Our project was based on the PROEMO (Professional-Emotions) methodology. It consisted of learning to manage emotions in a professional environment in order to create a more efficient and effective workplace. This emotional education was undertaken in the modern European context, in which individuals must develop linguistic and multicultural abilities as well. Specific training on Emotional and Entrepreneurial Education emphasized the fact that each person interpreted events differently based on their own life experiences. Research has shown that many work environments were overwhelmingly negative and contributed to burnout syndrome among employees. Developing the empathy of their staff improved teamwork and school moral, as mutual understanding, respect, and support were crucial for a healthy personal and professional life. These values had been developed in an international context, focusing on the different lifestyles, cultural traditions, and linguistic diversity of the project partners, with the aim of building mutual respect and tolerance. Participants had the opportunity to interact with European peers of varying ages, genders, ethnicities, religions, and socioeconomic classes. They could improve their English and communicate using modern technology. Although emotional and linguistic development focused on individuals within the project, the ripple effect allowed those individuals to share their newfound skills with their peers, their educational communities, and their societies. The achievements of the project had been shared in local and national press, social media, radio and television, and a dedicated website for the project iesluisbunuelalcorcon.es/erasmus. As a result, all participating institutions benefited from an improved standing in their local communities and could use the tools gained from the partnership in order to improve those communities.This project enhanced Teachers' and Students’ work on cultural, professional and educational connections with European partner schools in an active climate. The exchanges gave direct opportunities to experience and use different European languages. Students and Teachers prepared: • a Logo for the project through a contest: https://acortar.link/Y0kPcZ • Project Webpages:https://acortar.link/PVtS7Z • Multilingual/multimedia dictionary phrasebook with terms related to Emotional and Entrepreneurial Education and topics of the project in English:https://acortar.link/NTO1ps • Leaflets/Brochures based on each country's shared values and perspectives for the project:https://acortar.link/LhtQQd • Lessons/unit plans based on emotions and/or Entrepreneurship:https://acortar.link/9c9lUv • COVID 19 Videos and Presentations on Emotions and Entrepreneurship through a contest:https://acortar.link/0Q9ya8 • Virtual Activities with students:https://acortar.link/J11H94• VEET Evaluation tools:https://acortar.link/LZyHQx. Videoconferences: https://acortar.link/0rlaLA. Dissemination:https://acortar.link/nN6yyS. VEET project Twinspace:https://acortar.link/q6RLZt. VEET certificates: https://acortar.link/j2jOME. VEET impact:https://acortar.link/teIt3QStudents, including those socially and economically disadvantaged, were involved in these exchanges and were given opportunities to see that distance was no longer a barrier to effective and immediate communication.This enhanced a broad understanding of European Democratic values and Cultural Diversity together with an appreciation of how communication between people was safe, fast and efficient.The project was based on sharing best practices for positive conflict resolution in the educational domain and work with partner institutions. Emotional education was an important factor in the development of the individual. Accordingly, it was fundamental to the larger framework of interpersonal relationships, and became incredibly important in the workplace. Thus, the advantages of improved emotional health were not only personal, but professional as well. Happy, well-balanced individuals were more effective instructors and more employable students. The development of linguistic and multicultural skills were also fundamental to international vocational training. This intersection of emotional and multicultural development was the impetus in our project; the opportunity to share best practices with European partners improved both the personal wellbeing of our staff and students, as well as their professional development and employability. Strong motivation and active implication improved our European consciousness, self-esteem, understanding and tolerance. The Dalai Lama once said “The purpose of our lives is to be happy”; Albert Espinosa said “If you believe in your dreams, they will come true”. Our project dream was to help all of our community members achieve personal/professional happiness and became better rounded European citizens, along with improving our respective vocational training curricula.

"Six basic and secondary schools belonging to Portugal (2 schools), Cyprus, Turkey, Serbia and Macedonia with different realities, but with common interests in improving their working methods, learning methodologies, good practice experiences prepared the strategic partnership ""Leverage Inclusion through Healthy Living and Sports "", involving students aged between 6 and 15 years in each school.According to horizontal and specific priorities in school education, the main objectives of this project are to adapt learning programs in participating schools, considering sports practice, education on healthy lifestyles, inclusion and integration as instruments to achieve these themes. . Make students aware of risky behaviors, providing conditions for increasing civic responsibility, cultural development and self-realization. Ensure equal rights and opportunities for students with disabilities, promote the integration of people of different races and backgrounds and promote equal opportunity for those who have economic difficulties.The use of non-formal and informal education methods will involve disadvantaged students through more attractive education and training programs.The themes will be developed over the two years of the project, as a means to promote social inclusion.The project will be conducted and developed through the action of two work teams composed of teachers and the other of students, who have a central role in the project, organizing the activities in each school.Web tools will be used to disseminate the project to the public and share experiences between schools, during the project and after the project ends, becoming a space for exchanging information between schools, maintaining contacts and planning other activities, after the conclusion of this project. project.The learning activities abroad will involve dozens of students, giving them the opportunity to deepen the themes with activities, using informal and non-formal methods, reinforcing their intercultural learning, developing new skills and sharing new skills with their schoolmates thanks to the new capabilities developed, also by comparing the methodologies used in other schools to achieve the project's objectives. The students involved will play a key role in the project and, after leaving schools, will develop and improve many skills: solving problems, communicating, being a leader and strengthening language skills.The planning of activities for this project was studied to provide a high level of involvement inside and outside schools, involving communities (family members of all students involved in the activities, pedagogical departments, educators, academics who work with young people at risk, politicians and educational actors who make decisions on issues involving aspects related to education).The main results of the project will be: greater involvement of students in school activities that implement the strategic use of ICT and other innovative learning methods to reduce early school leaving and include disadvantaged students through more attractive education and training programs. A profound impact on the participating schools is expected, as they will implement working methods through a common approach, exchanging experiences of good practices through social networks, defining innovative practices to modernize learning programs. Implement methods of social inclusion of students with disabilities and enable quality learning for all, in order to avoid school drop-out and promoting more culturally and socially disadvantaged and physically disabled students.This project has the participation of two schools in Portugal. The reason for this participation is that one of the schools has extensive experience in carrying out activities for students with disabilities. This project wants to be inclusive and this partnership is also a way to promote inclusion, since we have the participation of students with disabilities, physically and mentally moderate and severe in the project.The presentation of the project in Portuguese has two reasons: 1st - some of the foreign partners have knowledge of the Portuguese language and have shown a willingness to learn more. One of them suggested that the project be in our language, once we have two schools in Portugal and that it should also be translated into English. Thus, the entire project was presented to partners in Portuguese and in English; 2nd - as 2 schools in Portugal participate in this project, and in agreement with all partners in the previous meetings of the project elaboration, it was decided that the project should be presented in the mother tongue of both schools."

A European project with multiple goals both pedagogical and cultural. We can cite 2:1) Work between 2 teams who have the same goal of training students in civil security but who have different approaches. These Approaches are related to the local contexts and history of each school. The objective is to develop and increase pedagogical practices through a rapprochement of the 2 teaching teams both by regular exchanges through the digital channel and by 2 meetings per year through immersion in the classroom. This approach can only encourage the progress of one or the other team and tend towards a harmonization of the practices.2) Pellegrue College is located in an isolated rural geographical area and hosts a predominantly disadvantaged population (62%) wants to engage in a project that allows its students a cultural and international opening. Welcoming young Serbs to his family for two weeks a year, then living in a Serbian family for two weeks a year beyond immersion in the class of a Serbian school and the discovery of his school system seems to bring us elements needed for cultural and international openness for our students and their parents.Finally, it should be noted that the exchanges will all be in English.

"""My Granny's Dishes"" is a project not only for uncovering the traditional and under extinction dishes which are coming from our grannies' times but also make them live again in today's cybernetic world. Because without our culture we are nothing, we can't know our roots and where we are coming from. This is not a back to past but benefiting from the past and building the future project. This project is very innovative one because everybody thinks that modernization is keeping step with the today's fast and electronic life style but this is not true. The truth is that benefiting the experiences of past and adapting them to the future's modernism, fast and cybernetic world. This is not the only aim of the project and I will explain why this project is most needed one because as everybody know that today's most destructive and common disease is '' OBESITY'' and I believe that this project will be a remedy for fighting against obesity. Our grannies' dishes will be the best solution to this disease because they are organic, healthy and do not include industrial fat and sugar. While half of the world fighting against obesity other part is dying from hunger. Another aim of the project is that this is a project for people who want to open their hearts, give a helping hand and devote their time to another person. With this we will achieve the openness to other people's needs, the promotion of community -based family values lifestyle, shaping the attitudes of openness and tolerance to help another human being. How will we all these aims come true? What will be the activities, short description of results andlonger term benefits:-We will search our regional old dishes which were cooked by our grannies visiting, interviewing them in their villages,houses and we want them to prepare for us their some of traditional dishes. We'll record and get the recipe of them. -We'll press a book of our grannies' dishes with the recipes which we'll get and we'll sell them for the grant of people in need, disabled old. With this we'll not only have dissemination of the project but also tell the importance of traditional dishes in health. -We'll organize meetings and forums on importance of traditional dishes on healthy nutrition and we'll invite the restaurant and hotel owners to these forums and at the end we'll want them put some of these cultural and regional dishes to their Menus to dissemination. -We'll organize workshops with kindergarten pupils. We'll cook traditional and healthy snacks like rusks, ring cracks or dishes with them, we'll give information about healthy nutrition and importance of our grannies' food on this.-We'll cook our grannies' dishes at school and take them to people in need and old also to our grannies who are in need and we'll tell them about our project with this not only our students will learn solidarity and openness and tolerance towards all diversities, the need to help another human being.-We'll organize competitions on best traditional and regional food. With this we'll disseminate the project among the community.-Our students grow their own organic vegetables at the fields of school and they gain the responsibility, this will decrease early school leaving and they learn how to grow their own material to cook. The participants of the project are about 500 students and 30 teachers from partner schools from Italy, Croatia, Lithuania, Belgium, Serbia and Turkey, who will be involved in the project activities both at local and international level. There'll be 5 short-term exchanges of students in each partner country, in which 180 students and 72 teachers will participate in workshops, trainings and actions. The Profile of the participants are because of every partner school is a vocational school, all they have the capability of organizing the activities, actions and trainings which we mentioned before. As a result of the carried out activities, interpersonal relations among generations will improve and the intercultural dialogue will strengthen, people requiring need and support will receive appropriate help, language competence and skills in the area of ICT will increase among students and teachers. Partner schools will be positively perceived in the local environment, the attractiveness of the educational offer will increase. It is predicted that by using appropriate dissemination activities of the project results, the benefits of the global and local levels will appear. First of all, the awareness of helping others, fighting against Obesity, reviving culture combining it future will be raised and the help offered will be more effective; undertaken by the project participants and other beneficiaries further initiatives will transfer into longlasting change in the society's attitudes towards the main problem areas of the project."