The school dropout is a growing concern in France. Many other European countries such as Spain or Italy where youth unemployment is a great concern, seem to face the same issue. The causes are many and varied. Many of our pupils lack of self confidence and they have great difficulty in thinking about their future. A further well known problem is that women face discrimination in terms of employment opportunities and wages. Studies have shown that these discriminations originate very early in life, especially at school when pupils have to choose their orientation. Girls are often consciously or unconsciously steered towards traditionally « feminised » careers, neglecting emerging sectors such as those linked with digital, green technologies, sciences and so on... On the contrary, if Latvia takes the first place in the amount of high schools and universities and make great effort in order to reach male / female parity, there is a lack of professionals in such spheres as engineering and technologies. On the other hand, taking into account environmental issue and all its potentialities in terms of citizenship, environmental protection, research and development, innovations, economic growth, careers and so on, could be a great tool to become aware of the world they live in, and to give them ambitions. There are several objectives : 1) Decreasing the early school leaving (ESL) in our communities by improving the motivation of our students towards the Science related subjects and jobs (STEM), especially in the case of students with any kind of disability or disfavoured circumstances, and also to balance the gender differences towards these studies and enhancing their access and engagement to digital technologies and scientific careers. 2) widening horizon by offering our pupils choices and making them discover the different vocational pathways and jobs linked to environment. 3) Increasing our students self confidence and skills. 4) Developing their European civic and social values, throught the respect and knowledge of our different realities and cultural diversity. 5) Improving the conscience of our students, schools and local communities in the necessity of taking care of Europe natural environment and sustainable use of its resources. 6) Promoting critical thinking and a scientific attitude towards the challenges of our society, such as climate change, the energy sources issue, or the abuse of natural resources. All along its duration this project will be divided in 4 parts, each one corresponding to a specific theme and being supervised by one of the four partners. First part deals with natural ecosystems and their conservation; second part on water, its consumption and treatment ; third part deals with energy resources and their ecological aspects ; fourth part deals with “green jobs”, that is, jobs related with all these environment and sustainability issues. As main products or our project, we include : 1) Presentations of their collaborative works and researches, on the four themes using IT media, videos, posters, brochures, local press... 2) Scratch collaborative serious games 3) Collaborative calendars about environment & energy themes 4) Collaborative board games on water issues. 5) Art installations with recycled materials in schools & comparison of the different recycling policies & « recycling contests » in each schools. 6) 3D or 2D models of energy or recycling facilities 7) Comparison of the different education systems and vocational pathways 8) Collaborative presentation of all the Green jobs encountered all along the project's duration. These products will be performed thanks to the following activities such as : 1)Research and practical study of a natural ecosystem : study both biotic and abiotic factors and lab activities. 2) Research of Recycling policies in each country 3) Research and practical study about water : analyze of water through different point of view (chemical, physics, biology, nutrition) tnaks to some lab activities. 4) Research about energy policies in each country 5) Researches & investigations (facts & figures) about green jobs in our neighbouroud

In this project we made sure that students enjoyed and experienced different cultures as well as practiced effective communicative skills through drama which made them able to hold compare each other's historical and literature backgrounds. Our project focused on theatre to help them to learn and practise the target language and to have the knowledge of different cultures by interacting with each other. During first meeting in Latvia, students wrote and acted a play all done by themselves and drama teacher. In the second mobility inTurkey, partners acted out the different parts of the play called The “Importance of Being Earnest” as the last step of the project mobility; characters were acted out by pupils from different countries. The reason why we chose this play is that it emphasizes on honesty which is one of the universal values. It's not enough to catch up with the rapidly changing world alone. Schools and teachers need each other to learn more, interact effectively and explore new perspectives. As teachers, we are sure that, for most pupils, this has been a springboard to new individual experiences abroad. So we enabled them to enjoy face-to-face English communication in real-life situations, interact with other cultures, and build up a good relationship with their European fellows in a comfortable atmosphere.English was the common language for the whole project and communication. Multilingualism is one of the cornerstones of the European project and a powerful symbol of the EU's aspiration to be united in diversity. The EU has set the goal that every citizen should have the opportunity to acquire at least two foreign languages at an early age. Meetings were opportunities to live “EU citizenship”, they brought Europe closer to schools.This project was organized with modern ICT tools (between meetings). Workshops were held to make sure that all participants were able to use and promote social and communication skills in a proper and modern way. We used email, social networks, video conferences, twitter, Instagram, etc. The fact that learning is not only theoretical, but involves hand-on experience, keeps students focused and engaged. We also used applications such as photo gallery and file archive on eTwinning since it is the European schools “safer“ online meeting platform. So there was a teacher social network group, a social network group (mainly for pupils), e-mail/ Facebook among coordinators/ teachers. All these channels ensured a direct communication, enhanced collaborative bonds and an immediate sharing of work throughout the project. The use of social networks is popular among pupils, so their motivation to contribute remained high throughout the project. On this social network pupils shared information about their historical, cultural and religious places, traditional cuisine, folklore songs and dances, local libraries and their life style. Participants (pupils and teachers) were chosen on the basis of their motivation. For sure, the motivations were different, enabling us to get a very heterogeneous group. Some took part in the project to learn more about language, others to share historical knowledge and cultural heritage, with other participants or to learn more about communication.Each partners' group consisted of people concerning teachers, learners & staff, but 3 students & 2 accompanying persons took part in each mobility (no Spanish students to Turkey).All partners are high schools and the pupils are aged 13-19.Our project activities were chat of the chairs(about the characters, the time, the costumes and the plot of the play), workshops about changing some parts of the play (such as the ending),presenting cultural and traditional values (such as food, folk dance and songs, costumes),having a chat with an expert on drama, presenting the drama activities of the schools and local communities of each partner, taking rehearsals with different performers from different countries, Performing the play to the families and other students in the region. According to the application form would host an LTT meeting but because of the pandemic just three countries were able to host the meetings.The dissemination was a running process as the results of the activities and mobilities were regularly presented on the project website and official websites of the participating schools. The development of the project was visible on the web and social media of the project, in school, local and regional newspapers and regional TV. Some results of the project (photo exhibitions, posters, presentations and other materials) were shown at schools in the cities of the partners to other students, teachers and parents, local community and local authorities. The outcome/product could serve as a recommendation for creative and innovative learning teaching materials. At the end of the project participating institutions transferred, and disseminated the achievements to similar institutions in their countries.

"First it should be noted that the Liceo ""Basile"" of Palermo has declined to participate in the project following approval. This resulted in the inability to conduct expected mobility to Palermo. For this reason the project coordinator, the IISS Archimede, given the unavailability or inability of other schools to accommodate a mobility, has agreed to organize in Taranto 2 mobility, in order to guarantee the predifined standards . Context/background For those cities that have to make the sea a vital resource from every point of view, touristic, economic, etc it is essential that new generations become aware of that, it was decided therefore to carry out a project that would develop skills and consciousness about the importance of the marine resource in their livesObjectivesThis project is part of school curricula since you can't ignore STEM disciplines. We have attempted to highlight the importance of the sea in their daily lives to bring students to the scientific disciplines and increase their interest through new methods of study, trying to create a harmonious relationship with nature. A further really important goal is to provide opportunities for students to realize a sort of international cooperation, open their horizons with an international partnership and promote peer learning among students and teachers from different Nations Profiles of the partners Italy-Taranto - The name of the school is I.I.S.S. “Archimede” and it joins two kinds of school: a vocational school in Taranto whose main subjects are mechanical, electrics, naval and fashion and a Technical Institute, named “Falanto” in a Taranto suburb area named Talsano, whose main subjects are: computer technology, electronics and telecommunications. It is a public school with about 750 students.Croatia - The Croatian school is Secondary school Antun Matijašević Karmaneo Vis (Croatia). It is a Vocational (cooks, waiters, receptionists, economists) and Grammar school. There are 87 students aged 15 to 18 and 26 teachers. The main orientation of the school is tourism. Latvia - Ogre State Gymnasium provides four educational programmes: Musical, Humanities, Maths and Technology and General Secondary. There are more than 400 students and 40 teachers in the school. The school serves as a center of methodology for regional schools, which means that different contests, olympics, courses, seminars and workshops, both for teachers and for students are held in the school.Turkey - RAMAZAN ATIL ANADOLU LISESI - Adana is a public Secondary school with students aged 14-18. The school is located ın Adana, Çukurova region. The school consists of an educational building with the capacity of 690 students and 20 classrooms. The students take part in many cultural and sports activities.The main activities of the project: getting data through questionnaires, experiences in school, organisation and participation in workshops, brochures and other material, photographic exhibitions open to the territory, in some cases, use of CLIL methodology, use of computer and scientific instruments.The following activities have been developped: the project logo, a website, questionnaires, booklets, calendars, videos, maps, virtual albums, posters, a multilanguage glossary with terms related to the sea.It got an increased interest in scientific studies. We tried to obtain a different better students' attitude towards nature, to safeguard it for the future and to learn strategies, as peer learning. To stimulate a major interest of students we have also used innovative teaching techniques to develop research and evaluation skills. The project tried to develop, referring to the specific design theme, the awareness of the importance of our seas in daily life, even by virtue of local and global opportunities it can provide. In general terms, however, the project sought to provide participants with a greater awareness of the possibilities that exist to study and work in other European countries and also the importance of knowledge of one or more languages for a better communication. It was highlighted the concept of European citizenship. The long term benefits of this project will be precisely those of having transmitted to students, in particular, but also to teachers the idea of European citizenship that Erasmus projects also promote through mobility allowing to know social contexts that many students would be unable to meet by themselves."

"The project idea ""English Acquisition with Blended Learning"" started from the idea that lack of English learning motivation at schools. It is a common problem in schools that English learnt as a second language. Research has shown that with the improving technology children and teenagers are inclined to use social media, online games and other activites in Internet. Blended learning is a realizing way that empower learners to be dynamic in their learning in school and outside the school. Subtests are given to the learners to make the learning permanent yet instructors can't give them productive input or the homework comprises of tests or exhausting exercises. Innovation causes learners to gain aptitudes when incorporated with the privilege methods.With this strategy, learners can center around expanding their insight and accomplish higher learning abilities. So, partners from Turkey, Romania,and Latvia involved in this project. A life full of learning and teaching requires use of the new devices and technology. That is the reason another fundamental point of the project was to set up our students for a computerized future and we utilized distinctive ICT devices, ensuring youngsters to completely prepared in web safety and netiquette before the learners started to use the webpage.The ICT skills of both pupils and teachers were improved when creative learning and teaching strategies were encouraged in the schools. Additionally a variety of platforms and webtools were utilized to convey information among instructors and learners of the participant schools. During the project there were five short-term mobilities. Three Short-term joint staff training events were held in Turkey, and Latvia. One of Short-term exchanges of groups of pupils events held in Romania. Learning Teaching Training activites provided all participants( students, teachers, staff and parents) improving communication skills, competence in digital skills and awareness of different cultures.The fifth mobility Short-term exchanges of groups of pupils events was planned to be held in Turkey, but it was cancelled because of Covid 19 virus. At the and of eighteen months, with virtual classroom on the internet (Twinspace) inside and outside of school,language teachers shared homework, questions, quizzes, notes, presentations, videos, animations about the previous class as well as the next class. So, at school teachers had more time for other teaching activities and students were able to get instant feedback, correction, reinforcement wherever they wish and when they want it.The virtual classroom provided flexibility and convenience in the learning environment so this had positive effects on increasing motivation and success for learning. This project was not confined to the participant schools in it yet it planned to empower different schools, and also instructive organizations, to know about the acquisition of English.It was expanded to the typical educational programs or utilized as a part of most school subjects.Through the numerous tasks and the open approach of project, the project web page will be available to public use."

We are living in a world of technology and communication and need digital world to keep informed about the world around us. However, there is a fragile line between the use of digital media in an effective way and being addicted to it. Especially young people have a tendency to use digital world as an escape from the boredom and responsibilities of real life. Being addicted to smart phones, internet, social media, video games and other digital tools and media effects the health of the youth and decrease success at school. Addicted young people tend to spend most of their time in front of a screen; they do not even know how to live their lives without it. By doing this project, we want to help young people escape from digital addiction or prevent them from being addicted. We want to guide and motivate them to have an active, healthy and addiction-free social life, which will eventually raise their academic success and social inclusion. Our project focuses on protecting young people from the negative effects of digital world and developing and teaching strategies to prevent digital addiction. We want to help our students, especially disadvantaged groups, be aware of the harms of digital addiction while showing them an alternative lifestyle which is more active and healthy with limited use of digital media. By reducing their commitment to digital world, we want to increase our students’ self-confidence, social inclusion and finally success rate at school. By setting up this partnership, we aim at discovering the richness of different cultures, appreciating cultural diversity, raising consciousness of the value of European Cultural Heritage, reinforcing creativity, improving social, language and communication skills as well as abilities to work with transnational teams to improve project management skills.The project is planned to last 24 months with partners from 5 European countries. There will be 5 exchanges with at least 100 students and 10 teachers or administrators. The exchange activities will include at least 50 disadvantaged students. We predict that more than 5000 people will indirectly benefit from the project as well.Participants will actively participate in preparation activities before exchanges. Contact persons will give them information about the culture, essential laws and morals of host countries. They will also take care of legal issues (consent forms, passports, insurances). The project teams will be given roles and responsibilities. They will provide guidance and motivation to each other whenever needed.There will be management and evaluation meetings before, during and after exchanges. Before each exchange, all partners will conduct questionnaires related to different types and effects of digital world and prepare presentations reflecting their cultural characteristics. They will discuss the results of questionnaires and make presentations during the exchanges. The host countries will organize seminars to raise consciousness about different aspects and negative effects of digital world. Each host country will also organize workshops and other events (brain training games, camping, trekking, concert, art exhibition, volunteering, musical play-drama) with an aim to teach an active lifestyle without digital addiction and raise consciousness and motivation towards a healtier life. All project activities will show our participants the negative effects of overuse of digital media and introduce them with alternative ways of living their lives. The booklets, brochures, leaflets, project corners, websites, logo, yearly magazine, exhibitions, mini concert, festivals and posters will attract attention of local people, social and local media, which will enhance the visibility of our project and make a great contribution to the dissemination of project results. After exchanges, there will be presentations to the non-participants students and school staff. These presentations will be about the experiences of participants with an aim to pass results to masses. The Project Journal will be filled in by participants at the end of each exchange. They will write about their feelings and experiences and the journals will be kept as a remembrance of the project. After the project period ends, in order to contribute to the sustainability of the project, our magazine ‘Living in Reality’ will continue to be published with new information about digital media. The project website will also be available for a long time and the project will be carried to eTwinning platform with new partners.The project will motivate all participants to limit their access to digital media, spend more time with family and friends, increase their social skills, integrate better in society, respect cultural diversities, improve personal development and teamwork skills as well as project management capabilities. As a result, we expect their social inclusion will increase and their academic performance will enhance.