"While at school our students are protected from the outside world. They just need to go with the flow and do their best to finish compulsory school successfully. However, when they leave school or university they are faced with their first life challenge: being able to find their first job. Bearing this in mind, it is rather important to provide our students with useful tools which will definitely be helpful when the time comes to find the most suitable job for each one of them. Therefore, this project ""The World of Work - Preparing for Real Life Adventures in School Education"" aims at helping young adults to achieve their professional goals by getting to know the current labour market in the three partner countries: in Bulgaria, Hungary and Portugal; by becoming aware of their strengths and weaknesses; and by becoming acquainted with active job search techniques and entrepreneurship.Throughout the project, and as expected, there were four Transnational Project Meetings and three Learning, Teaching and Training Activities: two Short-term joint staff training events and a Short-term exchange of groups of pupils. On the whole, the no. of teachers who participated in the TPM was fifteen, in the LTT Activities there were eighteen teachers, and in the LTT Activities for students there were thirty. During the two years around thirty teachers and around five hundred students were involved in the different activities. The teachers that engaged in the project were highly motivated to contribute with their expertise. The students, on the other hand, were secondary school students, from regular or vocational education, as they were the main target subjects of the whole project.To start with, it was important to find out the secondary school students' expectations when leaving school by answering a questionnaire. The results of this questionnaire show what the older students from the three partner schools intend to do when they finish school, what difficulties they expect when looking for their first job, how much they expect to earn, among others. In the International Study on Labour Market created by the Portuguese team there are also the results of the focus groups research on the features of each country's labour market, in which there is a comparison between the data collected from the three partner schools regarding the following topics: each country's population; no. of young people aged between 18 and 30 years old; unemployment rate between 18-30 years old; jobs/courses with the highest and lowest employment rate; unemployed education level; employed according to their level of education; and youth emigration. By checking this International Study on Labour Market our students can find valuable information that might help them tread a fruitful path.Then, it was time to move on to a personal level by attending TIE – Theater in Education workshops, which consisted in TIE role games aimed at students‘ self-knowledge and self-consciousness, i.e. getting to know one‘s strengths, weaknesses and personal skills and competences. As a result, the Bulgarian team produced a Methodology Book on these TIE workshops. At the same time, the 12th form Portuguese students attended information sessions performed by a psychologist, a sociologist and a representative of the job center. Both the psychologist and the sociologist dealt with the personal development, i.e. the self-consciousness. In order to know their own strengths and weaknesses better, the students were asked to fill in a questionnaire by Myers Briggs. After finding out the results of this self-knowledge tool, the students got to know what type of person they are and what they will be like in a future job scenario. Besides, a few suggestions were also given so that they could take advantage of their strengths and weaknesses, not only in their personal life, but also in the labour market. On the other hand, the representative of the job center focused on active job search techniques, which the Hungarian team worked on and created a booklet. This Booklet on Job Searching Techniques is a useful tool when looking for a job as it contains, step by step, the necessary information to accomplish this goal.Finally, at the Learning, Teaching, Training Activities: Short-term exchange of groups of pupils that took place at the Portuguese school, the thirty students, who attended this meeting, had the chance to develop their entrepreneurship skills in order to start designing their own future by setting up Start-up ideas.The end products produced by the three partner countries can be useful tools to prepare our secondary students for their future real life adventures outside the school gates, whether they go to university or join the labour market after leaving school."

Besedilo je v angleškem jeziku.

<< Background >>Natural disasters strike us almost every day. Floods, droughts, hurricanes, etc. And often these are directly or indirectly related to climate change. A phenomenon that is unmistakably going on. But a phenomenon that we can also slow down or stop if we want to. And we will have to if we want to guarantee the survival of a lot of life on Earth. But how do we go about it? What can we do as citizens ourselves to do our bit?In this project, we will search for answers to these questions with the students. We will not only introduce them to the causes of global warming. But we are also going to look at how we can build a more sustainable society in which there is a healthy balance between people and society. In our schools, too, we see that sustainability is becoming an important factor. But the transition to a more sustainable school is difficult. With this project, we hope to be able to contribute to this as well. An effort that, above all, will be supported and carried out by the students. In this way, we also hope that they take this sustainability thinking home with them. And that they can also make a difference there and with their friends. In this way, we all make our small contribution to a more sustainable society.<< Objectives >>Of course, this project cannot solve all the problems and issues of a sustainable society. That is why we are also focusing on a number of objectives.We want our students to:* get better at sustainable thinking.* have a more sustainable form of energy use.* produce less waste.* participate more in the circular economy. Our schools want to:* produce less waste* Investigate how we can switch to more sustainable energy. To be able to do this the students are: * gaining scientific knowledge about the causes and consequences of climate change and how to tackle natural disasters in Europe. * gaining knowledge about the pros and cons of alternative and/or sustainable energy as a means to tackle climate change.* analyze their ecological footprint* reducing energy consumption in their daily lives and in their families.* gaining knowledge on the impact of waste on the environment and the climate.* implementing ways to reduce the amount of waste they produce.* gaining knowledge on the role of circular economy in tackling the waste problem.* get involved in the circular economy by means of recycling old products and buying new products based on recycled materials.* provide a global vision of climate change To be able to do this the schools will:* investigate how the school currently deals with waste, energy consumption and other environmental issues.* Based on the investigation, create a work plan to actually tackle the environmental issues of the schools when it comes to reducing waste, save energy and switch to more sustainable energy. (it will be different for each school)<< Implementation >>To achieve all this, we want to carry out a number of activities:* Firstly, at the start of the project, we want to investigate for each participating school what their ecological footprint is. This data will then be used to draw up a work plan for the school to work on during the project. At a certain point in the project (3rd topic) this work will be very intensive. At the end of the project, we investigate again what the ecological footprint of the schools is. We can now assess whether the developed actions have actually had an impact on reducing the ecological footprint. This will lead to a new work plan with which the schools will continue to work on after this project.* Secondly, an Energy Advisor App will be developed in the course of the entire project. With this app, pupils, teachers, parents or anyone who wants to can have a score calculated that tells them how they deal with energy. They will also receive tips on how to reduce their energy consumption and make it more sustainable. We do this test with our pupils and their parents once at the beginning of the project and again at the end. This way, we can measure whether the tips have actually made a difference.* Thirdly, over the 2 years of the project, 4 topics will be worked out in focus. - Natural disasters: where do they come from and how do they occur. What impact does global warming have on them? And is this the same for all parts of Europe, and by extension the world? Our students will first investigate this in their own country. Afterwards, they are going to compare their findings with those of students from other countries in the project. Conclusions can then be drawn from this. - Reusable energy: the students will get acquainted with different forms of renewable energy. They will also work with renewable energy themselves by making a solar-powered mobile phone charger. They can then use it themselves to use more renewable energy in their daily lives. During the project meeting, the students will continue to work with renewable energy during the solar-power race. - Ecological footprint. During this part of the project, the pupils work intensively on implementing the measures formulated in the work plan as described above. In addition, they will also investigate the ecological impact of products. And they will examine whether locally developed products actually have a smaller ecological footprint. - In the last part, the pupils get to know the circular economy and what it entails. They also get to work within the circular economy by starting repair cafes in their own schools. In the process, they will also gain skills in making new products from waste themselves. in the end they will develop a plan to continue with the repair cafes at school after the project has ended. Finally, with any income from the repair café, pupils will plant trees in the local community and thus also contribute to better and cleaner air.<< Results >>At the end of the project the participating schools and pupils will have created a lot of tangible project results:* A work plan on how to make our schools greener and more sustainable.* A presentation from each country regarding effects of global warming, containing a map of environmentally vulnerable places in each country that are affected by global warming. * One shared European film about problems due to global warming, similarities and differences between the countries, natural disasters, and the ability to protect them from happening together with a shared environmentally interactive map of vulnerable places in Europe.* Energy Advisor App* Solar-powered vehicles* Logbooks on the build of solar-powered cars.* Solar powered mobile phone chargers. (produced in each country)* Step-by-step tutorials to build your own solar-powered mobile phone charger in each partner’s language.* Documentary film from each school's investigation and actions regarding reducing the ecological footprint of the school.* Making eco-products: fertilizers, soap, recycling waste* Making water filters and gadgets for energy savings (Ecodesign)* Several refurbished devices* Collected money from repair cafes is invested to plant trees.* Lesson plans and materials, in English, Dutch, Swedish, Spanish, Galician, and Portuguese. In addition, the pupils will also have worked on a number of intangible project outcomes:* Knowledge on the greenhouse effect and reasons for global warming* Getting a geographic frame of reference and knowing where the different locations are in Europe, makes it easier for the students to make an analysis.* Learn about Sustainable Development Goals number 7, 12 and 13* Learning to work together in groups solving problems and making analyses together.* Use of technology to make presentations* Knowledge of renewable energy* Awareness of the importance of renewable energy.* Use of technology to promote a better lifestyle. (reduce energy consumption)* Improved awareness about the circular economy.* Skills to help fix simple problems. (e.g. puncture in a tyre of a bike)* Practical skills on how to reuse old objects.

"""No man man is an island entire of itself;every man is a piece of the continent, a part of the main""Inspired by the words of J.Donne we've built a PARTNERSHIP formed by geographically and culturally very distant schools, but all united by-a common belonging and European spirit-the desire to educate our students to a truly European and active citizenship-the desire to allow them live and work in an open, collaborative and inclusive dimension We built the project around the idea of Cultural Heritage (year 2018 was dedicated to it) sharing the following OBJECTIVES:-deepen the idea of European citizenship by discovering and promoting our respective cultural heritage-analyse our European multicultural societies and their issues especially about situations impeding inclusion-design educational resources fostering the use of ICT To achieve them we carried out activities that-highlighted the enrichment brought by the cultural heritage of each partner-brought together six regions - very far and different from each other - underlining their specific heritage characteristics-provided opportunity for students to contribute to their community in meaningful way-promoted multilingualism-helped to overcome prejudices-offered learning opportunities that highlighted each student's life and experiences PARTICIPANTSWe reached as many participants as possible, to ensure impact, dissemination and sustainability beyond the duration of the project1. All the students and teachers of the partner schools:-those directly involved in mobilities (onsite and online) and in the planned activities (more than 200)-those not directly involved in the mobilities nor in the activities but interested in the project (more than 2000)2. The educational community as a whole: the teachers who are members of the project also involved other colleagues and staff so that they have always been aware of the activities and could share them with other colleagues in the departments, disseminate them in their classes and benefit from a renewed educational climate3. The local community and any person who was not part of the above groups (including parents of pupils, teachers from other schools, etc.) have always been involved and kept informed of the project thanks to specific dissemination activities Despite the long stop imposed by the pandemic, we've been able to keep the focus on MOBILITY (specific for KA2), thanks also to the extension of the project; we have therefore been able to realise 5 of the 6 planned short mobilities, to complete the 5 LTM in blended mode and to realise also 2 online mobilities, thus involving many more participants than initially planned. METHODOLOGYTo involve all participants we adopted different methodologies, all based on active learning & teaching: PBL, peer learning & tutoring, cascade training. They are the most suitable to involve also all those students and teachers who could not directly participate in mobilities. ACTIVITIESWe have designed a wide range of activities to reach all the planned objectives, cover all the topics and ensure sound collaboration in each step of the project.The ETW PROJECT has been crucial in this respect.Before mobility: collaborative work on the TwinSpace, ice-breaking activities, initial analysis of the topics of heritage and inclusion.During mobility: discovering the peculiarities of the host country; collaborative work in international groups (research, study, debate) to draft the different parts of the final products: international e-magazine, webradio episodes, cross-cultural newscast, multimedia Cultural Heritage Catalogue, debate resolutions. Everything has been realized through a variety of digital tools.After mobility: collaborative work on TwinSpace to deepen and complete the final products; cascade training activities in all schools, dissemination events and synergies with the territory to spread the project among the largest number of people. RESULTSTangible: the products of the different activities Intangible: we measured and evaluated all the skills and attitudes deriving from the achievement of the above mentioned objectives IMPACT AND SUSTAINABILITYParticipants, partner institutions and the wider community could:-deepen the knowledge and understanding of its own and partners' cultural heritage-learn how to face the challenges of the 21st century in their personal and future professional lives with the most suitable tools, to be active and aware European citizens-create effective synergies to address and overcome the identified issues within the educational communities LONG TERM BENEFITSThey will be guaranteed at local, regional, national and international level through the methodological renewal of our schools (impact and sustainability), participation in training and dissemination events and other international projects through the network of contacts that partners are able to reach in their own countries and abroad."

"The Erasmus+ project ""Entrepreneurship: a step to the future"" with the students and teachers from six countries; Lithuania, Portugal, Italy, Romania, Greece and Turkey had the new possibilities to learn about European Union and six countries of the project, to travel, to improve their geographical knowledge and deeper comprehension of the world which were deficient in the beginning of the project.The project organizers searched the ways to inspire young people to take the initiative, encouraged experienced entrepreneurs to share their experiences and skills about organization and development successful business, promote discover their creativity, innovation and entrepreneurial abilities. The most important aim of the project “ENTREPRENEURSHIP: A STEP TO THE FUTURE "" was to foster the economic and entrepreneurial skills of school communities, to develop the ability to work in international teams in different economic and entrepreneurial projects, to create business plans, to foster national heritage and to adapt them to the modern competitive environment.To reach the aim, the project fulfilled several objectives: 1. involved young people into positive economic and cultural activities of the country, acquired students with skills for entrepreneurial initiatives in the world of economy, enabled access to the traditions, business change in the region, country, the European Union and the world; 2. while developing entrepreneurial skills of the students it was necessary to provide economic, legal, cultural knowledge needed not only for business but also for the presence in it as an employee; 3. educated creativity, responsibility, diligence, integrity, achievement of the objective values needed for both business and personal life, taught to express their needs convincingly, realistic assessment of the circumstances, as well as the ability to plan, organize and to implement the work qualitatively to take risks in decision-making.4. presented the professional courses as a valuable alternative in which young people could not only achieve various competences but also, conclude their compulsory education and create conditions for a transition to working life. The target group: students aged 13-17 from Lithuania, Turkey, Romania, Portugal, Italy, Greece.The partners were chosen via eTwinning platform.To reach the aim and objectives 4 teaching/learning activities were organized where students worked together in multinational and multidisciplinary groups. The creation of a single group, with members from different countries, cultures, genders, religions, and social and economic conditions, worked on a theme that was transnational, involving different strategies and methods with the same goal. The skills and competences that students acquired would be useful in different contexts nowadays and in future mobilities and experiences within Europe or worldwide where might find employees/ employers from different cultures and different working conditions and methods.One more important moment-donation of products students sell at their Students' Training Companies, presented at the last meeting. Through this action, we wanted to let them experience the joy of helping others. Besides, for project management 2 transnational meetings were held for signing the agreement in the beginning and evaluation when the project ends.Several innovative learning methods were used such as thinking based learning, collaborative learning, modern and digital teaching/learning methodology which was organized during the mobilities, within a real-world environment.During the project a few final products were prepared:1. Students Training Companies set up in each partner school;2. Documentary about the economic situation in each country;3. Economical e vocabulary in English-Lithuanian-Romanian-Turkish-Portuguese-Italian-Greek languages.For educational purposes, all the materials will be free and open to everyone.As a result, this partnership not only helped our learners to develop spoken skills in foreign languages and build their European citizenship but has raised their future social inclusion opportunities as well.Teachers involved were given the opportunity to develop their language skills and learn the teaching practices related to discipline in the partner countries, how to incorporate innovative digital and ICT teaching tools in their practices and make their classes more engaging and more challenging for their students.Taking part in Erasmus+project gave a broader view of European values, as well as the impact of knowledge and experience for the future projects."