"Europe is facing increasing challenges in democratic and environmental issues. Since decisions in these areas are only meaningful or comprehensible if they are supported by the majority of EU citizens, it seems important to the participating partner schools in Spain, Austria, France, Hungary and Germany to make a contribution to the promotion of European awareness by considering and implementing ecological questions in the school environment.We think it makes sense that our students practice and internalise democratic behaviour and at the same time implement democratic decisions. This is to be understood as participation. Participation and the awareness of self-efficacy strengthen the motivation to participate in decision-making processes.This is how we want to achieve project results in all partner schools in the sense of a three-step approach. All three steps take place nationally, i.e. between the project meetings, and at European level, i.e. during the meetings.Planned phases (steps) are: 1. democracy and participation; 2. decision-making process in Europe; 3. implementation of ecologically sustainable projects.We will practice democratic decision-making procedures, taking into account ecological aspects. In the next step we will deal with decision-making procedures in the European context (procedures of European legislation or EU regulations and directives) and finally we will turn to the implementation of concrete ecological projects in the partner schools.The aim of the project is therefore not only to increase the European political awareness of our students, but also to implement concrete ecologically sustainable projects in the European context. In analogy to European procedures, these projects are on the one hand binding for all partners, but on the other hand their implementation can also be realised in part school-specific.Conclusion: We are trying to bring transparency into European decision-making processes with the focus on ""sustainability"", so that in the future, at least among our students, there will be greater tolerance for these procedures and thus acceptance of our Europe."

"EU-Pe-Nu 2020European Pedadogic and Nutrition 2020From the point of view of the project partners, we have worked for children or developed a new teaching method for our students (preferably self-directed learning, moderated by teachers). In the end, the focus of the project was on the children as the ""end recipients"" of our project and their eating habits. Therefore, our pedagogical activities concerned ...a) our female students (work under scientific, pedagogical and domestic aspects)andb) Children. We wanted to show them how easy it is to lead a healthy life. In this way, the children develop their own positive awareness of healthy eating.Report FormIn principle, the project dealt with the pedagogical implementation of the topic of nutrition in the elementary pedagogical field. We achieved that different types of schools (grammar schools, vocational schools) dealt with the topic of nutrition from different directions and ""fertilized"" each other through joint learning and mutual teaching. Different perspectives on the topic of ""nutrition"" were thus applied: from the ""specialist scientist"" (grammar school student), through educators and home economics, to the child as the final recipient of the project, who is taught the contents by educators, linked by the home economics part.All participating schools have long been concerned with the challenge of the unhealthy nutrition of our students. Healthy nutrition seems to be a rather international problem that becomes ""virulent"" already in childhood.The concrete need for the project still lies in the fact that on the one hand healthy nutrition is propagated everywhere, but apparently not implemented on a broad scale (diabetes, overweight, cardiovascular diseases), which leads to the problem of a relative minority living consciously healthy and large parts of society not living healthy.This leads to individual (e.g. illnesses) and societal burdens (e.g. costs of health insurance providers).In this project, therefore, the synthesis of several aspects should be achieved: Research and educational implementation, domestic aspects.The two high schools of the project Szent Laslo Gymnazium (HUN), Lycée général et technologique Auguste Béhal (F) worked on the above-mentioned problems in their specialized lessons (biology, chemistry), but did not have the necessary multipliers for the pre-school sector. BBS Donnersbergkreis (D) and BAFeP 7(A) trained kindergarten teachers/elementary pedagogues who were supposed to sensitize children to healthy nutrition in early childhood education, but lacked qualified actors in the natural sciences, but had the methodological expertise. The BBS Donnersbergkreis as well as the BAFeP 7 Vienna cooperated with local day-care centers, e.g. the day-care center Ritten as the second German project partner.The Zespol Szkol No. 1 in. Legionow Polskich (POL) had in this project the appropriate specialized domestic science lessons and thus the focus in the domestic science implementation. Contrary to the planning the Zespol Szkol Nr 1 as well as the BBS Donnersbergkreis and the Bafep7 also carried out. Altogether a methodical-didactical task division according to the competence of the partners was present.According to the planning the team created a reader with the following contents: essential experiments of all partners during the project meetings and during the intermediate phases, methodical handouts for the implementation of the experiments in the kindergarten (description of the experiments, games, recipes, videos, documentation for the implementation in the elementary level). All results can be viewed on ERASMUS+ PROJECT RESULTS. Thus also a long-term use of our project might be made possible. In addition, copies of the reader are distributed to institutions in the elementary field for this purpose.In principle it can be stated that we implemented almost all plans. This applies to the distribution of tasks, experimentation, household practice as well as to the implementation in the elementary education sector. However, there is the following restriction at the end of the project: Corona prevented the last project meeting in Eisenberg in spring 2020. The planned experiments were exchanged online. The corresponding implementation in kindergarten did not take place, also due to national Corona regulations. As soon as possible, BBS Donnersbergkreis would like to make up for this in cooperation with the Ritten daycare center.Conclusion: All partners are satisfied with their work and will continue to cooperate in new projects."