"Historically, human mobility has taken place since the beginning of time, but it has been during the last century when this phenomenon began to be considered a challenge. Most European countries have moved from immigrant countries to migration countries. These processes of significant changes in the ethno-cultural composition are sometimes confronted with rejection among native groups. Diversity is a fact and a need that has been experienced in all European countries. Therefore, cultural integration is one of the most important developments in the European Union. In some parts of the world, immigrants are subject to arbitrary and discriminatory treatment by authorities and other members of society. Intercultural communication is necessary to ensure social adaptation, to develop pluralism and consciousness of living together in order to get more respect and solidarity between different cultures and to eliminate prejudices as soon as in Europe.Our goal is the study of migration in Europe, particularly of people belonging to ethnic minorities living in our countries and local areas, sharing this information with our European partners. Thus, we shall concentrate on the issues faced by immigrants as prejudice and discrimination in society, the problems of their children at school and their struggle to participate in the culture of the place where they live in the period of social integration. Moreover, our project aims to teach our students ""Immigration"" and the values of different cultures and ethnic identities. What we seek with this project is to interest students about immigrants and make them aware of the presence of other cultures and know that by working collaboratively and cooperatively with partner schools, they can understand and appreciate the cultural differences.The project aims to open among European teachers and students a common reflection on the theme of migration and integration, based on the recovering, by means of direct sources and interviews, the historic memory of the people who were migrants and of those who hosted migrants in the past, and by comparing what is happening in the present, again listening to both side of the story, the migrants, and the natives. By studying closely the movement of migration we aim to develop an understanding of the intercultural dimension in European societies. In today’s expanded Europe, given the increasing ease with which people can cross borders and find work outside their own country, it seems vital that our students be able to tolerate the views of those whose origins and background are different from their own. We will work on the measures taken throughout Europe to overcome stereotypes and prejudices and ensure that immigrants arriving are as well integrated as possible. The question of identity is of key importance in any discussion involving closer integration of the immigrant population. Is it desirable for immigrants to strive to remain loyal to their origins or should they aim to assimilate the culture, language and traditions of their adopted land? How do indigenous populations react to the influx of EU nationals in large numbers? What problems has this migration created and how are they dealing with it?We will also deal with the problems immigrants experience during the process of their psychological and sociocultural adaptation to the host culture ;Coping With Culture Shock, Cultural Clashes and Cultural ,Getting Past Language and Communication Barriers and Coping with Homesickness and Alienation.We will do seminars to emphasize these problems . Each school will create project groups made of students and the groups will have interviews with the immigrants. In each study visit,one of the interviewed immigrant will be invited .The immigrant will share his experience before and after the migration. The movies about migration will be watched. Then the students will be asked to discuss their feelings and thoughts about the migration which is also the subject of the movies. An authority from agencies working on migration issues will be invited to the meetings. Case studies analyzing specific aspects of the personal experience of migration and a dictionary with the meanings and definitions of key words about migration and integration will be done.The project methodolgy is based on the concept of interdisciplinary teaching as a means to enhance the quality of education. Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. Our target group are pupils, parents, collegues, pedagogical staff, boards of schools and the public.We believe that our project is compatible with EU youth policy in attempt to develop young people’s spirit of entrepreneurship. The increased environmental and common cultural wealth awareness in participants as well as in local communities, will contribute to young people to develop their personalities."

"“ART TЯA” project idea came up from a strong partnership of the previous Erasmus+ KA201 “Booktrailer”, financed in 2016 and completed in summer 2018 (final evaluation: 100/100; recognized as Erasmus+ Best Practice Example). The new project wanted to capitalise on the expertise and experience gained over the years and to continue using the Booktrailer’s methods and results, applied this time in the artistic/cultural field.“ART TЯA - From ART TЯAilers towards new skills and competences, more responsive to the labour market and the knowledge-based society needs” aimed at exchanging good practices in the project’s areas among the involved high schools, with the LTTA as culminating learning moments for groups of students and their teachers.Five were the countries involved: Bulgaria, France, Italy, Poland and Austria (new partner).The project aims:1. RAISING AWARENESS about the importance of EU CULTURAL HERITAGE and PROMOTING ACCESS to it (also in the context of “2018: the European Year of Cultural Heritage”) through the students’ involvement in activities aimed at creation of art-trailers and their broadcasting as ""promotional products"" of EU cultural heritage2. ENCOURAGING ACQUISITION AND DEVELOPMENT of TRANSVERSAL SKILLS and COMPETENCES, during ART TЯA local activities and in mobility abroad, mainly in the following fields: artistic and cultural (EU heritage); ICT and technological (filmmaking); communicative (storytelling); recognising those competences3. EXCHANGE of GOOD PRACTICES and STRENGHTENING COOPERATION AMONG PARTICIPATING SCHOOLS to foster their didactics and traineeships programs, reinforce their cooperation and European dimension.The main ART TЯA’s target groups were:- 152 PUPILS IN MOBILITY (physical and virtual), aged 16-17- about 660 PUPILS LOCALLY INVOLVED in project activities- 55 TEACHERS involved as coordinators and facilitators of ART TЯA activities and as accompanying teachers in mobility - about 630 PARENTS, participating to public events and hosting pupils in mobility- about 6000 STUDENTS of the involved schools, as indirect beneficiaries and participants to local project initiatives.The ART TЯA activities (in mobility and local activities) included: training/workshops aiming at providing students with competences and skills necessary to create final art trailers; visits to artistic sites and their promoting with the use of ICT; meetings with field experts.ART TЯA implemented 6 learning activities with groups of students in mobility (traineeships). Due to the Covid-19 pandemic emergency, the project has been extended for one year and the last two LTTA were implemented in virtual mobility.The activities were carried out also:- at partner’s schools: training and laboratory work, workshops, post-mobility peer-to peer activities- in virtual collaboration with partners: implementing ART TЯA eTwinning project, virtual cooperation, exchange of materials/results, technical consultancy- at a local community level: workshops with local experts, meetings with artists and technicians, field work, visits to relevant artistic and cultural sites, dissemination events.Thanks to the participation in the project, the participants acquired “sectorial” and basic skills, corresponding with the main steps of art-trailers' creation:- ICT and technology, related to video-making- communication, storytelling and narration- awareness of EU artistic and cultural heritage and its social and educational value; competences in art objects’ promotion- team working, leadership, problem solving, critical thinking, communication in foreign languages and building effective relationships among peers; time management and ability to achieve results, public speaking/interviewing and emotional management skills.The methodologies used were based on learning-by-doing strategies, international peer-to-peer learning and role-play. The students worked in small, mixed international groups. They experienced a real opportunity of working in an “international team”: with students coming from different social backgrounds; experiencing cultural differences and using foreign language for communication.As final results, students created 44 art-trailers that were transmitted each year during the final events: the BFF Film Festival in Brescia (organised by the applicant school) and other national/international events.The involved schools have acquired new approaches and methodologies, such as:- more innovative, student-centred didactics and traineeships programs for better students’ guidance, their more conscious educational/professional choices and thus future employability- implementing extra-school creative initiatives for cultural heritage promotion and intercultural activities among students and teachers (also on international level)- participation to and organization of “big” artistic events, such as cinema/film festivals- fostered European dimension for future partnerships on EU level."

"Based on Theodore Roosevelt sentence ''The more you know about the past, the better prepared you are for the future'' we have planned and implemented our project. Our main objective was to find out the links between different cultures that make up the European Union, compare them and draw conclusions about the differences and similarities that enrich and unite us. And satisfactorily during our visits to our partner countries our students and we as techers have learned a lot about their history, culture, language and traditions. Another focus of our project was “migration“: We have worked alot and made a lot of researches on migration to Europe in general and specifically the reasons and results of migration in each single partner country in this project. We have made a lot of interviews on different topics, we have visited refugee camps, we have made posters, we have made video films about their expectetions, their lives now and their future plans. Another main topic was laguages: We have made researches about the disappearing languages, what can be done tohelp them survive, the importance of mother langiage, also for the refugees and migrants, we have talked about the importance of bilingualism and multilingualism in our globalised world. The basic purpose of the project was to train individuals and to help them to integrate into the cultural identity of our age, to approach everyone with respect and understanding of different cultures, to recognize cultural richness and diversity, to see culture as an area for creating not demanding resources, and to believe in the necessity of creating economic and social sustainability. Based on these purposes we have addressed the following topics in this project: 1.Intercultural dialogue: for example: our workshops on ""Being different being unique"", cooking workshops, painting t-shirts 2.Linguistic diversity: for example: our dictionary of words of friendship in 5 languages: Turkish, Italian, German, Spanish, Macedonian 3.Common Cultural heritage: for example: our visit to places like Blue Mosque in Istanbul, which was a church, then a mosque and now a museum about two religions 4.Globalization and disappearing cultural identities: for example: our survey about disappearing languages We have contibuted to intercultural dialogue between five partner countries in our project. Our students who took part in this project, their parents, their families and many other people and institutions who somehow came in contact with this project have experienced the lives of people from another culture and have most probably improved a sense of understanding, a sense of belonging, and a sense of being a community as a whole, especially being a European community, where we have no more checks on the borders.1. With the help of our workshops for example theatre workshop in Germany about role plays, interviews we did in Italy with the refugees, videofilms we did with our migrant neighbours, and researches on the Internet our students have gained a tool for the prevention and resolution of probable conflicts they may have in the future. They have also learned the respect for human rights, democracy and the rule of law for example as a result of making a power-point presentation onthe rights of refugees in Europoean countries. 2. With the help of a survey, and researches and powerpoint presentations on one´s own knowledge of languages our students have improved a sensibility towards their own multilinguality and towards disappearing languages. They have improved respect for linguistic and cultural rights, peaceful co-existence in multicultural societies and the preservation of our biocultural heritage.3.After learning more about our parner countries´ social values, beliefs, religions and traditional customs and history our students and we as teachers as well have gained the ability to identify with others from similar and different mindsets and backgrounds. This project has provided an automatic sense of unity and belonging within a group and allowed us to understand previous generations better and the history where we come from and thereby to understand the mindset of the new generation who have their roots in the old civilisations. 4. As a result of our various and multifaceted activities our students have learned about identity and cultural diversity and we suppose that these skills will help them live and work together in diverse communities, both in their country and the whole world. This ablility will also help them develop their identity and sense of belonging which are fundamental to their personal well-being and the achievements of a flourishing and cohesive society, where there is no preudices, no discrimination and no wars.5. We rose awareness for the safeguarding of common cultural heritage in EU countries and to strengthened the student´s understanding of the importance of the past of nations and countries on their lives today and in the f"

"<< Objectives >>The project is aimed at hotel management students. They will learn how to discover local products and their evolution over time, while imagining variations to offer original menus. ALAJUS brings together students from the ""classic"" curriculum with those with specific needs. The objective is to allow students to share their knowledge, techniques and specific skills, but above all, to learn to live together.<< Implementation >>Short stays in order to elaborate menus: •by using local products and traditional cuisine from each region, typical wines and spirits •by working on the origin of products, their history and evolution over time•by highlighting the inclusion of all the students involved in the project. They will work in pairs or in teams (French/Italian students, waiters and cooks) not only during the different stages of creation but also during outings.<< Results >>•Successfully motivating the target group, especially pupils on inclusion programmes, who are rarely included in mobility projects.•Bringing together learners within the school around a common project.•Enabling openness to others •Developing students’ personal, professional and linguistic skills .•To get a better understanding of how to manage a training restaurant and learn how to reinvest the restaurant benefits in order to purchase new equipment."

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