"The main objective of the project is a school exchange partnership. It is entitled ""Specific insular productions, specific culture: how to promote a cultural heritage?"". It involves 3 high schools in Corsica, Guadeloupe and Sardinia who meet the same issues related to insularity, employment, and disappearance of regional dialects (languages) as well as a tendency of closing on oneself and social immobility due to the isolation caused by insularity. This project aims at employment in and out of the islands, the social and economic inclusion of insular populations through the promotion of cultral and traditional heritage, meaning the creation of enterprises based on agricultural productions, the promotion of the cultural heritage ( language and patrimony). this heritage enriches the life of the citizens, and constitutes an important asset in the sectors of economy, culture and creation.It also contributes to the developement of the social capital of Europe. It is an important resource for the economic growth and social cohesion: it also allows to revitalize remote rural aeras and to promote a sustainable way for tourism when islands are vicitms of mass tourism. This project is intended for a high school public aged 15 to 18 in general, technical and/or vocational education. It is also intended for learners with special needs, and aims at an openness towards others , diversity, a general acceptance of cultural, personal and linguistic differences and a european citizenship. It is also intented for teachers through an educational activity on sustainable employment on islands, but also for local enterprises who ignore what their neighbouring high schools offer in terms of vocational education. Eventually, this project is in line with the actions of animation and developement of the territories through the promotion of the cultural heritage and its orientation towards the creation of employments. Finally, this project will allow students to acquire and develop skills in languages, and vocational education thanks to the mastery of the techniques of communication and information."

"The project involved students/ pupils of the partner-schools 12-18 old and wanted to contribute to the specific purpose of the Erasmus+ schedule to improve basic and transversal skills of students that are mostly pertinent on the labour market, using innovative and learner-centred pedagogical approaches , in order to strenghthen the contribution of education and training around the priorities and main objectives of the strategy Europe 2020. The project was based on the strategy of Europe to become a smart and sustainable economy , the basis of which being the improvement of education and training in Europe. The new frame for European cooperation in education and training (ET 2020) uses the Strategy Europe 2020 to "" increase the efficiency of ressources"", considering the the efficiency of resources taken a relevant part in the growth of economy and labour in Europe, as well as it will provides a quality of life for the current and future generations.From this point, we focused on the cooperation between schools from the different regions of Europe in the search of new methods and strategies for the education and training of students in this field. The project concerned the students and teachers of the partner schools. The latter acquired new strategies to make their students aware of an efficient use of the ressources to eradicate economic difficulties, including the global economic crisis we are going through. The targetted group of the project was composed of students as well as teachers from partner schools who acquired new strategies to raise awareness on the efficient use of ressources and eradicate the economic hardships, the worldwide economic crisis included. In this project, parents were involved as well as NGO, specialists from universities and enterprises. As a whole the people involved directly or indirectly in the project exceeded the 2500 expected.The project focused on the following objectives :- the knowledge and understanding by students and teachers of EU documents on ressources, terms, sectors and fields in relation with the efficient use of resources and the protection of the environement.-the acquisition by students of skills in the efficient use of renewable resources and the protection of the environment-the knowledge and encouragement for the teachers to use methods and innovative approaches for the education and training of students in the efficient use of renewable resources and the protection of the environment- the creation and dissemination of products intended to help/ give the sense of responsibility to students, teachers and local communities for a better and efficient use of renewable ressources and of the environment ( a website, a dictionary of resources, a guide, etc..)-research and exchange of good practices at European level for develop innovative methods of education & training for the efficient use of renewable ressources in partners countries.- the education & training of students for a responsible use of renewable resources and a healthy life ( ecological)- the development of skills in ICTs, languages, civics, social, intercultural dialogue ,equality between sexes and team work.In order to be committed to the objectives, the partners involved in activities such as : research in libraries, on the Net, and field research ; training courses, collection of information, meetings with specialists, writing of articles, dissemination of materials, transnational mobilities, competitions, exhibitions, visits, translations.. etc.To be able to achieve these activities, the methods set out were active- participative, especially nonformal and informal.The final main results produced by the project were : -the acquisition by the students and teachers of skills on the use of renewable resources and protection of the environement ; -the knowledge and understanding of EU documents in the field of resources ;- the use by teachers of methods and innovative strategies in education ; -the creation of products to help in the efficient use of resources and environment( the website, the dictionary of resources, the guide with methods and innovatives strategies, etc..)- the development of skills in ICTs, languages, civics, social, intercultural dialogue ,equality between sexes and team work.The short-term impact of the project were - for students and teachers -the development of knowledge and skills in the efficient use of renewable ressources and the protection of the environment, in ICTs, French languages, intercultural dialogueThe long-term the impact were :the implementation by students & teachers in the terms of efficient use of resources and in the protection of the environment, as much as the implementation by teachers of innovative strategies & methods for the education on efficient use of resources and the protection of the environment."

"Methods:Before all mobility meetings our international Erasmus team created student surveys concerning our four main areas to figure out specific needs and problems in advance. Additionally, the students created dedicated presentations and videos. During the actual mobility meetings students and teachers intensively discussed all results to achieve specific solutions for all schools.Results:The goals we had initially set for the sustainable improvement of the status quo in the four core areas were largely achieved. With regard to ""Physical activity"", we created “Energizer videos” to instruct our colleagues. By this means, all schools have integrated active teaching phases into their teaching methods. In addition, specialized literature on active teaching was made available to all colleagues. Active education will thus remain integrated at all schools sustainably. All participating schools have also improved their framework conditions for active breaks. They purchased sports materials in order to encourage the students to be more active during breaks. Since the international schools found different local conditions (e.g. lack of storage space at the German school), they partially took individual measures, such as the construction of an ""Erasmus container"" for the rental of sports equipment. A large number of students designed the outer facade of the container with our Erasmus logo in a graffiti workshop to make the project visible to everyone.Concerning the area “nutrition,” the Erasmus team developed measures to ensure healthy diet at schools. Surveys showed that the majority of our students, regardless of nationality, were consuming convenience foods. Fresh meals were rarely prepared in their own families. For this reason, we visited a family-run olive oil factory in Sicily: The students learned about the production process of a food they knew and developed an increased appreciation for the natural product. Parts of the olive oil obtained were also used to make soap in the school lab. The students learned to appreciate the variety of this natural product. This process was already implemented at our schools in chemistry lessons on the subject of esterification. During the project, our team was able to optimise the food supply in the refectories by increasing the use of regional products and improving quality in general. Salad bars were introduced, meat supply was reduced and the quantity of sugar and salty snacks at school was kiosks restricted. In terms of ""hygiene"" we worked on the goal of questioning one's own hygienic behaviour at schools, presenting existing concepts to each other and, if necessary, optimising them. A survey on personal hygiene behaviour of the students was conducted in advance. It turned out that many students complained about the hygienic conditions at their school toilets and we decided to focus on this matter: The students created informative, thought-provoking hygiene videos that dealt with both right and wrong behaviour. Besides, we designed special signs in order to sensitize students to the necessity of correct hand washing. These signs are installed in all school toilets. The improvement of everyday school life in the area of ""personal environment"" turned out to be difficult. Originally planned issues such as the installation of recreation rooms for teachers and students failed due to fire protection conditions at schools or specifications of the school management. A matter both students and teachers complained about in a dedicated survey was the large amount of waste left in the schoolyards. In order to encourage all students to put their waste in the garbage cans instead of in the schoolyard, the students designed eye-catching stickers and stuck them directly onto them. During the mobility meetings, we carried out activities such as cleaning the environment and designing flowers from the collected garbage. Such actions will be maintained at schools in the future. Smoking turned out to be another major problem at the schools. For this purpose, we created iconic signs to inform about the risks of smoking and environmental pollution. The measures taken during the project will be continued at every school in consultation with the school administration to further improve everyday school life.In terms of dissemination, we would like to make our results and experiences available to all schools in Europe. Therefore, the Erasmus team developed a project homepage, which provides a detailed impression of our experiences and results. All partners distributed the link (www.bit.ly/PlusErasmus) via the social networks. It can also be found on e-twinning. We hope that we can also encourage other schools to focus more on the health of the school community (pupils, teachers as well as parents)."

SUSTAINABLE CITIES FOR YOU(acronym: SC4U)'Sustainable Cities for You' will take its participants to a fascinating trip to sustainable cities around Europe, beginning with history, and moving into modern times and even the future through various aspects of sustainability and how it can be reinforced in all areas of city planning and in the wellbeing of their inhabitants. The idea is a collaboration among 4 schools and for 24 months and the aim is to develop the Sustainable Development Goal 11 (Make cities and human settlements inclusive, safe, resilient and sustainable) https://sustainabledevelopment.un.org/sdg11 from four points of view: ecological, cultural, social and economical. Short term pupil exchanges are in the core of this project to provide genuine contacts and experiences. Each partner will develop an aspect of the four general themes. Teachers and students all over Europe face new circumstances in their everyday lives: intercultural coexistence and social conflicts due to unequal life-standards, cultural and ecological needs and the newest battle of course are the vast consequences of the COVID-19. The main objective is to develop the educational competencies of our students to guide them into the European cultural, ecological and social requirements as well as provide education. Students, as well as teachers, will promote an international orientation in learning through activities where entrepreneurship, knowledge and social cohesion are linked to improve European educational systems.Themes and mobilities:Each country will deal with a specific topic and will give detailed instruction to each country to be developed during each term.1. FINLAND 2020-2021 1st term (5 days) 3 teachers + 5 pupilsSustainable Health (Social aspect - P.E., food, healthy lifestyle, how to reach wellness through social and economic inclusion)- workshops about general health and social issues in your town and school, bullying, the effects of COVID-19- a bike ride through the town to get to know places where you can do sports2. ITALY 2020-2021 2nd term (5 days) 3 teachers + 5 pupilsSustainable Mind (Cultural aspect - culture and creativity: architecture, literature, art )- discovery of differences between the Middle Ages and Renaissance, and urban architecture- design of an urban Renaissance model in cardboard ; writing a story about those times- visits to Rome and Alatri to see the buildings as they are now3. FRANCE 2021-2022 1st term (5 days) 3 teachers + 5 pupilsSustainable Energy (Economical aspect - impact through recycling, consumption, 3 R’s)- group activities about recycling- a visit to a waste recycling unit- a visit to a wetland4. SPAIN 2021-2022 2nd term (5 days) 3 teachers + 5 pupilsSustainable Life (Biotechnological aspect - planning and building a scale model of a sustainable city)- group activity about housing and substandard housing- photo exhibition about sustainable and unsustainable environments- visit to a local factory/business - building a model of a sustainable cityThe target group are students between 12 and 18 years old. The students will develop a tutored entrepreneurship projects in groups using their ideas and competencies and following a shared plan. The results of each school will be explained in the short-term exchanges in the presence of pupils, teachers and the local community.Our expected results are:- The main objective is to provide the participants an in-depth knowledge and first-hand experience about sustainability and how it could be developed across the continent. - To develop educational competencies of our students to guide them into the European cultural, ecological and social requirements. Students, as well as teachers, will promote an international orientation in learning by activities where entrepreneurship, knowledge and social cohesion are linked to improve our educational systems.- Improvement of linguistic and communicative skills: as teachers and students work together with other European partners and make presentations and other activities in English, their language skills will be improved significantly. - Development of intercultural awareness in participants. This goal will be fundamental for a tolerant European coexistence and the recognition of the benefits of intercultural perspectives exchanges for globalised challenges.When this project arrives to its end, the schools involved will try to arrange a permanent collaboration, as this project is already the result of a previous cooperation between these Spanish and Italian schools.

"As part of an exchange of good practices to promote organic production that guarantee the protection of the biodiversity and endemic European island species, this project aims to raise awareness among partners, learners and direct or indirect participants on environmental and climatic challenges, including biodiversity of common and endemic island species as an acute example of endangerment. Also, it seeks to include students with academic difficulties in an educational and multidisciplinary dynamic in order to give meaning to their academic learning. Finally, this project aims to highlight the importance of the social and educational value of cultural heritage by the reappropriation of knowledge in agricultural, gastronomic and cultural productions among young islanders. It will concern some fifteen student learners, but also and occasionally adults in their lifetime learning, teachers selected to participate in the implementation of the project, the directions and intendances of schools, the chefs in the school restaurants. Finally, host organizations for the elderly and young children will be invited to participate in the project by attending the thematic days organized by each partner school. The project will make it possible to organize information forums: ""non-pesticide"" actions or days intended for learners (pupils, adults - local producers, management of organizations offering catering to the elderly or young children), will be relayed by the media, and writing of articles illustrated by the eco-delegates of each partner school in three languages: language of each partner, English, Spanish.It will make it possible to perpetuate the election of eco-delegates in each partner school, their enhancement through work of presentations, animation of forums in schools in order to develop their creativity, their autonomy, their taking responsibility and proactivity.This project will promote learning on alternative economies in agriculture: circular economy, fair trade, reasoned and organic production, free routes in animal production, impacts on biodiversity. These forums will be intended for learners and open to adults (local farm managers, managers of care organizations for the elderly, or young children).Discovery activities of ""organic"" agriculture will also be offered: visits of organic farms to understand the differences with ""non-organic"" farms, how and why to cook and consume organic products, what are the advantages for human, animal and environmental health? What lasting benefits for island biodiversity?To combat early school dropout, the problems encountered by disadvantaged students, the eco-delegate mission will be proposed above all to students with learning difficulties in order to make them responsible, enhance them, and reconnect them into various activities different from the academic ones usually offered. Supervised by their teachers, they will organize and animate the presentations of the hosts, speakers and themes of the conferences and forums.In terms of ICT and digital skills, all the student partners will participate in actions to disseminate the project: writing texts (articles, poems, essays) photos, exhibitions, creation of mcq, knowledge exercises on island biodiversity on a digital platform dedicated to the project intended for learners of schools, creation of a guide on biodiversity on each island and its endangerment by agricultural practices, random waste management, the disappearance of endemic species due to pollution.Finally, the social and educational value of the European cultural heritage will also be a major element of the project: island tales evoke animals or plants sometimes disappeared or endangered because of man. They will be rewritten in workshops following the rediscovery of these tales inscribed in the oral island heritage. To this end, the project will reconnect with the elders through interviews in their foster homes or in families."