Key characteristics of 21st century citizens Awareness of the wider world and a sense of own role both as a citizen with rights and responsibilitie and as a member of the global human community Appreciation of the diversity of cultures and of their languages, arts, religions, and philosophies as components the common heritage of humanity Commitment to sustainable development and sense of environmental responsibility Commitment to social justice and sense of social responsibility Willingness to challenge injustice, discrimination, inequality and exclusion at the local/national and global level in order to make the world a more just place A set of competences such as critical thinking, system thinking, collaboration, communication, problem solving, enquiry skills, empathy…Global citizenship is a 21st-century approach to living in which principles of global responsibility and accountability are applied to everyday local actions and complex global problems are addressed on an individual basis. Global citizenry requires awareness and action consistent with a broad understanding of humanity, the planet, and the impact of our decisions on both. Students in the 21st century need global citizenship education in order to be empowered with the knowledge, skills, and values that can assist them in taking actions to address the interconnected social, political, cultural and global realities of the 21st century. It demands that teachers be culturally competent to address the diversity issues and promotes inclusive educational practices. Second globalization has increased interconnectedness among countries, notably in the areas of economic security, culture, technology, health, and peace. This context requires teachers to be pedagogically competent to help students intellectually and morally examine the complex and controversial global issues, act as responsible global citizens for sustainable development of local and international communities, and promote holistic thinking and cross-cultural understanding. Research to date indicated that although teachers recognize the importance of global citizenship as a theme in the school curriculum and interest among them in integrating global citizenship into their practice is high, many teachers lack the confidence and pedagogic skills to educate for global citizenship. During the learning Teaching training we trained, discussed and experienced the compentences. (Number of teachers involved 100, students 1500) The purpose of this project was to gain a better understanding of teacher's lived experiences in learning to educate for global citizenship. It addressed the following three questions: What are the teacher candidates’ feedback on GCE curriculum and pedagogy? What were their achievements and challenges from the teaching practice? What does global citizenship education mean for the teacher candidates? At the end of the project all the partners involved have an answer to these questions. Schools with a mature whole school approach to sustainability had woven global citizenship and sustainable development education into the fabric and life of the school and had developed a co-ordinated and sustained action plan focusing on key areas including: •Leadership - an open, supportive and participative leadership style is essential for creating a common vision, creating a sense of ownership and engagement, and co-ordinating strategies across the school. •Policy and planning - all school policies, such as travel plans, procurement and health promotion, reflected the principles of sustainability. •Relationships and ethos - everyone feels valued and is given an opportunity to participate and flourish. A strong focus was given to pupil voice. •Buildings and grounds - grounds are developed to support active and outdoor learning approaches and included wildlife gardens, outdoor classrooms etc. Sustained action was taken to minimise ecological and carbon footprints. •Curriculum - global citizenship together with sustainable development education was a theme across all learning. •Learning approaches ¬- the school has strategies for developing effective pedagogies and approaches to learning including outdoor learning, active and co-operative learning. •Personal achievement ¬- learners have access to a wide and stimulating range of experiences that develop their skills, talents and confidence. These were recognised and accredited. •Community - children and young people are given opportunities to explore, engage, connect with and contribute to their local community.

Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to social competence to self-regulation.SEL competencies encompassthree areas:Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation (e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another’s perspective, and displaying empathy.Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others’ behaviors (e.g., understanding a student’s defiance as a desire for independence rather than a personal insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words).Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the ededevelop SEL and build positive school culture have focused exclusively on students. Educators typically receive little training and support for implementation and for effectively supporting students’ social and emotional development and even less training and support for implementation for effectively supporting students’ social and emotional developmentTeachers’ SEL competencies influenced students in at least three ways:First, SEL influences the quality of teacher-student relationships.Teachers who are good at regulating their emotions are more likely to display positive affect and higher job satisfactionTeachers who are calm, positive, and content are likely to be better equipped to treat students warmly and sensitively, even when students behave in challenging ways.When students have high-quality relationships with teachers, they have better social adjustment and higher academic competenceConversely, when teachers and students have negative or conflict-fi lled relationships, students are less likely to be engaged in school and more likely to have low academic achievement.Second, teachers model SEL skills for students — intentionally or not. Teachers navigate stressful situations nearly every day, andstudents are watching. Studentsl earn from the way teachers manage frustration, maintain control of themselves and the classroom, stay focused in the face of distractions, and shift tactics when needed.They also learn from the way teachers handle students who need better SEL skills, such as when students act cruelly toward oneanother or use inappropriate language, such as “that’s so gay.” That is why teachers need to possess certain “habits of mind,”or dispositions, such as awareness, attention, fl exibility, and intentionality.It is also why one intervention program begins with activities to build school leaders’ and teachers’ SEL skills as a precursor tostudent programming Third, teachers’ SEL abilities likely influence their classroom organization and management. As every teacher knows, maintaininga calm, organized, and wellregulated environment is essential. Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection.To build such environments, teachers must maintain a sense of calm, be organized, feel in control of the classroom, and develop social trust with students and families who may be different from them.Our project wanted to create a culture of continuous improvement and learning for teachers and students:* Appropriately gathers information and formulates written assessments about individuals, families, groups or community situations* Able to make assessment of situation and prioritize interventions at the appropriate level and target group.* Conceptualizes and articulates the rationale and theoretical framework behind: assessment, choice of intervention strategies, techniques, and case plan implementation.* Opportunity to formulate plans & goals with groups that include cultural &/or ideological perspectives and to work with groups on the basis of mutually.* Opportunity to interview or interact groups, or staff who are from socio-cultural backgrounds different from the student.* Opportunity to communicate effectively, orally and in writing.* Evidences competence in: listening and attending; reflection and acceptance of feelings; paraphrasing and summarizing content; confrontation; recognition of strengths; incorporating cultural and/or ideological perspectives of clients, and reinforcing.Support for SEL skills must be embedded into the daily life of the school for everyone: students, teachers and staff.This is essential because SEL skills are developed in and needed for everyday interactions.

Inside out – it means you live among people who can help you, and also there are a lot of people who are waiting for your help. We are a project team from six European countries. The project is an answer to our students’ and teachers’ needs. Schools can offer balance and an island of safety in a situation of continuous change either in the life of specific families or with pushing breaks in the fast changing world. Most changes arrive to schools and their curricula some 10 years later than into enterpreneurial world. In crisis and migration situations schools offer rutine that is essential for safety, and support staff, like SEN teachers, psychologists and teachers.Main aims of the project are: increasing participants’ knowledge about other countries and cultures, developing social and intercultural competences, increasing competences in ICT and foreign languages. To get the project aims in all partners’ organisations, we will introduce inclusive education by promoting equity and inclusion and reducing disparities in learning. We are going to introduce activities addressing culture diversity, actions involving students with disadvantaged backgrounds(social and economic obstacles) and children of immigrants. The methods and techniques of working in the project are interesting and innovative for students and for teachers. The work in the project is provided through integrated approaches and is incorporated into partners’ school programme, according to the project plan. The target group consists of disadvantaged learners and these teachers who want to develop their personal and professional possibility. Doing the project and creating outcomes, participants will increase their competences, motivation and satisfaction in school work. The total number of students involved in the project is 1600. We are also planning besides the student exchanges two events to provide management trainings and exchange of good practices in the field of teaching and learning using innovative methods and techniques. Also, teachers will practice English and gather materials needed to effective implementation and dissemination. As the result, partners are going to create and publish common products: - a guide for teachers containing methods of teaching social and intercultural competences especially useful for teachers and educators when number of international classes in many European countries is highly increasing nowadays.- an English workbook “English in Action” to teach students vocabulary and communication using activating and innovative methods. Moreover, we will create and publish: - a project logo and a Etwinningsite, - a project exhibition, a common presentation about culture influences in partners’ countries, - an educational Scrach game, - a mini 6 European language dictionary, - a project performance “One Europe”, - an outdoor parade promoting culture diversity. - educational materials created in English. - a COUNTRY´S DAY - students prepare a presentation about their national day, the importance, history, traditions - followed by workshop -to make drawings, handmade objects connected to the national day,- A COUNTRY BOX - a plastic box filled with things like pictures or photos, maps, cultural objects, animals, flags, stamps and anything else that is typical of a particular project country Digital outputs:- students will make videos to briefly introduce themselves/their school/country;- students will make short videos during the project meetings and while doing activities. These videos will then be edited and made into one long video which will be used as a tool for assessment as a final product,- students will make an e-magazine in the end of each LTTA,We believe, that the project will have positive impact at local, regional, national and international level because the topic is interesting for many other students and teachers. We expect that in total 2000 persons will be involved in the project: 6 partnerscshools incl students, teachers and parents. Besides that: local goverment, other schools, etc..The products are valuable especially when we observe the process of great migration of people and schools should be prepared to the new situation to work in multicultural and multinational classes. We realize, that intercultural education is an imprtant topic in our present and future world. So we want to prepare students for their new future.We must remember that the democratic way of life engages the creative process of seeking ways to extend and expand the values of democracy. This process, however, is not simply an anticipatory conversation about just anything. Rather, it is directed toward intelligent and reflective consideration of problems, events, and issues that arise in the course of our collective lives.

All teachers wish good quality of life for their pupils. Literacy is an important factor of their future.The concern of collapsing literacy and urge to be on the nerves of time regarding important future citizen skills like multiliteracy, social emotional skills and robotics were our motivation to create this project for the benefit of our pupils.The partners were Muijalan koulu from Lohja, Finland, whose speciality was literacy and literature teaching, Dukdalf from Leiden, Holland, whose speciality was social emotional skills and Colegio ADN from Murcia, Spain, whose speciality was robotics.Muijalan koulu acted as a coordinator. Every partner school had a working group of highly motivated teachers who attended Transnational Project Meetings in Finland, Holland and Spain. The schools arranged Learning, Teaching, Training activities to each other and at the same time groups of 11 and 12 year old pupils got to travel with their teachers and study in a foreign country with their peers.We had three target groups: pupils, teachers and parents. The following paragraphs describe their participation in the project.Pupils: All pupils (about 1000) performed literature tasks, hosted visitors in their schools and viewed their foreign peers' literature tasks via eTwinnning and WhatsApp. Selected groups of pupils took part in pupil exchange trips. Afterwards they presented their travel diaries and pictures to other pupils.Teachers: All teachers of the schools were somehow involved in literature exercises, hosting, travelling and telling about their trips. The working groups planned and executed the whole project and attended transnational meetings and Skype conferences.Parents: Parents followed the progress of the project in parental evenings and via schools' net channels. In the beginning of the project they answered a questionnaire considering literacy and robotics skills of their own child. Some families hosted foreign pupils in their homes and considered it a nice experience. Some of the families even had Skype calls with the host child's family back home.A questionnaire for pupils and parents about reading motivation and the usefulness of ICT skills was carried out in the beginning and at the end of the project.In the beginning the results showed that boys had a slightly weaker motivation in reading books than the girls did. A vast majority of pupils, 85 per cent, read willingly or rather willingly.86 per cent of the pupils considered ICT skills useful. A quarter of the pupils had programming and robotics as a part of everyday school work. About a half of the pupils said that they can build a robot. In parents’ opinion about usefulness of ICT skills there was a significant dispersion.The questionnaire at the end of the project showed that the results remained the same. However, there were unfortunately fewer participants in this questionnaire, so the comparison is difficult.The Dutch have started using (as they call it) Finnish style of reading, which means more choice of pupils themselves in terms of what, where and how they read. They have expanded and renovated their school building according to Muijala style of school architecture which is an open learning environment. They have started to invest in ICT and robotics after what they have seen in Finland and Spain.Reading aloud to older pupils in classrooms has not been common in Spain, but now they considered its benefits again according to Finland’s and Holland's practises. The Spanish team found English skills utmost important. According to their own words, they felt insecure in the beginning of the project and so they intensively improved their skills which benefited us all.Both Holland and Spain found the Finnish book Hello Ruby by Linda Liukas useful and inspirating in teaching robotics and programming to small pupils.We Finns got some very useful tips about teaching robotics and social emotional learning It was a magnificent opportunity to expand everyone’s view of world, cultural knowledge, tolerance and English skills.All partner schools appreciate the obvious development of pupils and teachers as a result of this project. We have noticed that all participants have made progress and gained self confidence in English and cooperation skills. It has been remarkable how pupils are open to other cultures and new people and encouraged themselves in using English. Friendships have been made and we are sure that this kind of networking will be fruitful in the future also, it definitely will not end when the project ends. The feedback we have got from parents has been only positive. All in all, after finishing this project we can’t say that we have accomplished any ground shaking concrete results in literacy teaching to be disseminated European wide. However, we have made a great progress in our schools in educating more internationally aware pupils, teachers and parents. We all hope to have this kind of projects in the future, too.

Early school leaving is a very important problem that is linked to unemployment, social exclusion, and poverty. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. Some of the most common reasons that are common for all school partners in this project are addressed to a range of triggers and combines education and social policy, youth work and health related aspects. The published annual report of the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) is quite alarming and this is certainly a reason to think and be engaged seriously to find effective methods and forms of prevention and fight against drug use. The countries involved in this project proposal are: the Netherlands (coordinator school), Turkey, Slovakia, Spain, Cyprus and Estonia. The age range of students is 10-16. We expect that in total 2000 persons will be involved in the project.The aim of our project: ”Together we can” is to fight with unhealthy habits at school and everyday life of students through the development of a programme of prevention and involving students in activities promoting healthy lifestyle. We are going to have 7 meetings. First meeting will be held in Leiden for teachers and 3 teachers will participate for a THERAPON THINKING ERRORS workshop. There will be 5 LTTA in 5 different countries for students Exchange and for each meeting there will be 4 students and 3 teachers from each parner schools. Beside this there will be a Workshop Vygotski in Istanbul for teachers and again 3 teachers will participated to this meeting.The project will create the following products: questionnaire about the use of drugs and cigarettes and measures for the fight with them, a brochure of national and international strategies, a culinary catalogue with healthy recipes in different countries, an encyclopedia “A road to success”, sports competitions , a CD with presentations, a CD with songs, workshops of healthy life habits, network of healthy habits, trans disciplinary lessons will be implemented, students will become teachers for a week in different lessons, a portfolio with lesson plans, meeting with doctors and experts will be carried out, flash mob and exhibitions, school partnership website. The project will promote tolerance, social cohesion and solidarity for the participating students through involvement in various activities.We will try to show students that healthy living including healthy habits and sports activities will change the way they live. •All students will learn health-promotion and disease-prevention concepts and health-enhancing behaviors.•All students will learn health-enhancing, personal, interpersonal, and life skills.•All students will learn the physical, mental, emotional, and social effects of the use and abuse of alcohol, tobacco, and other drugs.Activities -constructing sportive activities and immerse them in the curriculum (100%)-defining healthy life style and presentation of the ways of living in a healthy way (100%)-expert presentations of psycho-active drugs, use of them, negative/side effects, how to get rid of them -questionnaires on the eating and sports habits of pupils/local community (80%)-trips to food production factories and informing students about suitable food packaging -sharing experiences with good examples for example local sportspeople, if possible national successful sportsmen and women -booklet consisting ways of healthy life, some recipes, and information on psycho active drugs For this purpose, we will use the following resources (input) -experts -teachers -questionnaires -informative meetings -presentations and reports -good examples of healthy life style, environment-friendly companies etc (sports people) Indicators and measurement - a committee of teachers including key persons of the project will monitor the implementation of the project throughout the project - questionnaires and assessments first measuring the knowledge of students, parents and teachers about healthy life style, healthy food and policies of packaging and then at the end of the project comparing the results in order to see what the project has changed; (from 30% till 80%)- observation of behavior change with the project made by the teachers and administrators; - checking students’ school performances with reports; - lesson reports and plans of the teachers who will include the ways of healthy life style, advantages of active life, food production and packaging policies in their lessons and feedback from the students; - interviews/meetings at our schools with good examples or experts/doctors (for each project year), after the interviews, questionnaires asking about how these people and their experiences have improved their perception of healthy life - self-assessment of the participants with self assessment grids;