People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

"Improving the employability for the European labor market was one of the main objectives that the four schools from Poland, Italy, Spain and Germany wanted to achieve for their pupils through the project ""Working in Europe - Europolitan Ways into the Future"". In the project, 15-18 year-olds alternately worked in intercultural or national teams, acquired knowledge of European-standard application guidelines, created their own portfolio and attended an English language application workshop during the first project meeting in Germany. At a second project meeting in Poland they learned how to create a successful application video. This knowledge was helpful in applying for the internships offered in the Erasmus + project.But before the internship could start, the project participants learned about the possibilities of school leavers, as well as the labor law conditions in the comparison of the countries. By comparing the different labor market situations, especially the existing youth unemployment, pupils were sensitized to the current situation in other European countries. ""Current problems for young people"" was also the big topic of the project meeting in Spain. The future developments in the European labor market, changing demands on the employee and thechanching role of work was the last topic of our Erasmus + project and also of our last project meeting in Rome.During the two-year project, project ambassadors from all countries met four times, once in every country, got to know theoretical aspects and worked together on their required skills. In between transnational training / learning activities, the students from each country focused on individual topics and prepared them for other students within the school (train-the-trainer approach) and for other countries. The highlight was certainly the internship abroad.The aim of our project was to make it easier for students to move from school to work by making initial contacts with companies and improving the skills that the European labor market expects from them, such as media literacy or intercultural and linguistic competence. They should also become aware of the opportunities and risks that the labour markets in the various countries face.The booklets ""European Ways into the Future"", brochures, videos, posters, teaching materials, PowerPiontPresentations, etc. that the students have created, not only summarize the most important results, but also serve to train the next generation and disseminate the results. We will share our results not only with students and colleagues in our schools, but also with our co-operation schools and interested companies."

"Through this project we intend to give the opportunity to a group of students who, due to their special characteristics, are less favoured by our educational system, in particular, and society, in general. This project will provide the framework that facilitates students with special educational needs a vital experience that they could not reach elseway. In this sense it is important to mention that we are talking about families that have also a disadvantaged socio-economic situation.There are about 35 students (between 15 and 19 years old), together with their teachers, who will have the opportunity to participate in this project, thus being the first recipients of its benefits. These students will be provided with a series of abilities that could hardly be developed in anothershape. Some of its objectives, coinciding with the ""Europe 2020"" strategy, are:• Greater social insertion.• Acquisition of social skills.• Avoiding school dropouts.• Student motivation towards learning.• Peer learning, promoting collaborative team work.• Learning to cope in a new environment for them.•Attention to diversity.• Inclusive educationIn addition, working with other mates will motivate them to achieve an improvement in their communicative skills. It will also lead to an improvement in their capacity for autonomy and resolution of adverse situations.With this, an integral improvement of the capacities of the students in English is sought, supporting us in the promotion of European citizenship. As a final goal, the achievement of these competences will lead to a very important, which is the goal of an improvement of self-esteem, breaking barriers that are considered pre-established in advance.In addition, the teachers will see covered some important areas for their work :• Greater professional development, greater motivation and satisfaction in their daily work.• Exchange of pedagogical strategies with other teachers.• Obtaining resources to achieve innovative and creative work dynamics.An important aspect is the programmed activities. Thus, mobility activities, in themselves are a source of learning, since students must work innew situations for them (use of public transport, purchase of tickets, ...), should adapt to new cities, customs, languages, ... During the mobilities, in turn, they have programmed activities designed to favor and improve interaction; improve the attention, perception, memory and auditory discrimination; encourage cooperative work; to exercise basic cognitive abilities (perception, memory and discrimination); …encouraging their use of English. The activities, promote equality and inclusion, obtaining better achievements in the learning and equipping them with skills that help them to better integrate. In addition to the activities to be developed during the mobilities, other activities will be carried out during the two years of project, which will help to give continuity to the work of the students, and will serve to give content to an eTwinning project.The methodology will be active, students will be involved taking part in the learning process and acquisition of skills, they will work together with the mates of the other centers, improving their communicative skills and social skills. At the same time, they will be provided with autonomy for their development, thus reinforcing this capacity.Another important activity will be the training seminar in which the professors will take part.This will allow drawing conclusions and developing materials that will help in the formation of special needs students , being very important to ensure the durability of results over time.The programmed activities, and the development thereof, represent an innovative practice in which creativity is given more relevance; they are an incentive for teachers and students allowing the exit of the ""routine"" from day to day.The results and expected objectives will be obtained both in the short and long term. First, will fall on the students, who are expected to achieve the objectives indicated above, as well as those indicated for the teaching staff. In the longer term, the schools involved will be those that will benefit thanks to the methodological innovation and the didactic resources generated. At the same time, through the synergies generated, other schools in the nearby will benefit through diffusion meetings. On the other hand, the use of the eTwinning platform will be deepened throughTwinspace, providing a new experience for students and teachers that will have new future collaborations."

"As mentioned before, we were motivated to apply for this project because we wanted to examine one of the biggest issues the European Union was and is struggling with at the moment: the so-called ""refugee crisis"". On the political scale, European politicians are trying to solve the challenge by a mechanism that forces some countries to welcome refugees. However, this is not the only problem that comes along with this challenge. Also, countries like Germany and Sweden, who have been quite open as lots of migrants fled to Europe in 2015 are still facing challenges of all sorts, ranging from strong right-wing opposition to extremism caused by the inlux of these immigrants, but also because integrating a huge number of people from a different cultural background causes difficulties, no matter where in the world. Other countries, like Greece or Italy, are facing similar problems, especially right-wing and populist opposition to these migrants, but also seem to be left alone in this crisis due to European policies and their geographical situation. All of these countries were part of this project. Spain has a similar problem to Italy, as it is very close to Morocco, Belgium has a similar situation to Germany, as it has a long history of integrating foreign people to their society and a quite multicultural society. All these countries combined, there was a great mix of ways of how of to deal with people from a different cultural background. As we see it, we did all learn from each other, but also helped each other as we have similar and different challenges in each of our countries. However, this issue can only be tackled on an intercultural European scale, which is why we applied for this project. In this project, we compared and exchanged ideas and ways of coping with the issues above (i.e. How to deal with minorities?) in order to help our countries, but also other countries in Europe, to find solutions for this crisis. We see it as a way of showing best-practices on the one hand, but also to show what doesn't work on the other and how to manage these challenges. This project aimed at a general lack of awareness of the other cultures, prejudices and stereotypes against them which can lead to social exclusion. In many countries all over Europe we can see a huge number of children born and raised in countries that are not home to their parents. Due to the fact that a lot of children do not learn the language of the target society properly, as they only speak foreign languages at home and do not grow up in communities that speak the language of the target society, a number of these children lack behind academically.In this project, we aimed at connecting with these students and give them the opportunity to learn outside the regular learning environment by including them into our project. We created an atmosphere where participants were able to recognize prejudgemental and discriminatory behaviour among themselves which in turn formed them into critical thinkers and helped establish a non-exclusional school environment. Students participated on a highly active level during the whole process of the project in order to make them identify with its goals and to have life-long learning effects. We mixed the group of participants, e.g. had students from different cultural and social backgrounds, so that we had a wide spectrum of ideas and a realistic profile of European involvement, as we think that Europe is also not one-dimensional but mulit-facetted. This is something the students learned in this project. We sendt a minimum amount of four students to each LTT. The activities are a mixture of activities that aimed at raising cultural awareness in a European context in generel and activities that aimed at the achievement of our project's objectives in particular (e.g. interviewing migrants). We worked on one of the following subjects: - Migrants' issues - Romas or other minorities - Tolerance, respect and EU Citizenship - Ethnic, racial, cultural and religious diversity - Understanding prejudices and stereotype - Globalization: Loss of cultural identity? We had each of the following activities and results: 1 Presentation 2 Seminar 3 Round table discussion 4 Questionnaire on the subject 5 Guest speaker/s 6 Workshop Creativity (poster contest) 7 Workshop Game (e.g. ice-breakers) 8 International party 9 Trip to a local museum 10 Trip to a cultural site (e.g. UNESCO world heritage) 11 Culture in a box: Each partner school received information on customs, traditions and cultures of another partner. Then a team had to present another country with the information given by the other country. This increased the intercultural exchange and also raise self-awareness among students. 12 Poster on similarities and differences between the host and the guest nation"

Our project is called Innovative Teaching Methods - A Way To Reduce Pupils' Absence, a strategic partnership between 5 schools, based on exchange of good practices. We addressed one horizontal priority, open education and innovative practice in a digital era, and 2 school education priorities: strengthening the profile of the teaching profession and supporting schools to tackle early school leaving and disadvantage. We followed one of the objectives of the European Strategy for 2020, which aims to decrease the number of early school leavers under 10%. In order to reduce absenteeism in our schools, we established 3 project objectives: at least 35 teachers trained in terms of innovative, attractive and effective methods of teaching in January 2021; at least 25 pedagogical digital sources created in January 2021; at least 100 disadvantaged students that improved their school situation.The obtained tangible results were : 1 online survey; 1 report showing the result; 1 date base ; 5 PPTs on absenteeism; 1 blog; 3 debates; 4 role plays; 1 online survey on the causes of absenteeism; 1 presentation, 1 demonstration and 1 workshop on Flipped classroom; 1 presentation, 1 demonstration and 1 workshop on Educational video; 1 presentation, 1 demonstration and 1 workshop on Dramatized learning; 1 presentation, 1 demonstration and 1 workshop on Conceptual maps; 1 presentation, 1 demonstration and 1 workshop on Outcome assessment activities; 5 lessons using the Flipped classroom strategy; 5 conceptual maps based on interactive lectures; 10 story telling; 10 workshops for teachers; 5 educational videos; 5 didactic games based on dramatized learning; 5 counselling sessions; 5 evaluation applications; 15 seminars for parents; 4 communication games; 1 Handbook; 1 face book page. Intangible obtained results were: awareness of the large number of disadvantaged students; initiating a school remedial program for them; awareness of the extent of absenteeism at international level; identify the causes of absenteeism; popularization for the project and the Erasmus + program; ensuring the visibility of partner schools at European level; identifying stress sources in the classroom; motivating students to stay in school; promoting positive behaviors; encouraging self-insight; the development of empathy, acceptance and self-confidence; identifying possible solutions to prevent absenteeism; promoting and learning innovative teaching methods; facilitating learning; promoting healthy parenting styles; stimulating empathy in parent-child relationship; improving the quality of education; making school more attractive.In order to achieve the projected objectives we conducted specific activities: PPT–Absenteeism and the phenomena of dropping out; Online survey–Main causes and possible solutions for student’s absence; Flipped classroom–description and demonstration; Educational video for learning-description and demonstration; Dramatized learning–description and demonstration; Interactive lectures and Conceptual maps–description and demonstration; Outcome assessment activities–description and demonstration; Workshops for teachers to exploit the methods taught during the joint short-term training events; Create a blog; Create 25 pedagogical digital open sources; Publish 25 pedagogical digital open sources; Make a handbook; Identify at least 100 disadvantaged students benefiting from the project; Organize debates, role plays, story telling, counseling sessions, communication games and seminars for parents. The categories of stakeholders involved were: high school students, aged between 15 and 19, belonging to disadvantaged categories; teachers that benefited from the the joint training event and teachers targeted by the workshops organized for the exploitation of new methods and didactic techniques. Parents too participated in the project activities, as target group for our seminars. Other categories of stakeholders were represented by the target groups for the dissemination activities. In order to asses the extent to which the objectives were met we used: test; demonstrative lessons; feedback questionnaire; portfolios and didactic videos; a date base with all the pedagogical open digital sources; school statistics and online feedback questionnaire for students.Our dissemination plan included: Project kick-of; Film projection; Focus group; Multiplier event; Demonstrative lessons; Prezi; Pecha-Kucha Presentation; Erasmus + Festival; Workshop; Articles; Photo exhibitions; Face book, blog and EPRP platform.The project impacted all the partner schools by: developing and improving the didactic methods and strategies; becoming the example of good practices; creating o more modern and professional environment inside the organization; raising the profiles of the organization; producing changes in future policy and practice; expanding the network of partners; quality EU projects carried out by the participants in the future.