CASE stands for Consumption Awareness for Students in Europe: the project aimed at creating further awareness among students, educators and other stakeholders for rational and educated consumption. During the project development, the partnership worked both on delivering proper knowledge on the topics addressed by the project – sustainability, as a word which ties together individual choices and global effects; healthy lifestyles, with regards to an ecosystemic perspective; awareness of the impact of consumption behaviours on the vast economic system of relationships – and questioning attitudes and beliefs regarding consumption and lifestyles, fostering visible learning through the promotion of a favorable attitude towards changing. From an individual point of view, the project architecture led progressively to the next steps, creating awareness at the local, societal, national, and global levels. The path was meant to provide our students with knowledge and skills to become rational consumers, informed service users, informed consumers of energy, water, and other natural resources.Student exchanges and other activities in the project also contributed to enhancing an understanding of diverse perspectives on European citizenship and helped our students to develop an appreciation of the European cultural diversity and an empathy for different cultures. 6 institutions from 5 Program Countries (4 from member states, 1 from candidate countries) have come together to form the project CASE. Approximately more than 200 mobilities (mainly student mobility) have been planned for 2 years. The activities have been divided in 3 main stages; CASE 1 studies aimed to raise awareness of consumption on the individual level: the main output for this stage has been the survey data analysis, on which all the further actions were set up; CASE 2 studies will be developing common social attitudes toward consumption: the main output has been an advertising campaign, built by the students, promoting awareness on a social level by using proper media tools; in the end, CASE 3 studies promoted a global outlook to world's limited and diminishing resources. The last project step was closed by delivering a curriculum, containing all the inputs and suggestion gathered through the 2-years project cycle in order to suggest activities, initiative and researches to any school willing to draw a similar experience for its students everywhere in EU and in the world. The methodologies employed in carrying out this project have been inspired by constructivism, cooperative learning methods, problem based learning and teaching, and multi-disciplinary approaches, promoting a positive attitude towards a lifelong learning perspective.

"Our project is called Fundamental Rights of Equality in Education (FREE) and it aims to get our students to look at school in a broader context than they do normally. All four schools experience some level of lack of engangement and drop out from school. Consequently, we want to make our students see more of what lies behind the different documents that state the right to education, and also think more about everything that develops from such a right. As stated in the UN Declaration of Human Rights, Article 26, every person has the right to an education. This is also mentioned in the European Commission's Human Rights and Democratic Governance document. This project is a cooperation between four schools in Europe: College Ieper, Ieper, Belguim; t'Atrium, Amersfoort, The Netherlands; Istituto Statale di Istruzione Secondaria Superiore ""P.Gobetti A.Volta"", Florence, Italy; and Spjelkavik videregående skole, Ålesund, Norway. Each school participate with different numbers of students, Belgium will have 25 students enrolled in the project each year. The Netherlands will have 11 each year, and Italy 16 each year. Norway will participate with 12 the first year and 13 the second year. A total number of 128 students will be a part of the project.We want our students to work on what is implied in these rights, and also see the value of said rights, as well as recognizing the duties that follow. The four schools that participate in the project all have some common denominators that we base the project on, such as lack of engagement in the school activities at times, drop outs (in small or greater numbers) and a view that the school is a service more than a stepping stone to achieve the best of your abilities through engagement and work. We also see some important issues regarding equality of rights on various levels, and we want the students will find out more about this as part of the project. Our overall aim is to heighten the students' awareness of both similarities and differences between the four school communities, and use this as a basis for creating school activities that are student run, together with their European peers. These activities will differ from school to school, as they are to be partly decided by the student groups, but also due to the fact that each country has its specific educational system and curricula. In the end, the numerous activities will become parts of a wholesome project. The activities will be carried out in the four schools, and then showcased and discussed in Belgium where delegates from each school present the work that has been realized. In Belgium the final year of the project, we plan a model EYP, where the students participate as delegates from their countries, work on a new declaration on equality in education, and bring this proposition back to their schools and share it with the rest of the school community.The aim of the project is to raise awareness in all students in the four schools of their rigths, but also of the obligations that follow these rights. The methodologies used will differ from activity to activity, but they include peer to peer work, discussions and debates, individual presentations, mood boards, evaluations of the work that has been carried out, and reflections on improvements that can be done. We will involve the students in the decision making as a big part of the project. This is to develop their abilities of critical thinking, both as an important factor for their future lives in general, but also specifically to prepare them for the model EYP in Ieper spring 2022. The project's long-time aim is that the students use this as a basis for their engagement in school activities, but also that they share their new understanding of the fundamental rights that lie as a background in their nations' educational systems."

<< Objectives >>Our HELP ( Highly Engaged in Life Projects) project starts from the students’ needs in particular after the pandemic effects. In our Secondary Education Schools, the long period of isolation and online learning has caused a lack of relationships among our students and little self-esteem. Our project aims to foster civic engagement, encourage them in participating in volunteer work, in working together, respecting the principle of inclusion for all the participants, also with fewer opportunities<< Implementation >>Activities to help students to explore the different possibilities of volunteer work both at home and in the partners’ countries. First, students will visit the volunteer centers, meet the volunteers, make reflections, and share them with their correspondents. They will also compare the different forms of volunteer work in the different countries. Later, students will participate in volunteer activities. Then, they will produce a documentary to describe their experience to the community.<< Results >>We hope that by international interaction between participants, they will gain benefits for themselves like to get more self-confidence and will be encouraged to take an active part in society for the common good. The final product will be a documentary uploaded both on the Erasmus platform and on the websites of each school to produce long-term sustainable benefits and spread out by local newspapers for making the produced materials long-lasting and accessible to anybody.

CONTEXTPartners in this project - PL, NL, TR, RO and IT are united by the purpose of training students to distinguish between responsible and irresponsible journalism, between real and fake news, biased opinions and objective reporting of events, about how to avoid manipulation on TV and social media, be prepared to recognize elements of manipulation in news, public speeches and social media posts.We will ensure that the project activities will contribute to this goal – to train teens in media literacy, build communication and interpersonal skills, permit the exchange of ideas among different cultures. Students work together to analyse and create media products, thus developing their team work abilities, intercultural cooperation and creativity.OBJECTIVESO1. raise awareness about the importance of critical consumption of mediaO2. promote media and ethical journalism as a tool to foster responsibility towards societyO3. enable students to do basic (mass)media analysis and reflect on and combat manipulation practices O4. foster critical thinking and analytical thinkingO5. develop interpersonal and communication skills in multicultural contextsO6. develop intercultural competences and EU awarenessO7. boost students’ creativityPARTICIPANTS - students in the workgroup that are selected at the beginning of the project (minimum 24 students, aged 15-17, from various backgrounds, including at least one third of students from disadvantaged categories. Ideally, we will strike a gender balance in the group composition).They will be working in specialized groups for the local project activities and will be the basis of selection for the exchanges.Also, they will be involved in disseminations as organisers, presenters, or members of the audience, depending on the situation.In the exchanges, we will have 96 students.- 32 teachers (foreign language, social studies, media studies, philosophy) will participate as accompanying teachers and 10/11 teachers will participate in the joint-staff training event.MAIN ACTIVITIESC1-C4 - student exchanges, C5 – joint staff training eventC1 – NL – Media – yesterday and today. C2 – RO – Media and its power to control minds. C3 – IT – The rise of social media, the decline of truth? C4 – PL – From consumers to creators of media.C5 – TR – Media Education in high schools. METHODOLOGY- Before exchanges, students work in groups on presentations and surveys on the topic of each event, take interviews of journalists on different topics.- During the exchanges they participate workshops, attend lectures, visit media companies, work in groups to analyse articles, news reports, create their own news and articles, create posters, exhibitions, do debates on hot topics related to media – social media, fake news, biased reports, reflections of minority groups in the media etc.- During C4, after having improved their ability to analyze media information critically, they learn about the steps to create an e-newspaper. They start work on it and publish it online- During C5 – teachers meet to establish a methodology for initiation of media clubs and on the collection of lessons for different subject in which media is used as a teaching material.Students continue collaboration through the e-newspaper. The newspaper activity will be continued in the future by members of the newly-established media clubs.RESULTSOutcomes: the knowledge, skills and attitudes acquired by students and detailed in each exchange description and as planned through the objectives, effective cooperation among students and among teachers, increased self-confidence, ability to work in multicultural settings, ability to express and defend ideas, improved awareness of similarities and differences among countries, improved cooperation with local media representatives.Outputs: students’ presentations, media articles and videos, workshop materials created by specialists, surveys conducted by students before each exchange on the specific topic, news reports created by sts, collages, video interviews, project dissemination platforms, teachers’ guide for the use of media in class, methodology for setting up media clubs, 5 media clubs.Final outputs: e-newspaper created and run by students during the project which will extend beyond the project, teachers’ guide for use of media in teaching, methodology to start media clubs.IMPACT- all the schools will cover a need identified in the beginning and turn it into an opportunity for future development of local projects- students become more actively engaged in the life of the community and will write articles about local issues- teachers become more active and more engaged in the school activities - schools extend their after-school club offer- schools enlarge their European collaboration network- schools promote a positive image in their local communities

SAIL (Social Activities for Inclusion and Learning) has been a project on the social inclusion of refugees and migrants in the European cultural mosaic. SAIL focused on developing partnerships through social and learning activities in order to promote inclusion of migrants and refugees. The SAIL-project builds on previous projects on inclusion carried out by the four partner schools. As there are four schools from different countries across Europe there have been several hundred participants each year in the project, including students, staff, migrants, refugees, policy makers and social organisations. Main objectives were creating a social dialogue across nations, solidarity between peers and overcome language difficulties. We have created a project in which students learn to understand and appreciate other students and peers with a different cultural background. A needs-analysis was carried out by students by doing field research. The field research included site-visits, interviews with professionals, politicians and surveys to understand the state of inclusion in the different countries. A comparative analysis was made as a start-up for investigating, analyzing and discussing on possibilities for further inclusion during several debates. The conclusion of the final debate in Belgium was that migrants would like to interact more with their European peers. The needs brought up in the field research were used to create a product and activities for the target group. The accumulated experiences were shared in a promotional exhibition. The exhibition contained for example videos, posters, stories of personal objects and clay figures representing emotions of migrants. The project provided a number of benefits for students, teachers, schools and their /extended communities. Students got a better insight in the needs of migrants and inclusion policies among the various European countries. Their research and presentation skills were enhanced as well as their social skills. They learned to use debating and argumentative skills to find workable solutions in, sometimes, controversial matters. Planning and creative skills were necessary to disseminate all the work in a promotional exhibition. Methodologies employed in the above activities emphasized teamwork and collaboration across borders with their European peers as the target group. The project has had a positive impact on the active social involvement of students. We also hope that students will develop a more active citizenship with a better appreciation for minority groups. Students are encouraged to stimulate the social welfare of their community and the society in general. They gained an open view in working together with people of different cultural and ethnic background.