The content of our project is one of the EU targets. According to the 2016-2019 Strategic Participation for Gender Equality report, the promotion of gender equality is a fundamental activity for the EU: equality between women and men is a fundamental EU value and a driving force for the EU goal and economic growth.Even in the most developed European countries, prejudices against women continue. This project was created in 2018 to identify these prejudices, to recognize women who make a difference and to raise awareness in the eTwinning platform. Our Twinning project was awarded with national and European quality labels. We have decided to turn our project into an Erasmus + project .The schools in Germany, Belgium and Lithuania joined the schools in Romania and Turkey which are in eTwinning projects. The results of the survey conducted by U.S News & World Report with more than 9,000 women shows that Germany and Belgium are among the countries where women can live most comfortably. Lithuania ranks first in the list of women engaged in science.The groups in mobility activities will be consist of students and teachers. Each group plans to participate in activities with 5 students and 2 teachers. Since the topic of our project is about women, we are considering positive discrimination for our girl students and we think it is appropriate at least 3 girls from each country to participate in every mobility. In each mobility, among these students, at least one student must be the participant who has fewer opportunities. These may be economic difficulties, students with integration problems due to internal or external migration, or participants who have a permanent disability with no problem in traveling. Due to the nature of our schools, our age group is between15-17. In particular, the students who are actively participating in our eTwinning project will be selected.The Council of Europe Gender Equality Strategies is the guidelines of the objectives we wish to achieve in this project. The first strategic aim is to fight against sex stereotypes and sexism.Gender stereotypes limit the development of girls 'and boys', males 'and females' natural abilities and capacity, as well as their educational and professional experiences and opportunities in their lives in general. They can isolate women from working life or “women's jobs” are offered as a separate category. Based on the realities in the countries of our 5 schools, we have planned activities to prevent these prejudices.For example, female participation in the labour force in Turkey is about 35%. Many women's duties do not go beyond being mothers or spouses. For this reason we have planned activities in Turkey on women and social entrepreneurship. It is our purpose to examine the stories from housewives to business life and to feed the social entrepreneur side of our students.Our school in Romania is close to the oil reserves and in this area, women work in many areas, which are generally considered as men's jobs. We will visit them and listen to the difficulties they experience.Belgium and Germany are the in the list of top 10 countries where women can live most comfortably in Europe. For this reason, we will study on women's rights in our schools in these countries. Our Belgian school is preparing studies on wartime women and on women, who lead peace,We will learn about the challenges women face in a well-developed country like Germany. We will share the result of our research with articles and drawings on school notice boards.Our study will be related to science and women In Lithuania, where the number of women who work in science are more than men. We will experience the struggle of science women in relation to gender discrimination. In every mobility, we will try to find answer the question, ‘Is there equality?’. With these studies, we want to show our girls entrepreneurship, how to struggle for their rights, how to avoid the wars caused by men, how to win the spirit of stereotyped ideas destruction, and to show male students that equality can only exist with a common struggle.Of course, with the acceptance of our Erasmus + project, we plan to establish a new eTwinning Project called “Productive women”. The topics in our Erasmus+ project will be studied first on the eTwinning platform. Mobility is short, but eTwinning offers us a longer and more diverse field of study.There is also a webinar section of this platform for the execution and dissemination of our project. In the near term of our project conclusion, each school will prepare a webinar in its own language for other schools in their country. Furthermore two webinars in English will be prepared to spread our project all around the world.For our project to influence as many areas as possible, local activities are planned such as informing national press, web page designing, eJournal creating, School Education Gateway and preparation of article to publish in related fields.

The Spielend neues lernen project was a continuation of the successful implementation of the eTwinning project, which was awarded the European Quality Label and got also an award for the best German project. And that was the main reason why the eTwinning project implementer from Turkey, Slovakia, and Greece decided to implement the project as an Erasmus+ project and they invited two other schools from Poland and Italy to participate in it. The project coordinator was Elementary School, Wolkerova 10 in Bardejov. The aim of the project was to motivate pupils to learn foreign languages, to expand the use of activating elements of the game in foreign language teaching, but also in other subjects and to improve pupils´ digital skills. Gamification in education suggests using gaming systems, new experiences and cultural roles to motivate students in learning. Everyone involved in this project had the opportunity to work with web 2.0 applications, create online games, learn from each other, and compare the traditional form of learning with gamification. New learning resources have been created, which are constantly being disseminated and published on the project website, for other schools and teachers. Pupils aged 14-16 years were involved in the project. The project had 2 transnational meetings and 3 short-term pupil exchange meetings. In the 1st phase of the project realization, a website was created to inform about the objectives and implementation of the project. The 1st transnational meeting in Turkey was focused on the evaluation of ongoing activities and at the same time coordinators had made decisions about coordinating other project activities as well as the organization of the exchanges according to the plan. The 2nd transnational meeting was linked to the final evaluation of the project. The main part of the project was the exchange of pupils mainly focused on the practical application of the game elements in learning and communicating in a foreign language. The main part of the project was working on English and German lessons. Pupils created vocabulary collections on selected topics and created online quizzes and games. Subsequently, the short-term meetings of pupils were primarily focused on the practical application of the elements of the game in learning and communicating in a foreign language. Activities in which pupils could participate were also focused on learning about culture. Short-term student exchanges were attended by 45 teachers and 58 pupils from five countries. Each meeting lasted for five days. The program was aimed at checking the acquired language and digital competences. The verification was carried out through quizzes, created online. Pupils worked in international teams, wrote scenarios on assigned topics, and created digital learning material through Learningapps, Quizzis and Kahoot. They also learned how to work with a 3D printer. Thanks to the excursion to Samsung's development laboratory, they became acquainted with creating the mobile applications. They had also the opportunity to become familiar with the lifestyle of teenagers in the country, to develop a team spirit, to improve their language, digital and presenting skills. Each meeting had a game day, where teams played online games and quizzes. The last day of each meeting was always dedicated to the evaluation and the best team was rewarded. The Evaluation of the project was in the form of questionnaires. All results were processed in the final evaluation of the project. The use of games in the classroom aims to achieve success in learning in a simple and fun way. This learning increases pupils' self-confidence, improves problem-solving autonomy and encourages team spirit. We have achieved a great deal by working on our project. As a result, 2692 pupils dealt with 771 questions online via quizzes. The percentage success rate increased from 60% to 80%. The exchange provided the opportunity to explore other cultures on the basis of one's own experience and to gain a sense of European identity. Acquired digital skills have taught pupils to look for the necessary information and critically evaluate them. Not only mobility was our goal. It was durability and reusable learning methods in the form of a game. All scenarios and online games are available to the general public on the project website as well as on the project's eTwinning website. The website is a guide and resource for teachers. The e-magazine informs about the course of the project as well as about the overall experiences and life of the pupils involved in the project. Created collections of thematic vocabulary and games were offered to foreign language teachers at workshops by project participants at schools in their region. The teachers who created this project recognized the benefits of using gamification elements in the classroom and therefore encouraged their colleagues to combine the traditional method of teaching with the use of gamification.

"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."

"Historically, people have changed where they live due to different reasons such as war, marriage, education, etc... According to 2015 data*, 4,7 million people have migrated to 28 EU member states. This number is substantially increased when we add EU candidate countries like Turkey. In our partnership which include 6 different countries, it is stated that in Turkey the number of refugees reached 2,6 million. Germany is the country with the highest number of immigrants among EU member states with 1,5 million. It is followed by the United Kingdom 0,4 million, France 0,6 million, Spain 0,3 million. As you can see, our partners are the countries with the highest density of refugee / immigration issues. The biggest problem in these countries was social harmony. The host society was concerned about foreigners coming to their country, while refugees and immigrants are fearful of exclusion. Our project originally had started on the eTwinning platform, as a social responsibility Project with the partnership of Turkey-Germany-Slovenia. During our 2017 eTwinning Project, our high school students had participated in activities with school-age children of refugees, immigrants / in order to facilitate the integration of children into their communities. All of our participants had been rewarded with a travel ticket in the category of Move2learn competition. Also had won the best eTwinning award ""zlatikabel” of the year in Slovenia. This motivation led to the development of our project as the Erasmus + Project. The fact that 2018 was a European cultural heritage year had also guided our project idea. We believe that the students and teachers of 6 different countries were able to produce common solutions for our common issue. Five different types of events had been planned for this purpose. 1. Creation of the European immigration map: The countries in the project prepared maps, graphics etc. especially including immigrant demographics of the last century. 2. Language game activities: All students involved in the project taught vocabulary from their mother tongue to each other. This event, which consisted of words that could be used frequently throughout the project, was initially part of the work of warm up and It turned into a game that was repeated daily. 3. Sports Activities: We preferred the games based on cooperation, communication and trust. To achieve this objective, mixed teams were created. The differences in society were reflected on the teams. The winning team was the team that best benefited from their differences. 4. Food culture events: Eating is a social symbol, part of socializing. At least one of the dishes belogned to the immigrant / refugee culture. While preparing the meal, they experienced the collaborative working and the pleasure of enjoying different tastes. 5. Art Activities: Especially non-verbal activities such as painting, music, and photo were the biggest means of expressing feelings. We created a joint exhibition. We studied universal values such as tolerance, cooperation, solidarity, respect, love, responsibility, empathy with mixed teams. As a result of these activities, we planned to achieve the following objectives: - To facilitate the adaptation of school children, who have had to leave their country of origin, to the new country's cultures and customs - To help our pupils and the refugee / immigrant children we work with to acquire some skills such as expressing themselves, effective communicating, working together and problem solving skills - To provide geographical awareness - To discover and embrace the diversity by conserving the cultural heritage. - To create awareness about universal values such as cooperation, tolerance, solidarity, respect, love, responsibility, empathy Our participants consisted of students, teachers, school support staff and administrators. We have also involved participants with fewer opportunities such as economic difficulties, and disability. The age group of our students was 15-17. Short-term exchanges of groups of pupils were attended by 4 students from each school and 24 students in total. A lot of immigrant / refugee students in the host society were included in the studies. The refugee/migrant students of the host community were able to communicate effectively with their peers through the work accomplished. Teachers were selected from the fields required for the activities to be carried out. Support staff and administrators turned their observations into action plans. In addition, pre-activity needs of participants such as ticketing, health, culture were covered.We wanted to make our project spread on national and international platforms Our dissemination activities: - An eTwinning project ""Together we are Stronger"" - Transferring experience through eTwinning events - Creating brochures to present our project - Preparing a web page and an e-magazine"