"The notion of living and personal fulfilment in a European context is becoming more and more important among young people. Such important issues like enhancing their employability, their social, educational and professional development are gaining European dimension. Implementing the idea among young people to think about Europe as a united multicultural territory, in which inclusion, diversity and equality are tolerated, is extremely important for the future of the European Community. Contemporary schooling is providing young people with a high academic background, but it is still not doing enough in the field of successful future career development in European context. Our project “Start up Your Career Successfully!” comes as an answer to these needs. The main goal of the project is to raise students’ preparedness for quick and flexible social fulfilment in an environment of increasing mobility of work force. Sub goals: • Raising students’ awareness of the European labour market and the role of career mobility for dealing with unemployment and building sustainable economy. • Orientating for appropriate employment and choice of development path. • Development of transferable career skills (individual productivity, taking initiative, employment in multicultural context etc.) and preparedness for career mobility (flexibility, self-sufficiency, self-confidence etc.) The project will be implemented from October 2017 – April 2018 as a partnership between four European schools: Saint Paisiy Hilendarski Secondary School, Zlatitsa, Bulgaria; The Professional School of Montijo, Montijo, Portugal; ""Anghel Saligny"" Technical College, Rosiorii de Vede, Romania; Balaguer Vedruna School, Balaguer, Spain; The initiative for implementing the activities is a result of expressed interest in the topics of the project by the partner schools after a discussion on eTwinning. 18 students at the age of 15-17 years old and 6 teachers from each partner school will take part in the project. Four short-term exchanges are planned (December 2017 in Portugal, April 2018 in Romania, October 2018 in Spain and April 2019 in Bulgaria), as well as common on-line activities through eTwinning within the duration of the project: online modular course in Business English; researches on three issues (European labour market and career mobility; current requirements for the work force; new professions in 21st century); preparation of presentation materials; case studies. Activities during the short-term exchanges: presentation and discussions; visits to selected companies and participating in a real working process as assistants; self-discovery trainings; practical trainings; simulations; training videos and business games, aimed at assessing one’s own competitiveness and development of transferable career skills. Most of the activities will be integrated into the partner schools’ curricular and will be carried on by teachers. In others representative of local businesses and career counsellors are involved. Important part of the plan are the activities which are aimed at active social and cultural exchange: presenting the education system of partner countries; debates on topics of common European significance; friendship evenings; visits to significant for the national identities sites. All the project activities are carefully selected to complement the opportunities of formal education with opportunities for acquiring key competences by young people. Educational effect of the activities is achieved through various methods of informal education: discussions, case studies, simulations, role plays, workshops, practical trainings etc. Introducing young people to the labour market, the development of the profession in 21st century and the current requirements for the work force will raise their competences for career choice, will develop their skills for searching and finding chances for future employment and will enhance their skills for assessing their own competitiveness. Through “learning by doing” students will develop transferable career skills (individual productivity, taking initiatives, employment in a multicultural environment etc.) and will enhance their preparedness for quick and flexible personal fulfilment in European Union. Successful implementation of the project activities will encourage participants to perceive the European area as a united multicultural territory."

"""Learning to Think and Live Outside the Box” is a project created from the shared belief in an inclusive, quality education that provides opportunities for all, independently of their background, abilities or challenges to overcome. It aims to provide pupils a set of unique experiences to see what is outside the box, developing an increased understanding of diversity and common belonging, through raising the bar in the use of technology for educational and communication purposes and offering a safe, exciting, motivating framework for pupils with otherwise less opportunities. The project includes only 3 schools to ensure an in-depth collaboration and development of long lasting, working connections and friendships. They are also from very different but complementary realities. Parkgate Junior, after a first successful experience in KA229 and more experience in eTwinning, has stepped in to coordinate the project as the whole team is committed in take their part. Tärnsjö Skola( 130 pupils) is a very small school in a rural isolated setting in the Uppsala region, Central/North Sweden; Escola Vedruna d’Artés( 285 pupils) with integrated learning until the age of 16 in a semi rural area 70 Km away from Barcelona, in Catalonia, NorthEast Spain; Parkgate Junior School( 239 pupils) is a diverse community offering education from 7 to 11 years old in Watford, an urban area at the outskirts of London, UK. All different climates, currencies, vehicular languages, surroundings, diversity levels… and still sharing commitment, enthusiasm and passion to create better presents and futures through education.There are three short-term pupil mobilities( 10/12 pupils per visiting partner) for all schools to host and engage the community. “Learning to Think and Live Outside the Box” will allow to learn about distant realities yet facing common challenges in physical and mental wellbeing and sustainability. Through eTwinning activities in class, pupils will be on a journey to understand the origin and end of what we consume and its consequences.Our project also incorporates two teacher meetings( 3 teacher per visiting partner) where high quality training on technologies applied in education and raising awareness of environmental footprint will be accompanied by invaluable exchange of knowledge and practice from all the partner schools, focusing in inclusion of pupils with different learning needs and challenges, as well as assessment models and practice and children wellbeing- and staff too. This will create a network of teachers to support and learn from each other.The impact of the project will be transformative, as the three schools are at the core of their communities. The project is designed to make sure everyone participates when hosting and all the teachers have a role and opportunity to learn and create unique lessons with linked classrooms. The project will have an impact on children's attitudes at a time when they are most likely to carry these skills forward into their future lives. A project such as this, coming at such an important stage in the children's development will undoubtedly enrich their world view and aspirations. Pursuing the Sustainable Development Goal #4 Quality Education all the schools will increase their participation in eTwinning projects and the use of cutting edge technology in ordinary and extraordinary activities. Pursuing SDG #3, the partnership will allow to revise and improve the wellbeing at the core of a healthy child and adult development. We aim all schools to renew their commitment in reducing environmental footprint and prepare pupils to adapt to a world where change is occurring and might be needed. Greater awareness of the 2030 Agenda, enhanced inclusion opportunities for pupils and deeper assessment practices for staff, becoming eTwinning schools and creating teacher collaboration networks are some of the long lasting benefits. These being at the forefront of our focus, in making quality education accessible for all in our communities."

In response to the world financial and ethical crisis and to European key policy objectives the current project focused on improving the 21st century skills of students by developing their entrepreneurial skills enriched with social and environmental added value. Therefore, students, especially the less able, were exposed to alternative entrepreneurial activities in order to discover their talents and acquire the means to put them to practice to achieve success. As the main role of education is to create ethical and democratic adults, we integrated an innovative approach of social entrepreneurship, the environmental (green) entrepreneurship. Environmental entrepreneurship, is a type of social entrepreneurship, exercised to resolve environmental challenges, towards the efficient operation of the market and for the enhancement of ecological sustainability (Dean and McMullen, 2007). It aims to create simultaneous economic and ecological benefit (Thompson, Kiefer and York, 2011). In order to benefit more from this approach we implemented Environmental Entrepreneurial activities using CLIL (Content Integrated Language Learning) and through the Arts (Painting, Sculpting, Weaving, Printing, Animation, Video Art) and Cultural Heritage (tangible and intangible). As 2018 was the Year of Cultural Heritage, we decided to celebrate our diverse cultural heritage across Europe. The aim of the European Year of Cultural Heritage was to encourage more people to discover and engage with Europe's cultural heritage, and to reinforce a sense of belonging to a common European space. The objectives of the project was to equip the teachers, the students and the community with the teaching and learning skills on social and green entrepreneurship. Participants derived form six countries: Cyprus (2 schools), Slovenia, Bulgaria, Spain and Croatia. Each school offered equally in the project, addressing the learning procedures with detail and enriching their existing curriculum with environmental entrepreneurial activities. Activities included meeting each other, both physically and virtually, holding special events in each partner school, train the staff to meet and enrich entrepreneurial teaching skills, curriculum development for cross curriculum learning and community engagement and learning. The innovative curriculum implementation included raising students' awareness on the environmental and cultural heritage issues that local communities confront, suggest viable solutions, thus design and create them. In the end, students created mini companies that suggested viable products for promoting the local cultural heritage. The most valuable result of this project was the development of cultural heritage products for kids, to enhance cultural heritage awareness and engagement. Profits that came of the products sales were donated to cultural non-profit foundations or companies in order to support their cause. A quick search in the project's activities will reveal that all stakeholders (teachers, students, parents, community) were educated in the theoretical and practical dimensions of environmental entrepreneurship and cultural heritage! The project had a dissemination strategy including the development of Social Media pages in Facebook and Instagram, Website, eTwinning page, Padlet and communication of the activities in local media. Partner schools included news on the project development in Parents' newsletter and on their websites and social media pages. The evaluation of the programme was based on a mixed method approach. The quantitative approach was held in terms of pre and post questionnaires in order to assess students knowledge, skills, roles and environmental agency . The qualitative approach included the interviews of the participating teachers on 1.their overall experience in this innovative programme and 2. whether the programme we developed and practiced had positive results on students learning results, as well as observation during the implementation during all the 10 lessons in two of the participating classes. According to the evaluation results, by experiencing Environmental Entrepreneurship students developed their entrepreneurial skills along with the development of their environmental agency. More specifically, they improved skills like critical and ethical thinking and action, decision making, team building, creativity, communication, presentation, problem solving, self-respect and self-control. Additionally, observations and interviews with teachers led to the refinement of the initial syllabus, namely the 'Environmental Entrepreneurship Guide'. The impact and results include up skilled teachers with understanding of environmental entrepreneurship education and students who are environmentally and entrepreneurially aware and will become agents of change in the future.

"The Project ""More tolerance, less ignorance"" is aimed at students of European schools aged 13-15 years. Its main purpose is to develop social, civic and intercultural competences of students. Today's everyday life in the schools and the environment of teenagers carries many manifestation of intolerance, where students are discriminated against different reasons: educational difficulties, economic obstacles, cultural differences, religious, social, health, and geographical obstacles, as well as different opinions. Intolerance is, unfortunately, a timeless problem, caused by failure or fear of knowing someone's culture, customs and traditions. The consequences of intolerance are: violence, hostility or injustice, and quite often depression or migration. Therefore, we will take action to tackle the problem of discrimination and segregation in our local environment, to combat aggression and cyber bulling, and to reduce disparities in the learning outcomes of people from disadvantaged backgrounds. As part of the project, students will learn and think about Human Rights and ways to combat stereotypes. In particular, we will work on discrimination and opportunities to cease such attitudes as racism, bulling, psychological and physical violence at school and in the network, persecution on grounds of religion, disability, poverty. Direct participants of the project will be 120 students from Primary School No. 3 in Zamość and from 5 partner schools in Europe: Portugal, Italy, Germany, Spain and Cyprus. We have planned 6 students short term mobilities, which will take of 4 students from each institution, which will give a total of 20 pupils per school attending in international meetings. The main language of communication will be English, which naturally develops linguistic competences and the ability to collaborate in a culturally diverse group. The project is planned for 2 years and the main planned activities are: scheduling activities, participants recruitment, local activities, international student short term group mobility, creating project's results, evaluation and monitoring activities, disseminating the outcomes of the project. International cooperation will not only teach tolerance and mutual respect, but the common actions of the pupils contribute to the awareness of the cultural characteristics of the nationalities involved, indicate timeless values, strengthen the key skills and enable the acquisition of new competences necessary for personal development and functioning in European society. Through the town activities, pupils will know the history and culture of the countries, they will use different information sources, prepare the materials needed for the project: presentations, films, interviews , folders, graffiti and leaflets promoting tolerance and anti-prejudice. In this way they will learn how to work with the project method, expand competences in the field of English, history, art and the wider culture. First of all, however, they will acquire the skills of cooperation in the international group, learn openness and tolerance, recognize the destructive impact of discriminatory behavior, develop social competences and improve skills in the field of Information and communication technologies. The results of our work will not only be developing the attitudes of the project participants and strengthen their competences, but also creating the website of the project, folders, posters, classes scenarios and designed and edited by the students Digital newspaper, presenting the effects of our actions and local activities of all schools. Working on the newspaper will continue even after the project will have been completed, and access to it will be possible for all Internet users, by posting a corresponding link on the websites of the schools.The cyber newspaper will include information on further actions undertaken by partner schools in the topic of popularizing attitudes of tolerance and openness to other cultures. This will allow schools, local and international communities to get known the results of the project and can inspire them to take similar activities in the daily school life. The coordinating team from each of the schools will be working on the implementation and monitoring of all activities. Teachers responsible for th the project will prepare the pupils to participation in it, they will organize appropriate trainings, meetings , workshops and visits. By disseminating the project results in the Inernet and on the Platform of Results we will give the opportunity to all interested in using the effects of our work. This will encourage other students, teachers and local environments to take similar challenges and establish international cooperation with other European institutions."

According to the “forest strategy” developed by the European Commission, sustainable forestry plays a central role in achieving the EU’s climate goals and supporting the EU BioEconomy Strategy. Forests produce an impressive number of important products and services for society and present a significant source of CO2 storage related to climate change and they are home to a large proportion of biodiversity. Our project deals with the topic of forest, as a major topic for the future because future generations are needed who are familiar with the topic of forest and sustainability.Through our project, we want to build an awareness of nature, especially for the ecosystem of the forest. We want to observe the ecosystem forest from many sides, however the scientific approach will be running through the whole project as a main focus. Concrete observations of animals, soil and plants in the forest, the collection of information on site, excursions with experts such as foresters will lead to an intense experience and will be the basis for knowledge and later on attitudes. We want students to plan simple experiments themselves, to carry out and document them and to recognize scientific interrelations. The focus is on the ecosystem of the forest, not only in single, subject-based lessons, but under various aspects. The use of tools such as test tubes, test kits for determining important parameters, bug eye viewers and microscopes allow a wide range of working methods.Nevertheless, other approaches to the topic should also be made possible. Thus, each learning/teaching/training activity is under a different focus alongside the scientific. This includes tourism in the forest, access to the forest at a meta-level (for example through painting and music), the economic use of the forest (professions in the field of forestry and wood) and the impact of climate change on the local forest and in other regions of Europe.Through activities like excursions, explorations on site, presentations, discussions with experts, observations, working in the laboratory, experiments, etc. students will gain key competences not only in their mother language but especially in the foreign language and project language English (e.g. working together with students from the partner schools), in media (e.g. using modern media for presentations and research), in natural sciences (e.g. experiments on soil), social and citizens’ competences (e.g. accept other opinions in a discussion) and in self-initiative (e.g. making proposals for practical implementation). All four partner schools from Spain, Greece, Italy and Germany involved are located in rural areas next to forests and therefore have a special personal interest in participating in the project, to bring in existing experience and to gain more knowledge about the ecosystem of the forest. As a result of our project, students will experience innovation in their learning activity. They will increase their knowledge on the topic forest, recognize that the protection of it is an important task not only in their own surrounding, develop their communication skills in the mother tongue and in foreign languages and develop skills in the use of ICT and new technology etc. The project will also have an impact on the teachers, such as the improvement of English and project management skills. The schools will benefit from free teaching resources and teaching materials and will be part of a European network of schools involved in European cooperation. For longer term benefits, we will publish a handbook with a description of the activities carried out with handouts, practical examples, worksheets and products. It can be used for similar projects or single lessons. It will be handed on to teachers in the region, presented in teachers' trainings and available at the different partner schools. Final products (project summary and handbook for teachers) which will be the results of the project and were funded by the EU will be accessible for teachers and students in the schools' libraries so that they can be used during lessons, school performances, displays, lectures and exhibitions.