In accordance with the established, the Project has constantly drawn elements of analysis and research from the scenario concerning Mediterranean migration policies.The main objectives identified at the time were:- rational approach to the phenomenon,- knowledge based on objective data,- overcoming many stereotypes,- perception in young Europeans of the Mediterranean as a crossroads of cultures,- recovery of a millenary heritage of values ​​and as such strongly identifying that generates a solidarity approach.In this sense, the Project achieved excellent material results (available on the Erasmus platform and on the Project website: https://migrantes.video.blog/) and immaterial (growth, awareness, critical vision). Compared to the original planning, a greater number of participants was involved in the meetings (10/12 students instead of 8): the greater economic burden was amply compensated by the participation and willingness shown by the students.The result was an internal reflection on the growing demand for Europe. The interest in the developed theme appeared genuine and not conveyed by the lure of travel abroad, as evidenced by the commitment made in the creation and organization of the materials.Methodologically, the students worked in finding materials, in their decoding and analysis, in concrete work on the territory in contact with migrant communities, with local authorities and associations that deal with assistance, reception and management, in creating a sort of database that at the end of the project can be a useful reference also for those who work in the sector. We have already mentioned the impact in terms of growth, also with regard to the limits imposed by the obligatory early closure of the Project. Even in an uncompleted work, having missed a meeting and the whole dissemination phase, the balance appears positive in the sense that in a Europe that is once again building walls, putting students on the field to touch the reality of a historical, geographical and anthropological context among the most complex of modern times, has been, despite everything, a medium and long-term investment that could help overcome irrational fears, sovereignties and local selfishness and initiate an idea of ​​Europe that does not is only an economic-financial entity.

"Our project ""Scan your city and culture with apps"" had as main objective to work in the classroom in a more innovative way, using new technologies to show our cultures, cities and countries in a different and motivating way for students. Another objective of the project was the inclusion of students with special educational needs, avoiding absenteeism, as well as the improvement of skills and abilities in students. Also, the realization of exchanges of good practices between teachers to learn new educational methodologies. In addition, we intended to improve language learning and knowledge of other cultures, as well as open our schools to internationalization and promote mobility between different countries and educational systems. Finally, expand the results of the project to other institutions and schools so that they can make use of both the materials produced and the ideas in the project.The three participating countries: Spain, Italy and Latvia, were already working with new methodologies in the classroom: we use electronic devices, mainly tablets, instead of paper books; We use other methodologies such as cooperative work, augmented reality, flipped classroom, etc. In addition, we all work with students with special educational needs, trying to include them in the classroom in most subjects. Considering these similarities between the three schools, we saw a great opportunity to carry out this type of digital project and to continue growing in our teaching-learning processes and in the knowledge of new cultures and internationalization of our schools.The participating students have been secondary students (12-16), approximately 360 and about 100 teachers / staff of the center. All these students presented needs that we wanted to cover with the project: greater motivation towards language learning (use it in real contexts), greater motivation towards learning in general (using motivational methodologies), working skills and not just content (students put in practice, do and discover for themselves), improvement of digital skills (use of new ICT methodologies), improvement of social skills and respect and solidarity (through cooperative work and relationships with peers and those of other countries).Regarding the activities carried out, all of them have been digital activities using tablet or mobile apps and computer programs. In order to show their countries, cities and cultures (traditions, history, monuments, emblematic people, gastronomy, fauna and flora, etc.) students have used new digital techniques: Chroma technique to record videos, digital printing of the Salamanca Cathedral , 360º images, activities with QR codes, apps to edit videos about gastronomy or traditions, audio guides with the main monuments of their cities, creation of an App to translate into four languages, creation of virtual reality glasses, recording of podcasts with city news using a new app, etc. These activities have been carried out mainly during the two years of the project in several subjects and also during the mobilities with students.The results of the Project have been very positive since the students, in addition to considering it as an incredible experience, have improved their linguistic, digital, social, etc. skills. Students' motivation towards learning has greatly improved, since it has been an innovative and dynamic learning process for them and for teachers. The work of students with special educational needs has also improved, they have been more integrated, motivated and have felt more gratified when working with simple apps and cooperative work in which they have been able to move forward without great difficulties. Teachers have also managed to improve their digital and linguistic skills, thus growing in their teaching process.Finally, the objective of dissemination and use of project results has been achieved thanks to the fact that we have added all the activities to the project's WIX and Facebook as well as the Results Platform. Our goal is that this Project, with its materials, ideas and methodology, reaches many institutions and can make use of it.In the long term, this project will make us advance in the European dimension, since we all want to continue or we are already following with Erasmus + projects, so enriching for students and teachers. In addition, we will continue with innovative and digital methodologies, using everything we have learned in the classroom, so that, in the long term, both students and teachers will benefit. Finally, participating students will be more prepared for their future thanks to their improvement in digital, linguistic and social skills."

Context and background of the project The school is immersed in a long-term project that is based on opening up to Europe, the use of new methodologies and the search for a more inclusive teaching. Because of this, the school decided to start a project that would highlight the social and educational value of European cultural heritage. To do this, it looked for two partners with similar characteristics and with the same future project. All this using the English language as a vehicle of communication. The collaborating partners had no experience in Erasmus + projects. The school is French from Nice and the other Portuguese from Evora. But finally the Portuguese partner could not start the project due to organizational personnel problems, so the project has been carried out with the French partner from Nice. The objectives to be achieved: - Education that crosses physical borders creating a feeling of European belonging. - Ensure that the student is the central axis of the learning process through new methodologies and digital resources. - Make the project a feasible reality for all students. Number and profile of participants: There has been a total of 90 participants divided between 8 teachers and 72 students. The profile of the students was: students from 14 to 16 years old with a selection criteria set by the tutor and the English teacher, based on disciplinary report and level of English, for mobility outside their centres. Description of activities: The activities have been of two types: - Staff training activities: three training activities in Erasmus + projects, preparation of the project script, cultural activities and methodologies and resources used. - Short-term exchange activities for groups of students: Activities focused on the presentation of projects, visits and stays with families and in schools. Methodology: The use of new methodologies and digital resources has been essential, the student being the axis of the learning process. Using tools such as eTwinning, videoblog, etc. to share the projects of the students who will work collaboratively. Brief description of the results: One of the results obtained with this project has been the integration of the student in the daily life of the host country working on social inclusion. One of the students from the Spanish school had a risk of social inclusion, due to her economic situation and another student from the French school had a visual disability. Both students have managed to integrate as in classroom activities as in the exchange of students. the protagonist of their learning, doing this in an active way. The students attended classes during their stay and participated actively in the day-to-day running of the school. The aim was to create European awareness, so that any student, whether or not they have made their stays in other countries, has benefited from the project. The students, teachers and families in the surveys carried out reveal everything they have learned from the other country and how belonging to the European Union has facilitated many things by becoming aware of European citizenship, In the case of teachers, attending classes allowed them to observe and learn from other methodologies as well as the use of new digital tools focused on the field of teaching.The French centre that had never participated in Erasmus projects has learned everything about project management and programs such as eTwining and Mobilitytool.Repercussion: At the center level, openness to Europe, inclusion of new methodologies and digital resources. At the teacher level, training in new methodologies and openness to internationalization. In the case of students, improvement in language skills, feeling of European belonging and autonomy in their learning process. Long-term benefits: The centre manages to open its physical borders to Europe, new resources are obtained in the field of teaching through new methodologies that can be used by all teachers after a few days of good practice and training. Therefore, students also benefit from these methodologies. Your learning process becomes more practical and less theoretical. The school and all its members acquire the feeling of European belonging and a positive value is generated towards cultural differences as a vehicle for social cohesion.

This is a project that has allowed high school students and teachers to participate together with vocational training students to motivate them in the world of entrepreneurship through the European cultural heritage and endowing them with linguistic and professional skills for their professional future through the creation of a tourist App about the city of Seville. For this, three partners with similar characteristics and with the same future project have been sought. All this using different languages: Spanish, French, Italian, and Basque as a communication vehicleGOALS The ENTREAPP project aims to: - Carry out an education that goes beyond the physical boundaries of the classroom using new technologies. Creating awareness of European belonging through linguistic and cultural immersion. - Get the student to be the central axis of the learning process. Through the use of new learning methodologies and with the help of digital media, the student becomes the protagonist and driver of the project. - Make the project a feasible reality for all students. With an inclusive and participatory purpose. Create awareness that it can be undertaken and not necessarily alone but with other Europeans crossing borders. Number and profile of participants: There have been a total of 140 participants divided between 20 teachers and 120 students. The profile of the students has been that of students from 17 to 24 years of high school and professional training with a selection criteria based on academic record and level of languages ​​for transnational exchanges and meetings. 30 students are from a trilingual Basque school, English, Spanish and Basque, (minority language) without experience in European exchanges..The activities have been of three types: - Staff training activities: An initial activity for the preparation of the project script, cultural activities and methodologies and resources used and training on the management of erasmus projects for centers without experience - Short-term exchange activities of groups of students: Activities focused on the training of students in specific tasks for the development of the App, the tasks of the development of the App have been tested, as well as cultural visits and stays with families and in schools. -Transnational meeting of young people in a virtual way in streaming: The VisitOn app has been presented in the city of Seville with the presence of authorities in the field of tourism, culture and gastronomy. The students were able to follow the meeting by streaming and participated with a farewell video.Methodology: The use of new methodologies and digital resources has been essential, the student being the axis of the learning process. As well as training in entrepreneurship and collaborative work. Brief description of the results: Integration of the student in the daily life of the host country working on social inclusion. The students attended classes during their stay and participated actively in the school. The aim was to create European awareness, so that any student, whether or not they were staying in other countries, has benefited from the project. In the case of teachers, attending classes has allowed them to observe and learn from other methodologies, as well as the use of new digital tools focused on the field of teaching.Repercussion: At the center level, openness to Europe, inclusion of new methodologies and digital resources. At the teacher level, training in new methodologies and openness to internationalization. In the case of students, it improves linguistic and professional skills, as well as awakening the feeling of European belonging and autonomy in their learning process through entrepreneurship. Inexperienced partners have learned how to manage a strategic partnership project. The Bilbao city council has been interested in the continuity of this project in another for the city of Bilbao as a green city. The Seville city council has been interested in including this app in its tourism and youth section and studying its continuity. Long-term benefits: The center manages to open its physical borders to Europe, new resources are obtained in the field of teaching through new methodologies that can be used by all teachers after a few days of good practice and training. Therefore, students also benefit from these methodologies. Your learning process becomes more practical and less theoretical. The school center and all its members acquire the feeling of European belonging and a positive value is generated towards cultural differences as a vehicle for social cohesion.

"The focus of our project is democracy. According to studies trust in democracy and democratic development is sinking amongst young people. As secondary schools we want to change the perspective of our pupils when it comes to democracy and give them a chance for a hands-on approach to democracy, influencing and decision making. School is a safe place for young people to try new things, to brainstorm, to discover and even sometimes fail - that is why this project as a combination of four schools, four European countries and four perspectives creates a safe and innovative ground for strengthening and generating democratic citizenship. It is important to work on a local level when it comes to influencing but the European approach gives the pupils a highly needed perspective on the importance of a united and cooperative Europe. These goals will be reached by the following schools:Mittelschule Zirndorf, located near Nuremberg in Bavaria, with approximately 450 pupils (aged 10 to 17) and 50 teachers. The school's profile is very broad: tablet classes and other digital teaching methods, environmental school, school without racism, emphasis on technical courses, preparing the students for their working life (e.g. practical internships during the academic year), etc. Etelänummi school is a secondary school for Finish speaking young people aged 12-16 located in Pietarsaari (Jakobstad). In the academic year 2018-19 there are 320 pupils in 23 classes with 35 teachers and 13 other staff. Salesianos San Jose School consists of 64 teachers 850 students at different levels. Furthermore, they have volunteers to give support extra-curricular lessons for our disadvantaged students. Salesianos San Jose School , located in the neighbourhood of Pizarrales in Salamanca, is the largest school subsidised by the state for Vocational Studies in Salamanca province, primary and secondary studies are taught as well.Our students are changing, they have more and more different needs, that is the reason why the management team aims to provide training for their teachers in different areas so that they can cover all the current needs: children with autism, cerebral palsy, intellectual disability, ADHD or language difficulties. The Osnova Sola Gorje school in Slovenia has 275 pupils in 15 classes and 31 teachers. Work and life at school are guided by VISION and MISSION OF OUR SCHOOL: Teachers work with parents to ensure that students acquire knowledge and develop skills for a responsible and happy life.The development of the school is planned in connection with the place in the field, culture, sport and tourism.The participating teachers will choose 8 pupils amongst a group of approximately 24 pupils for each project meeting. The teachers will take to account the student's motivation, interests and social and cultural background. Each participating school will have visited at least one foreign country by the end of the two year project. In regular school lessons we will prepare the students for the upcoming exchange meetings. Every project meeting will have their own theme and approach to democracy where perspectives will be changed. Democracy will be approached from different points of view (what if there were no democracy, how should we speak about democracy, peer-to-peer democratic conventions) in each meeting. Groups of four pupils from each participating country will exchange their perspectives on democracy. By creating a ""digital diary"" pupils will collect information about the country and school to safe memories for their classmates at home which will the basis of the obligatory ""Book(s) of Weird"" which will show ""weird"", ""funny"" or ""bizarre"" things in each country. By focussing on the prejudices and differences of our partner schools and countries the pupils will broaden their minds and learn to approach people from other cultural backgrounds open minded. This is the basic competence for democratic behaviour! During the two year project we would like to support the communication between teenagers in different countries. As a secondary school we want to change the perspective of our pupils when it comes to democracy and give them a chance for a hands-on approach to democracy, influencing and decision making."