"<< Objectives >>During implementing the project, we expect an increase in knowledge about environmental protection, raising awareness of ecology among project participants, building correct attitudes aimed at protecting our planet and reducing CO2 emissions. A planned result is the promotion of sustainable consumption and the promotion of eco-living. An important aspect will also be the improvement of linguistic competences in communication and social competences in peer relations. Get didactic materials.<< Implementation >>We intend to take the following actions to enable the project to be implemented:- information campaign and introduction to the planned ""EcoLife"" project- recruitment of project participants- implementation of pro-ecological classes in the online system (4 meetings - Primary School in Kobylany, 2 meetings - AE Barcelos)- workshops in Portugal- educational trips- project summary and evaluation- disseminating the results (information materials summarizing the project, conference).<< Results >>We expect material results in the form of preparation of an eco-guide and presentation with the principles of sustainable consumption and preparation of a set of scenarios for classes in the field of ecology (recycling, segregation, health, nutrition, etc.)In terms of non-material results, we assume an increase in environmental awareness and change of habits among participants, an increase in environmental, linguistic and social competences, as well as better results in tests of knowledge."

"theme of cultural promotion and European citizenship are at the centre of the Treaty of Lisbonand of the Charter of Fundamental Rights, stipulated to consolidate the opportunities and rightsreserved for European citizens. Among benefits such as those of freedom of transit, work and studyacross the member States, there is the duty to take part in European political life and still preservingthe wealth of existing cultures and languages. Since 2013, the European Commission has renewedits intention to work on the promotion of citizens 'rights and common European values, making thetheme one of the twelve initiatives launched to overcome existing obstacles in citizens' perception ofEuropean rights (Report of the EC, EU Citizenship Report 2017). Following events that havequestioned membership and sense of belonging to EU (i.e. in the case of Brexit) together withpopulist and anti-Europeanist movements broke out in recent years, the project ""TAKE ACTION -Enable students to TAKE ACTION and become active citizens"" intends to focus on activeparticipation in European democratic life.The 24-month-project initiatives are aimed at prompting 72 young people (15 - 16 years of age)towards democratic processes in Europe while, at the same time, enhancing the cultural traditions ofeach Country in the partnership (Italy, Spain, Greece and Romania). The partner schools willcollaborate for the development of an innovative training path and the collection of good practices ina European context. An important contribution will be offered by the use of the eTwinning platform,bringing students and school staff closer to the use of new technologies. The project aims atachieving:• an increase in students' knowledge about Europe, EU citizenship and active participation andEuropean cultural heritage;• the development of knowledge, digital and linguistic skills able to give students better chances toenter EU labour market;• the overcoming of socio-cultural stereotypes and prejudices between Nations;• deeper intercultural dialogue with public institutions and associations;• the creation of a new educational path on civic education through the rediscovery of individualcultural traditions unified by common EU rights.The impact generated by the project will be measured by means of objective indicators, bothqualitative and quantitative, in order to evaluate to what extent collaboration among all the partnerwas successful. The long-term goal of the project is to encourage the development of newcollaborations where it will be possible to apply the ""best practices"" learnt in other contexts (in VETfor example). The partnership considers it essential to capitalize the produced results and guaranteetheir real sustainability.The following indicators have therefore been identified to evaluate the project impact:QUANTITY- Number of downloads of all the materials produced in the framework of the project and videosshared;- Number of participants in project events;- Positive evaluation of the training courses offered to the classes;- Number of questionnaires with positive evaluation completed by the participants at the end of eachLTTA;- Number of teachers who will adopt new teaching methods starting from the use of the eTwinningSchool and Education Gateway platforms;- Number of new collaborations born with other schools interested in renewing their training plans.QUALITY- Degree of understanding of EU citizens’ rights and duties;- Quality of the training plans developed with integration of new technologies;- Degree of participation of the Institute in the side initiatives proposed by the students participating inthe project;- Students’ ability to dialogue in a foreign language;- Improved dialogue with local and European stakeholders;- Degree of adhesion to national and European initiatives on behalf of local institutions and actors;- Evaluation of the proposed training path;- Development of an ""educational"" approach able to integrate the use of new technologies."

"The goal of the ""Caterers On The Run"" project is to further strengthen the key competencies of students in initial and continuous VET education through the development of strategic partnerships, develop professional competencies of vocational teachers in VET education and support the establishment and internationalization of the implementation of VET strategies.Hospitality is a branch of the economy of every state, that has been globally continuously and rapidly developing in the past decade. Therefore, hospitality educational profiles are increasingly in demand, however, in most cases, education programs for these professions do not follow the demands of the labor market at sufficient speed. For these reasons, there is a need to strengthen the key competencies of basic and continuing vocational education through additional training.The result of this project, ""Caterers On The Run"", is to develop a handbook describing the steps of catering business as a part of hospitality industry with a growing demand.Three schools of vocational education are involved in the project, the Secondary School of Economics Sombor from Serbia, as the project coordinator, AGRUPAMENTO DE ESCOLAS DE BARCELOS from Portugal and the Stredna Odborna Skola from Slovakia as strategic partners in the project.All three schools have some of the key competencies necessary for the development of the ""Caterers On The Run"", manual, and through the implementation of their basic and practical knowledge, they can train the other two schools and draw up a segment of handbooks from their field of competence.Thus, the Srednja ekonomska škola Sombor has the task of preparing educational materials of the segment of cookery and serving, the Stredna Odborna Skola segment of bakery and confectionery while AGRUPAMENTO DE ESCOLAS DE BARCELOS prepares educational material of the entrepreneurial segment in the catering business.Implementation of the project implies a number of activities that lead to the ultimate result- the development of the""Caterers On The Run"" manual - such as: selecting project team members, project team meetings, market analysis, gathering necessary information, creating work materials, training members of project teams by segments of catering services , practical application of a type of catering service, preparation of manual materials, final drafting of manuals in printed and electronic form, creation and updating of the website with information on the project, informing the public about the result of the project through the media, the Internet and the conference.The expected results of the project are to strengthen and improve the competence of teachers of professional subjects in the schools of catering and entrepreneurial profiles, to enable pupils through additional education to acquire knowledge and skills that will facilitate them and provide better chances for finding a job or starting their own businesses, reduce the gap in supply and demand in the labor market, and provide information on catering services to organizations and institutions whose interests are education, hospitality, entrepreneurship and legislation.Also, the joint implementation of the project with the schools from Portugal and Slovakia enables the introduction of different cultural characteristics, the development of language competences and the establishment of long-term cooperation at the international level."

We have defined the overall goal: to improve the organization of practical teaching in schools and cooperation with social partners through the development of manuals for mentors in social enterprises and student competences journals in the dual education system.The specific objectives of the project are:1. Changing of mentor work methodology in companies through the implementation of the new manual2. Improvement of the teachers, mentors and pupils competences by using competences journals for the skills and attitudes self-assessment.The target group consists of teachers of practical training in schools, mentors in companies working with students and students of educational profiles attending dual educational system. The Self-Evaluation Team at the Teachers' Council in all three partner countries for standard evaluation procedures, in the function of further learning, emphasized that the least-fulfilled indicator was the evaluation of what pupils had shown during their work in enterprises. The secondary vocational school aims to improve the competences of teachers of practical training and mentorship in companies by applying new methods and techniques in the work and changing the methodology of work-based learning through the application of the new manual. Soula Muzaffer Buyuk Mesleki ve Teknik Anadolu Lisesi in Turkey and the Agrupamento de Escolas de Barcelos in Portugal in the implementation of dual education programs have not developed a manual for the work of mentors in the companies , and in students' competences evaluation, grades are based on knowledge and not on the assessment of skills and attitudes. By exchanging good practice examples and based on materials from three organizations, we will develop a manual for the work of mentors in companies and a journal of competences , will improve workplace learning.The project includes the following activities:-realization of the project teams meetings at the institution level-realization of project team meetings via skype-realization of three international meetings-realization of preparatory activities-realization of mobility in Turkey job-shadowing-production of the working version of the manual and competences journal in all three countries after the first mobility.-realization of mobility in Portugal-analysis of the working version of the manual and competences journal for three educational profiles; Development of the final version of the manual and competences journals, development of training for the implementation of the new manual and competences journal -realization of the training of practical training teachers for the implementation of the new manual-realization of training of the companies mentors for the implementation of the new manual-realization of training of teachers, mentors and students for the implementation of the new competences journal in evaluation procedures-recognizing the competences acquired through learning abroad to be included as an element of internal rule book on professional development of the employees; issuing certificates-realization of job shadowing programs through the implementation of a new manual and competences journal and exchange via e-Twinning-development of instruments for monitoring the quality of the manual and the competences journal - Inclusion of the use of manuals and competences journal in internal documents-realization of training of teachers and mentors of other institutions-realization of dissemination eventExpected results during and after completion of the project in all three countries are:-fifteen teachers passed English language training, pedagogical and intercultural workshops-realization of three international meetings -realization of three mobility activities at the project level-completed manual for the work of mentors in the companies and a competences journal for three educational profiles -completed training for the implementation of the manual and the implementation of competences journal -organizing two-day training-completed training of 60 practical training teachers and mentors for the implementation of the manual and competences journal - 90 students were trained to apply a new competences journal -supplement of the internal rule book for professional development and certification of competences acquired through learning abroad-manual and competences journal will be embedded in school documents-6 reputable activities were realized-realized presentation of the results of the project at the Teachers' Council and the School board and the Chamber of Commerce-realized three meetings with social partners were realized-launching of the topic of job- shadowing at the e-Twinning workshop-realization of three round tables and press conferencesAfter the completion of the project, manual and competences journal will be used by direct and indirect users and will enable teachers and mentors to improve competences in dual education system.

<< Objectives >>We want to raise the level of social inclusion of students with special educational needs by implementation of principles of inclusive education in school practice. We want to change the educational process so that it responds to the needs of students with different problems and possibilities as well as enables them to fully participate in generally accessible education system. We want to develop adequate materials and educational tools and raise the awareness of parents, teachers, and students<< Implementation >>60 teachers from 3 partner schools will develop teaching materials and tools. Teachers will collaborate online and during the mobility, they will share knowledge and skills to develop common methodological and organisational solutions. 60 students from partner schools will consult the developed solutions and conduct peer education. Teachers and parents will undergo training to raise awareness of the functioning of students with special needs.<< Results >>The teachers will adopt the requirements, methods, and forms of work to the individual needs of students which will enable the use of the full potential of students. Teachers and specialists will collaborate in an effective way, the level of awareness of teaching staff, parents and students will raise, which will result in the increase of level of inclusion of students with special needs.