"The project has promoted the development of a multicultural, open, competent, creative society which is characterised by social inclusion, substantial equality and the harmonious development of a modern society.The project has involved 2 countries, Italy and Austria, together with 2 High schools, both having many years of experience in Media Literacy and a high level of competence with reference to the activities of the project. 55 students and 14 teachers have been involved in the project, all taking part in three international exchanges, one in Austria (20 students) and the remaining two in Italy (20 students + 5). A further virtual exchange took place in May-June 2021 to replace the one during the Timeline Festival in May 2020, due to the pandemic. Since the statistics (Source: ISTAT) confirm, that access to art and places of art (e.g. Museums) is directly proportional to educational levels and socio-economic conditions: 62,8% graduates - 38.6% GCSE level (Italian Final State Exam) - Elementary school / no qualifications 15.1%, it was important to study deeply what the prerogatives of the places of culture and art are, and what they mean in a socio-cultural context that changes every day. Moreover, it was fundamental to explain and underline how they can support the social conditions of inclusion / exclusion. The project has stimulated the development of the key competences of Lisbon 2006, in particular: - social and artistic skills - digital and technological skills - foreign language and mother tongue skillsIn addition, it has developed citizenship skills, thanks to the awareness of the territory in which we live: knowing the territory and understanding it allows us to contribute to enhance its value.The objectives of the project have been: 1 – getting the disadvantaged groups to know the European artistic and cultural heritage. Key Competence of Citizenship: Awareness and Cultural Expression. 2 - increasing accessibility to places of art overcoming social, linguistic and cognitive barriers. 3- Increasing linguistic competence also through the use of innovative digital tools. 4- Key competences of citizenship: competence in foreign languages, and digital skills, in addition to the most significant competence: “learning to learn”, which involves the ability to collect, analyse and organize information. 5 - fostering intercultural dialogue and inclusion: migrant students and disadvantaged social groups have been involved in the project. The non-tangible results have been mainly the improvement of the basic skills of Lisbon and those related to the soft skills of each individual. The tangible results have been: - creation of the project logo - videos - geocaching app usage - tour guides - video interviews - statistical analysis - docu-video about storical-social problems - using the ""found footage"" film technique (video title: 8391) - collage with reference to the pandemic - use of APPs that implement virtual and augmented reality. - videos and guidelines for the debate- video lessons about the culture of the two countries- video lessons with a German mother tongue girlCommunication was based on a ""collaborative working"" method through digital tools (internet, Google Apps, Drive, WhatsApp, tablet).The activities have taken into account the skills of the partners (audio-visual production and creation of docu-videos); statistical surveys, both through traditional and digital tools. The methodology used in all the activities, both those carried out in schools, and those during exchanges, also online, has been that of: - construction of learning units a) in real contexts b) CLIL c) production of concrete and multimedia products d) debate methodology (www.wedebate.org) After the bilateral project, considering also the good cooperation between the two schools involved, our idea is to go on collaborating with our partner."

The project Digitization and employability in Europe has to be seen as a contribution to a rapidly changing labour world. The professional school and the technical high school are in the tradition of providing a comprehensive technical education with a strong information technology background. The participating Italian school, also a Technical Gymnasium, is providing more technical and digital fields. In this context, the Czech school is welcomed as a social science high school, because the students in technical high school usually lack a creative and collaborative view of things, as well as a musical component. But these things are just as important in developing a culture path as an app. Likewise we will create connected thinking among the participants. Of course, the fact that the Czech school profits from digital knowledge is intentional. We want to promote the STEM subjects in this area and increase the proportion of girls in this area. Of course, the language skills are also promoted, English for the APP, in the communication we use of course German, Italian and Czech. This is also our next goal to achieve, namely the intercultural competence. Our second goal is the importance of digitization in the workplace. The aim of the project is the joint development of an APP, an innovative task, and the employment prospects in Europe in the field of digitization, in order to make clear to Italian and Czech participants the importance of digitization as a job engine. The participants are about the same age and usually have the same social background, we work with up to 10 students per group and up to 4 teachers per school as attendants at the meetings. Of course, the entire school is always involved. Between and during our meetings we will proceed step by step. We prepare ourselves in the linguistic area. In order to get to know the use of digital media in the social sphere in the Czech Republic, we need the creativity to develop music videos that we can finally integrate into our common APP. In addition, the schools will deal with job opportunities - especially the Italian school. So that the next meeting in Italy will have a basis to understand the company visits and the lectures in English. The coordinating school in Bad Mergentheim will finally summarize up all the results and will put together the culture path as an APP with the other groups, so that each participating school and city can have an access to the result. The long-term benefit is the functionality of the APP, as well as the acquired social contacts, the gain in language skills, in intercultural competence, in digital competence. The participating schools also want to work together after the end of the project and provide internships for the students in the other countries in order to deepen European cooperation.

Nowadays, the development of every complex project requires the collaboration between multiple organizations. We have a significant example in the aeronautical industry where, since the beginning of the market studies to product selection, schedule of the project, design, manufacturing and delivery to customer, it is required the incorporation of multidisciplinar and international teams. Like in the real world, in our project, the participants had to beat the challenges to reach the targets during the development of the program, including human factors (laguages differences, intercultural behaviours and labour habits, different timetables and ways of communications, etc) and, on the other side, technological factors (different standards, tolerances, teams, software tools) during the different phases of the project. The scenario will be a reproduction small-scale works and ways of enterprises within the framework of European cooperation, both between EU countries as relations with other countries outside this framework. The main objective is to initiate the students (and teachers) in projects that have a clear objective of technological innovation and international cooperation between multinational and multidisciplinary work teams. Precisely, the objectives and results of the project can be summed up in 3 points:- Technical objectives: learners have created 3 drones, one for each partner school, and a technical customization has been made by each group on their drones. These activities have been carried out in constant cooperation between the three partner schools, especially during the mobility periods when the teams collborated to reach their common goals. Technical difficulties were met and made the students deal with the challenges of a transnational project, with a high level demands. Indeed the drones must be able to fly in good conditions at the end of the project.- Distance communication tools and language skills: both students and teachers reached a better level in English, which is the common language for the project but also in the aeronautic field. Distance communication tools enabled regular exchanges in the frame of the project, in spite of technical and schedule issues, which made it sometimes difficult.- Enhancement of the quality of VET: the project contributed to reinforce the quality of the school subjects and the motivation and self-confidence of the students in vocational schools. This is especially important as VET is sometimes depreciated in the participated states.The direct participants to the project were :-Flora Tristan vocational school / AEROCAMPUS Aquitaine (France) : 36 students of 1st and 2nd high school years, learning aeronautics (systems and avionics), in English European section, plus their teachers and administrative staff.-Sultanbeyli vocational school (Istanbul, Turkey) : 36 students learning aeronautics, in English European section, plus their teachers and administrative staff.-Leonardo da Vinci vocational school (Viterbo, Italy) : 36 students of last year of high school, in digital and aeronautics sections, their teachers and administrative staff.

Teachers in the partnership realised that a lot of students did not choose science subjects for their higher education because they were not motivated and were afraid of the difficulties in physics, chemistry, biology and maths. Most teenagers do not have real ideas about their future employabilities and they are too young to understand that their career depends on their studies. The main objective of our project was to make science subjects more popular with students and orientate them to apply to college or university where they will study maths, physics, biology and chemistry. As we can see in the job market, freshly graduated young people have a better chance to be employed with a degree in the scientific and technological field.We also hoped to attract more young people to follow in our footsteps and want to teach science subjects in the future. The project was implemented by secondary schools from five European countries. Szekszárdi Garay János Gimnázium in Hungary was the coordinator school. The school has a state of the art science laboratory, which makes it possible to carry out experiments in physics, biology and chemistry. The partner organisations were: 2nd Gymnasio Neas Ionias Attikis in Athens, a Middle School, which prepares students for Lyceum, a General High School. The teachers of the school cooperate for the creation of inter-scientific lessons and the application of new teaching methods concerning all the subjects of the curriculum. Fridhemsskolan in Arvidsjaur, a lower secondary school in Sweden prepares students for upper secondary school. Half the students have their own computer which they use in the lessons. The teachers use peer teaching method and have had several European teachers job shadowing there. It was their first experience in Erasmus+ project. IISS Leonardo Da Vinci, a secondary school in Cassano Delle Murge, Italy, prepares students for higher education in several fields. They introduced Cambridge Assessment International Education at their school. Students have the opportunity to learn biology, maths, chemistry and literature in English. Siauliu Lieporiu Gymnasium in Siauliai, Lithuania, prepares students for higher education as well in well-equipped classrooms. The staff are committed to inclusive education and their work is helped by developmental pedagogues. They have special Arts and Science programmes which are integrated into Biology, Physics, Chemistry and Technology lessons.Main activities:1) After the formation of the project teams at the partner schools and distributing tasks, we included the experiments and students’ project work in the curricula. We collected data about the students' academic results from the previous year and made a survey on the students' future plans for their future career. 2) We had a kick-off meeting in Lithuania where we discussed the project timetable and details of short-term mobilities on 28th October.3) Science teachers were continuously carrying out experiments in chemistry, biology and physics, from which videos were made. 4) We made a flipbook of a picture dictionary in six languages with the words and pictures of the laboratory equipment. 5) The students did their own project work in connection with the experiments and other scientific topics. 6) Students with learning difficulties were provided extra lessons regularly, but unfortunately very few took the opportunity. 7) We attended science festivals and organised dissemination days in our schools where teachers and students from the local schools and some from the neighbourhood settlements also attended. We informed the media about our Erasmus+ project and several articles were published and films were shown in the local TV.Results and impactThere are 100 videos available to watch on Youtube made by the schools in the partnership, a flipbook with a picture dictionary, resource bank for the experiments in pdf format and students presentations in PPT. The results of the project are also available on TwinSpace, where the videos, project works and pictures can be seen under the project title: Getting Science Closer to Students.As for the impact of the project, we could see that there was more as more interest in the Erasmus+ activities from the students and colleagues as well. Analysing the applications to higher education, there is a slight increase in the scientific field, though we cannot prove that it is just the result of this project. We can also realise that more students are interested in science than before. Participating in the Erasmus+ also attract more students to apply to our schools.

"•Context of the projectThe ""Sustainable Europe"" project has developed communication and cooperation between European schools to promote the exchange of good pedagogical practices and the personal development of learners and their skills, especially technological and linguistic, while integrating the notions of European citizenship. and multiculturalism.• ObjectivesThis project had for the objectives: on the one hand - the exchange of innovative approaches among teachers; and on the other hand the development of the environmental consciousness of young people, through energies, natural resources and the reuse of waste. They aimed at the opportunity for students to practice languages ​​by interacting with European comrades, but also to work with high schools - partners in actions on the theme of sustainable development. The interest of the learners has brought a better knowledge of Europe, to develop their curiosity of mind on these different cultures, to practice foreign languages, to work on renewable energies and the environment in general in a very different way. more concrete and practical than traditional courses.• Number and profile of participating organizationsIn this European partnership, five secondary schools participate:Coordinator - ""Atanas Burov"" vocational school, public institution, the largest vocational high school in the Silistra region, Bulgaria. The students are 15 and 19 years old. The duration of the course is five years and provides a general presentation in the field of economics.Partners:- Don Bosco College, a mixed secondary school, pupils from 12 to 18 years old. The school has 1650 students and is located in the suburbs of Ghent, Zwijnaarde, Belgium. The school offers a general education with Latin sections, scientific, economic, mathematical and modern languages;- ""Leonardo da Vinci"" High School, public institution, the largest in the Province of Macerata, Civitanova Marche, Italy. The students are 14 - 19 years old. The duration of the courses is 5 years, at the end of which students have access to universities. The preparation changes according to the Sections: Scientific, Linguistic, Classical, Technological;- Jean Durroux vocational school, Ferrières sur Ariège, France, a professional public establishment whose apprenticeship programs concern fashion, laundry, commerce and sales, administration and secretarial services. The staff is 420 students and 50 teachers;- Technological High School Baia de Fier is located in the department of Gorj, Romania. Here work 60 teachers and 780 students - primary school, middle school and high school (up to 19 years old). Students aged 14-19 are the target group of the project.• Description of the main activities implemented: - workshops, round table, meeting, interactive games; - research, collect and present educational materials - conferences, seminars, exhibitions; - implementation of innovative practices in the fields of education and training - on-site and in paper form.Activities on the four themes chosen: -Conference ""Elements of the environment - water, air, earth, fire, climate"", using digital technologies, films, images / in Bulgaria /; -Exhibition ""Biodiversity - flora and fauna"" - digital resources, images, drawings / in Italy /;- Seminar ""Human factors to defend nature"" - scientific research, diagrams, diagrams / in France /;- Conference ""Bioethics issues - recycling, water saving, renewable energy"" / in Belgium /.Publication of the documents drawn up / Romania /.• Results and impacts achieved:- Promote European cooperation and develop new didactic methods;- Awareness of the international character of a modern scientific organization;-Increase technical skills using ICT;-Definition of new teaching methods and exchange of know-how concerning Sustainable Development;-Use of this theme as pedagogical tools facilitating social integration;-Integration of students from immigrant or minority backgrounds;- Better knowledge of the environment by participating students;-Motivation of teaching and students to learning one or more foreign languages.• Where applicable, long-term benefits:The products will be used in the courses of biology, ecology, geography, chemistry, foreign languages, computer science, the work of clubs in the regions of the partnership.The teams are motivated to use non-traditional, innovative methods to attract the attention of young people, cause them to stay in class, fighting school dropout and absenteeism.Site: https://europedurable2016.alle.bg/"