We witness a negative attitude from our students towards the meaning of understanding mathematics. They are often questioning the meaning with the different sections of our curriculum. One of the sections is Statistics, a topic with lower status than for instance geometry or algebra and we want to give our students a solid and clear hands-on picture about how math is everywhere and how statistics can give us lots of information from the real life.The decreased motivation is worrying because their results from our schools are crucial for the next step in their education. Early leaving school must not be an option for our students. We will together analyze causes and consequences. Our digital world has opened to door to fantastic opportunities in cooperation across borders, despite social, cultural, religious or political barriers. But this digital world came with a price. We will raise awareness about the dangers of sharing private data and photos. Does and don’ts on line. We are reducing words while writing on social networks and this is causing a change in the languages. The students will compare which language from the participant countries is the most affected by this fact.On top of these, our observations with the weather station will lead to discussions about climate changes and the global environmental issues that have become some of the most worrying problems in this decade. Research about these issues will give mathematics a solid context from real life. We will do research about renewable energy, recycle and reuse and pollution. With this in mind, the idea for this project consists of creating a plan of action, which helps to raise awareness within the communities around our schools by showing statistics regarding different environmental issues while keeping an eye on the possibilities and threats with social media. The goals with the project are:Work with statistics, showing our students real experiences where statistics is used. Gather and analyze data from the weather station at the schools participating in the project.Become aware of the climate changes, analyze and compare what we do to counteract the effects.Analyze the depopulation of rural regions. Analyze the dangers and possibilities with social media, does and don'ts regarding sharing photos and personal data. Analyze early leaving school.Improve ICT skills and communication in English.There are five participating organisations involved in the project:-Hagalidskolan in Staffanstorp, Sweden, secondary school. There are 450 pupils of age 13-16 years. They offer classes from 7th to 9th grade and very proud of their sports profile.-IES Ildefonso Serrano in Segura de León, Spain, secondary school. There are 46 teachers and around 350 students aged 12 to 18 years, from Compulsory Education to Non-Compulsory Education - Bachillerato and Vocational Training of Systems and Computer Applications-Ekpaideftiria Bouga A.E in Kalamata, Greece, private school. Secondary education is attended by 171 pupils and 21 teaching staff. They develop school activities, such as active citizenship, environmental, cultural, and educational robotics. -Szkola Podstawowa im. Powstancow Wielkopolskich w Wirach in Wiry, Poland There are over 500 students between 6 -15 years old and about 40 teachers. They have the national certificate of the Health Promotion School. -Agrupamento de Escolas D. Sancho II in Alijó, Portugal. The school group consists of 9 schools, from kindergarten to secondary school, with students aged between 3 and 18 years, totaling approximately 1000 students. The school has 120 teachers and 52 non-teaching staff.We have chosen a series of varied activities to accomplish the objectives proposed. They will be developed in the schools, in the surrounding area and in our meetings abroad.The methodology to be used in carrying out the project will be based on student investigation, inquiry-based learning and practical projects. The strategy during the activities will be to work in small groups to develop cooperative skills.Our students will improve their academic achievement with engaging lessons about the natural world that can be applied to all subject areas and grades. They will get several skills essential for succeeding in tomorrow’s world, such as questioning, investigating, defining problems, analyzing, interpreting, reasoning, developing conclusions, and solving problems. As for the teachers, they will have opportunities to integrate key competence goals into project and classroom content. They will improve their teaching skills and reinforce their relationships with colleagues through team work. And they will improve language competences and reinforce ITC skills. Concerning the parents, they will improve their relationships with their children and with the teachers. Finally, everybody will acquire a feeling of belonging to the European identity

“You are what you eat” is a phrase a lot of people use, and it is obvious that food has an enormous effect on everybody’s health, so a diet rich in certain nutrients would possibly become as unhealthy as the one lacking certain ones. Therefore, this project is hoped to build up the basis of a collaborative venture to encourage the sharing of personal experiences, mutual awareness and social understanding in order to live a healthy life in a sustainable world.Our objectives target environment and climate change goals with the purpose of spreading through the school community the relevance of changing our nutrition habits in order to keep a sustainable economy in terms of agriculture, livestock and trade. Also, it implements the idea that sharing our tradicional cooking, sports and games, will make our students and countries more connected with each other, helping us building a stronger and more unite Europe, and integrating non European migrants in our schools and local communities.The project connects with the improvement of healthy habits, implementing the development of key competences such us sport and health, environmentally friendly economy and farming through cross-curricular activities and technology tools. Nevertheless, a main objective to reach is the social inclusion of the student body, both local and migrant, by sharing traditions at every level to reinforce the sense of belonging to the multicultural reality called Europe.The project will include students and teachers mobilities that will combine interdisciplinary work and educational values, so that the associated schools offer an updated quality of education.It will be carried out by a group of European schools: Spain (coordinator) and Greece, Portugal, Bulgaria and Czech Republic (partners), all of them experienced members in previous international school associations, one remarkable criteria followed in order to select the partners. The eTwinning platform has been the starting point to gather the present partners, since former teachers Erasmus training meetings and eTwinning forums and profiles, have made us become acquaintances. A mentoring program in the frame of an eTwinning partnership will be designed in order to launch the project, helping the working teams implement the agreements and outcomes evenly.Each school will work with students aged 12-15 and along through the two year school project, they’ll make 5 international mobilities, after a careful process of selection to obtain balanced travelling groups. Obviously, we would like to benefit the biggest number of students who will primarily work in groups at their own schools those previously agreed activities, which will be shared, highlighted, assessed and summarized during/or at the end of each mobility. The first part of each activity will be coordinated, basically, through eTwinning tools (forums, video conferences, pairwork...) to be able to scan the progression of the students’ tasks. Needless to say, there will be time to get to know the area to visit.The help of the whole school community (parents, management, school counselor, school website, posters, magazines, interviews...) will be critical in order to raise change and keep on social awareness in terms of health and sustainability.Regarding the activity section, there will be common activities to all the partner schools and activities performed individually in each country to be shared during mobilities or through ICTs. The common ones will deal with the creation of an Erasmus corner, a blog or webpage, an environmental awareness campaign, citizen promotion to revalue cultural traditions, performing laboratory tests to sort the real composition of food, making up scratch games on healthy life habits and nutrition, celebration of a gastronomic and traditional sports and games weeks, and the issue of an international recipe book, a guide to help families how to improve their household budget in a healthy and sustainable basis, and a protocol to accueil migrant students integrating their traditional recipes and games in our schools.We expect our project to highly impact in participants and all our schools and local communities, changing the nutrition and sport habits of our students and their families, increasing their awareness of the necessity of a healthier life and a more sustainable economy, and how we can contribute to it. Besides, most of the planned activities will be included as projects to be integrated in our schools on a regular basis. We also plan to increase the impact of our project helping local or international NGOs now trying to improve the life of non European migrants arriving at our countries.

PISA - an international indicator study on the skills and attitudes of 15-year-olds in mathematics, science and reading - shows that young people from many OECD countries score low to average with regard to these items. While the number of top performers remains relatively high (but drops), the number of pupils who do not reach the basic level is rising. That basic level is the minimum level to be able to stand on your own feet in society. The difference between the weakest and strongest pupils is also large. Boys get a better score for science than girls. They also indicate much more often that they have fun and interest in science. For all pupils, those who have pleasure or interest also score significantly higher in the science test. There is a need for quality development in STEAM education in the EU. We use a FabLab to do this. A FabLab is a workplace where pupils (and in many cases a wider public) can use machines to jointly realise a physical or digital (intermediate) product. Although education is provided in a FabLab, this education is often limited to the use of the machines offered. In the context of kindergarten and primary education, this is, of course, insufficient. After all, a context needs to be created around the machines that are used. This context can be created through complementary learning activities, which focus, among other things, on designing, studying the machines themselves and how the machines can be combined. By framing these STEAM-related learning activities in FabLabs, we are creating what we call STEAMLabs. In other words, a STEAMLab can be defined as a FabLab where pupils not only focus on the realisation of an (intermediate) product, but where attention is paid to the complete process to come from an idea to the realisation of an end product. Currently, the different participating schools focus on the use of a limited number of machines or on a limited number of techniques (after all, certain machines can be used for several techniques). This makes it impossible for them to offer a package covering all aspects of STEAM (science, technology, engineering, art and mathematics). By allowing participating schools to share their knowledge and experiences between pupils, parents and teachers, the utilisation of their FabLabs can be broadened, allowing them to evolve into fully-fledged STEAMLabs with dissemination to European Schools.

<< Objectives >>The specific objective of the project is to reduce skills gap between schools and tourism industry through three results:1. Improved digital competences of teachers and students;2. Improved soft skills of students;3. Improved professional competences of students and professionals. The project will lead to a better quality of VET provision, to an increased employability of students and professionals, and to an improved quality of the tourism offer in the partners’ tourism ecosystems.<< Implementation >>The project develops blended upskilling activities for teachers and trainers (courses, masterclasses, workshops, community of practice) and innovative learning activities for students (blended skills competitions and online contests). The partners are going to constantly map the tourism ecosystem needs, setting up CVET courses, micro-credentials and sectorial initiatives (Pact for Skills on tourism) to provide training activities aligned with economy and society.<< Results >>The project produces the following results:- 1 course catalogue for teachers;- 6 masterclasses, 2 thematic workshops and 1 community of practice for teachers;- 2 blended skills competitions for I-VET students; - 2 online contests for I-VET students;- 2 guides about blended skills competitions and online contests;- 1 toolkit to analyze tourism skills and trends;- 9 C-VET courses based on skills intelligence and micro-credentials;- 6 Pact for Skills on tourism initiatives.

<< Objectives >>We will further improve DIBL an innovative digital platform for collaborative learning based on dilemmas, adapt it to the Greek educational environment and evaluate its effectiveness.Then we will promote digital readiness, resilience and capacity by driving to informed implementation of Game Based Learning, supporting teachers' self-improvement and promoting the transformation of schools to learning communities by guiding their involvement in well organised training activities.<< Implementation >>We will organise learning experiences in an action research format, in two phases. In the first one in English, we will prepare teacher trainers as multipliers for the training activities of the second and main phase, to five different cities in Greek. We plan learning activities in six steps1. Mindset consolidation online2. Live/on site 5 days course 3. Supported pilot application of GBL 4. Evaluation-Certification 5. Dissemination-Reflection6. Informed implementation<< Results >>We will - evolve a collaborative dilemma based learning (DIBL) application - translate DIBL in Greek and prepare it for more languages- reach and include previously excluded schools and teachers and through them pupils- develop and share at least 40 evaluated GBL scenarios through digital teaching depositories in Greece and Europe- support GBL pedagogy and didactics by the informed implementation of GBL scenarios- promote participation of inexperienced school units in the Erasmus+ program