The climate summit in Paris aimed at empowering people / nations / actors of that same civil society, to collaborate and take measures to sustain a sustainable world with a particular emphasis on energy, global warming and durability. It is for this purpose that we firmly believe that all the goals we established for our partnership are completely justified in the international sense, where all participants from the countries involved will exchange experiences and collectively instill a respectful and sustainable behavior towards the planet and environment in students.The U.N. Sustainable Development Target 6's newest priority applies to ' clean, available water for everyone. ' The teaching / training practices of our collaboration along with the results described above will set new standards for this crucial priority and our aim is to meet the targets of the U.N. Sustainable Development. We want to demonstrate how schools and local communities around Europe can take the lead in achieving Target 6.As educational suppliers, we, teachers, couldn't be naive about the threatened future which water holds, we need to take concrete steps to protect water supplies for the younger generations as well. We agree that a very powerful way of achieving this and behaving proactively is by designing the most relevant educational-to-project that will serve as the curriculum that will teach students about its strategic and critical role in life for both the short and long term. In this context, the aim of our collaboration is to establish an integrative as well as a multidisciplinary, realistic and clear teaching method, which can only be accomplished and supplemented by the assistance of all the project partners who will apply the knowledge, experience and competence they possess in different fields of school education. The fundamental goal of the collaboration unfolds around the central objective of collaborating together with teachers from five different countries to produce a methodological compilation of ' good practices` - which in fact will b e a well-designed and well-bonded curriculum for students aged between 15-18 years that will focus attention on supporting and enhancing interdisciplinary education.The program will be structured to help students become conscious of the value of water in fully supporting all life on earth. But nowadays it is also of crucial importance to enable the young generations-beginning with our students-understand how important it is to cultivate, sustain and encourage safe water consumption behaviour. A high priority is to allow students to realize how fragile water supplies are, how rapidly the amount of such a natural resource declines, and to work together to identify means to ensure sustainable management of water.In addition, the students would also realize how fruitful it is to work together and solve problems or find solutions to a general, fundamental, universal subject, one that creates and preserves living on Earth - water; Water is our reciprocal, global source of life as oceans or any other water source, it also traversing the boundaries of a country into another country, the same `water` being therefore administered by people in different countries. Throughout this collaboration, we wish to approach the problem of 'water' seen from different angles as a crucial natural component for life, with the help of various school subjects. Whilst doing so we want to raise awareness among students of all ages about the need for responsible as well as sustainable environmental attitude and behavior. The project would also provide students with the ability to obtain a concrete and practical knowledge that will eventually help them develop a deeper understanding of science, which otherwise could sound too complex and academic for them in certain respects.OBJECTIVES:O1. to raise direct participants` and members of local community`s awareness of the core problem of the endangered natural global resource-water O2. to raise awareness of responsible consumption and sustainability of the environment within students and regional communities O3. to establish an online instructional base — educational resourcesO4. to strengthen the transversal and cross-sectoral abilities of students, along with their agility, and to properly help them in becoming successful young learners, qualified for productive future careersO5. to boost teachers ' and students ' ability to develop their ICT, communication, and intercultural skills;O6. to increase students ' participation in classrooms, educational activities as well as support them to be more personally engaged in their educational process, contribute with ideas and overcome specific challengesO7. to foster European values as well as promoting intercultural awareness and unity among Europe's people

ContextNowadays schools do their best to provide an open educational place where quality educational activities and students’ wellbeing are top priorities. However, although society places high demands on schools and the current legislation has been improved to secure student’s wellbeing, the phenomena of violence, bullying, hate speech and discrimination on various grounds are still common in some schools. Because of this growing tendency, schools are required to devise their own plan for prevention in order to find solutions to problems such as acts of intimidation. Focus on a fair and undiscriminating treatment plan is required. Thus, schools are trying to devise preventative measures they can implement and students’ opinions on the matter are taken into account.Five European schools have partnered up to share educational practices, experiences and analyse the ways of actions in our prevention plans, the collaboration with authorities in the process and further actions to assist schools dealing with such issues. Partner schools in the project are interested in investing time, knowledge and human resources to tackle and reduce violence, bullying, hate speech in their schools’ environment. The project will provide a series of opportunities to share educational practices, teaching experiences, cultural exchange and develop lifelong skills.Objectives1.To enable teachers address violence, bullying and discrimination issues at institutional level2.To develop a joint long term strategy of violence prevention3.To promote a culture of equality, respect and tolerance4.To facilitate equal chances for inclusion of disadvantaged students 5.To enhance participants’ communication, social, interpersonal, intercultural competences6.To create an international meaningful context for peer learning 7.To foster self-expression and creativity amongst participants8. To improve foreign language skills9. To improve digital skillsParticipantsTarget groups: The first one are the teachers who deal with issues related to violence, hate speech and bullying in their daily activity. They will exchange experiences and practices related to the topic, thus being able to consider common elements and differences, identify good practices and apply them in their own schools. The second target group is that of students. They represent the core of the project; we wish to change their negative attitudes. The project activities are designed so as to enhance their awareness of causes and effects produced by violence and discrimination, make them embrace tolerance, show respect and acceptance towards diversity to create a positive atmosphere in our schools.ActivitiesMain project topic will be divided into 5 sub-topics: C1 – Dealing with violence and discrimination issues in schools – comparative study C2 – Stereotypical thinking at work C3 – Strategies to deal with and prevent violence C4 – (Re) act against bullying and hate speech C5 – Promoting equality ResultsProject concrete results will consist of: detailed guidebook on ways to address violence, discrimination, hate speech and bullying at school level. Logo, poster, brochure, student magazine, a calendar comprising the most important events in the project, project website which will contain all the activities implemented and general project information, students’ works during LTTAs, digital photo stories, pictures, videos.Expected project outcomes are: participants will boost awareness regarding the concept of equality, thus becoming more open to differences and sensitive towards other people’s needs. They will also increase their sense of respect and tolerance for their peers, practice and develop English communication skills, interpersonal competences and social skills as a result of working in multinational teams and spending quality time with host families. The project will increase participants’ intercultural awareness, reduce in the number of violent and discriminatory behaviour cases, positive collaborative working atmosphere. ImpactParticipation in the project will generate various benefits for institutions. We estimate thanks to this Erasmus+ project, the number of violent incidents among students will be reduced, as a result of the activities centred on the topic which are designed to raise their awareness, bring about positive emotional impact on them. Through dissemination sessions and events after exchanges, we target as many students as possible, so that to multiply the impact of the project on their behavior and attitudes, transferred to other students. Teachers are expected to approach more confidently and professionally these issues in their own institutions and will be able to implement further initiatives in collaboration with stakeholders. Thus, the project will allow them to diversify their methods and gain more pedagogical practices, adapt them to their own schools.Partners will continue cooperation after the project end date

About the projectThrough modern teaching and learning 21st century abilities can be developed, especially by using technology effectively. Mobile devices like smartphones, iPads or tablets spread rapidly in nowadays´ online society with the applications and tools on them as well. A growing tendency of their usage can also be found in schools, however most countries in Europe are unfortunately insufficient in terms regarding mobile devices and ICT tools. Moreover, some of the schools have been owned the appropriate equipments, the teachers are not all the time well-educated to use these modern devices and they often seem to be worthless.Students are involved more and highly motivated in their learning processes and they always succeed while using mobile and ICT tools through their learning. In addition, mobile and digital tools are essentials in increasing collaboration, which are one of the fundamental skills that are compulsory in the world of work.AimsOur aim is to examine the similar partner institutions from all over Europe by observing several ways of how and what kind of technology and mobile learning are used during their teaching and learning process and provide good examples and practices for them for further development. Because of the high differences between schools regarding technology–based teaching, it is necessary to pay attention to ICT tools and mobile apps.Work processOur project will consist of a number of lessons with specific learning objectives. Each lesson will include detailed steps for a Good practice for school purposes and will be supported by teaching resource materials for appropriate use in the classroom. A Digital collection will be made by combining each Good practices to be available for educational use. Our aim is to create an online platform to share the resource materials for further use.Expected resultsThe expected results are:•a Digital collection of Good practices on different school subjects including a lesson plan, and used ICT tools •Collection of ICT tools•Teaching resource materials•An online community and resource platform for schools and educational stakeholdersThe participants are expected to achieve personal development through peer work and collaborative methods. They will improve their digital skills and social awareness and intercultural communication skills with the exchange of good educational practice. The schools will open up to the use of new technologies and digital means aiming at more attractive and motivated learner-centered education.

"There is a fact that rapid changes experienced in the business world make it necessary individuals' having the basic skills as much as special professional skills. This fact was the start point for us to write this project. We knew that these skills allow individuals to be successful in business life, increase efficiency in sector and provide their adaptation more rapidly to the changing world and living conditions.In this context, beside specialized professional skills of individuals, having new essential skills needed for business life, strengthening the relationship between the education system and working life is so important for our country and the development of the European Human Resources.The project ""Cooperative School Networks in Key Skills for a Sustainable and Qualified Career” aimed the establishment of a network of partner schools to help students, educators connect, collaborate, create and share, so to overcome the challenges of business life,provide sustainable qualified career. We intended to develop so called 21st century skills essential for work and life in continuously changing, unpredictable world. We wanted to equip students with very important key skills at increasing employability in national, international working environment. Collaboration was one of the core 21st century skills. And at the end of 2 years project process we can say that the project promoted, encouraged collaboration among students, teachers and became a bridge to the business world as we aimed before. We worked really efficiently and produced perfect results. Our project was based on the principle of ""learning by doing"" with the added value of sharing knowledge and competences with our international partners. The participating institutions were six: Turkey, Germany, Italy, Poland, Lithuania and France ( Reunion Island). All partners had various profiles focusing on technical, artistic or more general subjects but a specific interest in integrating technology in the curriculum, developing the international dimension of education in their institutions and promoting initatives aimed at the development of the 21st century skills of collaboration and creativity. As we planned in application form, We made use of mobile applications on smartphones, web 2.0 resources which offered collaboration tools so that the students could edit documents, presentations or spreadsheets together. In this process,we implemented the Flipped Classroom technique as a basis. All partners worked in teams and contributed to the final products. 3 final products were the great success of our project. The created project products were: ""Bussines Network App (Digital Teacher)"", ""Hybrid Augmented Coursebook with QR Codes"" and a common value ""Euro model ""with led lights to celebrate Europe. The methodology followed was that of project management with the steps of definition of teams, objectives, responsibilities, product and activity breakdown structure, identification of deliverables and scheduling of check dates and criteria. This challenging approach enhanced the quality of student learning, captured students' interest and improved motivation for low-performing ones by offering them a different perspective. Team work helped develop a collaborative culture for teachers and students to the benefit of the whole school community. The experience improved all participants' skills in project design and management by providing them an opportunity of training in this approach. The project produced greater intercultural awareness and appreciation of attitudes and cultures of other European countries , improvement of linguistic, communicative as well as digital skills, a greater understanding of ICT and how to use technology for collaboration."

"In the project,as we had aimed about in application form ,7 different schools from different countries of Europe came together, did some studies about using ICT in education efficiently by considering teacher,student,parent and society components; to support “EU aims for decreasing early school leaving rate to %10”, to struggle with factors that lead to disadvantageds, to create a society with increased awareness and to raise a digitally literate generation.To achieve those objectives mentioned above, we chose a blended learning way ""Flipped Learning Model ""which combines out of class learning and intraclass face to face learning activities and a perfect match for levels of Bloom Taxonomy .Project activities were based on innovative applications for ICT usage in education and transfering those good practices. Project activities were specified in sharing best flipped learning lesson applications with project partners and adapting those activities to all partner schools. As a methodology, based on SWOT analysis findings, benchmarking steps were followed.For TPMs that were held for teachers-2 from each country, there was a meeting at the beginning of the 1st year to make clear the activities for this same year to be planned.It helped project partners to get familiar with each other,also was a pre-preparation visit.A detailed work calendar was prepared for all 2 years.All partners reported the SWOT analysis results, made them a common document. Also the plan of dissemination, usage of project results was made up. Expected impacts, outputs were defined and It was considered on how and to whom dissemination would be done.The 2nd meeting was at the beginning of the 2nd year.Evaluation of deviations from the process was done.The 1st year's assessment and the 2nd year's planning were determined.The activities were planned and what to be done until the next staff meeting (C3)was made clear.Finally TPM3 was arranged for recapping of whole project – its activities, outcomes, impact, evaluation, dissemination, etc. It was also used for gathering project documentation and writing of final project report.The LTT1 and LTT2 were short-term joint staff meetings with totally 39 participants while the LTT3 and LTT4 were short-term exchange of pupils with 4 students and 1 accompanying person from each country. In those meetings,we analyzed SWOT analysis results reported at TPM1, presented local/national situations by taking benchmarking teams’ needs into consider, in the light of EU 2020 objectives and PISA 2015 results.Good exercises were experienced among partner schools, opportunities were created for new ideas.Partners had chance to compare education systems.They discussed advantages, disadvantages, good- bad examples and roles of students and teachers in Flipped Learning which is a blended learning way. Participant teachers joined flipped lessons and got trainings firstly, then they performed Flipped Lessons and students attended those flipped classroom in-class activities and caught the team spirit, learned how to work as a team.With their peers, they compared their local and general flipped learning experiences, gained motivation for learning foreign languages with the notion of bravery and entrepreneurship.We made changes about which country would be responsible of creating our project product ""Open Education Resource Platform""and being editor of other product "" Flipped Learning Lesson Guidance Book"". As different from our application form, we gave the task for the handbook to Portuguese team and for the platform Croatian team after evaulation of competences of each partner in the workshops and shared experiences.In the light of all studies, workshops during project process, all project team attended actively on creating the content of guidance handbook- for preparing a flipped lesson- ""Designing a Flipped Lesson:Before- During-After"" and open education resource which is a free member and can be benefited from many flipped course scenarios “Know-How Alliance Platform”.In project final festival; all works, outputs and project products were exhibited. We presented our 2 project products to all users from all over the world.At the end of the project, we implemented the post-test survey and analysed the results. When we compared the post one with the pre -test that we had implemented at the beginning of the 1st year we saw the conclusions that:-Students learned how to use digitals tools to search information online, use their smartphone to work.They increased the use of internet to study and research, taking notes while watching videos.-Teachers also increased knowledge of how to use digital tools to work with others and knowledge of performing flipped learning.The use of traditional teaching methods have decreased and active methodologies have increased.So, as expected, there´s an increase in ability of using “web 2.0 -3.0” tools and google apps, teachers have used innovative ICT based methodologies."