Cases of violence, suicide bombers, blasts in capital cities and planned terror attacks, combined with the worrying number of young people joining extremist groups and enlisting to fight for them abroad, had already proved that radicalisation and extremism remained a challenge for our societies. All types of extremists had turned out to be more globalized and they make use of opportunities provided by internet. As a result, it was getting difficult to detect the actions of these groups earlier and protect lives of innocent people.. By taking into account these realities we initiated SAVE Project as a prevention based approach.Our first target group was teachers. We created educational materials to equip them with the knowledge and the skills to detect the warning signs of extremism and how to respond to them. We prepared a guide “Empowering Teachers Against Extremism” and we organized a training activity for teachers in Poland. Then participant teachers organized training activities for the teachers in their schools. Our second direct target group was students. We focused on strengthening their resistance to extremism. These young people were defined as Peace Envoys and they were selected by other students by elections. With the help of these elections they experienced democracy from the first hand We organized two different LTT activities for young people. The first one was in Hungary. During this training activity the topics were selected to empower them on respect for human dignity, freedom (including freedom of expression), the rule of law and respect for human rights, citizenship, preventing stereotypes, discrimination, extremism, enriching democratic values, cultural diversity. Materials used in this training activity was brought together as a guide to be used by other young people both in and outside the partner organizations. These guide has been translated to Turkish, Polish, Slovenian, Hungarian and English. After the training young people organized training activities for their friends in their school who didn’t take part in this activity in Hungary. The second LTT activity towards young people focused on improving students critical thinking and media literacy skills. This training activity was released in Slovenia. Participants learnt how extremist and radical groups use online channels to deceive young people and recruit them in their nets. Youngsters learnt online propaganda techniques and how radical groups use them for their purposes. During the training activity participants learnt how to create their own propaganda as counter-extremist movement. They developed their own videos and disseminated it through their own and institutional social media channels. Training materials have been brought together as a guide and tranlated into English, Polish, Turkish, Hungarian and Slovenian so that participants of the training activity could use them to organize similar training activities for their schoolmates. Number and profile of participants There were seven partner organizations from 6 different countries. There was one local educational authority, one university, one NGO, one ICT company and three schools within partnership. In addition to these partners there were associated partner organizations from Lithuania, Bosnia and Herzegovina, Bulgaria, Italy, Macedonia and Romania. Methodology: Plan,do,check,act (PDCA) was the methodology of the project for the control and continuous improvement. We created a project management office for monitoring of the project and each step has been planned, checked and implemented successfully. The results of the projects were: 1- Project web page where all the carried out activities and produced intellectual out puts have been shared with wider2- Europe wide baseline assessment, 3- Teacher training module, 4- Lesson plans and worksheets for teachers, 5- Guide for young people6- Guide for young people for media literacy and onlien propaganda videos7- Peace campaign videos7- Research conducted for young people and teachers8- E-Twinning project9- Teacher training course content for the teachers from other countriesTeachers from partner organizations have been equipped with the skills to discuss the extremism issues with their students. Young people had the chance to come together with other youngsters from different countriesFor majority of them it was for the first time in their lives to come together people from other countries. They got rid of their prejudices. They learnt extremism concept and how to protect them from online propaganda. Partner organizations improved their international cooperation skills. During the project new partnerships have been established. Partners from Poland, Slovenia, Hungary and Turkey have worked in 3 different youth project. Konya Il Mem prepared a training content to “Empower Teachers Against Extremism” It's been advertised via social media and School education gateway https://bit.ly/2lQzTAm

In today's technology-rich society people with unsatisfactory math skills are often faced with severe restrictions on the job market. We also see that students and teachers have difficulty applying abstract mathematics concepts to everyday life. The project “Don't be afraid of math” should give all participants a wide range of tools, methods and strategies to improve their math skills, be assertive and innovative, and become more independent in their later careers. In this project not only the mathematical skills, which are often very important and necessary for the career choice, but also the international cooperation between teachers from different nations and the students of different nationalities and origins were promoted. Understanding differences and tolerance towards other people are important key skills.The main objectives of the project were: acquisition of key skills and competences, professional development of teaching staff, emphasis on the importance of international cooperation and promotion of tolerance and social inclusion.The main group of the project consisted of about 300 students aged 12 to 15 years (59 of them with educational, health, economic or refugee problems) and about 30 teachers (math, English, German, physics, art, geography, ICT and Natural Sciences) from 6 countries with different educational systems who not only improved their skills in math, language, ICT, negotiation and public speaking, but also learned about different ways of applying mathematics to different fields of life. Students took part in workshops divided into 6 topics (from Pytagoras to Gauss; math and geography; it's beautiful; I'm going to be an entrepreneur; let's have fun; from binary to coding). Some of them have participated in learning and training activities, always including at least one student with fewer opportunities from each partner school.The teachers prepared and carried out workshops for students and formed local project teams. Both students and teachers have used eTwinning to present their work, to communicate with their classmates and teachers from other schools, to disseminate and evaluate project activities.There were 6 learning, teaching and training activities during the project: 4 activities for students (math is useful; fun math navigation, business simulation, math festival) and 2 for teachers (math doesn't have to be difficult and teaching IT programs in math). Activities for teachers were used to improve teacher education and share best practices. The exchange of international best practices and knowledge between partner schools was an essential part of this strategic partnership. In addition, new participants with different cultural backgrounds were prepared by other participants for life in a multicultural, tolerant European community. A wide range of methods was used during the project: collaborative learning, learning by doing, peer teaching, learning through games, teamwork, implementation of the CLIL methodology, ICT tools in teaching and learning, social inclusion and integration, creating interactive math -Quizzes and games for future teaching and learning. It did help to create a more modern and dynamic professional environment in schools.Even after the end of the project, the project is kept open on the eTwinning platform and joint tasks and activities are carried out, which enable the transnational, interdisciplinary and intersectional benefits of the cooperation between the partner institutions in the long term.The project enabled participants to develop critical thinking skills, solve problems, improve their accounting skills, teamwork, ICT and English skills, and find joy in collaborative learning.In this way, the participants were able to learn from each other to respect each other in their differences and acquire important interpersonal skills in order to promote the school's openness to Europe and the world.

Early school leaving and lack of student engagement are challenges faced by educators in schools around Europe. This Strategic Partnership proposed targeted efforts that challenge traditional pedagogies and encourages the use of innovative game-based learning (GBL) methodologies in English and Maths classrooms. This Erasmus Plus Strategic Partnership aimed to enrich the educational and skills portfolios of local and European educators, to promote synergies, sharing of best practices, cooperation and cross-fertilisation between the fields of education and technology. The consortium consisted of five partners: the Malta Information Technology Agency (MITA), the University of Malta, St. Margaret’s College Malta, Nyströmska School Sweden, and Danube University in Krems Austria. The project kick-started in September 2015, with the objective of enhancing educators’ digital competences and equip them with game-based learning tools and methodologies. The GBL4ESL toolkit developed through this project (www.toolkit-gbl.com) is a platform that can be used by educators to search for lesson plans and share game ideas to teach specific subjects such as Mathematics and English.This project aimed to use games in the classroom as a tool to reduce the rate of early school leavers (ESL). The European Union set the target to reduce ESL to 10% across member states by 2020. Malta had a high rate of ESLs in 2013 (20.9%), and the Government aimed to reduce this rate over the years. Given that students at risk of becoming ESLs are typically disengaged from the traditional curriculum and teaching methods, this project sought to secure their interest by putting the student at the centre of the learning experience through GBL.The key project outputs, that were created over the 2-year project are:TOOLKIT: Educators can find meaningful games that have been tried and tested with students, as well as projects explaining how these games can be used in education and with which student cohort they work best. Guidebook: The consortium has created a practical guide for educators. The guidebook contains examples of games and lesson plans that can be used to teach English and Mathematics. Recommendations & best practices document: to influence policy makers’ perceptions and future actions, and encourage educators to support GBL, create new initiatives, and try it out in class. One of the main aims of the Erasmus+ GBL4ESL project was for teachers, in partner schools, to make the utmost of the toolkit and the guidebook and become ‘agents of change' within their schools by practising and sharing the GBL pedagogical expertise aimed at maximising the engagement in learning of the potential early school leavers. Over the 2 year period, the consortium organised 2 transnational meetings, 7 multiplier events in Malta, Sweden and Austria, 2 short-term staff training events in Malta and Austria, and created the 3 intellectual outputs. Efforts to address ESL are being organised by different local entities. Various stakeholders were involved in this project, mainly schools, educators, policy and decision makers, education officers in charge of curricula, universities, and MITA as the national ICT agency. Reducing the rate of ESLs is in the interest of numerous stakeholders who look at fostering intellectual curiosity, computational thinking and creativity in the upcoming generations, and strengthen the economy by having a highly skilled local workforce.

Six European schools brought their youth to broaden their minds into the amazing world of Science. This project was designed to enable our students to encounter the pleasure of knowing more about our Universe and better understand our environment. It also allowed students the acquisition of key skills that help making one successful in an ever changing world.Five of those skills are : Maths and Science skills, Foreign Languages, Using OER sources,Digital skills as well as Social and civic qualities.Partners had the possibility to learn much about the Universe : elementary particles provide clues to past from which certain conclusions can be drawn and predictions can be made.Coached by 40 physics, Polish, French, history ,geography , art, Science, Maths and English teachers, 250 students embarked on a worldwide journey to make experiments on their own, analyse and criticize their results, solve the problems encountered and devise new experiments to go into Science in depth. Participants used mathematical theorem in everyday life, observed sky, objects on sky, auroras, the Sun, sunspots and made radiation measurements. They benefited from the expertise of research centers to guarantee the access to efficient and reliable instruments for measurements as well as a high quality knowledge and guidance provided by scientists. Partners collaborated through web 2.0 tools, software and apps to share their acquisition of science knowledge. The language of communication was English. Meanwhile, they got initiated to the basic and scientific words from their peers' mother tongues so as to gain awareness of the richness of the countries that form Europe.Their findings were uploaded to an etwinning platform, that offer a variety of material that make the project accessible to all and attractive (videos, photos, reports, forums, ...). Through exhibitions and festivals, the ERASMUS + program was disseminated among the local community.This project helped pupils improve their skills in Science, in ICT and in Foreign languages. It also enhanced transversal skills and endowed students with a greater awareness of European citizenship. Teachers had a chance to share various practices and to acquire expertise in the new ERASMUS+ program. This helped them with accompanying other teachers and schools who wished to broaden their teaching methods through European Partnerships. Schools improved their image by enriching their curriculum and educational offer. Cooperation with research centers to promote Science was one of the sources of this enrichment.Scientists had a great opportunity to convince pupils of the gratification and empowerment that scientific research can provide.We believe that the publication of results and reports from project activities will make the public more aware of what Europe is and how people from many different places in the world can work together to tackle challenges that have no boundaries.

EU Erasmus+ Project Populism in Modern Europe. A treat to democracy or a part of it?The aims of the project are to analyze the increase of populism in Europe. Since after the end of World War 2 populism has been passive as a means of spreading opinions in Europe. This has radically changed since the 1980s. We have seen a constant development of populistic groups in our society and today populist has reached a high level of influence and power in all of Europe. This includes both left and right-wing populism. Today we see actual examples of populism in politics but there is also a widespread usage of the term when wanting to discriminate against political opponents or creating negative public opinions.The aim of the project is to analyze the role of populism in a democratic society and create awareness of its positive and negative aspects but also to enhance knowledge of what populism really is.In order to do so we want to study the causes and background of populism and create strategies to prepare students to become aware of democratic values in The European community and the world.The following points are been studied in the project:•What is populism and how can we understand it?• Historic background of populism•Populism and democracy – the correlation between them•Populism and effects on the European values and democratic institutions•Why and how populism is used in the political arena•Strategies to recognized and create consciously ability to accept or reject populist agendas•What types of people are most susceptible to populism and how the political groups use it•The role of schools in the creation and education of democratic citizens•implementation of democratic values in the educational system. The overall aim is via these points to make awareness among youngsters of the situation in their local, regional, and European society by deepening that knowledge when comparing and facing several different political and cultural aspects in everyday life. All in the spirit to increase the feeling and belonging of European citizenship. The whole project will be based on today’s leading scientist data, such as Cas Mudde and Cristóbal Rovira Kaltwasser among others. We are 5 European high schools in Sweden, Greece, North Macedonia, Italy, and France. The project will include more than 1200 youngsters and teachers at a secondary level in 5 EU countries, we will work using conferences, courses, and workshops to study and analyze the main objectives of our project. Politicians and EU representatives will be invíted to participate. Due to the subject nature, we will invite NGOs and the public, in general, to participate during our meetings.We planned to have a living and democratic discussion on our websites and eTwinning site, with our development reports and results.We will show our students and to the public in general, the threat that populism has in modern Europe.By making this project we hope to create students that are prepared to tackle the threats against democratic values in Europe.