"It is extremely important to educate our children about living together with nature. The future of our planet is in the hands of today's youth. Not only keeping the environment clean for ourselves and around us but thinking about the whole planet. Five schools from Estonia, Spain, Italy, Turkey and Bulgaria have come together in order to collaborate and educate children and communities and promote green lifestyle in Erasmus project ""Save the Planet Recycle All"" or SERA, which in Turkish language means ""greenhouse gas"". All participating schools have been already actively practicing green lifestyle, they have put a lot of effort in educating kids and the whole community in environmental issues. Through this project we revised the practises already in use and by taking notes from other countries and schools, tried to enrich the understanding of green lifestyle and how to follow it. Our main objectives were: 1. To give children and teachers a clear picture what is going on in the environment, what are the key issues we have to pay attention to and how to organize our lives so that we can really make a difference in saving the planet from ecological disaster. 2. To form a best possible plan of action for the children themselves to implement in their journey of living sustainable life. 3. To discuss and become aware of sustainable lifestyle and how to achieve it. These objectives were achieved through active collaboration between partner schools and communities and also inside the school community and among children themselves. All actively involved participants showed great interest in the topic, had a lot of good ideas and helped to introduce the importance of green and sustainable life to the whole school and the school community."

The partners of the e-PPR project (www.e-ppr.eu) carried out a transnational study between Oct-17 and Jan-18 to identify teachers and students’ needs regarding training on response to the emergencies most likely to occur in schools. In total, 677 school teachers from six EU countries (Denmark, Estonia, Romania, United Kingdom, Spain and Lithuania) participated in this study. Results showed that 22.36% of the teachers and 33.37% of the students have not been trained at all. For 41.46% of the teachers and 47.19% of the students who were trained, the training was 'not enough' because it was limited to evacuation in case of fire (87.75% teachers, 94.18% students) and it was too short (less than 3 hours for 62.53% of the teachers, and less than 1 hour for 58.43% of the students). The emergency areas where more training was demanded were: first aid, fire, terrorist threat, earthquake and toxic cloud.In this context, in order to respond to the identified training needs of primary and secondary school teachers and students across the EU, the objective of the project was to develop the first e-learning platform for primary and secondary school teachers and students on how to respond to the emergencies most likely to occur in EU schools.The e-learning platform is accessible from computers, tablets and smartphones in 5 languages (English, Danish, Spanish, Estonian and Lithuanian) at www.schoolemergency.eu and it has the following sections:E-LEARNING for school teachers on how to respond to the emergencies most likely to occur in EU schools.TOOLKITS for school teachers with ready materials for lessons connected to the emergencies most likely to occur in EU schools.EVALUATION TOOLS to assess the learning and get feedback from the students.ONLINE FORUM AND SOCIAL NETWORKS so teachers across the EU can share their experiences and support each other.Once the first development of the e-learning platform was completed, it was tested by the three partners from the sector of school education, and a Danish school as an associated partner: 15 teachers and 271 students in total participated in the testing. Based on the testers’ feedback, the project partners implemented additional improvements before the final publication of the School Emergency e-learning platform. Beyond the partners, the content of the e-learning platform has the potential to be exploited by a wide range of organisations and individuals. Thanks to its deployment as an OER under the Creative Commons license 'Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)', anyone is allowed to, not only use it, but also to modify it. Therefore, the content of the e-learning platform will serve as the impulsion for future innovations and developments in the sector of school education across the EU.This cross-sectoral and cross-border partnership is an initiative of Frederiksborg Fire and Rescue Service (Denmark) in collaboration with Alcala de Guadaira Fire and Rescue Service (Spain), Estonian Rescue Board (Estonia), Vilnius Division of Civil Protection (Lithuania), Vilniaus 'Genio' school (Lithuania), Gaia school (Estonia), and the high school Profesor Tierno Galván (Spain). The School Emergency project is co-funded by the Erasmus + Programme of the European Union.

Social inclusion is recognized as a central aspect both for pupils' well-being and for educational outcomes. It is inversely related to school attrition rates, truancy and school violence. Social inclusion among pupils can be increased by strengthening pupils’ participation. Professionals in education can enable or hinder social inclusion. To engage children in participating actively in their lives, teachers must develop learning opportunities where pupils can experience themselves as active agents. The purpose of the project is to allow teachers to explore and develop professional work based on pupils' perspectives and experiences on social inclusion to firstly deepen professional knowledge and competence on best practices and collegial international exchange, secondly to create didactical and educational material and thirdly to evaluate strategies where teachers and researchers in cooperation develop learning opportunities that support pupils' social belonging and agency which then can be shared in the professional community. Project partners are national educational researchers (2 per country ) and national professionals (3 teachers/educators per country) of primary education from 4 (5 with the associated partner) European countries, developing activities for educational settings that enhance social inclusion. 5 work packages describe the national conducted activities to implement, document, try out, elaborate and innovate educational activities that are shared and evaluated internationally, linked with theoretical knowledge in 4 training sessions to finally present (virtually and as a hard copy) a handbook and a toolbox for teachers, educators and children presenting the most successful strategies and activities tested in the 4 (5) European countries. Children’s centered methods to capture their perspectives are the keystone for all activities and the foundation for the teachers’ efforts in developing didactical tools. National and international professional collegial exchange among researchers and practitioners is considered as expert coaching that initiates innovative professional development. A longitudinal study allows a measurement of achieved success in the perception of social inclusion in education. A website is documenting the project and offering open access to educational activities and strategies.The intellectual outcomes integrate newly developed professional knowledge on social inclusion and educational activities that enhance social inclusion in all national languages and English. Whereas the handbook is addressed to teachers and educators and contains educational material, the toolbox is a set of activities for children to use independently.The project outcomes serve principals, educational advisors, policy makers, stakeholders and researchers in education who all have important political mandates in relation to the teaching profession and its professionalisation and the children’s right to participate in society. The project's outcomes and outputs are disseminated in 4 Multipiler events, via project webpage, electronic newsletters and through articles and presentations in educational journals and conferences. The project benefits from the European cross-cultural exchange, from the wide range of expertise represented by the project partners and their cultural and educational background and the diversity and different cultural experiences of pupils’ inclusion across different national contexts. The project aims for educational actions with a European dimension that are transferable to diverse educational contexts: to support teachers and their professional development by gaining deeper knowledge about social inclusion as well as to develop a variety of didactical tools to work with social inclusion in their everyday practice. The diversity of children’s voices is a strength that creates attractive conditions to develop sustainable knowledge and didactical tools to enhance social inclusion which meet pupils’ different needs in Europe.

"The project ""For the Love of Nature: Explore and Discover Europe through Nature"" was initiated by Visaginas “Gerosios Vilties” progymnasium in Lithuania.The idea to launch a project devoted to nature and young people in nature came after studies of the report on the Environment Policy of the EU members. As the report states that EU environmental acts should be carried out as soon as possible because the ecosystem might fail by creating dramatic problems for us and the nature, we found the topic relevant enough to introduce to our students and put them into context. The partners from Italy ""Carlo Alberto Dalla Chiesa"" Nizza Monferrato school and Gaia School from Estonia joined the Visaginas partners and developed the idea of the project. A main goal was set up - Raising Awareness About the Environmental Context and Empowering Pupils to Search for the Solutions to Improve the Quality of Nature by Learning Together Through Active and Effective Methods. The objectives leading to this goal were created as well - 1. Developing and sharing methods/techniques of the research on pollution. 2. Searching for the endangered plants and trees in project partners' areas and the reasons why they are in danger. 3. Teaching the students about medicinal plants, their importance/benefits. 4. Improving students' and teachers' competencies of international cooperation, communication, creativity, as well as personal traits: self-confidence, enthusiasm, self-organization, and responsibility etc. through learning about nature and culture of partner countries. 5. Raising awareness and understanding of natural processes and promoting natural sciences. 6. Supporting project participants to acquire and develop basic and new skills and competencies. The partners will take charge of different topics: Lithuania - for water and soil pollution; Italy - for medicinal/spice plants and personal pollution, Estonia - for endangered trees/large plants and air pollution. It is expected to fully engage into activities about 100 primary and secondary levels (9-15 years old) pupils from each country. They will participate in a large number of nature oriented STEAM and art activities that are scheduled for the exchanges and put between them. There is a list of main activities: STEAM related ones - carrying out the research on soil, water, air, personal pollution, and endangered plants growing in polluted areas; doing a research on plants that grow around the area where students live - meadows, forests, mountains; learning about medicinal plants, spice and their benefits; planting trees in damaged areas; choosing the most beautiful tree from the pictures taken by students; visiting protected areas and meeting with environmental specialists in order to discuss the measures taken and particularities of their profession. Other group of activities that will be performed is Nature Through Art - the participants will present traditional festivals of partner countries; organize plenaries in nature with painting landscapes; create postcards and model herbariums from nature materials; make posters, mandalas on a school wall, design and edit a calendar with pictures and descriptions of plants, a pocket booklet about protected plants. As the project performance is a great opportunity for teachers to improve their professional skills, besides their direct support for students, they will also have a special occupations - giving a nature focused lesson during exchanges at a host school for joined group of students; taking care of the results of researches and editing the guidebook for teachers ""Methodology on Different Kind Pollution Cooperation for innovation and the exchange of good practices Assessment and Control"", the interactive catalogue ""The Power of Medicinal Plants"", and organizing a final conference at every partner school at the end of the project.Thus the main activities including the results were recited. The disseminating aspect is also very important - the press-conferences during every exchange will be organized, all the materials will be uploaded on the e-Twinning, Erasmus+ platforms, and schools websites. Concerning project methodology to be used in carrying out the project - the various required tasks will be accomplished in sequence and assessed, a process to oversee and monitor the completion of those tasks will be provided, the constant communication with partners will be kept, the feedback after every exchange will be presented to the partners, the coordinator will get the project activities and financial report quarterly. We envisage a considerable impact of the project in terms of education in the broader sense that will influence students, teachers, their families, schools/ local communities. Our project will definitely have the potential longer term benefits due to a large number of participants engaged into its performance and the friendly relations that that will be created. The schools already have plans for further collaboration."

<< Objectives >>The project aims to develop an innovative high-performing digital education platform to ensure the sustainability of teacher development with digital educational materials, with a particular focus on Continuing Professional Development (CPD) of preschool and primary school teachers on first aid interventions/practices and chronic illnesses, through 8 modules prepared based on the needs determined by the needs analysis. Increase the digital capacity and cooperation among partnering institutions.<< Implementation >>The project will identify the top priority issues in the field of first aid and chronic illnesses and develop teachers' knowledge, awareness, and experience by using digital education materials: facilitate the production of interactive videos of a maximum of 5 minutes on 13 first-aid titles and 8 chronic diseases determined at the end of the survey studies. Design and development of E-Learning System integrated into Moodle to ensure the sustainability of the teachers’ learning process.<< Results >>Supporting the professional development of early and primary school teachers on digital skills, intervention methods to first aid, and chronic illnesses. Developing school-based first aid modules, and intervention in physical injury and some chronic diseases. Increasing institutional capacity and professionalism to work at EU/international level: enhanced management competencies and internationalization strategies. Extending the network of each partner to different new geographies and sectors.