"The project ""Creative and active education - Body, mind, spirit"" is a strategic partnership between six schools from Romania, Italy, Turkey, Prague and Bulgaria, which will start on 01. 03.2021 and will run for 24 months.The goal of the project is to stimulation of the artistic and cognitive potential of the students to find creative and innovative solutions to current challenges and risks of society.The objectives of the project are:1. developing students's artistic and creative skills and ICT competences2.promoting a balanced lifestyle through by movement and healthy food 3. improving of the level of communication in English and learning foreign languages,4. awareness and valorization by students of the European cultural heritage5. involvement in the activities of the project of disadvantaged students to increase tolerance and inclusion in schoolI planned 6 LTT with the titles: - Healthy choices for a balanced diet- Natural and architectural heritage- Art therapy- Movement increases the quality of life- Literature and Well – Being - Food în historical tradition. The activities are addressed to the students between the ages of 14 and 18.Participating groups are:1. Students: 150 will participate directly, including 50 students with fewer opportunities. Approximately 500 students will be indirectly affected by participating in local activities.2.Teachers: 50 will participate directly3. Families: At least 150 families will be directly involved., more than 300 family members will be indirectly involved.4. Others: social organizations, NGOs and cultural organizations, local community,Concrete results: The logo, Web site, YouTube Channel, The ABC of nutrition -a little guide for teenagers , interactive tour guide about natural heritage The wonders of nature, Digital photo album The fascination of art, The little pocket book - Say YES physical movement, a set of cards for non-formal education - Tips for the SOUL and the brochure Mother Nature - Pocket Medicine, international e-book of recipes Culinary journey, Well-Being ROOM.Through practical-experimental and outdoor activities, students will be involved in creative work tasks (research, exploration, experimental, construction tasks), using a diverse range of methods (learning by discovery, experiential learning, experimental method, methods of thinking critical, observation). The activities have an interdisciplinary character, and create connections with many disciplines.The project meet the needs highlighted in SWOT analysis of partner schools:- to equip young people and adults with the necessary tools and competences needed to come up with creative and innovative solutions to face unprecedented risks, and social challenges- harmonious development of the body and the kind equally, through sports and reading and by adopting a creative and healthy life- to improve the educational and sportive performances, in the present characterized by poor results at the exam for professional qualification and a continuously diminishing sports track record;- to improve the organizational and methodological management of our school;- to harness the mobility opportunities as a means of raising the European values of education in and through sports;- to promote social inclusion by facilitating access to transnational mobilities for the pupils which come from disadvantaged areas.By using various methods of gathering and processing information they will develop their linguistic and ICT skills as well as ability to make contacts and cooperate with people. Similarly they will have a chance to learn about the heritage of their partner countries and compare with their own or even gain new knowledge in the project topics. Also, students will working in groups with peers from different countries they will improve foreign language skills, digital literacy, learn how to cooperate, tolerate different cutures and respect different views. Activities will help overcome lack of basic skills by providing alternative and attractive methods of learning, integrating good practices, new and creative methods into daily activities. Teachers will observe the results and apply these methods at their school afterwards. Activities will help us develop schools’ programme in an inclusive way, create a new or more modern, dynamic, committed and professional environment inside the organisation and to enhance the quality and relevance of the learning offer in education."

Historical backgroundA finding was that our young students of the Millennial Generation did not use digital tools solely for leisure: games, communication or social networks.Our students who follow a vocational course are led to look for and find a job when they leave high school. It seemed to us that digital technology could be a tool to promote access to job search by allowing them to enter the world of work by offering them the possibility of using modern tools.The objectivesOur aim was to enable our students to be able to take advantage of themselves for future job interviews through the use of computer tools and social networks.Number and type of participantsThe project was aimed at students of various specializations - cooking, hotels, tourism, agriculture, catering and services, transport or sports, second- and first-year students aged 16-18. Of the target group of 220 students, 64 participated directly in the project and its activities through a fair and transparent selection process.Description of activities carried outThe first goal was to introduce other partners to our respective institutions, specialties and regions and countries. This task was carried out in a cross-section with the teachers of geography and history but also with the teachers of restaurant technology for the connection with food.The students created a start-up-type company linked to new technologies, developed a business plan, and sought to know the financial feasibility of their project.In addition to the teachers of management, mathematics, marketing, restaurant teacher, we received a customer manager from the savings bank of the neighboring city, specializing in credit for start-ups.By way of example; Mr Sonneville, restaurant teacher also shared his personal experience, having benefited from a loan of honor when setting up his own company.Students were able to assess the constraints and the aids or opportunities offered in the real world of business.We have undertaken a series of meetings with professionals in the hotel, tourism, transport and catering industries to raise future professionals' awareness of the true tourism environment around us.The other big job was to give our students a profile of their online resume. For this they worked on their CV and translated it into English.They have also written letters of intent.This work has been posted on the specialized and professional social networks: Linkedin & Viadéo.These various initiatives resulted in a presentation by the students in the form of presentations distributed to the public as well as to the customers of our application restaurant.We also took advantage of the Erasmus graduation ceremony at the end of the year to make a presentation to parents and various partners.As our students are still in our school, we will take advantage of the Erasmus days to continue to promote and show the work that has been done.C1 RO March 18: business professionals gave courses to students on how to identify business opportunities, what to consider and what to avoid when starting a business, European financing and financing opportunities for new enterprises, business plan creation.C2 BG June 2018: Online brochure to promote the tourism potential of their areas, the economy, employment and business opportunities, cultural life, entertainment, hotels, restaurants and pubs, transportation facilities, sports centres.C3 FR Oct 2018: Find a job in specific fields - CV, cover letters, portfolios, online platformsC4 IT April 19: Hotel professionals led lectures on student requirements in this area, as well as online marketing specialists. Students simulated operational initiatives based on the knowledge gained during C1 and C2.TM1 FR November 2017TM2 RT June 2019Results and impacts achievedIt is difficult to certify today that all our students will find a job thanks to their actions during the program, what is certain is that they acquired the method and especially a great curiosity that could not have been revealed without the project.In addition, sharing and comparing with other young people from other European countries was a major asset .We achieved the following tangible results:- 5 sets of management and implementation documents- 4 sets of LTTA documents: minutes, attendance certificates, euro pass mobility documents, CV

"We identified a common need with multiples effects on life quality & survival of human essence. Those were: Outlining an optimistic future horizon regarding the soul retrieval & reducing the ecosystem rupture. The target group were the student group & the teachers. Direct beneficiaries were students (24 students with economic obstacles), teachers and parents & indirect beneficiaries were almost 800 representatives of public & school partners. The project's aim was: Learning to becoming together, activating individual & community moral conscience in order to correct, reconnect & harmonize individual & community Self to Bio-system. General & specific objectives of the project were: O1.Development of the spirit to belonging at Terra community as global community of the Living./O2.Setting an Ethics of Alive Future, as deontological ethics of the Living & environmental literacy (obligation to respect the categorical imperative: Solidarity with Life!)/O3.Increase the level of individual & community responsibility at each meeting with Alive-Another, through participatory education./O4. Development of research skills. There were 3 project prteners:Croatia/Slovenia/Poland. On a school level, there were 11 external partners: 4 NGOS/ 6 institution/1 business. The key educational activities were: project webpage/Newsletter/Facebook page/Twin-space/EcoPhylia Blog; 3 Interactive maps-Terra Community/Living Heritage in danger/EcoPhylia Clubs & Town Halls network. 4 Free Mind! Maps using a mapping software (1 per/country). 1st Contest: Project LOGO & QR code. 2nd Contest: Join & Learn! (52 educational cards with moral & motivational messages). 2 Virtual tour expositions-Posters/Mandalas. ""FILES OF THE GIVING MEMORY BOOKS""-2 books for study: ""The Giver""/Lois Lowry & ""Kira Kira""/Cynthia Kadohata-4 critical essays & 12 paintings of Migrant Family; 2 Online debates: Checking for Understanding/Understanding for Deciding. 8 Workshops for parents: Modalities to build the confidence (2/country). 4 open Workshops by participatory construction (1/country)-FUTURE SCENARIOS. 4 Petitions for an Alive Future (1/country) & 1 common final petition. 4 Workshops-Mental Map of my country (1/country). 8 Flash mobs (2/country) Solidarity with Life!/26 April 2017-Day of Terra & 15 March 2018-Day of Consumer Rights. 4 EcoPhylia Clubs (Green Recycling Clubs-1/country). 8 EcoSophya Caravans-May 2017 & May 2018 (2/country). 8 EcoSophya Hunting for students, May/June 2017 & 2018 ( 2/country). 1 comparative study about the translation & recovery of ethical norms of Alive in legislative framework of partner countries. 1 e-catalogue with stylized elements of the nature from popular heritage. 4 articles-Nature in danger. 8 Focus-group interviews for (2/country) and 1 article with collected data. Other project activities were: 2 transnational meetings & 4 short learning sessions. The results were: Webpage/Facebook/Twin-space page/Logo with QR code/Posters/1 electronic folder with educational resources on webpage/ 1 interactive map of Terra Community/1 interactive map of Living Heritage in danger/1 interactive map of EcoPhylia Clubs & Town Halls/ 1 e-catalogue with stylized elements of the nature by popular heritage/ 52 educational cards/Free mind maps/EcoPhylia Blog/4 critical essays/4 national petitions & 1 common petition for a Future Alive/ 1 comparative study about the translation & recovery of ethical norms of Alive in legislative framework of partner countries which was published in a journal with ISSN/ ISBn/articles about natural heritage in danger/ 1 article about using Project as pedagogical tool based on focus-groups interviews. The project had a positive impact on direct & indirect beneficiaries involved in project activities, in each partner country. 1st, it changed the behavior of the target group & it culminated in the adoption of ethical actions. It improved critical & systemic thinking, debating, verbal & electronic communication, digital skills, social green entrepreneurship, a better knowledge of links between natural, social & economic environment, understanding the role of ethics in daily human life & the role of human being as unique. 2nd, it consolidated communication & partnership between teachers-students-parents & configured a more attractive & stabile climate inside institution.It reinforced the link between knowledge & practice, needs & policy."

The project SHELL (SPORT, HEALTH and EDUCATION for LONG LIFE) aims at creating a framework for equal opportunities for employment on the labour market of the future graduates of vocational education who will acquire the qualification of Sportive Instructor, from Romania, Bulgaria, Italy, Turkey and Greece, starting from the premise that employment is an essential step in their integration into the community.Taking into account the guidelines of the European Union concerning career athletes and their integration into the educational system and labour market, our project, which is aimed at the future sportive instructors,graduates of vocational sports schools, will represent an important contribution to the reform of the education system (law 69/2000 with subsequent modifications in Romania).According to the questionnaire applied by the project team members in advance,it is noticed that young graduates from a sports high school that have received as a result of the examination of competence, a Certified Instructor, registered with Choir: 342202-level 3, in Romania, cannot find their place on the European labour market than at the rate of 4%,as it is relevant according to the analyzed answers of the questionnaire,that underline the necessity of facilitating the insertion on the European Labour Market of the future graduates from sports schools, owners of a certificate of Sportive Instructor.Finding a job can be a problem for anybody, but vocational schools graduates, specialized as a sportive instructor-in search of a job -will encounter, not a generous offer,but also prejudices of the community, a sports high school graduate is not ready for the labour market or is considered untrustworthy, practicing a sport not being regarded seriously in our society.In this situation there is a risk of demotivating the future sportive instructors and remaining in the condition in which they are located:non-practicing of the trade for which he or she was prepared in four years of school.Nowadays, the necessity of including a Sportive -instructor in a company is the equivalent of a psychologist in an institution.They have exactly the same designation,the psychologist cures minds and souls,the sportive instructor cures bodies and souls.It has the capacity to increase productivity and to prevent some diseases given by a certain job ,but the economic agents avoid this type of job,not being aware of the benefits involved.The project aims at providing high school graduates owners of sportive instructor certificate, the chance to find jobs or become an entrepreneur to live independently,it uses further strengthening key competences in initial and continuing VET, includes the common methodologies for introducing new competences in the optional curricula, as well as for acquiring, delivering and assessing the learning outcomes of the mentioned curricula.The project aims at promoting equity and inclusion by facilitating access to participants from disadvantaged backgrounds. The downside limits prevent them from participating in transnational activities, because of the economic barriers.It is a transnational project because it is a common problem of the countries involved in this project,because the European Labor market is not known to our students and because it helps the future graduates to develop their future career practicing it,using their certificates.The main objectives of the project are: to facilitate the insertion on the European labor market of 8% of the future graduates of vocational sports education with instructor certificate,instead of 4 % the present result,objective achieved through the creation of three guidelines for the future sports instructors graduates as employee,for the future sports instructors as entrepreneurs and for the economic operators;- to improve the teachers' competencies concerning the absorption and improving students ' materials in sports high schools, by creating a new curricula and a class support ,in order to implement it as a pilot program,improving competencies for five teachers;-to conclude partnerships between Sports schools and viable economic agents and other partners in the European space to facilitate the insertion of the future graduates on the labor market,through signing 7 viable partnerships with the economical agents from the region -to improve students' competencies, objective realized through the sportive entrepreneur certificate got after graduating the entrepreneur course created in the project framework-40 students will graduate from the entrepreneurship course.All these intellectual outputs -the guidelines mentioned above,the new optional curricula and its coursebook,the entrepreneur course,the transnational practice lead to the project objectives achievement.The SHELL project deals with an important issue and offers viable solutions for a major problem,the unemployment of sports instructor in Europe,that affects the entire society.

This project will aim to use Art, Media and Communication and Information technologies to raise awareness of national and European themes particularly addressing the issues of active citizenship, creativity and community participation.Students involved in this project will be aged 15-18 and through various activities they will compare the relevance of cultural heritage to their communities and discover particular national traits to investigate and share differences and similarities, both social and cultural.Classroom curricular activities will be based around topics examining particular social and cultural expressions in different European countries. Students will research about the perception of those expressions by teenagers in their area and look into where and how they get present in their local community and area, and how they are linked to their identity. Students will also investigate their cultural heritage and traditions, look into their particular traits and compare them to those of others to look for similarities. This work will be completed using many different types of shared media -mainly digital presentations and tools-, and disseminated in all partner schools and the wider community. ICT will be used to display and share the research as well as having a focus on media presentations.As we aim at getting the bigger number of students as possible involved, the preparatory phase of each activity preceding student exchanges will be carefully structured, so that they actually cooperate in the process exchanging materials at this preparatory phase, so that they be shown at each participating school and these exhibitions may be the base for work for whole classes - groups in their lessons.The other element of the project will be students visiting partner schools and working collaboratively on a range of activities. They will take part in actual teaching-learning events in each visit, creatively working together to produce crafts and works of artistic expression. They will feedback and present the outcomes that they have learnt. The key point is sharing these tasks and reaching conclusions together examining similarities and differences. Students will work with the Art, History, Civics, IT, Media, and English lessons in schools.