This project is an answer to the need for improvements at the level of innovative pedagogical practices in education with special emphasis on the relationships between students. Although we, humans, have moved to the 21st century and our educational systems are based on using modern methodologies and progressive ICT tools, bullying as a problem is still present. What is more important is the fact that thanks to the availibility of modern technology it has acquired new forms, cyber bullyin, e.g. Having debated these issues on eTwinning, we have come to the conclusion that each one of these 6 project partners has knowledge about at least one particular innovative pedagogical practice that all the others want to acquire in order to improve their practices of the figts against bullying at at their schools. At the same time, we hope that by doing so we will be able to promote collaborative learning and enhance critical thinking, creative thinking and problem solving skills among our students and to get them actively engaged in their learning process and take responsibility for it. The main goal of this project is to fight and prevent bullying by taking it into agenda with its all aspects. We have experienced the topic scientifically, discussed the best and simply applicable solution in the schools and selected the methodology to be applied to prevent it in our schools. We aim to provide an activity for every single student in school and peer environment apart from ordinary school programme. Academic success, school sport facilities or other artistic and musical facilities only include very less number of students. We have to include everyone in a way that everybody will be able to show an ability to improve his/her self-esteem, self-confidence so feel acceptance in social life. The students will work, guided by their teachers, on subjects as: prevention of bullying, and cyberbullying, school bullying policies, creating tools for prevention of bullying, peer learning/peer teaching. Familiarizing students with the issue of “Be allies not bullies” means that the students will get to know the needs and the fears of a rapidly changing society.Seminars and meetings will be organized for teachers and parents for improving the motivation on the topic and the ways to overcome bullying theoretically. The target groups of our project are made up of all the students (respectively 2500 students) and teachers from partner schools, other topically related institutions, trainers and members, and parents of the studetns.By working in mixed international workshops, the students will get a first-hand experience of 'Europe growing together'. They will be led to greater tolerance and acceptance. The concept of sustainability is the most important component in all stages of activities during the project. This means that students acquire skills to take part in social process. It is more about the qualification of students to realize their strengths and weaknesses. By strengthening personal skills (e.g. learning and social skills), through self–assessment and external assessment, students are able to achieve the optimal level in every type of school training and the secured future of young people in today's Europe.

"We already wrote in English: The project addresses the problem of a lack of job-related qualifications for post-secondary school leavers, whether they choose vocational training or are seeking academic training first. The problem is described throughout Europe with the term 'skills gap'. Inadequate knowledge of the structure of the labour market and its opportunities and opportunities on the one hand, but also the inadequate development of preparatory occupational-practical skills through the students become a problem for the young people themselves (making a correct career choice or career planning), but also for employers ( 39% of European companies have difficulties in finding suitable employees). The overall aim of the project is to improve career-oriented measures in general secondary education schools. Where the career orientation scheme is more or less a result of a random practice, these schemes need to be given a systematic design, laid down in a curriculum which could also serve as a model for other institutions. The partnership will consist of two school administration boards (Denmark, Norway), four schools (Danmark Germany Macedonia, Poland), and a non-governmental organization (Poland). Bergen Kommune (Norway) has created the scheme “Skills days in working life”, which has become well known in Norway. They have created a partnership agreement with about 70 businesses who arrange “Skills days” for about 3000 pupils each year. The pupils get information directly from professionals, demonstration of professional performance, and most of all the possibility to try out tasks and make their own experiences when using tools and equipment. The partners would like to learn more about the efficiency of this career guidance scheme as an example of good practice. Aalborg local educational authority have created their own career guidance scheme, but however, they constantly feel the need to keep updated to the best ways of doing it. In this project they expect some inspiration from the Norwegian way where students regularly face vocational options. This holds also true for Fichtenberg-School, where a team of specialized teachers prepares a three-week-internship for 10th graders, in cooperation with the students and local businesses. But, so far, no sustainable network between the school and local businesses has been created, and a curriculum which would serve as a model for future generations of students is missing. The schools in Bitola and in Zabierzow face a likewise situation. The school in Bitola would additionally contribute their special experiences with social inclusion of minorities in their career guidance scheme. The non-governmental organization for education and creative development in Zabierzow is interested in learning from all partners' experiences and in contributing their specific expertise on career guidance schemes in their municipality. Their close work relationship with the local elementary school, where career guidance is carried out in year 8, is the basis for integratiing this school into the project. The activities would start within the first three months with creating contacts to local/regional businesses, taking first steps in preparing ""skills days"", alongside with preparations for business centered curriculums. The first project meeting in Bergen, in autumn 2018, brings all partners together to study Bergen's scheme ""Skills days in working life"". Evaluating their experiences in Bergen, partners prepare their own round of ""skills days"" in their own institutions. While doing this they start preparing their visit to Aalborg, where they are going to study the scheme of Aalborg local educational authority, in spring 2019. In this phase students are getting involved, planning their own ""skills days"" at their local institution, and a selected number of students are preparing their visit to Aalborg. Evaluating their new experiences the partners are then going to put their organized ""skills days"" into practice. Students and teachers develop educational techniques for assessing and evaluating their local ""skills days"". In autumn 2019 the mid-term LTTA in Berlin will introduce staff from partner institutions to career guidance/-counselling schemes in Berlin. Selected students will join the LTTA to gain special expertise. Partners will evaluate their ""skills days"" for the mid-term report. In spring 2020 the LTTA in Bitola is to bring about new insights in the ways of integrating minorities into the labour market by providing special measures of career guidance. In June 2020 the final project meeting will be dedicated to the overall evaluation of the project (final project report ) and to dissemination measures like an e-brochure of the worked out curriculum, available to the local/regional public, and avalilable to the wider European public. The curriculum will be designed to be transferable to other eductional institutions to gurantee a long-term benefit."