CITE 18 (Circulation of Ideas and Technologies through the 18th century Europe) CITE 18 is a project which purpose is to lead students to become European citizens able to know, to promote and to defend European values thanks to the discovery of the works of the Enlightenment Philosophers who lived in Haute-Marne. Students are going to understand that these values are a LEGACY from the 18th century and from the Enlightenment philosophy. This project intends to make our students work on core competencies : document research, working groups of writing , working on written and oral presentations. We want to make the students aware of European COMMON VALUES through cultural visits, readings, and through the team works that will lead to the production of gazettes: these productions will highlight their culture and their creativity. We are aiming to work on democratic and political science skills. The students will understand that these values were built on a long time. They will identify the importance of REASON in the philosophers’ considerations. The students will have to understand the universality of these values as well as their fragility. We wish the students to develop some organization and adaptability skills to make them informed citizens, able to take decisions and to agree on a consensus as a working team, to reach a common goal : writing gazette articles. We want to make the students responsible for the project and for their schooling, and thus, to lead students to become European citizens able to get involved for themselves and for others. Project CITE 18 combines remotely preliminary works to get to know each other and to plan the realisation of the project. We are organizing two periods during which the students will be able, first, to create the gazette and then, to spread their works to everyone who took part in the organisation. The Slovakian pupils will be coming in November 2020 in France and the French pupils will go to Slovakia in March 2021. Learning and teaching activities will be based on the history, humanities and arts history curriculums and on general knowledge from both schools. These activities will enable students to practice several languages: Slovak, English, French to spread our work widely. During those activities, the pupils will use transferable skills: writing and talking, using digital and computer-based tools, managing information and working in teams. The productions will be spread through different means: a gazette, posters, articles in the regional press. They will be published to the general public but also to other pupils, to parents, to school staff and to local elected representatives. The blog of our project will also be a showcase to show the students’ productions. This project is going to help us make our first exchange of students durable. It started thanks to a call for applications led by the French embassy in Slovakia and by the Centenary Partnership Program. Its topic was “Mémoires héritées, Mémoires partagées.” This durability would be beneficial for both schools in order to increase the European opening. Our students will be able to become aware of the diversity offered by Europe as well as its common values that we all share. Zilina bilingual high school has an advanced experience and knowledge of the Erasmus curriculum and the teachers of this school decided to support this project to help us improve our professional knowledge. Therefore, they helped us as well as other participants to create this project and to submit it. Then, we would like Charles de Gaulle high school to benefit from this experience to increase the opening of the high school to European programs and exchanges. Finally, this project will be beneficial to pupils. Project CITE 18 will be the opportunity to go than further the French class of citizenship education. This project is about training pupils to become European citizens, aware of the values that gather member countries. The pupils that will take part in this project will have to show that they are responsible citizens capable of defending freedom, equality and democracy’s values through diversity. They will show these skills through their commitment, their involvement and the decisions they will have to take to reach the targeted objectives. This project is more than a school subject, it is a European society project through which pupils will become more aware to be real members of a community of European citizens.

"Vue Belle Vocational High School is situated in a rural area with students who live in disadvantaged neighborhoods. Our school is confronted with a lot of dropouts. So our first priority is to reduce the number of students who want to leave school and to help them succeed. It was an innovative multidisciplinary project on a European scale whose primary objective was to make students succeed in their exams. Thanks to this project the students had the opportunity to develop and validate general and professional skills in concrete situations.Firstly we wanted to reduce school dropouts through a motivating project, to ensure that students become active participants in their education, to help them understand what it means to be a European citizen, to develop their general, professional and intercultural skills, in collaborating with european partners. On the other hand we would not only like to develop and exchange our professional and educational practices but also to increase interdisciplinary work with our European colleagues. We decided to involve parents in this project in order to create links with them. So the three countries have worked together over one year to develop a collaborative exhibition ""Traditional houses and gardens of Reunion Island, Spain and Macedonia"". All the spanish, french and macedonian students took part in this exhibition for the languages week in April on Reunion Island.Our spanish partner is IES Cartuja of Granada. As this school has similar features to Vue Belle vocational school, we could exchange and compare our educational pratices. The city of Granada is rich in architecture so we were able to compare it to the architecture of Reunion Island. Our macedonian partner is Lycée Broz Tito of Bitola. It is one of the best high schools in Macedonia. This partnership brought diversity to the exchange because the students were different and came from different origins. So we wanted to learn from their practices in order to find the keys to success for our students especially through ensuring that parents are more involved in their education.The first collaborative work was designing the logos and then voting to choose an appropriate logo for the project. The first contact between the students was the collaboration on the twinspace. The first transnational meeting took place on Reunion Island. During this meeting we had the opportunity to communicate with our european colleagues about the project and its organisation. We created a twinspace named ""Traditional houses and gardens of Reunion Island, Spain and Macedonia"".When they met in Macedonia, the partners took notice of the different activities set up by Lycée Broz Tito and the important involvement of parents in education. The second transnational meeting took place in Spain. We had the opportunity to visit IES Cartuja and to know more about our spanish colleagues way to work. We also have followed up on the project. The training on Reunion Island in February was about dropout. We compared the structures and the actions that exist to fight school dropout on each school. Our students went to Spain on March to work with the spanish students for the exhibition and for the brochure to make aware of saving our heritage. During the third transnational meeting in Spain the partners finalized the preparation for the last mobility on Reunion Island during which we were going to celebrate the week of languages and to share our work and culture.This project resulted in several productions : a training report about educational practices by Lycée Broz Tito, games about plants and traditional houses, a logo, an exhibition, travel books, an awareness brochure to save our heritage, videos, online intercultural journals, Twinspaces. This project resulted in partnerships on upcoming european projects, in learning new TIC, and acquiring new professional linguistic and intercultural skills. 93 % of french students succeeded in their exams.Thanks to this project, the students gained maturity autonomy and responsability. They were able to communicate into several languages. They have overcome the fear of mobility. They have become rich with these different cultures and have gained self esteem. They have realized that they are European citizens. They are now more ambitious. The teachers want to keep in collaborate and to learn more about educational practices. The schools were be able to improve their attractiveness and they plan to work together on other projects."

CONTEXTWhile humans are willing to lead a more comfortable life, they sometimes destroy nature involuntarily. A varied range of dystopian films released in the past decades are intended to provide a nightmarish insight in terms of what the world may look like in the future if we do not look after it. Consequently, through this project, we would like to make students aware of the environmental problems created by humans that lead to negative long-term impacts on our planet. We want them to become responsible citizens that contribute to leaving a clean and safe world for future generations. We want our schools to be environmentally-friendly schools that implement environmental policies. Finally, we would like to become a model for our communities and encourage other schools to take measures in the area of ecology.OBJECTIVES- To exchange good ideas and practices with other European countries regarding environmental issues- To familiarize the students with different environmental issues and with concepts like sustainable development and renewable energy sources- To raise students’ autonomy and self-learning by carrying out research, gathering and presenting data- To foster students’ creativity, analytical thinking and critical thinking- To enhance students’ self-confidence with regard to new environments, to promote their flexibility and adaptability- To promote the development of the participants’ intercultural competence and the awareness of shared European values- To improve communication, social and interpersonal skills in a multicultural context- To promote social inclusion in terms of students facing all types of difficulties- To empower and encourage students to become involved in the life of their communities- To foster teachers’ development by means communication and practice sharing with their European peersPARTICIPANTSThe project is mainly aimed at students, who shall be involved within all the different stages of the project – preparation, exchanges, dissemination and exploitation activities. The target group of students is made of 1,000 pupils aged 15-18 that constitute a mixture of different nationalities, economic and social backgrounds, rural and urban areas, students of mixed abilities (high and low achievers), religions, VET or general training students. That is why, the project so appealing, since allof us can observe and learn from each other in terms of problems, career paths, interests and opportunities.Out of these students, we will choose 100 students to participate directly in the exchanges.MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (transdisciplinary approach, water as a source of life, water shortage).C2 – Keep our environment clean (recycling, waste management).C3 – Breathe and Let Breathe (air pollution, air quality).C4 – Global warming issues and renewable energy for sustainable development.C5 – Take action to build a cleaner future.In order for students to be prepared for exchanges, they will carry out research, interview schoolmates, parents and acquaintances about the environmental issues addressed. Moreover, students are meant to talk to the local authorities and the local NGOs to find out about local and national policies and how schools could be involved. All these findings will be shared with partners during the exchanges, which involve activities and presentations created by students for students, as well as teacher-coordinated activities to work on topic-related STEM projects. In the case of C5, students carry out and share campains on environmental awareness.RESULTSOur results consider initial and final evaluation documents, pupils’ surveys carried out in the local communities, online quizzes, brochures related to environmental issues, presentations, reports and statistics, countries and environmental issues, leaflets on recycling and responsible water use, STEM projects, campaign posters and methodology, pictures, videos, dissemination tools and platforms.IMPACTThe project will result in positive changes for all the partner schools involved. Firstly, the student teacher and school-parent relationships will improve, The participation in this project will make parents more aware of the paramount role school plays in the development of future citizens who will contribute to the progress and the development of their communities. Moreover, local authorities will regard the schools as dialogue partners and support the pupils’ current and future initiatives, since we expect the students to develop and take part of new initiatives and become active agents in their communities. NGOs will also become our partners, so this will enable us to develop future projects together with them.As a result, the schools involved will increase cooperation and collaboration with the local institutions and boost or improve their image in their community. This will benefit from active learners and teachers who feel motivated by their involvement

Project key concept is the ITC teaching and learning, communication means to link places and people otherwise isolated, but also symbol of union and connection between persons, races, peoples.Really and ideally the computer brings safety, it's a helping hand towards the other side, a mutual aid agreement.Because of this prerogative of merging, the computer can become vulnerable and helpless, as it represents, between reality and metaphor, a danger for those who want to isolate and divide,The project concentrates on the concept of computer analyzed from three perspectives:•the computer like a tool•the computer like a cultural state•the computer important in the economyThe priority objectives are:•developing among young people a sense of belonging to the European Union,making them aware through experience of active European citizenship•living the Union through the practice of equal partnership and constructive contribution, comparison of diversity•increasing skills through alternative and innovative didactic methodologies5 partners are joined in the project,Italy,Bulgaria,Romania,France-Reunion Islands,Turkey and 160 persons, staff and students, will take part in the mobility. To these persons will be added students and teachers of the host school and stakeholders, local authorities and students’ families. Therefore, totally 200-300 persons will take part in every meeting The common element of the partners joined in the project is given by the presence in each school at least of one technological Lab and Internet connection that, symbolizes integration and inclusion, and attitude to communication and need to know and learn.Participants will have the following characteristics:Headmasters, teachers who take on a strategic role,to allow a relapse of the benefits of experience in training, student and relations with the local community students, attending the high school 4th classes or lower, highly motivated, acting as mentors to their peers and organize forums, self-managed debate else through the conscious use of social networks5 mobility of 2 different kinds have been planned, 1 in each partner country: the first that involves 1 teacher and 4 students of each partner; the second concerns the school staff, involving 2 persons of each schoolThe activities that will be held during meetings will be of different types. Some of these, such as cultural visits and meetings will be directed to all participants; others will be specific to the type of participants. In particular, teachers will interested into activities related to knowledge of the national school system, and knowledge of methodology used in each school. During meetings the progress of the work will be review and next goals will be defined. Students will show the results achieved until then.Learning by doing methodology will be used to engage in the best possible way both students and teachers. Collaborative working platforms will be widely used; in particular eTwinning platform to ensure that students and teachers can collaborate in the creation of the final products that the project plansOnline training methodology will be used to develop, in working groups, the attitude needed to work strategically, involving students in situations different from the daily ones, forcing them to think and act out from normal mental and behavioral patterns.The expected results are the creation of a website with the publication of the work carried out, specific brochures relating to the subject matter as well as other material that can be used later in the course of lectures to be held in each school.Students develop artistic cultural knowledge about other Nations, but above all they will know other social contexts, most of them strangers, often whitout the opportunity to travel.The aim is that, at the end of the project, students, through the knowledge of different life styles, different schools, different environmental contexts of their peers, become aware of the European dimension, as real opportunity at relational, occupational and training level.For teachers, the biggest impact will be the acquisition of different teaching methodologies and professional maturity obtained by contrastive analysis of different types of school systemsThe project experience should be capitalized within the school,encouraging the internationalization of the school by:•redefining teaching methods•using of the English language as a strategic tool to facilitate the access to the labour market•testing of continuous exchange of know-how with other European institutes•Creation of a figure of coordination within the educational institutionLonger term benefits are the experiences gained by the students about knowledge of other social contexts that will represent a resource that will be useful to them during their lifetime.For teachers, it will be a chance to put within their own schools different methodologies improving their didactic strategies and procedures.

Four vocational schools were participating on the realisation of the project Europe for knowledge. All these schools are from the countries of Europian Union and they specialize for preparing experts from field of hotel, gastronomy a tourism. Specifically it was AHOL – Střední škola gastronomie, turismu a lázeňství (Ostrava, Czech Republic), Zespol Szkol Ekonomiczno - Gastronomicznych im. Macierzy Ziemi Cieszynskiej (Cieszyn, Poland), Hoteĺová akadémia Ĺudovíta Wintera (Piešťany, Slovakia) a Lyceé des Métiers de Bazeilles (Bazeilles, France).During two years of the realisation of the project were hold four meetings. Each meeting was on the each school. The first project meeting was in February in Ostrava,the second one in January 2016 in Cieszyn and the final one at the end of the April 2016 in Bazeilles.These project meetings should visit 5 students and two realizators of the project. The project supposed to join 20 students and 8 realizators of the project. There was a big interest of this project so the partner´s schools decided to change the teams in each time of visiting other schools. They were very careful about keeping the continuity of the project and they try to do the best for the students´satisfaction. Thanks to the exchanging the project meetings could join 47 students.The aim of the project was the realisation of four internation al partners´meetings during two years. One of the partner organisation was the host school so the main garant and organizer of each different meeting. The program was set as all participants of the project The Europe for knowledge could get in touch with the history, culture, traditions, national cuisine of the given country and also trhe tourist atractive places of given region, where the school is situated.. The participants could learn about Czech, Slovak, Polish and French culture, they visited tourist atractive places of Ostrava, Piešťany, Trnava region, Polish Cieszyn and the region of Champagne. They also learnt how to prepare chosen national and the regional speciality of the host country and get in touch with the modern trnds in gastronomy. From the preparations of national specialities of given regions was made the cookery book and also the gastro glossary in the section of gastronomy. Meetings were presented in Bullitines. All participants of the project „The Europ efor knowledge“ obtained dokuments Europass – mobility and Learning Agreement with the Learning unit ECVET