<< Objectives >>We will further improve DIBL an innovative digital platform for collaborative learning based on dilemmas, adapt it to the Greek educational environment and evaluate its effectiveness.Then we will promote digital readiness, resilience and capacity by driving to informed implementation of Game Based Learning, supporting teachers' self-improvement and promoting the transformation of schools to learning communities by guiding their involvement in well organised training activities.<< Implementation >>We will organise learning experiences in an action research format, in two phases. In the first one in English, we will prepare teacher trainers as multipliers for the training activities of the second and main phase, to five different cities in Greek. We plan learning activities in six steps1. Mindset consolidation online2. Live/on site 5 days course 3. Supported pilot application of GBL 4. Evaluation-Certification 5. Dissemination-Reflection6. Informed implementation<< Results >>We will - evolve a collaborative dilemma based learning (DIBL) application - translate DIBL in Greek and prepare it for more languages- reach and include previously excluded schools and teachers and through them pupils- develop and share at least 40 evaluated GBL scenarios through digital teaching depositories in Greece and Europe- support GBL pedagogy and didactics by the informed implementation of GBL scenarios- promote participation of inexperienced school units in the Erasmus+ program

The aim of the project in short is to travel the ROAD (Reveal Other Available Directions) of success together, teachers and students: teachers will redefine their professional profiles by sharing experiences and good practices, finding happiness in their everyday job; students will succeed at school experimenting different ways, inclusive ones especially for those students with difficult background. The first tangible result will be the use of English for an effective communication. At level of long-term impact, the project aims to include school mediation as an innovative strategy for preventing and reducing early school leaving within educational strategies at the local, regional, national and European level. Programs for teacher education and professional development are undergoing a dramatic overhaul. To set the context for a discussion of the changes underway, it’s needed to describe the various kinds of knowledge teachers must have to succeed, including an understanding of subject matter, child development, cultural differences, teaching strategies, and curriculum resources and technologies. To gain this breadth of knowledge requires learning in a setting far different from traditional. The project helps teachers to modify and strengthen their professionality and the students’ competences with particular regard to those who show the higher risk of early school leaving, through inclusive methods, implementing a new coherent methodology and innovative curricula of emotional education within school environments involving 6 countries (Italy, Turkey, Romania, Portugal, Poland and Greece) and new contexts, to provide an effective intervention model to reduce the phenomenon of Early School Leaving.Growing evidence suggests that this kind of professional development not only makes teachers feel better about their practice, but it also reaps learning gains for students, especially in the kinds of more challenging learning that new standards. Creating a profession of teaching in which teachers have the opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially those for whom education is the only pathway to survival and success

"The project aims to deal with the problems of the first inclusion of young Europeans in the labour market at the end of the studies.It will last two years, to create a ""snapshot"" of the relationship between the future workers and the real labour market for European citizens near to their first job, according to the different geographical and socio-economic areas in Europe: from this snapshot it is expected to emerge desires and expectations of potential new workers and the adherence between desires / expectations and the reality of the first job. In reaching the final aim, the different phases which the project covers will enable the achievement of significant and meaningful conceptual halfway objectives such as: The analysis of the work situation before and after the economic crisis in the European countries represented in this project, The adequacy of the school in terms of students’ education for the professional world, The marketability of different university and high school degrees and the average time of work expectancy The adequacy of the school regarding the expectations of the students, The students analysis and evaluation of the time to get a job in the short term. The level of self-esteem related to one’s own potential professionalism. Higher level apprenticeships and Vocational apprenticeships through training courses.Additional cross-cutting objectives of the project are: To strengthen the English language skills of the students as well as the staff involved; To enhance the computer skills, and more generally the use of new information technologies. To fight the school drop-out and improve retention levels of students  To broaden students' horizons and get into contact with other environments so as to become as competitive as all European young people.The project involves seven European schools from the following countries: Turkey, Italy, United Kingdom, Romania, France, Spain and Greece. The experience of the economic situation in the countries participating in the project, will give a broad vision and as comprehensive as possible of the work situation in Europe.The project will be developed through different stages which the schools involved will run simultaneously, with a joint work event at a distance. The students involved will do research on the employment situation for their own country of origin, before and after the economic crisis, in order to make a comparison and have a vision of the real and practical problems.During this operational phase students will contact and visit the most representative institutions for the promotion and support of Policies in the field of employment. They will contact all the organizations and associations that have tracked the lives of small and medium-sized enterprises during the crisis, such as trade unions, local newspapers, trade associations, the Chamber of Commerce. The purpose of this phase, in addition to the collection of certain data, reliable and consistent, is to stimulate the students involved and pay particular attention to the problem of employment and encourage them to develop their own point of view regarding the crisis and their position in terms of potentiality and expectations in the context of professional opportunities.At the end of these steps, all the work done will be embodied in creative works which, through events (eg conferences or seminars) will be made public in order to share the results, or during school days to spread among other students and teachers of the school the project and its purpose. A designated time for sharing and discussion of the results of the project will be a priority in every country involved.Moreover, the project will consider the students desires to be able to find a job that they like and for which they had been prepared at school and, on the other hand, the reality of the workplace they will encounter in each country. At the end of the project a document will be prepared which will identify the proposals to reduce unemployment and school drop-out: this document will be sent to the Department of Education and Community policies of the European Parliament.English will be the working language, in order to develop and enhance skills of students regarding the language most commonly used in the European Community. The participants' attention will also point to develop computer skills through the use of tools such as mobile phones (smartphones ), computers, tablets as well as communication tools such as social networks, video conferencing, instant messages. This way, the students will improve their digital skills and language when called to debate the issues of the project with colleagues from different languages and geographical distance.The project will have a European dimension and it will focus on the objectives required by the E C: helping to increase the employment rate as well as educating for entrepreneurship, the use of ICT and educational resources at a distance."

"Migration is an old process introducing cultural differences which is not new for Europe and partly explains its complex territory and cultural diversity that the refugee crisis of 2015 has reinforced through its massive waves of immigration. Consequently, there is an increasing number of migrants in our schools, bringing a huger diversity in school communities and classes. We are living in a world in motion with growing flows of migrants induced by several reasons which makes it a necessity to learn adaptability, tolerance and open-mindedness. Europe sees its construction endangered and weakened as we can witness the rise of nationalist and xenophobic movements in an increasing number of European countries at levels that have not been reached since the 1930s, we see a growing communitarism, individualism and selfishness together with a lack of intercultural understanding.Our schools from France, Spain, Finland, Greece, Czech Republic and Poland present a diversity of geographical, economic and social situations but have one common feature: a strong history of immigration in their countries. Each country has a specific history towards migration which brings a general overview of the present time situation in Europe through varied prisms :- The Mediterranean countries that are on first line facing mass migration from Africa and the Middle East, are in a difficult economic situation: Greece and Spain where meetings with newly arrived Syrian, Kurdish, Iraqi and Pakistanese teenager migrants and with young adults from South America were made possible.- The Nordic and Eastern Europe countries whose history is rooted in migration mainly in neighbouring countries and for whom Southern migrations represent a new concern: Finland, Czech Republic, Poland- Other countries have a long tradition of emigration and immigration both with colonial empires and neighbouring countries: France which has a particular policy which aims at assimilating migrants, Greece and Spain also match this profile.We aimed at working for a more efficient social inclusion in our schools, as school is one of the main actor of the social link and intercultural understanding among people. We also noticed that the young people of today are in search of an identity, should it be individual, collective or both? Is the European feeling strong enough for our youth to face the challenges the 21st century has in store?The participants had to take into account different kinds of situations, which allowed them to enlarge their perception of contexts and to have a global perspective beyond national borders. This partnership aimed at facing a topical challenge: breaking stereotypes and enlarging the participants' visions on the present world issues of migrations . We aimed at deepening the notion of migration and promoting the values of understanding, collaboration and tolerance. We targeted to raise awareness of the richness of cultural diversity and to promote intercultural understanding, to make participants aware of human rights. Strenghtening European citizenship and social responsibility was at the core of the project by developping social entrepreneurship among teens and encouraging the feeling of social responsibility. One of our main goal was to reinforce social inclusion, via intercultural understanding inside and outside schools: we aimed at creating a more inclusive school atmosphere, hence allowing migrant populations or people from different horizons not to feel marginalized in schools. By enhancing intercultural understanding , we aimed at fighting school drop out and at placing school as a space of inclusion, not only of academic teaching.To fulfill our objectives, we were assisted by the NGO ""Terre des Hommes"". We worked with EU institutions and the ESN who brought their expertise and supported the participants (105 students and 20 teachers) along our collaboration. We met politicians, social workers, migrants and organised actions of solidarity.The 3 final outcomes were elaborated through eTwinning constant collaboration and made concrete during the meetings in the 6 countries.Our cooperation resulted in 3 outcomes:- the ""IWE Charter of the migrant of the 21st in Europe""- the app ""IWE 21st centuty migrant's toolkit""- the awareness video campaign ""IWE for intercultural understanding""We presented them during a final online event in February 2021 attended by one hundred people including students, teachers, parents, headmasters, a EU MEP and French education board representatives. This partnership aimed at paving the way to an opening of schools to societal issues and to stress the part played by school as an actor of social inclusion. We integrated non academic issues to school concerns and enhanced the development of European citizenship built up via school projects. We think we succeed in pushing the walls of school and minds which was at the core of the project by promoting social entrepreneurship in the schools communities."

"Music has been the base engine of this project that had its beginning in October 2017 in Formia, Italy, and its conclusion in May 2019, in the same place. With this project, it was intended to create greater awareness of the importance of music, as a unifying element between countries, cultures and forms of socialization. Across Europe, many students listened to and enjoyed the same kind of music, and this can be the first step towards a better understanding and learning of different cultures, religions and ways of living.The project aimed to develop students’ musical intelligence, increase experience, “think outside the box” and find alternative solutions to learn and share knowledge through music. It also had the objective of introducing new techniques,making known good practices and developments in music, as well as reliving the old themes and musical instruments from different countries. Nowadays, music is a transnational language we can use to communicate without stereotypes or barriers.It was with great enthusiasm that ""I.C. Alighieri"", “Agrupamento de Escolas Artur Gonçalves”, ""Gradinita cu program prelungit"", ""Iayse Temizel Ortaokulu"", ""Music School of Tripolis"", ""Zespol Szkol Publicznych nr 5"" embraced this project, which included factors of great importance such as the involvement and enthusiastic participation of students and their families, the possibility of getting in touch with other European schools, the contact with different educational systems, the possibility of comparing and adopting.Each or two transnational project meetings,organized with total success by the host schools, reinforced the development of a distinct interpersonal relationship and cooperation, in order to build a common approach to all the issues elaborated and included in the plan, as well as to respond to all the difficulties encountered during the implementation of the project.The cooperation was based on a partnership between all the schools involved. Teachers and students communicated using portals, forums, instant messaging, video conferencing, etc. All partners presented their skills and competences throughout the project. Some partners shared their experience of working on projects and others shared new ideas and vision.All the activities were carefully prepared for the students and by the students of the participating schools and had as objective to make known the culture, arts/music and specific characteristics of each country.All the work was carried out in order to develop teaching and learning techniques, especially the use of ICT, critical and creative thinking, cooperative behaviour, teamwork, communicative activities, creativity and intercultural integration.Some aspects stand out:- to introduce basic knowledge of musical instruments, melodies, dance of different countries- our students had the opportunity to improve their learning skills with new innovative programs- to become socialized by dancing, singing and playing with others- to promote team work and cooperation in musical activities- to increase creativity while performing- to increase motivation for language learning- EnglishParents, especially those whose children have entered into mobility, have actively collaborated with the school,encouraging their learners to come into contact with different educational systems and cultures.Students who participated in the meetings reported their experience as transformative at various levels. Therefore, they highlighted the contact with realities completely different from their own, as well as the experience of welcoming and being welcomed, and experiencing the departure from their territory of comfort.The team meeting activities, the formal and informal discussions about the project details, and the questionnaires for students and parents were very important as motivational tools for the group.The quality of the students' work and their willingness to collaborate in the proposed tasks were evaluated, in the expectation of involving as many students as possible in the project activities.The impact and dissemination of our project on the school community (students, teachers and parents) was great and unique.The students who had the possibility of directly or indirectly coming into contact with the project were undoubtedly more enriched.At various points in the project, we evaluated the schedule, quality, cost, satisfaction and performance of participants in order to understand the usefulness of the work developed.Having always in mind this: Have the objectives been clearly defined? Who participated? And in which activities?Surveys were carried out to ascertain the opinion of all participants on the course of the project, the degree of achievement of the objectives, the satisfaction obtained with the participation and the results observed.The results of the evaluation were presented and discussed with all partners and taken into account at all times of project life."