Students and youngsters of our modern age are highly talented at using the technology, the internet and social media, but at the same time in one way or another they are inevitably suffering from various problems such as: lack of communication and collaboration, bullying, violence and exclusion.School bullying concerns all EU member states. Its effects are serious and may be long-term. According to the OECD PISA assessment (Pisa 2015 Results (Volume V)) of collaborative problem solving, on average across OECD countries, 28% of students are able to solve only straightforward collaborative problems, if any at all. In Europe, among the 9-16 year-old participants in the EU Kids Online survey (2011): 12 % were bothered or upset meeting online contacts offline, and 80 % were fairly or very upset by cyber-bullying and 17% by bullying at school. Prison studies shows that 6 in 10 criminals never had any friends in secondary school. Considering the results and needs we have decided to work on the project where students learn how to prevent problems like bullying, violence, exclusion, how to work on 3 values and 4 principles: to show courage to say NO, to live and to care. Students will learn why the skills such collaboration and leadership, critical thinking and problem solving are essential, what approaches can be used to practice and improve them. We strongly believe, if students have these skills developed, they won't allow others to bully them and they won't want to humiliate others. It is very important because the world is opened, there are a lot of refugees in all countries, and it is a challenge to provide their real well being at school and out of school.Also we will pay attention on how young people can transfer the knowledge they have learned to other people and become coaches among their peers. Considering the results we would like to organize the project, during which we will teach our participants how to prevent problems like bullying, violence, exclusion, how to show courage to say NO, to live and to care. We will teach why the skills such as leadership, critical thinking and problem solving are essential, what approaches can be used to practice and improve them. Also we will pay attention on how young people can transfer the knowledge they have learned to other people and become coaches among their peers.There are a lot of programs and activities run by different associations, but most of them are out of school or some organizations are visiting schools from time to time. We would like to create a program with methodological materials which will be involved in schools’ curriculum, it will be as a part of learning process. The aim of the project is to bring students to social life as young people who have high self- confidence and the ability to work in a team, can express their thoughts freely and are sensitive to their environment and society. We aim to ensure that young people with high level of awareness will be able to discuss local or global issues in a tolerant, polite, formal manner within the framework of their own world views as well.With this project we also aim to develop awareness of European citizenship.Students from five partner schools (Turkey, Latvia, France, Portugal, Spain) at the age 14-18 will actively involve the activities of the project in their everyday life. Students from socially and economically disadvantaged backgrounds as well as gifted students will have a chance to attend the meetings.There are many reasons why this project should be carried trans-nationally. First of all, to create a program which will be useful in different countries and students will understand each other, it is necessary to understand the traditions and environment of different schools. It is a fun way of learning about different cultures. In this era of globalization, being globally aware is more important than ever. When students debate or work together on different problems, they improve their performances, can work in a team, support each other and care of themselves and of each other. Students will recognize their skills and qualifications and will make contribution to the efficiency of education, employ-ability, innovation and active citizenship as the European Commission has announced as priorities. In short, teenagers best learn the skills to participate actively when they act it. Thus, our project will allow them to learn leadership and collaboration principles not only in word, but also in deed. Students will form relationships with their peers, teachers, school leaders and community members.

Schools shouldn’t be seen as institutions that practise certain information and skills to students in a closed area. Schools must play an important role in helping young people to develop and manage their physical and emotional well-being for their future career and to live and work with others in different ares. Schools must provide young people the right knowledge, skills and attitudes. With our Project European youths will gain cultural awareness, active citizenship and personal development. Teaching students to be good democratic citizens, providing students the analytical and critical thinking skills, teamwork, leadership, developing language skills, public speaking and teaching democracy are the reasons why we would like to initiate this Project. To acquire these skills to future generations we will use Model UN Conferences and debating as our basic mediums.There are many reasons why we would like to use MUN conferences and debates. First of all, it is a fun way of learning about the world. In this era of globalization, being globally aware is more important than ever. When students debate or do MUN, they improve their performances. The aim of the project is to bring students to social life as young people who have high self-confidence, have ability of public speaking, can express their thoughts freely and are sensitive to their environment and society. We aim to ensure that young people with high level of awareness will be able to discuss local or global issues in a tolerant, polite, formal manner within the framework of their own world views. With the comMUNity project, we aim to develop awareness of European citizenship.In our previous project be interesTED we noticed that students were not well informed about global topics such as citizenship,democracy or current issues.Turkey as a coordinator has been organizing ATAMUN conferences for 3 years.In order to work on the topic comprehensively, Turkey wanted to work with Latvia,Czech Republic and Italy and project meetings were used as the preparation phase for a new project.Partner schools, who are 13-18 years old and speak English in a good level. Nearly 500 students from five partner schools will actively involve the activities of the project and 120 students will attend the project meeting. They will especially be chosen students from socially and economically disadvantages backgrounds.Participant teachers will be language, litarature and history teachers.In total there will be 5 LLP and 1 TPM. The students and teacher of the coordinator school are experienced in the project related activities. Other partner schools have also extracurriculum activities about citizenship, debate and public speaking. The partners started this project on etwinning and would like continue as Erasmus+ Project to improve these skills using MUN as a medium. During the first meeting in Turkey, workshops for teachers and students will be impletemented to teach and give idea about the project related activities which will be held the following two years. In the Project there will be 5 mobilities. In the first year there will be preparation activities such as workshops, debate games, trashtag challenge, Hyde Park speech corner. In the second year implementation stage will start and student will be able to organize debate competitions, MUN conferences.In order to achieve the targeted objectives, we listed the activities, as it is detailed in Acitivity Chart, from the simple and entertaining ones to the more difficult and academic ones in the 2-year project. In the first year of the project, we planned an activity for each of the topics such as public speaking, discussion skills, environmental awareness and democracy awareness. In the second year, we will organize comprehensive activities in which these skills can be used together. All partners will use eTwinning platform, social media accounts, local and national newspapers for dissemination of the Project. So that, our methodology (from basic to complex) will be shared with society. The potential long term benefits are not just for the participants actively involved in project, but also other groups will be insprired. Through this project young people will have the opportunity to challenge their opinions along with the opinions and beliefs of others in a safe and educational environment, to think more critically and later to use these to create change for the good and what young people need as leaders of future. This project will teach lots of valuable skills such as logic, awareness, self conference, understanding of democracy and most importantly young people will realise that their opinions and ideas have a place in the world. Almost all the youth in Europe use social media and recently we have seen many good practices like trashtag challenge and Greta Thundberg, 15. She is also nominated for nobel peace award They inspired young people. We expect that our project will also inspire young people.

Our project aimed at improving oral presentation skills of the students and preparing them to the real world, helping them to collect, inquire, organize and construct information, creating TED like talks, enhancing team work, preparing them to deliver a good speech and helping them become active and autonomous learners as well as offering our students a chance to explore different facets of cultural diversity in the modern Europe. All partner schools except for the Czech partner had already cooperated with each other in European projects before. We knew we could work efficiently in this project because of our former collaboration and experiences. In terms of exploring the key concepts of the project, we motivated our students to develop leadership skills thanks to the TED like speeches which gave them the opportunity to find out the topics they really wanted to talk about. This way we were able to involve a great number of students overcoming their fears of public speaking. Each partner school established a TED-Ed Club led by the students, where they periodically met and shared knowledge, exchanged ideas and prepared their TED-Like Talks which they later on performed either at their schools or during mobilities. Through these meetings and discussions, the students were able to share, compare, change and modify their ideas with the help of the others. We have observed that such intense interaction helped them have a better understanding of others and other cultures. According to their answers to the initial and final questionnaire about `fears of giving a public talk`, we can report that students have become much more confident with public speaking and aware of the importance and the need of such a skill in today’s world as the leaders of the future. We prepared satisfaction questionnaires after each LTTA (Latvia, Italy and Germany) and the students provided answers showing that they gained deeper consciousness of multiculturalism and European identity, common European values and breaking down prejudices. They also found the interaction with their peers from various countries very valuable as they were able to brainstorm, compare their views, discover new ways to deal with topics and improve their social and language skills. We truly believe that these genuine encounters helped them to gain more emotional competence and intercultural sensitivity. Intercultural competence supported by the dialogical approach was one of the main objectives of the project that was fully reached during each students’ mobility and this helped them to understand each other’s views and backgrounds better. Thanks especially to the TED city game held in Italy, and the Model United Nations (MUN) conference held in Germany, we watched them learn and widen their perspectives by sharing their views, working in multicultural teams, and learning from each other. We happily observed fruitful and friendly conversations, true tolerance and mutual understanding among students where the feelings of strangeness and otherness were not felt at all.We had 3 LTTA meetings where the students performed their TED-Like Talks and worked on other activities of the meetings, as well as attending international TED-Ed lessons prepared by the teachers of the project’s partner schools. After each meeting, teachers were also asked to fill in a feedback form which confirmed the answers given by the students. It confirmed that all the partners worked in harmony, sharing and caring and that the project was really improving and smoothly giving the expected results and outcomes. We had three Transnational Project Meetings (TPMs), the first of which took place in Turkey, where we participated in a training on `How to use TED Talks in the classrooms and prepare TED-Ed lessons`. The second TPM was held in Portugal at the end of the first year, where we were able to evaluate the activities of the project, plan the future steps, and write the interim report. The last TPM was organized in the Czech Republic at which we shared the final results of the project and worked on the final report. After each mobility a newsletter was prepared by the host schools which not only included the activities held during the meeting, but also showed the progress of the project.We met the objectives described in the application form carefully, which required a lot of planning, preparation and cooperation among partners, not only during the meetings, but throughout the whole project. We can declare that there was good, swift and constant communication, which gave enough support and encouragement to each partner and we felt like a huge family:-) We supported the students not only during regular school lessons but also in the TED-Ed Club activities organized mostly after school. During these activities students had the opportunity to collect ideas and materials for videos and presentations required for the mobilities, as well as watch popular TED Talks and prepare their own speeches

"Technological advances have affected many areas of our lives: the way we communicate, collaborate, learn, and, of course, teach. But what does being a 21st-century teacher really mean and what and how has educational environment changed, students changed? Whilst collaboration between teachers and students, students and teachers is much talked about and known, the collaboration between students and students and teachers and teachers to change the role from the passive students to active, on collaboration centered activities, is quite poorly understood. Where is the balance between using handouts and worksheets and using ICT at the lessons? How much does teacher speak at the lesson and what about students? Is the teacher still the main manager (leader) at the lesson? What should be changed at the lessons? How to help teachers to improve their lessons? What is needed to support the teacher (courses, experience, advice, examples)? The answers to these questions were found by working together on the project ""ICT in Active Learning & Teaching-Inspiring, Challenging, Terrific"".Project aim: An aim of the project is to facilitate a better understanding of how students can better work together to improve their well-being, how teachers can better work together to improve their teaching skills with the use of ICT at the lessons and how to organize the lessons more active and modern where the role of the teacher has changed from the leader to the adviser. There were 7 countries participating in the project: Latvia, Turkey, Poland, Belgium, the Netherlands, Italy and Portugal.Profile of schools:1.The schools have a common understanding of modern teaching, there are regularly organized observing and analyzing of the lessons. 2.Classrooms are equipped with modern technology (computers, computer rooms, projectors, interactive whiteboards, document cameras, voting devices, tablets, laptops), most of teachers have the necessary skills to work with them. 3.School promotes cooperation between students and teachers: learning group of teachers, the weekly consultation training for teachers, student council, school board, etc. 4. There are students aged 12-16.To understand what, exactly, are needs for our schools, there was organized a research among all partner schools, teachers and students. The main objective of the research was to understand the strengths and weaknesses of the learning process and the attitude to use of ICT at the lessons. 89% of students mentioned that they would like to have more active lessons, more games, more common work (work in groups), no lectures, more use of ICT. About the attitude to the use of ICT among teachers- 53% gave the positive answer, 42% answered that they would like to use it, but they are lack of knowledge, and just 5% are not ready to change anything (waste of time) or they are too old. The Project length- 36 months.Main activities:STUDENTS 1. Logo online competition.2. Research of use of ICT and motivation.3. Team-building course.4. ICT course.5. Work at the conferences (ICT, science).6. Organizing workshops.7. Work at the learning groups.8. Video tutorials.9. Creating video about the country, city, school.10. Taking part at the Olympiad.TEACHERS1. Researches at the beginning and at the end of the project.2. ICT course (collaborative tools, tools for formative assessment, virtual reality).3. Learning course (the structure of the lesson, learning outcomes, formative assessment, collaboration, differentiation)4. Learning groups at schools.5. Planning the lessons, organizing analyze. 6. ICT program.7. Materials for the international Olympiad.8. Presentations9. Online lessons.10. Regional Olympiad. There were organized 3 Regional language online Olympiads. They were organized as online Olympiads.11. Regional conferences.There were organized 4 Regional conferences (creative work, use of ICT, planning lessons).Results and input.1. E-book with the descriptions of the most popular tools and ICT program. There is the description of the tools, information for teachers to work with the tool. https://en.calameo.com/read/0056384825f56a503de832. International Olympiad where students worked in the mixed groups to solve the problem.3. Presentations of the project work.4. E Twinning project to disseminate the results of the project. 5. Teachers participated at 4 learning courses, learnt to collaborate, planned the lessons, work with the ICT. 6. Students' created videos to introduce with their school, city, country.7. Information about the project- web page articles.8. Video of the math lesson and observation tool."

In the European Union, demand for tech skilled individuals is expected to grow, until at least 2025. However, the future supply of tech skills in the workforce is forecasted to be substantially less than than what the market demands. This is due primarily to the fact that interest for undertaking tech studies is falling in many EU member states. Our project addresses both the supply of tech skilled labor issue, and the root cause of the lack of curiosity for technological occupations and studies.We will attempt to address employability of future generations by providing youth with opportunities to engage with future technological occupations whilst grasping their main features, ambitions, and technicalities. We also wish to challenge the lack of interest for tech studies, by introducing young individuals to a maker approach to learning. The main elements of this project are:- Development of educational resources relating to some of the most rapidly growing occupations in the tech sectorThe consortium aims to produce educational resources targeting youth, adolescents, and young adults, to increase their curiosity and interest for tech professions. These resources will be modulable in that youth will be able to choose different topics within the same employment area. For example, as far as design jobs are concerned, we will produce separate and independent activities spanning from graphic design to urban planning, which youth will be able to choose selectively.- Three job shadowing activitiesGroups of youth will participate in three job shadowing activities schedule to take place at Digital Fabbrichetta -an italian business focussing on digital fabrication and rapid prototyping services-, Medusa Digital - a French company specializing in digital advertising-, and Wolfhouse Productions - a Romanian company working on architecture, urban planning and design-.- A mentoring programIndividuals who will have participated in the job shadowing activities will be accompanied by mentors affiliated to our business partners. The purpose of the program is to allow youth to capitalize on the learnings they have acquired during the job shadowing activities. Mentors will guide youngsters in deepening the knowledge of their favorite topics, they will assist them in improving their competence in those areas. The primary impact on young people consists in enabling them to pursue their own goals notably in the fields of education and work. Indeed, the project aims to create a series of learning outcomes among young people directly involved in the project, as they will consolidate their ICT skills, notably in the following domains: browsing, searching, filtering information; evaluating information; sorting and retrieving information; interacting through technologies; sharing information and content; engaging in online citizenship; collaborating through digital channels; managing digital identity; developing content; integrating and re-elaborating; copyright and licenses; programming; solving technical problems; identifying needs and technological responses; innovating and creatively using technologies; identifying digital competence gaps.Moreover youth are expected to develop their entrepreneurial spirit, increase their curiosity for studies and careers in the fields of tech and science, increase their ability to set up their own businesses.Participating organizations working in the youth sector will grow more aware of the possibilities to cooperate with the business sector, whereas our tech partners will increase their ability to set up opportunities for youth such as internships, jobs shadowings and the like.The project will generate an impact on multiple stakeholders, including instructional environments, educational institutions and the non formal education sector in the participating countries.Stakeholders will be encouraged to set up initiatives aiming to interface youth with digital careers and to provide resources for implementing maker educational activities. We also aim to connect with other groups and consortia operating at national and EU level, and work together on topics such as youth unemployment and professional development of youngsters.