“Hi! great home SCHOOL” project has been thought to contribute to the EU’s aim of harmonizing the national education systems of member countries rather than integrating them. The sharpest point that distinguishes “Hi! great home SCHOOL” project from the others that have been carries out until now to prevent Early School Leaving(ESL) is that it has come up with an holistic approach.With this project,it has been enabled to discover the ways of keeping students in the school by perceiving the steps that leads students to leave the school early and to make the school and the experiences in the school more meaningful. In direction with Europe 2020 targets,which is also the vision of ‘Hi! great home SCHOOL’ project,it has contributed to reducing the 14% ESL rate to 10%.In line with the project’s mission,which is enabling the students to take their place in the society as qualified individuals,the students have been prevented from breaking away from the school life and leaving the school. Within the scope of the project,the elements that bring about the ESL have been tackled within cause and effect relation.With “Hi! great home SCHOOL” project, structural reforms and action plans have been put into practice in order to eliminate the reasons that causes ESL.Families,children, teachers,school and social environment have taken their place in the heart of action plans practiced in this project in order to prevent ESL.Within this context,the systems carried out throughout the project such as;-Career Planning and Monitoring Unit-Coach Model-The RED book-Social Activity Courses-Early Alert System-School Adaptation Seminars-Peer Learning Program will preserve its existence in project partner schools even if the project ends.There is no need for additional funding to sustain these activities because it will be enough if the schools’ managements want to carry on these practices.Sustaining these activities, despite the fact that the project has ended,will make students’ school lives more joyful and create acschool atmosphere where there are more motivated students with higher levels of readiness to classes.Thanks to the cooperation and collaboration of the students from six different countries in the project,the sense of being EU citizen has deepened,an awareness has been created about the cultural differences.The skills of the students have developed such as cooperating with different cultures,being a team,expressing themselves etc. by means of the contests and LTT activities carried out.Thus,the students have been given the opportunity of creating new horizons for a future full of hope.With the trainings the parents had,who are among the target groups activities carried out, the fragility of them to the possible problems they may face in life has been eliminated to a large extent.The communication between the family members have taken on a healthier view.The fact that these trainings have been prepared by taking into consideration the family concepts in different cultures has provided the maximum benefit to all the parents in the participating countries’ schools.Perception of a stronger school has been supported by means of the LTT activities in which teachers have learned different teaching methods.Profile of the participants in the project mobilities;-Learning Teaching Training activities;48 teachers,60 students and 20 accompanying people-In transnational project management meetings;31 staffThe profiles of the participant schools in the “Hi! great home SCHOOL” project were identified in two categories:the schools with early school leaving problems and the schools where good practices could be exchanged.The exchange of good practices has been realized in a way that was very versatile.The most striking part of the project to prevent the risk of early school leaving was The RED book.The book is the intellectual output of the project and has emerged with the cooperation of all participating schools.Thanks to the book,which is a common product of six different cultures,solutions are offered for individuals who will encounter the risk of ESL.The book was published in English,Turkish,Spanish,Italian,Polish,Lithuanian and Portuguese languages and this was the most crucial part of the dissemination activities.Although the project “Hi! great home SCHOOL” has been finished,the project will continue to exist due to the presence of The RED book.Another important element is that those who want to reach the book itself will be able to reach the book by donating UNICEF. The book will be sent to the donors who donated 10 euro to the relevant account numbers of UNICEF,which are on the project website and on the front cover of the book.The beneficiaries will have access to the e-book format of the book without paying a fee and without requiring membership at the project website www.higreathomeschool.eu.Therefore,UNICEF's mission,which is to protect all children and stand for their rights all over the world,will be supported.

We want to apply this project to create this awareness for our students in our century when genetic copying,artificial robots, unmanned planes,microchips and more,which we watched in science fiction movies once upon a time, have come true in the world of science and technology.Gaining 21st century skills to our students in the field of Science, Mathematics and Technology is one of the priorities of the EU and ERASMUS + program. Because, in the report titled “Science Education Now:Renewed Pedagogy for the Future of Europe” (Rocard et al., 2007) published by the EU in 2007,science and technology education across the EU alarmed.It was emphasized that especially in the fields of science, technology and mathematics of young individuals decreased significantly and in the absence of effective action plans,Europe's long-term innovative capacity will decrease significantly.The related report emphasized not only the science and technology education in schools, but also the skills of using information that enable the society to survive and adapt to the scientific and technological atmosphere of our age.Following this report,the European Union has given the opportunity for European researchers to develop collaborative projects by making project calls under the field of science and society for the renewal of science and technology education throughout Europe and the implementation of the inquiry-based science education specified in the report.The aim of the project;Developing our students in STEM and Coding,21st century skills that will enable them to be successful in this field,Creativity,Communication skills,Intellectual curiosity,Critical thinking,Information and Media literacy skills,Cooperation skills,Problem-defining-formulating-solving skills.Thanks to our cooperation with our foreign partners to grow up,it is to create a process that will benefit from the experience of Europe in the field of STEM within the framework of the exchange of good practices.Project activities are based on sharing good practices among project partners and adapting all activities to all schools.With the project activities to be realized;Teachers in project partner schools will create project-based learning awareness that will raise the students who will make innovations that will add value to life by taking the theoretical information revealed by the basic sciences such as physics,chemistry, biology(science) and mathematics blending it with the practice of technology and engineering. Since there is no engineering cycle in the classical curriculum in our project partner schools,a project process is aimed at developing teachers' skills to integrate the Engineering cycle into their lessons.The traditional classroom environment increases the indifference to STEM instead of attracting students to participate in STEM fields.‘With the 'Design Workshops',we aim to create a new educational approach that aims to help the project partner schools gain interdisciplinary cooperation,systematic thinking,being open to communication,ethical values,research,production,creativity and the ability to solve problems in the most appropriate way.Thanks to the project,in our Project partner schools;-Science and Math classes will be taught with STEM based,-Web 2.0 tools will increase in use in lessons,-We will integrate engineering design into our education curricula with our Design Workshops ,-An understanding of education will develop in which awareness of coding and STEM is formed.-An innovative school atmosphere will be created which gas gained competence to train students who can design what they think with their Design Workshops,has produced, researched and adopted project-based education.One of the 6 LTT activities that will take place during the project will be for teachers and five for students.A total of 25 students,2 teachers and 10 accompanying staff from each school will participate in the 6 LTT activities to take place.Teachers and accompanying staff are from the branches of Physics,Chemistry, Mathematics, Biology, Information Technologies and students interested in the fields of STEM.The infrastructure of the students who will perform STEM studies in Design Workshops with LTT activities to be realized will be supported with Coding ,Robotics ,3D Design Modeling trainings.Because,thanks to the 'Design Workshops',which is one of the concrete outcomes of the project,in the partner schools of the project,students who will be the innovators of the future will be provided with the opportunity to apply,produce, question,and search for creative problem solving techniques.We believe that the project will continue its impact without any extra funding in the process after its completion,thanks to its sustainable and practicle outputs. This is important for the development of partner schools. In particular, planning the Design Workshops and STEM festival to continue after the end of the project will provide serious benefits in the long term.

With 'PAPER CAICQUE' project, we aimed to support the integration of our refugee and immigrant students into the education systems of the project partner schools from Turkey, Greece, Italy and France who have similar problems to integrate refugee and immigrant students into their education systems, to increase their adaptation to society and to learn from each other.We created a project process that was designed in such a way that it gave refugee and immigrant students in our project partner schools the opportunity to introduce their own culture which is one of the most important points in the project. This process also applied support programs for learning the language of the host countries and working to solve their problems off-school hours for the integration to our societies. The project ensured that partner schools are able to provide assistance to refugee and immigrant students at all times, as most of the practices during the project process will continue without the need for an extra funding after the project ends. Some of the practices referred are;With OPEN DOOR practice, refugee students who have difficulties in solving their problems were provided with support service twice a week by the counseling teacher and psychologists / pedagogues in our partner schools.With PEER LEARNING practice, we aimed to support the academic successes, to shorten the target language learning period, and to establish solidarity among the students instead of the rivalry.With LIVING WITH MY SCHOOL practice, the main purpose was to provide a 6-hour support service in a week aside from class hours to ensure that refugee students learn the language of their host country in a short period of time.With LIVING CULTURES practice, we organized a festival where our refugee students had the opportunity to introduce their culture in the context of dancing, food and traditions.With FREE DAIS practice, we aimed to create a democratic society awareness by giving a dais to the students in our project partner schools and giving them a chance to talk from this platform to their friends and teachers about any topic determined by the student at the appointed times. Two LTT activities were carried out in the project process to increase the teacher competences. We planned these activities for teachers to acquire competences to;- plan training and learning processes of children who have experienced trauma,- know how the education / learning process of refugee and immigrant students should be planned,- teach in difficult conditions,- create a democratic, multicultural and inclusive education approach in our project partner schools,- gain the skills of creating a inclusive and democratic learning environment. We organized a LTT activity for the students which enabled the mutual tolerance between students, recognition of the cultures and raised awareness in society and among other students about refugee and immigrant students. The effectiveness of integration increased when the staff who enhanced their competences through LTT activities exchanged their new knowledge and experiences with their colleagues in the project partner schools.During the project process, three management meetings were held, including the opening meeting, the midterm meeting and the final meeting. Three staff from each school attended these meetings. During the project period, 3 LTT activities were scheduled to take place. 2 of the LTT activities were for teachers and 1 for students. Number of staff and students to participate in project meetings in total;A) In LTT activities; 48 teachers, 24 students and 8 accompanying personsB) Transnational meeting; 36 staff

"CONTEXT/BACKGROUND OF THE PROJECT:In education we as teachers always need to follow new approaches and methodologies for the sakeof the improvement of students. In a classroom there are different types of students. Teachers aresupposed to have effective teaching methods in order to spark students’ interests and to have themtake part in the lesson. In order to raise students' interest, using media-based interactive teachingand learning methods are effective. Furthermore, through these digital methods we want to improvethe acceptance and integration of digital media in schools. Innovative ideas will impact the teachingenvironment positively and enrich classroom learning. ""CORE"" project have an integrated approachin teaching Science and Technology combined with social and transversal skills. With internationalcooperation and different contents, learning environments and digital tools integration will getsupported.Some research shows that a highly skilled workforce is needed and it is based on science and criticalreasoning skills. Modernizing science and technology teaching is a “must” in schools to tackletoday’s world and bridge the gap between labor market and qualified workers.Through this project the students have the chance of seeing how Science and Technology can offersolutions to problems in their society. This also broads their horizons, and increases tolerancetowards other cultures.OBJECTIVES OF OUR PROJECT:- improving media-based interactive teaching methods;- enhancing teachers’ professional development;- highlightling the relationship between education and technology-driven labor market;- intensifying upbringing of enterprise skills and for career;- adopting innovative and collaborative practices;- building an interest and positive attitude towards science;- improving levels of different skills such as digital skills, and transversal skills;- promoting students with the knowledge, understanding and skills to use technology creatively andpurposefully;- improving competence in foreign languages;- promoting an active Euporean citizenship and intercultural understanding, tolerance.NUMBER AND PROFILE OF PARTICIPANTS:We are five different schools from Spain, France, İtaly, and Turkey (two schools) that nearly have thesame school level and common issues on the topic. The students, teachers, parents, and school staffof the partner schools will be the participants.DESCRIPTION OF ACTIVITIES:During the project, we have 5 LTTs planned. Short term exchanges of pupils will help group work,learning new cultures and traditions, showing respect to others, realizing the students’ potential. Wewill have the chance of exchanging good practices, sharing experiences, and improving innovativeteaching. There will be after school wokshops for extra-curricular activities on digital citizenship andcyberbullying. Also, there will be seminars, conferences and trainings for teachers,students and parents. Students and their families will participate in competitions, meetings,celebrations and fairs.METHODOLOGY:at project meetings: presentations, observing lessons, surveys, discussing curriculum and educationsystems, workshops, implementing and evaluating progress.at student exchanges: presentations, visits to research centers/museums, debates, onlinediscussions, role-plays, workshops, round tables, music, dances, art, sports, picnic, games, groupwork/pair work, videos, surveys, implementing and evaluating progress.RESULTS AND IMPACT:1) impact on students:- raising students’ interest in Science and Tecnology subjects;- increasing students’ interest in Science and Technology careers;- preparing them for the challenges of labor market;- promoting communication skills in English by cooperating with peers from Europe.2) on teachers:- improving the quality of Science and Technology teaching;- creating the international cooperation among teachers;- raising awareness on Erasmus+ Programmes;- improving communication skills in English.3) on participating institutions:- creating awareness on the importance of education and science teaching;- having more open-minded, tolerant and academic staff and students;- developing synergies and cooperation between education and higher education, research centersand world of work;- promoting European citizenship.LONG TERM BENEFITS:- strengthening the European dimension in the school and community;- building a European network among partners;- continual cooperation with local authorities for future projects."

In the report titled,Science Education Now:Renewed Pedagogy for the Future of Europe(Rocard et al.,2007) published by the European Union in 2007,It has been emphasized that science and technology education is giving an alarm across EU countries, especially young people’s interest in science,technology and mathematics has dramatically decreased and the fact that Europe's long-term innovative capacity will be reduced significantly if effective action plans are not taken.The relevant report emphasizes not only the science and technology education in schools but also the use of knowledge to enable the society to survive and adapt it to the scientific and technological atmosphere of our age.After this report,the European Union has provided opportunities for the European researchers to develop collaborative projects by presenting project calls in the field of science and society in order to renew the science and technology education in Europe and to implement the science education based on the inquiry mentioned in the report.One of the aims in the Karaman High School 2019-2023 strategic plan is;to provide students with 21st century skills in science,mathematics and technology,which is also one of the priorities of the EU and ERASMUS+ program.The aims of the project are;-To develop students’ competences in the field of STEM and Coding,-To enable them to gain 21st century skills such as Creativity,Communication skills,Intellectual curiosity,Critical thinking, Knowledge and Media literacy skills,Collaboration skills, Problem-defining-formulating-solving-To create a process that will benefit from the experiences of EU in STEM field within the framework of the exchange of good practices,thanks to our cooperation with our foreign partners.The project activities are based on exchanging good practices among the partners and adapting all activities to all partnerschools. With the project activities to be carried out; We aim a project process,in which teachers from the project partner schools will bring the theoretical information revealed bythe basic sciences such as physics,chemistry,biology and mathematics and blend them with technology and engineering practices.Then,they will create awareness about project based learning and train the students who will make innovations that will add value to the life.Since there is no engineering cycle within curriculums in our partner schools,in our planned project process,teachers will develop their skills in integrating the Engineering cycle into their courses.The traditional classroom environment,instead of attracting students to participate in STEM areas,increases the indifference towards STEM.With 'Design Workshops',we aim to create a new educational approach aiming to enable students to acquire interdisciplinary cooperation,systematic thinking,openness to communication,ethical values,research, production,creativity and ability to solve problems in the most appropriate way.6 LTT activities are planned for the duration of the project.One of these 6 LTT activities will be for the teachers and the others for students.For the 6 LTT activities,25 students,2 teachers and 10 accompanying staff from each school will participate.Teachers and accompanying staff ‘s working field will be Physics,Chemistry,Biology,Maths,ICT.Students will be chosen among the ones who are interested in STEM.The background of the students who will perform STEM studies in the Design Workshops will be supported by CODING, ROBOTICS and 3D Design Modeling trainings.Thanks to the Design Workshops that are the concrete outputs of the project,the students who will become future innovators in project partner schools will be provided with the opportunity of researching, questioning,producing and practicing creative problem solving techniques.In our schools, with the project;-Science and Mathematics courses will focus on STEM,-Usage of Web 2.0 tools in classes will increase,-Engineering designs will be integrated to our schools’ curricula through our Design Workshops,-An understanding of education will develop with the awareness of STEM and Coding-An innovative school atmosphere,which has gained the skills to grow up students who can design what they think,researches,produces,adopts project based learning will be created by means of these Design Workshops.We believe the project will continue to be effective without the need for an extra fund after the completion of the project, thanks to the sustainable and practical outputs.This is important for the development of the partner schools. Especially the Design Workshops and the planning of the STEM festival to continue after the end of the project will provide crucial benefits in the long term.We want to carry out this project so that our students can have awareness of Science in a century when genetic cloning, robots with artificial intelligence,unmanned planes, microchips and more have become reality in the world of science and technology