"""Helping and Learning Without Borders"" is a two-year project inspired by a ""Learning To Learn"" training (funded under Erasmus+ KA101 project) and created in cooperation between six secondary schools from six countries: Poland, Finland, Spain, Italy, Greece and Portugal. Its aim is to answer a growing global desire to find out what we need to change in our educational systems to make the difference; the difference between producing pupils who simply pass or fail exams and producing independent lifelong learners who can thrive in the fast moving, knowledge based economy of the 21st century. With this project and its focus on Personal Learning and Thinking Skills and volunteering we want to give our schools an opportunity to redress the imbalance between the content driven testing culture we now have and a creative, active approach to learning. Thanks to the project, the involved schools will learn how to help young people to become better learners, both in school and out by cultivating habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently, and creatively. We want to do it mainly by:- exploring and introducing Personal Learning and Thinking Skills framework to our schools, - using innovative methodologies based on the latest discoveries in neuroscience: Project Based Learning and Cooperative Learning, while working on the topics of the environment protection, - involving our students into voluntary service. Every participant school will engage all the students willing to participate (at least 18) aged 15-18 and at least 3 teachers to help with the realization of the project. These teachers and pupils will take part in all kinds of events and activities that will be prepared at hosting schools for the local community and the participants from other countries. They will be involved in updating the eTwinning Twinspace, blogging and managing the YouTube channel, festivals, charity actions, handcraft workshops and markets, forestation, art galleries, creating the Project Eco-Bag, preparing and disseminating the PLTS posters, volunteering. At least 18 student participants and 3 -5 teachers from each school will take part in mobilities abroad and will get involved in project activities in a partner school.We will set a volunteer pupils group in each partner school and they will serve a regular voluntary community service during the project.We will create Learning Communities in our schools - all participating teachers will position themselves as part of the learning community, not as the expert in the room, they will share their knowledge and skills with other teachers through open door approach, during their lessons, they will describe and reflect on their thinking and learning and use language that supports learners (Learnish). They will focus as much on the process of learning as the content and allow students to lead. Each country will choose one area to explore from the PLTS framework: independent enquierers, creative thinkers, reflective learners, team workers, self managers or effective participators. The project participants will learn what all the areas mean practically and then become the ambassadors of Learning To Learn approach in their schools.In our project we want to concentrate on three main aspects: water, earth and air as the key elements in our environment, and then we want to deal with ways to protect it. As these aspects are part of the curriculum they will be dealt with in school lessons, with particular focus on the development of critical and cause and effect thinking. At our LTTA meetings we will work together with our partners on these issues with the use of Project Based Learning and Cooperative Learning approach.We will open the project's YouTube channel and blog related to Helping, Learning to Learn, Environment Protection and Healthy life. We will use it to promote learning for life, active citizenship, pro-environmental attitudes and behaviour, and volunteering.In the long-term, we expect the project to have the following impacts on all the present and future STUDENTS:- Better emotional and social wellbeing- Development of Learning To Learn competence- Considerable increase in Key competences, social skills, sense of initiative and entrepreneurship- A big improvement of linguistic skills, - Enjoying maths and science- A bigger awareness of global and environmental issues and the influence we have on our planet- Improvements on the sense of solidarity, cooperation, team spirit, communication skills-Gaining Volunteering work spiritThis all will make them well-equipped to deal with the complex demands of 21st century living and working.The project will reduce the early-school leaving. The teachers will adapt the style of teaching to the changing world and will feel less lonely in their classrooms thanks to being a part of the Professional Learning Community."

Schools have a critical role to play in our lives and in the life of the community. As a reflection of wider society, schools are key to socializing younger generations, preparing learners to become active and engaged members of society. In an interconnected and globalized 21st century, young people are being exposed to a diverse and changing world around them, a world in which poverty, inequality and other injustices are still very much a part of the lives of millions.Human rights can give schools around the world a shared language of equality, non-discrimination, inclusion, respect, dignity and participation that is crucial to the goal of achieving a more peaceful and just global society.Our goal is to develop activities, working methods that will build the attitude of openness and tolerance to wide-range differences to counteract prejudices, xenophobia. Human rights education is a critical means of instilling the knowledge, skills, attitudes and values that can foster a culture of human rights.The project objectives are to sensitize young people on their human rights and the rights of others, increase active participation of young people in society, enhance civic commitment of young people towards human rights protection and promote positive attitudes to the EU vales of human rights and fundamental freedoms thereby fostering a culture where human rights are understood, respected and promoted.Each one of us must educate ourselves about our rights and take responsibility for respecting others’ rights. This is the reason why the partner schools became interested in how human rights are taught to people.The Partner schools will use the framework of the Universal Declaration of Human Rights and the Convention on the Rights of the Child to help students to understand and appreciate common human values. And our project will be guided by the general objectives of the Human Right Convention.A very important another aspect of the project is preparing a pedagogical base including reflections and proposals of active methods invaluable to improve the Lisbon Key Competences such as: learning to learn, interpersonal, intercultural and social competences, civic competence, cultural expression and communication in the mother tongue. The main target group of this action is students that are the owners of future. That is why all our activities are student oriented and can be only accomplished with their participation. The aim of the these activities is to enable the students gain knowledge and abilities that they can use in future.Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. By working together to deliver our aims about human rights we will be successful in showing our students, parents, staff and others, how people from different parts of Europe can work together in order to improve relations and create a more cohesive European citizenship. This two year project (2016-2018) outlines key areas of the basic rights and freedoms of all men, women and children. The activities of the project will focus on the following topics: 1-Equality & Discrimination (Social exclusion) 2-Cultural and social rights (Women Rights)3-Democratic Education (Children rights)4-Right to social security(Immigrant Rights)Through the involvement of volunteer teachers, community resource people, lawyers, the program encourages students to create and implement projects that foster respect for human rights.It is expected to be a strong cooperation among institutions, municipalities, district governorships, district national education directorates, NGOs during the preparation, implementation and sustainability of our project.They will be invited to join events and discussion forums. The project methodolgy is based on the concept of interdisciplinary teaching as a means to enhance the quality of education. We aim at approaching key issues from the perspective of different subjects, cultures and languages, thus providing a more comprehensive understanding of civic issues in a European context. So with 6 partner schools taking part in the project and spreading the knowledge gained and involving people actively with the measures on integration put into practice an estimated number of 100 people will directly benefit from the activities.As this project deals with human rights in the school community, teachers,pupils,their parents and local community,other schools in the community who will be involved in the project an exact number is difficult to state.We hope there will be many more involved.We believe that our world's chance is human rights education for the today pupils who will be the tomorrow adults. Small steps made by pupils and their families in some European countries will lead for sure to a better future for the whole world.

"For our UNESCO schools -Církevní gymnázium v Kutné Hoře (Czech republic) and IES Andreu Sempere from Alcoy (Spain)- it has always been a priority to preserve the tangible and intangible cultural heritage for present and future generations through interdisciplinary teaching. In addition, we are schools that have ties to our local communities and want to collaborate with them to promote sustainable tourism in the Kutná Hora and Alcoy regions.The aim of the project was to create promotional materials (videos, podcasts, maps, leaflets) in different languages ​​to support sustainable tourism in Kutná Hora and Alcoy. At the same time, this goal contributed to the development of our students' competences: linguistic and intercultural competence, digital skills, learning about European cultural heritage.A group of ten to twelve students aged 15 to 17, together with two teachers from each school, took part in cultural and training stays (in Kutná Hora and Alcoy), which enabled them to learn about the local cultural heritage and collaborate in creating materials for tourists.Thanks to the cooperation of both schools, different results of the project were created: YouTube channel (cultural heritage of Kutná Hora and Alcoy), podcast with local legends, routes (Google Maps) and leaflets for tourists (where they have access to all these materials via QR codes). All this will certainly enrich cultural visits and at the same time will promote Kutná Hora in Spain and Alcoy in the Czech Republic.These materials will support tourism in our regions in the long run. The virtual ones are already available to the public. Unfortunately, the pandemic also affected our project. Although we had to cancel two mobilities, the remote cooperation of the schools was perfect, so all the planned materials were created: but, due to the epidemiological situation, the tourist information centers with which we cooperate could not distribute the mentioned leaflets to tourists yet. As soon as possible, the promotion of the project and the promotion of sustainable tourism will continue in a ""physical"" form. As for our schools, the benefits of the project are clear. Not only have we deepened our students' relationship with Europe's cultural heritage and developed their linguistic, intercultural and digital competences, but we have also established friendship between schools, which means, among other things, emphasizing our European dimension."

The present context situates teenagers as the top consumers of mobile telephones and the Internet and surveys sometimes show that they pay for outrageous or even useless services that increase their telephone bills unnecessarily. Besides, they are also pointed out as the main victims of such a common problem like cyberbullying. Therefore, our project, which arose from this social context, had as its main goal to promote research and a critical analysis of the need of having responsible and sustainable technology usage habits. The competences we pretended to develop were: autonomy competence, so that our students learnt to improve the management of these devices; technological competence, which would help them to use new technologies as a tool in the school and the labour market; competence in the interaction with the physical world, since they have to learn about the ecological impact of the materials used for the manufacturing of mobile phones and, finally, competence in linguistic communication which stems from the interaction with the other European partners.The direct participants in each school (Germany, Sweden and Spain) have been aproximately 60 students aged 16-18 per year. These three countries worked in two Etwinning projects which were the start of this collaboration. Moreover, there were other participants which have benefited indirectly from the project such as the rest of the school community (students, teachers, parents), local and regional entities as well as any mobile phone subscriber that wants to check the results of our researches in the webpage of the project. The activities were done in different stages, to begin we planned activities for the participants to know each other and the creation of the webpage of the project. Then, we focuse first on the analysis of our students' use of their mobile phones and other gadgets; second, on the analysis of the telephone companies and the study of the telephone deals in each country and, third, on the analysis of their phone bills. Finally, during the first year students learnt about the ecological impact of the materials used for the manufacturing of mobile phones. The second year focused more on the problems of cyberbullying and how it affects the teenagers in these three countries. Besides, we worke with Europass platform so that students could create their language passport and their CV. For the organization of these activities and other topics related to the project, there was a transnational mobility in September in the coordinator's country, Spain, that one teacher of each school attended and where the final work plan was decided. Moreover, there wiere three short term exchanges of groups of pupils every year. These exchanges contributed directly to the attainment of the objectives of the project. The methodology was active and participative and it fostered the collaborative work throught different activities such as data collection, data sharing, analysis, assessment and elaboration of surveys. A practical methodology will be also used in some activities like in the creation of an app. The outputs of the different activities have been mainly written tasks (personal descriptions, informative dossiers, brochures, notice board, etc.), digital tasks (posters, charts, short films, web, blog, app, QR codes and Europass), and tasks which aimed at improving the basic competences and strengthen their European identity. Regarding the outputs related to the monitoring and evaluation of the project, several surveys were created as well as the middle and final report forms. Finally, a personal and professional development was expected in the teachers who participate.All these results have been disseminated through different channels to reach both direct and indirect participants. We used mainly the webpage of the project, the app that students created, the webpage of the schools, local media, brochures, informative dossiers as well as meetings with teachers from the same department, teacher staff and/or parents.The expected impact on the participants has been very positive since, on the one hand, the pupils have acquired knowledge/competences related to the project on a short/medium term but they have also learnt to understand how diversity may enrich their lives and have also acquired a European citizenship awareness. The motivation of participating teachers has also meant a revitalization of the schools in the medium/long-term. Finally, with this project, the pupils have benefited from the acquisition of some tools which will help them in the long term for obtaining work and for participating more actively in the society.

<< Objectives >>The aim of this project is to create the Scientific Observatory for School Attendance; a centre for the study and research of school attendance problems whose aim is to collect information, generate reports, develop research, offer formative training and promote awareness campaigns against school attendance problems and early school leaving. Four higher education institutions and eight high schools from Spain, Italy, Belgium and Turkey will participate in this project.<< Implementation >>In this project, an Observatory for school attendance will be created, which will serve as the main way of disseminating the findings and the activities developed. Among the activities, the following should be highlighted: the evaluation of school attendance problems in adolescents, professionals in the field of education and other related sciences and parents, the proposal of training actions, the creation of pedagogical material and the development of an awareness-raising campaign.<< Results >>This project will provide society with the first observatory on school attendance that serves as a reference website analysing school absenteeism and early school leaving. This observatory will offer regular reports, research, training activities, as well as awareness-raising campaigns to encourage regular school attendance for all, with a special focus being put on those with fewer opportunities. It is hoped these initiatives will help to reduce rates of school absenteeism and school dropout.