"The Europe, which we live in these days is not the same as it was before. It is a dynamic hub with constantly changing schemes and affairs, but, as we want to believe, with the same values as before. These values, they need to be reflected in different structures on local, regional and national level as well as individually. Thanks to the project ""Golden Links- bringing inclusion into multicultural teaching"" we wanted to implement in the European reality, we belive to have impact on educational and social system in their various dimensions, on each mentioned level. The project wanted to tackle on some emerging issues which Partners, who were adult educators, observe in their daily work with adult learners, who came from different cultural, linguistic, religious and sexual backgrounds. These issues concerned both educators and learners in different ways, therefore this project concerned both of these groups, as teaching- learning process needs these two parties to be present and active. We believed however, that these parties should also understand each other very well in order to make the learning process as efective as possible. The efectivness of the process- in case educators- depends on their preparedness and openess. The need to deal with learners from different, and often complicated cultural backgrounds, might cause various misunderstandings and sometimes even unintended results, just becuase of lack of knowledge about certain cultural or lack of intercultural competences. Another problem was poor konwledge of educators about the learning process itslef, motivation strategies, usage of ICT in the classroom, Social Media, educational policies. We believed all these factors were important to conduct an inclusive and proffessional teaching- learning process. We conducted 4 short-term mobilities for 4 educators per organisation: 1. ""Inclusive teaching and learning"" 2. ""Creativity and innovation with ICT"" 3. ""Intercultural competences for Inclusive Educators"" 4. ""Adult educators and local development"" and 1 blended mobility for 4 learners per organisation- ""New trends/ technologies for adult learners""- in order to ensure that these objectives were achieved. The profile of educators- participants was as follows: they were low-skilled in the area concerning the certain mobility and project itself and were motivated to improve these. The learners- participants were the ones who wanted to find out how it is like to learn in a 21st century inclusive environment. Various local activities within each country were carried out during the project duration as well. We planned to implement these activities in the number of 93 per 4 countries and to engage a great number of educators, learners, NGOs, schools and municipalities. All these activities were tailored in cohesion with specialisation each Partner had and with needs their face. Thank to this partnerships we exchanged knowledge and experience within these areas and we ensured the best quality on inclusive teaching and the best care over learners at the risk of social exclusion. We based our teaching on communicative methodology, that was hands-on teaching, getting all participants involved and learning by doing. This approach allowed participants, both educators and learners to put skills into practice whilst learning. The results we wanted achieve in this project can be distinguished on two levels: tangible results and soft results. First of all, we wanted to implement the following: 1. Inclusive Adult Teacher Profile- a set of guidelines how to address heterogenous adult groups in the classroom in particular in the field of teaching literacy, digital skills, languages and intercultural competences. 2. Tool Box- a set of useful tools (online and offline) for adult teachers, that can be easily used in the classroom with adult audience. Soft results we tended to achieve are mostly conected with change in attitudes and general thinking about educator- learner relation in multicultural context and the need to include adult students at risk of exclusion into educational system. This project has the visable impact on various levels: systemic, organisations, learners, staff and within that on the local, regional, national and european level, among others as to: numer of schools, municipalities involded, educational materials produced, lesson scenarios written, meetings in schools conducted, certificates recognised, satisfaction of participants measured. We believe this project is sustainable and therefore we are able to ensure the longer- term benefits: modernizing our organisations and develop Partnership regardless EU funding."

"This strategic school partnership,based on Eco-friendly Practices At Schools( EFPAS) ,was successfully carried out with collaborative work of Turkish,Lithuanian,Italian,Portugese and Polish schools.All partner schools enriched their Eco-school curicula activities such as separating, the recycling and reuse of waste materails,getting students to gain positive behaviors against to the Environment, preparing School Eco-action Plan,etc.We got lots of opportunities to see and analyze the “Good Eco-friendly Practices” in Turkey,Lithuania,Poland,Italy and Portugal,this event contributed that the teachers improved better their own professional competences in transfering the basic Eco-friendly profits/acquisitions to their students. They gained profeciency of integrating the outdoor activities into the Eco-curricula classroom activities while teaching/telling… -Water Cycle. -Separation of Waste Habit -Reuse of the used meterails -Smart-eating habit -Global warming and its results,etc. -Keeping water/air cleanThe students were able to catch chances to got new Eco-friendly profits and to transform their previous theoritical learnings to the practical learnings within EFPAS Project work. The Eco- sensivity flourished and grew between kindergarden age students and the upper age students.The Key persons actively participated in this Project.They contributed that EFPAS Project was succesfully managed. The main target groups( students,teachers,parents) actively and stakeholders (civic and public organizations) directly/indirectly participated in Project work.The school administratives supported EFPAS Project and developed School Environment ManagementWith this transnational strategic partnership , the planned activities and the determined objectives of EFPAS Project : A-the awareness work with determined activities-by all partners1-Eco-day celebrations 2-Building Eco-points3-Eco-craft work and exhibitions/stands4-Eco-fashion Show5-Eco-trips6-Food festival for healthy future/ Food Map7-Info-seminairs-by University educator staffs / Presentations-by school studentsB-the improvement in quality and visibility of EFPAS Project1-Surveys/questionairs were applied .The results were evaluated and announced. 2-Eco-citizenship Certificate for adults who participated actively in Project work 3-Visual/concrete meterails were used C-Project dissemination activities in a Plan-by Italian school( Promotional tools( Mug,Keyring,Magnet,etc.)contributed to this process).The main dissemination tools:1- Project website(http://ecofriendly.europole.org/)-by Italian school 2-Twinspace-by Portuguese school( user name: eco.evaluation/ password:123456).3-Social media channels/local newspapers/ school facebookpages 4-Erasmus+boards and Eco-pointsD- Project sustainability in a Plan- by all partners.During final meeting, a Strategic Sustainablity Plan was prepared;1-Keeping each result and output of EFPAS Project in EFPAS Project file and in school archieves.2-The accessiblity to website and Twinspace at least five years3-Traditional celebration of Eco-day on every June 5th at schools4-Sharing Good Practices of the Project in Google Academy,National Geography when possible.5-Sharing the results in Erasmus+ Dissemination PlatformAt the end of this two-year work , from kindergarden age group to the upper age groups the ""Eco-friendly behaviors"" have flourished and grown between students.Environmental Literacy in school communities increased. The number of the students who are reluctant to participate in environmental activities got lower. The participating schools’ quality,visibility,prestige grew in regional,national and transnational levels.They got adequate experience and expertise to sustain Eco-friendly Practices for healthy environment."

The teachers of the schools involved in the project noticed that the number of students with difficulties is rising because of learning and behaviour problems. Moreover, disparities are growing and there is a need for adapted teaching and greater involvement of students in their learning process. Our priorities are 1. Supporting schools to tackle early school leaving (ESL) and disadvantage 2. Promoting the acquisition of skills and competences 3. Improving health and wellbeing. Our purpose clearly focused on student success. Six themes were developed during three years. They focused on specific abilities and were prepared beforehand both in each school and in coordination between the four schools to be ready for the short-term exchanges. These students meetings allowed to share our work and enrich it at others’ contact. Our project targeted 500 people: a minimum of four to five classes in each school were impacted. Plus teachers, parents, school authorities, theater specialists, local authorities, firms, nutrition professionals, nurses, local associations and local newspapers. Our aim being the raising of academic standards, students involved will be those who have the most difficulties. The mobilities during the short term exchanges were even increased by at least 50% even with the lockdown due to Covid-19 which prevented the last meeting in France. After evaluating the needs of our students in each school, the teachers teams involved in the project implemented activities. We used ICT to film experiences in science, language or vocational activities. We also used physical education to enhance their autonomy and self-confidence, to strengthen social cohesion. The practice of drama, games, dance and music allowed the practice of basic skills (reading, writing, mathematics and science). The European dimension of our project benefited from the practice of foreign languages when sharing activities on eTwiining and our blog and during the students’ mobilities. Our activities consisted in :Get to know each otherForeign language activities shared before students meet : theatre, creative writing of personal stories of students..., Historical and cultural knowledge of partners. During the short-term exchange: ice-breaking activities, special-needs students presenting our region and habits, languages games, exhibition of tourist guides and books made by students, theatre acitivities among mixed-languages groups, teaching of body percussions, badmindton competition. Olympiad and Eurovision Sports and music activities in order to think about solidarity and rules for a better life togetherDuring the short-term exchange: Olympiad (Sports related activities between transnational teams)Eurovision (songs and choreographies)Award ceremony (Assessment by students’ and parents’ votes) My future jobOrganizing a jobs forum and training to find a jobDuring the short-term exchange: jobs forum. Take care of oneselfActivities to warn about health risk in everyday life and at work. Study of emergency situations and first aid gesturesDuring the short-term exchange: Making of a warning campaign Maths and sciences in everyday lifeMathematics and science experimentations linked to everyday lifeDuring the short-term exchange: Maths and science competition Grand Final : was cancelled because of Covid-19making of a method book with the best of all our activities : was made with virtual meetings Students always remained at the centre of their learning process being personally involved in each activity. The process was reviewed and evaluated regularly using data from multiple assessments – self-assessment, formative and summative assessment. Teachers were committed to a regular schedule to align their decisions and actions toward continuous improvement to achieve the project’s purpose making our transnational project meeting a necessity. Goals :-Give students more confidence in educative systems in order to succeed at school and in their future life. Goal reached = 10 students applied to European mobilities in France.-Improve measurably our pedagogic methods for the students’ benefits. Goal reached = writing of a method book with our successful achievements. -Measurement of students’ progress. Goal reached = assesments were conducted at the end of each meeting.-Disseminating our experience : activities were highlighted thanks to a display on our website and in each school to a larger audience. Goal reached.-Sustainability of the project : Thanks to our website, our webmagazine and E-Twinning, our project will sustain with as many schools as possible. Effective experimentations implemented will be usable to a larger number of educative teams since we shared them all. We added a transnational meeting in Barcelona in November 2019 as we were advised

As described in detail in the EU's 2020 and 2030 long-term strategy, environmental and climate change is directly related to the quality of life of people. Climate sustainability is important for future generations to be able to use and benefit from natural resources. All countries should pay special attention to the five sectors based on Green and Renewable economies in the field of environmental literacy.These include: renewable energy, sustainable transport, green construction, sustainable tourism, energy efficiency and management, etc. It is very important for our country and our world to raise conservationist entrepreneurs for these sectors.The EU's 2030 strategy is a binding legislative framework to ensure that it achieves climate and energy targets. The EU's progress towards a low-carbon economy and the fulfilment of commitments under the Paris Agreement will only be achieved through green growth and conservationist generations.Many schools have participated in our Etwinning project on Environment and climate. Our goal with eTwinning Partners is to raise conservationist generations in our schools and regions and to raise awareness of climate-environmental literacy.According to the results of the survey, the most important problem with regard to Environment and climate is the lack of awareness of the new generation and the conservationist entrepreneurship knowledge and vision. Some survey results https://twinspace.etwinning.net/79246/home shared with our partners.Efforts to prevent environmental problems before they occur will only be carried out by the raising of conservationist generations and environmental literacy.” Environmental education is a systematic and lifelong process in school. This process is very important for a habitable world. Purposes;For students;1- Increasing the capacity of students in environmental literacy,2- By developing strategies with the green economy sectors about employment opportunities make them to become entrepreneurs. 3-To create opportunities for students to acquire and use integrated basic, digital, language skills in the process of self development.4-Strengthening critical thinking and creativityFor teachers1-Learning the knowledge, strategies related to the project and experiencing2-EU awareness, cultural interaction3-Improving language skills and entrepreneurshipFor Schools1-Improve the educational outcomes of young people at risk of failure due to lack of skills, trust and commitment2-To adopt best practices in order to make the conservationist perspective more effective in schools3-Becoming a model school on the topic; climate and environment4-Transnational cooperationOur project includes 5 schools from 5 different countries as well as our eTwinning partners. All teachers in our schools and all students in the age range of 14-19 are candidates for participation. Our project consists of 2 LTT for teachers and 5 LTT for students and 1 transnational meeting. First of all, we will hold a transnational meeting in Turkey, and we will update our knowledge on efficient use of the budget, management and implementation of the project, dissemination and sustainability.Methodology- In all schools, project teams will be established. in the host schools, expert staff guided demonstration, workshop, activity, note-keeping, solution-oriented workshop, observation, question-answer methods will be used.In dissemination process, partners will be in contact with whatsapp grub and all participants will be responsible for dissemination. We will invite local media, local administrators, families, regional schools and other stakeholders to participate in the project activities. Also by establishing social networking sites like eTwinning, face, Youtube, Twitter, www.thinkgreenforworld.org , we will make available the results and activities of our project to all partners and all stakeholders related to the projectAs a resultEnvironmental degradation endangers the future of people. Conservationist entrepreneurship is one of the factors that will contribute to stopping environmental degradation. Conservationist entrepreneurship has the potential to become a catalyst for positive change in both economic and environmental areas.The effects and long term benefits;The project will have an impact on the development of innovative learning environments such as the development of skills such as ICT and multilingualism, the adoption of environmental literacy and conservationist initiative, the democracy of EU citizenship, the awareness of business disciplines and the development of key competencies for the project.Energy security and green economic growth, one of the targets of the EU 2020’s and 2030’s strategy, will only be possible with conservationist entrepreneur generations. Our project will contribute to Europe to be competitive in green energy

"The project's title was ""Our future - our success"". It was intended to acquire the entrepreneurial competence, both theoretical knowledge and practical competence for future life while participating actively in non-formal educational activities organised in cooperation with the partner organisations from Poland, Portugal, Latvia, Romania and Spain. Foreign language and ICT skills development were also the main tasks in this project. The project included students aged 13-16, teachers, parents and local community as well as students with special needs ( 120 students and 60 teachers as direct beneficiaries and 1500 students with their parents, 120 teachers and other people from the local community as indirect beneficiaries). The main project objectives were: creation of practical contexts that develop entrepreneurial competences, the participants' personal and professional development with a view to proper job selection and insertion through workshops, meetings with businessmen, improving digital competence through preparing multimedia presentations, writing CVs, building the enterprise website, business plan, virtual communication, promoting inter-cultural exchange and dialogue and the development of interpersonal skills through presenting the work done in front of wide public in mother tongue and in English., taking part in the workshops and in non –formal activities, exploring and comparing the schools, curriculum highlighting similarities and differences, discovering different extracurricular activities and transferring the most interesting and practical into their schools, increasing cooperation between institutions on a local and European level through the exchange of good practices, facing young people with social inclusion and well being through exploring and practicing cultural similarities and differences in the way of behaviour in certain situations: when applying for a job, the first day at work, when talking to the principal etc. through workshops and roles playing, revising and strengthening the professional profile of the teaching process share practices and teaching strategies to learn from one another and in discovering similarities the teachers` personality were strengthened. These was achieved through transcurricular activities that were suitable for making different fields of education meet. Participants developed resource management skills (human, material, financial, resources), negotiating skills, market needs, and promotion strategies through learning, teaching and training activities. These were done within short term exchanges of groups of students, travelling with staff and accompanying adults, lasting for seven days as well as activities and tasks to do in each partner school. The main objective of the project was to transfer knowledge from theoretical to practical level and European level to local and community level through linking each mobility with the inter-mobility period in which students applied the knowledge in a practical manner. This was accomplished with meetings, cultural and sport events, presentations. In order to assure proper project implementation, budget control, monitoring and evaluation there was transnational project meetings for coordinators. Questionnaires verified the impact of the activities on the attitude and knowledge of students, parents and teachers throughout the project. The outputs of the project resulted from activities implementation. The tangible results were: project website, project logo, Erasmus+ corner, multimedia cultural presentations, useful vocabulary for: writing CVs, letters of recommendation, negotiation, product promotion, business plan, scenarios of role playing about a job interview and negotiations, methodology of workshops. Intangible results were: the increased participants' competence of entrepreneurship and non-formal education, improved cultural awareness and interpersonal skills, better language and digital skills, improved professional and private cooperation between institutions and people. When showing presentations in front of the wide audience, providing workshops, taking part in role playing, students and teachers developed their confidence and self - value. The experience gained by students and teachers (direct and indirect beneficiaries of the project) benefited their academic and personal development and their success in the future on the labour market. This project will have consequences after the end of the EU funding. Students and teachers, based on project resources, will disseminate their knowledge and experience. All resources are free of access and their dissemination will ensure project sustainability. The activities undertaken within the two -year project showed that all students, parents and teachers were together regardless of nationality, language, appearance, gender or religion. It made students' aware about their successful future."