"First we built Erasmus teams at every school who were responsible for the organisation at every school. Language clubs were built for the participaqting students. They concentrated on the online dictionary and the professional orientation portfolio.A website was designed, where results were published (http:foreignlanguagesbestjobs.org), the project was esatblished on the etwinning platform, materials were uploaded and evaliated.At the beginning of the project we started an evaluation among the students with the aim to find out about their attitude towards foreign language learning, their professional plans an their attitude towards interculturality. the students also wrote texts to introduce themselves and the life in their community.Extra curricular activities took place especially in the field of professional orientation like visits to companies, that were organised, and professional information events, that were visited. the students alsoi did resarches on professions, where foreign languages play an important role and on rare professions, that the students were not fam,iliar with. The results were documented in form of characteristics. Furthermore the students did resaerches on the labor market situation of their region. Mobilities: Romania: Designing the mask for the online dictionary, translation workshop on lyrics with presentation in the national language and English, theater workshop on the topic ""problems at the job interview"" with presentation.Italy: Workshop Metal work/wood at a vocational school, Workshop on mimic and gesture at the Highschool for Arts, application training, Translation workshop on music, designing project logosGermany: Profil Ac Analysis, Designing an App for touristic activities, excursion to Völklinger Hütte with lecture on working conditions in the late 19th century, conversion of industrial sites, workshop on teaqm work, professional orientation portfolio, workshop on Karl Marx and his criticism of captalismTurkey: interviews with students and teachers at the technical university, visits to companies,, partner interviews on career planning, presentations on professions with potential for the future, comparision of the schhol systems and the vocational educationEvaluation of the whole process"

"Values: Values are a combination of beliefs, feelings, thoughts, behaviours and rules that are agreed upon, adopted and shared by society. Educational Values; This form of education was first implemented by the UN Educational Science and Culture Organization (UNESCO) with the project ""Living Values Education Program"". This was within the framework of the 50th anniversary celebration of the United Nations in 1995. Living Values Education / Living Values Education Program (YDEP) is an education program that focuses on the education of values. European Union, general / basic values such as peace, unity, equality, freedom, solidarity, meeting economic and social security needs, basic rights, European traditions, European awareness. Social inclusion, collaboration, celebration of diversity and the promotion of equal rights are among the primary goals of Erasmus +. Values Education is prominent in all European Union countries. For this reason, our project is in line with with Erasmus + .Values Education is carried out under various names and systems in many countries. There are differing approaches, in the content and context of the education and in teaching methodology. Although there are varying social, political, religious and economic structures in each country, Value Education aims to nurture an individual to become a respectful and valued member of society. Value education does so by transferring cultural, moral, national and universal values to the individuals.Therefore, Values Education is a vital part of our school system. Values are not inherent. They are facts that must be taught and learned. As we are not born with values, it is our responsibility as educators to teach them. People learn how to act according to the situations they encounter. Children learn social cues from adults or peers in their local and school communities. Values are, above all, an educational issue. The teaching of values should be child led and experience based, taught explicitly but practiced in a nurturing environment. According to data updated by the European statistics agency Eurostat in 2018, the crime rate of EU countries increases exponentially each year. The main problems we face both globally and locally indicate that we all should give importance to values education. Values are an integral part of democratic citizenship education. In recent years bullying, disrespect, lack of empathy and other behaviours have become more prevalent. This development is evident in all partner countries that we have collaborated with. With this project we aim to foster empathetic, compassionate and inclusive children. Children that are tolerant and respectful of others. Our Project Aims To;To enable each child to reach their full potential socially, emotionally, spiritually and academically. To ensure that each child develops respect for others.To promote understanding and tolerance. To develop each child's sense of responsibility within society. To foster an inclusive and ethical society.Therefore, Ireland our coordinator, 2 schools from Turkey, France, Germany and Croatia came together to achieve our goals in line with EU priority objectives .Project activities will start in October 2020 and will end in October 2022. The key people of our project are the contact person, teachers and a school manager, a school guidance teacher. People who will take part in mobilities are students, school administrators and teachers. Participating students will be between the ages of 6-17. It is expected that there will be a total of 3000-4000 people participating in the project.Finally, our primary goal is to enable children to reach their full potential in order to contribute invaluably to society. This priority of ours will be achieved in the following ways: Ensure that they develop meaningful friendships and relationships with others.Ensure that they value friendship and cooperate well with others.Promote respect for the environment. Develop an understanding of environmental issues, climate change and preventative measures. Empower the value of feeling empathy for others.Foster positive self-esteem.Promote creative thinking, problem solving and the relationship between cause and effect in society.Ensure that individuals develop respect for nature and animals.Transfer and appreciation of traditional values.To develop their personal interests and character traits.To be individuals who are honest, respectful, comply with moral values and courtesy rules, can communicate comfortably, care for human relations.To improve their social skills with LTT and in between activities.Learning to give value and respect to elderly people while visiting institutions such as elderly care centers.To gain tolerance and respect for foreign cultures by communicating with peers from different cultures.To gain the value of friendship by developing foreign language skills.Application of values in everyday life, school and local communities."

The most important aim of our project was to make our students be aware of the importance of sustainability and the career opportunities they have related to the topic. All the participating countries face the same problems such as pollution, waste, climate change and so on. Furthermore, we wanted to give them the opportunity to be able to choose different jobs in alternative to the most “regular” ones –posts that have already too many applicants and might not be needed so much in the future. Through hands-on activities, field trips and reflection instruments the students realized their potential and skills they may use while choosing their future careers. In our project there were five participant countries involved, namely Germany (coordinator), Portugal, the Czech Republic, Turkey and Italy. Our schools are different with regard to the age of the students, level of education, the economic background, but we face the same problem which is the youth unemployment due to various reasons: not enough motivation, no knowledge of new professions and job opportunities, not enough vacant posts in most countries, the students lack of insight into the own abilities and weaknesses.In order to find some solutions to part of these problems, every school shared its expertise. The Portuguese school has a focus on STEM subjects and has highly qualified teachers in this area. Since many professions in the field of sustainability depend on knowledge and skills on these subjects, its contribution was important in order to raise the interest and awareness of the students about areas of study connected with sustainability and technology in higher education. Its collaboration with Minho University and IPCA was crucial to carry out projects connected with these topics.The Italian school has its focus on the Feuerstein Method (learning how to learn). This unique educational approach combined specially designed instruments and mediation in order to identify and enhance an individual learning potential. It teaches people the art of learning; how to think, how to gather information, how to analyze. It teaches the knowledge which provides the skill set to become a superior learner. In Rimini students from Erasmus+ project practiced activities taken from Instrumental Enrichment. They worked with problem solving exercises that enhance planning behavior, focus on how people learn, which strategies people use and where these strategies can be useful in other domains. These activities were conducted on the principles of Metacognitive Didactics.Considering the fact that the Czech school cooperates intensively with Bata University Zlin and follows the long-lasting traditions of its region, it offered the possibility of training in film making and leather processing. With regard to the topic of sustainability the school also highlighted the importance of waste recycling through the wide range of field trips. Both was essential in order to enhance the students knowledge and to develop their personal skills as well as to learn how to document their researches with the use of modern media.The Turkish school emphasizes science, biology and arts in recycling waste and paper. The school is located in the metropolitan area of Istanbul where environmental problems are much more visible and urgent than in rural or smaller urban areas. That means that the problem of waste is appealing and many local companies deal with this. Therefore excursions to those companies were organized and they allowed the students to do research on processing the waste.The German school concentrates on the performance of professional orientation measures: analyzing students strengths, potentials in cooperation with partners from vocational training and the chambers. It also started working with a new instrument of potential analysis, that can be carried out by schools independently from other institutions. Hereby the focus is on soft skills like the ability to work in a team, creativity, problem solving.The main activities carried out were:-Work on Project portfolios/language portfolios-Creating an Online-Dictionary-Doing research and workshops-Presenting results-Interviewing experts-Analysing potentials and data- Maintaining the project's twinspace on the e-twinning platform The following results were attained: The products mentioned in the application were produced as planned. Our initial goals were met. The impact on the students was profound in terms of awareness of environmental problems and in terms of developing their personal skills.By cooperating with each other, sharing the experience and various procedures, the participating schools are now more conscious of the areas and fields of the study which should be developed and improved. Furthermore the schools implemented the use of the language portfolios as an important learning tool in Foreign Language lessons.

"In view of increasing European disenchantment and increasing nationalism in the political and social discourse, it is precisely the schools that are required to anchor the achievements, values and opportunities of the EU more firmly in the consciousness of the pupils. This Europeanization, which in our view is necessary, can only succeed if we counter this renationalisation in the classroom too. Work on a common collective memory should therefore form the basis of a stronger and more sustainable identification with Europe.National Curriculums and teaching materials, however, continue to often rely on national collective memory instead of forcing a much more European interpretation. This becomes clear, e.g. in the subject of history, the reference to non-historical historical events only partially integrated into the national understanding of history. The same applies in the area of first language teaching, which rarely takes into account the literatures of other nations or refers to other languages in the field of language analysis, though it could be enlightening.The project works on how a European dimensioning of the curriculum and content can be implemented. Intercultural learning should not remain a marginal aspect here, but rather take place in the individual subjects. The project work focuses primarily on the topics of literature, history, philosophy / ethics, music, fine arts, social studies and history, because these humanities or arts-oriented subjects contribute most to the collective identity formation. But the project also gives attention to the contributions of national natural sciences to the development of Europe.Knowledge about the European Community and its structures also helps students to realize the benefits of European integration. However, this knowledge does not help if Europe's current problems are left out. The project focuses on the EU as a community of peace and values the connecting elements between our nations, but it does not want to leave out differences (EU skepticism, national stereotypes).In all these areas, therefore, the project identifies the national contribution to the common heritage and examines its importance between globalization, Europeanization, renationalisation or hybridisation.Our objective is the student-centered, action-oriented and production-oriented development of the European cultural heritage in order to raise the students' sense of a common social identity . In concrete terms, this means that we present the different aspects of European cultural identity on material (buildings, paintings, books), immaterial (fairy tales, oral traditions) and digital levels in boxes, to which each country and every subject delivers its own contribution. In this way, in every box (music, literature, folk tales, politics, biology, pedagogy, etc.) an intercultural dialogue about commonalities and differences arises. Each individual box depicts a Europe that is ""united in diversity"" on the different levels.The stated objective makes it necessary to work internationally, as the second priority, Promoting Internationalization, aims at overcoming national perspectives on cultural heritage. Such an overcoming exists e.g. when the students prepare texts that belong to the canon of national literature history for the SuS from other countries: translate, play, summarize. The result is a new canon of European literary history that can be understood, experienced, read in the appropriate box.The same applies to the fields of art, architecture, music, fashion, history, biology, medicine, film, philosophy etc.The third priority chosen, Open Education in the Digital Age, was chosen because some products are based on digital media anyway, but more important was the idea of having the contents of individual boxes, which should be deliberately haptic in character, and represent in their entirety the European cultural heritage, also digitized, so that a virtual museum / cultural memory emerges, which can also be visited by others and continuously increased beyond the project duration (Digital Museum of Culture).The project starts with an overview of the national cultural heritage. To this end, the individual learning groups, select the topic they want to work on from the fields mentioned above .The choice of subjects is followed by a survey on the 10 books, films, songs, etc., which are representative of their own culture and which one should necessarily know abroad. After the evaluation of the survey results, the concrete work on the topics follows. The task of each learning group is the research on the chosen topic and the preparation of a varied presentation of the results. In order to fill the box, which contains the respective topic, the learning group should proceed in a division of labor in order to create a multitude of products with the help of various media. Power point presentations, card games, quartets, music recordings, posters and many more are possible."