CONTEXT/BACKGROUNG OF THE PROJECTOur project emerged out of the need of the partners schools of educating young people in the field of renewable energy resources. The topic is an actual one as dependence on fossil fuels and diminished natural resources is one of the biggest problems the world is facing today. As school is the basis of the future society, it must bring its’ contribution to solving this major issue. Today’s students are very interested in technology but not all of them understand where the energy for their technology comes from. They don’t know the effects of producing this energy on the environment. Some of them don’t even care about this problem. Therefore, the main goal of our project is to raise awareness, to experiment and to use various renewable energy sources in schools. Our students must learn where energy comes from, the production costs, the effects the production process has on the environment and the solutions to obtain energy with a negligible impact on the environment.OBJECTIVES OF OUR PROJECTIn terms of objectives, our project will be focusing on:- examining alternative energy sources according to their return time, greenhouse gas emissions and electricity generation cost indicators- examining the share of energy sources in electricity production and energy dependency for theEuropean Union and Turkey- promoting investments in renewable energy sources to reduce this dependency- supporting and promoting the development of renewable resources- extending the knowledge and understanding of phenomena- developing the capacity to explore/investigate reality- developing analytical and problem-solving skills- raising interest in achievements and discoveries in sciences- increasing motivation for information and scientific documentation- developing care for one's own, others and environment- developing tolerance towards the opinions of others- cultivating responsiveness and flexibility for the application of knowledge in everyday life- raising awareness and involvement in issues of global interest- developing 21st century skills, such as creativity and innovation, critical thinking, communication and collaboration, flexibility and adaptability, initiative and autonomy, productivity and responsibility, leadership and responsibility- developing ICT and communication in foreign languages, social and transcultural skillsNUMBER AND PROFILE OF PARTICIPANTSOur project reunites six schools from Bulgaria (coordinator),Turkey, Spain, Slovakia,Hungary and Czech Repuclic. During our project meetings we will involve up to 65 teachers from the partner schools, especially the contact teachers and teachers of Physics,Sciences,Technologies, Languages or ITC.There will be approx. 125 students involved,aged between 11 to 16 years old, interested in the topic.DESCRIPTION OF ACTIVITIESThere will be a wide range of activities, designed in such a manner that it will lead to the achievement of project objectives:- project presentations in various institutions;- creation of logo and slogan, website,E-Twinning-Facebook page;- field trips;- seminars/open lessons on renewable energy with experts;- advertising campaigns;- interviews;- building a power generator on renewable energy sources;- creation of energy conservation guide,project magazine,materials, methodological resource book, etc.- assessing the success of the project, in general, and of project activities, in particular,etc.METHODOLOGYWe will provide training for students in the field of renewable energy sources through project activities, using various educational methods, involving appropriate didactic resources. In the same time, we will provide training for teachers interested in the topic, enrolling in the continuous training process that focuses on teaching / learning / evaluation strategies in order to change opinions and attitudes of learners. During the project, the parents and the local community will be permanently involved in activities.RESULTS AND IMPACTIn terms of results and impact, we are aiming at developing the skills and competencies of at least 65 teachers and 125 students in the field of renewable energy sources, of investigating/exploring the reality, critical thinking, problem solving; 21st century skills; ICT and communication skills; social and transcultural skills, as well as raising their interest and motivation for studying sciences and developing curiosity and respect for nature; becoming tolerant towards the opinions of others and more responsible when it comes to the application of knowledge in everyday life; becoming more involved in solving global issues. Also, the results will be measured in the number of tangible deliverables produced, such as: guides, magazines, posters, etc.POTENTIAL LONGER-TERM BENEFITSWe plan to develop and implement an optional course, in order to promote and widen the knowledge of students on the topic and to lead to the use of renewable energy in everyday life.

"CONTEXT OF THE PROJECT European societies have been facing significant challenges, such as a decline in citizen engagement with democratic processes, an increase in international flows of migrants, high levels of hate crime; intolerance, prejudice and discrimination towards ethnic/religious minorities living within Europe; a rise in xenophobic political groups, and the ongoing security threat posed by radicalisation and violent extremism. In this context, launching activities aimed at promoting European values, intercultural understanding, and citizens’ participation in public life, will make an invaluable contribution to the quality of life in Europe.This project is based on the idea that participation in democratic societies is essential to reduce the negative impact of these trends, and that young people have to be encouraged to think about the environmental, social and economic problems affecting their lives.The project builds upon a larger project of the Council of Europe which has developed a new reference framework of the democratic and intercultural (DI) competences that citizens require to participate effectively in democratic culture and intercultural dialogue, the “Reference Framework of Competences for Democratic Culture” (RFCDC). DI competences are not acquired automatically but instead need to be learned and practiced, and education has a key role to play in preparing students for life as active democratic citizens and endowing them with the ability to function as autonomous social agents capable of choosing and pursuing their own goals in life. The RFCDC is designed to assist educational planning towards this goal of empowering learners for life as competent democratic citizens (see www.coe.int/competences for further information). OBJECTIVES The overall aim of the current project was to foster the democratic and intercultural competences of both teachers and students in the primary school context, by drawing on the RFCDC. Its objectives were: - to enhance teachers’ access to DI education practices; - to increase teachers’ knowledge about DI education; - to equip teachers with tools, techniques and methods to promote and assess pupils’ DI competences; - to foster the development of pupils’ DI competences; - to empower pupils offering them the opportunity to participate effectively in public life and in decision-making processes, making their voices heard; - to promote the involvement of pupils with a migrant or minority background.ACTIVITIESIn order to achieve the project objectives, a variety of activities were carried out: - the development/implementation/testing of the CVS Training Course for teachers, aimed at improving teachers’ knowledge about pedagogical methods and techniques they can use to promote their pupils’ DI competence; - the development/implementation/testing of the CVS Curriculum for children, aimed at fostering pupils’ DI competence; - the development/implementation/testing of the CVS App, aimed at allowing the on line methodological supervision of trainers' and teachers’ activities during the implementation of the CVS Training Course and the CVS Curriculum; - the planning/implementation of the CVS Study, aimed at evaluating the efficacy of the CVS Training Course, the CVS Curriculum and the adequacy of the CVS App as IT tool for assisting teachers’ supervision; - 2 short-term joint staff training events addressed at teachers: the first event was aimed at implementing the CVS Training Course, the second event was aimed at implementing a training programme focused on the CVS Curriculum and the use of the CVS App; - a ""virtual"" short-term exchange of groups of pupils, aimed at increasing pupils’ collaboration with peers of partner schools and allowing them to share their experiences; - a series of ""virtual"" multiplier events at local and transnational level, aimed at disseminating the intellectual outputs foreseen by the project.Some activities were realized virtually due to COVID-19 pandemic.PARTICIPANTS Direct beneficiaries of the project were about 30-35 teachers and 200-250 pupils of 5 European public primary schools (located in Bulgaria, Italy, Norway, Romania, and Spain). Particularly, the project activities were directly addressed at: 10 Key Classes (KC, 2 for each partner school) that in the first year of the project were at the third grade (in Romania, at the second grade), about 3 teachers for each KC, one of whom played the role of Core Teacher; and about 20-25 pupils for each KC.Indirect beneficiaries were other teachers, students and staff members of the partner schools, pupils’ families and local communities of the towns where the schools were located, and the CoE.The online format of activities produced less impact than expected."

<< Objectives >>Improving the competencies of teachers, psychologists, principals, students and their parents in partner schools to strengthen the resilience and mental well-being of adolescent students; Support to teachers, principals, psychologists from partner schools, through short-term joint trainings; Development of manuals for teachers, psychologists, principals; Developing and piloting peer and parent support programs;Promotion of project products by organizing two conferences.<< Implementation >>Preparation of materials and implementation of 4 short-term trainings for teachers, psychologists, principals; activities aimed at developing a manual (development and selection of examples that can be applied in teaching and extracurricular activities, design of printed and online versions, printing and publishing manuals); designing and piloting peer and parent support programs; realization of 2 conferences in order to spread the impact of the project.<< Results >>4 trainings for teachers, principals and psychologists which are designed based on the analysis of the needs of adolescents in the countries participating in the project;Manuals for teachers, psychologists, principals for planning and implementing activities to strengthen the resilience and mental well-being of adolescents through teaching and extracurricular activities;Peer support and parent support programs to strengthen the resilience and mental well-being of adolescents.

Nowadays science is not only facts, written in school books and learning by heart. Science is full of innovations and technologies. At the same time, there are more and more students showing poor results in education and not fulfilling their obligations regularly. Students are increasingly demotivated with curricular content and show less and less interest in studying. By using new tools, applications and digital materials in class the students are motivated to study in a different and interesting way. Furthermore, the curricular content is much easier to visualize and bring closer to the students. This is an important move towards interactive studying, an innovative one in which the students have more practical assignments. Unfortunately, not all teachers use the Internet and web applications in their classrooms. A big amount of teachers are using traditional teaching methods. Main Goals: Reinforce digital bridges of communication (in a learning and teaching concept); Perform good practices concerning strategies and tools that can be of use and help, both for students and teachers; Exchange of experiences and good practices and creating school dynamics that facilitate the overcoming of some difficulties; Obtain better performance in the European classrooms in the 21st century.Schools from five countries have been taking part in the project: Bulgaria, Turkey, Romania, Croatia, and Poland. In the project were involved: more than 500 students, aged 11-16 years old; more than 100 teachers; 100 parents, over 20 000 of informed citizens of the municipality of school partners - through different mass media- TV, newspapers, Social Medias, eTwining, School Education Gateway and the Erasmus+ Project Results Platform. Description of activities: Participants from the school partners filled two surveys(at the beginning and at the final stage) about their preferences on Internet websites, social media, and online games. One short- term joint staff training event took place in Poland (October 2018) and a two-days visit in Croatia(December 2019). During the meetings, teachers exchanged good practices and techniques. It was shown that digital technologies are everywhere and they are impacting what, where, how and why students learn. Useful educational resources for different school subjects were summarized. Three short- term exchanges of groups of pupils were conducted. (Romania- March 2019; Bulgaria- May 2019; Turkey- October 2019) Students attended workshops and two training for practical digital skills for interactive open education. Three online “BEST Competition” events took place for the students of the school partners. The topics of the competitions are: Maths can be fun(December 2018), Geography Games (February 2019) and English for Everyone(November 2019). Two online pieces of training were organized for all teachers from the school partners: 1. How to use more effectively eTwinning and School Education Gateway (November 2018) 2. Digital skills for interactive open education (January 2019). Parents, students, and teachers together discussed the overall impact of the project through creating an online document for collaboration. An Educational Brochure was created. In the brochure are included educational websites and digital tools. The eTwinning page of the project was updated regularly and students and teachers created different activities there. This project summarizes the experience of five countries with digital educational resources and gives the opportunity of young students to meet peers with different cultural backgrounds. Students need more technologies in class, experiments, and demonstrations in order to be more competitive in their future realization. The project has developed a willingness for education and involving students, teachers, school staff and families. One of the most impressive benefits was the involvement of a big number of students in online games. With this method, more students were able to realize and feel the impact of the Erasmus+ program. The results of the project have been disseminated via different channels –newsletters, presentations/publications to conferences/ workshops, online publications and presentations through social and contemporary media, and the Erasmus+ dissemination platform

"The project Violence - No, thanks! refers to the exchange of good practice. The duration of the project is 24 months. The project refers to a horizontal priority: social inclusion. Applicant Organisation is Musical school ""Stevan Hristic"" from Kruševac, Serbia. Partner Organisations are Secondary school Ivan Vazov, Stara Zagora from Bulgaria and Hasköy Ortaokulu, secondary school from Beyoğlu / Istanbul ,Turkey.Violence in school provoke constant teachers’ prudence and concern as well as students’, parents’ and public too. Violence does not have special boundaries and it is present throughout Europe and the World in general. On behalf of our experience in this area, we want to study further and to exchange good practices examples with different schools and colleagues and to advance our competences in this field. However, this is not possible to achieve at the local, regional and national level because the theme of school violence is still taboo topic.Because of this situation our partners will be from other countries which are ready to exchange experience, knowledge and skills in this field and which are ready for further learning. We are conscious that although we have good practices we have to advance our competences in order to provide tolerant surroundings in which differences will be respected. We also want to improve our approaches to the prevention of cyber violence, which is increasingly the dominant form of violence among peers.Cyber Bullying is one of the important parts of violence in educational environments, so it is crucial to know what Cyber Bullying and its types is.The aimed group of our project are teachers because they are at school context the most responsible for carrying out the prevention, as well as timely and adequate intervention in cases of violence. The teachers who will participate in project have more than 10 years’ experience in education and have experience prevention of violence. Participants will be included in these activities of learning and training will pass through their advanced competences to other teachers and they will apply them in their everyday work with students and their parents.The general aim of the project: Improve school approaches in preventing and reducing violence in schools.The specific aims:The exchange of good practices in creating a safe and secure environment for all students; The creation of a functional organizational model and the use of ICT tools in prevention and reduction Cyber Bulling in the educational environment; The creation of an online practicum of good practices and a project blog to provide continuous support to all stakeholders inside and outside the partnership in the prevention of violence. Expected results of the project are: An increase of teachers’ competences for recognizing and intervention in cases of violence and Cyber Bulling, a system for student support was developed,teachers integrating good preventive practices in everyday school activities, schools create and implement violence prevention programs that contain various activities aimed at employees, parents, students, the students’ capacity to react to violence are improved,peer teams have been formed, school and parents work together and harmonized and influence the socially responsible behavior of children, schools use instruments and mechanisms for monitoring and recording violence. During the project we will perform three short-term joint staff training, one in the coordinator organization and two in partners organizations. Each training will be organized for five teachers from partner countries and it will be five days long. Each project team will organize short-term joint staff training in his country. During the project there will be 2 transnational meetings.The first meeting will be held in June 2020. in the head office of school in Serbia.The second meeting will be held in April 2021. in the head office of a partner school in Turkey. Meetings will be attended by 2 members of the project team of each school.The main expected impact will be on participants because they will involved all the partnership activities actively. They will enrich their competences about creating a safe and secure environment for all students.This project will contribute to the curriculum of partner schools and incorporate Anti-Bullying plan and program into their Curriculum. Other teachers to review their curriculum and look for ways to incorporate an anti-bullying message into their regular lesson plans. Students feel safer in school. Students have a more active role, triggering different actions and initiatives to prevent violence. Parents to know what their roles as partners in the anti-bullying program.The system of support for schools is developed through creating online practicum of good practices and project blog which can be used by stakeholders from different countries. In this way the project will be sustainable even after completion."