Balstoties uz Eiropas Savienības izvirzītajiem mērķiem izglītībā, mūsdienu uzņēmējdarbības prasmes ir daudz plašākas par zināšanām, kā izveidot uzņēmumu. Veiksmīga uzņemējdarbība balstās spējā izzināt un apgūt kompetences, kuras var izmantot jebkurā dzīves situācijā. Pēdējie pētījumi izglītībā arī norāda, ka pāragra skolas pamešana ir saistīta ar pusaudžu pasaules uztveres maiņā, kā arī veidā, kā tiek uztverta un apstrādāta jauna informācija.Erasmus+ projekta “MEDIA: Media-based Entrepreneurial Development of Initiative Adolescence” (Jaunos medijos balstītas uzņēmējdarbības izglītība aktīviem jauniešiem) mērķis ir inovatīvas metodoloģijas izstrāde, testēšana un ieviešana, lai dotu iespēju jauniešiem biznesa idejas ieviest praksē, izmantojot jauno mediju aplikācijas. Projekta ietvaros tiek izstrādāti arī intelektuālie rezultāti: uzņēmējdarbības izglītības materiālu un labās prakses piemēru tiešsaistes platforma un interaktīva spēle, kas būs startup prasmju vingrināšanas rīks skolēniem gan lokālā, gan valsts, gan starptautiskā līmenī. Lai nodorošinātu projekta organisku iekļaušanos partnerskolu mācīšanas un mācīšanās pieeju transformācijas procesā, projekta ietvaros par mācību klasi kļūst visa pasaule un mācīšanās notiek ne tikai klases telpā, bet arī ārpus tās - gan uzņēmumos un organizācijās, gan dabā un partnerskolās, gan virtuālā vidē, izmantojot jauno mediju aplikācijas (GoogleMaps, GoogleHangout, Froont, Infogr.am, Geogebra, Spreaker, Kahootetc.). Projekta ietvaros tiek īstenotas arī skolēnu grupu īstermiņa apmaiņas uz partnerskolām Itālijā, Bulgārijā un Turcijā, kuru laikā tiek organizēta prakse ārvalstu uzņēmumos, izpētīti uzņēmējdarbības apstākļi dažādos Eiropas Savienības reģionos, kā arī veicināta jauno mediju prasmju apguve uzņēmējdarbības aspektā. Šo apmaiņu laikā projekta dalībnieki apgūst attiecīgās valsts uzņēmējdarbības īpatnības, apmeklējot dažāda veida uzņēmumus, tiekoties ar veiksmīgiem uzņēmējiem, starptautiskās skolēnu darba grupās izstrādājot inovatīvas biznesa idejas un risinājumus un mācoties tos prezentēt internacionālas auditorijas priekšā. Pēc atgriešanās no mācību mobilitātēm, skolēni apgūtās prasmes, zināšanas un starptautisko pieredzi iekļauj savā ikdienas darbā.Projekta laikā tika veiksmīga sadarbība starp partnerskolām, un izstrādāta iegūtās pieredzes izplatīšanas platforma. Platformas mērķis ir nodrošināt sadarbību un labās prakses piemēru izplatīšanu vietējā, nacionālā un arī internacionālā līmenī, atklājot un izvērtējot radošas idejas, paņēmienus un pieejas uzņemējdarbības iesaistīšanai dažādu mācību priekšmetu ietvaros un arī CLIL metodikā (http://ideapitch.lv/feed). Platformā tiek iekļautas mācību metodes apraksti, idejas un labās prakses piemēri, kas aptver galvenās uzņemējdarbības prasmju attīstības jomas (idejas reklamēšana, budžeta aprēķināšana, darba noslodzes plānošana, produkta lapas veidošana u.c), kuras tiek pakārtotas mācību priekšmetiem.Ar mērķi veicināt praksē bāzētu mācīšanos un kritiskās domāšanas prasmes stratēģiskās partnerības ietvaros tika izstrādāta virtuāla ideju ģenerēšanas spēle IDEAPITCH jeb IDEJU TIRGUS (ideapitch.lv), kurā skolēniem ir iespēja pilnveidot savas komunikācijas, sadarbības, plānošanas un uzņemējdarbības prasmes. Tā ir aplikācija, kas balstās 21. gadsimta pedagoģijas pamatprincipos par zināšanu, prasmju un attieksmju attīstību mācību procesā, lai skolēni un skolotāji kopā var efektīvi īstenot mācīšanos jebkurā vietā un laikā. Simulācijas spēles ietvaros skolēniem ir iespēja izspēlēt pūļa finansējuma pamatprincipus četros dažādos līmeņos (iesniedzot ideju, atbalstot ideju, reklamējot ideju un komentējot ideju). Turklāt izstrādātā simulācijas spēle deva īpašu ieguldījumu projekt mērķu sasniegšanā, jo sistemātiski ļauj vingrināt pūļa finansēšanas (startup) uzņemējdarbības prasmes.Projekta produktīvo ietekmi uz vietējo nacionālo un starptautisko izglītības jomas komūnu pamato aspekts, ka projektā laikā tika aizsākta inovatīva prakse izziņā balstīta uzņemējdarbības izglītībā, iesaistot partnerus ne tikai no izglītības jomas, bet arī no citām nozarēm, tādā veidā veicinot projekta rezultātu ilgtspējību.

Diversity is vital as a counterweight against tendencies towards loss of identity and cultural roots in our age of globalization. In today’s expanded Europe, given the increasing ease with where people can cross borders and find work outside their own country, it seems crucial that our pupils are able to tolerate the views of those whose origins and background are different from their own. Valuing and respecting cultural diversity are the keys to countering racism. All individuals must feel free to discover the uniqueness of their culture and identity while developing understandings of the cultural diversity that exists in the world around them. Denying cultural expression means limiting the expression of the unique point of views on life and the transmission of knowledge from generation togeneration. The distrust and fear of difference which often results from isolation from other cultures can be overcome by fostering cultural understanding and by emphasizing the common interests that all Europeans share. Collaborating, We can create a more equal and fairer society that respects and values its diversity. This project is a research into the past of each of the participant countries, through their history, culture, language and customs. The ultimate aim of the project is to discover the links between the different cultures that make up the European Union, compare them and draw conclusions about the differences and similarities that enrich and unite us. As a consequence, the cross-cultural differences actually will come together to find common links and this will be the first step for a better understanding between cultures. We believe that our world's chance is in cultural education for the today students who will be the tomorrow adults. Small steps made by students and their families in some European countries, will lead for sure to a better future for the whole world.The project aims to enhance cultural diversity in Europe and to promote the exchange between different cultural customs present in European societies today. One of the primary motivations behind the project is the strong belief that a higher intercultural competence will make a contribution to a peaceful world. The basics of this project fit with the general framework and principles of the European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); aims about recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.Our partners represent contrasting social and economic backgrounds and a varied collection of communities from across Europe. By working together to deliver our aims we will be successful in showing our pupils, parents, staff and others, how people from different parts of Europe can work together so as to improve relations and create a more cohesive European citizenship. The target groups include teachers, pupils and their families, local communities, NGOs.The study of Cultural Diversity provides students with opportunities to:• help to promote a positive sense of identity and high self-esteem, together with positive regard for the rights and identities of others• acknowledge that people have different belief systems, values and attitudes that result in different actions and behaviours• appreciate the contributions of diverse groups of people to their community and make a contributionto intercultural understandings by means of participation in appropriate events• develop a sense of shared identity with others, as a member of a community at the local and national levels, in addition to a part of the global society• define and critically analyse narrowly nationalistic or ethnocentric views, developing tolerance of the views and lives of others, and understanding of and empathy for people, regardless of their cultural or ethnic background• develop awareness of similarities and differences of beliefs and practices in diverse cultures, and learn to detect and avoid cultural stereotypes and bias• explore different ways in which media and information and communication technologies can portray a global event or story and how these can affect one’s beliefs and attitudes• acknowledge that increased migration, communication and economic interdependence, blur the boundaries between ethnic and national groupsThe project methodology is based on the concept of interdisciplinary teaching as a means to improve the quality of education.Our project brings basic European values such as human rights, tolerance, solidarity, fight against racism and xenophobia, anti-discrimination, equal opportunities, cultural diversity, equal rights of men and women, integration for those with special needs, the importance of knowledge-based society, the ability of entrepreneurship and innovation etc. closer to participants’ everyday life by promoting dialogues and art activities linked to them.

"We have established contacts between our five schools and old people’s homes as well as other partners (theaters ...) to motivate students to do better at school. The partnership betweenthe generations was a starting point to diversify educational activities that stimulate the desire to learn in our students as well as in teachers and the elderly.BACKGROUND AND OBJECTIVES:Our goals were to find responses to early school leaving problems, lack of interest in the French language and the lack of student motivation in general by:- using IT and communication technology as well as the creativity of our students to enable them to express themselves (films, texts, theater ...)- developing diverse educational approaches- opening the school to its social environment through retirement homes and theaters- strengthening social ties for the benefit of both generations, including seniors and students- developing intercultural social, digital, technical, artistic, literary and linguistic competences of our students and also our teachersNUMBER AND PROFILE OF PARTICIPANTS :There were about 30-32 students per school, with 16 to participate in the different trips. The total number of students was between 150 and 160 for the 5 schools. Between 30 and 40 teacherswere involved in the project, thus between 4-8 teachers per school. We involve as many students with learning difficulties as well as academically average or good students in order to havediverse and complementary profiles at the same time. We pay special attention to the weakest students including the 20 students with fewer opportunities. The same principle of ""diversity""applies to the teachers, covering different disciplines, involving members experienced with European projects as well as those who participate for the first time.Other people were necessary for the successful completion of our project, such as management and accounting officers in schools as well as the elderly and nursing home staff.DESCRIPTION OF THE ACTIVITIES:Almost all activities involving students and nearly all the results are in French:- exchange between seniors and students: interviews, surveys, designing ""e-books""- training activities involving transnational mobility: filmmaking (Luxembourg), reflecting on the ""intergenerational"" experience with creative writing (Spain), writing plays scenarios inspired bysuch personal reflections of the students about their contact with old people (France), making costumes with professional help and publishing practical guides about this work (Bulgaria),staging and performing theatrical plays with theater professionals (Italy)- intercultural exchange and meetings during the mobility- communication activities: establishing Erasmus+ corners in each school, writing articles for the websites of the schools and the press, creating a website giving access to all documents andproject results (REL), Etwinning (TwinSpace) and YouTube (films on activities,) designing a logo of the project, plays presented to a wide audience, writing invitations to these shows- assessment was made through an evaluation sheet covering all aspects of the project and allowing the various participants to express themselvesMETHODOLOGY:The local coordinators, assisted by a team, have coordinated the project at their own school and the Luxembourgian coordinator did the same at his school and at transnational level. Twomeetings were scheduled at the beginning and end of the project and five training activities were organized by schools (one per school). A feedback sheet for assessing the project'sprogress and reacting to potential problems throughout the two years was provided. Students are at the heart of the project and actively involved. All participants are likely to be ""multipliers"" inorder to transmit the acquired skills.IMPACTS AND EXPECTED RESULTS:-among students: strengthening the commitment and motivation for school, the development of basic and overall skills, improving performance at school including French, open-mindedness(intergenerational, European).-among teachers: adopting diversified teaching methods, improving teamwork, openness, interest in ""European"" projects.-in schools: opening to the social, cultural and local environment, creating a system of schools at the European level, improving project management skills.LONG-TERM BENEFITS:The activities and results are sufficiently interdisciplinary and comprehensive to allow many students and teachers to participate. Partnerships between schools and retirement homes caneasily be perpetuated by similar projects. Partnerships between schools can be continued by the projects, specific activities and mobilities."