The ENJOY project is anchored on the organization of sports and cultural olympiads of which editions 1 and 2 have already taken place in the past. The ENJOY project includes the organization of editions 3 and 4 gathering three European schools: a French school coordinating the project, a Greek school and a Spanish school, both willing to practice the French language and to know the French culture. For two years, students between 13 and 15 years old from the three schools will train and meet each other in order to compete during this sporting and cultural event in Olympic sporting events, defined by the schools organizing the event, a robotics test and a general culture test on the history of the Olympic Games and their values.This project includes 4 periods of mobility divided into 2 per year: - Year 1: an exchange of students in France to get to know each other and learn about the events, and participation in the Olympics event in Spain (edition 3).- Year 2: an exchange of students in Greece to discover the emblematic places of the Olympic Games, but unfortunately due to the health crisis, the edition 4 of the Olympics in France could not take place.This project was started in September 2016 to support Paris' bid to host the Olympic Games in 2024. The media coverage of this project was an opportunity for the different participating schools to showcase their European dynamism. This project allowed the students and their supervisors to experience the Olympic Games of yesterday and today by being at the heart of the event: visit to Olympia, live two days at the Olympic Academy like the athletes, visit the Paris 2024 Organizing Committee, meet with the Director of Paris 2024, meet with personalities who work for the influence of the Olympic Games in Europe.The pedagogical benefits of such an event are multiple: increased motivation of students for the practice of languages and sports, involvement in a European project, participation in a world-renowned event, development of Olympic values and good citizenship, validation of skills in the context of end-of-cycle exams.To date, this project, which simply transposes the spirit and the organization of the World Olympic Games to a school scale, has resonated with political institutions that have wanted to take it up and develop it in their city or region.

"In 2024, the city of Paris will host the Summer Olympic Games. These Games are intended to be revolutionary in terms of organisation and participation by developing a more united vision regarding environment and the peoples. Indeed, it is written on the website https://www.paris2024.org/fr/vision/ that: ""At Paris 2024, we have one conviction, that sport can change everything.Living stronger thanks to the emotions given by sport.Living better thanks to the practice of sport.Living together united by the values shared through sport.Education, health, cohesion: sport has the power to change everything."" This is our conviction as well, and we wish to seize the opportunity of the 2024 Paris Games to implement this vision in the schools of our project. Therefore, the French school has invited three European schools to experience times of sharing thanks to sports, and thus to take part in a cultural revolution of sport at school to better live together. The schools in the project share the common desire to promote the values developed by sport and the Olympic Games in order to raise awareness of the importance of collective well-being. Moreover, the project intends to motivate the pupils by approaching sport from several angles so that it can be addressed to everyone. This project will be based on 3 major axes which are mainly inspired by the 3 Olympic values:* EXCELLENCE / The promotion of the values of the Olympic Games as a principle of self-respect, of surpassing oneself in daily life to show that giving the best of oneself contributes to one's own and collective serenity. This project is somewhat different from the requirements of sporting competition in order to encourage friendly links between participants. It rather considers individual performance such as surpassing oneself. Consequently, the objective is no longer to ""beat"" the other but to surpass oneself WITH the other, thus considering sport from a beneficial and unifying angle.* RESPECT / This axis will be developed around two objectives: respect for the Other of course and respect for oneself. The respect of the Other by welcoming him/her in his/her physical, intellectual and cultural differences. We will work on the acceptance of difference in order to fight against discrimination. We will also work on the acceptance of oneself and especially one's body. Respecting our body means taking care of it, that's why we plan times of awareness of the practice of sport for a good physical and moral health.* FRIENDSHIP / This deals with the promotion of the values of the Olympic Games as a principle of living well together, in equity, whether one is a boy or a girl, from different cultures, able-bodied or disabled. Sport is certainly one of the areas where gender parity is still difficult to enforce, we will also apply ourselves to contribute to its advancement. There will also be times to raise awareness of disability so that adapted sport can be an opportunity to emphasize the need to welcome disability.In order to work on these 3 axes, in the four schools, sessions will be organized for the discovery of adapted sports, in addition with meetings with players, stakeholders from the sport world so as to change mentalities. There will also be reflections on the reasons why sport is healthy for our body and for our mentality. Finally, training for teachers will take place so that each school in the project is trained in inclusion.We are aware that such an initiative needs to be publicized. Of course, we want to disseminate it to the Paris 2024 Olympic Committee but also to a wider public so that it can be developed in other schools or structures. This is the reason why we will be very attentive to the communication of our project. We will therefore post our project on the European Etwinning platform and create a Facebook page as well as dedicated Twitter and Instagram accounts. We expect the different partners of the project (schools, Olympic Committees, Clubs, Press...) to relay it thanks to their own communication networks.The 4 schools involved hope that the project will be part of the advancement in social cohesion and that their collaboration will have contributed to making the Paris 2024 Olympic Games an innovative educational event."

"It is essential for the current generation of our students and future generations to become aware of and act on the effects of global warming and to undertake a sustainable and responsible management of our planet's resources at different scales. Work at the level of the 5 establishments involved in this Licitec project (Liberté Citoyenneté Ecologie) on the one hand and at the European level on the other hand will allow a broader awareness of the issues, emulation between young people who became friends after our two years of collaboration, but also between adults, a mobilisation of individual and collective energies, and even the establishment of possible synergies in the eco-citizen actions to be undertaken. Exchanges between countries, in addition to linguistic reinforcement and the rapprochement of peoples and a better knowledge of regional cultures, contribute to this mobilization and emulation of pupils and schools in the field of energy saving, local technical innovations, waste recycling, and material flow management, in line with the eco-responsible attitudes necessary for this education for current and future generations.We wish to combine awareness of the ecological urgency that our planet needs, highlighting the freedom to act on our future that our status as European citizens grants us and above all the implementation of eco-responsible educational approaches.Because each school will have to be able to achieve two objectives in this project: first, to verbalize in French the awareness of the climate emergency and to plead for the ecological cause, even if it means sometimes undermining preconceived ideas. We want the French language, the language of culture, the language of fundamental learning, the language of global communication as a means of accessing international forums, to be at the heart of our project in order to ""counter the progression of boring linguistic and intellectual uniformity"" (Alain JOYANDET, Secretary of State for Cooperation and Francophonie). To promote French as a tool for development assistance, we hope that our students will be able to defend their commitment to a better future before an audience, and to make their voices heard to say how much they want to remain free to act so that the natural resources of our planet do not disappear. But words without actions have little impact. This is why the second objective of the partners will be to implement actions that will change habits within schools by mobilizing students, staff and also the inhabitants of their region of location. We have the ambition that our schools and our attached districts will be different at the end of the project, that our schools will be identified as eco-responsible and eco-citizens, anchored in the commitment to sustainable development. The various activities in the partner schools as well as during the working meetings between partners, all have in their reflection and organization the pursuit of these two objectives mentioned above. Participants will be high school students (between 16 and 19 years of age), with 20 students per school each year. Schools are free, depending on the synergy achieved in the first year, to continue the project with the same 20 students in the second year or to propose it to 20 other students. The initial management team will continue its work from the first to the second year, but we hope that additional colleagues will be interested in getting involved as the project progresses. In addition, we will be very attentive to the communication of our project. While we want to raise awareness among our students, their families, our staff and the residents of our neighbourhoods and regions, our broader objective is to raise awareness of the environmental cause among as many people as possible. This is why we will regularly feed the communication media chosen for Licitec: the European Etwinning platform (using Twinspace), the creation of a ""Licitec"" website, a Facebook page and a ""Licitec"" Twitter account. Each school will be responsible for relaying Licitec news on their own communication networks. We hope, of course, that local institutions (Town halls, Regional Councils, Press...) will respond to our requests to further expand the impact of our action on local populations.The ecological transition is underway, the 5 schools involved in this project want to contribute to the environmental edifice, their collaboration for a healthier future. Our project aims to be a driving force for the education of current and future generations."

"The world has changed and the educational policy in Europe has changed, too. Since 2005, one of the main educational objectives of each country is to make the inclusion of disabled students everyone's business. Six schools in France, Germany, Ireland, Italy and Turkey (2) have built an innovative partnership in this field of inclusion in education. The schools are very different, work in five different languages and face various educational contexts and social environment. However, they were able to become complementary by developing inclusion with a European dimension.“Our Lady of Fatima Special school” in Ireland, “Istituto Comprensivo J.Stella” in Italy, 2 Turkish schools “Fatih Vefik Kitapcigil Ilkokulu Primary school” and “Murat Germen Secondary School”, a German special school “Helen-Keller-Schule” implemented together a KA2 project coordinated by the Institution du Sacré-Coeur (I.S.C.) in France.The D.I. R.E.S. project, acronym for Disability, Inclusive schools, Respect, Europe and Social Dialogue had a big impact in education by allowing them during 2 years (2015-2017) to: -Implement a rich and effective European cooperation -Reduce disparities in learning activities but also in European mobility by integrating disabled and mainstream students -Share this inclusive experience of students, staff and families on school and on European levels-Strengthen the profile of the educational staff facing often a complex inclusive situation In the D.I.R.E.S. project 5 transnational Learning Activities included in total 197 participant, , 83 staff members and 114 students (54 disabled and 60 mainstream). During three Transnational Meetings for staff 21 participants met in France, in Germany and in Ireland. We used various approaches and strategies: -Managed creative workshops on different subjects: cooking, games, matches, music, art, dance, traditional European tales, use of wheelchair, etc.-Explored and compared structures and methods of inclusion in the six schools -Built an active and innovative European network of inclusive schools-Facilitated the inclusion of disabled and mainstream students -Developed innovative approaches, using ICT, social networks and European platforms as eTwinning -Helped teachers to deal with complex classroom realities-Integrated and disseminated the project to families, other organizations and associations on local, national and European levelsResults published in different languages prove the added value of the 2 year D.I.R.E.S. project: a better inclusion and cooperation of all students and staff in the six partner schools and the development of a European network of inclusive schools. Some important results: -A cookbook made by students: “What’s cooking in Europe?”-A European powerpoint “Our Kamishibaï tales""-A powerpoint about the workshop: “Students’ Map activity”-PowerPoint presentations of students and staff; “Preparation for the mobility” and “Report about the week”-Videos and a film about the week in Germany (for intern use). Student diaries-Workshops with concrete, multicultural and inclusive learning activities adapted to the educational needs of disabled and mainstream students-2 methodological information sheets for staff: “Erasmus+: Elaboration d’un projet sur l’Inclusion” “Erasmus+: Elaboration of a KA2 Project on Inclusion”-2 pedagogical booklets for Erasmus+ projects managers: “Inclusion européenne dans les projets scolaires : une diversité riche et effective” “European inclusion in Erasmus+ school projects: a rich and effective diversity”-A D.I.R.E.S. Flyer to disseminate the project These educational outputs were integrated in the curricula of the six partner schools and can be found on: Erasmus+ Projects Results Platform: E+PRP eTwinning : https://twinspace.etwinning.net/16234/home"