Our project is addressed to Secondary School students( 16-19) who must be prepared by modern school in best possible way for the future labour market and higher education .The students involved in the project work will have opportunity of gaining comprehensive knowledge by its interdisciplinarity.The project consists of work on discovering renewable energy sources, in particular, solar, wind, hydro and geothermal energy .We are aiming to promote the education and viability of renewable energy sources and to help our students to understand that as a responsible European citizen they should be aware of sustainable development of the world. The educational objectives for the students will be:1. Learning the renewable energy sources.2. Understanding the great value from the use of the renewable energy sources.3. Getting familiar and understanding the potential of technical equipment that we use for the model of Green City (like small panels, arduino, or anything else we decide to use) .4. Making a model of Green City which uses different kinds of a renewable energy source.5. Comprehending the usage and the utility through the construction of a model.6. Exchanging experiences through the presentations of the model creations.Due to international cooperation teachers of partner schools will have opportunity to exchange experiences and introduce innovative methods of teaching in their schools.Workshops and discussions will improve their qualifications while educational activities and mobilities will help towards integration and communicative skills.The activities held throughout the program will be: transnational coordinators’ meeting, mobility for environmental sensibilisation and project planning, mobility for incomplete products, mobility for complete products and exhibition of the models and finally, evaluation of the program.Through international cooperation , mobilities and constant communication , all participants will break social barriers among European citiziens. We believe that the project will help our students to obtain some basic knowledge regarding energy, to learn how to cooperate with people from another country, how to avoid stress and to use and improve English language as well as ICT skills.Moreover the subject area is complementary to school curriculum in partner countries.Getting familiar with cultures of other countries through the interaction with foreign students results in educating young European citiziens who are confident , open ,comunicative , respecting each others.There are 6 partners in the project ( Greece, Poland , Portugal , FYROM , Slovakia , Italy).The project will have 6 mobilities with about 100 participating students and teachers.The impact will be larger because of results dissemination in local area.One of the most important impacts of the project is increasing of education quality in partner schools which will result in future years after the project’s end.There will be boost of teachers’ motivation and engagement , while students will continue their education in universities.The schools develop international cooperation.All these activities will add to promotion of school and European Initiatives We expect some particular acquisitions from European cooperation among which are:1. Providing basic interdisciplinary knowledge of world problems and the problems of international co-operation; 2.Preparing teachers themselves to take an active part in devising programmes of international education and taking into account the aspirations of pupils and working in close 3 studies; knowledge of group dynamics; and the ability to create favourable opportunities and take advantage of them; 3. Including the study of experiments in international education, especially innovative experiments carried out in other countries to the fullest possible extent, with opportunities for making direct contact with foreign teachers;4. Analysing how many students would be interested in continuation their education at University or Vocational Studies or Universtity of subjects connected with RES5. Partnerships with schools in other countries can expose teachers, children and young people to very different learning and teaching contexts. This can help them to examine their perceptions and values and appreciate how these affect attitudes and actions. This can help to challenge negative and simplistic stereotypes and images. Partnerships can also provide a basis for broadening curriculum and subject areas to incorporate wider global input and perspectives.

"The Strategic Partnership ""Web 2.0 Tools In Education"" has brought 8 schools together.The partnership project was set up to follow four major objectives, namely: - Exchanging expertise, collecting examples of good practice- Choosing best web 2.0 tools for using in classrooms- Making an inventory - Collecting proposals for improvement - Summarizing and disseminating of findings First of all, the partnership was initiated in order to exchange ideas and experiences on ICT and web 2.0 tools usage in classrooms. PARTNERSHIPDeğirmenkaşı Ortaokulu – TurkeyTuğrulbey Ortaokulu - Turkey1 Epal Kavalas – GreeceCe Ave Maria San Cristobal - SpainSSOU MOSHA PIJADE – MacedoniaScoala Gimnaziala Petre Ispirescu – RomaniaIIS E. Fermi – ItalyProfessional High School of Economics ""Prof.Dr.Dimitar Tabakov"" – BulgariaThe foreseen tasks and activities of the project were defined in a work plan agreed on originally in the state of application in the beginning of 2016.After approval, the final work plan and time schedule were agreed on by the consortium on occasion of the kick-off meeting in Turkey in December 2016 when the project finally took up its work. In line with the work plan, the partnership started with a Research on the current situation regarding Web 2.0 tools in the partner countriesThe first months also were used to create a colorful project website informating on objectives, partners, activities and outcomes. The design was developed and the structure defined. On time, the website was launched on after 2nd meeting. initially in English.The consortium gave thought on the transversal tasks of evaluation and dissemination. A ‘Quality Evaluation Plan’ including a Snap Shot Analysis and a Monitoring questionnaire was developed as well as a ‘Dissemination and Communication Plan’ as obligatory tools for the project partners. the partners collected various examples of good practice.Besides these regular tasks, the partners took the opportunity at various occasions to inform about the aims and the progress of the projectand to disseminate the results and outcomes.Transnational meetingsBesides the various activities carried out to meet the goals of the work plan agreed on, there were 5 transnational project meetings held in order to exchange expertise and experiences on work-based training issues, to monitor the progress made and to agree on the next steps to be taken and the correspondent responsibilitiesThe project´s work started with a kickoff meeting in Turkey in the beginning of December 2016. This initial meeting was to get to know each other and learn about the partner organisations.The second meeting was held in Kavala Greece. In this meeting project logo was selected and the results of questionnaire is presented. The name of the web site is determined. www.webtwozero.euThe third meeting was held in Potenza Italy. In this meeting, every partner presented 5 web 2.0 tool. The forth meeting was held in Macedonia. In this meeting, the result of the surves was presented by each country. The documents for ebooklet were gathered.The final meeting was in Nallıhan Ankara. Dissemination activities were presented. Ebooklet was revised by everyone and coordinators decided about final reports."

Balstoties uz Eiropas Savienības izvirzītajiem mērķiem izglītībā, mūsdienu uzņēmējdarbības prasmes ir daudz plašākas par zināšanām, kā izveidot uzņēmumu. Veiksmīga uzņemējdarbība balstās spējā izzināt un apgūt kompetences, kuras var izmantot jebkurā dzīves situācijā. Pēdējie pētījumi izglītībā arī norāda, ka pāragra skolas pamešana ir saistīta ar pusaudžu pasaules uztveres maiņā, kā arī veidā, kā tiek uztverta un apstrādāta jauna informācija.Erasmus+ projekta “MEDIA: Media-based Entrepreneurial Development of Initiative Adolescence” (Jaunos medijos balstītas uzņēmējdarbības izglītība aktīviem jauniešiem) mērķis ir inovatīvas metodoloģijas izstrāde, testēšana un ieviešana, lai dotu iespēju jauniešiem biznesa idejas ieviest praksē, izmantojot jauno mediju aplikācijas. Projekta ietvaros tiek izstrādāti arī intelektuālie rezultāti: uzņēmējdarbības izglītības materiālu un labās prakses piemēru tiešsaistes platforma un interaktīva spēle, kas būs startup prasmju vingrināšanas rīks skolēniem gan lokālā, gan valsts, gan starptautiskā līmenī. Lai nodorošinātu projekta organisku iekļaušanos partnerskolu mācīšanas un mācīšanās pieeju transformācijas procesā, projekta ietvaros par mācību klasi kļūst visa pasaule un mācīšanās notiek ne tikai klases telpā, bet arī ārpus tās - gan uzņēmumos un organizācijās, gan dabā un partnerskolās, gan virtuālā vidē, izmantojot jauno mediju aplikācijas (GoogleMaps, GoogleHangout, Froont, Infogr.am, Geogebra, Spreaker, Kahootetc.). Projekta ietvaros tiek īstenotas arī skolēnu grupu īstermiņa apmaiņas uz partnerskolām Itālijā, Bulgārijā un Turcijā, kuru laikā tiek organizēta prakse ārvalstu uzņēmumos, izpētīti uzņēmējdarbības apstākļi dažādos Eiropas Savienības reģionos, kā arī veicināta jauno mediju prasmju apguve uzņēmējdarbības aspektā. Šo apmaiņu laikā projekta dalībnieki apgūst attiecīgās valsts uzņēmējdarbības īpatnības, apmeklējot dažāda veida uzņēmumus, tiekoties ar veiksmīgiem uzņēmējiem, starptautiskās skolēnu darba grupās izstrādājot inovatīvas biznesa idejas un risinājumus un mācoties tos prezentēt internacionālas auditorijas priekšā. Pēc atgriešanās no mācību mobilitātēm, skolēni apgūtās prasmes, zināšanas un starptautisko pieredzi iekļauj savā ikdienas darbā.Projekta laikā tika veiksmīga sadarbība starp partnerskolām, un izstrādāta iegūtās pieredzes izplatīšanas platforma. Platformas mērķis ir nodrošināt sadarbību un labās prakses piemēru izplatīšanu vietējā, nacionālā un arī internacionālā līmenī, atklājot un izvērtējot radošas idejas, paņēmienus un pieejas uzņemējdarbības iesaistīšanai dažādu mācību priekšmetu ietvaros un arī CLIL metodikā (http://ideapitch.lv/feed). Platformā tiek iekļautas mācību metodes apraksti, idejas un labās prakses piemēri, kas aptver galvenās uzņemējdarbības prasmju attīstības jomas (idejas reklamēšana, budžeta aprēķināšana, darba noslodzes plānošana, produkta lapas veidošana u.c), kuras tiek pakārtotas mācību priekšmetiem.Ar mērķi veicināt praksē bāzētu mācīšanos un kritiskās domāšanas prasmes stratēģiskās partnerības ietvaros tika izstrādāta virtuāla ideju ģenerēšanas spēle IDEAPITCH jeb IDEJU TIRGUS (ideapitch.lv), kurā skolēniem ir iespēja pilnveidot savas komunikācijas, sadarbības, plānošanas un uzņemējdarbības prasmes. Tā ir aplikācija, kas balstās 21. gadsimta pedagoģijas pamatprincipos par zināšanu, prasmju un attieksmju attīstību mācību procesā, lai skolēni un skolotāji kopā var efektīvi īstenot mācīšanos jebkurā vietā un laikā. Simulācijas spēles ietvaros skolēniem ir iespēja izspēlēt pūļa finansējuma pamatprincipus četros dažādos līmeņos (iesniedzot ideju, atbalstot ideju, reklamējot ideju un komentējot ideju). Turklāt izstrādātā simulācijas spēle deva īpašu ieguldījumu projekt mērķu sasniegšanā, jo sistemātiski ļauj vingrināt pūļa finansēšanas (startup) uzņemējdarbības prasmes.Projekta produktīvo ietekmi uz vietējo nacionālo un starptautisko izglītības jomas komūnu pamato aspekts, ka projektā laikā tika aizsākta inovatīva prakse izziņā balstīta uzņemējdarbības izglītībā, iesaistot partnerus ne tikai no izglītības jomas, bet arī no citām nozarēm, tādā veidā veicinot projekta rezultātu ilgtspējību.

"World Wide Wet project ,through a scientific ,climatic , geographical , socio-economic and historical investigation , aimed to enhance young people’s knowledge and awareness about the environment and associated challenges. Its objective was to inform and educate students and teachers on some of today’s crucial environmental issues in front of which nobody can remain indifferent.Water is a limited resource , it is decreasing because of global warming and excessive demand from a growing world population. This means to adopt , in the present, new lifestyles which also take into account the needs of future generations.The context in which this kind of project was born reflect the strong belief that this theme has to be faced by schools and related educational proposals , often designed in collaboration with organisations and institutions active in the environmental protection.All of us agreed that the topic of sustainable development, in particular for water resources, couldn't be addressed at a local level alone. By working with countries across Europe, we generated a greater response to the issues raised.There were 6 participants,2 from Italy, cooperating from 5 different countries covering not only general education but also vocational education: Italy,Spain,Turkey, Belgium,Sweden. Everyone had something important to learn, everyone took responsible decisions, the topic also involved the teacher and students on equal measure and its impact was also on the entire schools and also on students’parents.Our project studied and analysed the environmental behaviours of European young people, also assessing the significance that nature and ,in particolar, water has for each individual . It is much more than a question of pure knowledge: it can be traced to an idividual and social identity, which not only represents a source of health , tradition and culture but also an integral part of a country’s economy, offering new job opportunities.So ,the project proposed an analysis and an exchange of information relating to all the environmental factors among the European schools involved, in order to foster an awareness of the importance of sustainable development .Through a scientific approach, a multimedial technology, e-learning, mobilities and the use of the communication English language, the partnership reached a common scientific ,cultural and human reflection on “what you should and shouldn't do,' nature as “decoration” or as a “vital space” for mankind– what does it all mean? Is it really important? The work was therefore based on a peer to peer scientific analysis of environment material exchanged in order to draw up a set of guidelines on a correct lifestyle and to propose some solutions to avoid pollution ,maintaining and protecting water resources . The rules on how to behave to save water and other materials are available in the 5 European partners languages, with the exception of Swedish, due to the fact that English is a second communication language for them . It can be downloaded for free on the project web site.The approach adopted was learning by doing, cooperative learning,e-learning and project work - a participative methodology, divided into 4 phases: an orientation phase, a development and consolidation phase (planning and research), the “carrying-out” phase where pupils were given different tasks which were then shared out with each other, the “follow-up” phase where pupils evaluated their experiences together with their partners .The project involved , in particular, students who come from families with low social status in order to improve and enlarge their horizons.It catered for students from 1st -4th classes, depending on each school exigences and structure.Through collaborative work pupils developed an awareness of and respect for the diversity of European cultures, and they acquired life skills and competences necessary for personal development and active European citizenship. Project website,http://robthunder.wixsite.com/worldwidewet, is available after the project completion in English,living a real possibility to learn about our materials. Due to the presence of the project website we decided to use eTwinning platform to develop and broaden the project after its formal closing. As etwinning ambassador ,I have suggested and shared with my partners the idea to invite other etwinners and continue it. This will be also useful to go on cooperating, to disseminate the project and use the produced outputs in different classroom contexts , because of their digital accessibility.A monitoring booklet was produced,too.The project has positively impacted students at all levels in a wide number of contexts and as continuation ""Fermi-Eredia"" school will take part in the international project ""Let’s Take Care of the Planet"" which aims at encouraging dialogue between young Europeans, reinforcing their knowledge and commitment on the issues of sustainable development."

Our project on Renewable Sources of Energy began in September 2018. The partnership consisted of five schools - from Poland, Italy, Spain, Turkey and Norway. As we are all concerned about the climate changes and air pollution, we decided to conduct a project aiming at making alternative sources of energy more popular and better-known among local people, making our students more ecologically aware and contributing to the fight against the air pollution and climate changes in Europe. So, the idea emerged that schools from across Europe, from the North to the South and from the East to the West should create a partnership to exchange good practices. Our school - Zespół Szkół Budowlano-Drzewnych in Żywiec, Poland - looked for similar schools in other EU countries teaching subjects connected with environment protection and RES application. We found schools in Italy, Turkey, Spain and Norway willing to cooperate internationally in order to achieve the assumed goals. About 100 students, aged 14-19, were involved in the project as well as many teachers and experts. We planned and carried out international meetings in every partner school involving different activities, like trainings, classes, lectures, multimedia presentations and workshops connected with presenting, spreading knowledge and popularising the benefits of using the renewable sources of energy.Each partner school organised an international LTT meeting for students and teachers, during which many activities were carried out – visits to companies producing elements of RES and institutions responsible for constructing, implementing and installing them. Not only schools but also many local authorities were involved in actions connected with the project, for example politicians, ecological activists, experts and university scientists. We were guests at Town Halls or Regional and National Members of Parliament were our guest during international LLT meetings. We visited power plants, university departments and natural reserves where we could observe and discuss the benefits of using RES. We took part in many ecological events, for example planting trees or bicycle ride through the city centre showing alternatives to using cars. The first international meeting we organised was the staff training meeting in the Beneficiary's school. All the coordinators and teachers had a chance to discuss different issues regarding the project subject, learn about legal solutions and regulations connected with the topic. We started using social media (Facebook, Instagram, schools' websites) for the purpose of the project results dissemination by creating fan pages and we also started working on eTwinning platform project. Before and after every international LTT meeting, students and teachers worked together on preparations of all the activities, learning about RES advantages and benefits for the environment and also about the culture of the countries involved. Every partner school organised an eco-picnic for parents, students and school employees after the meeting to summarise it and discuss the results as well as to present them to the local society. Students were preparing multimedia presentations, school gazettes and other educational materials for their peers, parents, other school teachers and guests invited to school. They were working on the eTwinning project and published posts on Facebook and Instagram fanpages. Information on the project activities was published on each partner school's webpage and on webpages of local authorities and self-government offices. We gave interviews for local radios and newspapers. Teachers prepared plans of lessons to be used in classes long after the project is finished together with gathered presentations which can also be used in different awareness campaigns in the future. We created a leaflet which can be printed and handed in. At the stage of the project application, we planned that we would exchange our experiences and gain knowledge first and after that we would disseminate the results of our activities. Unfortunately, due to the force majeure – the outbreak of COVID-19 pandemia and, in the result of it, lockdowns and closing of all schools and other institutions, we were not able to perform certain activities, fulfil the plans and reach some of the goals. We were forced to cancel the last summary meeting in Poland, where we planned a huge gathering and presentation of the results to the citizens of our town at a main market square during an eco-picnic for local people and there were supposed to be meetings with local authorities including discussions on the topic of air pollution in our area, visits to hydropower plant, RES department of AGH Kraków University as well as workshops, classes and lectures on heat pumps and geothermal energy among others. After the meeting cancellation, all we could do in this situation was the online cooperation of partners and organising a virtual summary and farewell meeting on the Internet.