One of the school's priority development areas is sustainable development. Globalization require higher demands on people's ability. The school shall help and give students the ability to understand global perspective and other people's opportunities. Get knowledge of international collaboration and global context, as well as opportunities and challenges linked to globalization, and sustainable development is truly an international context. UN's new sustainable development goals and Europe 2020 leads to greater demands on schools. Schools need implementation of UNESCO’s new Global Action Programe on Education for Sustainable Development (GAP/ESD) The schools have a need to develop new teaching methods in the field and network with colleagues in other parts of Europe. We need to share experiences with others about how to meet the challenges of the issues around sustainable development.The aim was to ensure high quality of teaching and provide our students with international experience so that they are ready to meet future challenges. During the project the students and teachers got realisation of transposable experience on different topics of sustainable development. These experiences came with results obtained in one country so each country realized the same experiment and compared the results (in function of sustainable development). We were four schools from Sweden, France, Greece and Germany. Two schools (France, Sweden) were situated in the countryside, two (Greece, Germany) in bigger cities. All schools were secondary schools only the Swedish school was both vocational and general. The number of students ranged from 200 (Greece) to 1300 (France). 24 students from the four different countries, plus a number of teachers were directly involved in the work on the project for a total of around 120 people directly involved. Furthermore, the teachers involved in the project teach in different school subjects, such as chemistry, biology, language, social science, IT, maths, sport and health, and physics. So, many topics were covered in many aspects, according to sustainable development philosophy.Each mobility had different themes. Before going, we did research and experiments with the students which then were presented.In Germany we worked on fuel cells by making stop motion films, by doing experiments on hydrogen cars. We also visited two exhibitions in Berlin, both about energy and motion. The students later vote for the logo of the project by choosing their favorite among different logos prepared by the students.In France we worked on living soils by comparing organic and non organic soils through chemical experiments, by attending a lecture on living soil and visiting an organic vineyard. We also compared the different ways of farming in our four countries using google earth application and data from the EU.In Sweden we worked on wind power by constructing models of windmills and measured the efficiency on different constructions. We also measured ions and bacteria in organic and non organic soils. Furthermore we visited the forest to look at how to preserve resources and wildlife. We visited a copper mine as an example of empty resources but recycled as UNESCO world heritage. In Greece we worked on solar energy by doing experiments with photovoltaic cells, creating a webquest, examining the photovoltaic system on the roof of the school and visiting scientific centers concerning the research on solar energy and the bioclimatic part of the city and explanations. The project strengthened and developed students intercultural skills and give them international experience. The students also became more aware on sustainable development issues and understood that sustainable development is not a national topic only but an international one. The project showed also possibilities for a professional perspective.Each teacher and student learned from the other about different things like school systems, traditions and cultural aspects. Staying in families created more understanding for different ways of living. Because of the successful communication between different nations self confidence increased for students and teachers. The teachers learned much more about project management and additional the students learned to manage traveling in Europe. Visited projects like the solar energy project in Greece sponsored by the EU and the feeling that they are a part of an European project (funded by the EU) helped to develop the awareness of a European citizenship. Going abroad and meeting their European classmates was a way to fight prejudice. Most of them kept contact and developed friendships with their partners even though the project has ended.More tolerance, free presentation in front of a group and the improvement of the language skills are longer-term benefits of the project. All our schools have applied for a new Erasmus plus project motivated by this experience which was so enriching and positive.

A majority of the youths use the Internet more than four hours per day, and three hours of these they use the social medias. In those channels there is also politicians and authorities. We know that the use of Social media will, and already has changed the political landscape and the possibility to be an active citizen. We have seen both positive and negative examples of that.As the youths spend a lot of their time on social medias there is a need to both make them aware how to use it wisely and to be critical to the sources, but also how to use it to be active citizens. To foster the future generations to be active and democratic citizens is one of the main goals in our school systems. The goal in this project is to make the students aware of how social media affect democracy, its possibilities and limits and how to use it as an active citizen. This includes the importance of critical thinking and how democracy is produced and reproduced by action and how the active citizenship is essential for its enforcement. The priorities chosen is “Common values, civic engagement and participation” which aim to support for example active citizenship, intercultural competence and critical thinking, which really pinpoints the central idea of out project.During the project we will have four meetings with students and teachers. So at every opportunity, 20 students from four different countries, plus a number of teachers will be directly involved in the work on the project. In total around 112 will be directly involved. The students are in the age between 16-19 years old.The LTT activities, both before, during and in between, is centred around a specific topic. The topics are:-What is Social media, and how can it affect democracy-Source criticism-Examples of how Social media is being used-The school as a micrography of societyEach activity is aimed to result in a guidebook on how to use social media to be an active citizen and educational material. The guidebook will be published online and can be used for educational purposes for schools or organizations, or as a guide in their work on how to connect with the citizens and engage participation. The educational material will as well be public through different channels.By this we hope that the exchange of experiences between teachers and students around Europe will contribute to a solid material that can be used in the future by schools and organizations and that it can strengthen the democracy by foster the new generation to be active citizens, and also help for example political organizations to make the most of this engagement.

The project addresses the topic on migration in the past and present and the different countries experiences. Migration is a recurrent political question in Europe, and in the world. A question that raises questions and feelings among the citizens. The project aims to help our students to expand their general knowledge, and have a better understanding of the world they live in by unbiased and science based discussions.During this project the pupils will be able to meet different countries experiences of migration in the past and the present and have a chance to discuss the situation the Europe, as well as the global community, is facing. We will have four meetings, one in each participating country, where the students will learn about that countrys experience. Each meeting will involve five students and two teachers from each country, which means that a total of 80 pupils and 16 teachers will be directly involved. The expected impact is, besides awarness about migration in the past and the present, to promote European values such as Human Rights and Democracy, trengthening Civic skills and enhancing cultural understanding and a sense of belonging to community and encouraging the participation of young people in democratic life in EU, cultural openness and mobility.The project will also strengthen the teachers competence and produce material which the schools can use in the future.