The partnership consists of 6 schools where we have successfully cooperated. (Poland, Turkey, Romania, Spain, France) Our schools in changing world, in the new Age of education, identify imroving the quality of education as a need for the 21st century skills and competencies.Since partner schools are vocational high schools and general high schools, the future of our students and their employment have priority. We are passing from the industrial age to the information revolution. Some things are clearly changing. Can we ensure that all of our students become entrepreneurs, creative and artists without classifying whether they are successful or not?In these days when we talk about Industry 4.0, the contribution of experts and multidirectional individuals to the economy will be multi-faceted rather than workers with equal and standardized skills.The goal of the project; For our teachers and students, it is necessary to create the school environments and the innovative environments required for the use of ICT where education can be done everywhere.In this, teachers and students can be integrated into the course to recognize the tools of the ICT, by using new methods, providing to produce teaching materials. Rather than fearing technology, it is to teach how, where and why it should be used as a mean of learning.Boring school environments have a negative impact on teachers and students. Based on this fundamental problem, we have collaborated to develop techniques that will enable our students to learn permenantly and with fun.Course environments, materials, planning, teacher and student education. In the new age, we have designed works that will enable students and teachers to look at innovative, creative and different perspectives.The aim of our project is to increase the quality in our trainings.- To enable teachers to learn how to improve their skills and to produce something new, ie with ICT tools;- Support the provision and evaluation of core competencies.The methodology used is designed to encourage the students to use their own technology and learn, encourage them to research and teach. Results of activities:-To create an environment where they can express themselves better and produce;- Develop digital literacy with digital portfolios to prepare;- Ensure that innovative practices in education are addressed through supporting collaborative learning and critical thinking;- eTwinning activities among the partners of the school, mainly involving teachers and students. Finally, the European dimension of school education is expected to be strengthened.To promote continuous international cooperation among schools, to contribute to the professional development of staff and to encourage language learning and to increase intercultural awareness among students, teachers, staff and parents.

Background/context of the project: Our topic is building on results of our previous Comenius-project “Our Past is unifying us”. In there we concentrated on the “positive aspects” of a regional cultural variety and on the economical unity open to inside outside influences. Nevertheless for centuries there was a kind of lingua franca and a common currency which both combined had been providing a high degree of mobility. There were neighbouring networks stretching from the Eastern Mediterranean to the Baltic Sea. Since and throughout the Greek Antique we find statements against war and mention of living in “harmony with the neighbours and the nature”. These ideas of a perpetual peace were linked up with Kant and modern pacifism of the late 19th century. The modern destructive wars do not fit the specific context of these European intellectual traditions. In view of findings that emerged during this project a new idea originated for a new project on the topic “war and peace”. The 100th anniversary of the outbreak of the First World War was a convincing reason to choose the “Great War” for our research.The goals of our project:-Research on the First World War from a regional perspective;-Cooperation with local and regional institutions, museums, archives, associations and scientific organisations;-Introducing scientific methods to the students getting practical and theoretical knowledge by their own research on the local and regional level concerning the First World War; -Raising awareness and understanding of our special responsibility for security and peace in Europe;-Initiation of further activities beyond the project.Number and profile of the participating institutions:-Feodor-Lynen-Gymnasium (Planegg, Germamy);-1 EPAL MOUDROU (Lemnos, Greece);-Ciszterci Rend Nagy Lajos Gimnázium (Pécs, Hungary);-Bayramic Mustafa Gulsen Cinaroglu Anadolu Lisesi (Bayramic, Turkey);-LP St Joseph Tahiti (French-Polynesia); -ASS Gestion Collège Lycée Catholique (Réunion, France) ; -Rigas pilsetas Plavnieku gimnazija (Riga, Latvia).These are mainly secondary schools, Greece and French-Polynesia are vocational training schools.All school were dealing with the subject “The First World War” before starting our project. Via eTwinning we found each other looking for a partner on this project. Description of the main activities:-Organisation and implementation of all Transnational and Learning, Teaching and Training Activities according to the application;-Textual elaboration of the key content in the three phases of the project: pre-war period, 1914-1918, post-war era;-Individual occupation of each partner school with the given topic of the project;-Preparing collections of material, reports, short movies, reports and handouts for the theme-orientated meetings;-Cooperation with the local authorities relating the maintenance of the regional commemorative culture in regard to the First World War (exhibitions, major public events, memorials etc.);-Efficient PR activities (involving the media, neighbour schools, local communities, associations and public authorities).Outputs and impacts achieved:-Publications, lectures and reports on the results of searches in public and private archives and museums -Interviews with families, still in relationship to the First World War (by wounded or killed family members);-Music, songs, drama scripts, related to the First World War-Public events in reference to the regional commemoration of the First World War (together with the French President Hollande in Tahiti, with representatives from the government in Réunion, with members of the Canadian and Australian Embassies in Lemnos amongst others;-Special activities (for example “Earth form Verdun”, involving a “guest-partner-school” from Perth/Australia to our project);-Construction of memorials associated with the regional victims of the First World War in St. Joseph and St. Pierre (La Réunion), in Papeete (Tahiti) and in Moudros (Greece);-An intensive involvement with the own regional history in the context of the First World War;-Awareness of our common European history and responsibility;-Clarifying the global character of the First World War by our partners from the overseas territories of the EU.Long-term benefits:-Continuation of the project with regard to content (annual summer school by yearly turns in Lemnos and Canakkale/Bayramic) ;-Follow-up meeting october 2018 in Lemnos, anniversary of the armistice of Mudros between the Allies and the Ottoman Empire);-Educational Seminars promoting the European ideal in all partner regions.

Across education, it is accepted that an approach which supports both boys and girls to grow and learn beyond the traditional limits of their gender is best. Some even feel that gender, in part at least, is a construct which can limit the progression of individuals as they develop throughout their school life. Approaches that remove such limitations are inconsistent, (in relation to practices which expand the chances for girls to develop analytical skills and do well in STEM subjects and for boys to develop good communication and emotional intelligence.) Cultural aspects and traditional educational styles need challenging. Specific policies or cultural attitudes need further development and learning. Sometimes, change is evident in one EU country or one education sector but not in others. Our project allows a mix of partners from different sectors in different EU countries, with different cultures and different approaches, to share their experience and propose better ways for introducing practice that supports any and every gender. Our cross sectoral approach allows 6 partners from early nursery years through secondary education from 4 countries to examine and share their practice and polices around topics like gender neutral education through to supporting girls into traditionally male career paths (and vice versa). We don’t believe this topic can be limited to only nursery years education or to only secondary school and above-- by which time gender roles and learned preferences can be ingrained. We think that looking at the issue at every level is important and our choice of partners reflects this.However, all 6 schools we have chosed to collaborate on this project have a commitment to equality and ensuring we have an equal playing field for all students to succeed, whatever their gender. We will share our experiences and train each other in good practices we already have in this area, while also evaluating and comparing them so that a new, comprehensive approach can be developed to support pupils to have the widest possible aspirations and opportunities throughout their educational life, regardless of gender. Our 2 year partnership project will develop around 2 Short Term Training Events each year (-- 4 gatherings in all over the life of the project.) One Event will take place in each country so that every partner has the chance to contribute to hosting the others. We expect a core group of learning leaders from every school (5 per school) to attend each meeting and develop work during the exchanges that they then share with their full teaching team on their return home for the benefit of their entire schools. Some senior representative from each school will take part each time.Our partnership will be led by the UK Nursery School which initiated linking this consortium and collaborates with London local governement in areas relating to our project theme... along with a local primary they have collaborated with previously. A Swedish upper secondary which contributed to hosting both UK schools for a Key Action 1 course on Inclusion a year ago will also take part. We have found 2 additional partner regions dedicated to nurturing more positive education practice around the theme of gender. The French territory of La Reunion is in the early stages of this exploration and have provided a nursery and a secondary school who believe positive change will result from this exchange. Meanwhile, our final partner (from Gran Canaria) is a leading school that works with their local authority to promote diversity and gender equality. The Authority have developed an outstanding program for all schools and train them to value diversity and reduce gender inequality and and they can inspire us with their success. In year 1, we will audit existing practice in all 6 institutions and compare what works and what might be improved. We will assess the training available in each of our regions around our project theme and share it. In year 2, we will also work with outside partners such as our local in-service training centres and local authorities to disseminate good practice. We will develop a set of guidelines applicable to schools of all levels to inform and support them to improve and launch these at a conference during our final Training Event. Throughout, our work will be documented on ETwinning and we will evaluate progress together in an ongoing way and at the end of the project to measure improvements we develop.Our coordinating school will be responsible for achieving the goals of the project and keeping to schedule, but we will share the management roles required for the project to maintain momentum.We are excited about the possibilities for exchanges on this theme between each other and for others outside our partnership, which will potentially widen opportunity and remove barriers for our pupils to learn and develop throughout their time in school.

"""No man man is an island entire of itself;every man is a piece of the continent, a part of the main""Inspired by the words of J.Donne we've built a PARTNERSHIP formed by geographically and culturally very distant schools, but all united by-a common belonging and European spirit-the desire to educate our students to a truly European and active citizenship-the desire to allow them live and work in an open, collaborative and inclusive dimension We built the project around the idea of Cultural Heritage (year 2018 was dedicated to it) sharing the following OBJECTIVES:-deepen the idea of European citizenship by discovering and promoting our respective cultural heritage-analyse our European multicultural societies and their issues especially about situations impeding inclusion-design educational resources fostering the use of ICT To achieve them we carried out activities that-highlighted the enrichment brought by the cultural heritage of each partner-brought together six regions - very far and different from each other - underlining their specific heritage characteristics-provided opportunity for students to contribute to their community in meaningful way-promoted multilingualism-helped to overcome prejudices-offered learning opportunities that highlighted each student's life and experiences PARTICIPANTSWe reached as many participants as possible, to ensure impact, dissemination and sustainability beyond the duration of the project1. All the students and teachers of the partner schools:-those directly involved in mobilities (onsite and online) and in the planned activities (more than 200)-those not directly involved in the mobilities nor in the activities but interested in the project (more than 2000)2. The educational community as a whole: the teachers who are members of the project also involved other colleagues and staff so that they have always been aware of the activities and could share them with other colleagues in the departments, disseminate them in their classes and benefit from a renewed educational climate3. The local community and any person who was not part of the above groups (including parents of pupils, teachers from other schools, etc.) have always been involved and kept informed of the project thanks to specific dissemination activities Despite the long stop imposed by the pandemic, we've been able to keep the focus on MOBILITY (specific for KA2), thanks also to the extension of the project; we have therefore been able to realise 5 of the 6 planned short mobilities, to complete the 5 LTM in blended mode and to realise also 2 online mobilities, thus involving many more participants than initially planned. METHODOLOGYTo involve all participants we adopted different methodologies, all based on active learning & teaching: PBL, peer learning & tutoring, cascade training. They are the most suitable to involve also all those students and teachers who could not directly participate in mobilities. ACTIVITIESWe have designed a wide range of activities to reach all the planned objectives, cover all the topics and ensure sound collaboration in each step of the project.The ETW PROJECT has been crucial in this respect.Before mobility: collaborative work on the TwinSpace, ice-breaking activities, initial analysis of the topics of heritage and inclusion.During mobility: discovering the peculiarities of the host country; collaborative work in international groups (research, study, debate) to draft the different parts of the final products: international e-magazine, webradio episodes, cross-cultural newscast, multimedia Cultural Heritage Catalogue, debate resolutions. Everything has been realized through a variety of digital tools.After mobility: collaborative work on TwinSpace to deepen and complete the final products; cascade training activities in all schools, dissemination events and synergies with the territory to spread the project among the largest number of people. RESULTSTangible: the products of the different activities Intangible: we measured and evaluated all the skills and attitudes deriving from the achievement of the above mentioned objectives IMPACT AND SUSTAINABILITYParticipants, partner institutions and the wider community could:-deepen the knowledge and understanding of its own and partners' cultural heritage-learn how to face the challenges of the 21st century in their personal and future professional lives with the most suitable tools, to be active and aware European citizens-create effective synergies to address and overcome the identified issues within the educational communities LONG TERM BENEFITSThey will be guaranteed at local, regional, national and international level through the methodological renewal of our schools (impact and sustainability), participation in training and dissemination events and other international projects through the network of contacts that partners are able to reach in their own countries and abroad."

In 2018 we had the 2nd hottest summer since the the start of the data collection of weather in Germany 1881. The four warmest years were the years 2016, 2017, 2015 and 2014. The UN Climate Conference in Paris in 2015 declared that the nations who signed the contract are willing to reduce the increase of global warming under 2% if possible below 1,5%. The target is to achieve a balance between the production of green house gases and the consumption of CO2 for example by forests. Unfortunately the USA, one of the main producers of CO2 have left the conference and a country like Germany, who has played a leading role has to admit that it will not be able to achieve the goals set in Paris. Greenpeace the BUND and WWF have reacted with disappointment when the results of the Katowice climate summit had been published. The summit said farewell to the goal of reducing the increase below 1.5%. Besides all these obstacles there is also a new political player on the field. Extreme right wing parties in Europe and the current US administration simply deny global warming and climate change.We feel that we as European citizens and we, as schools, responsible for the education of the following generations, should increase our efforts in rising the awareness of our students, teachers, staff and parents for the dangers of Global Warming and Climate Change.The target of our project is to determine the ecological footprints of our schools` community and develop measures to reduce our ecological footprints within our communities and maybe meet the targets The UN Climate Conference or hopefully be even better.We chose the following participants. Cyprus, Azores, Iceland and La Reunion.We wanted to have participants who represented many climate zones which again represent different problems of climate change with a different degree of urgency. We expect to deal with different points of view and will hopefully experience different approaches to tackle the problem of climate change.Germany as an important industrial nation will deal with the reduction of CO2-Emission. So we would like to develop methods for reducing or neutralising CO2-Effects, such as optimizing nutrition, individual transports and their alternatives, insulation and saving-energy. More than that we would like to implement alternatives in ICT-sector. For example we would like to implement the eco-friendly ECOSIA-search engine and browser as a standard for all schools participating. Cyprus will be our IT experts responsible for support, maintenance and dissemination. Being an island with mediterranean-continental climate they become a more and more arid location. Therfefore they will be our experts on water management.The Portuguese school is responsible for finding the adequate way of measuring our eco-footprints. They should present it in the first meeting, so all partners can adapt this tool in order to have a common and comparative gauge. Furthermore they will develop protocol-rules for behaviour for the mobilities together with Cyprus. They will be our experts on climate change and bio diversity.Because La Reunion has to deal with (sea-)waste-problems and pollution, the French partners are responsible for waste management (reduction, avoidance, and recycling-/upcycling methods). As La Reunion is the only partner from the southern hemisphere, we expect to get a different point of view on problems like rising sea levels etc.Icland` has experience with planting actions. They will be responsible for planting processes and its effects on climate change.Being a nation which is affected by melting glaciers, they are the experts for global warming and its affect on bio diversity. Having an economy relying on fishing industry they should work on the effects on the biosphere of the North Atlantic.Activities and methodsmobilities with interdisciplianry activites. Planting actions, excursions, examination and modification of curricula and implement environment friendly procedures in our school communities. Gardening, planting actions, insulating, production of necessary devices etc. will emphasize the parctical work in this project.Results and long term impactThe a.m. objectives will lead to a sustainable investment in the quality and efficiency of our school community as we will implement the progresses we make in our school programme and/ or our curricula.It seems to us self-evident, that the involvement in this project will lead to an improvement of skills and key competences like improvement of language skills, social competences in working together in an international environment to improve the ecological footprint of the school community. The very specific work on the project, which is supposed to involve the school community, political stakeholders and other external potential partners such as businesses or the municipality, representatives from the media etc. will lead to more civic engagement and responsible citizenship.