The general objective proposed and achieved has been the implementation of cross-curricular approach into didactic process of primary&secondary educational level, in order to enhance student’s motivation and engagement, the holistic understanding of concepts, of real-life situations of learning and, finally, to sustain the learning process. The specific aims proposed and achieved are: a)to contribute, for long term, to the sustainable development of society by the improvement of education and of life quality in local communityb)to contribute, for short and middle term, at the improvement of education for the both region through the new attitude, knowledge, competences of students and of teachers regarding the educational approachc)to build educational approaches for students, teachers, local community members who are part of the target group, in terms of cross-curricular educationd)to form to target group the skills and habits regarding the cross-curricular education through the contribution of different educational factors in educational activitiese)to manage the quality and efficiency of free time for students, youth and adults engaging in actions to research different links between fields where can find a phenomenon/concept/situation.The project has been based on following problems, identified in our institutional strategies and who gave the project idea:a)to help the students to reach their potential through the value of multiple intelligenceb)to realize the link between different local and European institutions and association, through didactic activities, conferences, seminars etc regarding the cross-curricular approach in education (benefits, tools, methods)c)to realize the self-evaluation of students, teachers, local communities and authorities regarding the key competences developedd)to give adaptive feedback from educational fielde)to use the online resources and on-line tools for dissemination f)to share the specific creative/formative educational method for the sustainable development through cross-curricular activities.The partner institutions of this regional partnership have identified a common need: to promote the cross-curricular approach in educational activities, as modality to link the theory to the practice and the different curricular fields and, additionally, to value the main emotional intelligence of our students. The students from disadvantaged category (with disabilities/educational difficulties, at the risk of educational failure and school abandon) have needed to be motivated regarding their participation at educational system. We have found that the school needed to be closer to the local community in learning/teaching process. We have needed to propose new methods and tools in learning/teaching process. For these, the project activities have implemented the training piloting sessions of this innovative methods for 36 Romanian and 83 Turkish teachers from schools involved in they implementation. The partnership, between 2 institutions from Maramures county (Romania) and Osmaniye region (Turkey) are realized in order to support the implementation of the project & to disseminate its results. From each region have participated one school and one institution with interest in educational field. Each partner has been responsible for project implementation; the coordination is the Romanian partner. The direct beneficiaries (from entire category of target group) are constituted by 60 teachers, 800 students from primary+secondary level, 24 school inspectors, representative from local authorities, parents.The project propose managerial activities assured by transnational project team. Each partner have a managerial team. The project proposes 4 transnational meetings (48 mobilities).During the implementation, we have recorded 4 intellectual output: IO1-practical Guide of cross-curricular teaching&learning activities on 100 DVDs&on Facebook, IO2-optional course, IO3-managerial study, IO4-teachers training course support. Other results from: administrative&financial documents, monitoring/evaluation/dissemination activities. The project evaluation has been realized as quantitative and qualitative aspect, through direct observation, feed-back as evaluation methods. The dissemination has been realized through poster, 800 ex. leaflet, PowerPoint presentations, local meetings, project Facebook, webpage of partner institutions, 3 presentations in media. The add value at EU level through the didactic method centered to needs, aspirations and possibilities of learners.The impact is for short&middle&long term for students and teachers. The educational experience are transferable and opportune for others. The sustainability is assured through the possibility of exploitation of project results in future. The training activities are an investment in human resource and this sustains the durable development. It adds a cultural awareness through the activities from our countries.

A good knowledge of university courses is a prerequisite for any high school student, whatever their country, their social background, or their project . It is therefore crucial that universities and public institutions offer low cost training, demanding, professionalism and also provide secondary schools with a range of services adapted to the needs of students, their parents (principal prescribers of post-secondary orientation), teachers and senior management teams in middle and high schools. The partners of the present project are aware of this duty of information which falls to them and wish to improve as far as possible the devices which are linked to it, in order to allow a maximum of beneficiaries (mainly the pupils of the secondary school) to be able to build, modify and validate their personal and professional project. These X institutions are therefore committed to pooling for the duration of this project and ideally beyond their experiences, skills and approaches to this primary theme that is the continuum secondary-superior.There are two main objectives: the achievement of which is directly linked to the trust and collaboration among partners, define this application:- each institution must submit to the consortium one or two action (s) tested onterritory for a period of time sufficient to allow an objective assessment and to measure the effectiveness of the device (s). Once the presentations have been made, each partner can define what action (s) he wishes to adapt to his own territory, assisted in this work by the partner carrier of the initial device.- a new innovative action will be co-constructed by all the project partners and implemented each of the territories of the institutions involved in the project.Throughout the duration of the project, regular exchanges are planned to allow close collaboration and developement as possible. These exchanges will be facilitated by the use digital tools dedicated to the filing of documents. They can take the form of e-mails (regular, at least weekly), videoconferences (monthly) or meetings in face-to-face (three such meetings are planned over the life of the project). The limited number of member institutions of the consortium will facilitate the organization and the quality of these exchanges. Each institution involved in the project will designate a referent in responsible for monitoring and implementing the planned arrangements, who will be the interlocutor of the other partners throughout the duration of the project. The short-term results will be the adaptation and experimentation of new devices intended to to develop the quality of secondary-higher education relationships, to the benefit of high school students, their parents, teaching teams and coaching their schools, along with higher education institutions involved, which will be able to better present their training and improve the prospects for success of their future students.On the other hand, the major interest of the project is to allow higher education institutions located in different European territories and which are confronted with the same problems (here, the improvement of devices intended for secondary schools) to provide comparaisons of their experiences, exchange ideas to improve and adapt existing systems, and reflect together on the construction of a joint action that will be implemented and evaluated in each of the territories. This collaboration will have to be considered in the longer term than the only duration of the project (two years) by the establishments concerned, so that the actions, as part of a continuous quality improvement process, are reworked following the evaluations, returns, reflections of the consortium members.

"""Smart Steps'' is a project to prevent child sexual abuse and what can be done for abused children in partner institutions which are local authorities in Antalya (TR), Rezekne(LV)and Valcea(RO) cities.A school education module war created for counselors, Public Education Centers and schools. The module was developed in cooperation with the project partners from various fields of expertise.Throughout training of trainers activities and modules,counselors became responsible for diagnosis, legal procedure, communication with sexually abused students.Training of trainers improved the pedagogical proficiency of the counselors in communicating with children and diagnose the victimized child or the recognize risks threatening the children. In the project, there was a local training program in Valcea,Antalya and Rezekne cities which was held by the counselors who attended training program in Turkey. The counselors who attended the training programs both locally and internationally were reached school teachers and parents through separately designed informative sessions. With the transmission of information, parents and teacher developed awareness about child sexual abuse, taking necessary measures in their environment, being able to recognize the signs and probable risks and starting the legal procedure. We made the first transnational project meeting in Rhodos Directorate of Edıcation-Greece which was the old partner. This 1.TPM was at the very beginning of the project.We reviewed the form and made all responsibilities clear.We planned to make 2.TPM meeting in Rezekne with 4 participants from Turkey and 4 participants from Romani in order to analyze and report the project results and outcomes BUT because of covid 19 pandemy, we couldn't make 2.TPM in Rezekne but we held virtual meeting succesfully. PARTICIPANTS:There were very experienced councelor teachers from project institutions who gave the training for participants.We completed the mobility activities with total 31 participants.1-LATVIA 10 participants2-ROMANIA 10 participants3-TURKEY 11 participantsThere were local participants during local training of trainers activities.Partner institutions reached 500 local councelor teachers in Antalya, Valcea and Rezekne cities.1.LTT activity in Antalya :''The training of the counselors'' - A training course for counselors was arranged in Antalya, Turkey. During this course all partners presented the best practice of their own, counselors exchanged ideas and they upgraded their skills in terms of preventing Child Sexual Abuse. The participants were the onoes who were active invdeveloping ''child sexual abuse practicebook for teachers’’ and ''module''.2.LTT activity in Valcea(RO):In order to develop ''Smart steps practicebook'' which is held in C3 meeting in Latvia, we needed to develop modules to add in practicebook during C2 meeting in Romania.The modules wil be available for the general public in Valcea,Rezekne and Antalya and contented all the support training documents and tutorials for the students and teachers involved. The module is supported with the training of trainers C2 activity.Participants gained the necssary knowledge,skills aand competences during the training.The knowledge developed by the partners was crossed in order to define the main priorities / needs and to create homogeneity among the participants. 3.LTT activity in Rezekne(LV):Smart steps practice book has been designed to guide and help better understand the criminal processes for victims of sexual abuse or exploitation, what might be involved and how to get it right for victims and their families when faced with the potential of becoming involved in criminal justice proceedings. Participant staff, with frontline experience of supporting victims through such processes designed a high quality book,sharing common poor experiences of criminal justice processesin the past, based on real life examples in partner countries.Child abuse project had local, national and international impacts in partner cities and partner countries.There are also potential long-term benefits thanks to the modules and guidebook of the project. counselors teachers will use modules and guidebook in preventing child sexual abuse.Development of modules and guidebook filled an important gap, as there was not a specific curricula designed for preventing child sexual abuse.Development of these outputs impacted the quality of education/health and well-being in our respective partners. The target groups (Counselors) and beneficiaries (teachers, families, children) benefited in terms of high-level basic and transversal competences in a lifelong learning perspective.Each of the participating countries the representatives of different institutions had the opportunity to participate in training and share their experience, discuss current issues, also define their individual goals in the project context."

"There are several elements consisting the education at school and one of the most of them is""school management"".Because all the decisions taken and activities carried out by school management teams not only effects students but also all components(teacher,personal,parents)at a school.The duty of school management is to keep alive the school according its objectives.The expected basic function from school headmaster is to reconcile expectations of people(staff and students)and groups out of school and to make real the school's objectives while directing the school.However,school management teams can face some problems while they are doing their duties.Some of the problems are related to students,teachers,school building and office stock,social,cultural,politic and economic situation of the school’s region,school’s culture and climate,even to the management skills that school management teams have.Therefore,Karaman Provincial National Education of Directorate and the other participant organisations studied on effective school management practices and shared their experiences within the partnership.ObjectivesThrough the project we tried to find out general and common problems at schools,especially originated from school management teams and tried to find out solutions to the problems.We also tried to minimize the problems at schools which are located in the regions of partner countries.Addition to these all the partners cooperated and shared their experiences about education,especially on the topic of""Effective School Managenment"".Participating OrganisationsThe project carried out by 4 partners from Turkey,Romania,Spain and Italy.Karaman Provincial National Education of Directorate;is a state institution in charge with the planning and coordination of all kinds of educational and training activities in pre-school,primary,secondary and adult education in Karaman.The instituiton is responsible all of the activities related to schools,students teachers and other stakeholders.The institution gives in service training services to teachers to develop themselves on different topics.Also seminars and courses are held for people in disadvantaged area in order to help them to develop themselves and to find jobs.The instutition also applies and implements both EU and local projects to improve its organisational capacity.Inspectoratul Scolar Judetean Teleorman;offers training courses on a wide range of topics(school management methodology for all school subjects,interculturality,parent education,human rights,democracy,promoting European values and integration)these courses are either proposed by Teleorman House of Teachers or have been provided as a result of collaboration with various training institutions from other parts of Romania.Being aware of the need to comply with the educational practices from other European institutions,the instution has provided training courses to teachers and other participants to educational process in order develop their knowledge and abilities related to the competencies identified in the European framework.Nafarroako Ikastolen Elkarte;is to promote in an associative manner the ikastola’s model and the Basque language and culture.It aims to provide comprehensive,quality education,in Basque,offering some services(economic,administrative,educational) legal advice and representation.Among its objectives the Association also seeks and organizes any other educational activity in any branch of knowledge or technical training,artistic,sports or other.Regione Molise;is a public body and the organisational chart shows that the structure is divided into:Presidency,Regional Council and 6 General Directorate with specific activities and purposes.The system enables an efficient governance providing development of social welfare,economy,infrastructures and employment,protection of historical,cultural heritage,supporting local investments,research and external trade.With its employees and consultants,works for political,legal,economic and social integration in the EU,giving information about European Funding Programmes and supporting for the exploitation of International Relations.It has an'ad hoc'structures with experts and staff with a long experience in the management and implementation of international and European projects.Undertaken Activitiesto produce“Different Aspects of Effective School Management”(intellectual output)to produce booklet and leafletto establish websiteto organize a multiplier event for the Intellectual OutputResults and Impact AttainedAt the end of the project all the partners had chance to share knowledge with each other and to transfer good practices.There was an effective atmosphere of cooperation.All the activities carried out by the partners had a postive effect on partners and awareness was achieved on the educators about how to manage a school effectively.The intellectual output of the project will make contibution to the school management on the readers."

<< Objectives >>1 To develop inclusive skills among the kindergarten children from Salaj county and 3kindergarten 1from Turkey, 1Croatia and 1Lithuania involved in the project through modern outdoor and SEAM methods, during project time,2To foster thinking out of the box skills in order to build up an inclusive learning environment based on respect, interculturality and well being for pre-primary children involved in the project in 22 months,3To diminish perception of exclusion in the kindergarten involved.<< Implementation >>Workshop for 10teachers and school inspectors to learn 10new activities based on inclusion,specially for autistic spectrum, 3for outdoor education and 4based on STEAMJob shadowing for 10teachers and school inspectors to experience 10new modern methods:4 o promote inclusion(special models for hearing problems),3 for outdoor education,3for STEAM fieldStudy visit for 8teachers and school inspectors to practice the 20 models achieved and to develop 10 new models 4 inclusion, 4 outdoor,2 STEAM<< Results >>Raise with 60%the inclusion rate among kindergarten children from the 3kindergarten partners and among 177kindergarden in Salaj County.Implementing 30new modern models of activities in order to promote inclusion, outdoor education and STEAM based activities for a raise with 60%the motivation and attendance for active involvement in creative and challenging activities,among the partnership.Diminishing with 60% the stereotype perception and discrimination for pre-primary children from target group