ContextThe good inclusive education is our future. Germany is working hard becoming a school with the main focus of inclusive education. Romania has limited opportunities to contact other nationalities from Europe but has a very good experience with children from different ethnic and cultural background like Sinti and Roma. France has a large number of students with different cultural and ethnic background, refugees from Africa, Eastern countries, Middle East. Greece is working hard becoming an inclusive school and has a number of emigrants from the Middle,- South-East and Eastern Europe.All the schools have an increasing number of children with with special needs.Within present parameters of funding and support for inclusion many secondary schools are not coping with the demands on them and teachers feel frustrated. In this context the objectives of the project are the reduction of the impact on the balance of the teachers' work and the increase of the quality of support actually available for inclusive education in secondary schools. The needs to be adressed by the project are related to secondary schools having to make critical decisions about admission of students from diverse origins, backgrounds and learning disabilities with consideration of resources, expertise and the balance of needs across the school and within individual classrooms. The complaint that you can’t have inclusion without the resources is a major theme running through secondary schools. Objectives-Improving the reading and wrting compentence in English, mathematical and science skills of students with and without special needs through creative and artistic acitivites-devoping of intercultural competence -achieve a partnership where we introduce new friends to our pupils-teachers willl share praciteces and teaching strategies to learn from each other in the different environment -to stengthen the international profile of the secondary school and inclusive school-reducing the early school leaversNumber and profile of participants4 secondary vocational schools with students with and without special needs. The age between all contries ranges from 14 to 18 years.The German school is a reference school for the students with and without dyslexia and teacher's training for the project management and developing of working materials for Reading comprehension in English. The Romanian school specializes in inclusion of children with different ethnic background (Sinti and Roma) for children with dyscalculia and sicence. The French school has been specialized in inclusion and the art promoting learining through theater play, dance, song, artistic expression and gastronmic art. They promote the inclusion of immigrants and refugees. The Greek school is a school with children with special needs and promote inclusion of immigrants, students with dyslexia and dyscalculia, promoting learing throw drama and creative wrting, e.g. theater draft.ActivitiesBy the First yearBy the end of first year1. initial questionnaire about perception of the social inclusion in each school 2. design of the website ( realised by experts)3. observation of inclusion practices 4. developing the reading skills in English /testing materilas on students with and without special needs 5. Developing the maths and science competnece using English/testing materials on students The end product is a brochure wiht best practice materials for imporving the Reading competence in English and mathematical and science skillsBy the end of second year1. applying methods to write the assessment test2. testing students during teaching activities, interviewing teachers, parents3. Second teachers training (inclusion through creative acitivities) 4. Developing of writing skills through creative performance 5. Developing of reading, writing and calculating skills through creative work (creating social events and creative gastronomic project) 6. making the good practices guide 7. making the inclusive education assessment test Feedback will then be used before publishing the project website which will be used after the completion of the project in teacher training activities that will be organised by each partner school al local, regional and national level.MethodologyObservationdebriefingReflexionQuestionnaireQualitative InterviewsWe will enhance the communication links between the schools through E Twinning, Skype, Gateway, EMails, and a parnter school website. The end products are displayed in all schools and shared all partners via the website.Expected Results/Long term Benefits• to develop an inventory aimed at identifying actual needs of the target groups for inclusion in secondary partner schools• the promotion of a guide of good practices • to create and strengthen the European awareness of such good practices through a wide dissemination of project results- an inclusion assessment test

While our project was between 01.09.2018 - 01.08.2020, it was extended for 6 months due to the Covid epidemic and also covered the date of 28.02.2021. An innovative and pioneering work in European education and society by using sports and art as an effective education tool in the education of refugee and disadvantaged students in our schools and regions, to meet the needs in this field, to acquire innovative implementation methods and ideas, and to increase the competencies of teachers and institutions in the integration of these students by going to transnational cooperation. we started. The objectives of our project; We increased our institutional competencies and reflected this in our strategic plans. We examined different ways of winning the refugees and disadvantaged people, and we have the competence to prepare the appropriate educational environment for them. We have developed language competence in a different language and cultural environment. We have developed the ability to integrate the methodology, techniques and good practices we have experienced into professional development and curricula, and to use social networks. We have developed the ability to organize sports and social events, and we have increased the capacity to involve students in more than one activity at the same time, and we have developed the ability to include the community in these activities. Our schools have gained motivation to be part of and contribute to the European education system and European culture. Participants of our project; 5 partner countries have teachers participating in each activity, and 20 participants were found in each activity. The number of indirect participants was approximately 2000 people. Participants were selected from those who can fulfill their project responsibilities and pass verbal and written applications made by the project management team and commission. They were intermediate language people who were able to fulfill all kinds of guidance and responsibility in the local activities of the project and took an active role in the implementation of the project. At the same time, they were the people who could win students with artistic and sports activities, give all kinds of education in the fields of Theater, Music, Painting and Sports and make a performance presentation about it. Collaborative and holistic methods were used in our project, group work, sightseeing, observation and examination methods were also used effectively. Our participants held Ltt on certain dates to examine the good practices of their partners. 1.Flt: In Bulgaria - It was the first meeting of the project. On the subject of theater and drama. 2.Flt: In Greece - On the subject of music. 3.Flt: In Spain - 4.Flt on painting: In Romania - Sports events.5.Flt: an educational environment that blends created -All activities in Turkey. This event was made virtually, postponed due to the covid epidemic.Their local reflections; Our target audience for poster, slogan, poetry, painting competitions, school corner, wall newspaper, bulletins, project almanac, albums, exhibitions, theater play, music course and solo and choir concert, painting course and exhibition, musical-theater, sportive events and competitions. The disadvantaged and refugee students attended, Selection and performance presentations according to this participation and abilities, with the guidance of the project coordination teams in the local area, the participation of the students, who are our target audience, was ensured with the instruction of music, art, theater and physical education and sports teachers. While conducting the project, scientific data were taken as a basis, and the needs and evaluation scales and questionnaires developed by our project management were used. Discussions were held on the reflections of these on the field. With this project, the culture of our institutions has improved and the potential to reach European standards has increased. He developed his competence to manage and guide the educational environment in different cultures and languages. They were able to develop educational strategies for refugee and disadvantaged students. Our teachers were able to provide a more qualified education while increasing their personal and professional development and becoming a more qualified educator. They became a brand institution in their regions regarding the education and integration of refugee and disadvantaged students and increased their credibility. At the end of the project, posters, magazines, booklets, etc. Presentations were made using the materials. Thus, it was ensured that the effectiveness of the project was increased, disseminated and maintained. It was expanded nationally and internationally through eTwinning, School Education Gateway, Erasmus + Plus Project dissemination platforms. The project process and results were announced through social media networks (Facebook, Twitter and Instagram) by creating platforms. Although all activities in the project have been completed, all the work we have done on the project website has been created in a manner that will remain confidential for 5 years. All partners can access this site. The activities in the project will be revised again and will continue to be implemented at the level of partner schools in the coming years, according to the needs of teachers and students. In addition, potential schools that have needs related to our project subject will be able to use all activities in their schools by using our project outputs such as web site, booklet, magazine, posters.

ContextInclusion through CLIL is our future. Germany is working hard becoming a school with the main focus on CLIL in the inclusive education. Romania has limited opportunities to contact other nationalities from Europe but has a very good experience with children from different ethnic and culturalbackground like Sinti and Roma. France has a large number of students with different cultural and ethnic background, refugees fromAfrica, Eastern countries, Middle East. At the same time they are very good at dealing with quality criteria on artistic practices at the service of social improvement. Greece is working hard becoming an inclusive school and has a number of emigrants from the Middle,- South-East and Eastern Europe. Italy and Spain are the most experienced in CLIL. All the schools have an increasing number of children with special needs and intent to integrate CLIL in their curricula.Within present parameters of funding and support for inclusion many secondary schools are not coping with the demands on them and teachers feel frustrated. In this context the objectives of the project are the reduction of the impact on the balance of the teachers' work and the increase of thequality of support actually available for inclusive education in secondary schools.The needs to be adressed by the project are related to secondary schools having to make critical decisions about admission of students from diverse origins, backgrounds and learning disabilities with consideration of resources, expertise and the balance of needs across the school and withinindividual classrooms. Objectives: social inclusion, promoting of skills and key competences, EU Citizenship, EU awareness and DemocracyThe project is -to enhance students' local, national and international knowledge of History, Politics, Literature and Science, Art, Drama, Geography and help students to reach a high level of critical thinking and reflection on European contexts. - to facilitate foreign language acquisition on the base of CLIL in an inclusion context.- is to foster cultural awareness and creative expression in a range of different media. -to help students develop a sense of initiative and the ability to both plan and manage their own (project) work.- teachers will share CLIL-practices and teaching strategies to learn from each other in the different environment of incusion-to stengthen the international profile of the secondary school and inclusive school-reducing the early school leaversNumber and profile of participants6 secondary vocational schools with students with and without special needs. The age between all contries ranges from 14 to 18 years.The German school is a reference school for the students with and without dyslexia, teacher's training for the project management and developing of working materials for CLIL in history of the EU. The Romanian school specializes in inclusion of children with different ethnic background(Sinti and Roma) for children with dyscalculia with focus on CLIL in science (e.g. physics). The French school has been specialized in inclusion and the art promoting learining through theater play, dance, song, artistic expression based on CLIL. They promote the inclusion of immigrants and refugees. The Greek school is a school with children with special needs and promote inclusion of immigrants, students with dyslexia anddyscalculia, promoting learing throw CLIL in art and poetry. The Italian school is the most experienced school in CLIL and inclusion responsible for CLIL on biology and chemistry. The Spanish school`s responsibility is in CLIL on the environment, ecology.ActivitiesBy the end of first year1. design of the logo and design of the website2. observation of inclusion practices through CLIL3. creating and testing CLIL-working materials on students 4. developing the reading skills and speaking skills with focus on the school subjects history and culture/politics, science, art and literature 5. Developing the science, social, art and historical competences using English6. intermediate reportBy the end of second year1. applying methods different creative methods in CLIL: Developing of social skills through creative performance (musical, show, theater)2. Developing of science skills through experiments in the lab and testing CLIL materials on students with focus on science3. Developing of reading and calculating skills through creative work e.g. ecology/biology (creating social event) and testing materials on students5. Making the good practices guide6. Creating the inclusive education assessment testExpected Results:The overall project result will be an interactive ebook about CLIL materials. 1-Documents about the project work of the mobilities.2-Evaluation documents: surveys, questionnaires, texts about the history of EU, healthy style of life, science and ecology3. Friendships and benefits for all schools with focus on inclusion& CLIL

<< Background >>CE-E VET strategic partnership will offer a new ways for VET schools and VET providers to boost VET students’ key competences using sustainable entrepreneurship and circular economy as activators of employability skills and ability to adapt to the ever changing labour market conditions. Our project proposes a programme that addresses the personal development of VET students, focusing especially on building their motivation for participating in society and contributing to the labour market, increase their confidence as employees, entrepreneurs or citizens, while enhancing employability skills using entrepreneurship as an activator for interest and ICT based strategies to get in touch with educators and society. The transition from school into professional life is one of the most challenging moments in life. The actual competitive and unpredictable job market requires young people to be qualified, but also able to adapt to contemporary and future societal problems. Today, nearly 40% of employed people in the European Union are in atypical employment (not working under a full-time, open-ended contract) or self-employed. Young people still in education or training have not yet acquired the necessary knowledge, experiences or skills needed to decide whether the self-employment is suitable as their future career. Beside the regular entrepreneurial courses focused on economy, business planning, financial management etc. it is crucial for these young people to develop transversal skills, promoting ones creativity, innovativeness, ability to work in team or communication skills. Even before the COVID19 crisis, VET students entering the labour market find themselves in a disadvantaged position as they have very limited knowledge on how businesses operate or what are the interconnections among roles and responsibility within a company. The project respond to the 2030 Agenda for Sustainable Development under Goal 8 on “Promoting sustained, inclusive and sustainable growth, full and productive employment and decent work for all” and is also directly linked to SDG 4 on education. Developing skills needed for a sustainable economy is already recognised as a critical business issue and even if society and companies are moving toward a greener economy, embedding sustainability or ethical business practices into companies business is more challenging than just “help the company go green”. Small and medium enterprises (SME) are in need for managers capable of guiding the company toward a positive change, making the right choices based actual possibilities.<< Objectives >>In order to prepare students for their initiation on the labour market, we, the VET schools (or those supporting the VET teachers in their improvement process) must constantly improve und update competences, to meet the students' needs. The ability of the school’s staff is key in this process. Teachers need to update their skills constantly and support their students to compete both on the labour market and in life. The project will blend the requirement for a more a more resilient work force aware and informed on what is sustainability, how to make sustainable choices, but also how circular economy works, how to be proactive in their support to green SMEs. In this context, entrepreneurial skills are used as activators of a wider set of competences requested by the actual labour market and that have been already formalised by other EU level institutions. In order to promote high-quality in VET initiatives, the teaching competences of educators has a key role; that’s why this project aims at creating opportunities for VET professionals to meet current societal demands. VET institutions should overcome the presented challenges by increasing significantly the capacity of their staff to quickly adapt to changing societal and stakeholder needs, increasing their capacity to cooperate with their international counterparts, implement better local networks and foster better regional connections. VET trainers and teachers need to know how to define the best blends among face-to-face and online, remote learning, virtual class-based activities to increase participants learning possibilities, and, most of all, allowing learners to control their own timing and schedule. Students must be able to study anywhere and at any time they want, and this flexibility of learning is going to be addressed during the project.Therefore the aims of the project are:*create a clear, comprehensive skills framework blending transversal, entrepreneurial and green skills needed by the actual labour market, needed by VET EDUCATORS to boost their students preparation *design and test a professional development programme VET EDUCATORS to upgrade their preparation on foster their ability to support VET students developing selected competences *create the CE-E VET library composed by micro lessons, and ready to use materials VET educators can use to foster employability skills in VET students This project is building up on good practices of previous projects using the balanced consortium of partners and associates VET schools and future employers. Project is using modern technologies, including gamification, in order to address today’s VET students in the most approachable and engaging way.The 6 partners come from 6 countries are situated in different areas of Europe (RO,PL,IT,ES,PT,TR) and represent different organizations and socio-economical contexts (towns of different sizes, economic environment, and culture) and most of all have different expertise, stakeholders, and audience with different backgrounds and needs. They also represent different type of organizations (3 VET schools, 1 NGO, 1 HEI, 1 SMEs’ association), offering a new initiate to foster their students’ ability to cooperate on the labour market. The project offers a grassroots initiative to foster VET system to innovate and to move toward more sustainable and climate-change proof workforce.<< Implementation >>The partners are willing to work together to offering a joint approach and a wide range of expertise in education, learning outcomes assessment, sustainability and responsibility procedures and standard, while presenting solutions to improve educational offer across EU. More specifically,When the contractual time starts, the benefits, goals and scope have been shared and clarified. It is now time to undertake detailed planning to ensure that the project is properly sequenced, resourced, executed and controlled. The consortium has foreseen a decision-making structure lead by a coordinator and a representative of each partner that take part in the CS. The coordinating institution and all partner organizations will be responsible for the ensuring the project is visible at the EU and National level. All project outputs and resources created will be made available online under the open licence. For this reason, the E-Learning Platform will be produced as a tool for channelling the outputs to wider EU audiences The first 5 months in the project are dedicated to study and analyse the EU level skills and competence framework, implement the new framework and get it assessed by local key stakeholders, as SMEs, entrepreneurs and chamber of commerce, but also other trainers, experts in sustainability and green skills development and teaching. The central part of the project is dedicated to produce the main results in the project, needed to support VET teachers in updating their competences, to students to gain news skills and to SMEs to be more involved in the improvement process of the VET systems, During the pilot of the proposed tools, each partner will select at least 10 SMEs and / or entrepreneurs to involve them in the learning process. The aim is to have the students engage in a mutual dialogue that will foster their ability to pass job interviews with more confidence. The SMEs are those already in contact with the partner or will be involved during the project duration. They are selected based on their availability to host the students in duality training program, apprenticeship or internship (especially for students at the 4th and 5th years) in accordance to their study programs. The cooperation among schools, SMEs and partners is offer students the best support to develop skills and to integrate their feedbacks during products’ development. Partners will use different ways to get in touch with the SMEs, HR managers, employment services, chamber of commerce, business associations… and other umbrella organizations that can help them in getting in touch with the target groups and key actors. All partners are equally responsible for the good results of the consortium and project and they are all motivated and committed to produce quality outputs. All partners will have a test pilot of the program with their trainers and a selected group of students, and they will organize the multiplier events at the end of the project. They will all contribute to the quality control and monitoring activities, financial control of the budget and all the other administrative and managerial tasks to accomplish the project’s goal. Tasks and responsibilities are clarified and discussed by the coordinator and SC during the kick off meeting.<< Results >>The 3 main outputs in the project will be (R1) CE-E VET SKILL FRAMEWORK presenting in a clear way, skills needed in the actual labour market, encompassing entrepreneurial skills, transversal sustainability skills, such as those skills needed by GREEN SMEs or in general by climate change resilient society that each citizen should be aware of and possess to be true agent of sustainable change(R2) VET TEACHERS’ HANDBOOK The manual will offer the possibility to consolidate and enhance practitioners’ knowledge on the key elements in the project, and offer a solid upskilling possibility in relation with the project’s topics. The manual also illustrate the 3 modality the library can be used. Such as (1) a student studying completely by him/herself, (2) a teacher introduces the main concepts, then students study by themselves and (3) real blended learning approach, encompassing both individual learning and class-based activities. This approach is essential to meet the micro-lessons approach adopted by the project – not to mention favoured by digital natives more used to fast approach to things. (R3) CE-E VET MULTILINGUAL LIBRARY offering ready-to-use resources (micro-lessons, games, reading materials, exercises…) teachers can associate to any class or lesson on key concepts encompassing sustainability, entrepreneurial skills, responsibility. All resources will be available in open access. Within the project lifespan the partners are going to deliver a set of tangible and intangible results, such as *Engage local communities, stakeholders and in particular, 30 MENTORS from key local SMEs and enterprises to participate to the online community and network, created to put VET students in contact with prospect employers but more importantly to let the new generations share needs and expectations *Pilot the prepared LIBRARY with 120 students coming from the 6 partners, or local stakeholders, to assess also the competences acquired by the VET educators in training *Organize 6 multiply events aiming at offer the program to other 120 organizations thus ensuring the exploitation and sustainability of the results of the project in the long period. *Disseminate the partial and final results and products of the project by informing and involving 250 Stakeholders at the EU level to ensure sustainability and diffusion even after the project lifetimeThe project in its general approach to entrepreneurship and competences improvement is also based on overview by Education and Training 2020 (ET 2020): “The labour market is constantly evolving. Skills, competences, and qualifications that people need change over time. To deal with these changes people need to be equipped with a variety of basic skills, including literacy, numeracy, foreign languages, science and digital skills.”

The Project, DIGITAL AMBASSADORS OF CULTURAL HERITAGE, is school partnership of six countries including Turkey, Romania, Portugal, Latvia and Lithuania. During the Project time, the partners will be able to compare the similarities and differences of the culture, traditions and life style, find diversity in unity of Europe. The main objective is the acquisition of the awareness in cultural heritage among the students which is very important these days to feel a part of the unity. As the project team, we focused on “The European Framework for Action on Cultural Heritage” one of the five areas of action “Cultural Heritage for stronger global partnerships: Reinforcing international cooperation.Cultural heritage is a treasure that tells the members of a society about their common past and strengthens their sense of solidarity and unity. It ensures the continuity of the experiences and traditions that people have accumulated throughout history and set the future right.The historical and cultural heritage should be preserved not only because of its values, but also offers young people new opportunities for learning and development, gives people good emotions and warm memories, supports creativity, adds depth to our view of the world and life, and we all have a lot to learn from our past. ‘Heritage’ is about how we value the past in the present and for the future (Harrison 2013). With this project, we will focus on the perception of the heritage which has the link between the past and present. The students are expected to have a new view on heritage so that they can recognize the treasure in it and understand cultural differences which will make them more tolerant, peaceful and knowledgeable.Our aim in this project is to help students realize the cultural richness of the city they live in, gain knowledge and sensitivity about the protection of natural and cultural heritage, develop a sense of cultural identity, protectionism and awareness in urbanity, encourage them to discover and engage with Europe’s cultural heritage and to reinforce the sense of belonging to the European Union We know that cultural heritage is one of the important points of education which needs to be studied well among the youth. Heritage education is a communication course that is grounded on the entertaining and profound assignation with cultural artifacts, artworks and cultural values (Lakerveld & Gussen, 2009), The heritage education objectives are to support learners in comprehending of ideas and philosophies about history and culture and to extend their obligation for the inventive endeavours, scientific intellect, and societal and financial donations of diverse groups (Lakerveld & Gussen, 2009). Today’s education has to be more innovative to catch attention of the youth because almost everybody in the world-no matter young or old-spends a lot of time with technological equipment like mobile phones or tablets in most of the time during the day. That’s why we believe it is a good idea to use a new approach by combining DIGITALISATION and GAMIFICATION in raising awareness about the Cultural Heritage especially among young generation.The students will be able to create DIGITAL MAPS (C1), which can be available every time on their mobiles. They will both learn a lot about the heritage of the countries and the consciousness of preserving their own values. Creating DIGITAL GAMES (C2), BOARD GAMES (C3) and CREATING A VIDEO CLIP (C4) will improve their computing and language skills. Digital VIDEO OF UNESCO HERITAGE FOR V-R GLASSES (C5) is one step further of the new technology that very few people know. So, we want our students be pioneers in their skills while participating the project. Both students and teachers will be able to communicate and collaborate in international platform while forming groups during transnational meeting activities. Treasure Hunt Game will improve their skills of searching for geographical places or map reading. During the project, we have planned to collaborate with governmental tourism offices, ICT and software experts, students, teachers, parents and other stakeholders of the educational institutes to have strong results for the project. We plan to visit museums, tangible heritage of the partner nations and experience intangible ones to have complete idea of them.The influence of the project is believed to be strong because the digital games, maps that will be created by the students will be able to be used by almost everybody. Thanks to digital world, the project outcomes will be disseminated easily. The diary of the project will be written by all partners and published on the internet. So, people will be able to have idea about how a project is run.