People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

"As mentioned before, we were motivated to apply for this project because we wanted to examine one of the biggest issues the European Union was and is struggling with at the moment: the so-called ""refugee crisis"". On the political scale, European politicians are trying to solve the challenge by a mechanism that forces some countries to welcome refugees. However, this is not the only problem that comes along with this challenge. Also, countries like Germany and Sweden, who have been quite open as lots of migrants fled to Europe in 2015 are still facing challenges of all sorts, ranging from strong right-wing opposition to extremism caused by the inlux of these immigrants, but also because integrating a huge number of people from a different cultural background causes difficulties, no matter where in the world. Other countries, like Greece or Italy, are facing similar problems, especially right-wing and populist opposition to these migrants, but also seem to be left alone in this crisis due to European policies and their geographical situation. All of these countries were part of this project. Spain has a similar problem to Italy, as it is very close to Morocco, Belgium has a similar situation to Germany, as it has a long history of integrating foreign people to their society and a quite multicultural society. All these countries combined, there was a great mix of ways of how of to deal with people from a different cultural background. As we see it, we did all learn from each other, but also helped each other as we have similar and different challenges in each of our countries. However, this issue can only be tackled on an intercultural European scale, which is why we applied for this project. In this project, we compared and exchanged ideas and ways of coping with the issues above (i.e. How to deal with minorities?) in order to help our countries, but also other countries in Europe, to find solutions for this crisis. We see it as a way of showing best-practices on the one hand, but also to show what doesn't work on the other and how to manage these challenges. This project aimed at a general lack of awareness of the other cultures, prejudices and stereotypes against them which can lead to social exclusion. In many countries all over Europe we can see a huge number of children born and raised in countries that are not home to their parents. Due to the fact that a lot of children do not learn the language of the target society properly, as they only speak foreign languages at home and do not grow up in communities that speak the language of the target society, a number of these children lack behind academically.In this project, we aimed at connecting with these students and give them the opportunity to learn outside the regular learning environment by including them into our project. We created an atmosphere where participants were able to recognize prejudgemental and discriminatory behaviour among themselves which in turn formed them into critical thinkers and helped establish a non-exclusional school environment. Students participated on a highly active level during the whole process of the project in order to make them identify with its goals and to have life-long learning effects. We mixed the group of participants, e.g. had students from different cultural and social backgrounds, so that we had a wide spectrum of ideas and a realistic profile of European involvement, as we think that Europe is also not one-dimensional but mulit-facetted. This is something the students learned in this project. We sendt a minimum amount of four students to each LTT. The activities are a mixture of activities that aimed at raising cultural awareness in a European context in generel and activities that aimed at the achievement of our project's objectives in particular (e.g. interviewing migrants). We worked on one of the following subjects: - Migrants' issues - Romas or other minorities - Tolerance, respect and EU Citizenship - Ethnic, racial, cultural and religious diversity - Understanding prejudices and stereotype - Globalization: Loss of cultural identity? We had each of the following activities and results: 1 Presentation 2 Seminar 3 Round table discussion 4 Questionnaire on the subject 5 Guest speaker/s 6 Workshop Creativity (poster contest) 7 Workshop Game (e.g. ice-breakers) 8 International party 9 Trip to a local museum 10 Trip to a cultural site (e.g. UNESCO world heritage) 11 Culture in a box: Each partner school received information on customs, traditions and cultures of another partner. Then a team had to present another country with the information given by the other country. This increased the intercultural exchange and also raise self-awareness among students. 12 Poster on similarities and differences between the host and the guest nation"

The motivation for our project is to address one of the biggest challenges the European Union is confronted with in the aftermath of the refugee crisis of 2015: the integration and inclusion of newcomers in European societies. All of the partners in this partnership are facing similar challenges (i.e. dealing with strong right-wing opposition and extremism, receiving asylum seekers, integrating a large number of people from different cultural backgrounds, making education more in line of the specific needs of refugee children, etc.). In this project we will discover how countries integrate newcomers from different cultural backgrounds and focus on education in particular as a vehicle for social inclusion. We want our students to explore the differences and similarities in the approaches of the partner countries and compare the ways in which newcomers are supported in finding their way to (higher) education/labour market, which opportunities are offered, to share good practises and discuss which difficulties are encountered. We feel it is important to learn from each other, but also to help each other as we face similar and different challenges in each of our countries. We are convinced it is crucial to combat prejudice and xenophobia by educating our students and helping them develop into active, responsible young European citizens, living and working together in a diverse and multicultural society. We strongly believe in the importance education: passing on knowledge and democratic values, developing skills and attitudes, is key. This project will contribute to our students' intercultural learning and will have lasting effect on our schools.The project will help students:- realise that differences can also mean opportunities;- see how people from other cultures have had and still have an impact on our society and how this changes our image of diversity;- identify and empathise with others;- become aware of judgemental and discriminatory thinking and behaviour;- become aware of the effects of their own behaviour on others;- see that immigration and welcoming refugees has always been a decisive factor in our histories; - realise that each and every one of us can make a change, i.e. fight intolerance;- be more tolerant towards other people and cultures in general;- gain knowledge of the different education systems and how each partner country welcomes and introduces newcomers;- gain insight in the opportunities and obstacles newcomers meet in the different partner countries; - acknowledge that speaking different tongues is an asset and offers access to other cultures;- improve their language skills;- improve their ICT skills;- be more creative.There will be 6 short-term exchanges of groups of pupils, hosted by each of the partners during the course of the project. Each partner will send 2 teachers and 5 students (with the exception of Germany, they will send only one teacher) on every exchange. Each host country will therefore receive a group of 25 students and 9 teachers. The participating students will range from 14-18 years old and are in general, technical or vocational education, in accordance with the age groups and level of education of the partner schools. We will select students based on their interests, motivation and commitment. We will strive to include students from different cultural backgrounds (e.g. ethnic or other minority groups), from disadvantaged socio-economic backgrounds, or with learning disabilities (e.g. related to language). In every exchange we will work on one overreaching theme: the integration and inclusion of newcomers through education. For each exchange, the same project activities will be scheduled. However, they will be focussed on the specific context and circumstances of the host country:1. Presentations2. Guest speaker & seminar3. Round table discussion 4. Questionnaire5. Creativity Workshop 6. Workshop Game 7. International party8. Excursion 9. Trip to a local cultural site10. Culture in a box & posterThe concrete project results (presentations, questionnaire, end products of the creativity workshop, posters, etc.) will be shared on eTwinning, the partner schools’ websites/magazines and the project’s Facebook page. The project aims at both raising cultural awareness, combatting prejudice and xenophobia in a European context in general (e.g. intercultural learning) and at the achievement of the more specific objectives (e.g. exploring similarities and differences in our countries' approaches to the integration of newcomers). We are confident these goals will be met by all participants and that the project will have a positive and long lasting impact on students, teachers, parents, the school and by extension external school partners, local authorities etc.

The objective of our project was to increase the level of the success at English and Math competences of the students aged 15-19, integrated innovative teaching methods with ICT. Cooperation for Innovation and the Exchange of Good Practices-Strategic Partnerships for Schools. There were totally five participiants: Turkey, Italy, Belgium, Lithuania and Romania. As for the good applications of our participiants were as below:Turkey; Pearlsroom Italy; Clil Belgium ;Byod Lithuania; Geogebra Romania. JigsawWe shared the responsibilities according the capabilities of the schools:COMMUNICATION AND COORDINATION RESPONSIBLELithuania, which has a foreign language department in their school, is the main responsible for the communication and coordinationBUDGET RESPONSIBLEBelgium is the main responsible for the budget and prepare a budget plan to share with other partners at the first TPM. Budget team is responsible for all the financial works and prepare a budget plan. At the end of each 2 months, the team prepare a budget report and announce to the schools and send their own project coordinators.. Responsible for meeting the needs before the international movements. Takes all the precautions about travellingQUALITY RESPONSIBLERomania, submits reports after each international movements. Does the monitoring and evaluating of the each event . Responsible for all reports that will be submitted to National Agency and monitors probable risks. Also responsible for informing National Agency about possible problems and solving them. DISSEMINATION RESPONSIBLEItaly, which has an art department in their school, prepares a dissemination plan to share with other partners ,does the preparations of booklets, DVDs which introduce the country culture before the meetings. Responsible for the whole advertising and announcements in the context of our project. Creates account of PEARLS on Facebook, Twitter and YouTube. Plans, reports and gives the reports to their own coordinators. Italy prepares comics for PEARLS web portal every month. ICT RESPONSIBLETurkey, responsible for the whole computer communication works. If required, organizes webinars, buys domain and hosting of portal for the web portal, organized logo competition for our Project. Turkey trains web 2.0 tools in LTT's. After the project is over, Turkey continues to carry on the technical work of the web portal.WE WERE EXPECTING THE RESULTS BELOW:-Improvement In The Learning Motivation Of Students.-Improvement In The Teaching Methods Of The Teachers Integration Of New Methods To The Curriculum: -At least %30 increase in English and Math according to the pre exam.-At the end of 12 months ,80% success in the 240-word test-Increasing awareness of media literacy through Pearlsroom.com web site-Enhancement in the students' speaking skills,-Improvement at the students cooparative studying -Improvement of the students' self esteem and socialization-Enhancing the students' willingless to be a part of the solution about the problems of the others.-Broadening espect of Europan citizenship of the participants-Overcoming of possible racial and xenophobic feelings by fighting against stereotypes-Improvement the students' vocational competence on WEB programming and designing interface and logo-Mobile application for sustainability.We had 7 transnational meeting totally:-1st TPM-TURKEY-2nd TPM-BELGIUM-1st LTT for Students-LITHUANIA-1st LTT for Teachers-LITHUANIA-2nd LTT for Teachers-ROMANIA-2nd LTT for Students-ITALY-3rd LTT for Teachers-ITALYThe outputs of our Project-A logo was selected among the students designs and used in our web portal and all in our dissemination facilities-A web portal that we prepared by using selected collaborative teaching methods-At least 1000 video-lesson database that the students prepared-Posters that the students designed to advertise the portal-The reports that written after each meeting and at the end of the project-240 words were chosen by 5 countries and pronounced, then the visuals renewed. So the new version of DENIS which is suitable to us was prepared. -For the dissemination of the project, the news in the local press, brochures and posters were prepared. -Social media accounts were created and made sharings-Peer Education Rooms designed suitable for the purpose-Certificates that each participant had at the end of each meeting-All schools prepared Erasmus corners.-Scrabble tournaments -Satisfaction survey for the teachers and students

"The project called ""Who is knocking at my door 2"" is based on close cooperation between schools in Sweden, Italy, Turkey, UK, Belgium and Spain. All countries and schools face the challenge of migration as a daily circumstance and all schools have migrant pupils or pupils out of migrant families. Social inclusion and an increase of tolerance is regarded as an urgent matter and needs to be further and more intensely worked on within all our communities and from a young age.Migration offers many chances and challenges. Little is more extraordinary than the decision to migrate… the accumulation of emotions and thoughts which finally leads a family to say farewell to a community where it has lived for centuries, to abandon old ties and familiar landmarks, and to sail across dark seas to a strange land… Many immigrant have lived through unimaginable drama before and during their journeys.Today, the education system is facing the challenge of dealing with multicultural classes. Therefore schools need methods and tools to educate native pupils to accept newcomers as a resource and not as a problem, and to facilitate the integration of young immigrants starting from early ages overcoming communication and cultural obstacles. Schools should involve the students in a common reflection on how the history of Europe is also the history of immigrants that have been a benefit for the economies of their new countries and how European identity is based on the spreading of rights to all and on the understanding of other cultures. The main aim of this specific project is to promote respect, diversity and the acceptance of ""others"". The project will encourage and teach pupils how to work collaboratively with pupils from other countries in original, innovative ways, to explore the different concepts of civic rights and responsibility with the purpose to learn to uphold the rights and freedoms of individuals and communities and to become aware of a European sense of citizenship and tolerance. And of course, to develop life skills that transcend the remit of the project by engaging in the characteristics that define us. The second aim is re-tracing the history of migratory flows in Europe, exploring the point of view of both those who left a country and also those who saw the arrival of new people from other countries, help European students and teachers understand current immigration related issues better and start a wider reflection on the theme of citizenship and extension of rights. Objectives: ● Develop highly interactive and communicative e-learning contents addressed to Secondary schools which experiment difficulties in dealing with multicultural classes, in order to enhance the capacity of teachers and pupils to view diversity as a resource to learn about different cultures and habits.● How other cultures have left and still leave footprints on our society today, and how this affects our understanding of diversity.● Provide schools with highly interactive and attractive ICT based educational tools to be used in multicultural classes experimenting integration difficulties, to foster dialogue and mutual understanding between pupils with different ethnic backgrounds starting from the knowledge and comprehension of the past experiences of immigrants integration.● Provide European students with a better comprehension of how immigration has been and will therefore be a resource for the European economy.We want to get to know other cultures; not just within Europe, but further afield and to explore the rich history of migration in Europe. That is why pupils will start with working on their countries´ migrant history. ● Each school will research on the history of migration in its home region. ● The status quo of migration in each school´s home region will be examined; types of migrants, reasons for migration, the situation facing migrants. ● To find out whether schoolmates have a migration background, a survey will be done in each school. ● Pupils will interview fellow pupils to find out about their families´ background (action taking/ inquiry based learning). ● Pupils will do documentary work, prepare collages and exhibitions. The results of all the partner schools will be compared at a learning/teaching/training activity. Pupils will learn that not just in their home region migration has taken place and left is cultural traces but all across Europe. ● Then the current legislation on migration within Europe and in the partner schools´ home regions will examined. The situations of legal/illegal immigrants will be examined and contacts to migrants and local authorities and institutions will be established. ● Seminars in the meeting will be put on stage with pupils of the different partner schools standing up for their country´s needs and ideas. ● Pupils functioning as a film team will accompany the project from the very beginning and create a final DVD of the project."