When thinking of our school problems we realised that ESL was one of our main problem like in EU priorities.Decreasing ESL rates and getting ready our students for the future life ,future economy were our aims in the project. To reach these aims our teachers must be ready too.Thanks to project TPMs they improved their IT skills and helped the students.We found 5 partners who had the same aims and objectives.Slovakia,Poland and Turkiye had the ESL problem .And Romania and Bulgaria ESL rates were not as bad as our.They would share their good examples.Also all partners have the sameaim to get ready the students for future life and economy. We discussed our main aim, objectives and activities ,then prepared the project.When we reached our aim to decrease ESL rate, we also had reached our other objectives.Now our students are more conscious about future life ,future smart economy and future professions. So They came to school ,joined lessons and studied more. They now use technology more in teaching process.The seminars about using technology and safe internet helped the students how to reach necessary information and use them correctly.In the Project we had 2 main aims;to decrease the ESL level and develop the teachers’professions. We have reached our objectives with the help of activities(The report is on website)The career days helped students to shape their future professions.They’ve learnt the importanceof education in every part of life.The successful members of the professions are the model for them.National/international activities have helped the students to improve their language skills,to work in a team andtake responsibility and complete on time, to learn/respect other cultures,beliefs,religions,values and life styles.They havelearnt the meaning/ importance of democracy.Now they are more conscious about national/international problems and troubles,and can offer effective solutions.Now they knowwhat steps they should follow when theyhave problems to solve.The LTTs encourage the students to be more entrepreneur.They had chance to learn ,research the region on cultural trips.LTTs showed them the importance of IT and technology,so they are much more into technological development and use it in their life.Free corner activity helped them to develop their social skills to share their ideas withour hurting others.The TPMs were all completed.The partners had chance to learn ,research, compare the definite subjects on traditional teachingmethods/approaches.We discussed and offered some new methods/approaches on teaching process.Using IT and new applications were introduced and discussed how to be used in teaching process.The participating teachers are now more open-minded to new technologies and use them.TPMs have developed their professional improvement.After the TPMs they shared their experiences with other teachers in the school and local area and also helped them to have new ideas/thoughts on their subject.The dissemination activities have helped to take attention to the ESL problem and solutions of it.Other schools ,teachers are willing to learn and be part of the EU projects.The local community, students,teachers and families have more knowledge about EU community,beliefs, traditions, values and their life styles.The participant teachers,students and also families are still in touch after the project TPMs and LTTs,they still share their experiences,ideas and plans for future.The teachers are sharing good examples,new methods,approaches in their whatsapp groups,and meeting their students on social media and courage them to speak in English and produce new projects.Also online discussions help us to meet new ideas and complete ourobjectives and tasks.Thecinema day activitiy is a good example of it.The reports of TPMs were shared with other teachers,local desicion makers by the help of teacher meeting.English,math,literature and science camp activities have made relationship stronger between teachers and students.Also these camps made the teaching process more fun, active and unforgetable.The student-centered learning made the teaching process more effective

The need of the Strategic partnership comes from the partners’ belief that education plays a central role in achieving headline targets of the Europe 2020 Strategy. In particular, the partners see a need of engaging each individual to contribute to the development of communities, countries and regions as well as of educational systems, to raise awareness of young citizens upon the necessity for global understanding, respect and responsibility. More specifically, the partners see a need of Global Responsible Education (GRE), both in formal and non-formal sectors and a need of making this concept attractive for educational providers. The objectives in the project were:- To develop a Certification System that mainstreams GRE in their practices- To establish at least 7 Global responsibility routines that institutions inquiring the certification system should incorporate in their organizational management. - A research study upon the national curriculum for secondary schools in the 7 participating countries and identify gaps related to GRE- To develop an additional curriculum with learning objectives related to GRE that covers the gaps identified. - To develop a methods-box in GRE – which ended up having 44 exercises connected to each of the Global Goals- To certify at least 35 institutions (schools and youth NGOs) across the partner countries.- To make a website, containing all the things mentioned above10 organisations participated in the project:FN-forbundet (DK) - Non-governmental organisation, Espergærde Gymnasium og HF (DK) – General Education secondary level, Inter College ApS (DK) – Social Enterprise, HDUN (Croatia) - Non-governmental organisation, Inter College (UK) Social enterprise, Alba Iulia (Romania) – municipality, Stredna odborna skola (Slovakia) – Vocational school, BBBS (Bulgaria) Non-governmental organisation, KPDoNE (Turkey) – Regional Public Body, ADEPT (Romania) Non-governmental organisation.Five meetings with partners were planned and completed as expected. Between the meetings, each partner country made a study of their national curriculums, an additional curriculum based on the gaps found in the curriculum research were developed – and a list of needed global responsible routines was made. An additional curriculum was made with references to EU’s key competences for lifelong learning.A method box consisting of different kinds of teaching activities concerning global responsibility was developed. Once the methods were completed, they were tested on the target group in the participating countries and then adjusted, accordingly. A clarification of the self-assessment form and the criteria for this was made. Afterwards a Global Responsible Label and certificate were developed. A graphic design and logo was also made – and all of this, was gathered on the website made for the project http://globalresponsibility.eu/.Later on, trainings for national coordinators were held in the partner countries. The aim for these activities was to train coordinators from each partner country to be able to administrate the certification system and to get to know the method box. The Multiplier Events were arranged and completed in all the partner countries in order to disseminate the project – and schools and organisations started up registration to become certified. The method box is an open source – and does not require certification in order to use the material.The most important impact of this project is an awareness of global responsibility among the young generation. The target group will modernize their teaching and/or educational approach with innovative pedagogical approaches that respond to current challenges at local, national, European and global levels. In addition to this, the project will strengthen organisations, schools and civil society in their own daily routines and behavior. This will strengthen democracy, global awareness and international qualifications among the populations of Europe.As we chose to gather all of our outputs from the project on a website, the results of this project will have long-term benefits. The partner countries agreed voluntary to keep the website alive for at least 5 more years. At this time interested teachers and youth workers will have incorporated the material they find suitable for their subjects in their own resources. Furthermore, all of the partners have the method box and uses its content every time it is possible. The project is designed to impact mainly young people and pupils, in the age group 13-21 years, on a long-term perspective. The project reached a great number of young people while the material was tested in the different partner countries. The largest target group are the students whose teachers adopt and use the methods in their teaching in the future, and this will lead to new discussions and further interest in our world – and more new active global citizens.