The content /history of the projectIn our project,it is aimed to improve the professional success and satisfaction of the teachers and school administrators of partner schools,to ensure democratic values,social cohesion,active citizenship and intercultural dialogue in the International Consortium Project(ICP) developed by the objectives of education,innovation and social inclusion of the smart,sustainable and inclusive growth priorities as stated in the EU 2020 Strategic Document and to improve the education and training systems,to integrate multicultural and disadvantaged individuals into education and to find effective solutions to problems.It is determined via surveys that the teachers of the partner schools are inadequate to improve the quality of education,prevent prejudice and discriminatory behavior by exhibiting innovative approaches in the education of migrants.With this project,it is aimed to develop the professional skills of teachers and school administrators of common schools to demonstrate innovative approaches in the education of immigrant students.The objectives of our project areWith our (ICP),it has been prepared to prevent inequalities in education and to ensure that immigrant students benefit from quality learning activities and to prevent the disadvantaged groups from being excluded and discriminated against,and to encourage their participation in social life.With this project:*Developing the competencies of teachers and school administrators with innovative teaching skills,coping with multicultural classroom environments,transferring new educational techniques and tools to classroom environment*Developing strategies to prevent prejudice and discriminatory behavior towards immigrant students*Improving teachers' knowledge and skills in the education of migrants*Ensuring the continuation of immigrant students' schools and preventing dropouts*Development of European awareness and foreign language skills in participants*It is aimed to develop strategies for inclusion of immigrant parents in educational environmentNumber and profile of participantsIn accordance with the project selection criteria of the ICP Partner Schools,each participant will determine 24 participants for each activity.A total of 144 participants will be selected for all activities from 6 partner countries.Participants will be selected to be open to learning and selected by the participant identification commission among the willing staff in dissemination activitiesDescription of activitiesICP Coordination Team (ICPT) will perform 6 LTT activities with the participation of partners from 6 countries C1-Turkey:Innovative Approaches to Integration of Immigrants(5th month)The main theme of our activities will be 'Integration of Immigrant Students into Education System and Community'.With the 'Culture Day' event, immigrant students will be introduced to their cultural valuesC2-Poland:Immigration Strategies for School-Schooling and Attendance(7th month)The main theme of our event will be 'To Make Students Feel Belonging to School and Attendance to School'.With the 'My School' activity,immigrant students will be able to express themselvesC3-Greece:Social Skills in the Education of Migrants (9th Month)The main theme of our event will be 'The Role of Education in Solving the Problems of Migrants'. Awareness will be created with the 'I am aware of our differences' activity.C4- Romania: Model for the Prevention of Discriminatory Behavior of Students to Immigrants (13th Month)The main theme of our event will be 'Discrimination Prevention'.The 'Build Empathy' event will be heldC5-Spain:Language Teaching Model in the Education of Migrants(19th month)The main theme of our activities will be 'Language Teaching in the Education of Migrants'. 'One Language One Life' event will be heldC6- Italy:Peer Bullying Prevention Model for Immigrant Students(21th month)The main theme of our activity will be 'Preventing peer bullying'.'Don’t Be Bully Be Friendly' will be heldMethod to execute the projectThe UKPKE will be composed of legal representatives and contact persons of the partner countries.The responsibilities will be shared with the partners based on the shared management model.The communication between the UKPKE members will be realized instantly.The project studies will be evaluated by the monitoring and evaluation commission.The selection of the participants will be carried out transparently on the commission side. Possible benefits in the long term with results and impacts: With the professional knowledge and skills gained by our teachers,discriminatory and prejudiced behaviors towards immigrant students in our schools will end. Peer bullying to migrant students will be prevented.Early school drop out of immigrants will be reduced below %10.By creating awareness that diversity is rich in the society,it will be ensured that migrants will contribute to the country's economy in the long term as labor force

The Erasmus+ Project “ The European Citizenship through the Arts and Languages” is born of a common desire between French and Romanian schools to give their pupils benefits from a European culture and linguistic openness but also allow the teams to develop their cultural knowledge, pedagogical practices, didactic knowledge and their linguistic proficiency. The Louis Guillet Elementary school of La Rochelle is situated in REP+(Priority Education Zone) wanted to coordinate a project within the framework of the Erasmus+ program following the implementation of the “Orchestra at School” project in September 2017, in partnership with the Conservatory of Music and Dance Agglomeration Municipality of La Rochelle. It enabled all the pupils to benefit from cultural openness; Many educational projects are conducted with the school: 1. Cultural Excursions ( concerts, cinema, theatre plays, museums, national monuments, etc). 2. Partner with local recreation and cultural structures ( Media library, Toy library, Recreation center). 3. Artistic and cultural courses for the youth of La Rochelle. The school also reflects on the continuity of the courses from kindergarten to high school for joint actions: Reading offered by the older kids to the younger ones and vice-versa, action research in Mathematics with secondary school pupils, joint work with the teachers in Science, French, Physical Education (P.E) and Languages from secondary schools. The Romanian school is located in Timisoara, European Cultural capital in 2021. This school is enrolled in an Erasmus+ KA1, they have already participated and organized a national competition for painting, drawing, and writing. Foreign language learning and discovering other cultures is in the forefront of their priorities. The project encourages federating and motivating, is an opportunity for pupils to discover other cultures and develop artistic, linguistic, digital and social skills. The educators will enrich their professional and cultural experiences. The project is innovative because it includes conservatoire teachers and all teachers. It aims to develop exchanges between students through mobility and new communication tools. It creates real cooperation between pupils and teachers of different cultures for the implementation of artistic activities. A two year retroplanning was designed based on a progression to mention all the activities, exchanges, and actions planned for the project. Planned actions and activities will be integrated with learning in various disciplines. They are upstream thoughts by the teachers discussed during the framing up meetings. They are prepared in classrooms with the pupils and then are the basis of exchanges with the other countries. Contacts will be done on a regular bases. When mobilities ( the students that leave on exchange) return, assessments and observations will be made in classrooms with all children and adjustments will be considered. Teachers will develop professional skills by exchanging class observations, artistic and linguistic practices, prevention of school drop out, and giving space to parents and external partners. The creation of a digital working space will allow federator. New progressions and programming will be drafted according to the observation made. The project aims at valuing each pupil by reinforcing confidentiality and self-esteem. Through exchanges, pupils will improve their artistic skills, linguistic skills( mastery of language activities in foreign languages), language skills( expression and comprehension, clear, adapted and precise statements) and mastery of ICT. Working together will improve living together( self-help, tolerance, trust, autonomy, and initiative). By discovering other languages, pupils will increase their knowledge and mastery of the language of schooling. They will discover and wonder about other cultures. They will be sensitive to new languages and ways of living. Through concrete actions, the project indurated the motivation and value the pupils with special needs.Health conditions had a strong impact on the project: Romanian schools remained closed until the end of the first quarter of 2021. The Timisoara school was therefore unable to carry out activities with the students. The Louis Guillet school has, for its part, produced several sound recordings (songs) which were transmitted by mail to the partner school.The planned mobilities could not take place: the French National Education did not allow any outings or trips either in France or abroad for teachers or students.The Timisoara school would have liked to extend the project for another six months, but we did not want to follow up. Indeed, the students who had mostly invested themselves around the project went to college and the orchestra.The students invested themselves with enthusiasm, were very disappointed not to be able to go to the end of the project: it remained virtual and the planned meeting was not possible.

<< Background >>The European benchmark of 95% participation of above 4-year-olds in Early Childhood Education and Care (ECEC) has been reached, but there are still disparities between countries, regions, and social groups, in terms not only of participation but also of quality, curriculum, and inclusion. According to Eurostat “Early childhood and primary education statistics”, “in the EU-27 there were 13.7 million pupils in pre-primary education in 2018. The number of pupils in primary education was 1.8 times as high, at 24.5 million”. These numbers show that children often do not get the foundations of basic skill acquisition and therefore arrive in primary school with a pre-existing knowledge gap. This has been highlighted by several speech therapists, teachers and associations contacted in the preparation of this project. Some of them reported that each year they treat young pupils in the first years of primary schools who show the symptoms of Specific Learning Disorders without actually developing any disorder. This is an alarming sign of low basic skill acquisition from an early stage of their development, which leads to continued difficulties throughout their learning path. According to C. Juel’s study (1988), children with reading difficulties in the first year of primary school have 88% of chances to continue experiencing these difficulties in the fourth year.In order to tackle the early appearance of these difficulties, the European Council has issued a Recommendation on High-Quality Early Childhood Education and Care Systems in 2019, emphasizing the essential role of ECEC in setting up the foundations of all skills and knowledge required, as well as the importance of a learning approach focused on the children’s experience, wellbeing, special needs, interests and competences. In order to reach these objectives, the Council stresses out that parents and educators from all stages of education need to collaborate in order to reach ideal conditions for the learners to receive high-quality education early in life. The Council also highlights the importance of the acquisition of soft-skills, early language exposure and learning through playful activities, age-appropriate use of digital tools, as well as promoting continuity in the educational path through collaboration between all involved stakeholders, and fostering an inclusive, democratic, and participatory educational environment.<< Objectives >>Our project aims to improve the qualifications, readiness, and collaboration between professionals in ECEC, professionals in primary education and parents by producing ready-made interactive books as well as training material on interactive learning and storytelling as pedagogical approaches for the acquisition of basic skills in the children’s early education. The project will focus on math and literacy, as these are the two basic competences that require the highest level of proficiency for children to have a successful learning experience. This project will fill in the existing gap in the training of parents and professionals in ECEC and in early primary education regarding new pedagogical approaches to foster continuity in the children’s educational path. This project’s approach, interactive learning, is opposed to passive learning and consists of providing children with a hands-on learning experience, in which they are encouraged to participate, discuss, engage, and play with the material. In addition to leading to a better level of literacy and math skills, this approach also fosters the development of soft skills such as collaboration, creativity, and critical thinking. The project Results will therefore include a library of interactive books to be used both at home and at school, a supporting guide on interactivity and storytelling, an online training for parents and educators to create their own interactive books, and a white paper sharing the educators’ and parents’ experiences and good practices with the project material.<< Implementation >>This project will produce several results, leading to three testing phases organised in all partner countries. To reach these tests, we will first build a library of interactive content for the acquisition of basic skills at the early stages of education. This library will contain interactive books and resources gathered by the partners in their national languages and additional tailor-made interactive books created by the partners to meet the needs of interviewed educators and parents. A testing phase will then be organised to evaluate the created resources. The third result will be a supporting learners guide which will also be tested at the same time as the interactive books, so that educators and parents learn how to use interactive content and directly experiment with the project’s books. The fourth result will be an e-learning module on interactive books creation in which educators and parents will be involved during an additional testing phase. This will also lead to an evaluation of the training material created in the project and to an increase of educators’ and parents’ skills in creating their own interactive content.The participants in these testing phases will be interviewed in order to get their impressions, good practices and experience using the material and the fifth result will be an implementation guide based on their invaluable input as the first users of all the project results.<< Results >>Through this project and its Results, the following outcomes are expected:-Qualitative training for educators and parents on the use and creation of interactive learning material in ECEC and early primary education-Increased access to interactive books targeted at the acquisition of basic skills in mathematics and literacy in ECEC and early primary education-Better acquisition of basic skills in math and literacy for young children-Increased collaboration between all stakeholders in ECEC and early primary education, including parents-Promotion of storytelling and interactivity as innovative, hands-on, participatory, and engaging approaches for the acquisition of basic skills in ECEC and early primary educationThe Results of this project will be:-An interactive library gathering 100 existing books and resources for basic skills acquisition-15 interactive books created based on the needs of parents and professionals in ECEC and early primary education-A supporting learners guide explaining how to use interactive learning material for the acquisition of basic skills in ECEC and early primary education-An e-learning module called “ABI Books DIY tutorials” for educators and parents to create their own interactive learning material-A White Paper on “Interactivity: a key for the acquisition of basic skills”, gathering practical implementation advice and the experiences and good practices of teachers and parents using the materialAdditional results:-The project website on which all the material will be uploaded, including the library of selected and created books, categorized according to specific search parameters and the e-learning module-Pilot testing phases with 355 expected participants-3 transnational meetings and online meetings-6 multiplier events in the partner countries

Green education can act as a vehicle in order to inspire the next generation of students to peruse a science career. Furthermore empowering youth to create a sustainable future is critical in the process of preserving the planet and in education future responsible citizens. With green education curriculum a science subject which may be considered abstract is put into a familiar context, relevant to everyday life of the students. Green education connects abstract science concepts to real world technologies that are solving environmental challenges. Novel fields such as green chemistry, sustainable engineering and robotics and green biotechnology can be implemented into classroom teaching under the umbrella of green education. Furthermore schools around Europe have school labs full of hazardous chemicals. This is a serious challenge for educators and administrators. It is crucial to educate teachers and students in the field of green chemistry in order to create safer school labs. Our project will aim to support teachers around Europe to integrate green education principles in STEM curriculum. An online platform will be developed that will act as a repository of STEM green education resources, focusing on novel fields of green chemistry, green biotechnology and sustainable engineering and robotics. The platform will integrate micro-MOOC (Massive Open Online Courses/Content) – an innovative approach for developing STEM laboratories that will motivate teachers in the creation of flexible personalized teaching/learning paths and to increase students’ interest and involvement, due to the innovative methodology; of their learning.Project objectives : 1. Support teachers to integrate green education principles in STEM curriculum. 2. Inspire and improve competence of teachers in order to bring into the classroom novel topics, such as green chemistry, green engineering and robotics and green biotechnology. 3. Embed green education principles in school laboratories.4. Disseminate green education and create a community of green education in EuropePartners of this project are 3 Universities and 4 SchoolsUniversities : WSBINOZ from Poland will be the coordinator of this project. UOWM from Greece. UNIPA from Italy. Schools : Ahiler Secondary School - Turkey Școala Gimnazială nr.16 Take Ionescu School - Romania Stedelijk Gymnasium Haarlem - Netherlands ResultsA. Online platform and repository of activities for each topic (Green chemistry , biotechnology, robotics) B. Activities for each topic that will be validated in classroom settingsC. Three educational kits, one for each topic, with materials and worksheets in English and in the language of each participant. D. One MOOC for teacher training E. Establishment of European Green week challenge.F. Guidelines and support network for high school green centersResults impact In stage one activities and educational kits will be developed and tested in the three participating schools. In stage 2 teachers form 10 participating schools will be trained and then apply activities in the classroom. In stage 3 the project will invite all teachers to the MOOC and develop a network from schools all around Europe. Long term benefits of project.The online platform that will be developed will become a reference point for green education in Europe. Educators and students will be able to find materials relevant to novel green education topics such as green chemistry, green engineering -robotics and green biotechnology. A green education network will be developed where educators will be able to exchange ideas and good practices. Τwo educational kits will be available to educators to readily use into the classroom. European green STEM week will be established where students will take part in a green education challenge. Finally school centers of green education will act as multipliers of the project.

SUMMARY@Starting Point of ourproject:* In 2018 -2019 academicyear, wedecidedtocarryourstudy ‘HAPPY STUDENT HAPPY SCHOOL’ on e twinning platform totheEramus platform. Withthis idea wesystematicallystartedtocooperatewith 4 partnersthat can contributeourproject in nationalandinternationalandcreatedourproject.@Content andOurMotivation in CreatingOur Project:* Ourproject is based on minimizingnegativebehaviorssuch as leavingtheschoolduetopeerbullying, absenteeism problem, unwillingnesstogotoschool, desiretochangeschool, anorexia in themorning, continioustummyandheadache, naming, mocking, humiliation, osrtacismandphysicalharm.* TheEuropean 2020 strategy, whichdefinesthedevelopment of educationandhumanresources as theleadingforce in thedevelopment of the EU, drawsattentiontothepotentialcontribution of educationandtrainingtointelligent, sustainableandinclusivegrowth. Theoneswhoarefrequentlybulliedarelikelyto be absent at school 3-4 timesmorethantheothers. Withinthe 2020 targets, reducingthe rate of earlyschoolleavingbelow 10% is consistentwiththeprevention of bullyingbehaviors.* Ineducation, it is aimedtoteachthestudentstheacademicknowledgeandskillsand beside them it is alsoaimedtoteachhumanrights, thedevelopment of positivecommunicationskillsandsolvingproblemswithoutviolence, theangercontrol, self-expressionskills, increasing self-esteem. Increasingthe link betweenourstudentsandinstitutions. minimizingtheabsenteeismproblemsandincreasingthepedagogicaldevelopmentandacademicsuccess of ourstudentsarethe main motivation of ourproject.@ Determination of Project PartnersandActivities:* TheprojectpartnersaretwoschoolsfromPortugalandRomania, andtwoschoolsfromTurkeyand a total of fourparticipatingschoolswillperform 4 LTT facilitiesduringtheproject.* C1: EARLY SCHOOL DROPOUT: Turkey is thehostcountry. Participantswilldiscussthemethodsforadaptation of multiculturalstudentswhoare in differentsocio-economicsituation in Turkey. Collaborativeandpeerlearningmethodswill be tackledandwewill test how thesemethodsreducesbullyingbehavior. Participantswilllearncorrectcommunicationskillsaboutpeerbullying.* C2: STEM: Thismeetingwill be held in Romania. Participantswillstudy on Robotics, Codingand STEM in thehostcountryfor 5 days. Byintegratinginterdisciplinarylearningenvironmentsintotheirclassrooms, studentswilllearn 21st centuryskills.* C3: GAME-BASED LEARNING: Turkey is thehostcountry. Participantswillwork on gardengames, classroomgamesand online simulationgames in Turkeyforfivedays. Thecontribution of mentalintelligencegamestotheacademicsuccess of ourstudentswill be observed. Withthehelp of gamebasedlearning, ourinstitutionswillbecomethepreferredtrainingcenters.* C4: BIT: Itwill be held in Portugal. Participantswillwork on current internet trendsand web 2.0 tools in Portugalfor 5 days. Withthesestudies, ourinstitutionswillbecome a learningcenterwiththementorsintegratedintothechanginganddeveloping age.@ Monitoringand Evaluation Process:* Conducting LTT activities on createdcalendaranddeterminedmethods,* Efficientevaluationwill be created in allprocesses of theproject.* During LTT activitiesandaftereach LTT, instutionswillcarryoutcaseevaluationmeetings.* Ourproject is a process of 24 months. Thisprocesswill be reviewedandevaluatedsystematically.@ Wewillusethefollowingwaysforpropagatingstudies:* Project web site, web site of ourinstitutions, posters, brochures, distributingpencilsandballoonswiththeproject logo, sharingpostswithsocialmedia, informativemeetingstothedeterminedaudience, workswiththelocalpress, projectboardsformed in ourinstitutions, nationalagencylabeledpoststhroughtwiter, e twinningshares, shortfilms, rapportsfordistrict-provincialnationaleducationdirectorates.