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.

"Computers, television, online games are fast becoming a major element in the lives of students as more and more students are spending their time indoors and in front of a screen. Particularly, online gaming is a very hard habit to break and it threatens physical, social and mental well-being of youth. Their constant involvement with computer games prevent them having face to face conversations, developing social and personal skills, attain and maintain academic achievement and healthy weight. Unfortunately; many students are overweight or obese due to lack of exercise. Most of them don't know how to deal with stress so they are in the habit of smoking. Briefly; they are deprived of many benefits doing sports can provide them. Doing real sports instead of e-sports can help our students make friends, have fun, develop self-esteem and self-discipline, learn about team work, getting fit and healthy. All in all exercising or practising a sport helps students develop mental, physical and social skills. After tracking general situations of our students, we decided to proceed with sports which has been a crucial part of many good education systems for thousands of years and launch a sports campaign together with our partners. Video games will no longer be the highlight of the day, because there is a better thing to do which will provide you a healthy body and mind. It's sports! The project ( RISE and SHINE) is supposed to turn the teenagers' attention to the real sports.They should stop playing video games for all day long and start moving and sweating. No matter how they do sports with a team or individually, there will be many skills they develop thanks to doing sports and can carry them to their present and future lives as a positive contribution. Encouraging teens to be active from a young age make them set good habits early on and helps them develop the skills they need to stay active, healthy, be self confident, and successful throughout their lives.Project partners offer a range of sports: football, table-tennis, court tennis, cycling, exercise/ fitness activities, swimming, ice-skating, ice- hockey, volleyball, bocce, badminton.Considering that this project launches a sport campaign as offering solutions to common problems detected at schools, our participant students will exercise, practise and train a form of sport regularly. This project also include running groups, walking groups, yoga or pilates sessions briefly a range of multi sport and physical activity groups.We attach importance to giving people a chance to get into sport in the way that suits them best, so our students can choose whatever they want. Teams will be formed for competitive sports with the help of P.E. teachers at schools.Individual competitions will take place during the project as well.These matches or competitions will take place in both national and international activities and they require regular training of the students in teams or individually depending on the sport they choose. A few seminars will be held about the benefits of sports, harms of playing video games like an addict. Some professional sportsmen of exemplary lives will be invited to our schools and have matches with our students and have conversations with them about healthy lifestyles. Sport has a universal language which can connect people whose religions, nationalities and languages are different from each other. Knowing people from different backgrounds makes the participants develop respect and tolerance towards each other which is one of the priorities of strategic partnerships.Getting motivated to learn or improving their foreign languages are the natural consequences of these partnerships.The principle of unity will run throughout the entire project providing opportunities for people from different backgrounds to interact with other communities.The activities of ""Rise and Shine"" highlight the impact of physical education and sport on students’ social and moral development in addition to physical skills and abilities. Rise and Shine is a collaborative project of 7 different schools from seven different countries. The project was planned for high school students between 14 and 18 years old girls and boys.In every learning activity,Rise and Shine will bring 24 students together from participating countries and at least 24 students from the host country.The diversity of profiles aims at creating a dynamic learning environment to practice intercultural communication.The number of participants is limited in international learning activities but in the national activities much more students will take part.Within a rich, supportive environment teachers will draw on a mix of approaches to promote a climate of creativity and innovation including active involvement in sportive activities, opportunities to learn responsibilities and tolerance for conflicts, to monitor what's going on with the team, partnership with professional sportspeople."

Context : « Learning territory » is a pedagogical and global educational project concerned with teaching and assistance provided to teachers based around three different territories in three countries of the European union. The starting point is a triple, shared diagnosis of the present situation: inequalities in relation to the acquisition of knowledge and difficulties for pupils to keep up; teaching programmes which are cumulative and concern a single discipline rather than having a horizontal and collaborative character; the absence of links between the worlds of education and research.Aims: The project is based on a triple challenge: the priority given to developing teaching methods has a positive impact on the students’ learning; the opening up of schools to their local environment and territories provides a favourable context and sense of purpose for the acquisition of knowledge; and the comparison and exchange of viewpoints between different stakeholders (teachers, researchers, pupils, students and parents) will allow appropriate procedures to be developed. By coherent actions within a given territory, by the mobilisation of resources both within and outside educational establishments and by joint leadership of projects, lasting knowledge and skills will be acquired by both pupils and teachers. In detail, the proposal consists of certain specific objectives:-For teachers and the educational team, it concerns reflecting on and analysing professional practices based on co-operation and networking between organisations (primary and secondary schools, research laboratories, universities…), experimenting and introducing innovative methods.-For pupils, joint actions, territorial based procedures and initiatives will facilitate the identification and validation of acquired knowledge, aptitudes and skills, as well as enriching and giving a sense of purpose to school work. These actions will allow those in most difficulty to reinvest in fields of learning by introducing new types of knowledge and skills (research, partnerships, local authorities…), by organising a dialogue between those inside and those outside the school, between ‘school time’ and ‘free time’ and between teachers and the families and relatives of pupils.-For the pedagogical community, the actions set out in the form of new situations or as themes with a territorial context aim to achieve better preparation and accompaniment so as to then diffuse these initiatives amongst educational and teaching professionals.-For the university with its links through teaching and research, a twin objective exists. From a pedagogical point of view, the aim is to associate students with educational and territorial projects and to allow them to use their knowledge and skills in vivo in the field with different partners and groups. With respect to research, the aim is to understand better the life styles of pupils.-For local authorities associated with the project, the goal is to integrate better young people into their environment and to develop new forms of citizenship and participation in the dynamics of territories.-For society as a whole, it is a question of responding to problems of equity, diversity and of inclusion within the different fields of learning.Participants: This innovative project brings together pupils, stakeholders in school education (teachers, training officers, school heads) and university lecturers and researchers as well as advanced students and different territorial actors. It will be carried out in the same way in the regions of Milan, Craoïva and Grenoble, based around schools. The project will be undertaken by a total of seven structures. In each case it brings together the same triptych: university-school-education involving initially 90 people at different scales: school (micro); territorial partnership (mezzo); dissemination (macro).Description of activities: The stakeholders will build together, at the scale of the territory surrounding the educational establishment, different situations, activities which form part of a teacher-orientated route and a pupil-orientated route which are wider in scope than those of a normal citizen who knows how to make use of his immediate environment and who contributes to its development.Methodology: The project is based on the same teams of teachers and is organised over three years in six phases: incubation; exploration; sedimentation; restitution; discussion-evaluation-improvement and dissemination.Impacts: We see that the development of professional practices of teachers at the micro level, of education and of greater territorial involvement of schools at the mezzo level and, at the macro level, of educational systems towards a new context of learning supported by the project’s approach.Long term advantages: The aim is to ensure the inscription of schools and learning within a territorial context ensuring the right to education for everyone.