Europe is experiencing the period of changes in the youth policy. Therefore, the legitimate integration of the youth into the society and business world is one of the most important challenges for Europe’s future. Thus, is necessary to develop cooperation between European countries in the field of youth policy, mainly in school and educational sectors in order to provide sustainable future for the young generation in Europe.In the context of European cooperation in the field of education and according to the goals and objectives of the “Strategy Europe 2020” and the EU Youth Strategy, we are planning, within the framework of the Erasmus + project, to help young people to find their way in the changing society and help them with the development of new competences. “We want to encourage young Europeans to be the employer of tomorrow” (EU commissar Günter Verheugen) and to support them on the way to the independentand self-sufficient life.Based on the fact that the EU Commission considers work with youth as a means for teaching entrepreneurship and, among other things, has the important goal of promoting the development of entrepreneurial skills of young Europeans. We intend to change the upward trend of the early school dropout and reduce unemployment among younger generation.On the contrary: the embedding of the development of entrepreneurial skills and competences relating to many school subjects has become an important issue in all partner schools.The main goal of the project is to promote entrepreneurial education through all project activities. To ensure active, creative and motivated youth participation in the entrepreneurship education, the project intends to use innovative digital media.For achieving this goal we want to focus on the development of entrepreneurial competencies in our schools and entrepreneurial way of thinking in many subjects, and regard this effort as one of the most important issues in all partner schools.Six European schools have already joined this project. Pupils aged 15-18 (5-8 representatives from each school) will be integrated to the project including pupils with low motivation and learning difficulties and pupils from socially disadvantaged families. Also, those who are open for innovations and those who are ready to share their experiences will be welcomed to participate in the project. Except project participants non-involved pupils, school classes, experts, parents and teachers will be also integrated into the project. We are planning to engage into this project local authorities and public members, political and media representatives from all partner countries.Successful work on the project and fruitful results can be achieved through creative activities and effective methods that are focused on teaching entrepreneurial thinking and practicing and are adapted to European environment.It has the aim to develop the entrepreneurial way of thinking and acting adapted to the European reality. Through the cooperation of companies and participation in working processes young participants will have the possibilities to experience real business environment. „Business fundamentals”– will be trained in school simulation firms, where the participants will work as company employees. Due to participation in the project activities youth will be encouraged to learn the entrepreneurial key competences and to develop such qualities as curiosity, self-initiative, team spirit, social efficiency and independence. The focus is set on all project activities aimed at the development of youth creativity containing the principle of Peer-to-Peer Learning. These activities should overcome the traditional teaching-learning methods, that have been elaborated for the lessons based on cooperative and practical methods in order to develop an entrepreneurial way of thinking and acting. All results (photos, videos and digital learning games etc.) will be published on the project website. These materials can be used any time and are open for wide audience. The results of this project and the products for the entrepreneurial way of thinking and acting can influence the school long-term learning process, where various school subjects are involved: economics, computer science, foreign languages, arts-and-crafts, biology, geography and others. From this project we are expecting the increase of teachers’ professional competencies through innovations and steady exchange processes that strengthen the development of European cooperation with the companies and their representatives. The innovative event “European Day of Entrepreneurship” will become a school tradition and will be aimed at more effective promotion of entrepreneurship education in schools, thus ensuring sustainability. With a view to a common European future, our project will promote innovation-driven growth through cross-border European cooperation and the best possible exchange of experiences.

"Project summary:Changing habits - changing the world! -Erasmus+ project rose out of the need to inspire young people to make positive environmental changes. Our project supported one of the United Nations Global Goals - Fixing climate change. According to the carried surveys in six partner schools the students had low interest in environmental issues, for example, they thought that taking care of the environment would not really be of significance to them and their future. This project was initiated because in different partner schools young people had different experience and habits of taking care of the environment, recycling, too big food and energy consumption. The results of the surveys showed that it was necessary to educate students and their families about the importance of a clean, healthy environment and to become that generation who would change the world by changing their everyday habits. In Changing habits - changing the world! - six project schools from different parts of Europe were working together towards a common goal. Schools were chosen from southern, northern, eastern and western parts of Europe in order to get a good understanding and overview of education and to enjoy interesting and effective cooperation as partner schools. Also, different skills and expertise was brought into the project. The target groups of the project were the whole school communities (students, teachers, other members and their families). Our target groups were young people, so they could learn long lasting habits in their everyday life. As we carried out this project transnationally, we wanted to compare the environmental issues in different countries and to learn from each other, share experience and good practices. The main aim of the project was to raise participants’ environmental awareness, understanding and knowledge of environmental protection through practical environmental activities. Also, this project aimed to promote the protection and conservation of the environment while learning in international groups. The planned activities supported the personal development of students and raised their environmental awareness through practical activities. Working together within international groups of students and teachers provided the students with the opportunity to learn directly from each other about how to improve their local communities. The activities forced the participants to think about the environmental issues from a global perspective. As a result, this made young people to take a more active, positive and responsible role in the society. During two years we focused on different activities: ecological events and campaigns at school, working as environmental friendly agents, sharing environmental friendly recipes, planning walking tours and planting a tree on the schoolyard. The project also covered other aspects of ecological education: reducing food waste, energy waste, solving global environmental problems, tending to stop global warming. In the meanwhile the public attitude in climate change problems developed enormously on a global level. Demonstrations against climate change were organized throughout the world by mainly young people. Whole world got to know the Swedish girl Greta Thunberg who was invited in a UN conference to give a speech about climate change. This has certainly affected the way of thinking for our students. Between LTT-meetings, we planned a lot of virtual activities. Participants made and shared presentations, wrote blogs and reports on the project website, made videos and took photos. Teachers and students used Whatsapp, Google tools and email for keeping contact virtually, the students used also Snapchat to some extent. With parents and teachers the most important social media was Whatsapp and email. During the project we had four LTT-meetings: project workshops on environmentally friendly pop up -restaurant, green gardens, eco-friendly shop at school, planting vegetables and herbs on the roofgarden and charging batteries by cycling. We engaged in conversation with the local companies working in the environmental sector. Learning activities of our project were based on ""learning by doing"" and ‘’cooperating internationally, acting locally"". When participants gained international practical experience through different environmental activities, they acquired new skills, respect towards otherness, team spirit, independence and self-confidence."

"When we perceive the dislike of a part of the Europeans against their traditional parties, against the existing state and legal system, against the European institutions, we ask ourselves, as teachers, how we can counteract this skepticism. We are in contact with young people, for how the policy is still far away and which are somehow influenced by the prevailing mistrust. As educators, we want to play our role in the seriousness of the situation. We therefore believe that it is not too early to think about the foundations of Western democracies with young people, the citizens of tomorrow, hence the first word of the title of the project ""Human Rights"". Because the chosen theme is challenging, we find it important that the expression is on the level of the students, as well as new and inspiring to them. That's where we have the second part of the title of our project ""in motion"".With this project we want to initiate in the first phase young people from 14 to15 years, about 22 pupils in each country, a reflection on the advantages of defending human rights in the world. We want to make them aware of the fact that they are not only German or Dutch, but world citizens, that they are already dealing with dissenters now or / and in the future. What is tolerance, why is freedom of expression important, why is the right to education and work essential, how can they contribute to righteous institutions? After getting some theoretical introductory lessons and finding up-to-date examples in the media, we let them express what they want to preserve as future citizens of the European heritage in every situation.Eventually, the second phase begins: we go from ""general"" to ""concrete speaking"". We invite the students to talk about their own experiences, beit now or in elementary school. Talking about bullying and cyberbullying will make it easier for them to be in a different environment during the encounters. The transition from human rights in general to the school situation is an important part of our project. Even the chosen way of expressing the issue can appeal to young people. The artistic-creative method, explainer animation video on moovly.com, fits to the age group. It's about short films that give extra power to the content. There will also be room for more traditional expressions such as poetry and paintings. We will try to show all the products of the students at the parents evenings. We will as well make a selection on the eTwinning homepage.In the third phase of the project, we want to use students' arguments about concrete initiatives in school. We ask the students to write a common school charter. Since both schools attract similar audiences, the writing of a common text becomes somewhat like the famous Dutch ""Polderpolitik"", in other words ""adaptability"", desire. We will invite the students to present their self-written school charter to colleagues and school management. We hope that the text will be accepted, or at least the occasion will be there to improve the current texts. Pupils should continue to think about how the text of the school charter will be respected in the future. What measures does the school have to take to ensure that the agreements are respected?With this project, we want to offer a challenging topic, ""Human Rights"", to the students so that the reflection is both theoretical and personal. With the help of the chosen way of presentation, the topic corresponds to the student's level of thought. We hope that our project will contribute to the political awareness of the students, but that they will experience it as compulsory (such as a normal lesson).Apart from the level of students, we intend to raise the reflection within the college and the school leadership about the concept of ""global citizenship"". It is hoped that initiatives such as celebrating the Day of Tolerance and taking part in the Amnesty International School Marathon will become standard activities at both schools. We also assume that concrete plans to become a UNESCO school will be made within the two years.As a final goal, we want to bring a long-term exchange of high humanitarian content to life.We hope that by publishing the process and the results of this project, we also encourage other schools to enter into a fruitful partnership with nearly the same topic."

"GOAL OF OUR PROJECTS; Each partner struggled to set a world where individuals are valued because people are more than their skin color ;people have equal rights and freedom, absence of gender discrimination, no exclusion for disabled, ability to live freely without fear from anyone. We thought that discrimination was main cause of prejudice and conflict between communities. we applied many activities at each mobility for anti-discrimination ""HUMANITY"" and ""EQUALITY"". We imagine a world that all people live together in harmony enjoying with equal opportunities. We believed that all humans are created equal, according to continue our struggling on discrimination. We learnt to all participants that no human being is born with hatred at each mobility. They have learnt hatred from some people at their environment, we struggled to change their thinkings about discrimination. Our goalis to give youths a message of peace. We believed that we should learn about each other's culturein order to get rid of prejudices. Each partner had many infos destruction of prejudices by at each mobility our partners from different countries and learn about their cultures, and their life perspectives.This project has established intercultural connections and was a great opportunity to build a long term friendship. Firstly, we taught young students to love and accept themselves. Secondly, we taught them how to know people and cultures without prejudice. We had many common objectives at project with five partners we want to spread to Europe. We realized many transnational meetings at each mobility and had separate tasks to being sustainable and expand the project. At each meeting we checked whether we went in accordance with the application form. we have carried out informative workshops on our work on discrimination that we need to do. We have decided that target groups are youths. Responsible teachers implemented surveys to the students for learning to deal and act against discrimination at each mobility. We made some changes to plan based on survey results. We learned from the results of surveys that we applied what activities were successful and which activities failed. and we have addressed these issues at our next international meetings. we have added new activities related to discrimination. we removed unnecessary activities. We have believed that today's youths will be tomorrow's adults. And they will educate their children. We tried to change youths` mentality and so they will replace their own children`s. This chain will continue to do so. When all of partners prepared mobility plans, we included youths to all activities that aimed to raise awareness and to increase their self-confidence.(such as implemented confidence test, did street interviews, presented theater performances, took a short educational film, implemented surveys drew caricatures, prepared Wikispaces). Bulgarian partner's responsibilities were planned the commemoration of on March 21. We prepared a cartoon magazine together. We transfered our voice to other people through power of drawings. Our goal was to draw a picture in their minds a happy world. We translated to Humor Magazine to each partner country’s native language of 'Turkish, English,Bulgaria'. Turkish partner added the Braille alphabet to homour magazine for the visually impaired. German partner's responsibilities were planned some activities to increase social responsibility of youths and to improve their ability to use technological tools. (e.g. took videos and photos) We took Educational short films to get rid of our prejudices with students. we prepared many shows with using sign language. Turkish group added the sign language to our short educational films and songs for the hearing impaired. Latvian partner's responsibilities were contributed to development of social skills of youths in cooperation with people from different cultural country. They organized many workshops and seminars on anti-discrimination. They applied to public on internalized racism surveys and trust tests. Romanian partner’s responsibilities were organized a wonderful kite festival to end of discrimination and to commemorate on March 21. They responsibled for our dreams games of planned for the prevention of violence in sports activities. They taught to youths to use Technology conscious, to create the wiki (Www.wikispaces.com).Turkish partner's responsibilities were set team spirit to each partner of as leader of project coordinate communication between partners. as educators in seminars where we gave youths, we taught to be optimistic, to acted of tolerant, was courageous, human love, to respected people. We plan to educate youths in moral sense. It was importance of role models to personality development of youths. We introduced to youths famous thinkers such as Martin Luther King, Nelson Mandela, Mevlana at Turkey mobility. We organized educational trips to help participants reach the goals of our project."

Teachers in the three partner-schools have commonly noticed that their pupils are frequent users of social media and most of the time they are looking for information on internet but they never question the reliability of their sources. What matters to us, as teachers, is to show them how to cross information (national information and international information) to be fairly informed and to make up their mind. Young people nowadays are more and more dealing with media of all kinds, the news are spreading rapidly and teenagers feel like they’re having a fast-pace and easy access to information thanks to these media. However they’ve got to understand that the same news is not treated the same way according to the country where it is dealt with.Thus to see and compare the differences in the way the news is treated according to the different international media will allow the pupils to recognize /spot the cultural aspect behind each national media. They will also learn, by the way, to be accustomed to the way the other nations “think” and to their ways and means. In case they travel they will better adapt themselves thanks to this knowledge of the other countries and will also better understand foreign mentalities. In the end, not only will they improve their linguistic skills (in English and German) but they will also be more open-minded and will certainly long to travel all over Europe. The common project whose goal is to make our pupils act in a responsible way when they are dealing with the media (and make sure they will become autonomous and efficient) will enable them to realize that among Europe and despite the cultural differences, many countries share common values.At the end of the project, the pupils from the three partner-schools will have to create a “good user guide on how to efficiently use the media to be fairly informed”. This guide will be available in each school participating at the project, in German and in English, in the form of a “paper-guide” available in every school library but also in the form of an “e-guide” broadcast on every school website. This guide will give useful tips to efficiently unmask fake news and to check the sources of the information provided.The activities and school meetings common to the three partner-schools aim at making pupils get accustomed to the way they can efficiently deal with any kind of media. Every two months they will create a newsletter dealing with what’s going on at school and in their towns or regions. This newsletter will be broadcast on the Twinspace platform. Based on a group work, they will also create a tv news bulletin in which will be included reliable and fake news to train them to be an efficient audience. That will also be a way to understand how news are broadcast or how they can sometimes be fabricated. All the pupils, the teachers participating at the project will learn how to use softwares like Photoshop and other video-editing softwares. They will be taught as well to analyze algorithms which can influence the broadcasting / spreading of fake news.During the school exchanges, the pupils hosted will attend lessons in French, German or Turkish schools. During the school exchange in France, they will visit the European parliament in Strasbourg. The “good user guide on how to efficiently use the media to be fairly informed” will be created gathering the results of all the scheduled activities (e-activities and “real activities” while visiting the partner countries). After that two-year project, all the participants (pupils and teachers included) will be perfectly trained to unmask fake news and will be able to teach that method. They will be reliable peers to explain how the different kinds of media operate and will know more about the jobs of the media sector. They will efficiently check the sources of the information they’ve found. In the end, they will be autonomous and responsible users of media. What’s more they will be good at collaborating with foreign partners communicating in English or German.This project will strongly impact on the lives of the students participating at the project : they will have the opportunity to get acquainted with students from other countries, they will discover new cultures and will travel in foreign countries. The exchanges will allow them to get accustomed to the ways and means of other European countries. Thus they will certainly be motivated to keep on traveling and improving their speaking skills in foreign languages.What’s more the project will enable all the pupils from the three partner-schools to become responsible and autonomous users of media. The parents of the students attending the three partner-schools and the local community of each school, will also have the chance to learn more about media in general and the way information is treated differently in every country thanks to conferences, exhibitions and school websites presenting the students’ activities dealing with the project.