CONTEXTWe started this project for 2 fundamental reasons: on one hand the thought of leading our learners feel more included andcurious about their learning progress, hence enhancing their school results and, on the other hand, the ambition to build up astrong dialogue among people coming from different European countries.We mainly have two aims:1) stimulate the students to utilize computers and different technological devices on the purpose of boosting their inclusionin learning, and subsequently their school outcomes;2) make pupils realize “what it means to be European”, by putting them through a miscellaneousness of thoughts, values,standards, etc. as a way of becoming familiar with a “united diversity”.Schools participating in the project: BG, IT, MK, LT, TR.OBJECTIVESThe basic targets of this project are:1) increase students' inspiration and offer assistance them to receive better results at school (result are expected to beminimum 40% better for the students part taking in the project by the end of the year). This could avoid early school drop-out and can make a better environment that Ss can thrive.2) promote students' social skills like ICT using, cooperation, choice making, problem-solving, adaptability (anticipated:change in 40% of the taking an interest students); these qualifications are exceptionally much required to meet theprerequisites of firms and managers.3) increment students' interest on other countries and cultures and offer assistance them to adopt diversity more effectively (minimum 60% of the part taking students). It creates a better point of view that can induce superior understanding of thechallenges of the present era.4) improve communication abilities in English (100% of the partaking students); it is a precious ability, exceptionally muchrequired both for job positions and academic purposes.5) make cohesion with diffirent European nations. This may offer assistance to construct a genuine feeling of being European.MAIN ACTIVITIESC1 – Oct 2020 –BG DIGITAL AGE AND EDUCATION (JOINT STAFF)C2 - Feb 2021 - TR - Topic: Using software to create fun lessons; Customs and traditionsC3 - May 2021 - IT - Topic: Using online tools to create quizzes; MathsC4 - Oct 2021 - MK- Topic: Using online tools to create book trailers; LiteratureC5 - April 2022 - LT- Topic: Digital tools for artwork; Religious StudiesNUMBER AND PROFILE OF PARTICIPANTSThe members included in the project are going to be 15-18 years old Ss from every partner organization, that is to say a bigtarget crowd of about 250 people for each school.Some of those students (around 100 totally from all the participating schools) will take part in at minimum one LTTA and willjoin all the phases of project; for the rest Ss will be included within the project exercises that performed in their countries. Ssare coming from different places (urban, rural), religions and ethnicities, so that working together, they all can learnsomething from each other. Later on 36 teachers will include the students within the project, especially English, ICT andMaths.METHODOLOGYThe project comprises following areas:A1. Project administration: Every partner is assumed to obey the admitted timeline that sums up the activities and settle theirduration and deadline.A2. A group of teachers (Languages, Maths, Computer Science, Literacy) and management staff, with the contact person ofeach school, will perform and observe the activities, beginning with the determination of Ss, later arrenging preliminaryworkshop sessions and planning for LTTA.A3. Since ICT is the basic tool of project, ICT meetings will be held, both for students and for teachers before, during and afterLTTA. In case a few partner does not have adequate information, ICT ”help” sessions can be done through webcaminternationally; whenever probable, Ss can teach mates both internationally and nationally.A4. Dissemination could be a very vital piece of the project; it would be planned in every partner school towards families,within schools in that area, including local authorities, all the organizations associated with every school; dissemination willbe done via media and universally with each channel accessible. Students will be involved in peer-to-peer exercises to shareout their new abilities and experience, in their own school and outside.A5. In every partner organization, teachers make use of the products made and of new strategies all through standardclasses. Accomplishment is assessed comparing outcomes and inspiration accomplished by other groups of Ss instructedwithout computerized tools. Members (both students and teachers) will peer-educate both in school and exterior the school.RESULTS AND IMPACTStudents will increment their information over ICT devices in learning, and commonsense abilities such as making storytrailers, mini-lessons, digital artwork, online tests and projects; at the same time they will upgrade inspira

The project is aimed to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society and to apply new strategies for overcoming learning difficulties in STEAM subjects. The other objectives are to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum and to give teachers different methods of education and share the good practices. Four schools from Lithuania, Sweden, Romania and Turkey were collaborating in the project. The Italian partner refused to participate in the project due to the staff changes in the school. Italian school about withdrawal informed all partners at the very beginning- so the changes of project were successfully planned and the tasks were shared among the partners in advance. The project concerned pupils aged 13-17. The project focused on the problem of social exclusion (based on lack of basic skills). In order to reach this goal of inclusion partners practiced new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. All activities referred to the particular needs of students, according to the needs analysis which took place at the all partner schools. At the beginning of this project, all partners discussed and defined 4 problems which prevent school success. They included lack of social inclusion, lack of basic skills, lack of parental support and finally lack of socio-economical needs. The needs analysis had been done at four schools by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles. As a result, in the LT the problem of lack of social inclusion and parental support did not exist, but we needed to develop the level of basic skills and help students who lack socio-economical needs. Other schools had problems, more or less, with this fourth issue. At Romanian school, “lack of social inclusion and basic skills ” of the students seemed to be the most important problem in term preventing students from adapting academic success. In Turkish and Swedish schools “lack of basic skills, lack of parental support and lack of socio-economic needs” became the key reasons for failure. Besides, each school had different good practices in their school curriculum. They were observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes were discussed by all the partners and transferred to one another. At the end of 2 year time, 5 strategies had been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. Through our project the four partners created both short-term and long-term tangible and intangible results to achieve the biggest possible impact. There were 2 transnational meetings and 3 short-term learning activities. Despite of the fact related to withdrawal of Italian partner all activities were implemented, as well as results. Partners created a set of methodological brochures, which could be used in any European school about implementing PBL, personalisation, peer- tutoring, cooperative learning and team teaching, based on good practices. All schools worked on integrating these strategies in school curriculum and prepared lesson plans, based on the best experience. The strategies and methods provided effective solutions to problems of lack of social inclusions and lack of basic skills, increased enthusiasm for school and responsible behaviour, promoted equality, tolerance, active EU citizenship. There were short term exchange activities for pupils to implement the topics (strategies) and all the subtopics of the project and working cooperatively they created a lot of unexpected results such as informative movies, historical/cultural researches, booklets and posters. Working in groups with students from different countries they improved English language, ICT skills became more aware to European values. Teachers and coordinators of the project had opportunity to transfer good practices, to compare different educational systems in order to work more effectively. Partnership collaboration encourage new ideas for collaboration on eTwinning and designing a new ka229 Erasmus project in the nearest future .

CONTEXT/BACKGROUNDToday's world map shows us an increasing intermingling of various cultures that have to or want to live together. More often than not, these colourful maps are often clouded by inherent conflicts and threats of imminent war. It is why we believe that the sooner we act, the better chance we will stand to prevent such conflicts from breaking out. The reason why we chose to make this a priority of our project is the fact that this entire phenomenon is also visible from early stages of life, at ages when children should try to see the beauty of life, should learn acceptance and tolerance and should be free from prejudices. The basic behaviour that students generally resort to at their age to show disrespect and lack of tolerance is bullying, a phenomenon which has increased steadily and affected an increasingly worrying number of students in the past years.OBJECTIVESThe overall purpose of the project is to combat the unsound mentalities existing inside communities which are built on disrespect and intolerance against certain groups of people by raising students awareness of the terrible effects of these behaviours on the development of a human being and by combating hate speech and hate behaviour inside schools.The objectives we have established are meant as steps that need to be undertaken in order to attain the purpose:1. to promote inter-cultural dialogue between different countries and socio-cultural categories2. to reduce violence, school dropout and inequality by promoting values such as tolerance, acceptance of alterity and inter- and intra-cultural respect3. to actively involve students in activities that presuppose working in multicultural teams.4. to discourage the tendency to stereotyping and prejudice based on isolated cases of misbehaviour.5. to enhance the quality of the relationship among students of different cultural backgrounds and develop their social and communication skills6. to encourage the learning of different languages and cultures from the European space.NUMBER AND PROFILE OF PARTICIPANTS2000 students in the 5 schools with ages ranging from 14-19 will benefit indirectly. Out of these, 128 students will participate in the short-term exchanges. 32 of them are at risk of social exclusion, facing economic difficulties or have behaviour problems. The selection will happen before each meeting (8 students/partner/meeting) according to a previously estabished methodology. One criterion in the selection of the team will be to have a wide variety of cultures and minorities.200 teachers involved directly and indirectly. The project team in each school will comprise at least 1 school counsellor, 1 English teacher, 1 Arts teacher, 1 Music teacher and 1 PE teacher. Their work will be coordinated and supervised by the contact person and the legal representative of each institution. DESCRIPTION OF ACTIVITIES & METHODOLOGY TO BE USED- Project management (ongoing): Design and implementation of methodologies to be applied - selection of participants, communication, reporting; Financial management and acquisitions; Risk management and control; Evaluation of activities and results.- Transnational Meetings: M1-BG Presentation of bullying issues at local levels by each school. Current local measures to combat and prevent bullying; M2-BG The role of teachers in combating bullying. Developing a programme to include victims of discrimination and bullying- LTTAs: C1 - PT Types of discrimination. Forms of bullying //Sports To Stop Violence; C2 - SI Victims and aggressors within discrimination and bullying. Arts&crafts to stop violence; C3- TR Consequences of bullying. Photographs&films to stop violence C4 - BG Neutralising hate speech. Music&dance to stop violence. .- Dissemination of project results and activities (ongoing): Creation of website and updates; Creation of e-twinning space; Design of materials - brochures, CDs, DVDs, flyers, posters, banners; Dissemination meetings; Ellaboration of sustainability plan RESULTS AND IMPACT-booklet which includes outcomes-programme for assistance of bullies and bullied devised and implemented at the end-students, staff, local communities will become aware of the phenomenon and implications of bullying and develop better intercultural relationships-the cases of bullying are reduced-the schools become part of a network and can assist each other in dealing with bullying-values like tolerance and respect are promoted among participants and indirect beneficiaries.LONG-TERM BENEFITS-programme will be implemented according to sustainability plan-booklet will be available online for free use by other schools-number of bullying cases is reduced-synergy among different cultures is established

The project was implemented in five secondary schools in IT, PL, RO, LT, TR and designed to meet the current objectives of the European Commission. Taking into account the different rates of youth unemployment in the countries of origin involved in the project (PL: 19.1%, IT: 37.8%, RO: 20.6%, LT 17.2%, TR: 19.6 %) (source: ec.europa.eu/eurostat/statistics), data and innovation in national curricula can be obtained. Also, the rise of unemployment rates in the present, the results presented show the difficulty of graduates in finding a job according to their desiderata, abilities, or their characteristics. Therefore, this project aims to meet the needs of graduates, young European citizens in secondary schools, helping them to choose appropriate misconduct according to the right professional and personal choices. Graduates should be aware of their personal potential and access information from the economy and the European labor market. The project focuses on the concept of sharing experience and good practice. Participants will benefit from the expertise of the professionals and associate partners of the beneficiaries. They will help students to transfer information and apply them in a modern and dynamic school environment. The project is based on the development of entrepreneurial skills for students, giving them opportunities to enter the labor market, institutions at all levels: local / regional / European or private companies in the same field. Students will develop their real adaptability to local, national and EU labor market needs. The project has a duration of two years, with a TM for its assessment, as well as four teaching / learning / evaluation activities, pupil exchange workshops and good practice examples provided by the Italian school (Good Practice Example 1: Relationship developed between the school and labor markets in Italy) and the Romanian school (Example 2: Creating Exercise Companies as Real Firms). These useful applications will be integrated into project activities, and in the second year, all partners will apply the two good practice examples. During each exchange, seminars will be provided by labor market professionals to easily make the transition from school to work and to reduce labor market segmentation. The project's goal is an international one, creating synergy between partner schools and inspiring students to think and develop their future career. The project involves the participation of 2630 people in direct and indirect ways. Students: All project activities, both locally and internationally, will involve students as the most important beneficiaries directly and indirectly. Approximately 1200 students / graduates will be indirectly affected. Teachers: They will be involved both as instructors and as beneficiaries by observing other schools and their education systems. There will be teams of 5 teachers from each partner organization, a total of 25 teachers will actively participate in the project’s activities. Approximately 150 teachers / instructors / adults will be affected indirectly. Administrative staff: will address the legal issues of the project, knowing and respecting other school education systems, transferring examples of good practice in the curriculum. Approximately 36 people in the administrative staff will be indirectly affected. Graduates: Questionnaires will be applied to at least 100 graduates and this assessment will provide data on professional life. A total of 500 students will be involved. Parents: The number of family members involved will be around 300, contributing to the knowledge of the culture and tradition of the host country. Approximately 480 family members of those involved will be indirectly influenced. Labor market members: In each school, at least 15 labor market professionals will be involved. Local community: Local community members: university lecturers, local press, municipality, national education direction, and PTA will help disseminate the project to a much wider community. Approximately 300 people in the local community will be indirectly involved. Positive direct effects are expected: from 30% of pupils and members of target groups by: - acquiring basic skills in the field of entrepreneurship; - reducing segmentation in the local, national and international labor market; - providing pupils with opportunities to connect to the labor market through local / regional / European institutions or private companies; - directing students to analyze their own markets; - Increasing students' flexibility in choosing a job and integrating the concept of lifelong learning, as well as identifying a possible career; - flexibility in thinking; - adapting to local, national and European labor market needs; - provide unique opportunities for students to acquire entrepreneurial knowledge and deep understanding of cultural and linguistic diversity in a united European community.

CONTEXT/BACKGROUND: Today's world map shows us an increasing intermingling of various cultures that have to or want to live together. It is why we believe that the sooner we act, the better chance we will stand to prevent such conflicts from breaking out. The reason why we chose to make this a priority of our project is the fact that this entire phenomenon is also visible from early stages of life, at ages when children should try to see the beauty of life, should learn acceptance and tolerance and should be free from prejudices. All the school involved have immigrant students and are vocational school facing with the unimployement problems wich afflicts each of the areas of the project partners.OBJECTIVES: The overall purpose of the project is to prevent early school leavingobjectives we have established are meant as steps that need to be undertaken in order to attain the purpose:1. to improve our student's talents, qualification, educational achievement and basic skills level.2. to prevent students from school dropout and inequality 3. to improve students' sport and social skills4. to encourage the learning of different languages and cultures from the European cultural backgrounds and develop their social and communication skills5. to encourage the learning of different languages and cultures from the Europeanspace.6. to encourage individual talents.7. to support students'school and life success.NUMBER AND PROFILE OF PARTICIPANT: 400 students in the 5 schools with ages ranging from 13-17 will benefit indirectly. Out of these, 87 students have participated in the short-term exchanges. 30 of them are at risk of social exclusion, facing economic difficulties or have behaviour problems. The selection happened before each meeting (8 students/partner/meeting) according to a previously established methodology. One criterion in the selection of the team has been to have a wide variety of cultures and minorities.200 teachers involved directly and indirectly. The project team in each school comprised at least 1 English teacher, 1 Arts teacher, 1 Music teacher and 1 PE teacher. Their work was to coordinate and was supervised by the contact person and the legal representative of each institution. DESCRIPTION OF ACTIVITIES & METHODOLOGY TO BE USED- Project management (ongoing): Design andimplementation of methodologies to be applied - selection of participants, communication, reporting; Financial management and acquisitions; Risk management and control; Evaluation of activities and results.- Transnational Meetings: M1-IT The role of teachers in combating school leaving. - Developing a programme M2-IT Presentation of data referring to school leaving issues at local levels by each school. Current local measures to combat and prevent dropout.- LTTAs: C1 GR - Music activities, C2 PT- Art activities, C3 HU - sport activities, C4 IT - theatre activities- Dissemination of project results and activities (ongoing): Creation of website and updates; Creation of e-twinning space;Design of materials - brochures, CDs, DVDs, flyers, posters; Dissemination meetings; Elaboration of sustainability plan.RESULTS AND IMPACTaware of the phenomenon and implications -the cases of school dropout are reduced- the schools becamepart of a network and can assist each student in dealing with conscious choices and such choices are promoted among participants and indirect beneficiaries.LONG-TERM BENEFITS: the participation to European projects was particularly appreciated by students who more easily chose our school and ask to be involved in.