"<< Background >>In initiating this project, the partner schools from Romania, Turkey, Poland, Croatia and an NGO from Ireland involved inschool education on '' Climate Change'' and social inclusion, started from: * the significance of getting to know whatcauses of climate change and its likely impacts on nature and human beings and what precautions can be taken tomitigate climate change; * the awareness of climate change on participants in the project, visible in the participants desireto get involved in the promotion of awareness of climate change and to curb it in national level; * the existence, in theirregions, of similar social contexts: students of different cultures and ethnicities, from different backgrounds andeducation, with disabilities or learning difficulties; * the need to get to know the inevitable consequences of climatechange unless necessary precautions are taken; * the need to inform as many people as possible about climate changeand raise awareness. The needs of schools and the NGO representing them were identified through SWOT analysisdescribed in their documents, the real analysis of activity reports and teacher council meetings, which showed the needfor intercultural education of students as a strategy to raise awareness of climate change on people.<< Objectives >>The Commission’s proposal for the first European Climate Law aims to write into law the goal set out in the EuropeanGreen Deal – for Europe’s economy and society to become climate-neutral by 2050. The EU three objectives: * to set amore ambitious and cost-effective path to achieving climate neutrality by 2050 * to stimulate the creation of green jobsand continue the EU’s track record of cutting greenhouse gas emissions while growing its economy * to encourageinternational partners to increase their ambition to limit the rise in global temperature to 1.5°C and avoid the most severeconsequences of climate change With the 2030 Climate Target Plan, the EU Commission aims at reducing greenhousegas emissions to at least 55% below 1990 levels by 2030. EU has released a package related to the climate change. The2020 package is a set of binding legislation to ensure the EU meets its climate and energy targets for the year 2020.Thepackage sets three key targets: 20% cut in greenhouse gas emissions, 20% of EU energy from renewables, 20%improvement in energy efficient. Climate change has been declared by EU as one of the most important priorities of EU.So, we have started a project. The main objective of this project is to raise awareness of climate change on all partnersinvolved in the project. To understand how aware the students of participants countries are , we conducted an onlinesurvey on google drive. 367 students from 6 participant schools have answered the survey. 89 % of the students believethat climate change exists, 68 % of the students don't know what causes climate change, 72 % of the students don't knowwhat precautions are taken nationally and internationally to curb climate change, 23 % of the students know whatprecautions may be taken individually to fight climate change, 61 % of the students would like to participate in an activityrelated to climate change and global warming. As partners, we strongly believe that school is the place where studentsnot only have academic education but also grow up as true citizens and human beings. Unfortunately, students' socialawareness and sensitivity to social matters are low.We always wittness issues regarding to climate change but theattitudes of our students are not as high as excpected. They use technology well but they hardly ever use it to findsolutions to social matters.In partner schools, a lot of activities such as courses on global issues, using technology in atrue way, applying new strategy and methods seminars, conferences have been carried out to enhance teachers' skills,the interests of students, the quality of teaching and learning, citizenship and key competences, social unity. But theexpected impact is not as high as the desired level. BITL is a project aiming to make all participants and stakeholders:*enable them to understand how grave the climate change is *be aware of the dangers of climate change and its possibleconsequences for future generations, *be aware of environmental problems such as global warming, energy shortage,which we think are the issues that will lead to the end of the world if no precaution is taken, *strengthen inter-culturaldialogue, *meet and learn about new teaching methods/learning approaches and integrate them with normal schoolcurriculum, * take them into action on social matters and be active citizens. * offer the acquisition of innovative andmotivating strategies for the social inclusion of students, using as support the national and EU cultural element, We aim tolower the percentage of those who say ' ' I don't know what causes climate change'' from 68 % to 42 %, and thepercentage of those who say '' I don't know what precautions are taken nationally and internationally to curb climatechange'' from 72 % to 51 and we aim to increase the percentage of those who say'' I know what precautions may betaken individually to fight climate change'' from 23 % to 56 % within three years<< Implementation >>ACTIVITIES THAT LEAD TO THE COMPLETION OF THE PROJECT RESULTS. A. The preparation of the LTTAs,from each partner institution. - documentation about the cultural objectives in the region; - preparing presentations madeby students, in English and of cultural and ICT workshops; - preparation of media tools used during LTTAs: select thecreative computer programs used to create digital resources and the final product of the project, ""Digital Photo-Story"", aproduct of great pedagogical value in intercultural learning in class and in extracurricular activities. - preparation ofcultural activities that will be presented during LTTAs and of the 3 TPMs. - preparing visits to schools and of Students'Virtual Mobilities. - preparation of evaluation tools. Responsible: the project teams from each partner institution: teachers,trainers, students. Results: ensuring the quality of the presentations, the necessary framework for the development ofquality LTTAs, and of effective virtual exchanges between students. B. LEARNING ACTIVITIES (LTTAs) and TPMs. Theproject includes 4 learning activities organized by each partner institution, which will contribute to the fulfillment of thepurpose and the 4 project 'objectives. Their succession. 1. The first TMP hosted by the coordinator, ColegiulTehnologic""Grigore Cerchez"" Romania, before the first LTTA. Purpose: finalizing the teams at the partnership level,establishing precise tasks, a common implementation plan, analyzing the LTTAs data, analyzing the agreement with N Ain Romania, analyzing and compiling a financial plan. Activities: debating the project, the financial rules, distributingagreements with NA in Romania, concluding agreements between the coordinator and partners. Date: OCTOBER, 2021.Responsible: project coordinator. Target group: two teachers from the project team of each partner institution. Expectedresults: a concise implementation plan, concrete tasks for all partners, exact data for all LTTAs and TPMs. Resourcesused: project form, agreements, computers, video projectors, folders, maps. achievement indicators: quality of theimplementation plan. The meeting will be monitored and evaluated by the partnership coordinator. 2. The 4 LTTAs. * C 1hosted by the Turkish school. * C 2 hosted by the Croatian school. * II TMP, hosted by the Irish NGO, for the C 1-C 2evaluation and the intermediate evaluation. * C 3 hosted by the Polish school. * C 4 hosted by the Romanian school. * The3rd TPM hosted by the Polish school, for the C3-C4 evaluation, the final evaluation, and the discussion of the final report.The objectives of LTTAs: to provide learning activities for all partners, relevant to the project theme: to use students'culture and creativity to support social inclusion in schools. Target groups for each LTTA: 12 teachers from the partnerinstitutions (2x6), 10 teachers from the host institution, 30 students from the host institution, included in the local activitiesmobility C. VIRTUAL MOBILITIES. At the partnership level, 2 virtual mobilities will take place, which will include 10students from each partner institution. The first Virtual Mobility of Students will take place after activities C1 and C2. Thesecond of Students, after C 3 and C4. Description of the Virtual Mobility of Students. the teams of students from eachcountry will present their learning activities in which they participated, the products made, the videos created. Partnerstudents will ask questions about the description of the activities. The activities will be coordinated, monitored, andevaluated by the coordinating teachers of the teams. D.PROJECT MONITORING AND EVALUATION. The activities inthe implementation plan will be in monitoring reports, the task of the project managers of each partner school. There willbe a periodic evaluation to measure the progress of the project an interim evaluation to review the implementation plan afinal evaluation made during the 3rd TPM.<< Results >>The results of the project will be obtained both through local activities at the level of each partner institution and throughLTTAs, TPMs and Student Mobility. 1. Through the activities of preparation for the implementation of the project will becreated as results: implementation plans at the level of each partner institution; project teams made up of students andteachers, with concrete tasks within the project; the visibility of the project at local, regional and national level following itspromotion; resources needed to implement the project. 2. Through TPMs and teacher learning mobilities (LTTAs) will becreated: a Project Implementation Plan valid throughout the partnership (during the 1st TPM), learning activities, andresults relevant to meeting the project objectives (knowledge, skills), strategies, resources). * To increase theunderstanding of the atmosphere/ecosystem exchange of greenhouse gasses. * non-formal pedagogical strategies forlearning intercultural and developing students' creativity through the use of ICT means; * types of mutual learningactivities, workshops, cultural workshops, ICT creativity workshops. * international learning experiences, to enableteachers and students to develop their understanding of the diversity of European culture, the social, civic andintercultural skills necessary for their personal development. * valuable digital and multimedia resources for learninginterculturality in partner schools. * information on classroom management for inclusive education; * examples of goodpractices in encouraging the integration of children into the educational system; * ICT skills of creativity, based on thecultural elements of their regions and based on the creative programs of the computer. * ""Digital Photo-Story"", the finalproduct of the project, which can be integrated into the curricular and non-formal activities of the partner schools. *creating E-twinning Space, to promote the project and disseminate the results. * creating the project website, as a tool forpromoting and disseminating results. 3. Through the Mobilities of the Students can be obtained as results: * superior skillsthrough culture and creativity; * superior intercultural competences: respect and tolerance for the culture of Europeanstudents and from all over the world; * new motivations to attend school and to get involved in the life of the multiculturalgroup: more oriented towards group knowledge and integration in groups, interested in discovering common and differentcultural aspects of groups, an improved position towards the culture of students in multicultural groups. 4. The integrationof these results in the usual activities of the partner schools and the dissemination of the results at regional and nationallevel, will lead to the fulfillment of the project goal ""to increase awareness of climate change, creativity, and innovation inthe practices of partner institutions, to develop skills through creativity"" and ""To offer partner institutions their professionaldevelopment, promote attractive non-formal teaching, and support schools in their regions with European digitaleducational resources."" 5. Other results relevant to the implementation of the project: *new knowledge regarding theimplementation of a European project, for the 7 partner institutions; *new tools developed for the good implementation ofthe project; * materials and resources necessary for intercultural learning and developing students' creativity; * the projectsite, made in order to promote and disseminate the results * a superior understanding of the phenomenon of socialinclusion in European schools and new inclusion strategies. * superior understanding of the social and educational valueof national culture and European diversity. * developing the linguistic, social, and intercultural competencies of theparticipants. *increasing the capacity of partner institutional development"

"As it's stated on ""https://www.foe.co.uk/sites/default/files/downloads/overconsumption.pdf"" Our life is based on natural resources. Natural resources in the form of materials, water and energy, as well as the land available to us on Earth, are the basis of all living beings on our planet. We humans are also part of nature. Without the constant use of natural resources, neither our economy nor our society could function. On the other hand, a clean environment is one of the most important features to have a healthy life and our main aim is to stimulate an international awareness on environment not only on students but also on their families and on teachers. As the people and man made devices are the most reason of the disappearing of the natural resources and pollution of the environment – Forest included. Forest’s importance and risk is very well stated at the FAO (Food and Agriculture Organization of the United Nations) reports “Global Forest Resources Assessment 2015 - How are the world’s forests changing?” [http://www.fao.org/3/a-i4793e.pdf], and “State of the World’s Forests 2016” [http://www.fao.org/3/a-i5588e.pdf]. Deforestation is a real problem, specially in southern Europe! The objectives of this project are the following: to increase awareness of Forest importance in everyday life making students aware of the importance of forest maintenance and exchanging good practice in that field; to inquire about and find new teaching approaches to encourage students to protect Forests; to compare natural environments of the participating countries; to improve students’ motivation and skills; to prepare students to face the possibility of having to move to another country and new environment. The countries involved in the project are four: Latvia, Belgium, Portugal and Romania and it will last for 24 months. The participating students, aged between 15 and 18, are going to work in international groups using scientific methodologies and they will cooperate and communicate using technological devices to try to find better ways to improve environmental quality by protecting and promoting the Forest. Forest will be used in different subjects like English, Geography, Science and also in Mathematics as a topic to introduce and learn different kinds of subjects. From the current project will benefit not only students and teachers but also the community. The results from this project will be the following: knowledge of the ecological and cultural diversity in the partner countries; participation of students and community in planting trees and cleaning green space activities; promotion of the usage of eco - friendly products; increase of student’s abilities in communicating (also using English), team working and use of ICT tools; development of self-confidence, empowerment, critical thinking, creativity, hence better school marks; development of tolerance, acceptance, integration behaviours and emotional intelligence through soft skill; development of new class teaching and learning methodologies and dissemination towards colleagues."

"The basis of the project was that many studies had shown the importance of youth participation. The opportunity to make a difference was found to have an empowering influence on youth. In our schools pupils often felt that adults didn’t listen to them and they thought that their opinions weren't important. They felt frustrated, unappreciated and disappointed, even rebellious. We believed that they should be given more opportunities to involve in decision-making. For example a policy review of Council of Europe „Child and youth participation in Finland“ gave recommendations for adults to ensure that young people are listened to. So we decided to use our pupils as experts and invited them more often to the decision process. We decided to take them seriously and this project was used as a tool to make this happen. Through our project we hoped to raise our pupils to become active citizens. To obtain this goal we aimed to teach them the skills needed to staying active and also competences needed to advancing one’s goals using democratic means. We also aimed to teach our pupils that their actions and decisions have meaning and that they should put thought into them. The pupils also learnt that they can have a real impact in their surroundings. This was all achieved through activities such as setting up a campaign against cyber-bullying, setting up an Art Exhibit that showed the dream state of pupils’ surroundings and a debate which taught the pupils to take a stand for the things they believe in. We hope that in the long run the project leads to increased motivation and helps our pupils not to underachieve in the society that surrounds them. The participants of the project were the pupils from four different schools: Kaarilan koulu (Finland), Escola Básica Monsenhor Elísio Araújo (Portugal), Skolen ved Bülowsvej (Denmark) and Liceul Teoretic ""Emil Racovita"" (Romania). The pupils taking part were aged 12-16 years and the project was implemented in a way that enabled as many pupils as possible to take part in many of the activities. The participating pupils for the transnational meetings were chosen based on an application that they write in English. The pupils had to show their motivation and describe why they should be chosen. For each meeting different pupils were chosen so that the project felt more like it’s for the whole school. During the first year the pupils learnt the means needed to staying and being active. The year consisted of activities such as planning and cooking of a healthier lunch-box, organizing a local campaign against cyber-bullying and learning teamwork skills while teaching and playing the national sports of each country. Tangible outcomes of the first year included a Cookbook, campaign material against cyber-bullying and illustrated instructions on national sports. The second year the pupils first focused on their surroundings by taking photos of faults that they could find in their school. They then worked on fixing these faults and also familiarized themselves with the people who could fix the faults that they couldn't themselves. They then used photo manipulation to make the photos look like they felt they should, to look like the faults had been corrected. The photos were made into a large photo-montage showing before and after photos next to each other. The pupils then found a place in their neighbourhood that they felt could be made better in one way or another. They photographed the actual place and then built a scale model to reflect their dream world. Both the scale models and the photo-montages were put up in an Art Exhibition that the pupils organized in a transnational meeting. The second part of the year focused on democracy. The pupils learnt about decision making on local and national level when they prepared videos of democracy in their country. They then compared the democratic systems between different countries to find similarities as well as differences. In the final meeting the pupils also came together for a debate where they had to take a stand for the environmental goals for the year 2030 that they believed in. The pupils taking part in the project benefited by learning to take notice of their surroundings. They acquired the skills needed to take action to correct the faults they notice. They are now better able to take a stand for something that they believe in. This was reached through giving them the skills needed as well as giving them positive experiences in being active citizens. During the campaign against cyber-bullying the local schools will also benefited as they formed the target group of the campaign. The longer term benefits for the participating pupils are clear. They gained language skills, cultural skills and learnt to take an active role in the society where needed. For the participating teachers the project gave a great opportunity to learn from different practices that are used in other countries and to form transnational bonds."

Diversity of youngsters in a group whether it is cultural or physical or other brings often misunderstanding and put some people on the sidelines. The main goal of this project was the creation of simple and efficient tools for professionals working with these youngsters.In order to reach this goal we have worked on several topics such as prejudices, communication, tolerance, social inclusion or social integration of a young within a group.This work is the fruit of the collaboration of four countries of Europe: France, Italy, Romania and Poland. Three of the four schools involved are public general high schools and the fourth is a rural private high school. This European collaboration enabled us to debate, analyze get informed, compare and enhance differences and open minds. This European partnership was a real richness for this project not only in sharing experiences, knowledges but also in creative brainstorming.In our fours schools about two hundred pupils, thirty teachers, several administrative officers and headmasters actively participated to the creation of this project. We also worked with association already working on these issues in order to take advantage of their experience.In order to carry out this work, goals have been set. The first is the creation of a pedagogical kit including a video on the theme of knowledge of the other and tolerance, a leaflet which underlines the different ways of living and communication of our four countries, the barriers which can hamper the meeting, collaborative games which have different objectives (group cohesion, social inclusion…).In order to ease the promotion of this kit and our different projects, we have created an association “Include me” as well as a website “http.incude--me.weebly.com”.This objective was also, thanks to the stays in families and in the different schools of the pupils and teachers, to allow everyone to discover new cultures, new ways of life and new educational systems but also to improve the skills in foreign languages.During these two years several activities have been created such as: -Implementation of surveys in order to list the reasons for exclusion amongst youngsters,-Debates around the welcoming of foreigners in our four countries,-Meeting associations working on inclusion and integration in order to broaden the discussion, -Sketches and workshops on these themes (prejudices, tolerance, freedom, fraternity…),-Pedagogical tools creation: video, booklet and cooperative games,-Tests of the tools and improvement proposals,-Association creation-Creation of means of dissemination (logo, flyers, website, roll up, pens, mugs, USB keys…)-Creation of satisfaction surveys to assess the kit presentationThe realization of all these activities enabled us to present the pedagogical kit to about thirty different organizations such as schools, associations working on inclusion theme as well as leisure associations. After this presentation some of these tools have been used by head teachers or leisure association animators and they have showed their efficiency. These tools enable to improve professional working conditions but also to make youngsters aware that the exchange with others and the acceptance of the difference is a real richness for them.The results of our researches and of our creations have been broadcasted thanks to the web site and the association.This project has also enabled not only to the pupils, the staff involved but also to the whole of the pupils of the schools, to be aware of their membership to the European Union and to the opportunities that it represents.The association will remain in the long run because every partner has committed itself to answer to every need which concerns the presentation of this kit. The web site will carry on to develop particularly thanks to new projects ERASMUS and new parternships.

<< Objectives >>With this project, we want to improve the competences of teachers and other secondary education professionals, exchange tools, good practices and methodologies to work on the inclusion of ethnic minorities and migrants through educational innovation tools, facilitate the improvement of the educational quality of the participating centres and create a network of organisations that work on inclusion and education in values based on solidarity and empathy for diversity.<< Implementation >>The main activities include analyses on the educational regulation of values education and the promotion of inclusion in secondary education, the identification and exchange of good practices, tools and methodologies between organisations, including an International Seminar, and the adaptation and implementation of the exchanged tools in other countries. The products and results will be presented during a Final Conference.<< Results >>The main tangible results include two eBooks in 5 languages, a video summary and a project website. Among the intangible results we can point out the improvement of the key competences of secondary school teachers, the new knowledge, tools and methodologies exchanged and the increased empathy of the students about the situation of young people of their own age and/or other people who suffer discrimination and rejection due to their origin, race, skin colour, etc.