"Our within the previous two years carried out Erasmus project gratefully funded by the European Union with the title ""The Montaneous Region Erzgebirge connects Europe"" supported the school exchange between two European grammar schools in Germany and Estonia. Using the working language English as a lingua franca, the project made the linguistic and cultural dialogue between two different regions in Europe possible and even enhanced our working and personal relationships.In every participating school, 14 motivated and interested pupils between the ages of 15 and 17 were chosen as candidates and representatives in the mobilities. These pupils were observed by two teachers or staff members of the German “Christoph-Graupner-Gymnasium” and Estonian “Kanepi Gümnaasium”. Naturally, more pupils and teachers from each school were included in the preparation and during the stays within the countries to strengthen our cooperation. This was carried out in various extra-curricular team building activities. We always aimed at an identification of the complete school with the Erasmus Project and finally benefitting from the advantages of such a cooperation.Our aim was to bring the German and Estonian school communities closer together by working on a central topic ranged around mining. On the one hand mining traces back for centuries in our surrounding and many current developments are still closely linked to these traditions. On the other hand it was a very pressing topic in public life as our region applied for the recognition of being a world heritage site. Finally, even during project time the Erzgebirge was officially awarded by the Unesco Committee with the title “Unesco Weltkulturerbe – Montanregion Erzgebirge”. Otherwise we found parallels with our Estonian partner in this field of mining oil shale, sand and minerals used for beverage production.In order to realise input into the presentations at the end, there were many trips and excursions running. With us in Germany, we visited typical mountain villages/towns, situated in the Erzgebirge - such as Schneeberg, Johanngeorgenstadt, Schwarzenberg and Annaberg - to discover and experience the history of mining. We went to several museums that tried to bring old traditions to life, created our own pewter ornaments or just enjoyed the lovely atmosphere at several Christmas markets that offered besides delicious food and drinks typical handcrafts of the region. Several students always had to prepare a part of each tour and functioned as guides.Experiencing a country with fewer inhabitants than our capital, we were welcomed in Estonia by a very open-minded community with a unique landscape and culture as well as a Russian influence and a proud independent European country. We were guided through several facilities of the Luhamaa Border Crossing Point at the Estonian-Russian-Border or eastern border of the EU. Värska – a very important mineral water company offered us a tour and later all project members relaxed at Värska Spa strengthening our bond between the two schools. Several workshops and project presentations within an oil shale mine and at school completed the memories of our mobility.Various digital presentations about the typicalities of the corresponding regions, in which the German and Estonian pupils live and learn were introduced. Similarities and differences of both regions were highlighted in many quizzes and self-designed mini-dictionaries. Each school hosted an art exhibition of student drawings from the other country. Within the school building we set up various billboards illustrating our impressions with photos and texts and making them available for a wider public. Each partner uploaded news on its school web page. We are proud of our member-designed Erasmus web page summing up our project and its results (www.kirchberg-kanepi-united.eu).All results should have a lasting influence on the school community in both European schools. As mentioned previously, both the group excursions and days of teamworking at school were supposed to contribute to reaching the set aims.Additionally, the pupils experienced life in the host countries of their respective host families and therefore broadened their intercultural horizons. The use of English as a lingua franca enabled this form of accommodation to be an authentic chance in which the students could use their academic language skills in many situations and it proved to be a perfect idea.As already outlined in the initial plan of the project on a long-term basis, we see the strengthening of the bilingual sector through the combination of theory and practice, and secondly through maintaining contact with another European grammar school. The project can be definitely seen as a tremendous success in this context. We hoped to see a great increase in the pupils' motivation to learn languages in general, but particularly in learning English through living and experiencing how English can work as a language in the world of work. Reflecting this aspect of the project we are convinced of the advantages and contributions. We were really glad to offer young people the unique chance of being active members in an Erasmus project.We were overwhelmed by the positive feedback of students and parents alike and the motivational words given by mayors and the city councils about this partnership."

"<< Objectives >>Our aims to achieve are-defining ecological anxiety (eco-anxiety) and the other concepts related to climate change-raising up awareness and disseminate the good practices on the new concept (eco-anxiety)-improving the soft skills of the participants in workshops -encouraging eco-intrepreneurship-improving digital skills using ecology-based games -raising awareness of waste management for those who underestimate climate change<< Implementation >>Apart from the local activities, the joint activities during mobilities will be on meditation by handcrafting and using waste materials in hancrafting, using digital tools for ecological awareness for relaxation, getting to know organic agriculture, eco-intrepreneurship for future.<< Results >>-The participants' awareness on ecology and the concept ""anxiety"" will be more clear. -entrepreneurship skills on ecology will be encouraged -raising awareness on digital literacy to attract young generation's attract attention. -handcrafting with waste materials will have a result for waste management and recycling-participating and doing workshops for school staff (practicing the workshops) on climate change and ecology will be a good practice sharing at institutions"

The project will stimulate the student's awareness of sustainable development through the use of renewable energy sources and conscientious energy use. It will also explore and familiarize the energy situation in the world, Europe and Croatia, provide an overview of energy resources, their use and their constraints.Nikola Tesla was a citizen of the world - so is a great contribution to humanity. He actually marked the beginning of global electrification of the planet. He was a great ecologist, very concerned about the fact that people are spending too much on the resources of our planet, which has been fueled by renewable sources of energy. Therefore, we decided to dedicate the project to the scientist Nikola Tesla, his life, work and inventions. It will be another way of linking the content of physics, energy, electrical engineering and ecology. The aim of the project is to acquire skills and key competences using digital technologies and tools, and is planned to be achieved through the processing of environmental and renewable energy sources. Through teaching and project activity students develop different types of functional literacy and build personal and national identity. This goal is to bring students closer to self-learning activities - collect, choose and process data, think, conclude, discuss and present the most impressive way of teaching, take care of the time that you have to be interesting and compelling. Project activities can be carried out within the teaching of physics, energy, ecology, electrical engineering, foreign language and information technology. The age of the students in project is 15 to 17 years.Education and co-operation will be realized through the search and creation of films on power plants and renewable energy sources, the development and exchange of digital content through web 2.0 tools (quizzes, presentations, online games, brochures). Through our transnational partnership, we will also cooperate with local associations and educational institutions. The project will enable the expansion of knowledge from the STEM area, and enhance motivation and interest. Through the use of IT tools, students will develop digital competencies, critical thinking, and problem-solving skills. Along with the development of communication skills and teamwork, they will have the opportunity to experience intercultural environments and to get to know different cultures, as well as to improve the knowledge of English in real-world situations. With the development of self-confidence, students will develop awareness of ecological problems and the importance of their solution.The workshops will make it possible to popularize the teaching of natural sciences through experiments and independent research, to encourage and develop the interest in studying science, to enable students to better understand the nature of natural and physical legacies. The research type of teaching will be popularized, the development of independent access to scientific content as well as the interest of research work. The project will boost the interest of young people in science and careers in science. It will increase the interest of students for the STEM and ICT group of subjects, increase their success at state maturity and increase the number of students enrolling STEM and ICT studies and hence their employability. With this project we want motivate students to access more difficult subjects (eg physics, electrical engineering, energy, foreign language). We want to design new learning patterns to facilitate the learning process and reduce the dropout rate. Through the project we will show a practical link between some theoretical themes and reality, develop skills such as teamwork, adaptability, mental agility, problem solving. We will implement communication skills starting from the basic understanding of all partner languages; promote education-oriented, student oriented and relevant to everyday life-based education. By project we make teaching of physics, science, electrical engineering, energy, business studies and foreign languages in secondary schools more accessible, more interesting and more applicable. We share our best practices, strengthening cooperation between high schools and institutions important for energy and ecology and exchange of good practice at European level. We expand the potentials of social networks (Facebook, Twitter ...) and platforms (eTtwinning, Google apps) for teaching, sharing and learning. Open educational resources as a result of our project will be available on the project website and can be used by other schools as well. The project will result in new extracurricular activities in the field of ecology and energy. The results of this project will be incorporated into the strategic and development documents of the institution.

"EU 2020 Entrepreneurship Action Plan emphasizes the new strategies related to entrepreneurship. Many countries including Turkey have been implementing entrepreneurship education as one of the national lifelong learning chapters of their youth and growth strategies. The EU stresses the importance of developing the entrepreneurial spirit in Europe by reinforcing the revant mentality and entrepreneurial skills to support entrepreneurship as a key element of competition. The EU 2020 Strategy puts the inclusion of creativity, innovation and entrepreneurship into education among the most important goals, based on the importance of entrepreneurship spirit and the promotion of that perspective. In its 2006 Recommendations on key skills in lifelong learning, the European Parliament and Council consider entrepreneurship as one of the eight key skills. The European Institute of Innovation and Technology gives great importance to entrepreneurship and aims to educate young generation entrepreneurs. Therefore, entrepreneurship education, which is supported by innovative and creative experimental learning methods, should be given to students in early ages. Because, many of the features that entrepreneurial individuals should be gained during the training process. Our project includes innovative and creative business plan development, entrepreneurial themed stories and theater activities, and game-based innovative educational activities as well as the theoretical training activities such as entrepreneurship culture, ecosystem and motivation, effective communication in entrepreneurship, financial literacy. The project includes training content and workshops to help participants understand the basic concepts of entrepreneurship in a practical way. Our project aims to spread entrepreneurial culture in Europe and in our country, to create a strong ecosystem, and to develop entrepreneurship with innovative and different applications. Thanks to our project, we aim to see the entrepreneurial practices of our partner schools in Europe closely and cooperate in cross-border cooperation with different and innovative applications. In the context of cooperative learning, blended learning and transparent classroom, we aim to inspire the best practices in developing entrepreneurship skills, motivation and learning at schools. We plan to develop educational materials using creative methods and tools to implement effective entrepreneurship education in schools.3 students and 1 teacher will participate in each project mobility. One of the students will be selected from disadvantaged participants. Participant teachers, including the project contact person, will consist of teachers who have previously taken part in EU projects, have been trained in entrepreneurship and have advanced language skills. Through the project, participants are expected to develop new and creative ideas, skills and strategies on entrepreneurship, develop risk-taking skills besides decision making, planning, financial literacy, effective communication and soft skills. First activity which will be held in Turkey is called ""Entrepreneurship First Step"". It includes the developing of the culture of entrepreneurship and motivational training in Europe and in our country with creative ideas. ""I am an Entrepreneur on the Stage"" activity will be held in Italy. It includes effective communication in theoretical and practical entrepreneurship; ‘If You Can Dream, You Can Do it ‘activity in Croatia includes practical training activities aimed at writing entrepreneurial ideas and dreams. In Portugal, ‘Managing Your Money Directs Your Life ‘activity includes theoretical and practical training activities on financial literacy. I’m Ripening My Ideas ‘activity, which will take place in Estonia, is oriented towards practice and includes developing a creative business plan and model in the entrepreneurship lab. In the preparation of the educational contents and modules of the project, the chambers of commerce and industry and the entrepreneurship associations and clubs of the universities will be cooperated. In training activities; Presentation, brain storming, creative drama, game based learning, simulation, creative writing techniques and methods will be used. With the project, participants are expected to recognize business models in the changing and continuously updated new economy, including the digital world, and to gain competency in starting and managing a new business. Young people's entrepreneurial talent and culture, which is one of the skills of the 21st century, gained at a young age; It is expected that business life will have high self-control, innovative thinking, entrepreneurial, creative, solution-oriented, brief competence in entrepreneurship and turn creative ideas into action. It is also expected that entrepreneurship training will increase in Europe and in our country and an entrepreneurial social perspective will be formed through the project."

"How can we expose the substantial abilities of our students?by this question we specify our subject of project as STEM education.By means of STEM students enrich their physical and cultural world,improve their self-sufficiences as critical thinking,problem solving.(Corlu&Aydın,2016).Stem education Come to exist by the correspondency of needings and be close to the problems by the integrative point of view(Buber,2011).The country number of the survey which is coordinated in 2015 is 72 and marly the number of student is 540000.In this survey the questions which specify the education quality,gathered on three main topics.These topics are;science literacy which measures the interest skills of Science subjects and ideas about science as boeing an active citizen.Reading skills which measures the understanding,usage,thinking and interest attending the society,improving the potential and knowledge. Mathematical literacy students can establish mathematical logic which the ability of how to use mathematical concepts,processes and materials to guess,explain and establish the logic(OECD,PISA Results 2016)It iş specified based upon these results is that the main problem why we and our partners are back among the countries which has high education quality is there isnt any social atmosphere for our children to discover their potential.(PISA 2015)When the graphics are observed for each of the foundation it draws the attention that we are unsuccessful on Mathematics,Science and Reading Skills.Our aim of project for the teachers of common foundation is to gain career ability with the STEM practices and observe the education of our partners in Europe,compare and satisfy their need and raisa the capacity of each foundation by transferring firstly to students and later to foundation. It is aimed that the success will be raised in each foundation,improvement of the career development of each attendant,transferring the experience to foundation,parents and other schools,development of students social-cultural position,integrating the scientific technological improvement to education field.As a result our project intersects botu with Europe 2020 vision and our partner's own strategic vision.In another words we want to reach to support and oppurtunities to be professional.By our project we want to make a STEM archieve to draw attention the place of STEM education world,to introduce the STEM with teachers and students,to present the 21st century skills that STEM education improves engineering loop on students ,improving the design process skills ,showing and describing the practiced STEM.We decide to study with the headline STEM by the suitable detection that the learning environment variety and wide the usage of the technology in education.STEM ,""Science,Technology,Engineering,Mathematics.""Its an abbreviation of the first letter of Science,Technology,Engineering,Mathematics words.By our project there will be studies about to worldwide of entegrating the science and mathematics lessons at school level,teaching the engineering and technology by in and out of class activities.""Why do we need STEM?""we aim to find the answer of this question at the end of the LTT studies with our project partners Poland,Italy,Turkey and Esthonia.It is our strong belief that by this study we will be the loadstar for our students to provide the equality in oppurtunity. By our project we know we will improve our thinking and problem solvent skills,carry to the high level the Communication among people and cooperation skills.We aim to gain these skills in these fields first to the attendants later to the students.By the process of education students will gain variety of different skills as critical thinking,problem solvent, cooperation study besides the main disciplines.Main aime of our project is to draw attention in the place in STEM education,to introduce students and teachers by STEM education,to explain the basic concepts of STEM education,to present the fields improved by the 21st century skills,to improve the engineering loop and the skills of design process,to present and explain the practiced STEM education,to reach to the sourced about the STEM education."