CONTEXT AND OBJECTIFS Our project was developed within a tool to fight against school dropout. We used the idea of promoting local tourism using an open and innovative methodology to motivate them and try to hook them into the system. There was also an interest in awakening them a European consciousness from sharing common experiences and also using a common European language, French. PARTICIPANTSIn this program around 45 students aged between 15 and 17 and 8 teachers have directly benefited from this project. We counted with the help of other teachers in the school, families and administration officials. We missed a face-to-face meeting because of the pandemic that we did virtually and even if the experience is not the same, we were able to adapt to the situation. We also had to complete the list of participants with the reserve because after three years there were students who left high school. It must be said that in each country we have included students with integration problems (economic problems, immigrant families, etc.) ACTIVITIES The activities presented in this project were: to elaborate a brochure presenting a selection of interesting local places to visit in each country with an explanation in all languages (Spanish, Romanian, Italian and French); a sketch on the customs or typical celebrations of each city and also an interview with a local craftsman who explained the history of the trade he does everyday. In this context we have carried out other activities that have helped us with the dissemination, the impact of the project and also with the social and cultural development of our students, such as the creation of a logo, a web page, the development of posters, a dictionary multilingual, a soundtrack, debates, round tables, workshops, etc. METHODOLODY We used an active, innovative and collaborative methodology because we did a lot of tasks and activities that showed the creativity of the students. It should be noted that we have students with a fairly high school dropout rate and with this methodology we wanted to attract the students’ attention and motivate them to achieve academic success. In addition, with the use of digital tools, students found a different motivation that helped us achieve our goal. Finally, we used a collaborative methodology because they were forced to understand each other and make themselves understood through heterogeneous groups to obtain results in the proposed activities (round tables, debates, workshops, etc.) Even if we had to do a virtual mobility, we were able to adapt to the situation and continue with the proposed activities by adding digital tools to develop it. RESULTS We have achieved tangible results such as the creation of a website or a magazine that collects all the material created. This material can serve us as a small tourist guide of the partner countries, material to be used in the course of foreign language or history/geography to promote local tourism etc. We have sent it to the entire educational community and even elsewhere, such as local authorities, or the local or regional press. Moreover, we have obtained an improvement in the academic success of our students which we have verified with the help of the management team. We also wanted them to reflect on European awareness, to open the doors of Europe to them and to develop in them a critical spirit which is so important today. We also got to know the school systems of the partner countries and we took good ideas to integrate them into our own systems. IMPACTThe impact of this project has been throughout the educational community and beyond. We have involved the whole establishment directly (with the participants) or indirectly (the rest of the students or teachers transmitting this project) also the families who have had a very important role in welcoming the partner students, the authorities who have benefited considerably from this project as well as an improvement in the local economic framework (restaurants, museums, hotels etc.) LONG-TERM BENEFITS These benefits are in several ways: first, this type of activity motivates students to work with an innovative methodology and requires the involvement of teachers as well. So maybe this will be the start of a long list of Erasmus+ projects. On the other hand, the project was developed in three years so it has been presented in meetings with the Principal, with the rest of teachers, families, etc.) In addition, the teachers involved will remain in their positions at the school for years and that means that they will take care of the dissemination of the project in our school.

The “The future in our hands” project is coming to an end.It was a great pleasure to have met, appreciated and worked with our various partners.The organization, the understanding and the work provided allowed us all to carry out this project.The European identity was revealed and the difficulties of mastering foreign languages ​​(English and French) diminished. The main objectives below have been achieved: - fight against dropping out of school through an innovative project - develop disciplinary skills (in languages, mathematics, science, thermal engineering, environmental health prevention, French, applied arts) - promote the use of information and communication technologies for teaching - develop knowledge of European culture, - to strengthen cooperation between teachers and between pupils, - improve the quality of our teaching thanks to exchanges with our partners, - to germinate the idea of ​​a common European identity and intercultural awareness, - to promote the integration of pupils in the European area, - personal development in relation to respect for other cultures, - improve construction for an active and responsible citizenship, - develop the feeling of belonging to Europe, - to enhance the skills of students and promote social and professional integration.We think from the views of the school results achieved by our students that our main objective which was to fight against dropping out of school was largely achieved.For the French delegation, the baccalaureate results are 94% for the cohort concerned.The project was carried out with the same cohort of students until March 2020 and the appearance of the pandemic.Because of the latter, transnational mobility in France could not be achieved.This mobility was scheduled from 03/29/2020 to 04/04/2020.All of the planned activities could be canceled ...The students of the French delegation took part in the project throughout their entire secondary school curriculum.Despite the sanitary conditions and the current context, the last mobility was carried out in hybrid mode.Since the start of the 2020 school year, we have continued the project with a cohort of students entering our high school in second class.In view of the benefits acquired by the students participating in the project, it seemed essential to us to continue the progress of the project with an incoming class.The results are also convincing, despite the hybrid operation which is forced to recognize it less attractive for the student. The productions carried out have made our students more independent, more responsible, more respectful of the environment, to open their minds, to increase self-esteem ...... .. All of these productions are shared with: educational community, families, professionals, institutions, media: media, social networks.

Our project went well despite the departure of one of the countries at the beginning of the project (Cyprus)The change of coordinator for the Italian school in the second year following a transfer rather strengthened the relations between the partners.All the mobilities of the project have been carried out (minimum 15 pupils and 9 guides for each country)France made 18 pupils mobilities and allowed the pupils of the class concerned by the project to participate in all the mobility activities carried out in France.The realized productions are:- A logo of the project- A charter of life attitudes, for each of the three countries, which we must flood to one of our MEPs.- A Madmagz with the typical recipes of the three countries and their health benefits.- Two films, one of presentation of the project for the Hippocrene contest.The other one on the professional training of students in the care and personal services section.-a twinspace including all productions and videos of mobilities over the two years (slideshows, digital games, recipe tutorial ..) These productions also allowed us to apply for the 2019 European National Education Prize and to be the winners of the prize in the professional high school category.We have already been able to realize internships from the first year of the project with our Italian partner.All the mobilities were diffused in the local press and near the inspection, the rectorat ..For the sustainability, the display of the various productions in our establishment the open doors, the Erasmus Days, the diffusion of the films.An internship partnership with a new structure in Viterbo (Italy) was also set up during the transnational, 4 students should benefit from it next year and two companions, thanks to the financing of the Hippocrene Prize.The twinspace will remain accessible.Other Ka2 projects are planned for the French institution, perhaps as soon as the next school year with 6 countries.

"The project entitled ""Veni, vidi ... Bici!"" took place during the 2017-2018 and 2018-2019 school years and considered the participation of the four partner institutions: La Salle College in Annecy-Pringy (France), in the role of coordinating institution; Scuola Statale of Primo Grado Dante Alighieri in Caserta (Italy), 2nd Gymnasio Alexandroupolis (Greece) and Liceul Tehnologic Baia de Fier (Romania) as partner institutions.The project was aimed especially at young people between the ages of 11 and 15, who are following the first stage of secondary education. However, in order to broaden the target group of the project and to promote a positive attitude among a larger number of people, awareness-raising activities were also conducted with pupils from primary schools in partner institutions, as well as with their families.In an international context where the safeguarding of the planet and environmental education become increasingly important issues, the project has set itself the essential objective of raising awareness among students, their families, school staff and local communities to the soft and ecological mobility, especially in connection with the use of the bicycle, no longer regarded as a simple object of leisure, but as a real means of daily transport for the young people.The initial observation being the traffic jams that occurred every day around the school units, especially at the beginning and end of the day, the project tried to suggest to the students effective and durable alternatives to the car, by providing both the keys for safe driving (learning the rules of the good cyclist, practical application of the standards of good conduct, maintenance activities and repair of a bicycle) and promoting knowledge of already existing structures (e.g.: cycle paths) or requesting for new ones (creation of pedibus, velobus etc.).The work on the soft mobility, moreover, was an opportunity to allow the pupils to better know their territory from the historical, artistic and natural point of view, as well as to compare the reality in different European countries, by observing the different possible answers to the same environmental theme. The project is part of the logic of an exchange of good practices between the partners, with important spin-offs from the pedagogical, cultural and social points of view: the comparison between school systems, the implementation of shared works and the work meetings between delegations during the weeks dedicated to training and learning activities have made it possible to achieve openness to the world within partner institutions, to develop an awareness of responsible eco-citizens among students and to install innovative pedagogical practices in the service of the acquisition of transversal skills.The project ""Veni, vidi ... Bici!"" consisted of two transnational coordination meetings (in France and Greece) as well as four weeks of mixed pupil-teacher mobility, one in each partner country. A total of 168 people (32 teachers, 136 students) participated in international training and learning activities, receiving a certificate of participation and an ""Europass mobility"" certifying the skills acquired. Each mobility has tried to decline the theme of awareness of soft mobility according to local or national specificities, by allowing young people to discover the different territories and to think about practices useful for protecting the environment and reducing pollution. These experiences have also had considerable impact on the mastery of modern languages, whether it is French (official language of the project), English (language of international communication) or the other languages of the countries concerned, which have been the subject of a first discovery by students and adults.The partnership project was an opportunity to open the partner school units to the local reality and seek synergies with local development stakeholders (local elected officials, institutions, associations, companies): with them we have intensified contacts and inaugurated a dialogue that will continue in the coming years, with the aim of providing concrete and tailored answers to the problem of travel to the school units.""Veni, vidi ... Bici!"" has been intensely communicated to the general public, like the official channels of the institutions (institutional sites and ENT, social networks etc.), on the media (press, TV or local radios) and, in more detail, on the official website of the project (www.erasmusvenividibici.com), which made it possible to present all the achievements and actions carried out by the teams and illustrate, step by step, the highlights of the peak moments during the partnership."

"""Freedom - I love you"". That is the title of the Erasmus+-project realised by four partner schools from Germany, Romania, Greece and Italy. From September 2016 till 2018, about 100 teenagers aged from 13 to 17 got to know each other and shared their point of view on the topic of freedom while communicating in French as a tool language. Freedom is part of universal basic values beyond cultural differences. Four major topics around freedom were worked out during four international exchange meetings in the four countries: freedom in democracy and in the Declaration of Human Rights, freedom of speech, religious freedom and tolerance, as well as individual freedom regarding to clothing or music like in jazz.The young people acquired numerous competences during the project. First, they were able to deepen their basic knowledge when reading different sorts of texts (law, journalistic, literary texts) and writing articles for exhibition purposes. Furthermore they developed their IT skills while using the platform eTwinning or appropriate software programs such as Powerpoint. They also learned how to express themselves in front of an audience in order to present the results of their researches according to the different topics. At last they improved their knowledge in the school subjects of history, geography, citizenship education, religion, French, literature, arts and music during the guided tours in places that were most important for the protection of freedom in the past. To name some examples: the Greek Parliament, Acropolis and the interactive museum of Neas Smyrne in Athen in Greece ; a lutherian church and the social housing complex of the Fuggerei in Augsburg as well as the town museum dedicated to Hans and Sophie Scholl (The White Rose) in Ulm in Germany; the monastery Lainici, the fortress of Deva, the town of Targu Jiu around the world famous artist Brancusi and the village church of Baia de Fier in Romania; the old Jewish ghetto in Bologna, the museum of fashion in Florence as well as the historical regional parc of Monte Sole which reminds of the resistance movement during the massacre of Marzabotto in 1944 in Italy. All these places played an important role for freedom thanks to courageous personalities. The teenagers also had the possibility of interviewing politicians (Vice-President of Parliament in Greece), journalists and caricaturists, priests and experts (guides, witnesses, musicians or artists). The exchange in the host families and during group activities helped the teenagers to get rid of their prejudice and to live the culture of their partners. Numerous cultural and artistic activities like traditional dances, mural painting or painting on icons, diverse concerts including the active participation of young musicians and singers from the Erasmus-Groups but also the realization of a fashion show whose clothes were made by the pupils out of recycling products contributed to the success of the project. Strong friendships were tied. At the end of the project, the teenagers had a strong feeling of sharing common democratic values. The participants not only made unforgettable experiences but also became aware of their duty to preserve freedom in every aspect of their lives as future European citizens."