CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consisted of two apparently distinct directions. On the one hand, we wanted to get students more involved in their own learning by having them use the computer in their studying, thus improving their results and performance. On the other hand, we wanted them to experience what it means to be European, to expose them to different ways of thinking, values and beliefs. The parnership included 5 schools – IT,MK,PL,PT,TR AIM: to improve students' motivation, involvement and school results and to promote intercultural dialogue OBJECTIVES The objectives we envisaged were: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (at least 40 percent from the target group improved their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students improved these skills) 3. to develop intercultural understanding and acceptance; (at least 60 percent of students had better knowledge of other cultures) 4. to develop communication skills in English; (the 100 participants, students and teachers, improved communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback) MAIN ACTIVITIES C1 - 12-16 March 2018 - MK - Topic: Using software (Powtoon) to create fun lessons; Customs and traditions C2 - 7-11 May 2018 - PL - Topic: Using online tools(Geogebra/Edmodo) to create quizzes; Maths C3 - 29 Oct 2018-2 November 2018 - PT - Topic: Using online tools(Animoto) to create booktrailers; Literature C4 - 25-29 March 2019 - IT - Topic: Digital tools (MyPaint/PInta) for artwork; Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 78 students aged 13-18 from the 5 schools, selected from the target group of 250. The students came from very diverse backgrounds - urban and rural - and had a variety of ethnic and religious backgrounds, which made the project even more appealing. 36 teachers of ICT, English, Maths, Literature and Religious Studies. METHODOLOGY The project was designed to cover 5 main areas: A1. Project management – included monitoring and evaluation, risk management, financial management, cooperation and communication strategy that were applied throughout the project. 2 TMs were included: 1 at the beginning (Italy 13-15 December 2017), and 1 at the end of the project (Turkey 12-14 June 2019). A2. Implementation of activities - involved selection of participants, preparatory training sessions, participation in exchanges A3. Ellaboration of ICT lessons - done prior to the exchanges by each partner institution. A4. Dissemination - dissemination was a continuous process that involved the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences A5. Follow-up and sustainability - each school selected a group of teachers to implement the new methods during regular class work. The success was measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area was supported to include digital tools during class work in the next year. RESULTS AND IMPACTAccording to the questionnaires completed by students and teachers, the objectives set, were achieved and in some cases the outcomes exceeded expectations (see https://docs.google.com/document/d/1jwuA0Uuwev7GqbZukv_56bgkLjInDI1yFeJ0gEpqDYU/edit?usp=sharing) Students improved 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 had the chance to exchange good practices, teaching methods, opinions and improved English and digital skills, organizational skills, teaching methods and tools. Schools promoted a positive self-image and became more visible in the community. They gained project management experience and set examples for other schools to apply for projects. They also became more cohesive and a positive atmosphere was created among the members.

<< Objectives >>The objectives of the project aim at the promotion and change of teaching methodologies, the internationalization of students, the implementation and improvement of the training offer, the dissemination of first-level apprenticeships and the strengthening of PCTO internships. The priority objective is the development and consolidation of training practices to guarantee the development of dual activities by guaranteeing equal access to all students.<< Implementation >>Support and comparison actions are planned for teachers, trainers and tutors through the updating of skills, knowledge and competences, in favor of the development of teaching and training methods in line with the needs of the labor market through development, transfer and the implementation of innovative approaches to dialogue with companies and dissemination of good practices relating to apprenticeships and school-work alternation paths.<< Results >>New professional skills at an international level, more modern, dynamic and professional school environment.Integration of best practices and innovative methods. Strategic planning of staff professional development, enhancing the use of the laboratory and school-work alternation with equal access and transition to the labor market. Operational, managerial, cooperative and strategic educational capacity at EU level Apprenticeship opportunities implemented.

The project is based on the Convention on the Rights of the Child ratified by the United Nations. It is the most important act protecting needs and interests of children. All children regardless of their age, sex, nationality, language and religion have a right to a harmonious development in all possible material and spiritual areas so as to be prepared for life in a society as happy adults.Children should be aware of their rights. There is no age limit from which children begin to understand their rights. This knowledge is gained in a long-term process and at first is more instinctive than acquired. Children who understand their rights are also aware of rights of the others and for this reason learn tolerance and acceptance. We believe teaching children about their rights will help them to deal with conflicts without violence, find solutions to difficult situations, set and obey the rules of communication among peers and build their self-esteem.Taking the Convention on the Rights of the Child into consideration, each of the partner schools will choose problematic issues characteristic to their local communities and school life. We will share information about local and national institutions in each country that fight for the rights of children. This will give us a possibility to assess our own reality and compare the ways the children's rights are respected in different parts of the Europe. We also think that the project will help to fight against stereotypes, prejudices, learn about other cultures through a direct contact of its representatives and also through foreign language development.

The ‘Keep in Touch: Make Tourism Sustainable’ project has arisen from the desire, on behalf of all partner countries, to take action towards giving our young people the skills they need to create a sustainable future in a global world. The five communities involved in this project are located in seats of natural and cultural beauty, and so sustainable tourism is the perfect way to incite interest in the future of individual native territories as well as on the importance of a united Europe. In fact, partner communities are either already dependant on the tourism industry for their economies or have the potential of creating a sustainable tourism enterprise. For this reason, it is important for our European youths to learn how tourism can implement the sustainable development goals by learning from one and other as well as from teacher-experts and local NGOs who are passionate about their work and communities. The main aim of this project is to focus upon sustainable education and raise awareness of the environment and climate change. By introducing such an important topic into our curriculums, we aim to foster inclusive education and encourage a systematic and long-term learning perspective involving the whole school and even whole communities. Additionally, it will help overcome barriers and strengthen ties among partner countries and thus facilitate integration and communication within the European community itself. Moreover, it will cultivate learners' sense of initiative and sustainability as one of the key competences that is an EU and UNESCO concern and to make the formal and non-formal learning environment life more relevant for their personal and professional lives. In sum, the project aims to:1. Involve young people into positive sustainability and cultural activities of the country, to acquire students with skills for sustainability awareness initiatives in the world of Tourism, to enable access to the traditions, changes in the region, country, the European Union and the world;2. Provide varied knowledge needed for sustainability awareness;3. Educate sustainability, creativity, responsibility, diligence, integrity, achievement of the objective values needed for a responsible citizenship;4. Present the professional courses as a valuable alternative in which young people can not onlyachieve various competences but also, conclude their compulsory education and create conditionsfor a transition to working life.Partners from Italy, Greece, Romania, Croatia and Turkey were selected from previous Erasmus+ partnerships as well as from the eTwinning platform and the target group are students aged between 14 to18. Activities will be varied and focalised on sustainability. Firstly, all partners will use eTwinning as their central platform where they will plan and organise all activities as well as communicate and record all steps taken. Teaching/learning activities will be organized so students will work together in multinational and multidisciplinary groups. The creation of a single group, with members from different countries, cultures, genders, religions, and social and economic conditions, will work on transnational themes using eTwinning using a task-based learning perspective that will create an authentic community of practice, involving different strategies and methods with the same goal. The skills and competences that students acquire will be useful in different contexts nowadays and in future mobilities and experiences within Europe or worldwide where might find employees/employers from different cultures and different working conditions and methods.During the project a few final products will be prepared:1. An eBook and hardcopy creating an assembly of the research done by students throughout the project. It will include the best local, regional, national sustainable tourism practices;2. Commercials/advertisements/brochures about: local/ regional/ national sustainable hotspots and the tourism sustainability situation in each country;3. Sustainable tourism e-dictionary in partners’ languages.For educational purposes all the materials will be free and open to everyone. As a result, this partnership will not only help our learners to develop spoken skills in foreign languages and build their European citizenship but will raise their future social inclusion opportunities as well.Teachers involved will be given the opportunity to develop their language skills and learn from the teaching practices related to their subjects in the partner countries, how to incorporate innovative digital and ICT teaching tools in their practices and the value of task-based learning and social-constructive teaching methods. Moreover, partner communities will be better educated and informed on sustainability and the industry of sustainable tourism.

"Water is one of the most essential elements of any kind of life on Earth and we are facing a difficult period in the upcoming decades. Clean water bases are diminishing while the demand for water is increasing. Water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. The particular focus on water, climate and resilience aims at cooperation and initiatives in the area. The latest objective of the United Nations' Sustainable Development Goal 6 is about ""clean, accessible water for all"". The teaching and training activities in the project and their outcomes were to set a standard for this very important goal. We wished to show how educational institutions and the local communities behind them across Europe could promote Goal 6.As teachers we could not sit back and watch the future of water, we had to be proactive in its preservation for the upcoming generations. The educational methods and approaches we used in our project were varied and as modern as possible as we felt the traditional classroom methods may not be sufficient for such a wide topic. That is why we aimed at creation of a multidisciplinary and hands-on approach to teaching that could only be achieved when discovering the various spheres that our partners could offer based on their special skills/expertise.The basic priority behind the project was to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project.We aimed to create a methodological model, which enabled us to make an interdisciplinary educational program for the ages of 13-17 at secondary level as this age group was the main focus range of our project activities. With the help of the programme students could understand the importance of water, and how much it intertwines all fields of life. It was also essential for students to comprehend the vulnerability of water bases and the diminishing quantity of resources as well as the need to find ways of sustainable water management. Furthermore, students also realized how important it is to work in a multinational project. They also learnt a lot about culture of other participating countries and found out that their peers from the other countries face the same challenges and problems as them. Great friendships were formed during the project not only among the students but also among the participating teachers. They had great possibility to talk to teachers from the other countries about their work and gain new experience in the field of methodology and teaching.The international work was called into life with a clear intention of seeing the participating teachers become better educators, as they shared the knowledge from their own expert area with others. The educational areas, subjects that we aimed to develop were language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and maths.Throughout the two years we have managed to create a set of MM teaching materials which were used in classrooms of participating schools. These materials are closely connected to water, water supplies in participating countries, water treatment and management. Students have learnt how similar and also different are approaches to water issues in participating countries. They have also learnt a lot about the ways we should treat water to ensure sustainable water management. That reflected in creating of the Water Charter that includes ideas from all participating countries. Apart MM teaching materials a set of playful materials was created. As all students enjoy games, it was the way how to motivate them to learn more about the project topics. They were able to enlarge their vocabulary connected to the project topics due to creating of the multi-language dictionary. The dictionary includes terminology we have learnt on international meetings. All the project results have been disseminated on e-twinning and school project website. In this way not only the schools but also the local community and local authorities have learnt about the project and its results."