Berufskolleg West der Stadt Essen is today located in ESSEN region where AEG and Krupp companies were once available and the big factories run their machine factoires. Today it works with a vocational school name which thirdly sectors are socially and economically dominated. It still has 76 teacers and about 1480 students .IIS L.ACCIAIUOLI - L. EINAUDI di ORTON is a vocational high school in Ortona region in Italy. It has nearly all the technical units as the applying school. It is a big chance for the region which has an intense industry.Turkish partner Gümüşhacıköy Vocational and Technical Anatolian High School has vocational education. It has worked densely on Erasmus+ project for years.The Greek partner is a vocational High school known as 1 EPAL Arta. It has a lot of vocational units as we do have. Its the biggest school of the region.In the meetings all the needs that the partners stated are:- Turkish partner , talked about the indifference of the students on science lessons. The biggest reason for the the traditional and compulsory teaching technics of te teachers on these low level students who chose those schools. - The Greek School stated that there is no problem on interest on science because of attractiveness and the refugee students.- Italian partner's students said they need the innovative learning and teaching technics usage to include them to the scientific disciplines. As the applicant school we came to realise that the wak usage of experiments in science and the strong usage of theoretical methods.Our purposes:* The project aims to introduce new approaches in integrated science education of the mutual schools' education applications , to provide students with skills to make learning easier * To help students to be interested more in scientific concept and science* To make science lessons more interesting in vocational education* To be institutionalized in EU* To raise EU citizenship ,multilangualism and tolerance* To ensure Erasmus+ disseminationOur Objectives:1. To raise the quality of the science lessons through collaboration in Europe context until the end of the project, integrate the ICT process and new learning methods 2. To raise the graduates rate at the end of the studies and create employment in two years' time3. To develop social skills , communicate in European languages , introduce yourselves and join in European programmes.4. To be an International school5. To have adequate applications for KA202 projectsTo reach the objectives the project team selected these activites:1- Introduction of education systems of the countries2- Curriculum of Science lessons3- Reviewing the competencies of experimenting4- Observing the technical opportunities5- Seeing the technological approaches6- Observing the inclusion of the students7- Seeing on site of the experiment weigh8- Observing the initiative level of the students9- Reviewing the place of the experiments in academical life10- Other cultural activitiesImpact ( for teachers)Management skills, digital teaching skills, methodogical developments, creativitiy in lessons development, Raising the interest on European partners, raising the vocational respect in work place and national levels will be observedImpact ( for pupils ) To make them more interested in science lessons, reflect their academical life, see it as a motivating one, be problem solvers, create the reason-result relation, be more international , respect the other cultures and act as appropriate to the Erasmus+ logic are the expected impactsAssesing the Project:1- To succeed the objectives and activities2- Interaction with the project partners3- Satisfaction of the beneficiaries4- Selection of the participants and preparaiton5- Selection of the results and disseminationExpected Results:- Raising the quality of education, Raising the value for Erasmus+ programme, Appreciating the studies of the participants.- Empowering the transnational capacity, improving the educational process - Applying the innovative factors in educational patternsConcrete Results:Certifications gained by the participants: Europass Mobility Certificate, project documents, Non-Materials : Language skills; active citizenship, developed social skills- Workplace and laboratory methods and technics, Experience of the organisation of the activitiesOur project includes 7 LTT activities totally. There will be 69 participants ( teachers and students ) and 9 accompanying persons which will last 24 months. There will be 4 partners in total.

"Our project achieved the goal of introducing young European students to the difficult transition from school to work, offering them a wide range of support concerning the goal of their future careers. We shared a series of good ideas and our European partners were particularly impressed by the possiblities of the German Dual System which serves a good model of connecting training on the job with education at school. The project ""Yes"" achieved insights to the issues of lifelong vocational guidance and to self-entrepreneurship, while representing a strategic tool to contrast failure and school early leaving: secondary school should develop students’ ability to imagine, plan and implement a life-long project meeting personal attitudes and vocations deriving from the environment, while ensuring personal and social development. Every partner school has implemented a curricular with new training targets such as:- Development of key competencies and life skills;- Exercise of active, informed citizenship;- Development of entrepreneurship abilities. Our achievements are built on a keyword: ""versatility"".Today young people need to learn how to be versatile, flexible, available to moving to different working places and life-long education. Teachers, however, don’t succeed in changing the traditional teaching/learning process and, generally speaking, the cultural context in which the learning experience takes place, in order to shift from a disciplinary planning approach to the building of educational opportunities purposely oriented to the development of the purposes described above.The following goals have been achieved1a) increasing teachers competence for what concerns the design of specific training programs aimed at developing students’ skills on life-long planning1b) changing teaching attitude to try alternative routes to traditional education, especially those aimed at including Special Needs Students;2a) great chance for students to experience a mixed route between school and work in which the theoretical knowledge learned in the traditional curriculum can be used in contexts of authentic work2b) students’ cultural horizons have been increased, to be implemented through the exchange of experiences, the improvement of the English language and the use of means of communication and work toolsThe objectives of YES. project were achieved by- Organizing an integrated training system giving students the chance to be part of lifelong learning system;- Providing the students the opportunity to get directly in touch with the world of business and work;- Allowing the students to express their own potential and abilities and better understand their interests and limits, developing reusable skills;- Enablingstudents to learn from practical experience and learn to communicate and work in an international team;- Forming a human capital and create opportunities for employment;- Building self-guidance on job search and skills and motivations analysis;- Overcoming the traditional teaching methods and guide young people in acquiring autonomy and skills starting from facts;- Instilling skills of self-guidance and training students to be self-confident, showing initiative, flexibility, mental agility and willingness to change;- Concerning teachers, YES has set a progressive refurbishing of the educational and teaching techniques as a target; not only in terms of the traditional student/teacher relationship but also from the side of the explorations of the cognitive opportunities of supplementary activities and the transmission of non-formal skills useful throughout the lifetime and to be integrated with already learnt theoretical concepts;- The opportunity for students to test their skills through a real business simulation, also making mistakes in a simulated environment protected from the consequences on their economic and financial decisions;- Educating young people to the evaluation of an enterprise function by experiencing a large range of business experiences, including group work, the development and design of new products, production processes, sales, marketing and finance;- Improving relationship skills and learn how to manage staff selections, measure resources and assess personal features to outline potential business profiles;- Guiding students through the development of a business plan, verifying its compliance to their personal characteristics and how it fits to the socio-economic context.The pupils involved were encouraged to undertake a business as a necessary step to the creation of new jobs, by involving motivation, self-control, risk-taking attitude, problem solving approach and management of human resources;- The pupils involved acquired more relational competence and self-marketing"

This was a social responsibility project that takes “REFUGEES and IMMIGRATION” in its centre with the approach that everybody deserves a life as stated in UNIVERSAL DECLARATION OF HUMAN RIGHTS. For more than ten years of research in Europe and beyond, Human Rights Watch (HRW) has documented serious violations of children’s rights arising from immigration detention of children. Children are arbitrarily detained, held in cells with unrelated adults and subjected to brutal treatment by police, guards and other authorities. They are often held in poor conditions that fall far short of international standards governing appropriate settings for children deprived of their liberty. Children in immigration detention include unaccompanied migrant children, children in families (including young infants), asylum-seeking and refugee children, and children whose parents are refugees or people seeking asylum.The project came out of the most serious social problems in recent years as stated above. It is a very serious issue for all of us. We cooperated with the institutions from the countries being more and more affected by the problem. Turkey and Bulgaria are the countries where the problem is dramatically increasing. The Italian school has refugees among their students and they have experience in dealing with the problem of integrating these people and children into the European culture. PT and RO are the other countries which are familiar with the issue as the members of the European Union. The project did not solve the problems but it increased social awareness in terms of understanding those people, helping them in their difficult situation. Children are the main case to be dealt with. As they are the most innocent actors of the issue, it is our responsibility to do our best to take care of them.Our starting point of this project was humanism. We had to show our respect to those people because we live in the same world. This must be seen as our common responsibility. As educational institutions we could not solve this very serious problem, but we provided social acceptance and manage to give people in need stronger motivation/hope for a happy life. Furthermore, this project was very useful for our students while developing their social skills, social sensitivity and autonomous personalities.The project examined the following issues: -forced immigrants-the causes and consequences of forced migration-the impact of immigration detention on children-insufficient sensitivity towards immigrantsIt promoted and developt:-increasing social responsibility campaigns for migrants-social consciousness, social awareness , social sensitivity, tolerance, empathy for the immigrants and refugees-destroying stereotypes-entrepreneurship and volunteering skills of our students. The project activities were applied at five schools, the schools in the neighbourhood, NGOs in a local area, local community. Students, teenagers, parents, people in local community were the main actors.There were five stages of the project: - Searching immigration and refugees issue -Why do immigrants and refugees move to Europe searching for a happy life?-Getting familiar with refugees and immigrants (taking videos and preparing documentaries of them)-Organising social volunteering activities for them including as many people as possible-Disseminating project activities effectively in local, national and international areas to create spreading waves in Europe and across the world NUMBER AND PROFILE OF THE PARTICIPANTSTeenagers: 500 active+ 500 indirect : 1000Teachers: 50 direct + 50 indirect : 100Members of NGOs: 50 direct + 70 indirect: 120Administrative staff: 20 direct + 20 indirect: 40Parents: 300 direct + 300 indirect: 600Local community : 300 Total number of beneficiaries : Direct:920 Indirect: 1340 : 2260RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of social skills, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students.

CONTEXTThe project was created to respond to two basic needs identified at the level of the schools involved - the need to foster students' motivation, their school results and the need to promote intercultural dialogue among people from different nationalities, cultures and religious backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consists of two apparently distinct directions. We want students to become key actors in their own learning process by providing them with the opportunity to use computers in their lessons, homework, research and project work, etc. And we believe that by exposing all the participant students to different ways of thinking, values and beliefs, we will help them to learn, understand and experience what it means to be European. The partnership includes five schools of five different European countries– DE, PL, RO, IT, TR.AIMTo improve students' motivation, active involvement in their learning processes and school results and to promote intercultural and interreligious dialogue allowing all participants to become more and openminded and tolerant to alterity. To help all the participants of this project to acquire and develop the essential skills for them to be part of the “Smart Generation” really needed today in European schools.OBJECTIVESThe objectives we envisage are:To:1.motivate students to get more involved in their own learning processes with a view to attain better learning results (at least 40 percent from the target group will improve their school results);2. develop students' transversal skills and 21st Century skills – namely, literacy, numeracy, ICT, cultural and civic literacy, critical thinking and problem solving, creativity, social and cultural awareness (at least 30 percent of students will improve these skills);3.develop intercultural understanding and acceptance (at least 60 percent of students will have better knowledge of other cultures);4.develop communication skills in English, the project communication language (participants will improve communication skills in English);5.promote European values and develop cohesion among European citizens. (measurable by analyzing students' and teachers'attitudes to other cultures, as seen in the post-LTTA feedback)MAIN ACTIVITIESC1 – Oct. 2018 - DE - Topic: Using software to create fun lessons; Customs and traditionsC2 - Mar 2019 - IT - Topic: Using online tools to create quizzes; MathsC3 - May 2019 - RO - Topic: Using online tools to create book trailers; LiteratureC4 - Oct 2019 - PL - Topic: Digital tools for artwork; Religious StudiesC5- April 2020 – TR – Topic: Evaluation of the project, Conclusion of the all project outputsNUMBER AND PROFILE OF PARTICIPANTS120 students aged 12-18 from the 5 schools, selected from the target group of 250. The studentscome from very diverse backgrounds in terms of geographical area - urban and rural - and most of them also have different ethnic and religious backgrounds, which makes the project even more appealing and relevant in order to empower all the students with real knowledge and skills which allow them become smarter and smarter. 36 teachers of ICT, English, Literature Maths with the help of ICT teachers, ICT applications will play a central role in the whole project. In fact, it is pretext and context for all the participants to come together and collaborate because the “computer” is the common language they speak irrespective of their national or international background. Computer work will become a catalyst for most of the project’s activities helping students to become “Smart Generation”.METHODOLOGYThe project is designed to cover 5 main areas:A1. Project management communication strategy. 1 TM is included, at the end of the project.A2. Implementation of activitiesA3. Designing and planning ICT lessonsA4. DisseminationA5. Follow-up and sustainabilityRESULTS AND IMPACTStudents will improve knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, story trailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers will have the chance to learn with their transnational peers by exchanging pedagogical good practices, teaching methods, opinions and will improve English and digital skills. Schools will promote a positive self-image and become more visible in the community. They will gain project management experience. They will also become more cohesive and a positive atmosphere will be created among the school staff. All partner schools will help students to develop 21st Century skills and European values that will be vital in the students’ future lives when they will become active and smart workers and citizens.

"The project started in September 2016 and lasted for two years. The project was conceived as an opportunity for the European Year of Entrepreneurship - 2017 and its topic “Volunteering A Benefit Entrepreneurship” aimed to analyze all the skills of a young person who will contribute to its easier integration into the labour market, leads his self-entrepreneurship, gets acquainted with various forms of business in different participating countries, and in a wider context, leading to altruism, interest in society to help others and to volunteering activities. The main objective of the project, involving 4 schools from 4 different countries, was to set the criteria for successful implementation of the entrepreneurial idea on the European market.In order to achieve this goal, the following activities were organized: a “Business Incubator” (Entrepreneurial Incubator) and an ""Entrepreneurial Market"" competition were organized in each partner countries where students were supported by mentors, business representatives and non-governmental organizations. Other activities included: presentations on Soft skills, Marketing, Economics in individual countries, Volunteer activities such as Plant the tree, Dance with us, attending various different conferences, visiting companies such as - Pilsner Urquell factory, Agricultural farm, organizing Charity events, Ekoden - Volunteering environmental protection, discussions with experts and shooting promotional videos.The final product was the ""Successful Steps in Entrepreneurship"" guide. This guide presents the obligatory stages and phases that every business plan has to go through from the beginning to the final stage. We created two magazines that map the course of the project and summarize the knowledge gained during the 2 years of the project, a professional dictionary on business economy and marketing, a collection of best presentations, leaflets on professional topics of the project, a report on the meeting with professionals from the business sphere - film. Project outputs are available in electronic form on DVD, on Face book and on eTwinning and schoolweb. We cooperated with non-governmental institutions, formal and informal partners, companies, the media (CT) and our partner College of International and Public Relations, Prague. We presented the project on school open-door days to pupils' parents, general public, companies and others. We also had meeting with representatives of the city administration. The partners of the project were secondary vocational schools from Italy, Bulgaria, and Romania. The long-term benefit of the project is the creation of materials that are used by all schools as references in teaching and presentations during the school's activities."