<< Objectives >>CHANGE aims at developing a STEM pathway centered on Indoor Air Quality (IAQ) in schools. The project partners are an Italian Research Institute (Proambiente) and four VET secondary schools (from Bulgaria, Italy, Romania and Spain). The main objective is providing students with digital skills (system integration, programming and data processing) functional to match the labour market demand, and raising their awareness on topics like IAQ monitoring, energy efficiency, raw materials and open data.<< Implementation >>- Development of modular, interactive, digital and inclusive (MIDI) didactic material consisting of a theoretical section on IAQ and climate changes, a practical section on the assembly of open-source CO2 monitoring stations and their usage for experiments and continuous indoor monitoring.- Training of the VET teachers and students to acquire multidisciplinary IAQ competences.- IAQ best practices and guidelines draft and dissemination activities towards the decision makers and citizens.<< Results >>The main project result will be to create STEM IAQ competences in 400 VET students (Bulgarian, Italian, Romanian and Spanish).CHANGE will create reliable and optimized resources (MIDI didactic pathway, monitoring stations, tools for open data visualization and management) and implement dissemination actions fostering awareness on IAQ.Moreover, IAQ guidelines and best practices for the management of indoor scholastic spaces will be produced using the data collected from 100 monitoring stations.

A reality in modern Europe, in contrast to the prosperity and the level of civilization attained, is the existence of vulnerabilities in people’s social integration and acceptance. The complexity and diversity of current problems lies in the unresolved situations in time or new challenges such as the economic integration of immigrants from different poorer European countries or countries outside Europe, the situation of children being left home without one or both parents who work abroad, low economic standards of families which have gone through a crisis that leaves deep traces, problems of integration of people with special educational needs in schools; refugees coming from conflict zones; early school leaving, lack of interest and the denial of educational approach. In this context, social inclusion, even if it is difficult, complex or time-consuming, was the right solution.Cultivating empathy to students in schools was the key element of this project, resulting in an increased ability to express and evaluate other people's emotional experiences and resistance against manipulation.Specific objectives were: increase esteem towards people in need; promote confidence and respect of vulnerable people by increasing self-esteem and creating a set of workshops used as a creative new space in school, called Erasmus Hub, a place where children can meet, regardless their background, to experience new methods of learning and to spend time together.The project was addressed to the entire school population, but directly involved in the project was over 550 students. Of these, 100 were from social groups associated with educational difficulties, economic obstacles and social obstacles. In our school, the participants came from these target groups: with parents’ works abroad, with problems of adaptation in community, from broken families and with disadvantaged background based on poverty.Description of undertaken activities:Cooperation of school coordinators: Implementation of the project was done after a plan, used by all partners, which contains the objectives, activities, resources, responsible, expected results, time and place of realization.Project monitoring and analyzing: project team collaborated to review the progress made on developing the activities to support project objectives and collated the feedback from staff and learners.Creating and updating the website: Romanian school launched the project website, a diary and a portal to wider community.European Day of Languages: in 2017 was the official start of the project and in 2018 was an opportunity to present the progress and showcase the products of the first year.Creation of a project logo: contest organized in each school and after a week and 5509 votes the project had a logo that personalized our documents and final products.Erasmus Street: students, guided by their teachers, created an information space that exist throughout the project and provide clarifications about the project activities.Europass Mobility: host schools provided information, coordinators have taken the necessary steps to obtain the certificate containing knowledge and skills acquired in each LTTA.Listen!: this activity was the first step to increase esteem for others using debates and seminars about vulnerable groups, therapeutic stories.Questionnaires about stereotypes: had the role of measuring and comparing the level of empathy at the beginning and end of project.Observe!: improving the aspects of emotional self-awareness, managing emotions and reading emotions using empathy.In the shoes of others!: students have been put themselves in the peer through different methods: role-playing games, virtual diary.Tell my story: children from the target group told us about their lives using different approaches. Some of these became characters of a social theatre play.Erasmus Hub: activities developed and learned during LTTA were collected in a teaching guide and put into practice in our schools.We improved activities for students outside of mobility by creating a TwinSpace Page where students/teachers interacted.Learning by doing method was the most used, focused on the learning process for the individual. According to the project partners experience, this methodology was successful in terms of involvement, attendance and positive relapses on educational results. A constant improving of students and teachers’ language skills was the using English to develop applications and educational materials. Our project results increased empathy for people from school and neighbourhood: Erasmus Hub - a space created for non-formal education, Erasmus Street - designed for dissemination, Emotions Dictionary and Tell my Story – printed final products, Social theatre play.The most important legacy of our project will be, probably, Erasmus Hub. This space was designed as a meeting place for all students, regardless of their position in school, to learn by doing things and to experiment.

"LEAN project intends to meet Europe 2020 growth strategy priorities on employment and education. The project takes into account also the EU Roadmap ""Opening up Education"" (04/2013) enhancing education and skills development through new technologies and underlining ""insufficient supply of quality digital contents across languages, subjects and needs"" and ""lack of teachers' skills for a real digital pedagogy"", the Bruges Communiqué agenda and the EC document Rethinking Education.LEAN project is an innovative capacity building project in the area of VET education, promoting cooperation and partnerships among 9 very different kinds of organizations and providing new methods for delivering training addressed to a variety of target groups. LEAN involves 6 organizations representing the field of education (1 VET high school, 1 VET agency, 4 universities) and 3 private enterprises representing the field work. These countries are involved: Italy, Poland, Belgium, Turkey, Norway and Romania. The general objective is to deepen knowledge about Lean Manufacturing (LM) as a skills' development training subject for employability goals, upgrading existing LM training tools with a concrete application to transversal training and working environments: high school, VET centre, university and company.LM is becoming more and more studied in VET schools, VET courses and university courses and applied in companies. It is becoming a new specialisation with a high rate of employability in EU. Essentially, LM is a management philosophy based on waste reduction thinking, its principles comes from the Japanese manufacturing industry. To survive today economical crisis companies need to focus on production efficiency and cost reduction, and at the same time to train their employees continuously on lean manufacturing principles. To enhance the employability of their students universities, schools and training centres need to focus on making courses more attractive and closer to the labour market needs.LEAN focuses on two training methodologies: learning by doing and learning on the go.- LEARNING BY DOING: it is a training methodology focused on the learning process for the individual. Direct experience plays a very important role in learning process, and learning through reflection on doing is, according to our experience, effective and adequate to young learners. The first project output, a lean design game, is a simulation of real-world events and processes designed for the purpose of teaching through the methodology of ""serious gaming"" the Lean production concepts. This methodology addresses a large variety of audiences, including secondary education and professionals. - LEARNING ON THE GO: Learning can take place almost anywhere! The second project output, a training course designed for tablet application is also aimed for a large variety of audiences, from students to professionals, and give the possibility to learn in any moment of the day. According to the project partners' experience, these methodologies are successful, both in terms of involvement, attendance and positive relapses on vocational and educational results. INTELLECTUAL OUTPUTS realized:1. a lean design game dedicated transversally to all target groups and translated in the 6 project languages + English (learning by doing)2. a training course designed for tablet application and translated in the 6 languages + English (learning on the go) 3. a teacher's manual in the 6 languages + English regarding how to develop a tablet course starting from the usual power point presentations actually used in traditional teaching (step-by-step manual).Designed and produced in strict collaboration by the 6 educational institutions, the outputs have been tested by the educational institutions itself and by the companies, and presented to the partners’ networks and to a large number of EU stakeholders connected with Lean production through national resonance groups (other companies, universities, schools, VET providers, public administrations).TRAININGS: intensive courses have been organized for teachers/trainers (two from each partner) on how to create interactive tablet course + 6 local open trainings to national audiences.NEEDS addressed:- lack of attractiveness of the existing training tools based on playful didactic- lack of flexibility/portability in existing training tools for learning anywhere- lack of homogeneous tools for continuing education in LM (from school to company).NUMBER OF TRANSNATIONAL MEETINGS: 4 including a final international conference in Sibiu (Romania).DISSEMINATION IMPACT: national, European and International level (Turkey and neighbour area, Norway)."

As a Chinese proverb says, “I forget that I hear, I remember that I see and I understand that I do.” , our partnership aims to encourage our pupils to do goodwill activities to be aware of the surrounding world and spend their time by socialization of European children.The project has three main themes. First is about doing goodwill activities for old-aged, needy and disabled. Second theme is about doing goodwill activities to make consciousness for homeless animals, eco-world and organic food. Third theme is about to make consciousness about school, books and games to spend their time well not to be addicted to bad habits and prevent the pupils from early school leaving , Thus we aim to make them both being aware of others and reflect the behaviours they had experienced into their own life. As in the fairy tales have the pupils read about heroes and benevolent people but they mostly learn about them if they become benevolent. Today's developing Europe has lots of development in technology and ındustry.On the other hand,the pupils learn less about the feelings of sharing more or helping others.By doing goodwill activities we plan to do, the pupils will see and understand that we will have a better Europe if we are aware of disabled,needy, disadvantaged ,the worth of world and other livings around .Most of the disadvantaged people will take part in our activities .Some of them are our pupils who are lack of socialization activities because of their economical status or their social environment.The other important part of our project is to get the disabled into our project and make them feel part of our project and make them feel the importance of European citizen.Besides using creative, innovative and enjoyable experiences, the pupils will have a chance to practice their language skills with European friends. The aim of this project is to make them aware of the importance of learning foreign languages. To show them links between school and the world. We'd like to show our students that they can use the linquistic knowledge in real life - to communicate with peers from different European countries. This will result in increasing the motivation for learning foreign languages. Our project will gather dozens of teachers, hundreds of students and families from different corners of Europe so as to create an educational environment and strong multinational bond. Our students will get to know peers from different countries dealing with the same or just different problems. They will learn different points of view, different ways of thinking, different ways of facing challenges and obstacles so as to come to the conclusion we are all like each other. Need only to work together. Just a small thing, but small things can make a big difference. WE can make a difference.