Studies show that early school leaving is an important problem of education systems in almost all European countries. Causes of early school leaving; there are complex difficulties such as academic inadequacy, economic difficulties, familial causes, social and school-related causes, physical and psychological barriers, peer bullying, and broken relationships with teachers. It is clear that we have indirect or direct effect on some of these reasons. On some of our effect is very limited. We have planned to contribute to eliminating the problems we believe to have an impact on this project.Educational systems and teachers often prefer to evaluate students according to their academic achievement. At the same time, we observe that the students who are qualified as academically successful and hard working are often forced to express themselves socially. This shows us that the scale of intelligence, called E.Q, does not reflect success in all areas. That is why according to the Future Job Report Economic Forum data, Emotional Intelligence will be in the 6th place in 2020 and 6th in 10 basic skills.School drop-out rates vary from school to school, suggesting school variables that contribute directly to drop-out. Very crowded, male students ,families with low socio-economic levels and families with minority groups have a higher risk of dropping out of schools in . The schools included in our project stated that the dropout rate was undesirable in their own countries and schools. Our claim is that our students and teachers can improve their emotional intelligence skills and increase the rate of attendance and decrease the risk of early school drop-out.Why emotional intelligence? Emotional intelligence means ; managing emotions in positive ways to reduce stress, effective communication, empathy with others, overcoming difficulties, ability to neutralize conflict. The effects of these skills can be observed both in the student and in the teacher and partly in the parents:The improvement of the students' academic achievement, the improvement of the characteristics that will encourage the students to stay in the school, such as building better relations with their peers, teachers and their families, reducing the conflict by empathizing, fighting against difficulties.An increase in emotional intelligence skills in teachers will ensure that our project will continue to have effects in the medium and long term after the completion of our project. Teachers will start a process where numerous students can also benefit.But how do we aim to increase emotional intelligence skills? We are planning 4 blended mobility, 2 TTA . During the TTA, we want to bring together school administrators, school counselors and teachers from various branches to achieve a strong school dynamics. In these meetings, the project year will be planned and the teachers will be informed about the project materials.So what do we mean by project materials? First of all, all teachers will be given a detailed training on emotional intelligence. In the workshop activities to be held on other days, game materials prepared on the development of life skills previously revealed in another project will be used.The skills that are required to be developed with these cards are the basic skills that each individual should have. The lack of them raises social problems and is compatible with 100% emotional intelligence skills.These games written in detail in the activities section are as follows; Curious Letters, Thinking Cards, Team Building, Communicating, Construction. Curious Letters is a sort of ice crushing activity, because each blended mobility is planned as the first day activity. The purpose of this activity is; to break the ice in the first stage by meeting the students(aged 13-17) and the teachers if desired, and to develop a clear and comfortable dialogue between each other.It is seen that only this game serves the specific purposes of our project and the general objectives of Erasmus + projects. It will ensure the adaptation of the students to the new environment and increase the motivation of the school environment. Intercultural integration, an increase in language skills and self-expression are the expected results.Other games are planned but will be revised at TTA meetings and repeated if desired. All of these games have been tested on both children and adults.The purpose of each of these games is different from the other. The behavioral changes that are expected to be developed in total are: ice breaking, meeting, coordination, team culture, strategy, time management, communication, teamwork, group dynamics, sharing ideas and thematic issues.In summary, our project presents a rare solution to the early school leaving, which is an important problem in the European dimension, with the education of emotional intelligence, and it is also unique with the specially designed game cards we plan to use.

This project was executed in order to honour the European Year of Cultural Heritage 2018. It was carried out by six schools coming from north-east-central-south and west Europe: Latvia, Romania, Turkey, Poland, Portugal and The Netherlands. The main goals were to promote the acquisition of skills and competences bearing in mind social and educational value of European cultural heritage by sharing each country´s National Treasures putting them in a historical, political, economic and cultural context. Arts lingers through the project as a red line. Other objectives were: 1.To integrate internationalization in the curriculum of the levels 3 and 4.2.To become schools with an optimistic view of internationalization.3.To become schools where internationalization is not an ad hoc policy, but for the long run in the future.4.To become aware of our own National Treasures in the six participating countries.5.To teach in a project way of meeting objectives of the topics.6.To become aware of each other’s cultural background and pay respect to this.7.To become aware of a European Dimension, in spite of the differences and especially in regard to the difficult economic situation in some of the participating countries. 8.To practice a foreign language (during the entire project, in writing, presenting, talking with each other on the website /eTwinning-platform or other tools)9.To learn more of all languages of the participating countries as it is also a cultural heritage. 10.To be able to practice social skills in hosting someone.11.To use ICT as a tool to have contact for all persons involved (students, teachers, staff, parents) and being able to evaluate our process during the project and to disseminate our results.12.To change the habits when it comes to understand other cultures, to battle prejudice. 13.13 To learn from each other’s strengths and expertise.14. To develop international activities in ALL classes in ALL levels for ALL students. (in the future)14.To be an example to other schools in the region.15.To produce products that can be presented and shared with others, also after the end of the project.16.To produce a website with all National Treasures we have looked at during the project, so at least 24. If possible, we will make a book out of it.During the two years 480 students and 36 teachers were directly involved in this project. The students were between 14-18 years of age coming from secondary education, both general and vocational. Approximately 900 parents were indirectly involved.All activities were carried out in order to fit in our methodology to create six timelines. In order to achieve this, the project was divided in four blocks, two blocks for each year project. Each school made a list of National Treasures to share according to the dates previously selected by teachers and participant students engaged directly, or not, in the project. The dates chosen are a milestone in one´s country. Each National Treasure revealed the economic, political and cultural situation of the country at a time. By sharing this, it was easy, to all partners to establish a timeline and find similarities and differences throughout it. This timeline was especially helpful for students to understand the importance of interconnecting and relating events. The fact that students worked not only the dates they chose, but also two others chosen by the other project partners was also very helpful in developing language (oral/written), organizational (time management; information research and selection; fact-checking), IT (Video editing; PPT presentations; Google forms), cooperative and collaborative learning, and social skills. Ice-breaking activities and welcoming activities were a constant part of the project. All the activities and outcomes of the project are at website created for the project: https://sharingculturaltreasures.weebly.com.Throughout the project we had two teacher training activities, one in The Netherlands and another one in Turkey and four short-term students exchange in the other participating countries. Unfortunately, due to the Sars-Cov2 pandemic, not all schools could be present at the last short-term students exchange in Romania. The project was granted a six-month-extension, so that all the coordinators could meet and ultimate final details and reports. Throughout this extra period, we had several online meetings with ZOOM to ultimate the final part of the project and corresponding goals. In fact, as far as communication effectiveness is concerned, online meetings, WhatsApp group and email communication proved to be very efficient, fast and useful to coordinate the various activities. As to the longer term benefits you could say that the meetings (mobility) gave us the opportunity to learn and compare contents and teaching in foreign schools involved in the project, improve our language skills, experiment and transfer innovative good practices in European schools, experiment with new methodological strategies in intercultural groups, complete activities or collect necessary material, organize events, promote the knowledge of new cultures through joined work. We tried to overcome the difficulties by respecting each other and of course the timetable of the project, cultivating a pleasant climate between us, adjusting the time scheduling keeping in mind the different holidays and exams during each school year, helping the partners who had several difficulties and by being willing to face all the obstacles, in order to achieve the initial aims of the project. The project’s timeline will be used as part of the schools’ curriculum in the Netherlands, while in other countries it will be very helpful for cross-curriculum activities.

"<< Objectives >>Our project is aimed at reducing the early school leaving of students by supporting the teachers professionally with learning difficulties by using digital techniques based on multi-sensory learning model and storytelling technique.By making the educational environment more attractive,students who drop out of school due to this anxiety and negative attitude make peace with the education environment again<< Implementation >>Our project includes 5 work packages and the activities in these work packages. Our work packages under general headings are as follows;WP1: Project ManagementWP2: ""Digital Storytelling Techniques "" Training ProgrammeWP3: Online interactive learning/teaching platformWP4 : ""Recommendation Programme"" to promote digital story telling techniquesWP5 : Evaluation Programme (Conferences and Workshops)<< Results >>We aim at creating following following results via work packages;- Decreased dropout rates of students with learning difficulties- Increasing the professional development of teachers with new tools and methods- Active use of the ""Recommendation Program"", which also includes the Digital Storytelling curriculum- Developing the professional capacity of teachers thanks to the online learning platform-Increasing the capacity of educational institutions"