<< Objectives >>As 3 secondary schools from Denmark, Netherlands and Turkey we have decided to work the sustainable tourism as a subject because it has been a topical issue due to people's changing travelling habits, and the debate over climate change and globalization.Our main objectives is to:a) raise awareness about sustainable tourism and about climate changesb) raise awareness the environment leading to more sustainable general and touristic practicesc) make students think about realistic solutions<< Implementation >>During the project students will have round table discussions to discuss the alternative touristic practices for a sustainability of tourism and nature. They will create digital tourist guides with QR codes to reduce the use of paper and promote a more sustainable touristic experience. They will also have city tours by boats, bicycles and trains to draw attention to decreasing carbon footprints. Other activities inluded: surveys, brainstormings, slides, essays, green recipes, and workshops.<< Results >>Results:1 Project Webpage3 Project Logos (1 to be chosen)3 Surveys9 Reports about Rountable Discussions3 Recipe Books3 Souveniers made of waste4 Slides1 Essay1 Poster3 Digital LeafletsAfter the activities implemented we believe that the change in students’ individual lifestyles such as becoming responsible travellers and promoting similar behaviour in their families and communities will have an impact on both local and global environments, in both the short and the long-term.

"""A true tradition is not a testimony of an outdated past, it is a living force that animates and informs the present."" Far from implying the repetition of what was, tradition assumes the reality of what endures ... A heritage that is received on condition of make it fruitful before transmitting it to the descendants. "" Igor Stravinsky, Musical poetics. Paris, 1952The spirit and the full text of the Convention on the protection and promotion of the diversity of cultural expressions (Unesco 2005), are aimed at safeguarding cultural diversity against the homogenization that guides globalization. 2018 was been the European Year of Cultural Heritage, a year of events and activities all around Europe to get people interested and involved in cultural heritage.The basics of this project fit with the general framework and principles of European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); objectives concerning recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.This project is a research into the past of each of the participant countries, through their history, culturel heritage , language and traditions. The ultimate goal of the project is to find out the links between the different cultures that make up the European Union, compare them and draw conclusions about the differences and similarities that enrich and unite us. As a result, the crosscultural differences actually will come together to find common links and this will be the first step for a better understanding between cultures.Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. It must be agreed that heritage, as a result of a social construction, refers to a set of cultural goods that receive a positive assessment by society, whose identity they express, in the sense that it is an element through which the difference with the other social and cultural groups; but it also represents a factor of resistance against the attacks of standardization. Heritage, a kind of social symbolism for the maintenance and transmission of collective memory, is constituted by the representative goods of each society.The basic purpose of the project to contribute to promoting the role of Europe’s cultural heritage as a pivotal component of cultural diversity and intercultural dialogue (conservation, safeguarding, accessibility of cultural heritage, education, promotion of social inclusion and integration). A medium that offers us the possibility of creation and creativity with the active participation of students. If tradition is the inheritance of social time in collective memory, the legacy of the past, it is also due to its renewal in the present; because the tradition, the transmission of the culture between the generations, is built from the contemporaneity. The tradition acquires full meaning when contemporaries revive it and in this way appropriate it. Tradition, in fact, updates and renews the past from the present.Spreading their expert knowledge by performing dramas, fashion shows,folk dancing,rituals,hand crafts,cooking competition maintaining a website, or simply talking about their work, their rehearsals and their visits will arouse curiosity in more students. This will have a positive effect on the learning process in the school, as more students will do their best to become involved in the program. The protection of common cultural heritage aims to ensure the continuity and originality of cultural diversity between different communities and groups inside and outside the country, basing the maintenance of their conditions of existence and encouraging communities to continue practicing and recreating one time all those expressions, representations and uses that constitute their living cultural heritage. Explore personal perspectives about unfamiliar cultures and how different perspectives often lead to creating stereotypes and prejudice about people from different cultures.Highlight participants’ answers to the project and connect them to the larger idea of how cultures have differences and similarities between them. It is especially important to recognize that there are threads of cultural similarities that connect all human beings. In the end, it is intended that all students from different countries, act together, each country being part of the puzzle that would make up a single common work: a varied mosaic but, in the end, unique."

Our project was based on the cooperation of seven joint schools which agreed on peace and democracy education and our partners represent contrasting socioeconomic backgrounds, and a diverse collection of communities across Europe.This project mainly aimed to contribute to the understanding and the promotion of culture of living together among the diverse members of our society, from peers, to strangers, to adults, to figures of authority. Building of a peaceful world is one of the biggest challenges for families, schools, communities and governments. Peace begins at home, spreads to school activities and leaves at school halls, expands to the community, becomes part of the workplace, participates in global inequities, injustice-oriented activities.Enlightened rational citizens who respect human dignity and who share a commitment to equality and working towards a common goal are necessary if world peace is to be sustained. The project claimed that education plays a quite critical role. This project was going to support teachers and students for peace, citizenship, human rights and democracy education.The project contributed to the understanding and the promotion of culture of living together among the diverse members of our society, from peers, to strangers, to adults, to figures of authority. The diversity of cultures and ethnicities of our city and our schools provided a unique opportunity for participants to show their visual expression of how best they could achieve positive results in this area. It also gave our young people the chance to deal with real community, world issues and work for intercultural understanding and global peace possible.This action was mainly targeting the students who are the owners of future. That is why all of our activities were student oriented and could only be accomplished with their participation. The aim of these activities was to enable the students to gain knowledge and abilities which they can use in future. Believing that youth is the key to the future, what the students learn determines the quality of life as the time passes. The values that children develop and then adopt as adults directly affect our quality of life.The project methodology was based on the concept of interdisciplinary teaching as a means to improve the quality of education. Our aim was to approach key issues from a different perspective of subjects, cultures and languages by providing more comprehensive understanding of civic issues in a European context.The project had three major emphases:• The meaning of learning to live together;• The core and related values needed to live together successfully and peacefully;• The development of learning experiences that will help teachers and students actualize such values. Knowledge and behavioral objectives of the project:• To reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment• To reinforce the role of lifelong learning in creating a sense of European citizenship based on understanding and respect for human rights and democracy, and encouraging tolerance and respect for other peoples and cultures• To enhance the quality and European dimension of youth training• To help young people acquire the basic life-skills and competences necessary for their personal development, for future employment and for active European citizenship• Promoting an awareness of the importance of cultural and linguistic diversity within Europe, as well as of the need to combat racism, prejudice and xenophobia• Promoting equality between men and women and contributing to combating all forms of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation• To support improvements in pedagogical approaches and school management• Reducing early school leaving, improving the learning of students with migrant background as well as promoting gender equality and inclusive approaches to learning. In addition to this, the goals of education for peace will be;• To develop in individuals the skills of interpersonal communication in order to promote understanding, acceptance and tolerance;• To create an awareness of the solidarity of humankind irrespective of race, religion, creed and culture;• To enhance the quality of human relationships through a sense of dignity and equality, mutual trust, and an appreciation of others’ beliefs and cultures;• To develop effective democratic decision making that will lead to equity, justice and peace;• To promote active participation in all aspects of social life, and to ensure freedom of expression. belief, and worship;• To create awareness of the importance of living in harmony with each other and with the environment;”

"A common challenge for the European school systems is the prevention of early school leaving. Tackling early school leaving is first and foremost an investment in the future. Young people who leave school early are at increased risk of unemployment, poverty and social exclusion. They are often in more precarious and less well-paid jobs than those with training. Generally, children from low education and socially disadvantaged backgrounds are more likely than others to leave the school system early.With our project we got support to develop conducive and supportive learning environments that focused on the needs of individual pupils, especially the disadvantaged ones. We promoted a relevant and engaging learning environment for them.The main goal of our project entitled ""Gates and Keys"" was to create a meaningful and motivating learning atmosphere where they would have the sense of belonging. The pupils were able to realize how important it was to possess a school education and a professional education so that they could take care for their future concerns and become active and responsible citizens who could contribute to Europe. Besides, the project was framed on different levels to reach as many pupils as possible and to motivate them to gain interesting and positive experiences which kept up their motivation for learning. We experienced that extra-curricular activities did not only help students to catch up and to revive their interest in learning, but also helped them to re-build a positive relationship with the school and its staff, as well as providing fulfilling activities which boosted self-esteem and reduced frustration.As early-school leaving is closely related to social exclusion, we blended the discovery of reasons of social exclusion, such as prejudices and cultural barriers with the factors of early school leaving. Students discovered themselves through discovering the ""other"". That's why we carried out our studies in the form of a transnational project which offered chances to compare and discover.For years, we have been confined to see through the key holes, which has caused us to misconceive the big picture. It was high time we had found the right keys and opened the doors. In order to take our place in the big picture and touch it to better understand , we, 8 partners from different countries or backgrounds, Turkey, 2 Italian Schools, United Kingdom, Germany, Hungary,Poland and Denmark came together and had the idea of this transnational project which would give us the clues to be able to find the keys in the maze.Mobilities of both students and teachers across Europe constituted an integral part of our approach, along with the use of information and communication technologies. Our students participated in activities in multinational teams and acquired active, hands-on experiences by engaging with exploring, evaluating, mapping, meeting volunteer teams, music, dance and art.In a united Europe students and teachers greatly benefited from working together with partners from other European countries, thus they were able to learn to understand and accept other cultures and their traditions. Furthermore, they raised their cultural awareness, broadened their horizon and learnt a lot about working on projects in teams, connecting them to school.With this project we mainly addressed to pupils in the age of 14-17 who attended secondary school. At every participating school there was a class or group of pupils who worked on the topics with various subject teachers. Besides an own website, where we published our project work for all people, we also made Erasmus+ corners to attract people who cannot read about our project in the internet. Through the activities the joy about learning was supported in a long term way. The students involved in the project used languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.Our students got familiar with abstract concepts and were able to encounter with real problems rather than ready made problems. In this way, they had the opportunity of learning to deal with uncertainity and making decisons. Finally, the results of our interaction reached our schools through products such as Booklets: religions-similarities and difference, Rituals and My Health Guidebook and Poster:How can we reduce racial prejudice and racism? , a website, exhibitions, ideas for lesson plans, workshops and presentations.At the end of the project the reports of our round table discussions were collected.The proposals were identified to reduce school drop-out schools-wide.The project was developed through different stages which the schools involved run simultaneously, with a joint work event at a distance."