and International conferences were organized to disseminate project results. At these events more than 450 participants were involved. In addition, social media was used effectively and the developments in the project was announced to followers and related with the help of newspapers, online newspapers,social media (Facebook and Instagram), corporate websites and project website. In addition, international dissemination activities was carried out with the help of Facebook group and E-twinning project with the same name.All these useful educational products ensure that the project is long-term."

In our Project: “ From violence to coexistence”, were involved five countries ( Netherlands, Greece, Italy, Portugal and Spain), each of them has experience in different types of programs or methodologies for the prevention of bullying. This project was born from the need we had in our schools to have enough strategies to combat bullying and the number of conflicts between students that had increased in recent years. The experience of each institution regarding the prevent the bullying was essential for the Project, to workshops, and to disseminate and extrapolate to other European schools. The aims the objectives proposed in the project such as: form a tolerant attitude towards differences, prevent bullying and verbal and physical violence at school, train children in social skills and problem solving, work in values education, work different methodologies to prevent bullying ... were achieved almost complete. Regarding the tangible results achieved, we can highlight: the common website of the project, training materials (teacher's manual), digital book about the topic, short film in black and white about different types of bullying, stories of harassment using stop motion methodology. .. likewise, the most significant strategic results were: exchange, analysis of good practices, motivation for teachers and students, adoption of methodologies and approaches for a more effective competitive work, improve the inclusion levels of children ...The activities were carried out jointly at least between two or three countries and using different methodologies. In the school of each country, both in the workshops and in the seminars, they explained to the rest of the partners the methodologies they used to prevent bullying and with which they achieved the best results. Example in Portugal Person Dolls methodology, Greece -stop motion ... At the end of each workshop or seminar activity, each country filled out a questionnaire to evaluate it and in the coordination meeting the results, difficulties encountered and proposals for improvement were presented. The most appropriate methodologies and activities were studied according to the age of the students. For example: Students from 3 to 7 years old carried out yoga activities, collaging emotions and activities with the Person Dolls methodology.the 8 to 12 year old students made the short film about different types of bullying, stop motion, dance for peace..at the beginning of the Project families, other institutions and the town halls collaborated and participated in some activities with the students. After, with the pandemic Covid 19, we had to the activities virtually and some were modificated, a mong them we highlight: Kahoots, geneally, performance, acrostic, dictionary…To disseminate, we did some seminars and workshops before the pandemic and after, we used different networks, e-twinning, blogs, common website.At the beginning the Project we defined what wanted to achieve in what time and how we were going to organize the Budget, evaluation, activities..Also, we stablished an evaluation commission formed by the headmaster and 2 teachers , They were in charge of the evaluating project, activities, resources , solving the problems presented and the improvement proposals. Other commission was created to control the budget (in a dossier with the invoices and expenses for each activity).On the other hand, An expert in the person doll methodology from the Guadalupe school, trained us in the methodology and after several workshops she trained us so that we could train other teachers from our schools or from other institutions. In the Netherlands, we were trained in the stop motion application, how to use it for our topic, in Italy, it was about social skills and emotions ...the impact on the participants, both teachers and students was beneficial to improve the skills in the different methodologies and implement them in the daily curriculum. Students learnt to develop skills to solve problems and modify behavior, developing empathy and acquiring more and more respect and tolerance for differences. Regarding the general evaluation , the evaluation commission had the misión of guarantee and adequate the evaluation process during the development of the Project. It was carried out an initial evaluation ( before the Project), intermediate evaluation( at the end of the first year) and the final evaluation ( at the end of the Project). We used qualitative indicators (digital book,Person Dolls Manual, short film… and quantitative evaluation: number of participants in the Project, questionaires, interviews, visit to the web…Once the project has finished, the products of the activities carried out, the methodologies used and the skills acquired, have been implemented in the curriculum of our schools to improve school coexistence. In addition, the expert teachers in PD methodology are training the rest of the teachers who wish to do so from their institution and their locality. All final products are available through the web, European erasmus platforms, etwinning.Internally, the results of the Project have been published in the school’s blog, web site, curriculumen and the oficial documents of our schools. Externally, the results and experiences acquired with the project are being disseminated through workshops and seminars in our schools.The website and the products are free to use for interested people. Products are posted or access links placed on websites,blogs etwinning,.. Finally, this project has been very useful because: • Increased the child's sense of equity and the development of a feeling of empathy • Increased self-esteem in students • Recognized that the difference enriches us and is positive • The project involved not only the students, but the family, adults ... working together the different values worked on the Project.

European Commission (EC), in 2013, stated in the Report “Reducing early school leaving: Key messages and policy support” that Early school leaving (ESL) is a multi-faceted and complex problem caused by a cumulative process of disengagement. It is a result of personal, social, economic, education or family-related reasons, where schools play an important role in addressing ESL but they cannot and should not work in isolation. The disparities in dropout rate among partner countries, favor the best practices and methods exchange in the present project's context between schools placed in different countries and the contribution to tackle ESL in disadvantaged areas. The partnership in this project intent to develop different innovative approaches to help schools, students and families/parents to prevent ESL. We will work with systems, methodology and concrete tools to improve communication between school and families/parents. Project will work to improve pedagogic at schools, to enable students to have homework easier to deal with alone or together with parents. Finally, the project will develop software/App, which will collect data suitable to give schools early warning about students in danger of being an ESL. Since the project is transnational, the ability to understand cultural contexts in using developet tools, will also be an important result of the project.Proejct will conduct a joint Staff Training, where teachers and staff from partners work through developed material to get an ownership to it. Then the schools will carry out a pilot, testing all or elements of the tools to harvest experiences and necessary feedback to complete both methods, educational tools and the software.Outputs will be translated into the national languages and in English to be easily adapted to schools from other countries and disseminated through different channels, including social networks or events. Over 2000 people (students, family members and teachers) in the activity’s implementation, in order to validate the quality and effectiveness of the planned outputs.Long-term benefits will be the creation of a family engagement model at European level that effectively connects parents/carer with pupils, mean increasing families participation in their learning. By doing this, pupils’ achievements at school and adaptation to school will be better and Early School Leaving will be reduced in areas where ESL rates are high. School staff will improve their link with parents and families, their pedagogic activities and early warning system. Schools will improve their services’ quality and the link with families and local community, playing an integrator role in the society.

"Our project called; “Digital Classes; Here and There!” aimed to raise the digital qualifications of our teachers and students and to gain experience about preparing desirable classroom environments by using Web 2.0 tools and digital techniques. The ""information"" of society indirectly creates the need for students to acquire a kind of ""computer culture"" that will allow them to integrate better in today's society. This integration can mean more integrated citizenship (active citizenship) and, more generally, more meaningful participation in social life. The increasing complexity of the education system necessitates the introduction of ICT in education as it is believed to be able to make a substantial contribution to improving teaching and learning processes and, more generally, to create environments for the development of specific skills and the acquisition of new knowledge. Throughout our two-years project, 4 participant countries took place; Turkey, Portugal, Greece and Italy. The participants for the mobilities; both the teachers and the students were chosen from the ones who got the highest points from the criterias which weredecided by the Project Management Team in all schools. During the mobilities, students learnt Web 2.0 tools, Coding, mBots and the technologies that they would use in the classroom, and had chance to experience the things they had learnt throughout the workshops. Teachers also learnt how to integrate the technology to their lessons and the whole curriculum and school’s culture. Participants had great experience in raising students motivation and preparing attractive and rich classroom environments for them. Bullying has also been really important for our project as students learnt what it is, how to cope with it. Every activity was done with the games, digital tools, workshops. Dissemination activities were started at the time of project’s approval; and at the end of the project, they would go on with the aim of reaching more and more beneficiaries. Both participants shared their knowledge and experience with the school staff and the other organizations in their cities. Overall, the project aimed to raise the qualifications of the participants in the area of ICT, coding, foreign language and their career development while reduce all kinds of bullying. We obtained social, cultural and linguistic diversity. Students joined to the learning process with more enthusiasm by the help of the communication with their teachers who had the same digital language with them. Cooperation, self motivation and organizational environment were also be the needed competenses for the project. And owing to all these outcomes, the quality of the organisations was moved to European standards and the organizational capacity were increased."

"""Violence is the all forms of physical or mental violence,injury or abuse,neglect or negligent treatment,maltreatment or exploitation including sexual abuse.It is admitted that violence occurs only between adults and children but also between children themselves.UNCR (United Nations Child Rights Contract) clause19. Individual or mass violence arise from different reasons all over the world. What we need to investigate in depth is whether people who use violence are given correct information or not about the negative aspects of violence throughout their education. If children are able to learn violent behaviors in some way, they can also learn to stay away from it with a right education. The aim of this project that was established with the partnership of Greece,Turkey,Romania,Italy and Lithuania is changing the school climate to increase students' interest in school and providing a variety of educational activities to prevent actions involving crime and violence in schools. We want to ensure that students learn their rights and responsibilities fully and correctly with the awareness of active citizenship, to respect each other by organizing empathy workshops, and to improve the motivation of the school environment with 21st century technology competencies training. Because our partner schools have immigrant students coming from neighboring countries and students with intense subcultures.Sometimes there may be some disciplinary event and conflicts among students. Violence in schools; peer bullying and physical fights spread to a wide range of insults, humiliation, exclusion, abuse, damage to common items. Today's modern technology has brought cyberbullying with it. Via our partnership, we also want to ensure that students use safe technology by the right education. Students who are involved in discipline, crime and violence are less interested in school.If there is violence in a school,parents lose their trust against this school.Unless we fight against crime and violence in schools, we cannot prevent students from leaving school early. Students who are victims of violence lose their interest in school. Feeling safe in schools prevents them from leaving school early. From the Erasmus program 2014-2020 priorities, we want to reduce early school dropout from 14% to 10%. Our concrete outputs that we are planning to produce are;1-Empathy Workshop-Digital Classroom2-Handbook on Combating Violence3-No to Violence Day4- Smiling Faces Photography Exhibition-3D museum -arsteps5 -Preventing Cyber Bullying Instruction Handbook6-Case analysis-Short Film7-Digital Cartoon book. Violence is a primary priority problem not only in Europe but also in all countries of the world. We need to solve this problem in schools, which are the most important social environment of our children and to ensure that our children gain the ability to fight against violence. We will carry out the activities we have determined for our project in four stages. 1-Increasing awareness of Crime and Violence 2-Providing empathy education through creative drama 3-Improving school literacy by increasing technology literacy -Prepared cartoons and Smileys will be displayed both publicly and online through the 3D Museum 'ArtSteps'. -To prepare a handbook for students - teachers and families to prevent crime and violence by applying creative writing techniques. ""Fight Against Violence Handbook"". The groups in our project are students, teachers and parents of partner schools. Students aged 11-15 and their teachers will participate in transnational mobilities. These students will participate in pre-planned activities with individual and group activities with students of partner schools in transnational events. Each partner school will form an observation group of 25 to carry out project activities. This group will participate in activities in the project's local and international project activities and will act as a behavior observation and statistical data collection group. Families will take an active role in the local activities of the project. Student selections will be made with the project team according to the pre-determined criteria. Our two-year project aims to reduce violent behaviors in schools, raise awareness about the negativity of violence, and teach our children's rights and responsibilities in violence. Project success will be determined by numerical evaluations. Evaluation with Forms and Surveys and Face to face interviews. At the end of the project, awareness of violence in partner schools will be increased and a safe school environment will be provided. Families' sense of trust in school will increase .We wil use various channels to disseminate the project activities such as school web sites, news sites, radio broadcast, erasmusdays events, local methods."