PISA - an international indicator study on the skills and attitudes of 15-year-olds in mathematics, science and reading - shows that young people from many OECD countries score low to average with regard to these items. While the number of top performers remains relatively high (but drops), the number of pupils who do not reach the basic level is rising. That basic level is the minimum level to be able to stand on your own feet in society. The difference between the weakest and strongest pupils is also large. Boys get a better score for science than girls. They also indicate much more often that they have fun and interest in science. For all pupils, those who have pleasure or interest also score significantly higher in the science test. There is a need for quality development in STEAM education in the EU. We use a FabLab to do this. A FabLab is a workplace where pupils (and in many cases a wider public) can use machines to jointly realise a physical or digital (intermediate) product. Although education is provided in a FabLab, this education is often limited to the use of the machines offered. In the context of kindergarten and primary education, this is, of course, insufficient. After all, a context needs to be created around the machines that are used. This context can be created through complementary learning activities, which focus, among other things, on designing, studying the machines themselves and how the machines can be combined. By framing these STEAM-related learning activities in FabLabs, we are creating what we call STEAMLabs. In other words, a STEAMLab can be defined as a FabLab where pupils not only focus on the realisation of an (intermediate) product, but where attention is paid to the complete process to come from an idea to the realisation of an end product. Currently, the different participating schools focus on the use of a limited number of machines or on a limited number of techniques (after all, certain machines can be used for several techniques). This makes it impossible for them to offer a package covering all aspects of STEAM (science, technology, engineering, art and mathematics). By allowing participating schools to share their knowledge and experiences between pupils, parents and teachers, the utilisation of their FabLabs can be broadened, allowing them to evolve into fully-fledged STEAMLabs with dissemination to European Schools.

Our project “Eco-Friendly By Europe” arose from the shared need of a group of centers from different European countries to generate in students a European social conscience with respect to taking care of the environment. As such, we propose to develop a common strategy on a European level, starting off from the hypothesis of checking if it’s possible to generate a social conscience with respect to taking care of the environment, researching and comparing different approaches from the respective centers related to the subject, as well as sharing a common workplan that helps to preserve European biodiversity. Our principal objectives are to bring awareness to the students of the challenges of bringing sustainable development to the world, acquire experiences and basic abilities in the use of ICT tools, improve language abilities in a foreign language for both the students and the teachers, develop the acquisition of these 21st century competencies in the students, learn best practices from other school organizations that enrich the practical experience of each school center, and drive the development of awareness for European citizens. In order to achieve such objectives, schools from Croatia, Italy, Greece, Portugal and two Spanish centers will participate together combining mobilities of the participating organizations with research and reinforcement activities from the learnings in each of the chosen countries making use of the eTwinning platform both before and after the activity, thereby involving a larger number of students and teachers on a local level and encouraging group work. Four students and three teachers from each school center will participate in each of the planned mobilities, chosen based on criteria previously shared with the educational community, and will have a significant role in the different activities that are planned, both in the pedagogical and cultural preparation of the mobility as well as in developing the activities on a local level, and the diffusion of the learnings and the created output. The results, impact and benefits hoped for from this project are a major opening for the European Union. Students will improve their capacity to work in teams, observe and recognize the steps to follow to do research, identify problems and find solutions, strengthen their communication abilities and their cultural conscience on a European level. Professors will increase their knowledge in didactic methodologies and teaching materials, improve their knowledge of another language (English), and at the same time become more familiar with best practices from other centers that will permit them professional enrichment, among other benefits. At the same time, it is hoped to achieve an increase in the involvement of families in the activities of the center and a better opening of the center to other centers in the area, sharing their experiences. To do so, the project will be evaluated regularly via questionnaires to each of the involved participants in such a way that we have qualitative and quantitative information about the degree of achievement of the objectives and will carry out a diffusion plan directed at the education community via meetings with the different sectors in which they will provide information about the projects and the different actions that they will develop and which will subsequently increase on a local, national and European level via the web page of the project, social media, press releases, and informational brochures.

"The project “European Cultural Treasures: where the past meets the future” (EuroCulT) was carried out by 5 European primary schools (Greece, Portugal, Lithuania, Canary Islands and Croatia) in a 3-years period, as it was extended due to pandemic Covid-19. Having as main motivation to raise awareness and appreciation of cultural heritage and to enhance the social and educational value of European culture, used open and innovative practices in a digital era that promoted the teachers' acquisition of skills and competences as to educate young generations to respect their origins and traditions, preparing them for a multicultural and multi ethnic Europe.The achievement of the objectives was based on workshops (Compiling a QR code; Creating a Digital Quiz; Embedding QR codes in the fairy tale; Using the ARcGIS platform; Making a short film documentary; Creating thematic maps) and activities related to tangible and intangible cultural heritage. The beauty of the matter was that all these aspects have acquired through smart cultural heritage routes, which were based on three main pillars: Fragments of the Past; Hidden Town Treasures; Mind up Tradition. In this context, portable learning and IT tools have played a key role, offering a variety of channels, where activity-based learning (QR, GPS, IT) was enhanced during collaborative and cooperative activities, increasing the educational efficiency. The EuroCulT project have demonstrated the different aspects of cultural heritage and recognized its contribution in contemporary life, providing cultural interaction between partners as to broaden self-awareness, to enhance adaptability in diverse cultures, to acquire citizenship, to contribute the cultural and social development, to enhance the quality and reinforce the European dimension of school education increasing awareness of European values, promoting multicultural understanding and overcoming established cultural stereotypes, strengthen a sense of European identity as well.All schools that built this partnership, were selected on the basis of culture diversity, so as to add more value and support to the project progress and results. This cooperation became a melting pot in which the appreciation and the osmosis of the cultural good converged and provided a solid basis for students to learn how to appreciate and respect their own and other nations’ backgrounds. All teachers involved have broaden student's horizon and have taught themselves to be an eye-opener in order to realize that they are a part of a larger community, promoting citizenship and facilitating European unity.All project outcomes (EuroCulTwebsite; EuroCulTQuiz; EuroCulTQR Atlas with Routes; EuroCulTTale; EuroCulTTalk; EuroCulTShort documentary; EuroCulTCalendar 2020) had positive impact on school communities, local authorities and relevant stakeholders, as they have gained an insight into different cultures and therefore developed a better understanding of European cooperation and multicultural interaction. We hopefully believe that EuroCuIT project deliverables, that have distributed to all target groups and are available online, will inspire other teachers to establish new partnerships in local, region and European level. Moreover, the long-term sustainability of the project will be promoted by teachers, who will motivate students to make good use of the produced material integrate it in class curricula, bridging the gap between theory and practice.Thus, this project, as part of an innovative, thought-provoking and interesting educational journey, have motivated teachers and students to look beyond their ""backyard"" and together with their European peers to integrate their intellectual skills and empower their self-confidence as future active citizens."

"Negotiation is a way of working together (win-win) with those who have similar or different interests and needs and wish to reach a common agreement. If people can not solve common problems, they should strive to solve common problems in the guidance and facilitation of a third person instead of violence against each other. The guiding, facilitating and guiding of this third person is called mediation / peacemaking. ""Through the Conflict Resolution, Negotiation and Peer-Mediator / Peacemaker project, we believe that we will contribute to the long-term initiatives for social peace and reconciliation, which have recently been discussed at the national level. to give young people the ability to manage conflicts and disputes on a personal level in a constructive and peaceful manner.We believe that the idea of ​​peace began in the individual. We believe that a peaceful society can be realized by raising peaceful and compromising individuals. In the future, the greatest reduction of cultural, ethnic, religious and class conflict situations can be achieved by increasing the number of individuals who can manage their differences non-violently. For this reason, we believe that the school environment, different levels of physical-social-emotional-moral development, different religious, sectarian, ethnic and cultural characteristics and different sexes, age, these students will be more peaceful and reconciliatory. For this reason, as a concrete approach, we need to educate and reconcile our future adults peacefully. We believe that the skills of peace, reconciliation and coexistence in our social culture should be presented in the educational settings as problem-solving abilities of our students. We believe that our students should be trained as mediators, mediators and leaders to have more serious problems tomorrow. In a safe environment like school, we believe that even if adults can solve conflicts and conflicts between students' peers and solve with the support of peer mediators / peace-loving people, we believe that these skills will be carried into their social lives. The ""Negotiator-Mediator-Leader-Learners"" project, is an integrated activity consisting of 6 training programs in which the specialties of the schools in the country are brought together and maintained. Each of the project partners submits their expertise in their field of activity to the other partners. A book to be used after the project will include a student, a teacher education book, a glossary of mediator student system terms, a book of social skills to improve mediation skills of disadvantaged students and immigrant students, and a book on mediating problems and solutions. Project 6 LTT activity is planned. 1.LTT Zokalp will host the Middle School. Four teachers from each project partner school will attend. 2.LTT will host the Complex School in Zychlin. 4 teachers from each project partner school will participate. LTT's Scoala Gimnaziala will host Ion Creanga. Four teachers from each project partner school will attend. 4.LTT will host the 2nd Vocational High School of Giannitsa in Greece. 3 project students and 2 teachers will participate in each project partner school. 5. LTT ISTITUTO COMPRENSIVO STATALE ANTONIO UGOEV will take ownership. Five teachers from each project partner school will participate. 6. LTT will host CEIP TAGOROR.Each project partner will attend 3 teachers from the school. Project participants will be selected with objective criteria. The mediator will develop the negotiation, dialogue and problem-solving skills that the trainee will have throughout his or her life and career. Teachers: will spend less time and energy to resolve disagreements among students and manage unwanted behavior. The mediator student system is a valid and secure system in the prevention of early school dropout. Disadvantaged, special needs and immigrant students will influence the school climate in a positive way, as they will adapt to the social skills and mediation system they receive and lead to a more positive and constructive transition between student-student and student-teacher relationships.After the project is over, the impact on the participating schools will be as follows.Contribution to the internationalization of partner schools, increase awareness of the institutionDevelopment and evaluation of R & D and strategic planning and vision creation strategiesDevelopment of new methodologies in the training process, transferAmong the stronger competencies for the teaching staff are program development, integration skills development.A more dynamic and professional environment with a high commitment to working in a school settingUp to the end of 2020, Mediation Studies become 90% resident in the training areas where the partner schools are located (for each partner school)."

Since the year 2018 has been declared as The European Year of Cultural Heritage we created a project to bring more attention into the matter. Our heritage is very important in shaping the future of Europe. This is an important reason why we must introduce children from an early age to the country's heritage and to encourage them to learn more about other countries. It is very important that children are not only aware of their state culture, history, geography, customs and traditions, but also other countries. We must strive to disseminate more information about our country to others. The main idea of the project wasto make children aged 3-7 years aware of the uniqueness of their country, at the same time to finding common issues and strategies for preserving UNESCO's monuments, the European cultural heritage. The goal was to promote international cultural communication of children and teachers in educational institutions of different countries and to improve the English language skills by introducing the latest technologies, expanding the understanding of school communities about the cultural heritage of their country and other countries, and the cultural differences and similarities between countries. The project was divided into 6 sub-projects. WHAT I KNOW ABOUT MY COUNTRY, FOLK SONGS, TALES AND DANCES, A TRADITIONAL COSTUME-THE COUNTRY'S MOST BEAUTIFUL ROBE, CUSTOMS, TRADITIONS AND NATIONAL DISHES, WHAT A BEAUTIFUL AND TINY HOMELAND, MY CONTRIBUTION TO THE COUNTRY. Three target groups were:children aged 3-7 years; teachers and other staff; school and community members. All the participants had to carry out specific activities included in the project activity plan. Since the project involved 3-7 year old, and they are too young to go on learning visits, we decided that only teachers will be attending learning visits. 6 exchange visits have been planned in each partner country. Each learning visit defined the topic, the objectives of the visit and what general and professional competencies the participants will improve. The following themes were included and developed: The use of ICT in the project activities; Innovative methods of teaching inspiring pupils' interest and learning motivation; The use of interactive and creative methods in the process of the project activities; Differentiation and personalization of the tasks and activities of the project;Development of children's emotional intelligence in the project activities; the use of theater and play method educating preschoolers. Our last visit to Estonia, to learn more about the use of theater and play in preschooler education happened virtually due to COVID-19, but nonetheless we still achieved our goal and learned about theater. The IMPACT of the project on children - they improved their linguistic competences, raised motivation for learning, enhanced their knowledge and skills, improved their self-esteem, increased their willingness to learn more about their country, and also other countries. Children became real European citizens. The impact of the project on TEACHERS- the development of teacher leadership and personal development, innovation, innovative approaches were increased. Teachers developed teaching methods related to ICT teaching as well as competencies of pedagogy and didactics, management of methods, organization of activities; all these competencies contributed to the sustainable management of the institution, improvement of the quality of education and implementation of strategic goals. Teachers broaden their knowledge of the diversity of education systems in Europe, improved their linguistic competences, compared and discussed achievements and challenges with colleagues from other organizations, thus improving the quality of work. The sharing of good practices, teaching aids and activities developed and implemented through the project will strengthen the authority of the school among the country's institutions of comprehensive education. PROJECT PARTNERS- gained valuable experience in implementing international projects, establish close contact with international partners, which allowed them to create new projects and use the products created. The impact of the project on A SCHOOL AS AN ORGANIZATION- The school became more dynamic and receptive to change. The school supports initiatives, innovation, cooperation with foreign partners. The European dimension of the institution increased, good practices were be shared across Europe. The impact of the project on SCHOOL COMMUNITY- the school-parent relationship improved, school cooperation with the local community enhanced. After completion of the project, the products created are now used in the educational process and are promoted among educational institutions of the countries. The developed training aids and all the resources collected are beneficial to introducing students to cultural heritage. After the project, teachers are still cooperating with partner countries.