"<< Objectives >>A ""Zero Waste"" program will be carried out as we are aiming at:*improving the attitude of the target group towards the environment;*obtaining and maintaining a cleaner living space, tending towards zero waste;*integration of the school in the community strategies regarding the development of a healthy environment;*increasing the quality of the educational act, the respect for volunteering, but also the diversification of the ways to achieve the goals.<< Implementation >>We are going to implement the following activitites:1. Management activities;2. Transnational project meeting in Cieszyn, Poland;3. Learning, Teaching, Training Activity for Staff in Angra do Heroísmo, Portugal;4. Two Learning, Teaching, Training Activity for Learners, in Çorum, Turkey and Brad, Romania.<< Results >>Main result is ""Zero Waste"" campaign.Other results of our project will be:1. Tangible:*website;*eTwinning page;*social media pages;*project logo and poster;*brochures, flyers, banners, etc.*recycling activities;*objects made of recycled materials; *documentaries and videoclips, etc.2. Intangible:*festivals;*campaigns; *educating students about the need for selective collection and recycling; *Understanding the importance of using waste as a raw material for obtaining other goods."

The imparting of international professional skills is becoming more and more important.Foreign language skills, intercultural skills, digital skills, key qualifications such asthe ability to work in a team and self-organization will have increasing importance for professional careers in the future. In order to improve the career opportunities of young people in Europe, we decided to start this project.Job opportunities for young people across Europe was a project over 2 years with 4 participating schools from Terceira (Portugal), Cordoba (Spain), Montana (Bulgaria) and Düsseldorf (Germany) as coordinating school. Each country was attended by 6 pupils and 2 teachers so that more than 60 different pupils and 15 teachers were involved in the project over the entire period. The main topic of the project was the acquisition of professional skills for adolescents and thus also increasing the professional opportunities of young pupils in order to reduce youth unemployment. The focus of the project was on exploring different professions and visiting different companies. A total of 15 different professions were examined in the course of the project. (Farmer, cattle breeder, winemaker, museum guide, marine biologist, employee of an employment agency, social pedagogue, olive oil production, stockfish production, chocolate production, advertising agent, IT specialist, administrative specialist, beer brewer, refrigeration and air conditioning technician and mechanical engineer). The main activity consisted of doing an interview about the professional competences and skills required to carry out the profession. Asking for salaries and career opportunities, school requirements and advantages and disadvantages of this profession. The pupils visited many companies in different countries and learned the processes in the companies on site and were able to ask questions.All this information were collected and transferred to Job Cards which were developed in this project. The results were classified, evaluated and presented. All job cards were collected in a final booklet and include detailed descriptions of over 15 different professions. The follow-up and presentation took place during the exchange phase, but also as an activity between the visits.All results of the project were made available on the homepage www.job-erasmus.eu or on Etwinning. Through these activities, the pupils were able to improve their foreign language skills, expand their professional knowledge and apply ICT skills. The development of a questionnaire (Job Suitability Test) helped the pupils to discover their career options and to find out their own strengths and weaknesses. In presentations, the pupils worked out the historical changes in selected professions in order to relate them to their own professional future. Particular attention was paid to local and regional aspects of a profession, which are very different in all participating countries. The pupils recognized that there are regional differences in a metropolis or a small town. The climate, nature and culture therefore also have an influence on career opportunitiesBy integrating lectures by the employment agency, Europa-Direkt or local professional representatives, the pupils were able to find out directly which professions are suitable for them now and in the future. They learned e.g. about the soft- and hard skills that will be necessary in the professions of the future.The lectures in English and discussions in an international context led to an increase in self-esteem and intercultural competence.Most of the tasks were carried out in international groups from 4 countries each, and so the pupils developed an understanding of the cultural and socio-economic differences of the countries. Unfortunately, due to the outbreak of the Covid 19 pandemic, Bulgaria could no longer be visited and so we had to cancel the visits to the companies in Montana, Bulgaria.The teachers worked out a summary of how to deal with school dropout in the countries and discussed it in the group. Unfortunately, no coherent strategy or standard could be developed because the school systems and legislation in the countries are too different. Nevertheless, the teachers and schools were able to learn from the measures and solutions of the others and enrich their strategies for dealing with early school leavers.Some of the participating pupils reported that they could imagine acquiring a job in another European country in the future, or at least complete an internship abroad with Erasmus +. With the results obtained, this type of project can be repeated as often as desired with different countries and professions. We are already in contact with other partner schools to carry out such a project with other partners.The end of the project was completed by the development of a booklet with all the job cards and results of this project, which was printed and distributed to all schools and groups of people involved.

In 2018 we had the 2nd hottest summer since the the start of the data collection of weather in Germany 1881. The four warmest years were the years 2016, 2017, 2015 and 2014. The UN Climate Conference in Paris in 2015 declared that the nations who signed the contract are willing to reduce the increase of global warming under 2% if possible below 1,5%. The target is to achieve a balance between the production of green house gases and the consumption of CO2 for example by forests. Unfortunately the USA, one of the main producers of CO2 have left the conference and a country like Germany, who has played a leading role has to admit that it will not be able to achieve the goals set in Paris. Greenpeace the BUND and WWF have reacted with disappointment when the results of the Katowice climate summit had been published. The summit said farewell to the goal of reducing the increase below 1.5%. Besides all these obstacles there is also a new political player on the field. Extreme right wing parties in Europe and the current US administration simply deny global warming and climate change.We feel that we as European citizens and we, as schools, responsible for the education of the following generations, should increase our efforts in rising the awareness of our students, teachers, staff and parents for the dangers of Global Warming and Climate Change.The target of our project is to determine the ecological footprints of our schools` community and develop measures to reduce our ecological footprints within our communities and maybe meet the targets The UN Climate Conference or hopefully be even better.We chose the following participants. Cyprus, Azores, Iceland and La Reunion.We wanted to have participants who represented many climate zones which again represent different problems of climate change with a different degree of urgency. We expect to deal with different points of view and will hopefully experience different approaches to tackle the problem of climate change.Germany as an important industrial nation will deal with the reduction of CO2-Emission. So we would like to develop methods for reducing or neutralising CO2-Effects, such as optimizing nutrition, individual transports and their alternatives, insulation and saving-energy. More than that we would like to implement alternatives in ICT-sector. For example we would like to implement the eco-friendly ECOSIA-search engine and browser as a standard for all schools participating. Cyprus will be our IT experts responsible for support, maintenance and dissemination. Being an island with mediterranean-continental climate they become a more and more arid location. Therfefore they will be our experts on water management.The Portuguese school is responsible for finding the adequate way of measuring our eco-footprints. They should present it in the first meeting, so all partners can adapt this tool in order to have a common and comparative gauge. Furthermore they will develop protocol-rules for behaviour for the mobilities together with Cyprus. They will be our experts on climate change and bio diversity.Because La Reunion has to deal with (sea-)waste-problems and pollution, the French partners are responsible for waste management (reduction, avoidance, and recycling-/upcycling methods). As La Reunion is the only partner from the southern hemisphere, we expect to get a different point of view on problems like rising sea levels etc.Icland` has experience with planting actions. They will be responsible for planting processes and its effects on climate change.Being a nation which is affected by melting glaciers, they are the experts for global warming and its affect on bio diversity. Having an economy relying on fishing industry they should work on the effects on the biosphere of the North Atlantic.Activities and methodsmobilities with interdisciplianry activites. Planting actions, excursions, examination and modification of curricula and implement environment friendly procedures in our school communities. Gardening, planting actions, insulating, production of necessary devices etc. will emphasize the parctical work in this project.Results and long term impactThe a.m. objectives will lead to a sustainable investment in the quality and efficiency of our school community as we will implement the progresses we make in our school programme and/ or our curricula.It seems to us self-evident, that the involvement in this project will lead to an improvement of skills and key competences like improvement of language skills, social competences in working together in an international environment to improve the ecological footprint of the school community. The very specific work on the project, which is supposed to involve the school community, political stakeholders and other external potential partners such as businesses or the municipality, representatives from the media etc. will lead to more civic engagement and responsible citizenship.

In our project proposal we already pointed out that OpenStreetMap is more than a map like the ones provided by Google Maps or Microsoft Bing. During the project, the students were given the opportunity to learn about the differences between OpenStreetMap and the two American map services. They realized during the project that a free use of maps (Google, Bing) and free and also free of charge OpenStreetMap are a big difference.The students added missing data or corrected errors in maps and made them generally available. From this fact it was also possible for the students to actively participate in the provision of geographic information for various aid organizations, because precisely those maps of OpenStreetMap are free and accessible to everyone and are not provided proprietary.Through the entire process from collecting the data to the compliant transfer of the data to the OpenStreetMap database from which the maps are generated, the students were able to trace the complete process to the finished map. The collection of geographic data was done in the form of recordings taken in the field, by analyzing satellite images or photographs taken by drones, which were created for us by the University of the Azores together with the students. The students checked the quality of the data, corrected it if necessary, and supported each other in the process, therefore building and strengthening social and methodological skills alongside technical skills.In order for the students to be able to generate compliant and factually correct data for the OSM database in the first place, they had to use digital tools and software to transfer the data and necessary digital information sources (e.g. wiki). International communication before and after the mobilities took place through collaboration platforms. In the following pandemic, which was responsible for the fact that we had to conduct two mobilities virtually and not on site, the students were able to use the knowledge they had gained purposefully in distance learning. This was an effect that was not intended, but which the students were able to take with them as an additional competence.During their work, they worked in international teams and also contributed to understanding in the intercultural field, developed foreign language skills and the necessary understanding for other cultures. This approach contributes to a better understanding within Europe and makes that continent grow closer together.The importance of the data generated by the students became clear to them after the numerous conversations they had with the staff of aid organizations that rely on the data, such as Doctors Without Borders. They were able to get in direct contact with the staff and find out which data is necessary in which form for their humanitarian work in the areas of operation. Therefore, the students gained insight into the humanitarian work on the ground by the aid organizations.The data generated by the students can be used worldwide free of charge. It does not matter whether the data is used on computers or mobile devices. Access to the data does not involve any financial investment and allows even the poorest people in the world to access and benefit from the data.The data generated by the students and many volunteers is used not only by aid organizations such as Doctors Without Borders, International Federation of Red Cross and Red Crescent Societies, but also by cities and municipalities and also by the science service. In addition, students are able to create database queries in the field and therefore investigate geographical issues in their place of residence.All in all, the students have developed competencies that go far beyond everyday school life and can certainly be applied in later professional life.

"The idea of sustainability is a wide approach everybody is talking about in a time when environmental problems induced by various human interaction in the earth's ecosystem are requiring serious solutions. By now, sustainability has been embedded as an explicit key objective in some school's philosophies. Not only as a result of the current social discussions (e.g. Fridays for Future), which have been initiated in particular by our core clientele, pupils, are we aware of our overall educational task to teach pupils to become individuals who think and act sustainably, so that, in accordance with the Brundtland definition (""Sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs.""), future generations will still be able to satisfy their needs. The term sustainability is associated with numerous multidimensional and global challenges, such as climate change, extinction of species, waste and plastic reduction, migration and human rights. These are challenges on which politics, economy, science and society must work together in global cooperation in order to find sustainable solutions. Concerning this topic, the United Nations has defined a total of 17 Sustainable Development Goals (SDGs) in its Agenda 2030, which are intended to ensure sustainable development in a global context. Since the SDGs cannot be achieved within a national framework, international and transnational cooperation is necessary.In this context, our project SHARKS (""Sustainability Heroes And Restless Knights in Schools"") brings together pupils and teachers from six countries all around Europe, namely Luxembourg, Poland, Italy, Portugal, Spain and the Northern Republic of Macedonia. Part of our project idea is that every partner has own strengths, experiences and possible solutions regarding the different SDGs.By dealing with the various SDGs, the pupils are to be informed about the current sustainability problems and consequently be strengthened in their ability to act, so that the pupils can make scientifically sound, morally and ethically balanced, consensual and self-responsible actions for their current and future way of life. The ultimate goal here is to enable students to satisfy their own basic needs without compromising the opportunities of future generations. In addition, we want to achieve the following objectives:- Promote the exchange of good practices of sustainable actions in schools using etwinning.- Disseminate the results of the project through different platforms (Twinspace) and make the impact of the actions carried out sustainable over time.- Promote the development of our school's internationalization and raise awareness regarding the importance of sustainable development in our educational institutions.- Pupils learn to adopt different perspectives, to develop empathy for different views and opinions and thereby to reach consensus, democratic decisions and results. - Since the sustainability problem is a global challenge, only transnational efforts are considered promising. The pupils are made aware of and prepared for this by the approach we have chosen.The expected results of the project are many and vary from a methodological point of view and are particularly oriented towards the possibilities of the modern media since they also play a crucial role in the global discussion about sustainability. Examples are the creation of YouTube videos, logos, e-guides, animations, comics, or posters. By participating in this project, students will:- be better prepared to build a more sustainable future regarding ecology, economy, society and politics- improve their motivation, self-confidence and academic performance and class behaviour - increase their social skills through transnational cultural teamwork requiring tolerance, cooperation, empathy for others and problem-solving skills - enhance ICT skills as they will use various ICT tools to produce outputs and plenty of collaborative tools to work with other students- increase language skills in real-life and multilingual contexts. By staying in host families and working with other foreign students - extend their knowledge of their partner countries’ cultural heritage and geographical diversity thus redefining their identity towards being independent, responsible, tolerant European citizens and becoming higher prepared for future jobsIt is important for us that in particular, the positive examples of the respective partners influence the school life of the fellow partners and, at best, can be adopted. These examples should also be used to achieve a multiplier effect on the environment of the respective partners, e.g. by encouraging parents, relatives, local politicians and local companies to engage in sustainable processes. These effects will be evaluated through surveys in the partner schools at the beginning and end of the project, which will naturally also be published."