"The high youth unemployment in the EU makes it necessary to promote entrepreneurship education in order to develop active citizenship, employability of our youth and the creation of new businesses. It will therefore be important to strengthen the links between education and the world of work by developing new approaches.This strategic association is carried out to improve the language skills of both students and teachers, students develop entrepreneurship and the European culture and to promote the transfer of knowledge and good practice among educational institutions from different countries.The project will be destined to 30 students aged 16-20 who are doing a vocational training course or Baccalaureate, in Italy and Spain.The objectives on which the project is based are:- To improve the level of competence and language skills of our students;- To develop in our students the skills and competences required in the international labor market;- To promote the mobility of students and teachers ;- To improve the teaching and learning of languages and promote linguistic diversity and intercultural awareness ;- Create alliances with new partners.An active and participatory methodology will be used, where the use of ICT tools will be essential.Among the management and development activities, we can find:1º Dissemination of the project: report to the faculty, the school board, the students and their families.It is important to maintain diffusion throughout the entire project, as it will be available on the websites of the centres and the e-Twinning platform.2º Transnational teacher meetings. There will be one at the beginning and another at the end of the project.3º Each school is responsible for developing the documentation established in the coordination meeting, such as student satisfaction surveys, transnational contingency plans, student selection interviews, etc. All the documentation will be made available to all partners through virtual environments.4º Assessment and control of the project: each school will evaluate the activities and prepare a summary report of the findings, suggestions for improvement or notable aspects of the evolution of the project.The project is also include teaching, learning and training activities. There will be two types :a) Virtual Mobility.b) Exchange of students: two will be carried out throughout the entire project:- One will take place during the first year (April and May). The conclusions, findings and experiences of the work groups both in the educational and working environments will be presented during the exchange, organizations.- Another one will be held during the second year (March- April). The conclusions, findings and experiences of the work groups both in the educational and working environments will be presented during the exchange, organizations. We will endeavor to create alliances of formative collaboration with companies from the country of destination.The results to be achieved with the development of these activities are:- To improve the students’ language skills.- To develop the students' entrepreneurial skills.- To encourage transnational cooperation.The project will contribute to the improvement of language skills, both of students and teachers. Furthermore, this project aims to achieve a network of contacts with other Vocational Training institutions in order to offer students internships with companies in other European countries and provide teachers with periods ""job shadowing"". Therefore, this project initiates a cooperative relationship with the business environment in the partner countries, hoping to create links that allow our students in years to come to implement these practices in European companies.Moreover, the project will help boost entrepreneurship, cooperation and a transnational vision in students and their implementation will favour other students wishing to participate in such projects. They will be encouraged to study other languages and consider mobility both at a formative and work level.Enhanced with the project on entrepreneurship, cooperation and transnational vision, motivation and self-esteem will increase in the students participating in the project and can contribute in their respective countries, regions and localities to improve the level of skills and employability of its inhabitants, and even minimize the problems of unemployment in their area."

The main objectives of this partnership are to work with 16-18 year old students to promote unity in diversity at partner schools, create a safer school environment, reduce absenteeism and early school leaving, contribute to form inclusive societies.We will focus on inclusion because of the fact that everyday millions of people now travel or migrate from one part of the world to another in search of better opportunities and living conditions.Whether we like it or not,we have no choice but to embrace this social phenomenon and accept it as citizens of the global world.Otherwise, we can't bring peace both to our lives and the world. In a world with so many different people like varying races, sexual orientation, economic conditions, beliefs systems, nationalities and talents, it is difficult to feel like you fit in. It is harder to find your place if anyone around you makes fun of you for the qualities that make you different. To raise awareness on the students in wider dimension, we will handle the concept of inclusion under the titles of disability, cultural, economic, social, religious, digital inclusion, tolerance and diversity. This project will be complementary to a previous eTwinning project.The founders of the project have decided to expand the project via Erasmus+ opportunities,so this partnership, which consists of four partners from the UK ,Turkey ,Spain and Italy has been established.We have determined the methodology of the project as both activity-based and solution-oriented. Therefore, our activities are determined in accordance with our methodology. The students will write a collaborative story which will be converted into a film including four sections. Each part will be recorded in each LLTA.Both host and guest students will take part in the film. Through the film, the students will internalise the obstacles of the characters and better realise the effects of them on those who are experiencing different kinds of problems dealing with inclusion that will be reflected in the film. In addition, students will write a poem, create a magazine, visual presentations, project logo, Erasmus corners at partner schools, project dissemination tools and participate in eTwinning project and surveys. Solution oriented as the project will contribute to change school climate by promoting inclusive school environment.The students who don’t attend school regularly and tend to early school leaving will feel that they belong to the school community, so they will continue staying in the education system.Approximately,150 students and 15 teachers will take place in the project.The students will absorb the idea of unity in diversity by accepting and respecting the differeneces as being 21st century citizens.They will also develop their self-confidence and communication, ICT, their English level which is the official language of the project ,presentation skills and have the opportunity to be able to express themselves, become more interested in school related activities,which will reduce the rates of absenteeism and early school leaving.The teachers will develop their professional skills, become updated at eTwinning and Erasmus projects, learn different implementations to create an inclusive education environment. Partner schools will be able to provide all students with facilities and support to grow as people and embrace diversity rather than allowing it to generate conflict.Our dissemination plan has been planned to enhance the impact of the objectives of the project in the dimension of national and international. To achieve our goal,we will organize cultural activities in which parents will also take part ,meetings at schools for the school staff,students,parents, press and media,create project logo, poster,an e-magazine to be formed both digital and written, a website,a webinar in the etwinning platform,carry out an eTwinning project,arrange visitings to formal and civic organizations.All the materials will be prepared with webtools to be able to share them on dissemination tools of the project. An expert from Turkey will assess the results,which will supply us an objective evaluation.The project will be completed in two years.Nevertheless,we have determined some activites to make our objectives beneficial in the long term.The partner school will join ' Inclusive school Week' which is sponsored by the Inclusive Schools Network (ISN) and held each year during the first full week in December.The partner schools will organize activities and feedbacks will be shared with the partners and in the project dissemination tools.Therefore,the connection and coopeartion between the partners will continue .The film will be presented as a proposal to the higher state offices to make it watched in other schools.Thus,we will also inspire the other schools in the region,increase the number of the inclusive schools and contribute to generate inclusive societies in the long term.

Our project is called “EU-versity” and is a cooperation between three vocational schools in Italy (VG), French Guyana (JMM) and Germany (HLA). All three countries are confronted with different cultural groups in their school system. Especially the German and Italian students are confronted with a rising number of refugees. The question of integration in Italy and Germany is more important than ever before. Politics try to find an ideal solution and establish a reliable framework to succeed in it. However, the integration possibilities that the government can offer are limited. Integration starts at lower levels with people’s awareness of other cultures and different needs. By confronting all of our students with different cultures in innovative and learner-centered pedagogical approaches, we wanted to provide opportunities for experiencing the concept of European citizenship. Furthermore, the transnational meetings offered the participating countries to learn about the educational and corporate integration efforts of the other countries. French Guyana had to deal with numerous refugees after the Haiti earthquake in 2010 and have still many refugees from several other countries of South America. While French Guyana has utilized many useful approaches to integration that Europe can learn from, their approach is not flawless yet. Several illegal immigrants are still without work and the unemployment rate is high. In order to tackle these challenges, we employed innovative and learner-centered pedagogical approaches leading to individualized learning and the development of basic and transversal skills. The project highlighted the importance of diversity for our societies by challenging students’ perceptions of individual differences. We reached this goal by training our students with successive and interrelated mobilties to experts in diversity (Diversity Ambassadors). Our first mobility in Germany consisted of a cultural awareness combined with a general perception of diversity training. With several project adventure activities as well as external experts of SAP, the relevance of the concept of diversity was stressed. Moreover, the students learnt about the integration process of refugees in the German school system first hand. Additionally, we were able to visit the European Council in Strasbourg and were able to take place in meeting of the parliament. Based on the general understanding of diversity, the students participated in a communication seminar in Italy. Furthermore, they met Savino Carbone of the organization L’Association on Italian integration efforts. After learning how to successfully communicate with people from different cultures, the third mobility in French Guyana included theater pedagogy workshops with Edmard Pauillac in which scenic demonstrations are discussed and reflected in order to overcome stereotypes and prejudices. Additionally, excursions were organized to meet the Indians of French Guyana and to Cacao, a community founded by the H'mong when the government allowed them to settle on this land 40 years ago. During the day we were able to interview one of the first settlers von the H’mong community. A meeting with Mr Alegria, a Peruvian who, after many difficulties, moved with his family to French Guyana and is living there for nine years. After the three mobilities, the students were trained and are regarded as experts in diversity (Diversity Ambassadors). Together with the school management each school organized a Diversity Day. By using several exercises of our mobilities and external partners, we wanted to reduce cultural barriers between the students and strengthen the school spirit. With the organization of the Diversity Day we received the title “Schule ohne Rassismus - Schule mit Courage”. This is an initiative of students for students which offers them the chance to be active in the creation of a positive school atmosphere by developing long-term projects to overcome discrimination, racism and violence. With field reports of the participating students and the Diversity Day we were able to multiply the effects of our project to overcome prejudices and stop stereotyped thinking at our schools. Additionally, the material used for these days were uploaded on the local servers of the schools and some of them are already integrated in the get-to-know days at the beginning of the school year. With the training and the education of our Diversity Ambassadors we tried to contribute to the solution of our Europe-wide problem: How to deal with increasing numbers of migrants and their needs in our schools?

In times in which conservative voices within and outside various European parliaments integrate nationalisms appealing to emotions only, it is important to influence the young generation reminding them of human principles. This can be seen as one of the most imortant challenges of the 21th century that must be mastered in a human and effective way. Populism has spread throughout Europe and can be considered as a terrible danger to democracy. It has awoken the desire of protection against the unknown and throughout social strata it has created isolation. The project could be developed for several years joining more and more depth. Students work on the same task for two subsequent years, although the places of cultural interest will change. In every school year there will be a visit to Sicily and to Hamburg and surroundings. Next October 24 German students of the Gymnasium Oldenfelde (GOld) and 18 students of the I.S.I.S. V. Fossombroni in Grosseto (Tuscany) and the Liceo E. Majorana in Piazza Armerina (Sicily) will participate. The number of students will change each year, depending on the number of students who will choose Italian as a foreign language in Hamburg, on the number of students who will choose German in Grosseto and on the number of students that will join us from Piazza Armerina. In the long run, the GOld would like to add Spanish students from a Spanish school together with their German partners to the project. As a consequence we would have three European countries and two different regions of Italy participating. During our first visit to Sicily the students will observe cultural contrasts, they will discover different contexts of life in two European countries, Italy and Germany, and they will understand that it is possible for different cultures to live together peacefully. The students` task will be to create videos as messages of peace showing these contrasts as precious values of society and this way propagate them. Our aim is that the students perceive cultural diversity, creating these messages of peace with the help of their videos and pictures taken on our trips to various places of cultural interest.When the Italian students will come to Hamburg in April 20, they will continue to search for the above mentioned contrasts in exactly the same way, so that the students observe that multiculturalism is possible and that it is an enrichment in Germany, too. In the end the students formulate wishes for a unified and multicultural Europe of the future. Our aim is that feeling European citizens in their hearts, they will continue to get involved and play an active role.The next step is an evaluation among students and teachers of how the project will continue in the following school year. The project of the second year can be considered as being the follow-up project with other students that will experience exactly the same thing with different places of cultural interest in Sicily and Hamburg. Each school year the results of the project will be transferred to the groups of students participating at the project in the next school year. The students will talk about their experience, they will show their protocols, publish the project`s results on the Twinspace with E-twinning and on a web blog. Furthermore, they will present the project to the public on different occasions, e.g. exhibitions.Other not measurable social and intercultural results are:- a heightened awareness (in particular for cultural differences as enrichment of society),- reinforcement of intercultural competences such as tolerance and openness,- improvement of the foreign languages,- training of research and methods, planning of projects, aiming for a goal, cooperation on a project focusing, evaluation. The topic is supposed to create sensibility towards the challenges arising from a Europe in which populism is becoming a dangerous reality. The students become aware that a unified Europe is in danger and that European values such as peace, democracy and human rights cannot be taken for granted anymore. Then, the students understand that they as individuals are responsible for doing something against this tendency and that they need to play an active role. Another aim is a call for peace in a unified Europe and the recreation of a European identity.

The present project consists of the proposal and development of a cultural and social exchange program among the high schools Joan Fuster from Sueca (Spain), Enrico Fermi (Italy) and Mariengymnasium (Germany). This program lets students and the educational community know other lifestyles and the women role in different areas such as sports, research, arts and science. It will also contribute to coeducation creating an inclusive and equal environment, eliminating any situation of discriminatory.The aim lies in analyzing and making students conscious of the present women’s situation in our society as well as its evolution throughout history thanks to the different activities which will take place during the two years' span of the project.This exchange of cultural aims, lifestyles, ideas, trainings and experiences among students, teachers and the rest of the educational and local communities from three different educational centres of the European Union, increases the knowledge as well as the improvement of social skills from the participants. Moreover, it also lets students to develop all the competences (DeSeCo, 2003), i.e., the skills focused on the application of knowledge as behaviour, attitude, motivation, ethical values, emotions or other elements which are applied to different academic, social and professional contexts. These are learning resources and strategies which are considered as essential from an integrating approach in order to reach a complete personal, social and professional development which fits the present day society.The participants in this project are boys and girls between 15 and 17 years old who will participate in the program in an active, cooperative and collaborative way. A large group of students will be involved in the project activities, even if only 10 students and 2 teachers from each school will take part in each LTTA.In order to choose the students who will participate in the “short term” exchange the three centres will consider several criteria. Thus, the type of mobility performed in this project are: short term exchange (five days) for students and accompanying teachers; and short term training events (three days) for teachers.The activities will be performed continuously, using previous experiences and knowledge from the different partners of the project through the national agency platform eTwinning (Twinspace), digital media as email, Skype, Google Drive… One example of these activities is the creation in pairs of an “Avatar”, a female virtual character which shows some features invented by the students. This character will travel to the partner’s countries, Spain, Italy and Germany, in order to increase the sociocultural and historical knowledge. The aforementioned exercises will benefit the relationship between pupils as well as teachers from the other countries. Moreover, it will also improve their English language skills, which can help their future opportunities as they will acquire more autonomy to manage everyday and professional life situations.In order to keep data some surveys will be offered in order to motivate and increase the participation of the students. The results will be analyzed in a regular way and they will be evoked in some tables to observe the differences and to inform the success of the objectives through the different activities. All the schools will be regularly informed and they will be in contact to check their development.The evaluation of the different activities will also be performed continuously and regularly using the document-rubric which helps all the partners in the assessment process. This will enable us to evaluate objectively through the pre-established indicators, and analyze the outcomes of the activities in order to consider their success or failure.The student’s role will be essential in the achievement of the project and they will show their experiences and results through presentations performed in other schools and shared online. Regarding the teachers, we will be supported by the active group as well as the educational community from the three centres.In conclusion, working on this project we are looking for, on the one hand, a promotion of the cultural exchange (Erasmus+) and a benefit of a cooperating and educational innovation training. And, on the other hand, we can also make students and teachers aware of the present differences in gender in society. Thus we expect to eliminate in our students the sexual myths and stereotypes associated to men and women due to their socio-cultural conditions.Key words: gender, teenagers, female role, social context.