"The thought behind this project was to introduce the idea of entrepreneurship to our students. Today’s economic market is changing rapidly so we wanted to familiarize the students with the idea of private initiative for economic growth. We decided to take everyday topics and have the students explore aspects of each in their daily routines. Once they had enough information they had to think of new ideas to set up a business so as to be able to make a profit. To achieve this, the students were introduced to the basic concepts of establishing a business. Thus, teachers created worksheets on business start-ups and templates which the students then filled out for each module completed as if they were setting up a business.We decided on topics that could also introduce European history, environment, education and traditions. These topics drew upon the colors of the rainbow, a universal symbol of unity and diversity and used them as imagery in specific modules. The worksheets created, attempted to focus on these issues both individually per student needs and holistically . The modules and activities planned, sought to develop a broad range of innovative teaching resources, that would improve teachers‘ use of ITC in the classroom and actually aid in their professional amelioration. Objectives; The main objective behind the project was to teach the students to understand their own personal skills and attributes and use them in potential future careers. We wanted the students to understand that liking a profession usually means that we are better at it. We used teaching methods that focused on strategies to expand students’ critical thinking skills. Many of us tried a flipped classroom approach for some of the tasks. Having studied the demands of career portfolios for potential employees before designing the project we chose assignment s which would enable students to hone modern-day skills . The aim was to develop among our participants during the course of the project specific skills in the areas of research, data collection, collaboration and cooperation, media literacy and management. The students were also encouraged to develop better communication skills, work in multicultural groups and develop civic and social skills. Our objective was equip our students and colleagues with the fundamental skills to meet the demands of potential employers by acquiring new employability skillsThe activities planned were designed so as to motivate and encourage students to perform the tasks while maintaining their interest. The objectives the project concentrated on were to equip our students with skills that will enable them to achieve long term competencies. We therefore used a multiplicity of study skills such as the ability to interpret and apply information effectively, to find innovative ways to problem solving and task production, to promote communication skills and to adapt critical thinking procedures. The teaching methods used were flexible, differentiated and diverse and employed a range of 21st century learning strategies. The project was composed of 7 schools as one of the partner school was not approvedThe 3rd Gymnasio of Kalamata was the coordinating schools, a lower secondary school, Tallinna Pae Gümnaasium, Tallinn, Estonia, a Russian-speaking school with primary and lower secondary classes Šilalės Dariaus ir Girėno progimnazija, also a lower secondary school in Lithuania, Publiczne Gimnazjum w Tarnogrodzie, Tarnogród, Poland, lower secondary school, I.C.S. Gabriele D'Annunzio, Motta Sant'Anastasia, is a primary and lower secondary school, Scoala Gimnaziala ''Lucian Blaga"" Farcaa- with students from kindergarten to professional school, their age ranging from 3 to 17, and Menderes Ortaokulu, İstanbul, Turkey also a middle school with students aged between 10-14.Under the project activities we created questionnaires a project slogan and logo, Interviews of people in the community such as business owners, farmers politicians of the local councils and members of NGOs. Students used a different web tool. They completed worksheets on start up businesses. Meetings were held at schools to update our colleagues and workshops with our colleagues to demonstrate the ITC tools and web 3.0 tools we were using. As stated we created a book of lesson plans for other schools to use. We also created Self -awareness questionnaires (student-teacher versions)- -Guides of our areas- student art work and artifacts on the project themes- -Digital cookbook - Impact of the project: Students and colleagues gained knowledge of skills and dexterity ( use of web tools, building a webpage, writing a CV, research and presentation skills, etc Understanding of entrepreneurship and basic business terms through the project tasks. management and leadership skills Development of teaching methodology through the emulation of good practice."

Migrations are not new. They have existed since the beginnings of time. Humans have always wanted to live in peace and prosperity as the UN charter of human rights says is within their rights and have followed migratory patterns to do this. Due to the conflicts of today’s world we, in Europe, have recently experienced a new rise in migrations. Although Europe has begun to control and secure its borders, there is still a large number of illegal immigrants making its way to European shores. The OMIT project was born due to the impact these migrations have had in an economically recessive Europe. As educators, it is our duty to help shape the attitudes of the new generations of Europeans, to increase their empathy towards the migration phenomena, to dismantle false beliefs and prejudices and to reinforce the significant idea that we are all migrants. Ultimately, to aid them to create a stance more congruent with the idea of the united, tolerant and amiable Europe we have been building so far. To achieve this, every participating school chose about 20-30 students aged 13-18, of mixed gender, with a communicable command of English so as to be able to participate in the project. The students had to analyze migrations historically, socially and politically focusing on the illegal migrants that seek entrance to Europe every day and how they are dealt with (legal framework); Each partner institute was responsible for a theme strategically suited to the social reality of their situation. These themes were presented at the LTTAs in each country accordingly (e.g. the Azores took over migrations in the past while Greece took over migration in the present, etc.).In particular, during all LTTAs the tasks agreed upon were carried out and presented by the students, in particular during:LTTA1 students: - mapped migration routes for each country and interviewed five different migrantsLTTA2 students: - visited a refugee camp “LM Village” and took part in a simulation game based on “Passages” by UNHCRLTTA3 students:- presented the legal framework for immigration- worked out and performed skits on the push- and pull-factors for migrationLTTA4 students:- executed presentations on migration and its influence on our societies- visited the German Emigration Centre in Bremerhaven to study the steps of migrants into and from GermanyLTTA5 students:- researched and presented cartoons on migrations- created posters showing tolerance and intolerance towards migrants- worked on editing the video on the topic “Europe – a welcoming place?”Teachers also held meetings during the LTTAs so as to plan future mobilities and activities. During the TPMs teachers:- set up the timetables for each year- collaborated in creating surveys, questionnaires and drafting reports- evaluated the project work done- discussed further work to be done and laid out details for future student tasks- planned the logistics of future mobilities- checked eTwinning space and web page - discussed the impact and sustainability of the project- worked on the mobility toolTo further aid in the success of the project we held three online meetings where logistics were discussed. The project impacted participants in various ways:Students: - a differentiated perception of migration. - developed critical thinking in terms of increased understanding and tolerance which will benefit their communities in future as they will carry and pass on these attitudes. - enhanced their intercultural competence, communicative and team work skills.Participating teachers: - acquired a better understanding of the migrant situation in the partner countries - expanded their teaching and learning repertoire by becoming exposed to partners differentiated teaching methodology- improved digital competence, virtual collaboration and use of open educational resources through the planning of project tasks- developed cross-curricular multi-disciplinary methods- improved their foreign language competenceAll these skills will provide long term benefits for their schools as they will pass on these skills to their colleagues. Partner institutions - developed a network with different project partners, local authorities and associations, cementing partnerships and communication channels which will outlive the lifespan of the project.- strengthened parents – school communication by directly working together to complete project tasks. - optimized school resources.

"This project was part of a continuity that was intended to be twofold. It was the result of the extension of an E-twinning project “Let’s Act for Peace”, initiated with the Italian partner, one year earlier. It also expressed a desire to strengthen ties with the European partners of the previous Erasmus project ""Share our values in the effort""As a result of this project, other Erasmus projects may be foreseen with some partners and/or the establishment of twinning between some institutions.The objectives were to improve the learning of a foreign language, to fight against school dropout and absenteeism, to provide students with clear and concrete European perspectives in the field of the culture of peace by creating a humanitarian dynamics, The total number of participants in the project amounts to about 3000 people, namely the students and teams involved in the project in the foreground, but also all pupils of schools and the educational community of these schools. We can add parents who have been involved throughout the project, as well as various partners and associations at the local level. The supervisory authorities were also involved in the project, albeit indirectly.As a result, all the objectives set out in the project submission package have been achieved. In addition, we were able to add two important axes to the project because they give an international dynamic to our project: the KAKI TREE project and the International Day of Living Together in Peace. We have seen a marked improvement in the level of English among our students, especially since they have understood the importance of mastering this language, which, from a simple academic subject, has become a real communication tool.The dropouts found motivation to reconcile with the school environment, because thanks to the project, they were able to express their talents and highlight their skills, far from any purely academic performance. Without fear of being judged, they were able to express their know-how in various artistic fields and, above all, they were able to be strong of proposals. They thus reconnected with a school system, in a space without value judgement about their academic difficulties; these students who have regained some self-confidence and self -esteem have been asking for other projects.The need to establish a culture of peace, through dialogue and living together, has gradually appeared to the pupils as a self-evidence. They realized that some of their attitudes could create a negative atmosphere in the classroom. They understood the effects of exclusion and rejection, through activities such as storyboards and role-playing. They also became aware of the importance of creating lasting peace between countries by opening up to other European countries. The issue of the culture of peace was thus able to take on its full meaning. In addition, they realized that peace is not only synonymous with the absence of conflict, but that it is a way of life that is part of continuity. In this regard, theywere able to attend workshops linking peace and ecology and sustainable development.The visit of the European Parliament to Strasbourg has given birth to or strengthened this European identity that until then seemed distant and inaccessible to them.The establishment of the Peace Schools Network (with the application), the Kaki Tree project and the celebration of the International Day of Living Together have given the project a permanent status. Indeed, for the Kaki Tree Project a ceremony must take place every year for 10 years. This will be an opportunity to recall the origin of the project and to revive the memory of the Erasmus project. The activities carried out during these two years are visible on the Twinspace of the project, but also on the Facebook page and on the website of the project. A Twitter account was also created to give visibility to the project on specific actions. Among these actions, we can mention the participation in workshops for peace in Greece, especially through associations that promote peace through ecology and sustainable development. The students also took part in the March for Peace, which takes place every two years in Italy, and which brings together students from the Italian network of peace schools as well as civil society actors. Our students, in international groups, first drafted in English, then in their respective languages, a Chart of Universal Brotherhood, that they have offered to a German Deputy upon their visit to the European Parliament in Strasbourg, as part of the mobility to Germany"

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.

"The main priority of the ""Fables, mirror of life"" project is to use the fables of Europe as an educational tool in French-language teaching by introducing the practice of the flipped class in the 6 schools of the partnership. The teachers will promote the works of the major fabulists of their 6 countries: Aesop, La Fontaine, Gotthold Ephraim Lessing, Felix Maria Samaniego, Tomas de Iriarte, Grigore Alexandrescu and Leen Valkenier to produce 24 video capsules as well as the worksheets that they will then integrate in their teaching. The practice of the flipped class combined with other pedagogical methods such as the ""Think-pair-share"" method will allow students to work at their own pace, to have direct access to knowledge and to help each other to obtain the best results (inclusion, equity). The pedagogical approaches used and the conclusions drawn during the two years of this Erasmus+ project will be available to all teachers in partner institutions wishing to diversify their practice through the Erasmus and Twinspace platforms and seminars. The many activities carried out before, during and after the mobility of the project will give pupils the opportunity to discover an important aspect of the common European heritage: the fabulists of Europe from antiquity to the present day, their country of origin, their fables and their morals. Particular emphasis will be placed on the morality of the fables that the pupils will relate to important current topics (economic, political, social, respect for nature and the environment) and to their own lives by choosing the fables they find very useful for them. In the second case, they will write a list of good habits to adopt in order to become better in family and society.The project also attaches great importance to the creativity of the students who will be invited throughout the project to dramatize fables, produce artistic works, recite, sing and finally become fabulists, by participating in the fables competition. The two best fables invented and written by each school will be translated into English and all the languages of this partnership. The students will illustrate them.Totaling 12, these illustrated fables produced by the students of each country will then compiled into a booklet published in Romania. Then during the mobility phase in Romania, the book will be officially launched at the National Museum of Romanian Literature with the presence of an author, a publisher, a literary critic and Romanian journalists. Copies of this booklet will be distributed to students participating in the project but also to students from other schools.Finally, through the fables, through the portfolio of the students participating in the project, through the platforms such as eTwinning, the project sites etc... and through the various events open to the public, the project team will have the opportunity to show the societies of the past and of the present as mirrors, In order to build the society of tomorrow."