"The project has been based on participatory science to study biodiversity in our cities. It has linked biology, mathematics (statistics), geography (urban development) and history (history of natural sciences). Four highschools have taken part in the project, one in France, Italy, Lithuania and Poland and haved worked closely with local science museums. For instance in France we had a partnership with our Museum of Natural Sciences and together with our partner our students have studied the wild flora (urban and wild plants) of their neighbourhood to learn more about nature in urban areas. Their results and findings have been sent to the museum for further use by professional scientists.
They have also studied in class the history of botanical research and how citizen science helped create strong bonds between European scientists and resulted in successful scientific European partnerships beyond state borders. The project has been realised in English though our Italian partners will sometimes contact our students in their own language and in French. A class of each highschooll took part in the mobilities, 5 to 6 students from each country took part to each meeting in each partners' country. In the French highschool a class of ""secondes"" (freshmen) who have chosen MPS (Scientific Methods and Practices) as an minor have been the focus of the project. But the language teachers have also included the other classes in the different tasks with each partner school. At the end of the project, students with a major in dancing took part in the conference, trained by their dance teacher. To get to know more about citizen science students have studied : How to get to know more about biodiversity through visits of the Museums of Natural History, interviews of scientists, research on the subject, film projections, and practical work in class; Why and how to measure biodiversity by visiting museums, interviews of scientists and film projections . Urban vegetal biodiversity and citizen science through field work with MNHN. How to work in small groups : - preparing field work - learning about botanical macro-scale photography - selecting fields/places of exploration - observing and identifying plants Traveling through plant history through virtual or actual visit of the historical greenhouses of the ""Jardin des Plantes"" in Paris Naturalist expeditions and the constitution of a European scientific heritage. Biodiversity, feeding human beings and sustainable development A blog was created to allow all partners to publish their findings and work on common virtual projects. As a final project we have staged a danced conference to report on our students' findings that would link science and the Arts. All partners have provided the content of the conference (and speakers) while our dancers have performed the dancing part. Comparing their findings with their European counterparts and working together towards a common end made students aware of the role they can play in the development of scientific research (especially for women who are still underrepresented in this field, the majority of our French students being females), the protection of flora and its role in urban areas as European citizens. It has shown them how each private citizen of Europe has an essential role to play for the future of science and the general European well-being. Impact : students and Partners have acquired precise and adequate scientific methodology together with related language skills specific to their fields. Their results help scientists with their research, it will also be a great asset and experience for our students' future professional lives as scientists will work together with their European peers on shared projects, European conferences or publications, understanding the benefits of team work for intellectual and scientific development."

"Our starting point is a high-impact topic: the need to make our lifestyles sustainable within the next few decades. According to IPCC by the year 2100 Europe’s emissions of greenhouse gasses should be reduced to 0% in order to limit the global warming to 2 degrees. Together we, four European schools from The Netherlands, France, Italy and Lithuania, want to find a route to a sustainable future for the next generation in Europe and, by extension, elsewhere. At the same time our school boards share the need to motivate students in order to get better (exam) results, also from excellent students, more students who choose challenging scientific studies and less absenteeism and drop outs. By working on the topic of Climate Change we aim to enhance our education in two ways:1. strengthening the profile of the teaching profession. 2. getting the students to learn in innovative ways. During two years we are planning to travel to each school to learn from experts about solutions for ‘Europe 2100’. We will have a constant participation of 2 teachers (the accepted minimum in international exchanges) and 10/12 students. Each visit will have a theme related to sustainability: 1. Beverwijk, November 2015: ""Climate Change"" and ""The End of the Conventional Energy Supply"",2. Desenzano, March 2016: ""Sustainable lifestyle, Sustainable Transport and Food"",3. Vilnius, October 2016: ""Energy Efficiency for a Sustainable Future"",4. Longwy, March 2017: ""Sustainable Waste Management"" and ""The EU Policy for a Sustainable Future"", 5. Texel, June 2017: ""A Carbon Free Future"".During the five-day Meetings students will attend the experts’ lectures, go on excursions (for example in Holland to a windmill farm or in Lithuania to a pump storage power plant and closed nuclear plant) . Together during the meeting they will produce their presentations for Ted Talks, to be delivered peer-to-peer when they return to their country. They will also attend English language lessons on the topic, so they acquire the specific jargon.After each exchange teachers of different subjects from the host country will develop an interactive Learning and Teaching Module. This will be a high-quality product, deriving from the results and outcomes of the lectures and will be available on our Learning Portal and on Twin Space for teachers and students to use. In the months after each visit, the Module will have a follow up in the form of project days in each school. These projects may consist in Ted Talks, CLIL lessons or similar initiatives. In the Netherlands teachers familiar with the topics will take part using the SVOK-academy. Around 300 persons per school will benefit from these activities.The expected impact is manifold. We aim to see long-term results on four levels:1. Students will be more motivated for school by gaining autonomy and being able to change the future by finding solutions for the climate problem. They also enhance their cross-curricular competence, develop their language skills and European citizenship.2. Teachers discover new teaching methods using the Learning Portal and gain high-level knowledge on the topic of sustainable development. Also, they learn to work in interdisciplinary teams, and are motivated to go abroad for their professional development. 3. Schools will be more attractive and have better results because of the strengthening of the teaching profession and increased motivation among students who will have better education, better results and fewer dropouts. Also, the schools will have created contacts with national institutions and research centres and become more international-oriented. 4. Outside our schools, we will spread the new teaching / learning methods and the sustainable solutions for ‘Europe 2100’ by promoting the Learning Portal. With the multiplier event on Texel (June 2017) we will disseminate our results also to people outside our local network. The results and impact described above will be made sustainable by continuing to work together as one project team after 2017. The resources needed will be provided by the schools but we intend to apply for a new Erasmus+ project between 2017- 2019. We expect to be able to take the following actions:1. the Learning Portal will be promoted with the four learning Modules on ""Europe 2100: A sustainable Future for European Youth"" as teaching resources and for individual e-Learning. Each school will apply the expertise in e-Learning developed with the Learning Portal and the four Interactive Modules to new educational contexts,2. Peer-to-peer learning will be taken in each school as a model to be extended to different educational contexts,3. contacts with the ocal school network and authorities will be enforced for further initiatives and collaboration.These activities will ensure the long-term dissemination of results, using the motivation of the international Project Team and each school's human, intellectual and digital resources."

"We chose and implemented in project frame one of the SPECIFIC OBJECTIVE pursued by the Erasmus+ Program: strengthening the profile(s) of the teaching professions, through actions with the following objectives: enhancing teachers’ professional development and linking its different phases in a continuum; supporting teachers in dealing with diversity in the classroom (including pupils with a migrant background); supporting teachers in adopting collaborative and innovative practices.We developed a new approach to the whole education process, the awareness to new generation through psychology and innovations, constructive dialogue between teachers and students, understanding and tolerance Social differences of students, equal opportunities.Our motto: ""come back to Philosophy at school for new generations and the integration of young people: we speak in the same language"" - followed us during all the time.Project RESULTS and achievements:1. We developed a new approach to the whole education process - provided personal Philosophy-based educational paradigm in the modern school.Achievement:- we developed a common position of the countries on project personal Philosophy-based education based on the selected theories and practices;- we searched and found ways and methods to reduce the gap between different generations of teachers and students to bring their expectations by making the greatest possible breakthrough in schools.2. We involved our students on realistic philosophy as the basis of personality development, learning, socialization, personal career and personal responsibility and commitment for the future.Achievements:- we offered students attractive ways to access with the different personal Philosophy, use it in life. They started to apply that and change and influence the people around them (students, teachers, parents, friends);- together with the students we explored the young generation approach to life and education, personality and learning, freedom and responsibility, their expectations at school. Students and teachers have come to realize that pursuing high goals is a combination of opportunities and needs, philosophy of science and modern lessons. There is a consensus that comprehensive education contributes to the release of intellects and talents, and that a variety of approaches create attractive learning environments and motivation to tackle difficult things;- now part of the students and teachers in our schools from different social groups, gather around common goals based on the philosophy at school and students' philosophy of life;- we created the final activities products that reflect on the three main fields of activities: research, training and self-expression. Some of them are published in Guide book ""Philosophy-based paradigm for a new generation at school"". LINK: https://issuu.com/home/published/philosophy-based_paradigm_for_a_new_generation_at_.3. We achieved synergetic effects in all project activities through the students integration of different social groups (ethnic minorities, immigrants, experiencing social or learning difficulties, etc.).During two years, direct to project we involved more than 300 students and teachers from 5 schools in deifferent countries: Lithuania, Bulgaria, Spain, Italy and Poland. 116 (75 students and 41 teachers) of them participated in international learning, teaching and training meetings in different activities and 28 teachers attended in Transnational meetings. We organized a lot of local activities, most of them - different types of lessons using modern and classical approaches, but with a focus on holistic education and diverse student self-expression. During mobilities students took part in special activities and workshops, such as GIS mapping, Philosophers’ Debate; peer to peer educators; Social Surveys; Performances; Emotional management; Learning strategies; Fiction and Fantasy Stories; Mindfulness-based stress reduction; Paideia/couching in education; Multiple Intelligent as holistic education background; Painting caricatures on pebbles; what's cool at school.AFTER the end of the project we are planning some direction of activities:- use and promote the use Philosophy-based education tools and instruments, new teaching material;- use and promote the use of eTwinning Portal and TwinSpace in direction to project dissemination content. LINK: https://twinspace.etwinning.net/51101/home.These activities will ensure the dissemination of results and using internal resources, including human, intellectual and virtual resources. Teacher motivation for such activities remains very high."

Before the project we have come to the conclusion that all partners are experiencing similar problems (in some schools more, in others - less) to solve which is not enough to use usual procedures and actions. We believed that more experienced schools will ensure the implementation of the project, while the rest became the figure how the most complex problems can be solved by a simple but highly effective innovative system. This project can be an instrument of the big challenges of education in secondary schools in Europe. In order to involve students, developing basic and transversal skills (especially in STEM) we created HackLab Clubs, which have focused on STEM Career CENTER. According to different achievements and facilities at school, this Center was: REALISTIC (in Vilnius and Manavgat), reasonable on infrastructure and VIRTUAL (in Diekirch, Reykjavik, Martina Franca), which operates through other infrastructures (classes, Labs, workshops etc.).In the beginning, we have invited leaders who are direct participants in the Project. They have discovered their potential and taking advantage of the international mobility together with teachers got experience in the use of a number of innovative approaches as a motivational learning system, including methods like CLIL(in Italy), Experimentation (inLuxembourg), using ICT and GIS (in Lithuania and Turkey), PEER (in Iceland) education. Namely last method get them the chance to have the Peer-to-Peer experience being a student-expert-teacher. These students involved more and more young people into STEM creative workshops.HackLab CLUBS at schools became as a community-operated workspace where students and other people with COMMON INTERESTS can meet, socialize and collaborate (stay at schools). Students received adults‘ help and advice and worked with other students-teachers, friends, parents or external specialist, in order to have a greater impact than schools' teachers can provide. Clubs are based on the volunteering and friendly relations principles and worked as NON-FORMAL education. The whole community was focus on students with low achievement in basic skills. Here, there is another part of the system - methodical, where the most important is the role of teachers. They used more effective teaching methods, but also advised students in the clubs. International experience during the project became a reference point for the implementation of the new STEM Careers MODEL. Our MODEL is innovative and simple for any school (with a lot of students with low achievement) and became attractive for Z and α generations.How it works? We proposed career planning MODEL (vortex model) for the students and there are centripetal and centrifugal “forces”. Communicative opportunities of invited students, experts and teachers of all project countries save up to the crest. Provided examples of successful scientific career every day, clubs’ actors allow “trying” the professions or at least becoming acquainted with the real social and personal achievements of young scientists. Eventually, some students identify themselves with the career in STEM, choosing that in the country, region or the EU. It evidences itself through individual career choice, independence, ability to critically evaluate personal potential. Being in the STEM space (or hive) students became an example to others.During the project, we divided students into five groups based on interests. Created HackLab clubs joined Teams of the project. Clubs was named after project' motto acronym SYSTEMa. On a voluntary basis, the clubs was invited parents, mostly of STEM professions. During two years a growing number of the school community was joined the clubs. Clubs worked within the MODEL. We was invited external experts, to carry out various research activities. Each partner was share relevant experiences in international meetings and we in this way achieved SYNERGY effect. The most important product of the project is STEM Career GUIDE (recommendations for schools).The project uses the INPUT-OUTPUT principle. CONTRIBUTION consists of: school communities, international teams in the project countries, effective methods of teaching and learning and STEM fields, eg. Biotechnology. The RESULT includes HackLab CLUBS and enhansed student motivation (in school they want to use the new opportunities and contacts), as well as prepared by the project experience STEM Career GUIDE.

"CONTEXT OF THE PROJECTThe project had the aim of enabling mutual learning among all the schools involved about teaching resources, environmental awareness, entrepreneurship and attention to diversity.THE AIMS WERE:To analyse the methodology used at teaching in the different subjects.To educate the students in environmental awareness and implementing measures about energy efficiency and recycling.Enterprise creation.To implement innovative measures to handle diversity, drop out rate and failure.NUMBER AND PROFILE OF THE ORGANISATIONS:Five schools with different characteristics participated in the project. Colegiul National de Informatica ""Tudor Vianu"" is renowed for the excellence results of its students.IES Cánovas del Castillo has a very diverse profile of students (program for students in exclusion, bilingual program). Agrupamento de Escolas Dr. Ginestal Machado also has a diverse profile of students.Istituto d'Istruzione Superiore Patini Liberatore is renowed for the many European projects it runs. Finally, Vilniaus Pilaités Gimnazija is known for the technological profile of its students. ACTIVITIES:1.Survey about the energy consumption at students’ homes and schools.2.Description of the methodology used in teaching languages. 3.Waste management analysis at students home and schools. 4.Research on the teaching resources in science subjects. 5.Creation of enterprises. (Previously students worked on finding a suitable enterprise choosing a name, logo, etc.). 6.Survey on the methodology used in humanity subjects. 7.Report on the data concerning drop off rate and failure in every school, and reflexion about the required measures such as mindfulness and emotional intelligence. 8. Report on all the activities developed by the entreprises.9.Participation in a fair of entreprises.10.Review of the subjects dealt with during the project.RESULTSImprovement in the environmental awareness of the students, their families and the teachers. Reduction of the energy comsumption and improvement of waste management and recycling. Analysis of the teaching and learning processes and introduction of innovative measures such as mindfulness or emotional intelligence. Improvement in linguistic skills: ( English ) teachers, students and families Development of the main skills ( digital, learning to learn, maths , social and civic, cultural and artistic) through different activities that demand working in a team as well as individually, presentations in English with IT tools, cultural visits, et….Development of cultural knowledge and entrepeneurial iniciatives. Awareness of the problems related to diversity , school failure and school drop out rates and reflection on the necessary measures to reduce it. ( Creating an appealing atmosphere for students ) Use of music, emotional intelligence and mindfulness."