"<< Objectives >>- To develop learning and environmentally sensitive behavior in nature about the protection of ecological balance,- To draw attention to the disturbances in the ecological balance caused by climate change in partner institutions and locally,- Reducing the polluting behaviors of water, soil and air for biodiversity,- To raise awareness of green skills,- We want to increase the climate literacy behavior of teachers and students.<< Implementation >>The following activities are planned in order to realize the objectives of our project.-Basics of Ecological Life-We're Moving Classes Out-We Share Eco School ExperiencesThe strengths of school partners were discussed in the 5-day activity organized within these activities. The exchange of good practices between institutions will be ensured through cooperation.<< Results >>At the end of the project;- An increase in the ""Climate Literate Person"" skills of staff and students at partner institutions is to be expected.-Teachers and students in partner institutions will be trained as people who communicate about climate and climate change and make informed and responsible decisions.-All participants will be conscious of protecting and maintaining nature instead of polluting it.-Conservation awareness of natural and cultural assets will be developed."

<< Objectives >>The project “SAFETURE” is born because it’s been detected the need that European citizens have to be aware that everybody should have the opportunity of doing the sport they choose, and how they do. Besides, we need to find how to both increase the impact of sports in our planet and the percentage of unintegrated persons who practice physical activities. Also we need to reveal the importance of sports activities to create a sustainable future. We want to promote sports and outdoor activities.<< Implementation >>We are planning to create outdoor activities in order to emerge out their environmental awareness to achieve the result. We will organize some sport activities with our students and disadvantaged people in our cities to make them feel inclused to the society through these sport activities. The activities to be implemented not only to make them inclusive but also make our students be aware of their disadvantageousness. We will have to design our planet for sustainable future.<< Results >>The expected results are the subsequent: a logo, a slogan, didactic units to add in the school’s curricula, a project corner in every school where to show the developed actions, an eTwinning project to complementing the dissemination through social networks, and a panel discussion with people in danger of social exclusion and with experts at environment and sports. All the documentation will be available, and everyone who is interested to have a look, they will be allowed to.

The project was prompted by the need for a practical pedagogical activity that helped the study of public spending and its effect on economic growth within the school classrooms. The proclamation by UNESCO in 2018 as the year of Cultural Heritage gave us the opportunity to put forward an Erasmus + project with the idea of making the school community aware of the historical, cultural, natural and ethnographic value of the Camino de Santiago, a World Heritage Site. It was also our intention to check its economic impact on the places through which it passes and project the results to the public, reinforcing the idea of the Common Good in the European community.The academic structure of the partners, made up of different sectors in secondary education, allowed us to enhance the transversal value and the dissemination of results. Each partner carried out the work according to their organizational structure, presenting results to the partnership in the mobility sessions, enhancing the multidisciplinary character of the project.The objectives achieved by the partnership were those initially established:1) We managed to consolidate in a single text the measures taken to recover the Way.2) We carried out exchanges of educational and social experiences between school communities.3) We trained students in good practices and respect for the Common Good.4) We strengthened the idea of the European community as shared sovereignty among peoples.5) We enhanced the relevance of a proper distribution of the public budget.6) We reinforced the positive impact on social welfare brought about by the recovery of landscape, environment, culture and historical heritage.The activities carried out to achieve these objectives were based on a methodology that we had already been applying in the classroom. These are some examples with the participation of the entire educational community in the partnership.Thanks to our achievements in the Erasmus+ project, we managed to grant official coverage to our theoretical works. We also managed to access paperwork that allowed our students to deal with genuine data from public institutions. It also enabled students to compare real and theoretical figures. They revised the whole budget process: from the preparation of the public budget, following all the steps required for budget approval up to the moment of execution. They could see in situ the programmed investment and therefore the implementation of the budget item.The data collection rested on the students of the IES Xelmirez, who subsequently presented the analysis and results to the partners.The partners of Adour and Toulouse, designed the routes of the Way in France providing explanations about its historical value and its impact on the localities through which itpasses. From the results obtained we concluded that the Camino does not have an economic consideration in France.The CIP of Lumbier, with vocational training courses specialized in sports activities, developed the aspects described below:a) The economic study in the surroundings of Calle Mayor in Pamplona, where the importance of the Way is verified to generate business.b) The analysis of accessibility along the Way, which is included in the results of the project.c) Follow-up of a sport and leisure activity, in which students tour-guided the participants in their visit of Pamplona. There was yet a second practice, which was the route between Alto de Aibar and the town of Izco, section of the Camino de Santiago, and the descent in canoe down the Irati river.We analysed the lithological units that cross the Way. We held an exhibition to show the lithological samples: LIMESTONES,QUARTZITES, GRANITES, their weathering and transformation: RIVERSIDE FORESTS-GRASSLANDS-WETLANDSWe made a photo gallery of the main types of landscapes crossed in the sections of the Way, and we studied the rich animal and plant biodiversity of ecosystems. BUSHES,FORESTS and RIVER and associated fauna.We also carried out an environmental survey and the impact of the footprint left by human activity: “FEISMO” (landscape ugliness) - FIRE - LANDFILLS - POLLUTIONThe Communication Plan kept us in permanent contact and supported the evaluation of the project throughout the process.It was well spread out in the media, through social networks, supported by an implementation plan throughout the partnership.The impact was verified in the School Curricular Project (PCC) with a methodology based on collaborative work and the internationalization of activities, evaluated onknowledge, values and attitudes as relevant results of non-tangible impact.The tangible benefits were the working documents and the practical cases handled which will be applied in the future across the entire partnership.Changes: the 12-month extension because of Covid-19 and the implementation of C6 mobility in a mixed way.Conclusion: The general objective of the project was broadly achieved and thanks to internationalization all members of the partnership were allowed to innovate.

"<< Background >>The SOER 2020 report which published by the European Environment Agency, highlights Europe's alarming level of biodiversity loss, climate change and excessive consumption of natural resources and calls for urgent action over the next 10 years. Therefore, we all have great responsibilities in reconsidering the general attitude that should be displayed towards the environment and nature.The human being who consumes the resources around him has the power to affect the environment positively or negatively as an individual. Because every individual in the society has to consume. And the behavior of the individual in the role of consumer can affect the increase or decrease in environmental pollution. Because, the consequences of paying attention to the details of our daily life (eg consumption habits, eating habits, waste management, recycling, etc.) by the masses are great and these results concern us all. At this point; It is of great importance to understand 'Sustainable Development' so that natural and environmental resources meet today's needs without compromising the needs of future generations.We took this initiative to create an awarensess about the importance of Sustainable Development and to ensure that individuals adopt environmentally-friendly and sustainability-friendly attitudes. Our project partnership includes both schools and NGOs. In order to achieve this goal, we chose to create a different and more interesting learning environment for the project participants. Therefore, we used art while organizing many project activities. Since many artistic activities will be carried out in the project, there is an Italian art organization in the project partnership.Our project aims to create awareness of the participants between the ages of 16-26 in terms of ecological values ​​by making them more critical and conscious about ""environmental values ​​and sustainable development"". And in them, it is to encourage behavioral changes for consumption habits and lifestyles that support sustainable development at an individual level.This project will organize activities within the scope of the project in order to achieve its goal by combining traditional approaches with modern approaches (art and creativity) and combining theory with practice.Thus, it will encourage participants to acquire knowledge, process it and adapt it to real life situations.Participants will be involved in the subject as much as possible with an inquiry-based learning approach, question-answer, discussion, brainstorming, and applied methods. In this way, participants can see the relationship of their individual roles and preferences (consumption habits, eating habits…) to the complex environmental problems facing our planet; and eco-friendly individuals can acquire the skills they need to be creative problem solvers and strong advocates of the environment.<< Objectives >>By implementing the project, we want to achieve the following Project goals:* To ensure that the participants, who are consumers, question their roles in protecting the environment and guide them to make environmentally-friendly choices;* Creating behavioral changes in the participants for consumption habits and lifestyles that support sustainable development at an individual level,* Increased sensitivity of the participants to environmental problems;* Changing the 'disposable' philosophy of the participants and supporting their creativity on 'recycling and upcycling' issues and increasing their knowledge-awareness on these issues;* To increase the knowledge and awareness of the participants about the 3 basic dimensions of Sustainable Development (Ecological, Social and Economic);* To ensure that the participants adopt the ecological life philosophy and to support them to be environment-friendly individuals;* To increase the interest of the participants in ecology and art;* To support the participants in the student group to participate in education more effectively;* To integrate the theoretically oriented information about the environment with practice;* Supporting the goal of 'making the EU green sustainable', one of the 2021-2027 strategic goals of the European Union.The project will indirectly provide:* Developing the information and language skills of the participants* Developing creativity and critical / analytical thinking in participants* Ensuring the exchange of skills, ideas and working methods among young peopleOur project partnership has a common goal and motivation: To ensure that young people become aware of their roles in order to 'make the EU green sustainable', which is one of the strategic goals of the European Union for 2019-2027, thanks to the international-dynamic learning environment that the project offer.<< Implementation >>The first 3 months of the project were reserved for preparation, and the last 3 months for the evaluation process. The remaining 12 months were devoted to activities focusing on each dimension of Sustainable Development (SD) (Economic, Social and Ecological dimension; 4 months for each dimension).Apart from these, we planned 2 TPMs (in Italy and Norway) to determine the steps to be taken in the project and to evaluate the progress of the project.3 LTTs were planned within the scope of the project (in Denmark, Spain and Turkey). However, each partner institution will carry out many activities locally. The aim here is to engage both the main participants and other local institutions in the project activities.We planned activities focusing on 3 dimensions of Sustainable Development. Activities for each dimension of SD will last 4 months. In the starting month of each dimension, we organized a webinar. This webinar is the opening activity of 4-month periods. The webinar is about the subject of its period and is done online (for example, the webinar on ""SD and Economic dimension"" for the period of the economic dimension of sustainable development.).1st Period: Sustainable Development and its Ecological DimensionDuring this 4-month period, all partners perform many activities locally:-Webinar (SD and Ecological dimension): It will be held online and the coordinator of this webinar will be Denmark.-Seedling / flower planting activity-Street interview - Interviews will be held with the public about 'Recycling and Waste Management'. - ""Do not consume, produce!"" Competition - A competition to create a creative product by recycling or upcycling from waste products will be held.- Documentary time on World Environment Day (5th June): There will be documentary screenings about the environment and Tüketim. After informing about the project content and objectives, the documentary will be screened.-Making Christmas cards with waste materials, etc.2nd Period: Sustainable Development and Its Social DimensionDuring this 4-month period, all partners perform many activities locally:-Webinar (SD and Social dimension): It will be held online and the coordinator of this webinar will be Italy.-Street interview - Interviews with the public about 'Sustainable Development' will be held.-Brainstorming - How do our daily habits affect Sustainable Development at the individual level? ' (online)-Theater Performance: ""Show your GREEN skills!"": The school partners (Turkey and Spain) and Italy (art organization) will prepare an overlapping theater show for the project. These shows will be hosted both locally and in the guest country during the last LTT(in Turkey).3rd Period: Sustainable Development and Its Economic Dimension:- Webinar (SD and economic dimension) - Norway- ""Art and Sustainability Painting Exhibition"": Students from schools (TR and ES) and Italian youth workers will make sustainability themed paintings. The pictures will be shown in the exhibition to be prepared in the institution, and many other institutions from the region will be invited to the exhibition.- Christmas card preparation activity (from waste materials)- 'Change Protects the Environment': With this event, young people ‘2. We aimed to break the prejudices against hand products and draw attention to the consumption frenzy. Participants will exchange second hand books or clothes in this event.-'Ride a bike!' activity.Within the scope of the project, we aim to engage all participants in project activities as much as possible. Because only in this way, their level of consciousness increases and they can become environmentally friendly individuals.<< Results >>We expect the following results from the project:- Increased awareness of the participants on environmental problems,- Increasing the knowledge level of the participants on environmental issues such as sustainable development (SD), 3 dimensions of SD and goals of SD,- Changing the 'use and throw it away' philosophy of the participants and supporting their creativity in 'recycling and upcycling' issues, and increasing their knowledge-awareness on these issues,- To enable the participants, who are consumers, to question their roles in the protection of the environment and thus to become more conscious individuals,- To integrate the theoretical oriented education on ecology in schools with practice,- Ensuring the exchange of skills, ideas and working methods among the participants,- Promoting social inclusion and solidarity among young people who come together for common purposes,- Developing creativity, critical and analytical thinking in participants,- Supporting the participants in the student group to participate in education more effectively,- Provide participants with disadvantaged backgrounds or few opportunities to gain positive experience- Emphasizing the role of schools and NGOs as catalysts in social change,- Promoting diversity, intercultural dialogue, common values ​​of freedom, tolerance and respect for human rights among the participants,Better understanding of the values ​​of European identity in daily life,- Establishing new links for further European cooperation.The project is expected to lead to a number of positive changes at the level of all partner schools:- The development of the relationship between teachers and students.Parents will become more aware of the key role the school plays in developing future citizens who will contribute to the development of society. Therefore, schools will increase cooperation with local institutions and improve or strengthen their image in society. Institutions will benefit from more motivated and more active students and teachers.- Participation of disadvantaged students, who will be given priority to them, in project mobility; They will have the opportunity to create effective results in terms of their position in society.The focus of the project is to direct the attention of the participants to environmental problems and to raise awareness of how their individual choices affect environmental health. However, our only responsibility is not just to emphasize this; At the same time, it is to do our best in areas such as teamwork, socio-emotional development, and respect."

"This project""Project Based Learning Applications in VET"" is prepared in order to increase the pedagogical competencies of VET teachers and students (14-19 years old) for project-based learning, to ensure their integration into learning processes and thus to contribute to increasing the employability of students. With this project, it is aimed that teachers develop vocational competencies and integrate them into educational processes as well as the students.The project is planned for 24 months with 6 partner schools including the coordinator school;2 Turkish,1 Spanish,1 Polish,1 Greek and 1 Italian vocational type of high schools and Vet provider to exchange best practices in vocational education.In 24 months process of the project we plan to meet in every 4-5 months according to the project There will be 1 TPM and 4 LTTs during the project time.The project's target groups are the VET students and teachers in partner organizations. November 2020 there will be the first TPM in Greece,in February 2021 1st LTT inPoland,2nd LTT in May 2021 in Spain, 3rd LTT in October 2021 in Italy and the 4th LTT in May 2022 in Turkey.Apart from face to face meetings internationally there will be Skype meetings online in every 3 months especially before mobilities.Who will participate;At TPM project's main ideas,schedule,budget,administration,communication,dissemination and tasks will be discussed so there will be 1 contact person and 1 administor of the partners in this meeting.And for LTTs ,both teachers and students will participate.The teachers will be from vocational branches and the students will be from 10th and 11th classes.For each LTT 2 teachers and 4 students will participate from each school.The selection criterias are stated in relevant topic.Where will it take place?1st Tpm will take place in Greece at the beginning of the project in November 2020.Then 1st LTT will be in Poland in February 2021,2nd LTT will be in Spain in May 2021 ,3rd LTT in Italy in October 2021 and the last one will be in Turkey in May 2022 (in cooperation with 2 Turkish school) .The duration of TPM will be 3 days (not including travel) and LTTs will last for 5 days (not including travel) .The goals;During local activities and learning and training activities our main aim is""exchange of good practices by experiencing Project Based Learning activities in VET"" So the meetings,workshops,transnational activities,exhibitions,conference,dissemination and all other activities will be done to serve this aim.By this way;-we will see other countries' vocational education systems,curriculums,PBL workshops and how to apply it in lessons sustainably. -As for the multiplier effect,each partner school will improve the school development,profile of the students,quality of the lessons and competences of both teachers and teachers.-establish link between partner countries,-know other methodologies connected with PBL,-implement team work abilities,-improve communication skills,-improve School Development,-create new lesson plans,-go beyond the routines,-make learning environemens more effective and fun,-come of fears of going abroad and speaking Englishlearn from aech other,-add a value to the project ideashare our experiences and practices.Expected impact on the participants;During the project process there will be local activities,1 TPM and 4 LTTs in which the students,the teachers and the administrators will participate.TPM will be for contact persons and administrators,LTT s will be for the teachers and students.So the mainly experienced and impacted group is the participants.These participants also will be in monitoring,evaluation and dissemination processes.At first sight all partners are expected to form a group of participants.These group of participants will have Project Based Learning training,choose subjects from curriculums according to their vocational branches and create lesson plans before the mobilities.And at the LTTs they will perform these lesson plans in workshops to experience the PBL applications.At first sight ,all partner schools will do information meetings to the school community and the families.After that,the project will be announced via school web sites,social media accounts,local news and the partners will brief local education authorities.Each school will prepare a dissemination plan locally.At schools ,there will be Erasmus+ project corners introducing the project and the activities ,these corners will be renewed after each mobility.During the first TPM and all LTTs,the host partner will organize local activities and inform media to make the activities news on newspapers and on TV channels.All activity photos and videos will be announced on school web sites.And the host school will prepare a ""meeting report"" to be gathered at the end.E-Twinning Portal will be a powerful tool to keep and disseminate our project.The PBL lesson plans will be integrated in curriculums as much as possible."