"<< Objectives >>Nous souhaitons mettre en place un blog pour communiquer sur les activités et les résultats du projet auprès de l’ensemble des établissements impliqués mais aussi de la communauté éducative y compris les parents d’élèves. Nous souhaitons que les apprenants aient une meilleure connaissance de l’union européenne . Connaissance de la vie et des études dans les pays partenaires, comme ici l’Italie. Intérêt pour les autres pays et leur culture notamment les sites classés à l’UNESCO .<< Implementation >>Étant notre première expérience en matière de mobilité élèves Erasmus + au lycée générale, nous nous sommes fixés des objectifs modestes mais qui nous paraissent atteignables. En 2022-2023, nous engagerons un groupe d’une vingtaine d’apprenants, en mobilité mixte, pour pouvoir impliquer un maximum d'élèves dans une mobilité virtuelle (plateforme eTwinning, Twinspace et google suits), doublée d’une mobilité physique pour une partie des apprenants qui se rendront dans les pays partenaires.<< Results >>Créer des groupes de discussion regroupant des apprenants ayant déjà participé à des mobilités ét et les nouveaux participants seront organisés à l’occasion des Erasmus Days dans l’établissement afin de partager les expériences. Développer leurs compétences interculturelles. le lycée générale l’Institution devient un membre actif du réseau Erasmus + Nous intégrons pleinement notre projet dans le projet académique ""Bretagne Horizon 2025""."

The idea of the project arose on the basis of school needs in the area of development of business skills of students and pedagogical staff. Our partnership consisted of four schools – from Slovakia, Italy, Croatia and Spain.In the project, we focused on cooperation within economical subjects and on development of business skilss and competencies. The target group of the project were pedagogical staff and students of the schools, wider regional community as well as deputees of a local government and regional businnes entities.The aims of the project corresponded with priorities of the project. We developed the key competencies of students for all target groups and supported the creativity of both students and teachers. At schools, we focused on implementation of new components (CLIL, inter-subject relationships, methodology) on school educational programmes.During the realization of the project, we organized four short term student exchanges of partner schools and two short term mobilities for teachers and two mobilities that were held in virtual form. During these meetings as well as within local activities, the participants worked on formation of final project outputs.Teachers prepared a methodology for trading training companies with a proposal for the duties of individual departments and the organization of relationships in the training company. In addition to the methodology, they also prepared a competency profile of a young entrepreneur with educational outcomes for the subject training company as well as a manual for evaluating the students in a training company.Under the guidance of the teachers, students prepared a collection of business and personal letters in English. The letters were processed during joint workshops, where students exchanged business information. A dictionary of economic terms and a manual of preparation for the job interview were also prepared for the collection.An important outcome was the exchange of information on doing business in partner countries. The result of this area is a guide to the labor market of EU countries and a guide to doing business in EU countries.All the partner schools will use the results of the project within the educational proces. All the presentations, outputs and information materials acquired through the realization of the project will be used in subjects such as training companies, economics, business correspondence, geography and cultural preparation. The results of exchange experience acquired through the project will be included in school educational programmes of the schools. They will also use certain results for the projects and activities within the further and lifelong education.

The project focused on the phenomenon of migration based on individual biographies in different places in the European Union. In Planegg, the work focused on a W-seminar of 14 secondary school students who were going through the two-year qualification phase. Within the framework of a scientific work, they dealt with various biographies they had chosen themselves. These were chosen to be representative of the German post-war eras. Here are examples: Contract worker from Vietnam, schoolmate from Switzerland, mother from GuatemalaThe FLG has expanded its political education work: Three times, students of grade 10 took part in project-related day seminars.There was an intensive analysis of migration biographies at different levels: - intellectually-analytically in the upper school lessons in Planegg, - socio-critically in the seminar events for grade 10 in Planegg, - in panel discussions with experts and contemporary witnesses in Planegg and Bari, - investigative for the biographies in Planegg, for video documentaries in Nea-Moudania- creative for the comics and designs in Rutigliano The cooperation with the Munich City Archives and the municipality of Planegg, and through them also with Prof. Rappenglück from the Munich University of Applied Sciences, proved to be very fruitful. In the partner schools of Porto and Rutigliano, the cooperation with the municipality proved to be profitable because politics and democracy present themselves as close and transparent. In Planegg, this applies to the level of Bavarian state politics and the members of the German Bundestag; in Rutigliano, it also applies to the government of the Puglia region.New forms of teaching and working by teachers and pupils were panel discussions with politicians at different levels of decision-making, simulation games and election simulations, but also countless interviews with those affected from their personal environment, schoolmates, parents or grandparents. New forms of presentation can be found on the project's homepage. Digital products form material for future teaching projects.The great, wide-ranging increase in knowledge, the contribution to personality development and the formation of a European identity was surprising even for us teachers. The high level of work in the southern European partner schools and the reliable, trusting division of labour is demonstrated by an ebook with the joint products.The following table presents chronologically all Learning, Teaching and Training Activities organised by the project, as well as any other project events (such as project management meetings, dissemination activities and other local activities and events in each school):C1: Rutigliano•Presentations: Project design, aims, methods, activities and goals•Jobshadowing•Cultural visits guided by students•Agreement on the timetable, allocation of duties and responsibility assignments•Questionnaire for a status quo overview•Homepage->Greek teamC2: Planegg•Presentations by all students – showing a portrait of their nationial educational system•Jobshadowing•European cultural heritage: Munich historical sites•Visit to Stadtmuseum, “Migration bewegt die Stadt“•Round table discussion at Planegg´s Town Hall•Lecture by a speaker of the EU on migration policy •Press conference: Süddeutsche Zeitung and Münchner Merkur •Common exploration of etwinning platform•Agreement on the learning productsC3: Porto•Abstracts of the thesis presented by German students•Video Interviews presented by Greek, Portuguese and Italian students•Logo design, comics and graphic novels•European cultural heritage visits•Visit to the City Hall and meeting with local politicians•Upload of interviews and logos in eTwinning•Doodle voting for logos created•Website to be continuously updated:•Interviews and Video statements: https://europeonthemove.eu/index.php?pg=65010032C4: Nea Moudania•jobshadowing•Presentation of historical research on migration by Italian students•Refugee simulation game designed by greek students for all teams•European cultural heritage visits •ErasmusDay ActivitiesC5: Rutigliano•European cultural heritage: Carnival in Putigliano•jobshadowing•Panel discussion with local politicians•political talk in the regional government of Apulia•Website updated•Agreements on contributions to the final ebook containing the project results•Evaluation tool survivo to examine the change of attitudes and impact of the project experience on a felling of european identityPlanegg: Workshops on democracy, danger of attacks on migrants by rightwing extremistsC6: ---C7+8 Planegg +Nea Moudania•Digital Presentation of project results•Discussion about the impact of Nazi history and visit to KZ Gedenkstätte Dachau •ErasmusDay Activity: Digital distance meeting (homepage KMK)•Mutual exchange on final conclusions online•Press Conference: Interview Münchner Merkur•Final Work on the ebook

In the last years antidemocratic and anti-European sentiment has increased in different countries all over Europe. The number of eurosceptic and right-wing populist members of parliament have increased among others e.g. in Germany, Greece, Estonia, Turkey and Italy, as well as the European Parliament itself, being elected by European citizens, who question the very existence of the European Union. Furthermore there has been an intensive debate in recent years about challenges like migration, digitalization and economic difficulties and how to tackle these problems.This project aims at overcoming anti-European tendencies and promoting pro-European sentiment in the near future by educating students as citizens of Europe about the importance of a unified Europe, especially in terms of peace, economy and freedom.Vocational and secondary schools from Turkey, Greece, Germany, Italy and Estland are participating in this project and are contributing to its quality by bringing in different European perspectives.Project work is overall exploring the past, present and future of the European Union, represented by the different countries. Students are first investigating the historical background that led to the formation of the European Union. The next step is to examine present-day benefits of the European Union for the students themselves, for their region and their country, as well as, current challenges, like migration, economic difficulties and the consequences of anti-European movements that led e.g. to Brexit.As a last step the students are considering future developments and possible solutions for present-day challenges, like digitalization and possible future members of the EU.The different subtopics are dealt with during short-term students exchanges in order to enable students to vividly explore the different European perspectives. Furthermore, an e-Twinning with the same topic is implemented to increase the number of participants in the project at every school, as well as, emphasizing Europe as a topic in everyday lessons, like Political Education, Ethics, History, Business economics, etc..During project work students are being encouraged to preferable create digital products like explanatory videos, online quizzes/games, audio files/podcasts, e-books, comics and cartoons, with the help of IT tools.The project is expected to raise all participants' appreciation of the achievements and benefits of a unified Europe over the past and the present, as well as, enhancing awareness of Europe's power and the need of joined European forces to tackle present-day challenges all over Europe to enable a better future of all Europeans.As a long term-benefit this project overall aims at supporting the original European idea and to strengthens Europe itself as a political institution within Europe and in a globalized world and to enable to adapt to the changing world of work in terms of digitalization.

The high numbers of early school leaving make essential a reflection on how educational systems can help in this situation. Reasons are varied: contents learned at school seem very far from student’s interests; they don’t feel protagonists of their own learning, and sometimes learning it’s not mediated by emotion. The project’s main objective is tackling early school leaving using innovative methodologies and tools so that students will find a closer and more motivating space.This project aims to increase student’s motivation by taking advantage on their interests. Students are keen on new technologies and they offer a valuable tool if properly used. Drawing connections to their real lives and using active methodologies can favor a deeper understanding and help getting students more emotionally involved. Students get implicated in their learning process by being responsible for creating quality contents built “on the shoulders” of all previous development, using critical thinking, and team working with transnational partners. They will feel more involved by sharing openly their learnings through the tools they use for communication so that others can learn as well. Project objectives are linked to the Horizon Europe program. The project involves 5 partners (Italy, Greece, Poland, Sweden and Spain), secondary schools that face similar difficulties when it comes to making students feel motivated by learning. Sweden is a novel partner in this kind of projects, which brings enrichment and a fresh view. Cultural differences between them make possible understanding the pros and cons of learning and spreading knowledge at each place.Project involves students at the age of 15-17 years old. Participation of students with educational and economic difficulties and social obstacles in the meetings will be encouraged. Activities will be scaffolded to allow all students to participate.Each meeting will study a general topic (Light, Water, Image, Air, Enviroment) and it will be analyzed from different perspectives (science, art, history, literature, ICT…). Before each meeting, the hosting partner send some preliminary activities so that students get familiar with the topic. This work will be done with all students, whether they travel or not, so that it becomes part of the curriculum of the subjects.In each of the fifth meetings there will be 6 students of each country, working in international teams, favoring communication and common learning. There will be four activities, the first three will address the topic from different perspectives. In the fourth one, students will reach conclusions and create materials a as a synthesis of the work done, for spreading knowledge, taking into account the different learning needs. A local research center will be visited, knowing their work and disseminate it.During the proposed activities different methodologies will be carried out: active methodologies and peer learning, PBL methodology (activities focus around a theme from different approaches), inquiry based learning (emphasizing the student's role in the learning process., encouraging them to explore, ask questions, and share ideas) and CLIL methodology (activities involve the development of students' language skills). We expect students will increase their motivation decreasing the early school leaving rate. Also will increase their communication, collaboration and soft skills, meaningful learning, awareness of the need to work with reliable sources and openly sharing... Teachers will benefit through exchanging teaching methods that are highly cooperative. This expands teachers' practice and increases teaching effectiveness. By opening the range of methodologies, levels and times, learning can become much more personalized, enabling students with learning difficulties to find a way forward.Participants will improve their European culture knowledge, promoting personal growth and development. The difficulties of the knowledge transmission will be analysed. Being aware of this, will let them to acquire the learning to learn competence.Schools are expected to understand, study and assimilate the new communication paths opened by new technologies to transmit knowledge. The execution and subsequent analysis of these activities will bring knowledge closer to students and their daily lives. Digital magazines, a web and a TwinSpace will be created, showing the results obtained by students that will be shared with an open access license. Materials will also be shared using the project's social networks. Any interested school will be able to apply the project methodology and make use of these results.In the long term, the results of this project will be considered for a methodological improvement in the school curriculum. It will also serve as an attempt to improve response when facing extraordinary situations, such as those recently experienced, for learning using new technologies, so that it is inclusive of all students.