<< Objectives >>The completion of the project will lead our students to read more, to be active more by participating in Arts, ICT, Media, Literary,Social and Volunteering activities. Our students will be active readers and they will gain skills for how totransform a book into their own products. We will struggle to make books important again since the books are the true source for true information. The project will promote to have better literary pleasure, to face with arts and to recognise cultural treasure.<< Implementation >>The project includes two types of actions. On the one hand, students will read books (ROMANS, PHILOSOPHY, POETRY,BIOGRAPHY) on the other hand will develop activities such as SCENARIO, ESSAY WRITING, CREATIONMAGAZINE OF POETRY. Activities and products will be multinational.After the start of the project, we will set up project clubs at the schools and inform the students to join them. Teachers will guide students to participate in all major and minor project activities.<< Results >>At the end of the project our students will read more, will be more interested in participating in Arts, ICT, Media, Literary, Social and Volunteering activities. They will be active readers and they will gain skills how totransform a book into their own products and tools. They will understand that books are important as they are the true source for the information. The project will promote to have better literary pleasure, to face the arts and to recognise cultural treasure by students.

CONTEXTSocial responsibility is quite a challenging attitude to be developed, since children normally have the tendency to be rather self-absorbed. Their normally feel that world revolves around them, as do their purposes and their needs. Since this attitude is, psychologically speaking, characteristic to their age, they could not really be blamed for it. It becomes thus even more necessary for us to try to address their lack of involvement because it will probably not come from them.Teaching social responsibility implies not only helping children become more conscious of the world around them, but also making them better understand themselves and people around them. If this is achieved, schools will evolve and become a place in which mutual support and inclusion are not an exception, but rather the norm. First, we have to identify groups with problems not only in our communities, but also in our schools. Second, we will try change things and make a difference in schools and communities as well.This partnership has therefore been initiated. We decided to join our efforts and to share our experiences in order to help our students better understand themselves and others. Our purpose is to survey and monitor the importance of social responsibility, of the projects initiated in each school and of the manner they involve students, as well as the manner these projects are managed and organized in the European countries involved in the project. Our purpose is to analyze and share with each other the set of good practices in each school. OBJECTIVESThe benefits that will be obtained through volunteering are numerous and they will become the objectives of the project alongside the objectives stemming directly from the international dimension inherent to an Erasmus+ project. The most important benefits include: - to increase and improve students’ sense of community, as well as to reduce copying antisocial behaviour.- to develop self-esteem, positive civic behaviour and social engagement - to develop students’ own sense of responsibility for the community they belong to- to boost attitudes of respect, tolerance and non-discrimination- to boost cultural awareness and intercultural competence - to improve communication, critical thinking and time management skills- to improve language skillsPARTICIPANTSThe purpose of the project is to develop students’ civic responsibility. The target group of the project includes 12-14 years old students, girls and boys, some of them coming from a disadvantaged background (immigrants, migrants, ethnic minorities, learning disorders, social challenges, and physical disabilities). 100 students will be involved directly in the short-term student exchanges and they will be accompanied by 40 teachers.MAIN ACTIVITIES There are 5 short-term student exchanges in the project. Every exchange is structured around 3 main aspects: a brief presentation of specific social challenges in each local community, a presentation of the volunteering project selected in the school, the initiation and implementation of the selected volunteering project with the visiting students.C1 is held in Slovakia, C2 in Romania, C3 in Poland, C4 in Turkey and C5 in Macedonia.IMPACTIt is expected that all partner schools will benefit from the activities in the project in the long run. First, the accompanying teachers will become resource people in the project. They will closely look into the best practices in every host school when it comes to: classroom and school organization, use of technology, teaching methods employed, staff management and various aspects of extracurricular projects.Teachers will also pay attention to the relationship between school staff and parents. Teachers accompanying students will disseminate this information to their colleagues after they return from the mobility. Consequently, teachers will enrich their experience and will have examples of best practices, and will eventually apply the best and most appropriate ones in their own school. RESULTSThe tangible results of the project include:- initial and final questionnaires on the degree of students’ involvement in volunteering projects (which will be applied at the beginning and at the end of the project), volunteering - self-assessment forms that the students will fill in order to analyze their degree of awareness of local social problems- presentations of partner institutions, of the city and the country of origin- presentations of the volunteering projects in every school which are implemented collaboratively by the 5 partner schools during the short-term student exchange, as well as students’ collaborative work results during them- reports on the short-term student exchanges written by the host school- evaluation instruments applied on participating schools- project evaluation documents- the impact report written at the end of the project- other dissemination materials – posters, brochures, flyers

<< Objectives >>The objective of the project is to develop an innovative, complete and successful school food and nutrition education program and an educational program to combat waste production and training on low environmental impact daily life practices., with a complete approach with explicit linkages and interactions between the school curriculum, extracurricular activities, school food environment, local food system, school gardens, meals, and hygiene and health interventions.<< Implementation >>First of all, at the beginning of the project, initiatives will be conducted in schools to allow teachers and students to familiarize with the issues of healthy nutrition and prevention/reduction of food waste.In the second activity, teachers and students will work with local NGOs that deal with good practices in the fields of food waste and food nutrition and will develop volunteering project where students are active agents for food waste prevention, food col<< Results >>1) the creation of the toolkit “The climate on your dish”:- Increased teachers' knowledge and skills to provide training and guidance to pupils about food education and food waste prevention- Increased students’ knowledge and skills about food education and food waste prevention2) the guidelines for local volunteering projects- Development of students’ wellbeing and activation in and for the local community and the European sustainable development goals

<< Background >>Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development. Sustainable Development Goal 3 of United Nations Agenda 2030 seeks to ensure health and well-being for all, at every stage of life.About this topic a central role plays FOOD AND NUTRITION EDUCATION, considered as a variety of educational strategies that can be implemented at different levels, aimed at helping people to achieve long-lasting improvements in their diets and eating behaviours.FOOD AND NUTRITION EDUCATION can play a crucial role not only of health and well being but also for the sustainable developmentIn schools, A NEW VISION AND APPROACH TO TRADITIONAL FOOD AND NUTRITION EDUCATION IN SCHOOLS IS NEEDED, where students and their communities develop capacities that support their health and wellbeing, and are empowered to become active agents of change in their local food systems.With this project, we aim to support the capacity building of students, stimulated by effective methods (escape room, digital storytelling, gamification, immersion experiences, motivational activities in peer education) to work on sense of initiative in order to increase the activation and participation of young students in the local communities, to act locally and think globally.We investigated the school and community needs:- To help students to reflect on the impact of the climate change on the lives of young people in relation to the right for healthy environment (with specific focus on food production, transformation, consumption and waste)- To showcase existing practices and explore challenges for youth participation to impact local actions on climate crisis- To address intersections between the climate crisis and other issues including social inclusion, poverty, health etc…- To discuss and explore para-entrepreneurship and volunteering responses to the climate crisis- To develop approaches and actions for taking into account environmental issues in local initiatives.<< Objectives >>Objectives of the proposal are that:1)schools not only teach about sustainable food and nutrition but also teach by example through the food they offer2) Practitioners receive training to integrate sustainable food and nutrition-related topics into their lessons3) External partners and learning environments should be included in education for sustainable food and nutrition to add authenticity as they can tell personal stories or show food production.The proposed intervention will contribute to:- Enhancing the knowledge and skills of secondary school students on food and nutrition, and on food related environment issues, not only in terms of technical competence, but for the added value of changing behaviours and contributing to the international goals;- Ensuring that young people develop the competences needed, but also that they can use them effectively in the local communities;- Exchanging adapting and transferring knowledge, methods and tools to work on food education, using flipped classroom, peer instruction, problem-based learning, project-based learning, and game-based learning;- Promoting the exchange of good practices among public/private partners, strengthening cross-cooperation;- Broadening the definition of environment and nutrition culture, students engagement and activation, addressing sustainable development issues;- Contributing to the sense of belonging, as European Citizens and motivating participants to learn more about EU through transnational mobilities.The continuity of the educational and awareness actions which will be carried out by the partners after the end of the project, will allow to complete this path.<< Implementation >>We want to invest in the capacity building of European schools promoting high-quality work and innovative methods of amp up the engagement and problem-solving opportunities in their classroom, in order to learn, adapt and develop knowledge, competences and tools to work in different learning environments, learning in different ways, using creative methodology, engaging students in active involvement in peer education contexts, in order to identify, analyse and implement new habits, for their health and wellbeing, and to be empowered to become active agents of change in their local food systems.To reach these results we need to have an organized learning process divided in the following phases:- the development the methodologies for food education at school that will be piloted at local and transnational level, with the involvement of at least 30 students in each country, after the preparatory transnational training for staff engaged in the piloting.- the design incubation programme for entrepreneurial initiatives for food education and in the community that will be tested with a group of at least 20 students in each country and that will let launch at least 5 local initiatives during the project as result of the incubation programme- the creation of a booklet that will be prepared for the active involvement of students in local food education initiative, for the transferability and sustainability of the project result- a transnational mobility of students that will be engaged in an European dimension of learning, giving them the opportunity to be part of an European community of active students that will stay active after the project end, with new projects and ideas (at local and transnational level, with potential follow up activities in Erasmus+ and ESC programme).<< Results >>At the end of this project we expect to have:1) Intangible results- methods and practices at European level will be identified and compared to support students in the acquisition and development of food, nutrition and sustainable development knowledge and skills;- empowered partner organizations that will accomplish better their mission of stimulating students in acquiring new skills related to civic skills, sense of initiative and changing behaviours- the transnational partnership will collaborate in the implementation of activities with teachers, educators and students useful for enhancing the innovation of nutrition education for sustainable development and healthy lifestyle - students will enhance the competences in the five areas of health, communication and collaboration, content creation, safety and environment protection, and problem solving- students will be conscious of their active role in the society developing sense of initiative and entrepreneurial skills through local volunteering projects- through the transnational mobilities our project will contribute to reinforce and give the opportunity to create a European network of active students, broaden knowledge about Europe and strengthen European identity.(2) Tangible results- the methodologies for food education at school will be piloted at local and transnational level, with the involvement of at least 30 students in each country- the incubation programme for entrepreneurial initiatives for food education and in the community will be tested with a group of at least 20 students in each country- at least 5 local initiatives will be launched during the project as result of the incubation programme- a booklet will be prepared for the active involvement of students in local food education initiativeAdditional results will be referred to the development of transversal competencies of staff and participants, as social and civic competences, personal, interpersonal and intercultural competencies, digital skills, communication in a foreign language.

CONTEXTWaste material is an issue that influences us all. We all create these materials: normally, each one of the five hundred million individuals living within the EU tosses about half a ton of rubbish from household each year. It is on top of tremendous sums of waste material produced from actions like fabricating and construction, whereas water supply and energy generation create another 95 million tons. Jointly, the European Union creates approximately 3 billion tons of waste material every year.This association is going to incorporate 3 basic ways: 1. Making a neutral examination of the current principles and circumstance with respect to waste material administration in each nation, hence being able to determine common and separating angles, which is going to empower us to arrange the project actions and adjust the techniques in conclusion.2. Actions with pupils to encourage decreasing of rubbish, re-use of existing items and evasion of overconsumption, and reusing materials to change them into beneficial or stylish items.3. Throughout the project, we are going to work on a direction to waste material administration in schools and family units which our schools could perform and exchange at the conclusion of the project. OBJECTIVESThe project points out a common issue which has been centred on at the level of EU, yet that has not discovered all the way-outs. Whereas we are not going to illuminate all the issues related to waste material administration or dispose of its impacts on the surroundings, we plan to create a mindful exertion to teach young individuals into becoming more ecologically liable citizens.The particular goals of the project are:1. to foster accountable and dynamic citizenship among pupils2. to create the pupils’ ecological awareness3. to provide pupils and instructors the opportunity to examine current applications in waste material administration and create beneficial adjustmentsACTIVITIESSo as to accomplish these objectives, we organize 5 multinational activities, intertwined with native actions on particular subjects:C1 – Waste material administration principles – statistics, regulatory acts, laws (joint-personnel training)C2 – REDUCE – Impacts on the nature of negative disposal techniques C3 – REUSE – Campaign to foster reusage of materialsC4 – RECYCLE and RECREATE – Find out the mine in the waste materialC5 – Improvement and execution of school-based waste material administration methodsPARTICIPANTSWe are going to have a total number of 120 pupils within the association that will join all the 3 pupil interchanges (C2-C5). For the 1 joint-personnel preparing activities, we are going to choose from every school 2 individuals with the related involvement for the subjects, other than the facilitator that is going to go to both gatherings. By and large, we are going to have 40 mobility of instructor in C1 and C5.OUTCOMESOur project is meant to create an arrangement of impalpable outcomes, which comprise of recipients’ learned information, aptitudes, approaches and ecological mindfulness; we are going to foster a culture of care for the nature which all partners are going to grasp and conform to. A few of the concrete outcomes incorporate: first and last assessment forms finished by target teams, investigate and introductions concerning native and nationwide principles with respect to waste material administration, an e-journal of natural projects from the schools, pupils’ eco-diaries, studies of native society individuals, craftsmanship establishments, e-brochure having DIY crafts and arts from reused materials, Stop Waste Campaigns, Waste Management (WM) Programme for schoolsEFFECTFor all the partner organisations, this Erasmus+ project is planning to bring gains at all levels. For project members with past Erasmus+ involvement, this project is going to proceed to cultivate the European and international property of the schools. By utilizing eTwinning extensively in the project, we are going to determine modern chances for cooperation on the corresponding subjects and to amplify our system of European schools, as well.Unpractised partners are going to enhance their project administration potential, in this way developing their interchange administration and organizational aptitudes.Our schools are going to be more eco-friendly, centring on techniques to develop waste material administration. Providing that it is carried out appropriately, at that point the project is going to create adjustments in pupils’ states of mind to the surrounding in the medium and long period. This is going to be conveyed into their individual lives and we hope to create changes within the society as well. So, schools we are going to affirm their key part in the instruction of future generations of grown-ups.