CONTEXTIn this project, 5 schools from Europe are involved, with the main objective to increase pupils' interest in the cultural heritage of their country, as well as respect for the culture of other peoples. It is important for the young people in the present so-called globalization phenomenon - the tendency to ignore the traditional values, to look back to the origins, to find out the roots without which we cannot prosper. We, therefore, want to cultivate patriotic feelings for our students, focusing them at the same time on the past, but also on the future, on their culture, but also on the cultures of the neighboring peoples. It is very important to be familiar with your own culture, to know your roots, to know who you are. PARTICIPANTSThe people involved in the project are English, History, Geography, Music, Art, Literature teachers, administrators, parents, representatives of the local government. The students involved in the project are 1000, of which 100 are children with ESC. Their age is between 11 and 14 years old. Of these, 150-200 students will be selected, about 30 students from each country will be involved in pre-trade training activities, 100 will participate during exchanges, and after shifts, those involved in the project will disseminate information to other students from schools. Accompanying teachers: 2 teachers/country/exchange – a coordinator and a Geography/Literature/History/IT/Arts teacherOBJECTIVESThe main objective of the project is the cultural and intercultural awareness of the persons involved in its implementation. From the perspective of student involvement, we set the following objectives:O1: raising awareness of the culture of at least 80% of the students involved, improving respect for history, geography, arts, dance.O2: familiarity with the term interculturality and increasing respect for the culture of other European countries, namely history, geography, customs, traditions.O3: Improving ICT skills by using mobile applications and online tools used in the proposed activitiesO4: developing communication, organizational, analytical, research, teamwork skills.O5: Increasing self-esteem, respect for others, trust in self-confidence.O6: Promoting tolerance by accepting the diversity that unites usAt school level, the objectives are:1. Improving international co-operation2. Increasing the motivation of teachers3. Improving the communication and cooperation between all the persons involved in the projectMAIN ACTIVITIESWe plan to organize 5 exchanges, each dedicated and hosted by each partner:1. C1 - The German heritage – hosted by Germany in Nov 20192. C2 – The Hungarian Heritage – hosted by HU in Feb 20203. C3 – The Romanian Heritage – May 20204. C4 – The Turkish Heritage – Nov 20205. C5 – The Spanish Heritage – Apr 2021RESULTSTangible results: website, brochures (European Patrimony), travel log, e-twinning space, questionnaires, Europass mobility documents, evaluation forms etc.IMPACTThe impact on the students involved in the project will be considerable. Participants learn new things about geography, history, literature, music, traditions and German cuisine; learn to be more tolerant, accept cultural differences; observe the similarities between cultures; to know the learning environment of a German student; compare the education system in Germany with that of the native country; get in touch with people of their age, know their living environment, hobbies. We are tempted by students to improve their communication skills in English; teamwork; expressing consent or disagreement; to negotiate in a multicultural context; to increase the participants' self-confidence. This project will lay the foundation for future cooperation among schools through eTwinning and Erasmus+.

YouthopiaGO! is a logical sequal of our two former European projects. The first Comenius-project focused on Europe's troubled past, balancing between democracy and dictatorship. Students explained they were frightened by Europe’s problems, therefore in the second Erasmus+ project Youthtopia2020 they worked out a blueprint for the ideal Youthtopian city and presented it at the EP in Strasbourg. However, we should not stick to describing problems and politics only, but solve the problems and work on problems Europe is facing. It is time for action: YouthopiaGO! One of the main objectives is to deliver critical European students, able to deliver real life solutions for problems in the field of the refugee crisis, education, (healthy) ageing and sustainability and economy, not only on the European scale, but also locally in the places where they live. Also, we want to improve the level of teaching by introducing new didactical tools like scrumming and using a Talent Meter. The students also benefit; scrumming will help them to function better in a team and to succesfully finish projects. Further the Talent Meter will help to form stronger teams, based on talents. YouthopiaGO! consists of a trustworthy network of six schools already working together for years. All headmasters from participating schools have signed a Project Agreement Paper, showing their support to the new project. For good management, we have worked out a Working Agreement Doc and a Teachers Manual so that every school knows their tasks. Per school, we will select at least 4 ambassadors (14-17 years) to come to the Project Week. By bringing a new teacher to all PWs, we shall ensure that the project affects as many pupils as possible, since we expect them to promote and to integrate the project into their own lessons.In each phase, the common preparation of the different topics will be done by two appointed schools. On the first day of the PW there will be an International fair, where the different countries can present themselves. At the start of the meeting we will use keynote speakers and experts from companies or authorities to trigger the students interest for the topic they have to work on. Besides that, we will organise field trips and cultural visits. Based on their talents, students are divided in LABgroups to work on products they have to present at the end of the week at the closing event, in front of parents and other stakeholders of the project. The aim is to let the students work as independently as possible; at key moments of the project teachers give clear instructions, but most of the time teachers have a coaching role. For the local public, the students will perform a Dissemination Activity in the local city centre.In the first meeting in Bulgaria, students will briefly present their own school. After that, students shall reflect on nowadays issues regarding education. As Turkey plays an essential role in the European Refugee Crisis, it is therefore host of the second meeting about Social Inclusion. In this week, participants will get a better understanding of the circumstances and difficulties of this humanitarian crisis. Phase 3, will be held in France where we will address the topics (healthy) ageing and sustainability. Students will critically review their lifestyle habits, by examining their personal family life. In Spain (4th phase), within one week students will solve in groups an economical problem and develop a Start-Up using the business model canvas, available online. It will provide them with tools for the future European labour market. In the final meeting in NL we will focus entirely on Active Citizenship and combine the products to one clear Toolbox with practical solutions that we will offer and present to EMP's in Brussels.By focussing on real life cases, we will turn our students into active, responsible European citizens, capable of solving problems on a European scale, but also in their local community. Teachers and students will learn how to scrum in class and can form more efficient teams by using a talent meter. Within all schools, two appointed Youthopia- ambassadors will spread news of the project.By using scrumming, students will be more efficient in future groupwork, when working on big but also small projects. Also, the talent meter will give them a clear profile of their talents. In combination with the knowledge of the business model canvas, students are better prepared for the European labour market. Further, the more experienced teachers will teach the other teachers how to use these new didactical tools in their own lessons and how this could be a new way of teaching to future students. At the end of our project we shall share all the developed materials and a list of good practices on our website and eTwinning. The finale of the project will be the burial of a Timecapsule in which we bury the results of this project and that will be opened in 2040. (See annexes for more info)

•Context/background of the project;The project is a logical sequence of our former Erasmus+ project ‘’From different Pasts to a Common Future’’. After focussing on our different pasts we found out that our students had many questions about the European future. What will become of us? Will we still have a job? What will education be like? Will our European future be sustainable for our children? We decided to deal with these important questions in a new project; Youthtopia2020, in which we would come up with a European blueprint for future Europe, constructed bij our students!•Objectives;The main objective was for our students to develop basic and transversal skills.To let them see that the acquired knowledge makes sense. We wanted to acquire this goal by dealing with topics that really matter within Europe. Therefore, the main goal was to let the students (with the help of teachers) find solutions for the problems of future Europe. By using new and innovative matters we wanted to fill the gap between theory and the world they live in. Because students all have different capacities, we find it important to differentiate between the students and offer them different products to work on This implied another objective; the involved teachers should be able to work with all these new teaching methods, so during the project we had to train teachers on the job. Furthermore, we wanted to stimulate our students to become more active European citizens, being able to express themselves on a European scale and about topics that really count in future Europe. The communication with peers from other European countries is important in order to become more fluent in using the English language. After two years more than 2500 people will have been involved in this program. We also wanted to develop a consistent partnership with the participating schools. Therefore, each school also had to bring an extra teacher from the lower classes, in order to spread the European project in the different schools. The idea is to keep working together, also after Youthopia2020. • See 2.1 and 2.2 for the participating organisations;•Description of undertaken main activities;In the four meetings we undertook the following activities; -Information Markets in the hosting schools (instead of the presentations of the Culture Box at the first meeting)-Informal teachers meetings with other teachers (that did not participate in the project)-Students made the following products; video tutorials, a real maquette, but also a digital version of the ideal European city, a Wiki page, a glog, and Youtube-clips about the meetings. -The constitution of Youthtopia 2020, presented at the European Parliament in Strasbourg (See the Manifesto in the Annexes)-At the end of each meeting, students carried out a dissemination- activity in the local town, such as a flash mob or a dance, handing out leaflets of the project and talking to local inhabitants-On the job-training for students and teachers (how to work on the digital city, how to prepare a good blog, etc.)-Expert talks at every meeting -A cultural activity (such as visiting a museum, a city walk, etc)-A cultural party in or outside school (parents of host families bring home-made food and participating teachers and students eat and party together)-At the end of each meeting an evaluation was carried out between participating students and teachers. Purpose; project-evaluations, find points of improvement.-All products were shared via eTwinning, Facebook, the school websites and information letters within the schools. Also, after each meeting, students prepared a youthopia-corner wthin the school, showing photo’s and outcomes of the Youthopia2020-meetings•Results and impact attained; All 4th classes of the Montessori students in The Netherlands (approximately 230 in total) could choose to take part in the special Youthtopia2020- lessons. Also, during the meetings in Bulgaria, France, Spain and The Netherlands, an Information Market was set up in the different schools, where also other students and teachers from the hosting schools could talk to the participating students of Youthtopia2020 and share information about the project. In all hosting countries, local press wrote or transmitted about the project Youthtopia2020. •If relevant, longer-term benefits. The participating teachers have aquired new digital didactical tools in the field, such as working with educational games, the use of blogs and vlogs, digital newspaters, etcetera. Also, the students acquired these digital tools. In The Netherlands, Minecraft is now also used in the history lessons, where students learn how to construct a Greek or Roman city (and digitally walk through them). Furthermore, we also continued working together after the meetings. For example, the history teacher from The Netherlands worked together with the Turkish collegues in a special lesson serie about cultural differences.

Brains for Europe Project is an initiative that comes up from the inside of the educational centres and is conceived as a solid contribution to the ongoing pedagogical renovation both thematically and methodologically. The aim of B4E is the introduction of learning in neurosciences (one of the most promising scientific areas, to which the European Commission is nowadays paying a growing attention) in educational centres, through the creation inside them of neuroscience classrooms that will open a new operative frame which we define as metaschool. Unlike top-down conventional learning, metaschool implies another type of learning, much more horizontal or even bottom-up, led by students of the different centres, in which the very students are those who decide and lead their own learning and – using the suggested tools – help to offer it to the rest of the fellow students of their own centre and to those of the other countries’ centres involved in the project. B4E has got 9 formal partners altogether: 1 foundation (and hospital), 2 companies, 5 educational centres and a mutual insurance company dedicated to education and rehabilitation in disability. Four of the partners are from Spain and the rest belongs to Turkey, Poland, Romania, France and Iceland. The countries involved are therefore 6. One has to add the involvement of 3 non-formal partners: 3 European networks such as NICE Foundation, ENVITER and HIPEN. Among the main activities of the Project, it appears in the first place a teacher training of those who will take part later in the coordination of the neuroscience classrooms (neuromentors). Once constituted a neuroscience classroom, it will be tackled in it different subjects related to the brain, to the relationship between neurosciences and technology, and to the mental disease (the question of education and rehabilitation in disability will be underlined) making the students to get opened, among other things, to the STEM Learning, to the critical thinking, to the learning to learn and to the neurological health. Students’ approach to these subjects will have an active character articulated according to the answers to concrete challenges they are going to be posed. Students will work their materials and will expose them in TED-like talks, that they will share with the rest of participants but also with the rest of the centre’s students through an e-platform. Young people taking part in the Project, among 12 and 16 years old, will get identified with it and with their role as influencers that will become an example and a motivation for the rest of their fellow students. They will be the axis around which our metaschool will spin. The idea of generating a metaschool inside a conventional educational centre, in coordination with it and profiting the channels afforded by new technologies and network communication forms provides an effective pedagogical novelty reinforced at the same time by the matter in question, decisive when it comes to inform the new pedagogical theories on the details of learning. Direct impact of B4E will be performed on 4 ambits: 1) On the directly involved students, that will take part of a different type of education, on which they have the power of decision, founded on their possibility of discovering and on their own intellectual effort, and that gets multiplied immediately through their own projection as Project-disseminators. At the same time, B4E is designed to have a great influence on students’ professional vocations, and particularly on female professional vocations. 2) On the centre’s students in general, to which it will lead to a fascinating ambit of knowledge and to which the Project will also offer a new pedagogical proposal. 3) On the centres that take part, first of all, through their teachers’ staffs, that will exercise a new and relevant pedagogical task that will contribute to offer them new possibilities and perspectives. 4) Project’s diffusion will multiply its impact at the social level, in the different countries and in the EU in general. Among its many long-term benefits, our B4E Project, including in its whole not only the urban reality but also the rural one, offers channels to take advantage of all ambits’ European youth’s talent, regardless of how limited are their opportunities in their concrete regions. That will make the difference to sound out aspects of an European collective intelligence and in the long run the Project could maybe serve as a model for future projects and make that young people can recognise themselves more easily as citizens of the same political union, the European one, reinforcing their European identity. In the end, knowing our brain is the best way of knowing ourselves and the environment we have created. Our project aims to offer the students a frame from which articulate this knowledge and set the creative bases of the very neurosciences’ evolution and of the value of its knowledge applied in the future.