Skills is the first ever project between schools from Luxembourg and Greenland. Our objective is to improve the communication abilities and language skills of participants, create materials which can be used by other schools or communities , improve the team work skills for both students and teachers, improve the use of ICT and to promote the understanding of different cultural heritages. The participants are: -Students: 22 from Greenland and 20 from Luxembourg (13-15 years old) in international meetings; more than 200 students will attend the dissemination activities and in total 2480 will benefit from the project’s results (the schools’ students) -Teachers: 3 teachers from Greenland and 3 teachers from Luxembourg in the international meetings. The target groups will consist of all the teachers in the partner schools, about 300 (=40+260) teachers. -Parents: 44 parents from each school who will participate in hosting and in dissemination activities. -Local communities’ officials’ representatives, experts, policy makers and other stakeholders: 2-4 from each country, who will participate in the implementation phase of the project (and in the conferences or discussions organized in the international meetings) Activities will be part virtual collaboration projects, part head to head cooperation when the school exchanges takes place. The pupils will be introduced to a number of apps that will enhance their abilities to work on projects as well as their abilities to pitch and present the project results and products. During 12 months the pupils will go through intensive IT courses and cooperate across the Atlantic, producing articles, videos and podcasts. They will learn to work together in a foreign language and will be inspired and inspire each other. A part from the focus on IT, which can be perceived merely as a digital toolbox, much of the learning experience will be when the pupils get to dig deeper into European and Inuit culture. What can we learn from each other and where are the similarities? What are the common challenges we face as citizens of the world? Products will be shared with local communities and will introduce the Inuit culture to the Luxembourgish community and the Luxembourgish culture to the Greenlandic community. We expect the tangible results to be: -A project website on eTwinning -Improved awareness of other cultures -Improved knowledge of other cultures -Improved use of ICT -Improved language skills We believe our project’s results will benefit a large category of people, due to its topicality. Any school or institution will be able to use the project’s results as they will be available on eTwinning, on the Erasmus results platform and via links. It will have a direct impact on the future curriculum in the schools involved in terms of including IT in the different courses. We believe that it will give all pupils involved a head start in their future learning journey and on the future labour market.

Before the project we have come to the conclusion that all partners are experiencing similar problems (in some schools more, in others - less) to solve which is not enough to use usual procedures and actions. We believed that more experienced schools will ensure the implementation of the project, while the rest became the figure how the most complex problems can be solved by a simple but highly effective innovative system. This project can be an instrument of the big challenges of education in secondary schools in Europe. In order to involve students, developing basic and transversal skills (especially in STEM) we created HackLab Clubs, which have focused on STEM Career CENTER. According to different achievements and facilities at school, this Center was: REALISTIC (in Vilnius and Manavgat), reasonable on infrastructure and VIRTUAL (in Diekirch, Reykjavik, Martina Franca), which operates through other infrastructures (classes, Labs, workshops etc.).In the beginning, we have invited leaders who are direct participants in the Project. They have discovered their potential and taking advantage of the international mobility together with teachers got experience in the use of a number of innovative approaches as a motivational learning system, including methods like CLIL(in Italy), Experimentation (inLuxembourg), using ICT and GIS (in Lithuania and Turkey), PEER (in Iceland) education. Namely last method get them the chance to have the Peer-to-Peer experience being a student-expert-teacher. These students involved more and more young people into STEM creative workshops.HackLab CLUBS at schools became as a community-operated workspace where students and other people with COMMON INTERESTS can meet, socialize and collaborate (stay at schools). Students received adults‘ help and advice and worked with other students-teachers, friends, parents or external specialist, in order to have a greater impact than schools' teachers can provide. Clubs are based on the volunteering and friendly relations principles and worked as NON-FORMAL education. The whole community was focus on students with low achievement in basic skills. Here, there is another part of the system - methodical, where the most important is the role of teachers. They used more effective teaching methods, but also advised students in the clubs. International experience during the project became a reference point for the implementation of the new STEM Careers MODEL. Our MODEL is innovative and simple for any school (with a lot of students with low achievement) and became attractive for Z and α generations.How it works? We proposed career planning MODEL (vortex model) for the students and there are centripetal and centrifugal “forces”. Communicative opportunities of invited students, experts and teachers of all project countries save up to the crest. Provided examples of successful scientific career every day, clubs’ actors allow “trying” the professions or at least becoming acquainted with the real social and personal achievements of young scientists. Eventually, some students identify themselves with the career in STEM, choosing that in the country, region or the EU. It evidences itself through individual career choice, independence, ability to critically evaluate personal potential. Being in the STEM space (or hive) students became an example to others.During the project, we divided students into five groups based on interests. Created HackLab clubs joined Teams of the project. Clubs was named after project' motto acronym SYSTEMa. On a voluntary basis, the clubs was invited parents, mostly of STEM professions. During two years a growing number of the school community was joined the clubs. Clubs worked within the MODEL. We was invited external experts, to carry out various research activities. Each partner was share relevant experiences in international meetings and we in this way achieved SYNERGY effect. The most important product of the project is STEM Career GUIDE (recommendations for schools).The project uses the INPUT-OUTPUT principle. CONTRIBUTION consists of: school communities, international teams in the project countries, effective methods of teaching and learning and STEM fields, eg. Biotechnology. The RESULT includes HackLab CLUBS and enhansed student motivation (in school they want to use the new opportunities and contacts), as well as prepared by the project experience STEM Career GUIDE.

ContextOne of the main objectives of the Erasmus+ Programme is the promotion of European values in accordance with Article 2 of the Treaty on European Union: 'The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities. These values are common to the Member States in a society in which pluralism, non-discrimination, tolerance, justice, solidarity and equality between women and men prevail'. Ethics education plays an integral role in the fostering of European values. However, ethics is studied in European secondary schools within a wide variety of curricula, ranging from philosophy (such as in The Netherlands and Slovenia) and civics (such as partly in Slovakia), to ethics as an independent curriculum (such as in Germany). This fragmentation of curricula, along with a fragmentation of pedagogical methods and goals, inhibits the opportunities for exchanges of best practices and mutual learning, which are two of the objectives of the strategic framework for European cooperation in education and training (ET2020). The Community of Ethics Teachers in Europe aims at overcoming these curricular differences through (digital) innovation, in order to promote the acquisition of skills and competences of European ethics teachers. Objectives, activities and impactThe Erasmus+ project from 2017 with the title 'A Community of Ethics Teachers in Europe' (COMET; 2017-1-NL01-KA201-035219) established a network of ethics teachers by means of an online platform, which can now be visited at https://ethics.community. With the current project, 'A Community of Ethics Teachers in Europe 2' (COMET 2), we are expanding the online platform with the ethics curricula of five new partner countries: Bulgaria, Greece, Luxembourg, Norway and Spain.Coinciding with the development of the online platform, the research of the 2017 COMET project aimed at mapping and categorising the ethics curricula of the participating countries. One of the remarkable findings of the COMET project was that none of the participating countries employed a comprehensive methodology towards oracy in the ethics classroom: even though classroom discussions on ethical topics were common, a more systematic approach to debating moral dilemmas remained absent. This is noteworthy, as many studies have shown the positive impact of debate on the development of skills that are at the core of every ethics curriculum, such as critical thinking, empathy and respect for different viewpoints (see e.g. IDEA's Erasmus+ funded study from 2017, 'From Measuring to Learning: Evaluating the Impact of Debate on Critical Thinking and Democratic Values', especially §3.3: Impact on Values). In order to respond to this lacuna in European ethics education, the COMET 2 project will aim at the development of a teacher's guide with the provisional title: 'Teaching Ethics Through Debate', that will fit to the variety of curricula and approaches throughout the partner countries. The teacher's guide will consist of a systematic approach to debating ethical topics, supplemented with a collection of moral dilemmas that can be used as a starting point for classroom debates. The approach to debating ethical topics will be developed by drawing on the findings of the 2019 Erasmus+ strategic partnership with the title 'A Debate And Philosophy Typology' (ADAPT, 2019-1-NL01-KA201-060287). The teacher's guide will be presented to ethics teachers through Multiplier Events in eight of the COMET 2 partner countries, with the long-term benefit of establishing a network of schools in Europe where current ethical topics are discussed in a systematic manner. This will have a positive impact on the quality of ethics education in Europe.ParticipantsThe COMET 2 consortium consists of five universities (Tilburg University, The Netherlands; Sofia University, Bulgaria; Universidad Complutense Madrid, Spain; Oslo Metropolitan University, Norway; Matej Bel University, Slovakia), three secondary schools (Wolfert Bilingual School Rotterdam, The Netherlands; Gymnasium Weilheim, Germany; Lycée Classique de Diekirch, Luxembourg), and three associations (Za in Proti, National Debate Organisation of Slovenia; Udruga Mala Filozofija, Philosophical Association of Croatia; Institute of Educational Policy in Athens, Greece). Additionally, the COMET 2 project has three associated partners: Fédération Internationale des Sociétés de Philosophie (FISP), Association Internationale des Professeurs de Philosophie (AIPPh), and International Debate Education Association (IDEA).

"Througout the project entitled ""The environment is our future, the environment is Europe's future"" four Belgian, Czech, Dutch, French, German and Luxembourgish students worked on the following topics:- sustainable food- energy and ecology- ecological lifestyle- circular economy- nature and science- sustainable energy and automotiveThey were between 15 and 17 years old and were chosen by their teachers based on their motivation, interest and maturity. In the course of the activities they familiarized themselves with environmental problems and found ways to reduce their own environmental footprint.A wide variety of topics related to sustainability were discussed. Each country put its own emphasis. This gave the students more insight into the developments in the field of sustainability from various international perspectives. They were given the opportunity to experience the possibilities the different countries see in achieving a sustainable economy and society, the way they deal with the environment, and what measures are taken to protect the environment. In particular the international aspect led to a broader view of sustainability. Each topic was approached from different disciplines. Thus, several disciplines were involved in each project (for instance biology, economics, engineering, physics, chemistry, art). Specialists from such disciplines were invited to inspire the students and to provide more information. Visits to companies and the deployment of specialists from the various disciplines offered more expertise and a broader view at the problem. Through debating, creative activities, experiments, workshops etc. students reached the most important aim of our project: to raise people's awareness of ecological issues. Moreover they improved their language skills and teamwork abilities."

European Citizenship and Multiculturalism (ECAM) is an Erasmus+ project involving strategic partnerships henceforth known as school exchanges.This project gathers four partners : St-Joseph Pirae Tahiti vocational school (coordinator), St-Charles La Reunion High School, Classic Diekirch Luxembourg High School and IPSSEOA Karol Wojtila Sicily-Italy vocational school.Duration : 22 months, from September 2017 to June 2019.ECAM has a dual purpose: promoting the European peace space by studying European Union moral values and defending its citizens’ cultural identities.This dual challenge aims to show that all these notions are far from being competing against each other but are complement one another.In other words, the goal would consist in clarifying and defending the EU motto: « United in diversity ».In order to achieve this double purpose, the teaching staffs assign the students activities which allow the discovering and learning about European citizenship and which also ask students to consider the characteristic elements that shape cultural identities.Among activities relating to generally speaking citizenship and particularly European citizenship, one can find examples as follows: studying legal texts and European values - dignity, freedom, equality, solidarity, justice and democracy; guided tours of European and regional institutions; meeting in Schengen; round tables and debates with Members of the European Parliament and of a National Parliament; participation in demonstrations or official events.Cultural identity affirmation activities include: language classes, visits to historical sites, cultural tours, cultural events.The main achievement of this project is an epistolary novel that recounts all its stages and, at the same time, encourages students to verbalise their impressions and learnings.The writing of this novel attests the development and the construction of the students’ thoughts about citizenship, identity and culture issues.This epistolary novel is also available in a video format as it is staged and filmed by the students.Besides, a play, “The extraordinarily peaceful life of Europe”, is imagined and written, performed and played by the project’s participants.The play, which appears to be more synthetic than the novel, also calls to mind and defends the high values of the EU, respectful of differences, opposed to nationalism and all forms of cultural identity isolationism.A set of pedagogical and didactic tools are thought through and conceived for the requirements of this project.Works, activities and tools are available on digital platforms designed for the project: websites, eTwinning. These platforms are used as communication tools as well as workspaces.All media channels were used to promote and broadcast the project: press, radio, TV, websites, social networks, posters.Several public and private partners provided support to the ECAM project such as financial sponsorship, material assistance and moral support.Thus, the Erasmus+ programme could get a broader promotion.Evaluations are conducted with stakeholders so that the impact and efficiency of the actions carried out in this project can be assessed.These assessments reveal a strong awareness of EU values in particular.During Transnational meetings and Learning Activities, 60 student and teacher mobilities make learning easier and allow all great productions to achieve. Mobilities give meaning to the project. Thanks to them, participants get the opportunity to understand current realities, issues and challenges of the EU: democracy principles, the question of migrants, national identities, tolerance…Students, as young people, are the main beneficiaries of the project.Nevertheless, teachers and schools get great benefits from ECAM as well.By going on training courses, teachers adopt new practices, use new tools, gain motivation. Thus, they boost their teaching technics.And consequently, even their school systems take advantage of these improvements.By combining and promoting EU values and cultural identities, by considering them as complementary and not competing, ECAM project helps to keep the Erasmus+ momentum and hence that of Europe, in its peripheral areas and the French overseas.In these peripheral and overseas countries, the European feeling stands ready to develop in the same shared understanding and mutual tolerance mindset.