"A travers ce projet de deux ans, nous avons l’intention de développer une meilleure compréhension interculturelle. Dans le contexte actuel de nos établissements et de nos sociétés, nous avons remarqué que l’intolérance et les préjugés ou stéréotypes concernant l’accueil des personnes d’origine étrangère ou des migrants sont répandus. De ce fait, il faut que nous travaillions avec nos partenaires européens pour développer une compétence interculturelle qui aidera nos élèves dans leurs vies professionnelles, et en tant que citoyens, dans un monde globalisé. Ces élèves européens augmenteront leur compréhension des pays hors Europe, en particulier dans les pays qui sont représentés par des migrants dans nos établissements. Arriver à comprendre ces pays - en particulier leurs histoires, leurs économies, leurs cultures, leurs religions, leurs ressources naturelles, leur écologie, leurs systèmes politiques, leurs industries – aidera nos élèves à comprendre pour quelles raisons les gens quittent leurs pays d’origine pour bénéficier de meilleures opportunités. Puisque nous avons des immigrants qui viennent pour différentes raisons et de différents pays dans et hors Europe, il faut que nous comprenions le besoin sous-jacent des êtres humains qui tentent d’avancer et d’évoluer. En travaillant ensemble, les élèves et professeurs progresseront en terme de compétences langagières. Nos groupes cibles sont non seulement les élèves et professeurs de nos établissements respectifs, incluant des élèves qui ont une histoire migratoire qui se sentiront inclus grâce à ce projet, mais également les parents de nos élèves et la population locale de nos communes. Comme nos écoles ont une expérience et une expertise différentes concernant la migration, le fait de travailler de manière transnationale nous permettra de bénéficier de l’expérience des uns et des autres. Nous projetons de nous rencontrer six fois. Il y aura trois réunions pour les enseignants, et trois réunions avec les élèves. Le point d’orgue de la seconde année sera une rencontre en Suède. Quatre élèves de chaque pays séjourneront en familles dans le pays qui accueille, et voyageront avec deux enseignants en France, en Suède, et en Italie. Cela s’ajoutera aux 18 élèves et 6 enseignants. Il y aura également des élèves et des professeurs supplémentaires qui participeront au projet dans nos établissements. Avant chaque rencontre, les élèves devront préparer en groupes mixtes et en ligne des présentations ou vidéos. Durant chaque rencontre, ils montreront leurs travaux et ils participeront à des ateliers , visites et d’autres activités variées. Durant la première année nous projetons de faire travailler les élèves sur les pays dont sont originaires les migrants afin de comprendre les raisons pour lesquelles les migrants décident de migrer. Par ailleurs, les élèves compareront les différentes situations entre les pays des partenaires Erasmus. Tous les élèves et enseignants visiteront les organisations locales pertinentes qui travaillent avec des migrants et des problèmes des migrants. Les élèves feront des entretiens avec des représentants de chaque organisation avec un questionnaire. Les élèves mettront en œuvre des situations qui leur permettront de démontrer et de discuter leurs opinions et représentations sur les migrations et les préjugés. Au cours de la seconde année, les élèves décriront et compareront la manière don’t leur propre pays gère la migration, mais également la manière dont leur région ou leurs écoles traiteront de l’intégration. Ils comprendront également les raisons pour lesquelles les gens migrent ou pas. Les ateliers se tiendront avec des groupes d’élèves mixtes (guides par des enseignants impliqués dans le projet) ayant pour objet l’histoire de la première migration préhistorique. Chaque école présentera les origines de ses flux migratoires. Les ateliers se concluront par une exposition et des présentations multimédia afin d’essayer d’encourager la créativité des élèves, souligner leurs connaissances du sujet et réfléchir à la manière dont les préjugés se forment. Les informations collectées au travers de ce projet seront utilisés en Italie la deuxième année quand ils travailleront sur la présentation finale qui aura lieu la dernière rencontre. Le projet est innovant car nous feront travailler les élèves en groupes multinationaux pendant les rencontres, mais aussi entre les rencontres sur une drop box et les médias sociaux. C’est également complémentaire à un travail préalable puisque nous avons travaillé ensemble dans un projet Comenius multilatéral sur ""Energie et environnement"". Nous avions tous ressenti le besoin de continuer et d’approfondir la compréhension de nos pays car nous avions trouvé que les résultats de ce travail très gratifiant. Les activités de dissémination ou événements telles que des expositions, ateliers, présentations aux autres étudiants dans nos établissements, d’autres écoles et aussi la bibliothèque de nos"

This project was created by five secondary educational institutions from FR, SP, IT , LV, RO and it was developed to meet the aims of the European Commission.Considering different rates of youth unemployment in the countries participating in this matter (LV: 10,6 %; IT: 25 %; RO: 10,1 %, SP: 25,7%, FR: 15,8 %), (source: ec.europa.eu/eurostat/statistics) there can be a great need for innovative practice in this project. In the context of rising unemployment rates today, the aforementioned results come from the difficulty of graduates in finding jobs correlating with their skills and interests, abilities, or personality characteristics. Moreover, this project is designed to meet the necessities of young European citizens in educational institutions and allow them to choose a suitable career path also make the right career choices. Young people must be fully aware of their potential and have access to information about the general economic environment of the Europe job market. The project is designed around the main concept of exchange of experience and good practices. Participating people will have to expect and get better things from the expertise of professional specialists and the beneficiaries’ associated partners. They must assist students in transferring the information by applying it to a modern and dynamic educational environment. The project gives main focus on the developing of students’ entrepreneurial abilities and offers them opportunities to connect to the job market in and out of local/regional/European organizations or private companies with the same scope. It will help students to design a natural adaptability to the market at a local, national and EU level. The project will be two years long and there will be five Learn/Teach/Train Activities. There will have to be workshops during which student might exchange and observe good practices in the Italian and Romanian school. Those useful applications have to be integrated into the matter activities and in the second year, all the cooperating sides will have to apply the two actions. During each exchange, seminars must be given by professionals from the job market in order to guaranteeof the transition from school to work and shrink the job market division.The aim of the project is multinational. It will have to create a sturdy synergy among cooperating schools and it might provide inspiration for students to design their future career path. The project incorporates 2630 participating people in a direct and indirect way :- Students: All the project movement at local and multinational level might indirectly involve 1200 students/teenagers.- Teachers: Teachers will be introduced to the roles of both as instructors and beneficiaries by observing other educational institutions and their education system. There might be teams of 5 teachers in each participant organization so 25 in total will take part actively in the project activities. Approximately 150 teachers/adults might indirectly be affected.- Administrative staff: will manage the running of the legal issues of the project, concentrating on other school education systems and transferring good practice into the educational institution curriculum. Approximately 36 administrative staff might be indirectly affected.- Graduated students: Questionnaires will have to be applied on minimally as much as 100 students and this workout will offer the state of their professional specialists working life. 500 students might be involved in total.- Parents: The number of the family members will have to be 300 in total and they might contribute to introducing the host country and its culture and tradition. Most likely 480 family members might be indirectly involved in the project.- Job Market members: Minimum 15 members from the job market must be involved in this matter in every school. - Local community: Local communion members such as university staff, local press journalists, municipality, directorate of national education and PTA will have to help to disseminate the project to a wider community. Possibly 300 people from local community might be indirectly involved.

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

"The project ""CLIL as a Bridge to Real Life English ” concentrated on developing motivation towards studying languages (mainly English) by fostering their inner curiosity for novelty and gaining new information about the partners' countries. The project promoted the use of European Language Portfolio as a practical means of helping people of all ages, irrespective from their background, studying foreign languages, initiating new contacts with people representing other cultures. The project helped to build and develop the so called 21st century skills such as critical thinking, problem solving, research practices, creativity, artistic curiosity, imagination, innovation, personal expression, discipline, adaptability skills, initiative and leadership in team work, ICT skills and management. The project used cross-curricular approches towards teaching and learning and concentrated on developing digital skills and language competences in order to fulfill students' expectations which meant cobining the process of mastering a foreign language in real life situations. The project activities were introduced in such way to enable learning basic subjects with the use of CLIL method, which helped our students to develop transversal skills. Thanks to our participation in the project we have understood that it becomes essential for the teachers of our age to master knowledge and skills of English usage regardless of the subject they teach. We also realised that the knowledge of Enlish language may bring positive life changes and become a unique phenomenon in culture and communication meaning. In the project we introduced ideas on learning English in intelligent, funny and interactive ways. we prepared and made a use of different online platforms, exhibitions, coursebooks, internet sites, blogs, videos, discussions, contests, drama plays, street games or computer games in order to introduce English learning into life. We integrated four major skills: reading, writing, speaking and listening, which are demanded in any language learning process doing that in a natural way such as it happens in real life. The students and teachers had a chance to create own European Language Portfolio and design own carrier path. We tried to promote authonomy and cooperation of our students by offering extra-circular classes in European Club. We used bridges between the language and the culture, both real and methaphorical. In that context we built new bonds, strengthened those existing and designed many new ones during the project. The project was thought as a chance to create the feeling of an expected European dimension in everyday life of its citizens. The project involved 7 foreign schools: Niepubliczna Szkoła Podstawowa KLASYK in Pulawy (Poland) as an coordinating institution, KORFEZ FEN LISESI (Turkey), I Liceum of Perama (Greece), I.E.S.""La Escribana""(Spain), DARJAVNA FINANSOVO-STOPANSKA GIMNAZIA""INTELEKT”(Bulgaria), Istituto Istruzione Secondaria Superiore Rosa Luxemburg""(Italy), Stredna Priemyselna Skola in Povazska Bystrica(Slovakia). We held 3 transnational project meetings for the representatives of each partner schools based on key project issues in Poland, Slovakia and Greece. There were 4 short term student exchanges in Spain: The photography contest called ""Bridges Between Cutures"" which seemed to be a precious tool to combine English with other school subjects. Making use of the CLIL method was part of our project, that is why the contest developed extended knowledge on history, art and geography of southern Spain introduced in English. Bulgaria: Workshop on the Codex of Friendship - common students' work participating in mobilities and those who were engaged in local actions. The set of principles and good advice helped the students enter multi-cultural Europe. Moreover, we held a special event referred to spring time tradition and festivities of the partners' countries. Italy: Building the bridge based on an English festival was focused on English language knowledge with real life by many artistic and practical activities inside and outside the school. The activities helped the students with deeper understanding of the links between different nationalities and cultures. Greece: A theatre was used to bulid a bridge to connect students of different countries and backgrounds. Making use of online platform and other resources as well as personal involvement in the project activities, our students developed creativity, thinking skills, IT and language capabilities, in other words essential competences so much needed for contemporary European citizens. In the course of the project both the students and teachers learnt how to teach, learn and live in multicultural Europe."

"This partnership developed appropriate opportunities for students with learning disabilities such as low self-esteem, dyslexia, disgraphia, dyscalculia, etc. The partnership has 8 partners. Applicant school (VET high school ) ( Turkey ) , Karatay Counseling and Research Center did the determination of target groups and also it is an Educational Organization that provides implication and coordination of guidance and counselling activities in all types of schools, Selcuk University Faculty of Medicine and Selcuk University Arts&Sciences Faculty (Turkey) for Associate Professors of Psychiatry for the methodology and training for the teachers and seminars for parents of the target group and activities , Istituto Istruzione Secondaria Superiore ""Rosa Luxemburg""Artistic Gymnasium and Vocational School ( Italy ) , West Hungary University the Institute of Pedagogy ( Hungary), University of Humanities and Economics (Akademia Humanistyczno – Ekonomiczna AHE) (Poland ) The university was an expert in research and analysis; designing of curricula; implementation of courses’ e-learning and development of e-learning platforms, tools, materials; dissemination; courses of creativity, self development, workshops, seminars; and also an expert in dissemination and sustainability of European projects and they are part of a European network CENTER (Competence, cooperation and communication in the C-E.N.T.E.R. of dissemination of EU project results) and one of our employees was an accredited Promoter and specialist of Projects’ dissemination. They have a network of contacts on European level (currently we cooperate with more than 250 organisations: universities, VET providers, consulting companies, schools).Objectives were;-socialising the target students with the prefessional artistic activities;-accessing, organising and presenting information in a variety of forms;-broadening the range of audiences for their work;-developing understandiance of providing highly motivational activities for students;-linking to other learning and to real-world situations and experiences that reflecting gender & cultural diversity-increasing opportunities for student interaction and decision making;-increasing the need for students to develop critical thinking and effective information processing skills;support collaboration, creativity, independent learning and reflection The project activities were evaluated through specific methods and instruments under the experts from partner universities with Training of teachers.Mobilities , school activities was also evaluated through questionnaires, observation, dartboard, diary. The didactic materials developed during the project were evaluated by their users within the project and by the prospective users.-the partnership website and online forum, presenting the project, the partners, the activities, their results, the final products, the events organized and newletters after each international meeting;-comparative analyses of traditional (and, some time, conservative) and non-formal artistic activities, made from each partner school based on the experience and pilot training sessions organised by Coordinator School as a conclusion of all;-professional artistic group activities ( Sports , drama , PE , ICT , hair design , fashion , nursery , photography and media, produced by partner schools, in partnership for students with difficulties, for a large scale of subjects, pedagogical approaches and tools;-workshops will be organized by each school, together with teachers from schools in their regions, for multiplying the results of their activities; interwiews with the target group and teachers in the meetings will be recorded and will be produced a DVD under the control of expert partner. - educational researches, innovative teaching and e-learning methods prepared by partner Universities, -movies, pysical , artistic ,and supporting opportunities of activities made by partners, using the non-formal methods or combinations of them, uploaded in project site, in the websites of the partners involved in the project.With this project we would like to motivate teachers to be innovative and to let their students being creative and actively involved in the teaching and learning process. By motivating teachers, their students were better motivated to follow the schools classes and to finalize their compulsory education, for acquiring the necessary competencies required on the labour market, as well as acquiring life skills. In this way we tried to help to reduce the rate of drop-out and to contribute in this way to the achievement of the objectives of the Europe 2020 Strategy, including the headline education target to reduce early school leaving to less than 10% but also to the objectives of the strategic framework for European cooperation in education and training (ET 2020)."