<< Objectives >>By digital transformation 90 % of jobs will require some level of basic digital skills in the future.We aim to equip our students with basic digital skills and other key competences such as STEM, problem solving,critical thinking ,entrepreneurship , as well as coding ,social media product marketing technique skills to prepare them for the future labor market.While doing this we also would like to .ensure the digital transformation of the educational institutions to empower their capacities<< Implementation >>We will implement 4 LTTA s and 1 Virtual activity in total.The LTTAs will involve stem education,cyber security,open educational resources ,e -learning ,distant learning ,blended learning,digital content creation ,coding,virtual reality ,artificial inteligence ,social media product marketing technique topics.The meetings will cover theoretical classes , workshops,group discussions ,collaborative learning ,critical thinking techniques.The virtual one will be about general evaluation .<< Results >>At the end of the project our students will be equipped with the essential skills that ensure their employability .Their self confidence ,motivation and academic success in the lessons will increase.By improving their personal and social competences they will take part in the society actively.Teachers will acquire the necessary knowledge and skills to create and implement e-learning platforms.They will play an active role in the digital transformation of their organizations.

"Mosaic Art: Each Mosaic Has A Story To Tell. In today’s highly economized educational systems where score-based policy tendencies are prevalent, the need for activities that can instill and foster creativity in students is more apparent than ever. Creativity, loosely defined as production of novel and useful ideas, drives all innovations and is intimately linked to the culture. It is plausible that people who are exposed to different cultures possess different content knowledge sets, thus having access to a greater pool of ideas and concepts, which contributes to their creativity significantly. In this spirit, we proposed our project “Mosaic Art: Each Mosaic Has a Story to Tell” in which the timeless mosaic art acts as a bridge for providing a multicultural interaction environment where participants can interact with other cultures to widen their knowledge and enhance their creativity.Mosaic art is a colorful part of the common culture shared throughout the Mediterranean basin and sections of the European continent. They can be found on the walls and domes of mosques, churches, temples and theaters, on the floors of public baths, forums and streets, and in the individual residences of the affluent. With a history going back over four millennia, mosaics have developed into a popular craft and art. Today's artisans and crafters create beautiful works of art in buildings, parks, kitchens, subway stations, and almost everywhere when durability and low maintenance are desired. Mosaics are treasure-troves for inspiring artists, architects, historians, archeologists, sociologists and even mathematicians of the future. To appreciate this fact, it is necessary to examine the evolution of mosaic art in a historical context. This project will take the participants on a journey through the history of mosaics over Anatolia and Europe. The phases of the journey are ordered in chronological order in which the development of the art can be inspected along the political, religious and social issues that have influenced its evolution. Thus, it is not only about mosaic art per se, but also about the development of a common European Culture viewed through the perspective of an enduring form of art. The project is expected to contribute significantly to the knowledge of the participants on mythology, history and sociology as well as their sophistication to appreciate fine arts.""Mosaic Art: Each Mosaic Has a Story to Tell"" is a 2-year project which has been created with the participation and contribution of schools having the same interests and goals from Turkey, Poland, Italy, Portugal, and Romania. The project includes short-term exchanges of groups of pupils with 4 students who are aged between 14-18 and 2 accompanying teachers from each country. The students are supposed to have sufficient command of English and have artistic tendencies. Everything else being equal, priority will be given to the students from lower income groups. At each step, there will be site trips and museum visits. These visits will be followed by a demonstration of the techniques by a local crafter, and completion of the mosaics by the students. Therefore, each partner is expected to bring a different aspect of the mosaic art to the table, regarding artistic content, techniques employed, materials used and historical period involved, through these visits and hands-on work. The teaching will be provided by using brainstorming, conferences, cooperative learning, discussion, think-pair-share activity, visualization, oral explanation and guided exploration strategies. By developing an eTwinning project besides the Erasmus+ one, we aim to provide a partnership through active communication tools and a platform to disseminate our outcomes on all three stages: before, during and after Erasmus +. Local press, school magazines, social media and leaflets will also be used in order to reach a wider audience. We believe that this project will help to improve ICT and language skills of students, as well as teachers.Art does help with the mental, emotional, and psychological development, enhances the sense of creativity and helps to reach someone's full potential. Therefore, dealing with art besides compulsory education paves the way to healthier, happier, more productive and stronger communities, which will form a better world for the next generations. All our partner schools aim to build bridges among our nations, to promote understanding of different cultures, to interact with peers from other countries and to teach adolescents about the development of a common European Culture, viewed through the perspective of an enduring form of art. We believe that working on projects on an international basis adds value to their concrete results and outcomes and provide participants with new opportunities to share and compare knowledge and skills with peers whom they are normally not able to communicate with."

"School bullying is defined as"" Unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance"".The values of freedom, tolerance, respect for diversity and non-discrimination are cornerstone values of European societies, but bullying at schools damages these values.Bullying issue is a key factor in early school leaving, and has serious and long-term effects. It affects mental health and the academic performance of children.The coordinating school(Slovenia) felt the necessity of implementing this project based on the needs analysis with the aim of increasing academic achievement, raising the rate of university placement, dropping out of school and achieving social inclusion, which is in accordance with EU 2020 goals and the achievement of schools' own strategic goals, so the coordinator collaborate with other 5 schools(Romania,Italy,Greece,Turkey,Germany),which have attach importance to bullying issues and have good practices about it.The target audience of the project is students, teachers, parents, school administrations, local people, neighboring schools, local authorities.In total 72 teachers who constantly strive for their own professional development and 144 students aged between 14-16 will participate in 6LTTs.Thanks to 1st LTT in Slovenia, it is aimed to enhance the awareness of bullying among the participants and to learn the indicators of bullying via hands on activities such designing t-Shirts, brochures, mottos, etc. It is targeted to gain deeper understanding about the indicators of bullying by visiting an NGO. The 2nd LTT in Greece, cyberbullying cases will be reduced thanks to improved emphatic thoughts and consciousness of the issue.When it comes to the 3rd LTT in Romania, it will improve the sense of empathy, break the barriers and stereotypes, improve the dialogue and team spirit thanks to drama. The 4th LTT in Italy will serve the purposes of combating stress, improving self-confidence, widening students' social circle, improving students' social interactions. Thanks to the 5th LTT, it will be targeted to developing the emphatic thinking. As for the last LTT in Germany, The relation between the bullies and victims will be strengthened and social inclusion will be increased thanks to social and educational activities.These objectives will be achieved through cooperative learning, outdoor/indoor learning-teaching, scaffolding, problem solving,CLIL, ICT, all of which are based on interactive teaching and student-centered methodologies. Local activities both before and after each LTT will enable us to realize LTTAs and their objectives as planned and to integrate the gainings into the school's curriculum and finally to empower the partner schools with looking from whole school approach.By dint of LTTAs and mentioned techniques and methodologies, we aim at obtaining the following in/tangible results:Reduced bullying in partner schools at least by 30% and 40% for the 1st and 2nd years of the project respectivelyTeachers and parents will learn their roles and responsibilities to deal with bullying thanks to seminarsShort films by pupils and familiesA rap song composed by pupils on befriendingPosters created by pupilsSeminars about preventing bullying for pupils, teachers and parentsAn informational brochure to be distributed to other schools to make them aware of the projectA digital book to enlighten the other European countries experiencing the same problemT-shirt designs for disseminationDigital citizenship and Peer bullying weeks to be held in partner schools every year to ensure the sustainabilitySilent Drama to raise awareness of bullyingIn long term, the peer bullying at partner schools will decrease due to the activities of the project full of friendship messages. That will create a better educational environment for all the students in the partner schools that will help preventing the early school leaving in the future. Since the common language of the project is in English, both students’ and teachers’ communicative competences will increase. Likewise, as students and teachers will use ICT in some project outputs, their digital skills will improve and this will help them use their improved digital skills in their lives, professions and new EU projects. The concrete results will be available on TwinSpace, Youtube Channel, project's website and school' websites at the disposal of everyone interested in bullying. Thanks to eTwinning project and learning events and online meeting on eTwinning, the project gainings will reach to larger audience and long-lasting. We will go on organizing an “ anti-bullying” week every year at each partner school even after the Project ends. This activity will turn into a tradition at partner schools which will promote peace and friendship for years.The e-book to be prepared as a final product will ensure the sustainability of our project and will be used as an inspiring guide by all the stakeholders."

"Egregious gender inequality still exists globally despite substantial national and international measures that have been taken towards gender equality. Specific events or on-line social media movements and campaigns, such as #MeToo, #EverydaySexism, #TimesUp and the series of actions and policy measures have recently contributed to shed light on the ubiquity of sexism. Taking innovative measures to eliminate harmful gender stereotypes and sexism is essential. “Juliet” is one way to combat them and help to create safe environments for all. Our goals are linked with the strategic framework for EU cooperation in ""ET 2020"" and EU Commission’s Strategic engagement for gender equality 2016-2019 which fix 5 thematic areas:1.Equal economic independence of women and men2.Equal pay for work of equal value3.Equality in decision making4.Ending gender-based violence5.Promoting gender equality beyond the EUThe best way is to change our mindset, to prevent any kind of discrimination and to enhance mutual understanding between genders, to act against gender violence in new effective ways. Education is essential to achieving gender equality; this is why the education and training of women is one of the 12 critical areas of concern in the Beijing Platform, while ""target 4.5"" of the Sustainable Development Goals calls for the elimination of gender disparities in education by 2030.The situation of women differs from country to country, but all the schools involved agreed on the importance of working towards equality in many fields: civil rights, salaries, decision-making, participation in public life, early dropout from school and jobopportunities. The objective is to spread a culture through discovering and sharing knowledge about the place of women in the construction of Europe over the years. It will also contribute to promote solid foundation skills such as literacy and the 8 transversal EU key competences.The implementation includes activities in various school subjects (History, Arts, PE, Languages, Music...) in an intellectual and practical approach through experiments, conferences, mobilities, workshops, actions around 6 sectors related to women:1.Creative2.Giving life and Education3.Influential4.Objects of desire5.Sporty6.VictimsThis project aims to deal with the need of internationalization of our schools, to educate competent EU citizens by improving our teaching/learning skills according to the new challenge in education in the 21st century. It will increase understanding and open-mindedness through cooperative working in and out of school, transfer of good practices, sense of personal well-being, respect and social value which will impact future choices.The partnership will enable learners and staff to explore, share knowledge, understand, describe virtual/ physical results, compare lifestyles and backgrounds across EU. Knowledge transmission from professionals in their fields, and peer education (university to high school, to middle school) will be efficient. The project aims to overcome barriers created by the varieties of professions, languages (French, Portuguese, Finnish, Romanian, Italian and English) and is based through eTwinning on cooperative learning and more generally learning by doing. It will raise awareness about EU citizenship and women's influence. Students will be encouraged to fight social exclusion, limit stigmatization of young people and act as volunteers. They will learn to appreciate their own and other cultures and women’s contribution to the development of Europe.Gender equality will grow with communication, valuing diversity, cooperation, knowledge of other cultures and people and ourselves. Developing cooperative, fraternal relationships with the other Europeans, learning to meet other people in a compassionate way creates a favorable climate so that everyone can perceive their own value, especially with our preparation on virtual exchange every 3 months:• a detailed interactive and informative blog, eTwinning, Erasmus+ Dissemination platform (Online newspaper, e-book, documentary film, performances, digital time axis, literacy researches, pedagogical actions, etc.) will always be available for free download• e-Twinning kit related to innovative methodologies and tools used to promote the social and educational value of JULIETTo evaluate aims, tasks, project activities, meetings and product/results, we have developed a ""Follow-up and Measurement Plan"". in which quantitative (number of Local, national, EU, World collaborations) and qualitative ways of evaluation will be considered. School sexist bullying should be reduced drastically. Prepared by teachers, students will play a significant part in the development. Each School will promote a local project, in cooperation with local institutions and associations, based on the present project experience. Each partner school will have at least participated in two other Erasmus + experiences, possibly within KA1"