"CONTEXT/BACKGROUND OF PROJECTIn the last years we have realized in ours schools that the number of students studying experimental sciences was decreasing year after year.Students did not choose scientific options up to the point that biology could not be taught in 4th eso (secondary) during the school year 2006-2007 (in Spain) due to the lack of registered students. Concerned about the problem, the Department of Experimental Sciences began to analyze the possible causes and we soon realized it was a global phenomenon. The same problem was taking place both in Spain and in Europe. The usual teaching of Physics and Chemistry does not take it into account and focuses on the quantitative and operational aspects and ignores some aspects of science which, according to the research in didactics, could contribute to increase the interest towards those subjects as a more qualitative, experimental, more contextualised treatment, showing its contributions to solve human problems and needs.It is in this last sentence where we find the leitmotiv of our project.OBJECTIVESAs a general objective we want to achieve that students, under equal conditions, show more interest in the study of STEM as a result of methodological changes. This project will reach both students with good academic results and students with special educational needs or students at risk of dropping out of school.Secondary Objectives:-The project aims that women feel attracted by STEM subjects as an opportunity, as any other, to get a foothold in society.-Increasing the qualitative character of the STEMs offered in partners schools in order to attract students' interest in science, whatever their academic level. This project also aims to reduce school dropout by making science more contextualized, more practical so that any student may feel attracted to them. -Contextualizing at least one didactic unit for each branch of science worked to bring them closer to students's day-to-day life so that they are attracted to science.NUMBER AND PROFILE OF PARTICIPANTSThe project will reach a minimum of 600 students (50 in mobilities) aged between 15-19 from low and upper secondary students and about 60 teachers including STEM teachers and other teachers (from other subjects). A minimum of 600 families will also be reached (50 in mobilities) in addition to companies, universities and science museums.DESCRIPTION OF ACTIVITIESWe aim to give the five mobilities a scientific congress format with all the details and paraphernalia surrounding a real scientific congress, in order to make the students feel and experience as if they were real scientists. The congresses are the core line of the project, around which a number of activities, products and events are generated before, during and after the congress.METHODOLOGYBefore congresses each school must prepare a practice related to the branch of science that the next Congress will deal with. Teachers to direct that practice will preferably use and take advantage of what the science curriculum in their country offers. In this way it is ensured that these practices are integrated into the syllabus of the school's science subject.On the other hand, the Congresses have allowed us to establish a clear and homogeneous structure of the visits. As we have said before, we intend to give a ""professional"" format, therefore there will be a keynote lecture led by a scientist of some significance in the host country, an exhibition of science communications, workshops where students will carry out the practices, a visit to the school and a presentation of the science curriculum in each country, a training visit to a university / museum and a company related to the congress branch of science, an informal training visit to the school's surroundings and, lastly, a closing ceremony.RESULTS- We will carry out 3 surveys to students and families involved in the project/country to find out their interest in STEM. To observe the interest of the target groups.- Publication of a digital book showing: new laboratory practices, the importance of women in Science, changes made in STEM/country curricula (more experimental, less theoretical, content adapted to students with special educational needs, inclusive and helping to alleviate early school leaving).- Scientific papers and posters presented by the different partners at each congress- Students from the different partner countries will participate in the Experience Fair organized by the University of Valencia showing their experiments.IMPACT/POTENCIAL BENEFITSDigital publishing of all project's products will allow to prolong in time the use of practices and teaching units. Likewise, the fact that they are easily accessible will allow many teachers and, therefore, many students to take advantage of those practices.Finally, we would like this project to wake up in some of the participating students (boys and girls) the wish to pursue science studies and become scientists."

In the everchanging world of today, the media plays a central role in society. It has obtained the importance of great significance and is embedded in the everyday lives of each and one of us. We live in an age of information – information is all around us, it surrounds us every day. But how to navigate in this vast ocean of data? And do we have the means and know-how to do so? Newspapers, magazines, radio, television, and internet are the different types of media. It affects our lives because media has the power to influence our thoughts. This influence is sometimes positive and sometimes negative. The media is able to turn lies into the truth and somehow distort the truth. Media literacy and critical thinking are very important and essential skills in the 21st digital century.Media literacy is a process in which media consumers learn how to ask questions about the media in hopes of coming to a deeper understanding of it and critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. Critical thinking might be described as the ability to engage in reflective and independent thinking. Every one of us is a media consumer and the digital age has made it easy for anyone to create media. All media shares one thing: Someone created it and it was created for a reason. We don't always know who created something, why they made it, what were the reasons, what they want to accomplish with it, what kind of people we are dealing with and whether it's credible. This makes media literacy tricky to learn and teach. Understanding that reason is the basic of media literacy. Therefore now more than ever it is essential to teach our youth to analyze and synthesize the information provided by the media. It is important to supply them with the tools and knowledge needed for receiving and adopting the information. The aim of the project is to create essential tools and develop approaches to broaden students' media literacy and make them more confident and be critical thinkers and acquire the necessary skills in using media.The initial change begins from the teachers. The schools are equipped with technologies, but there is a lack of ready-made materials to use in the classroom, especially the ones to practice critical thinking. The well prepared, structured and visualized environment is fundamental for effective work with teenagers. That's why the idea is to provide teachers of all types of secondary schools with the tools which will be developed within the project activities as the kind of prevention and protection of teenagers from negative impact of mass media. The main objectives for the students:• develop the students´ knowledge, values, a range of critical thinking, • develop the students´ communication and information management skills• to realize that one issue can be seen from different points of view,• to analyze information, • to distinguish the truth from lies and manipulation even if it is difficult,• to broaden their horizons,• to be able to transmit to their peers,• to be more confident in everyday situationsThe main objectives for the teachers:• co-operate on creating, piloting and presenting 45 lesson plans on the specific topics• to publish the materials (lesson plans, worksheets, notes, polls feedback) and discuss them on the project website• to create a publication (in both paper and electronic forms) with the best practicesThe innovative approach of the project develops critical thinking and media literacy among young people in 9 European countries.The partnership consists of 7 secondary schools of various types from 9 European programme countries (Czech Republic, Croatia, Romania, Greece, Estonia, Spain, Italy) and 2 associations from Slovakia and Turkey, which co-operate with secondary schools on the projects in promoting media education in the form of informal education for young people.Main activities:3 Transnational project meetings (Estonia, Romania, Slovakia)3 Short-term joint staff training events (Estonia, Greece, Italy)3 Short-term exchanges of groups of pupils (Croatia, Spain, Czech Republic)Multiplier event (Czech Republic)Each of the partners has • established the project team of teachers/trainers and students• organized the competition for the project logo at their institution • contributed to the project website • provided the space for the project presentation on their own websites• created 5 lesson plans • shared materials for publishing• has taken part in the project meetings in the countries of partner schools.• organized 2 opinion polls• participated in the studies (Newspapers, PC Games)• participated in a workshops and at the final conference as a multiplier event.

"Project ""The 4S - Study, Support, Share, Succeed"" included five schools from Bulgaria, Turkey, Romania, Italy and Croatia. The project partners agreed on the idea to help students with social problems that would lead to early school leaving. The number of these students increases gradually, especially in the areas with underdeveloped economy and high unemployment. The main objective of the project was through a variety of activities, which included seminars and trainings, to show young people the importance of education for their professional and personal development and to motivate them to attend school regularly and to participate actively in the learning process.There were two target groups of the project, which were direct beneficiaries. On the one hand the activities were directed towards students at risk. On the other hand the project activities involved students who achieve good results at school and do not fall into the risk group of those who face various social problems and are at risk of dropping out of school. They formed a so-called voluntary groups to assist students at risk. Each of the students at risk was attached to a student volunteer. The students pairs worked as a team in most project activities. Students volunteers helped their partners not only in academic activities but also personally. Together with the teachers involved in the project they monitored the results achieved by their partners at school, whether they attended classes regularly and what were the reasons for their poor school attendance.The number of mobilities was almost doubled. For the school coordinating the project: The number of students attended Learning/Teaching/Training activities abroad is 24 plus 4 accompanying people. The number of students attended Learning/Teaching/Training activities at the host school 24. The number of teachers attended LTT activities abroad is 12. The number of people attended TPMs is 4 plus 8 attended TPMs as hosts. For all project partners: Students, attended LTT activities abroad - 99 (excluding the number of accompanying people). Teachers, attended LTT activities abroad - 32. People , attended TPMs in the other partners' countries (without those who acted as hosts in their own countries) - 35.The main project activities were carried out simultaneously at local level. They included various information sessions and workshops through which students learned about their rights and obligations as citizens of Europe and realized their identity as such, they learned about the similarities and differences in the educational systems of the partner countries, understood the importance of education for their growth as complete personalities and their professional development. They were trained how to prepare a business plan and to manage a training company at school which can help them create their own small business. The establishment of students training companies and participation in them presented an opportunity for professional development. There were five international training activities/events for students. Alongside them were held three training sessions for teachers. Each training activity for students included at least three students from each partner school. At least two teachers from each of the five schools took part in each of the training activities for teachers. After completing the international trainings, the participants passed on what they have learned to their classmates/colleagues locally.In addition to students from their school the project participants held informational meetings with students from other schools in their regions to disseminate the acquired during the project implementation knowledge and skills. They met representatives of various committees at local and regional level who deal with children and young people. The results of the project activities are: increased motivation of students to learn and achieve better results in the learning process, reduced number of school dropouts, increased desire among students to help their coevals who face various social problems and difficulties in understanding the study material, which in turn discourages them to complete their education. Acquired during the project implementation knowledge and experience was shared with principals and teachers from other schools, representatives of local authorities and other interested institutions at local, regional and national level. They were shared through brochures, media publications, publications on the Internet and other information and promotional matters."

"The partnership consisted of schools from seven countries (Romania, Portugal, Turkey, Greece, Croatia, Italy and Czech Republic) with a rich contribution to European spiritual and cultural heritage. The “Unesco Heritage” Project brought together our desire as teachers to teach our students how to be taught by the past and recognize the importance of sustaining, preserving and appreciating it. We are all part of a whole; we should cherish what unites us.Cultural heritage is under severe economical and social pressure. It was imperative that we campaign for its defense and preservation as something unique and unrepeatable. It was a social and political urgency since contemplating about our past can only lead to better educated decisions about our future.We aimed to raise awareness so that governments, pressured by public opinion, change their misleading politics concerning heritage. We considered that it was the school’s duty, as a teaching and educational institution, to instill in the youth and in the school community, the values of defending and preserving our cultural heritage thus creating active and interventional citizens. We believed it was urgent to awake consciences, educate to change mentalities and create a new generation of concerned citizens who can relate to their roots, heritage and realize the need to preserve it. This project intended to stimulate the pursuit and consolidation of knowledge in our youth. In a playful and innovative way, we tried to motivate the students for a lifelong learning and instill in them the importance of school in this process.Our work proposal also aimed to develop good practices leading to the consolidation of concrete objectives in the Social Entrepreneurship, since the main purpose of it was to change mentalities and attitudes to historical heritage, helping to enhance conservation ethic. It was intended to provide the conditions so that the younger generations could educate themselves on the importance of the preservation of our cultural and natural heritage, which, moreover, constitute our collective memory. We proposed to develop creative and innovative ideas that seek to minimize the social problem of forgetfulness and lack of sensitivity towards historical values.Cultural heritage is not to be taken for granted. We needed feed it , preserve and cherish it as a true life form.We accomplishrd the activities planned by our partnership:1. A common web page for communication (forum for teachers, school presentations, photos and a forum for students) and dissemination.2. Workshops on new educational tools and strategies .3. An intercultural festival in one of the country.4. A final international symposium with articles published in printed and electronic format.5. Development of new “European cultural identity” curricula by engaging the students in motivating and educational activities that resulted to accrued, cooperative knowledge:- created a mini-puzzle with UNESCO national monuments and national symbols, as a board game, and in virtual format.-created an on- line competition for a European map with students’ painting, (Unesco tangible heritage).-created a photo-hunting European electronic-map, using photos of Unesco tangible heritage monuments.-used an e-twinning camera for improving this new curricula and develop common evaluation tools to measure the satisfaction grade of the students.-developed electronic lessons using IT tools.Our goals were mainly student focused as we aimed to:-Instill ""good practices"" in heritage preservation.- Provide the younger with a sense of belonging, to a European community with strong cultural identity and continuity through the knowledge of the Unesco World Heritage-Provide the conditions for multicultural experiences that promote respect for social, linguistic and cultural diversity. -Consolidate a sense of European citizenship through cultural and linguistic exchange.- Exemplify the principle of communicating vessels between the Local, Regional, National and European History.- Based on the historical research, develop communication skills, ICT and foreign language skills.- Develop data processing and linguistic skills by giving the students hands-on experience on planning and organizing a common project. -Implement projects within social entrepreneurship -Development of transversal skills for European students.- Prove our willingness to integrate good practices and new methods into daily teaching activities and thus enhance the professional profile of a dynamic and committed European teacher. We proposed that every intellectual output to be openly accessible to the general public through the internet and in printed form. Also a lot of dissemination activities were organized in each country through digital presentations, crafts fair, festivals, interviews, blogs, e-magazine, articles, media coverage. Now the project and web page can be open to other cities in Europe."

This project is a strategic partnership between Dacia Technological High Scool from Pitesti, 11Geniko Lykeio Thessalonikis, Istituto Istruzione Superiore Castelnovo ne Monti, Merkez Çanakkale Anadolu Lisesi, Lycée général et technique Henri Vincenot and Bromma Gymnasium.The contemporary society deals both with the desire for unity and the confusion regarding the ways to achieve unity in diversity. Even since the tenth century there has been a tendency for dialogue but at the same time we have been witnessing conflicts for the preservation of national identity, belief and culture. In the context of a secularised society, marked by multiculturalism and multi religiosity and according to the European Strategy for 2020, to limit marginalization and social exclusion, we find this project to be opportune as it aims to prevent and combat discriminatory attitudes and behaviors. Our project objectives are: to increase with 15% the number of students with a high level of tolerance, by the end of the school year 2016-2017; to increase with 25%, by the end of the school year 2016-2017, the number of students who have knowledge regarding the the great European religions; to increase, by the end of the school year 2016-2017, the number of students who are comfortable in expressing their faith, with 20%; to decrease with 25% , by the end of the school year, the number of students who have no role model of morality, through the diversification of the educational context so that we will ensure the intellectual, emotional and social growth of students and teachers. This project implies 6 transnational reunions and 2 pre/post meetings, with the direct participation of 180 students, the total number of the indirect beneficiaries being of 2668, according to the management plan which contains: making short-movies and power points, workshops, competitions, debates, role playing and exhibits. As results we expect to: improve communication between students and between students and teachers; enhance students awareness with regards to the faith, architecture, religious objects, traditions and specific rituals for the religions addressed in the project; develop students and teachers IT and linguistic competences; involve local institutions in the development of the project; increase respect towards other religions; improve dialogue and inter-cultural communication; raise student awareness about the effects of the peer pressure; promote the leading figures of the religions addressed in the project; increase students’ self-confidence and interest regarding preserving and perpetuating festive holidays; discover the common ethical profile.The project will have an impact on different categories of stakeholders. For the participating students it: generates learning by doing non-formal activities; develops team spirit and English communicational abilities; enriches knowledge; develops IT competences and entrepreneurship skills; ensures an introspective and comparative analyze and establishes new role models for their personal and professional growth. For the participating teachers it: generates ad-hoc an organized experience; develops team spirit, linguistic abilities and IT competences; offers different work methods and innovative instruments; develops management, monitoring and evaluation competences. For the organization it: improves the school image; develops its European dimension; enriches the partner network; fulfills the European Committee recommendation and the Institution Development Plan; improves manager-teacher and teacher-teacher communication. For parents and partners it: opens the way towards Europe; increases mutual confidence and respect as well as the degree of involvement and interest regarding new project. For the community it: ensures the overtake of stereotypes and prejudices; promotes the positive effects of religious education; increases the level of tolerance; determines pro-social attitudes and behaviors; prevents and combats discrimination and violence; creates partnerships; ensures active involvement in the raise of its citizens.The dissemination is done through direct channels: live exhibition; flashmob; film; story-telling; focus group; theatre; guerilla marketing; live library; festival and indirectly by: articles; Pecha-Kucha presentations; photo box; exhibit; project Facebook page, blog and website.The project intellectual output is an auxiliary called ”Identity, Interculturality and Interreligion- Theoretical and pedagogical aspects ”, a guide for teachers in their subjects about the Catholic, Islamic, Jewish, Protestant and Orthodox religion, containing lesson plans, examples of active teaching methods and application (cross-word and tests in an inter-religion approach). To ensure the transferability of its contents we will in inscribe the book in the virtual library.