The project “TOLERANCE - OUR COMMON LANGUAGE” has involved 5 schools from 5 European countries: Italy, Romania, Lithuania, Turkey and Portugal. According to the SWOT analysis done by each partner in their institution, the partners have identified a series of common needs that lead to the decision to implement a project about tolerance. Violence, aggression, intolerance, racism, ethnic discrimination are tendencies that can be observed in the behavior of the students from all the partner countries. The World Values Survey shows that Romania, Turkey, and Italy are the least racially tolerant countries, while Lithuania and Portugal seem to be the most tolerant countries. This result along with the diverse educational and cultural background of the partners have facilitated the implementation of a successful project. The project objectives have been: to develop civic competences and increase self-esteem of students from 5 EU schools -to facilitate understanding the concepts “tolerance” and “mutual understanding” at a personal level and in the European context -to equip participants with practical examples for acting as civic-minded citizens -to raise awareness about diversity and cultural identities promoting social cohesion -to boost the feeling of belonging to the EU community In accordance with the Article 2 of the Treaty on the European Union, we envisage that this international cooperation will prepare our students for living in a multicultural society being aware of the EU values, appreciating diversity. Students have interiorized tolerance and mutual understanding as active civic attitudes. For reaching the overall aim of broadening civic-mindedness emphasizing the importance of tolerance and mutual understanding impact in daily life, we decided to use an innovative approach. To reach the project objectives an innovative approach has been used. Combining the advantages of using ICT in education with the Five-Factor Model theory has been tackled the 5 personality dimensions: -openness to experience: students have been encouraged to express their emotions and ideas using Art. They created together videos, digital photos, artistic moments, team building activities, sports competitions and board games that stimulated students’ assertiveness, sociability, and personality. The tangible products they created together were flashcards about the topic, the dictionary of the project, handmade bookmarks and thematic puzzles. The used of ICT during the activities, supported by internal cognitive aspects of learning led to innovative outcomes results in tackling learning abilities. The activities were designed to develop tolerance, mutual understanding, intercultural competences, social and civic spirit. The international cooperation broadened the cross-cultural knowledge and understanding of the countries, cultures, and values strengthening the feeling of belonging to a united Europe. A number of 60 students (aged between 13 and 17 years old) attended the international meetings - LTTAs. Students have been selected before the mobilities, using transparent criteria decided by each project partner taken into consideration: English skills, ICT skills, motivation and involvement in the school-based activities. A huge number of teachers have been directly involved in the project mobilities, and teams have been formed at the school level to facilitate a better implementation of the project. Approximately 2700 students and 120 teachers/adults have been indirectly involved in the project. Other participants who enjoyed the benefits offered by this Erasmus+ project were the administrative staff, students’ families, pedagogical staff, educational advisors, policymakers and representatives of the local authorities. The tangible products of the project were an audio dictionary, photography exhibition, calendar of the project, common movie, ebook, flashcards, thematic puzzles, handmade bookmarks, project webpages, project logo, flyers, DVD of the project, brochure. The intangible results were the development of life skills, key competencies, cultural horizon, intercultural understanding, team working skills and knowledge about the topic. All the project results have been made available on the project website. The dissemination plan reached a large audience and made an impact at local, regional, national and international levels.

Our aim with this Project is to provide awareness in our students to the subject of peer bullying by values education and by the improvement of emotional intelligence and communication skills; to get a humanist point of view towards bullying through sport and art activities-the universal language of friendship.As a result of the survey and analysis studies conducted in our school, we concluded that the most basic problem among students is the lack of communication skills. This miscommunication causes different problems in the school environment. The most important problem is peer pressure and violence. Students make physical, verbal, sexual and cyber bullying. Students exposed to bullying by their peers feel fear, anxiety and helplessness. In some cases, even serious psychological problems may occur. Students in this situation are also seen as hopelessness, failure, loneliness. Even early school dropouts are experiencedBullying and violence also negatively affect the school atmosphere, reduce the quality of education, and even cause security problems within the institution.The impact of communication skills and emotional intelligence on personal and social development is known. In recent years, it has been recognized that these skills also play a significant role in the fight against peer bullying. As a result of our research, we have learned that similar problems are experienced in schools in European countries and studies have been carried out.With this project, we would like to benefit from the experiences of European countries and to examine the best practices on site and share knowledge and experience.Our project partners are public schools from Lithuania, Poland and Macedonia. 5 LTT will be arranged according to our project calendar. 2 teachers and 5 students will participate in the mobility. Training activities will be carried out in partner countries and educational environments and practices will be observed. Project coordination and planning will be carried out by cooperation between our project management team and partner institutions.‘ Friendship Days’ will be organized with the training activities, students will perform activities in the fields of drama, music, painting, dance and sports. They will be able to express their problems and feelings with the constructive and unifying effects of sports and art.As a result of the activities, students:- Will be able to develop competency in effective listening, empathy, self-expression, emotion, thought and behavior.- Be aware of social values and human relations,- Develop strategies to deal with bullying.- The unifying force of sports and art against violence and bullying will once again be emphasized.- Participants will recognize a different culture and develop their foreign language proficiency.As a result of our project, the violence and discipline incidents caused by peer pressure in the partner schools will decrease, the rates of absenteeism and early school drop will also decrease.Participants will see the examples of good practices on site with the project activities and gain experience. By transferring these experiences to their institutions and relevant stakeholders, they will develop unique and innovative methods to combat bullying.In addition, participating teachers and students will have the opportunity to recognize different cultures and to introduce their own culture. Participants who will improve their foreign language competence will also gain significant gains in terms of their personal and social development.At the end of the project, students and teachers who do not participate in mobility will have a motivation for participation in EU and international projects. Furthermore, the cooperation between partners will contribute to develop new projects in the future.As a result, the education quality of the partner schools will increase and they will be recognized and preferred institutions.

Two secondary schools from Germany and Greece and three secondary schools with sixth form from Lithuania, Slovakia and Turkey took part in this project.Project activities of the student groups went as planned. The short-term exchanges of pupils were the main focus of the meetings. The planned objectives for the project meetings were mostly met The preparation for the short-term exchanges went according to the application. The project meetings were intended to practise the professional orientation of each participating country. The workshops took place in traditional communities of the participating countries. The students were even able to work, discuss and exchange their opinions with their fellow countrymen abroad. The European added value lies in the students` realisation of the open European job market and its demand for them, with the possibility for them to work in other European countries after the completion of their studies. For the first exchange in Greece the students prepared topic presentations about career orientation in their education systems. Apart from that they dealt with their own families’ professional CVs and professional CVs of former students from their school. The presentations and video films were prepared with this aim in mind and presented to the partners in the hosting school. Those presentations formed the basis for the opinion exchange that followed after. The preparations for the second short-exchange in Lithuania went according to plan. The students worked on the topic of ‘The most and least popular occupation in your country‘. Besides that the students also filled in a psychological test for the choice of occupation that is regularly used in the Lithuanian school. It was administered to two classes and subsequently evaluated. The third hosting institution was the German school. The main topics were: ‘Vocational schools and the German dual system of education’ that is unique in Europe. The hosting students presented the types of vocational schools in their country. The German students presented ‘The Dual system of education’, ‘Dual studies’, and ‘Vocational education in the State of Hesse’.The fourth short-stay exchange took place in Slovakia. The subject of this meeting was presentations about the possibilities of college studies not only in their homeland but also abroad. The students visited the oldest universities in Slovakia and Austria. The differences were discussed and compared, including the scope of learning opportunities, college-admission requirements, domestic and foreign studies.The fifth exchange took place in Turkey. The focal point was the topic ‘occupations in tourism’. All the participating groups prepared presentations of occupations typical for the travel industry and the tourist landmarks in their country. The students presented many options for tourism studies in different universities.The planned photo exhibitions did not take place because the photos were integrated within the presentations. All the project`s presentations were published on the conjoint project`s homepage, http://jjanonis.su.lt/erasmus/, which is made available to all the participants. There are also all the photographs, films, certificates of almost all of the visited institutions, and programmes available on this website.The project participants did not go ahead with the idea of having a printed brochure. This was, instead, to be realised as a portfolio only in digital form. Its layout was discussed extensively during the meetings. It was agreed that the conjoint outcome of the project would be a portfolio in a form of a digital App. A German school student was entrusted with its preparation. The idea of the ‘App’ was born because the portfolio should be modern, and most European students own a smart-phone, that serves him/her as a small office, so s/he is able to use this app. This app contains an occupational orientation of a student during his studies, complete with the project activities and description of the vocational school systems. A link to the final product of the project is attached to this final report.Working days in hosting schools were not done according to the plan. The students and teachers participated in workshops and visited a variety of traditional companies and enterprises in the hosting countries instead. They also joined seminars. The European added value lies in bringing the students closer to the European job market in conjunction with the vocational preparation. The innovative part of this project was the students`opportunity to meet in other European countries, become acquainted with traditional enterprises, occupations, vocational schools, universities, traditional crafts, and they also had the opportunity to widen their horizons. The idea of the app itself is also innovative because, after some adjustments, it could be used across the whole Europe.

<< Objectives >>In the partner schools topics related to sustainable development will be addressed. Children and young people are the center of development and they are at the basis of all the activities outlined, streamlined and implemented. Only that way pupils will we be able to change behavior towards the environment. Schools have developed activities that contribute to knowledge, reflection and action around sustainable development, but we are well aware that there is still much more to be done.<< Implementation >>Since this project is intended to remind us of the importance of agriculture in the new diet, to provide society with new ideas to combat food waste, to make the provenance of agricultural food known, and above all to train young people with an ecofriendly conscience, all activities will be dynamic, motivating, and respectful of the students' wishes and interests, but aimed at changing behavior. We highlight for their importance the activities that directly involve students.<< Results >>School is the privileged place for children to acquire knowledge that will allow them to get to know the surrounding reality and actively participate in the promotion of sustainability in a critical and informed way. With this international cooperation we hope to contribute to the awareness of the issue and the construction of tools to face the problems detected, contributing to the presentation of innovative and creative solutions and developing eco-friendly habits.

"The project ""More participatory democracy, more active citizenship"" is coordinated by the Camilo Castelo Branco School Group of Vila Nova de Famalicão, Portugal, and has the partners Siauliu Juliaus Janonio gimnazija, from Siauliai, Lithuania, and IES URBI BHI, from Basauri, Spain. These are institutions with related profiles, certified with the eTwinning School Seal, with Erasmus + experience. They shared pedagogical presuppositions and strategic objectives common to their educational projects: democratic participation is one of the most powerful means of personal and social transformation, promoter of INCLUSION; the school is the first civic space of participation for the young person, the one where he first appropriates the mechanisms of democratic participation, can give them meaning and political usefulness; school structures need to actively listen to young proposals; of this first space of participation, the young person must go to other contexts, so that he is active in his parish, county, region, country, European Union and World; given the lack of democratic participation of young people in today's political life, the partners understand that the school context must provide dynamic, motivating, mobilizing, and engaging pedagogies; teachers need to know new resources and strategies, to observe how the school's own colleagues and partner schools work and become progressively involved in education for European and global citizenship.This project deeply believes in the catalytic effect of the political education activities developed in the two LTTAs in Brussels and Strasbourg: legislative simulations, seminars, interactive visits, role-play, action research, educating city, debates, personalized lectures, apps, video application manipulation, application and smartphone usage, etc.In the LTTA and respective countries, we will also focus on focus groups, questionnaire surveys, interviews, simulations, debates, among other methodologies.This alliance between traditional methodologies and innovative methodologies will last throughout the project. It is a conscious pedagogical intentionality: to enable participants in the various forms of participation, in view of the regular functioning of institutions, but also the new forms of participation of the digital age.We seek to unite non-institutional pedagogies and out-of-school education, so that the acquired competencies of participatory democracy in intervention at school have a dynamic effect for application in contexts outside of school, not only in the present, but in the future.Better school, more inclusive school, school with greater and better social utility, but also more democratic educational territories. In the medium and long term, this project, using various digital and traditional means of communication and dissemination, has immense potential to bring about change: the recommendations will be shared with school, local, national and international policy makers. We want all those who listen to us to understand that it is urgent to change the political formation of young people, to involve them in causes and to provide them with digital means of participation."