<< Objectives >>Waste FEW has been generated to promote one of the most important problems for our future, Nature Loss. There are projects that promote consuming less food or energy or water separately. we would like to show that ıf we waste one of them two others will effect. There is a chain. So wasting water brings problems on energy and food sources. And our project is not local it is a global water. If we lose energy sources in one part of the world the other parts will affect. So we must take it seriously<< Implementation >>There will be 2 TPM 3 LTTA and 20 local, 4 online meetings, 2 online event activities during the 2 years of the project plan. There will be 20 local activities that will be carried out by partner organisations. The main titles of our projects are Food ChoicesEnergy Choices Water Choices Three partner organisations focus on one of them according to their capacity and background.<< Results >>The expected results of our project are; - Smart, energy sources will use at schools and homesCreating; - Zero waste Classrooms- School campaigns on saving water, food and energy- School water collection tanks at school gardens- School energy-wasting campaigns will be done at schools- School food banks will be generated at schools

"According to the EU Commission, "" Entrepreneurship is an individual’s ability to turn ideas into action. It includes creativity, innovation, risk taking, ability to plan and manage projects in order to achieve objectives."" The Entrepreneurship 2020 Action Plan foresee teaching actions and education to provide our students with the tools to become future entrepreneurs. Moreover, it shows how up to 20% of students who have participated, during their secondary school, in programmes targeting this type of learning - which involves project work, real-life experience and simulated roles - are ready to start their own company or business. To support productivity and growth in Europe, it is essential to invest in education and training. While the definition may sound simple, its execution is more difficult. The main objective of our project is to develop entrepreneurship as a way of thinking and acting in order to improve pupils' educational-socio-economic development, to create transparency and common criteria for evaluation of skills, to develop social inclusion, non-discrimination and citizenship values. First, the project aims at increasing basic skills of the students in the participating schools in terms of entrepreneurship and innovation. The participating students have learnt to see themselves as future entrepreneurs in an intercultural society with possibilities without borders, and they can now use the acquired knowledge in their future professional life. The students from the participating schools have been exposed to an environment where such life skills as creativity, sense of initiative, innovation, risk-taking, communication across cultures, collaboration and critical thinking are employed. The project has also provided a powerful effect on the pupils’ language skills and their ability to act and behave in a multicultural setting. Second, pupils, apprentices and teachers have traced their European identity and have become aware of the great chances our global world offers by meeting people from different European countries. By working and living together they have explored and understood similarities and differences, improving their personal ideas about a “European” life and making big steps on their way to become active European citizens. Each school has contributed one field of the business plan:- Italy: From planning (projects, computer aided design tools) to production. What are the methods to create a product? - Denmark: what are the means to advertise a product? From packaging to communication impact - Poland: Business aims, objectives and ethics. How can technology be used to promote a product or service? - Germany: focusing on financial and legal aspects: How do you set up a business and create a marketing concept for it?The many activities planned by the project have been carried out keeping in mind that entrepreneurial teaching needs a horizontal approach and becomes a cross curricular subject which requires teacher-teams and room for experimentation. Moreover, the participating schools have established a cooperation network with community organisations, companies and businesses to support their activities. As a consequence, besides: - the opening of project websites (eTwinning, stand-alone, Facebook page, Moodle platform) for students and teachers' sharing ideas, presentations of schools and country, - uploading of our activities that form a data-bank for EU colleagues who want to engage and experiment with our outputs; - common evaluation questionnaires and quality analysis; - dissemination via the web, newspaper and official meetings; our planned activities have foreseen: - setting up and implementation of a 2-year programme of activities to develop each country's domain, based on: research, direct experience in companies, analysis of finance/ innovative methods/ production technology as well as channels used for product promotion and advertisement - visits and workshops in local companies, conferences with experts, managers and companies' technicians - teachers' exchange of teaching methods and their experience of the integration of the present project as a horizontal approach - modelling and production - exchanging produced outputs and results through ICT tools and during mobility meetings to share ideas, knowledge, experience, and best practices among the students, teachers and stakeholders, enhancing ICT skills in the students"

Encompassing cultural heritage of small European towns (ECHOSET) is a project to be developed between secondary schools of Poland, Germany, The Republic of North Macedonia, Spain, Lithuania and Croatia. It will involve students aged 15-19, and school subjects of English Language, Mother Tongue, Literature, History, Geography, Religion, Maths, Music, Arts, Foreign Languages, Households and selected vocational subjects. The project involves six schools from very different cultural backgrounds and significantly different student structures, but all have one common feature: they are located in small European towns. This seemingly disadvantageous position often affects the development of self-esteem of children, their future choice of study and professional orientation, which we want to change with this project and provide our students with opportunities for quality informal and intercultural learning.The partners are schools that have recognized the need for additional work on the global competences of their students and their social awareness. Students are significantly scorned in their worldview, tend to nationalism and racism and other social phenomena. By incorporating them into an international project, connecting with peers from other parts of Europe, through themes related to a common cultural background, but also by exchanging and respecting our diversity, we will urge to mitigate the radical social phenomena and raise awareness of the cultural heritage of the nations involved in the project, but also Europe in general. The main objective is to make students explore local traditions, crafts, food, songs, folklore, legends, archeological sites, attractions, and present itas related to European citizenship. It will bring communities together and build shared understandings of the places we live in. Thanks to the modern technology and the Internet, findings will be shared on eTwinning, and Facebook page. Project staff will motivate students to use their digital skills in a positive way, to encourage the sharing and appreciation of Europe's cultural heritage, to raise awareness of our common history and values and to reinforce a sense of belonging in a common European space. The most important outcomes of our project will be the basis of videos/digital stories, multimedia posters, quizzes, board game and brochures, an online Dictionary of Proverbs and Sayings, and an eTwinning project that will disseminate our knowledge, findings and experiences gathered. Participants will have great opportunity to practice new languages, mainly English, through the interaction of students and teachers during the activities in each school as well as during the mobilities, and will get an insight into the different nation's everyday way of life since most of themobilities will be hosted in families. Partners will include in the project students facing different social and economic barriers, enhancing the dimension of social inclusion.The ECHOSET project will continue after its regular activities stop, after the 2 years of its duration, because it will result in a series of new strategies, techniques and materials that will serve teachers, in handling classes. It could also become a basis for preparing future projects of involved schools, as we already used some products of previous Erasmus+ projects.

"In the school sector, the transformation to a digital knowledge society and other social changes mean that learning with and via media must be systematically anchored as a task for the future. The educational mission of schools is essentially to prepare students adequately for life in current and future society and to enable them to participate actively and responsibly in cultural, social, political, professional and economic life. In doing so, social and economic change processes, such as digitization and new requirements, are addressed. Learning no longer takes place exclusively in the classroom. Web 2.0 also leads to a change in the role of teachers: The teacher is increasingly becoming a learning guide and learning advisor. In addition to changing roles, comprehensive knowledge of methodology and didactics is also required: Lifelong learning is also becoming an important task for teachers in order to cope with the change processes in society and schools. There is a clear discrepancy between the existing media-pedagogical competences of teachers and the educational policy demands and (training) practice. Studies show that the acquisition of individual aspects of media-pedagogical competence takes place mainly within the framework of self-study and less in the form of further education and training. The assessment of active teachers' own media-pedagogical skills also shows a clear need for development. The DiGiTeachEUrope project anchors innovative digital forms of learning in European schools in order to ensure and improve the quality of teaching by integrating the potential of digital media. The partnership is made up of the Querenburg Institute affiliated with the University of Bochum, the schools in Dülken, Split, Kavadarci and Sierakowicach and the Ludwig-Windhorst-Haus in Lingen as the applicant, which has many years of experience in organizing teacher training. The common goal was the preparation of tools and apps suitable for teaching purposes, which are available to the public as open educational materials (OER) in the form of a website (https://www.digiteacheurope.eu/). The target group was therefore primarily the group of teachers. Only by increasing the expertise of teachers will it be possible to pass on media expertise and motivation to students to deal with digital learning content. This was made very clear during the homeschooling because of Covid-19: all project participants benefited from the comprehensive knowledge acquired in the project. In addition to the exchange, scientific, methodological and didactic input was repeatedly provided in order to give the participants a broad basis of argumentation and information necessary for implementation in schools. For this purpose, knowledge of adult didactics was also conveyed. These insights were used to communicate the project contents to colleagues.Work packages were defined and visualized at the first project meeting. Two large topic areas form the content-related discussion: ""Digital Media"", which includes media-didactic topics dealing with all variants of the use of technical media for teaching and learning purposes in schools, and ""Effective Teaching and Learning"", which deals with the principles of more effective teaching and learning in schools. In order to enable learning on site, the project meetings took place transnationally. All participants were able to learn from the existing European know-how so that they could learn which approaches and methods enrich teaching and learning in times of digitalization. According to the heterogeneity of the group, a permanent exchange between the meetings on the platform SLACK took place, which is reflected in the project structure and was helpful in the time of the pandemic (short-term project redirection, transfer of new findings among each other, etc.). By inviting the project members to all schools, the sensitivity of the local teachers was increased and the participants had the opportunity to involve regional experts, thus increasing the exchange within the group and the implementation at the school.Per institution 3-4 actors participated, which also facilitated the implementation at the school, as the project participants could support each other. Due to the Corona pandemic one learning activities and one transnational project meeting had to be cancelled. Nevertheless, the project members were well prepared for digital teaching and were able to pass on their expertise to colleagues."