"Context of our project ""BE GREAT-don´t discriminate!""In times of a fundamental transition of the world order, we intend to reflect on Europe as a peace project and a community of values. We therefore put our project at the service of European human rights with a special focus on values.We specifically concentrate on inclusion as a human right in order to demonstrate that participation in education functions for persons with different impairments. Because: ""Inequality is at its highest level in 30 years..."" (2015 Joint Report of the Council and the Commission). This appals us – the more so since inclusion as laid down by European law is a task for all schools. This is why we intend to set an example in our project.Objective 1: The human right of inclusionAs a human right, inclusion is directly contingent on freedom, equality and solidarity and means that no person may be excluded or marginalised. We therefore particularly pursue one goal in our project: the strengthening of human rights by the social integration of school pupils with inclusive special needs through participation in education.Our project is intended to provide every pupil with the opportunity to actively and effectively take part in teaching classes – irrespective of illness, disability or regional isolation – by means of interactive livestream teaching. Pupils prevented from attending school on a long-term basis by oncological or psychological disorders, or chronic inflammatory bowel diseases, also have the possibility of substantively participating through livestreaming. This provides them with better chances of achieving qualifications for higher education. This way, they remain in the European labour market as specialists, forward thinkers or decision-makers.As the result of the project on inclusion, we are implementing interactive livestream teaching in all partner schools. Furthermore, we are drawing up a guidance manual in relation to the technical and pedagogical requirements of interactive livestream teaching free of charge for all schools in Europe. As a long-term benefit, we anticipate an increase in interactive livestream teaching overall and thereby improved individual access to education – irrespective of health or regional restrictions.Objective 2: Value systems in cyberspaceA second focus of our project is on values-based education, as called for by the EU action plan. In this regard, we will tackle a highly charged phenomenon, which presents the European community of values and all schools with immense challenges: ""Bullying is recognised by the UN as a major factor in damaging the well-being of students... . New forms through social media are adding to the problem."" We want to devote our attention to the digital well-being of European pupils for the purpose of strengthening and protecting young Europeans. We will thus first conduct a representative survey on the subject ""European pupils in cyberspace"" on the basis of a suitable survey tool. The results will help us in developing common European prevention strategies for our schools.Measurable results will include the eBook ""Digital well-being in European schools"" together with a prevention plan and code of values. In addition, we will train pupils in all project schools as cyber experts to successively pass on their expertise to younger pupils. By the systematic application of the ""living library"" method, we will intensify European values, such as empathy and tolerance, in all participants. This method will be firmly established in all project schools for long-term use. Furthermore, a sustainable transnational cooperation will take place by means of an annual eTwinning conference on Safer Internet Day (SID), at which progress and new tasks in the area of cyber reality will be discussed.Six partner schools are contributing their specific strengths:Lithuania (code of values)Bulgaria (prevention competence through creative theatre)Italy (ECDL exam centre)Portugal (e-Twinning school)Cyprus (living library)Germany (inclusion)We will mutually visit each other for intensive work sessions in relation to our project objectives. A minimum of 7 pupils aged between 15 and 18 with very different requirements from each of the countries taking part will participate in training, teaching and learning activities accompanied by two teachers. Diverse workshops are planned in the 23 months. With regard to our horizontal ""Social Integration"" project priority, each school will contribute its strengths and individual experiences so that we can all learn from and with each other.Our project is characterised by methodological diversity, such as eTwinning, learning to learn, CLIL, learning by teaching, peer-group learning, living library, interactive learning games.It will enable all the pupils, parents and teachers to become visible value ambassadors for the European community of values, aware of the importance of Europe as the greatest peace project of the Modern Age."

"FUTURE has created in teachers and students a foundamentally positive attitude towards Europe by developing, defining and practicing cross-cultural, European attitudes. The overall idea in the Project “FUTURE” is to motivate the students to develop innovative and creative thinking, finding new opportunities and to convert their own ideas into value: in other words, to develop entrepreneurial mindset. The context of the Project is based on a self-assessment of existing activities and evaluation of resources locally available in each country and then to develop an Entrepreneurial Education. The background is the exploitation of three main steps of the Project :1) Self-assessment of existing activities/opportunities in labour market and skill-assessment in relation to develop new ideas2) Transferring learning needs into teaching contents using Entrepreneurial Education approach3) Defining and implementation of best practices based on labour market needs. The learning outcomes will be used to design and carry out transversal skills like objectives of learning. The objectives of this Project have been:- Innovative thinking to the future;- Development of a new way of education at school;- Use of school subjects in a different context.The target group originally planned was 60 students aged 15/17 and 40 Teachers from Italy, Germany, Poland, Portugal, Norway but at the end we have involved more pupils and teachers thanks to:- the great cooperation and support of the families of the students, who hosted the foreign pupils during the short term mobilities- the economies of scale in each school - planning and purchasing the most convenient flight tickets and hotel bookingsThe Project has the aim of :- to spread Entrepreneurial Mindset among pupils of different countries, schools and ways of living- to define a common strategy to carry on pupils' ideas- to check and to observe different kind of works and different steps for a new startup- to formalize some best practices in this subject.Activities performed:- Understanding different ways of teaching, learning and implementing entrepreneurialship in Europe - Visiting local enterprises- Fixing and replanning the main steps to plan a startup - Broadcasting entrepreneurial mindset among all pupils- Following up activities to verify choices and results obtained.Methodology used: - Interviews (semi-structured, self-identification, venture background, teams, funding and resources, network and community, education and support system), either individual or group.- Job Shadowing- Self training and networking- Workshops and Meetings in each European Partner Country, in order to:- Discover a Creative Thinking- Search for support of local associations - Develop practice of learning by doingThe project FUTURE is aiming to transfer a process, a methodology that has been tested with the creation of a series of ""work packages"", connected in a logical sequence that guides and denotes the active role of Partners. During our first transnational meeting we established the role of each partner school and the activities were equally shared among coordinators.The Dissemination is based on the support and monitoring the factors shared in a Plan of Sustainability, that has been focused on:1. Quality of the project design in addressing the needs expressed by the Project Partners2. Involvement of part- sense of belonging and motivation3. Managing effective and shared leadership and shared project4. Being an active part as “innovators” in developing entrepreneurial education (that we make regularly at each meeting with families of the newcoming students. We support any other initiative linked to business development, entrepreneurial education and ideas and so on)The sustainability factors identified are a ""toolbox"" but then they are made operational during the project and made permanent through a continuous process of comparing and sharing among partners, even after the end of this project in October 2019.The results of this FUTURE project is expected to be spread and passed as a “baton” from the students who took part to the newcomers: in fact, in our school pupils have founded an association of “Erasmini” that include all those who took part to Erasmus Projects from 2014 onwards and are now ex-students, in this way we have been able to create a network of students who have a common strong passion for Europe and for Erasmus activities, that they wish to continue as well during their University course.We envisage that each country, at the end of the project, will develop a self conscience independently, that will support through learning paths the best EE (Entrepreneuarial Education) practices."

"As schools in a unified Europe, we have an education mandate to prepare our students for the life of learning and working in Europe. Our project intended to create in teachers and students a fundamentally positive attitude towards Europe by developing, defining and practicing cross-cultural, European attitudes.""Feel the Spirit of a Modern Europe-Bringing Entrepreneurship into Schools (MEBEIS)"" aimed at developing, supporting and assessing basic skills and crosscutting competencies of each individual student - as mandated under the EU strategy ""General and Vocational Education"". Students developed an entrepreneurial competence combined with social responsibility. They established a student company ""Europa for the World: Children help Children (S.P.I.C.E.S.)"" thereby accepting a real entrepreneurial responsibility. The profits the company made payed for teachers in Sri Lanka. Therefore, students set yet another sign of worldwide solidarity. The entrepreneurial routine and the collaboration at an international level enabled the students to participate in shaping Europe actively. They are able now to act with confidence and on their own initiative. Ideally, they developed a future interest in business or responsibility for the future of Europe by establishing companies on their own. All involved students optimized their job skills through an intensive job training entitled ""Fit for job in Europe"", which was offered during the entire duration of the project. This prepared students specifically for the European job market. Our Erasmus+Project helped in forming new friendships and in developing thoughts without borders determined by lifelong mobility and the readiness to assume responsibility in the European family.In addition, our project focused on systematic, interdisciplinary and sustainable professionalism of the teaching profession in Europe by defining a European standard in the acquisition of competency in teacher education and continuing education. At the schools, we are additionally involved in innovative personnel and management concepts in form of an extended school management. Teachers experienced a modern, European school management concept with the possibility to assume management responsibility themselves. With our project as a whole, we tried to show possibilities to bring the European systems closer together and align them. The idea was the potential achievement of a joint European curriculum. Therefore, we integrated the results of the projects in the educational framework and in the teacher training and continuing education of the corresponding schools and we published all results (guide, brochures, e-books, interactive material, definition of the digital competence matrix for teachers) as free downloads on eTwinning, EST-database, the projectwebside, the homepages of the schools and the companies.Four partner schools from the Czech Republic, Italy, Poland and Germany came together for reciprocal visits for cross-national work meetings in light of our project goals and results. Ten students with varied background accompanied by two teachers participated for each country in every educational, teaching and learning activity. The plan called for six workshops over the course of 24 months. Each workshop lasted 5 days. In light of our project priorities, each school contributed its specific strengths and very own experiences so that we could all learn from and with one another. The project was characterized by the methodological diversity such as learning to learn, CLIL, learning through teaching, peer group learning and interactive educational games (hot potatoes, Be Boss). Overall, we expect a lasting effect and long-term benefit for all participants. The school family benefits if all participants expand their cross-cultural competency by transnational relationships, partnerships and friendships, which now last beyond the duration of the project and which solidify the thought of a large European family. Companies fulfilled their social responsibility whilst in tandem provided valuable business management experience. Companies gained and will gain highly qualified young talents ready to act in a mobile and flexible manner in a Europe without borders. In between the transnational meetings, the participants primarily communicated and cooperate through eTwinning, blogs, Skype and online chats. This approach promoted and reinforced the sensible use and benefit of virtual international communication options even beyond the project's duration. The development and enhancement of basic competencies and crosscutting competences of all who participated in the project will be expanded and reinforced. In addition, it promoted and promptes cross-cultural openness and collaboration. It developed a better understanding of mentalities, tolerance and solidarity and finally an intuitive consciousness of a European identity in a peaceful, strong and in future orientated united Europe."