Early childhood years are important because it is the period when children should receive education to improve their cognitive,social,emotional and physical skills.Precisely,it is the time when children form habits to shape their lives in future and that is why a well-planned and implemented education and care is necessary. Recently,EU has prioritized both the quality and quantity of preschool education to increase the number of employed people,especially mothers and to provide the best possible start for the future by keeping the quality and quantity of ECEC services high as stated in Communication from the Commission in 2011.Considering this,we have come up with a project to increase the quality of preschool education.Our main aim was, through project’s topic and activities, to increase the quality of ECEC services, to develop children’s “learn to learn” competence,one of the key competences, and contribute to decrease the number of early school leavers in parallel with 2020 targets from the Communication from the Commission(2011).The specific focus on the project is developing“learn to learn” competence in preschool children,involving it in the preschool education through natural activities and train the teachers about using“L2L” activities.We use“nature as means for children to use and develop creative thinking and problem solving skills,learn to manage their own learning,create new objects from natural materials and in general to “L2L”.We worked as 7 partners;5 schools,one universtiy and one Quality AssuranceIns.These non-school partners provided with high quality and each used of their expertise in the Project.Each partner was very experienced in their fields.Most of them have done many EUProjects. QA partner prepared a QA Plan and did necessary quality checks for each activity.They assessed the whole project and deliverables with their assessment tool INKA.To guarantee the quality and good collaboration in the project,we also worked with an External Evaluator.To plan theproject,we carried out a questionnaire to parents and a needs analysis to teachers in partner schools.Regarding their results, we planned training activities to introduce the “L2L” inclusion in preschool education. And we also had two preparatory meetings in Greece and Belgium to decide our road map during the project. We prepared a work plan.During the project, 4 transnational meetings were done with different purposes like evaluation of materials for pilot and final implementation.2Teacher trainings on L2L werealso organized.The teachers developed activity plans after the training.Totally,60 activities were used in final implementation.“EL2LE Guide for Teachers” was prepared. We organized workshops for teachers and parents to be aware of the “L2L”implementationsand learn activities to do with children at home.Kids continued developing “L2L”at home. We developed a Moodle platform for uploading “L2L” presentation,activity plans to practice “L2L”,results for other teachers to Access for free and reach the Project documents.It was an OER and will be a contribution to have common European implementations.This open virtual platform had local,regional and European level impact.The virtual platform and its material reached a considerable number of local and regional schools across Europe and this gave chance to exchange good examples. A research paper on“opportunities and obstacles in 21st century “learn to learn”competence:what works, what doesn’t and what needs to be done”was prepared for a strong impact in European level and uploaded there.Moodle platform was easily accessible and free for everyone to be a member and use the resources available there.The teachers wishing to observe“L2L” activities are able to visit our schools and also share their photos with us while doing activities with children.And with Road Map,output of the Project, we offered recommendations to the policy-makers and European Commission and aimed to change in curriculum to adapt“learn to learn”competence in ECEC programmes and make a crucial contribution to European educational system.To disseminate our results,we used our website and different communication channels such as LinkedIn,websites and also project’s Moodle platform.Weprepared newsletter.At least 30 schools will subscribe to Moodle platform infollowing2 years.Each partner school will continue teacher and parent trainings with different teachers and parents from their region. By starting to develop“L2L”competences in preschool,which was necessary for people’s future career life,we aimed to increase the number of well-qualified staff in labour market in the future.At the end of the Project,each partner organized workshops and we had an International Final Conference in Istanbul to disseminate our results.

The 21st century brought a lot of disagreement among generations. Diverse generations see the same things differently as a result of generation gap. It is a considered opinion that the youth will not be strong enough for challenges and struggle for human values. The concept of the project – to search for the stories of success how children changed the world in the history of nation; saved people, weren’t lost in extreme situations, protected and struggled for human values. Working on this project, we have an intention to inspire the students - our rising generation - to act presently and change the world today; despite of, a young age, nation, race, social status, beliefs, and influence of other circumstances. The substance of the project – to prove a self-realization in acquiring and improving social, linguistic, communicative, cognitive, initiative and creative, cultural, individual competences and skills. Acquiring these competences, students will develop their attitudes towards values, will become more tolerant to history, other generation, will be open to other cultures and views, will develop self-confidence and trust to others. We hope our project partners will be active in creation strong Europe, in the aspect of collaboration, communication, mutual respect and appreciation. Participating members from a Partner Country while working on this project will search for historical facts in their region about the young people’s accomplished achievements that changed their life or someone else’s life as well. The collected stories will be conveyed using various modern expressions of art, forms appealing to young people such as street dances, theatre, music, art, IT.The project partners will create a project website, communicate using Skype program, send e-mails, collaborate in a virtual space Edmodo while using online TV programmes. The stand “Living history” will be made in each partnership school where the material of the project is displayed and added constantly. Students, supervised by teachers from each project partner school, will prepare the presentations of the collected stories, and they will be conveyed using various modern expressions of art. They will produce the educational-methodical e-book “Children also can change the world”. The teachers of History, Native language, Ethics, Art of all countries will publish lesson plans, lesson handouts and methodological recommendations in the e-book. The educational-methodical e-book “Children also can change the world” will be produced in project partners’ Native language and English. The project partners will produce a collective DVD with captions in English which includes presentations of stories collected during the project. The lessons of History, Native language, Ethics, English, Art and other activities (educational activities, creative workshops) will be organized during Learning/Teaching/Training events. Students will participate in forums, discussions, meetings with social partners, will cooperate in creation common projects, and present them. Teachers will conduct and participate in seminars and final conference.Moreover, students who have learning difficulties and experience social isolation, live in child caring institutions, have behavior problems will be involved in the project activities.It will be useful in acquiring new language and IT skills, new methodology and experience in the open lessons. The experience will be useful in our later work for integration the European dimension in the school curriculum. The lessons, workshops done during the meetings is the practice for students to act positively, change their worldview, form moral values, enrich historical memory. The project also resulted with the knowledge of tolerance towards other culture, generation, students who eperience social isolation, its beliefs, traditions and social differences breaking stereotyped conceptions as well as distinguishing the similarities of partner countries.

Non-For-Lesl addresses the challenge of Early School Leaving (ESL) at the stage of school level-intervention. The cooperational basis together with EU countries is to meet the headline target set in the EU 2020 Strategy to reduce ESL to less than 10%. Research has shown that ESL is a complex phenomenon that can cause serious consequences, on the students and their families, as well as on the society and the economy as a whole. ESL is a process rather than a one-off event. It often starts in primary school when students can experience time school failure and growing alienation from school for the first time. School failure often affects students’ perception of themselves, which leads them to adopt restraining characteristics: Growing sense of alienation from school, disruptive behaviour, high level of absenteeism and a lack of confidence and self-esteem. These characteristics might cause them to drop out of school. At the same time, it is well known that a “rich source of human capital” is achieved deliberately or incidentally (OECD) in everyday life. Non-For-Lesl helps students to make their everyday skills, knowledge and competences visible. The consortium developed and pilot-tested MyKey (www.my-key.online). It is an innovative, multi-dimensional OER validation tool and can be used by students additionally to school assessment procedures. MyKey is based on a holistic view of student’s learning while it draws away from boundaries caused by subjects. It presents and validates skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills. With MyKey students get the opportunity to showcase their progress and achievement. Throughout their work with MyKey they are engaged in a continuous reflection process towards their own learning. To document the outcome of their additional activities students are able to generate a certificate which is monitored by their school. With this certificate, they can apply for internships and on the job market.The project consortium is made up of six partners: The coordinator, the Institut für Didaktik der Demokratie of the University of Hanover, has a focus on civic education, specialising on key skills and social competences. It has a strong record for developing state of the art educational tools, curricula and teaching material. Platon School is a private school in Katerini with experience in EU projects and the development of learning material and e-learning platforms. Pixel from Florence is a very experienced non-profit organization (NPO) and education and training centre, accredited by the Ministry of Education of Italy with a special focus on ESL. Ingenious Knowledge from Cologne is an SME enterprise, specialized on IT-solutions and is involved in many e-learning tools. Emphasys is a Centre for Education for ICT Training and non-formal learning specialist and provider, accredited by the Cyprus Ministry of Education. Finally, EuroEd is a NPO, which delivers educational services and international training courses, accredited by the Roman ministry of Education. Very experienced in implementing EU projects, they received several awards for the quality of implementation.The project was completed in 25 months and includes six main Intellectual Outputs in following order: 1) a Comparative Study Analysis in which the issues under investigation were analysed and the opinions of the target group (students and teachers) were collected with the use of questionnaires; 2) a framework and a system for the validation of non-formal/informal learning within school based on the key competences; 3) the OER MyKey, 4) step-by-step guides for students, teachers and administrators with background information on the project and on how to use and implement MyKey successfully; 5) an implementation phase of 5 month with an implementation report in the form of case-studies and finally 6) an overall comparative implementation strategy and evaluation: a “ready made – ready to implement” pack for operation.During the whole project, a three-step dissemination strategy was implemented: starting from the school, growing from local to national and arriving at international level. The evaluation has shown a strong and positive impact on the students’ self-esteem, identification with their school and their relationships with their teachers. They see themselves as full-fledged human beings. MyKey received very positive feedback and support from schools, stakeholders and ministries. Several schools will implement MyKey in 2017. They believe in the benefit of MyKey and how it will help their students in the long run. They will gain motivation and higher self-esteem which results in reducing the risk of ESL drastically.

"Early school leaving is a vast and complex phenomenon which involves the psycho-social dimension of the students, the organization of teaching and educational strategies; educational practices are needed that do not exalt individualism and competition, but rather integrate students with social, psychological and / or emotional distress.It must start early, since early stage of schooling: the causes of the dispersion and subsequent abandonment have their own roots in the early years of schooling, where often it is determined the future of every student in terms of training success or failure. In the very first and in the early stages of schooling it can really operate an early deconditioning of risk behavior and effectively prevent early school leaving.Furthermore, collaboration, exchange of ideas and best practices with partners from European countries about a common problem of education, is a useful tool to identify common benefits for all participating countries, which go beyond the limits of their schools and their countries. Six preschools from four different European countries (Italy, Sweden, Greece and Bulgaria) will discuss the best practices used by each of the schools with the aim of defining the guidelines and a socio-emotional map and design games and instructional and educational tools that can help teachers to develop in students, above all in those with emotional, social and / or psychological distress, empathy emotional alphabets, self-awareness and social reflection, surpassing methodologies merely broadcasting in favor of cooperative, active, workshops, metacognitive approaches.The work of the partnership will be coordinated by the Città del Sole.Vasto non-profit, private school and Help Center for Special Educational Needs in Vasto (Italy), as lead agency communicating via e-mail and conference call: in occasion of the five international meetings, project team of the six partner schools will compare directly the best practices in each country, will work together to define the definitive versions of the results of the project and assess the quality of the activities, the effects created and, where appropriate, solutions to improve the work done. An initial survey among teachers, parents and pupils will indicate what are the major difficulties in the teaching / learning of socio-emotional skills; analyzing the results of the survey and choosing the best practices from each school, will be formulated guidelines, a socio-emotional map and educational tools, that will be published in a book in digital format entitled ""Guide to EMOTIONS"" that together with all the material of the project will be published on the project website (www.emotions.eu) from which all interested parties may inspect and obtain copies freely.The project is intended to modify the curricula of the schools involved and the teaching methods about learning / teaching social-emotional in the various partner schools, directly or indirectly involved in the project thanks to two training events scheduled during the first two international meetings and that will involve teachers and project staff of the six schools.After a period of application of the guidelines and the use of games, will be re-assessed the socio-emotional skills in output among the same target groups of the first checklist to assess the project's impact on teachers / children / parents; finally, a final survey will assess the degree of satisfaction of teachers and parents on the results and impact of the project.It will be organized at the end of the project a Multiplier Event in Italy, during the last of the five international meetings, with the involvement of the Municipality of Vasto and a wide range of stakeholder, for the dissemination and exploitation of the project results starting from the digital book ""Guide to EMOTIONs"".The six schools will agree on a plan of dissemination events in different partner countries during and after the duration of the project: through the development and continuous updating of the website and the digital book, the project will protract its effects even after its end to ensure sustainability in the same time."

The project involved 5 schools from Poland, Lithuania, Greece, Turkey and Romania. The schools involved 3 primary schools (Greece, Poland and Romania) and 2 complex schools – combined primary and junior high schools (Lithuania and Turkey). The project entitled “A healthy mind in a healthy body” was aimed at promoting a healthy lifestyle among students, in particular through healthy diet and physical education. The rationale behind the project was linked to the strong conviction that it is necessary to start shaping proper eating habits of the Young Europeans and to raise awareness of a healthy lifestyle, by introducing a healthy diet, regular physical activity and active leisure. Through the realisation of the project we attempted to help young people to take the right decisions concerning their diet and ways of spending their free time, inspiring them to take up active and creative activities that could come in place of the long hours spent in front of the computer. The project proved extremely necessary as it had considerably enhanced the knowledge and skills of its participants and had increased the awareness of the young people as to the needs of their own body and the necessity to eliminate risky behaviours (such as use of nicotine, drugs, alcohol and other psychoactive or harmful substances). The partnership fully realised all project tasks: art competitions (5 international contests, approx. 200 submitted student works), thematic Online newsletters (3 issues), lesson plans and syllabuses, Students’ Dream PE Lesson Outline (60 lesson plans from all partner schools); 5 quizzes, 6 interactive crosswords, 6 online questionnaires on sports and healthy lifestyle, dedicated meetings with dietary specialists (1 meeting in each school), medical doctors (1 meeting in each school), sports people (1 meeting in each school) and other people from our local society leading a healthy lifestyle (1 meeting in each school). The partnership also jointly worked on: healthy menus (approx. 100 menus from all partner schools); folders/maps that show places in the close area of each partner school where one can do some sports or actively spend their free time (5 folders). We had planned the release of 1 photobook, but we finally published 5, each documenting current project activities, including local cuisines of each of the partners. Moreover, on the initiative of students from the Romanian school, partners prepared their own cookbook: the Romanian students prepared recipes of pancakes, while the Polish students prepared recipes of dishes with apples. We also organised 2 immensely successful international sports events titled „International Sports Day”, in which all contests had been prepared by students of all partner institutions (10 highly creative disciplines). The project envisaged the use of ICT for carrying out, promoting and disseminating project tasks and activities. Accordingly, all participants have acquired new skills of learning and teaching, not only in the area of health protection and maintaining one’s own well being, but also in the field of ICT skills. Participants of the project used the ICT to acquire and disseminate knowledge as well as to evaluate the tasks performed. Voting in international competitions (on the works prepared by the students from all partner institutions) were carried out using electronic and online polls. The project proved to be a very useful means of integration between partner institutions, facilitated by the use of ICT (emails, web pages and social networking). All participants have improved their competence foreign languages, mainly English, but also other European languages (basic vocabulary), and other areas of education, exchanged ideas for realising pro-health tasks and promotion of sport.The realisation of project activities enabled the teachers participating in the project to gain new experience, while numerous tasks proved so well prepared and tailored to the needs of health educational programmes that they will be included in school curricula of various subjects after the project has concluded. The e-learning applications developed during the project will continue to be used, while the skills gained by the teachers will introduce novelty and will enrich the educational offer of all schools, not only in the area of health. The project was a great challenge to all the international partners involved. It was also a great educational adventure, with capital-letter ‘Health’ as the priority, realising unique form and developed on an unprecedented scale. Participation in the project strengthened the position of schools in local communities and enabled the development of links with various sport institutions that will continue in the form of attractive joint sport activities continued long after the project has concluded. Schools have integrated internally and with their international partners, and expressed their willingness to continue this fruitful cooperation.