"Disability is described as nonadherence of carrying out the necessities of standard life by losing physical, mental, spiritual, emotional and social competences. The World Health Organization (WHO) declared that % 10 of the developed countries and %12 of the developing countries' population consists of disabled persons. There are 500 million disabled people over the world. The physically disabled and mentally retarded persons number in Europe is around 46 million people. In Turkey the number is around 3 million. The aging of population and the increasing rate of being able to get disabled as a result of chronic diseases and health problems like diabetes, and cardiovascular diseases, cancer and mental health problems cause an increase in the number of disableds. As it was stated in the United Nations Declarations on the Rights of Disabled Persons; in all countries, especially in developing countries, the internatonal cooperation has a vital importance in enhancing the living condition of the disableds; and supporting the active participation of the disableds into the society by using their fundamental rights and freedoms in order to promote their contribution to the welfare and diversity of the society. Besides all of this work carried out by the authorties and NGOs, the integration of the disableds into the society in their daily routine is extremely limited. The communication with the students, as the basis of the future, is also limited. As the social integration and a more active citizenship of the disableds are the main aims of our project, the disableds and the students will meet on the same platform for social (handcrafts, musical instruments, etc.) and sportive activities (basketball, handball, riding, fishing, cycling, etc) to reach the goal of the project which is their social integration. A sustainable social integration for the disableds and a fruitful learning and teaching process for the students will be another expectThus, the disableds will be able to be active within the society as an individual and by sharing and exchanging their experiences with students, they will contribute from their personal side to the formation and the progress of the social integration. Within the project partnership after providing trainings related to the disableds' interest, knowledge and expectations, they will share and exchange their experiences with the students by spending time during the education process. They will be role models for the students. In our project we aim to enhance the internal cooperation of the schools synchronically with the cooperation of students, teachers, parents and the other external stakeholders by increasing the European dimension of the educational perspective. A European dimension will contribute added value to the partner schools’ vision. Good practices will be shared within the partnership. The project partners were selected carefully, all of them own an experienced background on working with disableds, providing social and sportive activities. The partnership consists mainly on experince sahring and exchanging of the partners. The project partners are Ozel Sanliurfa Sarac Ilgi Okullari, Zespol Szkol Specjalnych, SOU Taki Daskalo, CE AVE MARIA SAN CRISTOBAL Scoala Gimnaziala Nicolae Velea, Istituto Comprensivo Bartolomeo Lorenzi Fumane and Agrupamento Escolas Padre António de Andrade. The students who participate to the project activities are at the ages from 10 - 15. They will work together with disableds (mentally or physically handicapped). Various methods (communication, direct approach, demonstrating, collaborating, team work, Scrutinize, Synthesize, Evaluation methods, etc.) used in teaching will be applied in the project process. Seminars, conferences and workshops will be organized during the project activities. The project results will show an example of social integration of a disadvantaged group within the society by the help of education providers (students, teachers and families). Various activities including social, musical and sportive courses and free time activities as going to the cinema, shopping, walking and travelling in cultural and historical places, having breakfast are some of the planned activities in order to spend time together with the disableds in an informal condition. Interviews will be recorded by the students to share the feelings of the disableds during the project activities. The expected results of the project are a better understanding ""Empathy"" of the disableds. After the project the students will learn how to live and support the disadvantaged groups inside a society. It will be a model practice carried out internationally by gaining the opportunity of finding out cultural differences."

An outline of our own math programme implemented after finishing the Erasmus + project.The final result of two-year work concerning the exchange of math experience with teachers is implementation of our own math programme which might be used during math lessons. The cooperation between partners concerned online lessons and different methods of introduction math skills.The programme contains topics which are included in the core curriculum. Nevertheless, teachers are not forced to stick to the schedule. The main goal is to adjust the programme to individual students needs and to use these math skills in practice. What is more, students may improve logical thinking while creating different types of math strategies.The mathematical programme which is compatible with the core curriculum for primary school, will be used during additional math classes.The programme contains general goals defined by detailed aims. Reaching these aims will be doable after the proper selection of educational teaching methods. The syllabus is planned to be accomplished once a week while additional math classes in fifth grade and in elders.GENERAL GOALS:1. Facilitating development of creative thinking, broading minds and intesrests. Ability to help achieving the success or solving mathematical difficulties with using modern methods2.Progression in computional efficiency among students.3.Creation own strategies with using modern technology4. Practising skills concerning math models making.5. Creating new strategies and ways of thinkingDETAILED AIMS:development of imagination and creativity(attachment number 3, lesson plan number 4, 7. Students in their own individual way may create their ideas, improving spatial intelligence. The will work in groups or they will work individually to make some 3D pictures . Student discover how to create a picture on the computer screen using pixels.Active participation in additional classes connected with the Erasmus + project,(pupils will cooperate and take part in project tasks at every level, they will design an illustration needed to a math dictionary – attachment number 1. Students will be solving math puzzles called „hard nuts”- attachment number 2 and pupils will be taking part in online lessons while doing the programme. )Broadening sense of responsibility ,discipline and self-independance as well as persistence or reliability of work.( students will be working in groups, learning how to cooperate with others, they will be taking responsibility of their own tasks. Tle time limit will be set.)Improving math skills and individual predispositions to solving problematic tasks.(attachment number 3. Students will be proving their individual abilieties in coping with difficulties..popularization of math among students, teaching them how to use their math knowledge. (Attachment number 3. Kids will be learning how to use math knowledge in a daily life. They will be solving tasks connected with sport,music,robotics while using TIKBroadening interests and math skills, deepening in inquisitiveness of matmematics.(attachment number 2 and 3; students will be creating a math dictionary. (attachment number 1);They will be working in groups and individually using TIK, They will be elaborating math puzzles and math games)Encouraging students to solving and creating math games( attamchemnt number 2;pupils will be working on their own math task at home or during additional classes; they will be trying to create math domminoes or board games)Unconventional and originative way of solving taks ( every student will be allowed to solve the task in his own way; every line of thought will be presenting at the forum)Povoking motivation to math learning; teaching them math detection in the world( attachment number 3,lesson plan number 3,5,9. Students will be discovering which math skills are useful in a daily life. The will be practising them e.g in calculating figure areas, restaurant bills or they will be showed how much in common robotics and math have.Developing their self-presentation skills( Children will be showing their work results at the forum)Taking additional actions, growing cooperation and communication with people( attachment number 3, lesson plan number 9,2,8. Because of group work, student will be also growing their awareness of argumentation,communication and they will be tought to fight their corner.Attachment number 1)Getting pleasure out of learning(attachment number 3 ,lesson plan number 8,10. Pupils will be working with other students from partnership countries. They will be realizing tasks outside which means that they will be breaking language barriers down.Eliminating shyness, working on self-esteem (attachment number 1, pupils will be working on illustration of math dictionary)

The need for Digital skills has never been greater. Employers continue to report difficulties in recruitment of qualified staff, while all young people benefit from the critical thinking and other transferable skills characteristic of STEM subjects, whether or not they are destined for STEM careers. The Internet of Things (IoT) is changing our world. We are moving to a new age of connected devices. We are living in a new connected world. Not only smart devices like smartphones and tablets are getting connected but many others in our everyday lives. They are changing industries as we know them. Automotive, Health, Energy, Connected homes. Just a few of the sectors where we are seeing lots of change. The big players Apple, Google, Microsoft, IBM, CISCO and many others are making alliances, acquiring new companies and creating new teams involved with IoT. They spending millions of dollars ? Because IoT is very hot future trend.There is overwhelming evidence that the UK’s and indeed Europe’s digital tech sector is critical to its economic growth.The objective of ICT research under the EU’s Seventh Framework Programme (FP7) was to improve the competitiveness of European industry – as well as to enable Europe to master and shape the future developments of these technologies so that the demands of its society and economy are met. The European Commission recently launched a call for proposals on IoT large scale pilots in the areas of wearables, assisted living, connected vehicles, smart cities, smart agriculture and water management supported by Horizon 2020 research and innovation programme. During the short term exchanges of groups of pupils: improving skills in foreign languages; problem solving skills; critical thinking skills; digital skills; STEM Skills; ICT; entrepreneurial skills and employability skills; improving knowledge of other Education systems ; culture; habits, etc.Accompanying persons for short-term exchanges of groups of pupils: improving professional development and languages skills.

"The VALGREEN project was born at the beginning of 2016, of the willingness and concern of different professors to continue training future professionals who will deal with the sustainable management of the Environment, especially in areas where global warming (and its manifestations such as desertification) is a problem and a real environmental risk, as is the case in southern Europe. The objectives that have been tried with the present project have been:1. Contribute to improve vocational training and focus it towards the management of desertification in the arid zones of southern Europe.2.Propose to the educational centers involved as referents at the regional level in the management and reproduction of native plants and the reforestation of arid zones.3. Improve teachers 'skills and achieve a higher level of excellence in teachers' professional, linguistic and personal competences.4. Gradually introduce, in the first cycle of secondary education, the learning methodology for projects based on this environmental problem.5. To obtain the linguistic competences in English of the professors, through specific actions of the European PORTFOLIO.6. Become familiar with the use of ICT in the areas of information creation and communication with the rest of the members of the Association.7. Promote an adaptation of vocational training to the new European currents related to the green economy, the efficiency in the management of natural resources and the adaptation and mitigation of Climate Change.8. Improve the curricula of professional training by integrating improvements focused on greater employability and self-employment of students.Based on these objectives, the project has tried to improve the skills and key competences of teachers from different educational institutions in southern Europe:- IES Fray Ignacio Barrachina (Ibi- Spain), secondary school and high school with a basic professional training module focused on forest management and focused on students at risk of social exclusion.- Epralima (Alto Lima - Portugal), professional school with experience in teaching related to the professional world and entrepreneurship, and also in education related to environmental management.- Istituto Comprensivo Bartolomeo Lorenzi Fumane (Verona - Italy), is an educational center that is part of an Italian network of educational centers that has extensive experience in international projects and focused on educational innovation. From his point of view, this istituto worked for the introduction of the values ​​of the professional formation and the management of the environment, from the levels of secondary education. The project has been based on an exchange of good practices and experiences among the four entities, through study visits, short-term training and the exchange of information and ideas through social networks or the Internet. In this sense, four study visits and meetings have been carried out. One in each of the territories of the project partners, where two representatives of each entity have participated for at least two days. On the other hand, two short courses have been organized, one in Cyprus and the other in Portugal, which have served to deepen the field of the environment and in the field of professional and entrepreneurial vocation of vocational training. The methodology that has prevailed in the project has been ""learning by doing"" through it, the activities implemented, study visits, workshops, etc. They have had a remarkable practical component.In addition all the activities of the project have counted from the beginning with the cooperative participation of all the partners, which has demonstrated the will and the commitment to share efforts and learn from each other. On the other hand, we must also consider the activities of management, communication and dissemination that have been coordinated from Spain, but that have also had the active contribution of the rest of the project partners. This collaboration has been key to control the evolution of the project, as well as for the collection of results and disseminate them adequately.In addition, activities and events have been organized at the local / regional level, together with dissemination activities on social networks, web pages, local newspapers, etc. they have served to disseminate the project, having indirectly involved more than 1,000 people from all over Europe. In this sense, the great impact of the platforms and informative tools of some of the partners, such as the Istituto Comprensivo Bartolomeo Lorenzi Fumane and its network ""Polo Europeo della Connoscenza"" or having institutional support, has been of great help of entities."

The need for Digital skills has never been greater. Employers continue to report difficulties in recruitment of qualified staff, while all young people benefit from the critical thinking and other transferable skills characteristic of STEM subjects, whether or not they are destined for STEM careers. The Internet of Things (IoT) is changing our world. We are moving to a new age of connected devices. We are living in a new connected world. Not only smart devices like smartphones and tablets are getting connected but many others in our everyday lives. They are changing industries as we know them. Automotive, Health, Energy, Connected homes are just a few of the sectors where we are seeing lots of change. The big players Apple, Google, Microsoft, IBM, CISCO and many others are making alliances, acquiring new companies and creating new teams involved with IoT. They spending millions of dollars? Why? Because IoT is very hot future trend.There is overwhelming evidence that the UK’s and indeed Europe’s digital tech sector is critical to its economic growth. The objective of ICT research under the EU’s Seventh Framework Programme (FP7) was to improve the competitiveness of European industry – as well as to enable Europe to master and shape the future developments of these technologies so that the demands of its society and economy are met. The European Commission recently launched a call for proposals on IoT large scale pilots in the areas of wearables, assisted living, connected vehicles, smart cities, smart agriculture and water management supported by Horizon 2020 research and innovation programme. The Internet of Things is the emerging technology offering the greatest opportunities to create new business and revenues, according to CompTIA's second annual Top 10 Emerging Technologies report, released in June 2019.We believe our project can help our students address some of the key skills challenges that Europe is currently facing. In the context of our project we are looking to promote these skills gaps to girls and encourage more girls to look to these contemporary careers and realise they are #notjustforboys. We will involve 84 students from 3 countries. Our project has a great variety of possibilities for dissemination. The broad interest aroused by any innovation among the maker movement, spread by all the countries of the world, favours the projection of our activities. We believe, through our partnership, we can use our intended projects to develop our students’ skills to make them better digital citizens, workers, makers, entrepreneurs and gamers to enhance their employability; and to help them become economically active. Activities range from completing iDEA (https://idea.org.uk/) all completed bronze and some silver level. All students carried out activities that introduced The Invention Cycle. Groups worked in mixed ability teams to access, use new technology, and created a framework for approaching an engineering or design process. They were introduced to new technology to begin to plan their projects. They developed and demonstrated skills in innovation, teamwork, communication, decision making and budgeting. The mixed International teams developed their projects further, developed their pitch and presentation skills and produced prototypes. They took part in activities that included: tinkering; introduction to 3D modelling and printing; introduction to prototyping with Little Bits and Strawbees; programmed and problem solved using Robots: Little Bits; Lego WeDo 2.0; Lego EV3; Robobo; mBot; microbit; microbot. They were introduced to Cloud Computing and the Internet of things. They developed skills in coding and computational thinking, used web 2.0 tools to collaborate, e.g. padlet. The pupils produced resources collaboratively for dissemination on a web site that we designed about this Erasmus project 'In the Cloud' http://bit.ly/36c6XoY and staff and pupils prepared resources for e-Twinning (http://bit.ly/2Psprf9) for VISH (http://vishub.org/)and we are going to disseminate the results on the http://www.scientix.eu/ platform as the staff involved in each country are Scientix Ambassadors for their countries. We have disseminated on social media which can be found on eTwinning site, Twitter @IOT_Erasmusplus (where in Mar 2019 alone we made 7922 twitter impressions had 80 profile visits) and we have collected all tweets on Wakelet (http://bit.ly/3534GM9). We believe our project has impacted over 2,000 pupils across Europe and a lot of what we produced is now embedded into each school's curriculum. We believe this project fully addresses the Gatsby Benchmarks which are a framework of 8 guidelines that define the best careers provision in schools and colleges in the UK, particularly: 2. Learning from career and labour market information; 4. Linking curriculum learning to careers; 5. Encounters with employers and employees and 6. Experiences of workplaces.