The project “TOLERANCE - OUR COMMON LANGUAGE” has involved 5 schools from 5 European countries: Italy, Romania, Lithuania, Turkey and Portugal. According to the SWOT analysis done by each partner in their institution, the partners have identified a series of common needs that lead to the decision to implement a project about tolerance. Violence, aggression, intolerance, racism, ethnic discrimination are tendencies that can be observed in the behavior of the students from all the partner countries. The World Values Survey shows that Romania, Turkey, and Italy are the least racially tolerant countries, while Lithuania and Portugal seem to be the most tolerant countries. This result along with the diverse educational and cultural background of the partners have facilitated the implementation of a successful project. The project objectives have been: to develop civic competences and increase self-esteem of students from 5 EU schools -to facilitate understanding the concepts “tolerance” and “mutual understanding” at a personal level and in the European context -to equip participants with practical examples for acting as civic-minded citizens -to raise awareness about diversity and cultural identities promoting social cohesion -to boost the feeling of belonging to the EU community In accordance with the Article 2 of the Treaty on the European Union, we envisage that this international cooperation will prepare our students for living in a multicultural society being aware of the EU values, appreciating diversity. Students have interiorized tolerance and mutual understanding as active civic attitudes. For reaching the overall aim of broadening civic-mindedness emphasizing the importance of tolerance and mutual understanding impact in daily life, we decided to use an innovative approach. To reach the project objectives an innovative approach has been used. Combining the advantages of using ICT in education with the Five-Factor Model theory has been tackled the 5 personality dimensions: -openness to experience: students have been encouraged to express their emotions and ideas using Art. They created together videos, digital photos, artistic moments, team building activities, sports competitions and board games that stimulated students’ assertiveness, sociability, and personality. The tangible products they created together were flashcards about the topic, the dictionary of the project, handmade bookmarks and thematic puzzles. The used of ICT during the activities, supported by internal cognitive aspects of learning led to innovative outcomes results in tackling learning abilities. The activities were designed to develop tolerance, mutual understanding, intercultural competences, social and civic spirit. The international cooperation broadened the cross-cultural knowledge and understanding of the countries, cultures, and values strengthening the feeling of belonging to a united Europe. A number of 60 students (aged between 13 and 17 years old) attended the international meetings - LTTAs. Students have been selected before the mobilities, using transparent criteria decided by each project partner taken into consideration: English skills, ICT skills, motivation and involvement in the school-based activities. A huge number of teachers have been directly involved in the project mobilities, and teams have been formed at the school level to facilitate a better implementation of the project. Approximately 2700 students and 120 teachers/adults have been indirectly involved in the project. Other participants who enjoyed the benefits offered by this Erasmus+ project were the administrative staff, students’ families, pedagogical staff, educational advisors, policymakers and representatives of the local authorities. The tangible products of the project were an audio dictionary, photography exhibition, calendar of the project, common movie, ebook, flashcards, thematic puzzles, handmade bookmarks, project webpages, project logo, flyers, DVD of the project, brochure. The intangible results were the development of life skills, key competencies, cultural horizon, intercultural understanding, team working skills and knowledge about the topic. All the project results have been made available on the project website. The dissemination plan reached a large audience and made an impact at local, regional, national and international levels.

The main aim of the project was to implement new motivating methods of work and improve effectiveness of teaching - learning process in the six European schools. With pupils from partner countries being engaged in the project, teachers conducted activities with WEB 2.0 tools to transform each partner school into modern, up to date, encouraging to learning institution. Project concerned schools of the same type and student's age, providing general education in the area of basic skills. All six schools were willing to participate in international project, as it was a crucial point in the European Development Plan of each of them. The schools in their curriculum focused on introducing innovative methods and Web 2.0 tools into teaching-learning process, which was stated as means to increase motivation for work both of students and teachers and thus to improve educational offer and teaching results. Project work was to be that kids engage in, their effort, strategies their focus, perseverance and their improvement. What more partners had in common was that, according to partner school statements, all schools faced the same lacks in teaching - learning areas. In particular, there were problems in creating a student centered classroom where learners can engage in high interest content that is relevant, useful, and promotes innovation. Thus, partners worked in the interesting context of different countries and cultures, with the use of WEB 2.0 tools in order to improve the lacks in students' 21st century skills and practice communication, critical thinking, creativity and collaboration. A multilateral partnership with use of WEB 2.0 tools made it possible for at least 15 pupils and 15 teachers of each partner to take part in the project mobilities and students at 5 schools to undergo tasks in international cooperation. Why did we want to use web 2.0 tools in learning-teaching process? These tools support creative and critical thinking skills by preparing students for the business and educational life of the 21st Century. Web 2.0 tools can be used in teaching different subjects at school. It is also a fact that students had a positive impact on the level of technological literacy. Today's technological developments affect everything in the life of the individual. In this regard, education administrators and teachers choose the most appropriate tools for effective teaching and made effective use of them in the learning-teaching process. Web 2.0 tools offered great opportunities. Students, when got familiar with new tools, made serious progress while preparing e-content for project purpose, and then worked on different subjects about they learned at school.The 3 years long cooperation and five international workshops with use of digital tools planned with pupils and teachers from partner countries provided the following results: 1 . Erasmus Plus Club - Meetings of all students participated regularly in working process on project results and took part in mobilities weekly at each school. 2. Project Blog - with digital works of students, set up for each school community 3. Open Twinspace on eTwinning - with all students and teachers. 4 . PROJECT WEBSITE 5 . Digital works and PDF print-outs of LTTs - on subject “Our Culture and Heritage” (digital books, quizzes, posters, movies, newspapers) 6. Taken photos at Erasmus Club workshops and at each Learning / Teaching / Training Activity . 7. Interviews, online questionnaries 8. E - DIARY , Videos - on project www and twinspace 9. EVALUATION QUESTIONNARIES and REPORTS 10. European Heritage Day - set up annually and coordinated at each partner school School - in each country the school coordinator was responsible for it. 11. Facebook group was established for teachers to provide communication. Poland was responsible to create this group. 12. Archive of tools were presented on project blog.To sum up, we enhanced the quality and relevance of the learning in education by cooperating with partners, and also, we implemented innovative approaches based on Web 2.0 tools into the curriculum. Partnership helped to boost teachers' professional development. Partners contributed to defined goals of the project, learnt and understood different cultures and countries, cooperated with members of locality, heritage and cultural institutions and representatives, brought up new ideas, change and inspire thinking.

''Together we learn , united we stand'' was the title of two year multilateral school partnership between six partner schools from Turkey, Poland, Czech Republic, Italy, Portugal and Slovenia . Based on the Turkish programs '' From Starting to Now Turkish History '' , '' Turkey's Social and Cultural History '' which are being explored by the Turkish History Instituon , we started the development of historical, economical and sustainable school living space. With pupils from the six partner countries being at the focus of the project , teachers were helping to develop concrete measures to transform each partner school into respectfully historically , socially and economically sustainable place for all participants . The mutual goal was the implementation of these measures by all partner schools with the possible option of finally being certified '' keeper the world's heritage alive school '' . This multilateral school partnership enabled participants to analyse the different attitudes and implementations with regard to protecting the history , our heritage , in the participating countries and to develop towards a sustainable society . Which standards were there with respect to historical protection and sustainability in Europe ? How can pupils and teachers save these historical monuments ? How can we , as world's citizens all together , keep alive our heritage ? How can historical damage be avoided completely ? Which offers are there with regard to historically thinking in the partner schools ? How can this be improved ? Which ideas can be taken over from the partner countries and how can we put them to good use ? There were not only theoretical considerations on how to change the living space '' school '' , but all the measures were realized and evaluated . One major goal of the project was to present visible results of historical thinking way and sustainable change of the living space , which was experienced by all stakeholders .Learning by doing was predominant as the interaction and communication between pupils and teachers from six different countries of the EU . The EU and European cooperation was be visible and alive - a very valuable asset when working with pupils from six different countries . Young people, who especially need and demand concrete possibilities to take action , achieved concrete results and concrete experiences to understand the slogan '' We work for a sustainable world '' . All topics were dealt with in pupil orientated workshops , designed and held by the pupils themselves, thus fostering their creativity and their self - esteem . '' The individual matters - your opinion is important to us '' - this was motto of the workshops , regardless whether it was a workshop covering history , historical photography , sport questionnaries, designing of website , writing e - diary or a questionnaire for project evaluation , or learning about historical monument . The own activity and entrepreneural competence of pupils was constantly supported in order to improve their chances for a future career .In order to achieve these goals , there were workshops , which were focused on the pupils , enabling them to contribute ideas and put them to good use . Fostering their social and their language competence aims at preparing the pupils as much as possible for their future career. In addition , they could improve their foreign language skills in English . A further important aim of the project was enabling the mobility of many pupils who had never left their home countries before . As many pupils as possible were given the chance for mobility , especially those who owing to financial difficulties , had never had a chance to go abroad . This would have a long lasting positive effect on their European awareness . '' We are Europe '' would then no longer be just a slogan but will had become reality for many pupils from six different countries .

This project includes five schools from RO, IT, MK, PT, TR with pupils aged between 12-17. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion, we applied new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.This application refers to the particular needs of students from each partner school, based on four common issues which have a major influence on scholar success.(1-Lack of social inclusion; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economic needs ). The needs analysis was done in five schools by taking the observation of the teachers’ view and by applying a basic survey that evaluates those four obstacles. Before creating this project we had a consultation period about the new strategies and finally we’ve defined 5 new ones to be used in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. By the end of a 2 years time, 5 strategies will have been applied and evaluated. According to the observation and results of success, the partners will continue to use these strategies and methods in their schools. We applied 5 new strategies to enhance the ability to prevent school abandon through a collaborative international partnership based on different good practices in each school. The project tried to find methods to encourage the inclusion of disadvantaged students in community activities and on the labor market.We linked formal, informal and nonformal education in order to offer our students solutions for these four problems and real opportunities for their behavior.OBJECTIVES-to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out-to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to support children's emotional and social behavior through a stimulating learning environment -to give teachers different methods of education and share good practicesNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: The project had excluded students in the center, so 180 in total took part actively in the project activities. Approximately 1200 students/teenagers were indirectly affected. Teachers/Adults: there were teams of 5 teachers at each partner organization so 30 in total had an active role in the project ( teachers of English, Maths, Counselors, ICT teachers and PE teachers/trainers). Approximately 150 teachers/adults were indirectly affected.Administrative staff: The headteacher and the deputy headteacher took part in the project, with the accountant's help, approximately 36 administrative staff were indirectly affected.Families: The number of family members was 300 in total and their contribution was to introduce the host country’s culture, tradition and to prepare traditional food for international evenings. Local community: Local community including local press, municipality, directorate of national education and parents associations helped us to disseminate the project to a wider community.RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.Our project teams are formed of 36 students and 6 teachers in each school. Tangible results Erasmus corners were accomplished by students at the beginning of the project.We had brainstorming in each school to find the proper content of the project web page. Students had to collect information, photos and testimonials about the activities.The teams documented about the new methods we want to implement in schools and about educational systems in partner countries.We drafted an e-magazine based on the activities from hobby clubs as extracurricular activities meant to attract students toward educational way of spending their spare time.The e-book containing these 5 methods represents the most important result of the project, ensuring the sustainability and visibility of our project.