Our project title is 'I'm a Super Duper Healthy Trooper'. The aim of our project is to encourage children to examine aspects of their lives and try to make changes to their lifestyles that will have a lifelong impact. The project will be broken into 6 segments/terms and each term will have different targets. This is reflected in the project activitiesTerm 1 - Launch of Project - introduction, questionnairesTerm 2 - Focus on DietTerm 3 - Mobility of StudentsTerm 4 - Focus on ExerciseTerm 5 - Focus on Mental HealthTerm 6 - Final Product - collaboration of all our good practiceThe main aim of our Project is to get children, teachers and parents to examine their diets, exercise and intrapersonal skills. Research has shown that educating children to look after their minds and bodies from a young age can save governments huge amounts of money when these people grow older. This project can be seen as an investment to help save both our Governments lots of money down the line. This project aims to foster autonomy in all the students from the partnership and enhance their skills by creating a real-life meaningful context where they will learn and practice how to look after their minds and bodies. In accordance with the curriculum, the students will develop their English, Arts and Technology skills. However, this project has an important cultural and traditional background (students will connect with their own roots and other cultures' traditions as they research about themselves and another country). This will help students become more aware of what makes their culture unique and irreplaceable, while also showing them that other cultures can simultaneously be very different and very similar to each other. Students, teachers and the whole community will learn about other cultures not only when discovering new information about another country but also whenworking cooperatively or when visiting a partner country. The interpersonal and intrapersonal skills the students will learn will give them valuable skills that they might use in their adult lives and teachers will learn how to apply these skills in their curriculum; students will acquire the self confidence and autonomy they need to realise they can achieve any goal. This Project will provide lifelong learning for all partners involved.

Equity in education plays a key role is shaping educational systems and developing societes. Girls education is also essential for the achievement of quality learning relevant to the 21 century, including girls transition to secondary schools and beyond and their performances. Gender-based discrimination in education is both a cause and consequence of deep- roted disparities in society such a poverty, geographical isolation, ethnic backround, disability, traditional attitudes. Unfortunately girl continue to suffer from disadvantages and exlusion in educational systems throughout their lives. This prevents girls and women for exercising their own roghts. They are also exposed to harmful practices such as early marriage and pregnancy, gender- based violence. Gender must be integrated at all levels of education, from early childhood to higher education, in formal and non-formal setting and from planning infrastructure to training teachers.Objectives that have been met:•We brought people together in mobilities and gave them a chance to recognize other cultures and other countries, to compared their educational systems in order to saw the advantages and the disadvantages.•We expanded students horizon and changed their perspective by meeting new people and new cultures, by developer tolerance and empathy.•We helped students interac with their environment and developer their creativity through drama, photography and videos.•We supported students to write their own plays presenting traditions, customs before the mobilities and performed the plays during the mobilities.•We gave students a chance to express themselves in a correct way. We corrected misunderstandins and broke down prejudices.•We helped students learn to collaborate and cooperate. We listened to and accepted the points of view and contributions of others.•We developer the capacity of education policy-makers, planners, teachers and other educational personnel regarding gender-sensitive approache. We broke down prejudices created by people by recognizing each other with the help of drama, dance, photography and videos. We catched students´attention towards the other people in the world.•We created an oppurtunity to use foreign languages and minimized the difficulties of speaking foreign languages in public.Project partners was from Romania, Czech republic, Spain, Italy and two schools from Turkey, so we was six partners. 1.SŠOGD PRAKTIK, s.r.o. is from Olomouc, from Czech republic2.Mehmetcik anadolu lisesi is from Corum, from Turkey. 3.Sarkisla fen lisesi is from Sivas, from Turkey. 4.Centro San Juan Bosco- FD Juan Solé- Salesianos is from Cartagena, from Spain. 5.Ipsia Archimede is from Barletta, from Italy.It is a secondary school. 6.Scoala gimnaziala is from Valisoara, from Romania. We aimed to promote equal opportunities to quality learning, free from gender-based or other forms of discrimination. We intent to raise awareness on gender discrimination and support communities in their attempts of eliminating it.In order to achieve our goals, in each of the partner schools project teams were established, consisting of teachers and students. The target groups were the students. We intended to carry on the following activities:- creating an Erasmus+ corner;- Logo competition;- preparing booklets with school presentations;- organizing chorus;- making posters, videos presenting a history of women's education in Europe;- organizing receptions and seminars on the topic;- creating comics, mini-posters, photo albums with women who fought for education;- street interviews;- Medieval Street Dances, Puppet theatre;- advertising campaigns: girls who are forbidden to go to school;- articles;- calendars;- Black-light theatre;- forums;- creating documentaries;- organizing exhibitions with photo albums, booklets, etc.With the grant from the ”Project Management and Implementation“ budget line schools created the project products. Also, a part of the grant was used for the remuneration of the personal involved in the project.We aimed for the next impact:- strengthening students' self-esteem, thinking skills, self-discipline, active participation;- developing the creative dimension in education;- improving of ICT and foreign languages skills;- improving body expression skills;- developing tolerance and collaboration skills;- creating and promoting a positive image of the school at a local, national and international level.In perspective, the project aims at making a change in term of mentalities, with long-term positive effects on the European society.

Context/background of project:In this project, the term of “Peer Bullying” has been observed according to definitions and approaches variety in European Countries. “Bullying” is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. “Bullying” is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person’s violence. the frequency and extent of violence is very effective on espousal, insensitivity and unresponsiveness of the students. Thus, they use them as a problem solving instrument and also can move them to all parts of their life. Bullying should not be tolerated and should always be followed by an immediate and appropriate response.Objectives of the Project:* To improve communication of information to students with special educational needs;*To raise awareness of the importance of safeguarding children and young people;* To promote better understanding of safeguarding issues, encouraging a change in behaviour towards children and young people, and their safety and welfare;*Promote positive images of disability and equality for all learners;*To raise awareness and to involve the community in general in the problem of bullying;*The recognition of the existence of a plural society in which each individual is singular and with his/her own characteristics;*To encourage changes in the attitudes towards Bullying;*How to deal with bullying in the classroom;*To guide the students so they can deal with the problem;*To act directly with the groups as soon as possible in order to break the dynamics of Bullying;*To recognize and value students' attitudes towards dealing with the problem;*To involve families in solving the problem;*To educate for the principles of morality, ethics and respect;*To understand the harm endured by the victim and the damages it may cause.Methodology to be used in carrying out the project:illustrates a range of approaches that schools have taken to give learners a range of ways to report bulling, for example, by usingquestionnaires, bullying boxes and nominating particular staff to be available to help.Peer mediation empowers trained learners to resolve low-level conflicts between the peers themselves.Solution focused brief therapy is an approach to counselling, help and support the children involved in bullying after an incident has taken place. Music and drama workshops to develop songs against violence and bullying. Learners can be helped by watching, then acting out,Drama and music distance participants from the situation and allow them to talk about how they feel and what the reasons might be for the bullying actions.Number and profile of participants: *6 European secondary and primary schools from 5 countries in Bulgaria,Spain,Portugal,Poland, Turkey(2 schools), all having curricular and/or extra-curricular programmes for inclusive education;*10 teachers in the given schools committed to inclusive education;*20-25 secondary and primary school students in each school, mostly between the ages from 12 to 17.*School staff and peer mentors or supporters;Result and Impact :With the aim of supporting learner with special educational needs involvement and personal development through Citizenship Education, Personal, Social and Health Education and in other school activities, we, as partners aim at take whole-school action to raise the issue of bullying and disability; provide individual support for the bullied child and work with the bullies to improve their behaviour towards SEN pupils.Together we can change attitudes and level of understanding towards the disabled and promote responsibility of each individual as a citizen. We have similarities and differences in our educational systems, however they all promote common values. This enhances our European dimension.

"Water is the most important resource which our Mother Nature has given to us, vital for all living beings. The quantity of clean water is very limited and it is majorly available in lakes, rivers, and groundwater. As we live in an uncertain climate nowadays, it’s important to use water wisely so we will have a secure source of drinking water for many years to come. Water is a priceless resource that must be handled effectively both indoors and outdoors. Water conservation must be our priority in the present World. As Bill Gates said,"" Climate change is a terrible problem, and it absolutely needs to be solved. It deserves to be a huge priority.OBJECTIVESThe objective of our project is to demonstrate how sustainable water management within schools can work out. Moreover, we plan to answer the following questions:*What are the best places to provide water and utilize water more productively?*Where can we achieve efficiency? Which areas consume most of the water?*How can we engage the staff and students to make changes to their behavior?We aim to encourage students to apply their learning in developing ideas, designing solutions and delivering positive changes:*Where does our water come from?*How can we effectively reuse and conserve water?*What is our water quality challenges and how can we address them?*How do we plan for water sustainability?*How is water connected to energy and food production?PARTICIPANTS In this project, we are six partners from the Czech Republic as the main coordinator, Spain, Turkey, France and Romania as project partners that have identified common issues gathering each other.ACTIVITIES Our project involves 6 LTT activities that will be carried out by all the partners as a team. On one hand, 2 Short-term joint staff training events will take place in Turkey and France (2 teachers from each school will take part in these events) and will last 5 days. On the other, hand 4 short-term exchange of groups of pupils which will take place in Romania, Greece, Spain and Czech Republic (2 teachers and 3 students will participate in these activities) that will last 5 days. The main aims of these activities are: *to experience working/studying in an international team;*to learn/respect the culture/tradition/values and lifestyles by coming into direct contact with them;*to gain a global mindset among others. METHODOLOGY:•Educating school children on the effects of global climate change on our water sources, and on the strategies of adapting to the climatic change;•Encouraging the teachers to discuss the advantages and benefits of water conservation and the methods that could get the students involved in using less water;•Providing students and staff with information on water conservation, so they can incorporate water efficiency practices into classroom activities;•Regular maintenance and checks should be part of each school routine to ensure continued water savings by future water-use programmers;•Developing in group writing events with teachers and specialists working together;•Using research-based pedagogy;•Developing critical thinking and problem-solving skills;•Providing the science-based educational resources to raise the students' environmental awareness and problem-solving skills.By practicing such methods and activities, we aim to conserve more water naturally and ensure the availability of it for future generations and we will take a pledge and make a lifelong motto of “Save water, Save life, Save earth”.RESULTS We will obtain both tangible and intangible results, such as:Tangible: *Guideline for the management of sustainable water use (final product);*logs, posters, notices, boards, songs, paintings, etc.;*Rainwater harvesting system;*water efficiency programs;*planting trees;*lesson plan on water conservation;*solar power panel;*seminars, training sessions, other raising awareness events;*press releases;*experiments with water;*recycled products, etc. Intangible:*raising awareness on our environment’s well-being, on energy conservation and believe in the power of natural ingredients;*increasing our student’s attention on science and ecology by developing the lifelong learning skills that will allow them to be critical and conscious about European challenges;*creating a culture of sustainable thinkers and help students understand the importance of water conservation;*for teachers, the project aims at providing climate change information coupled with behavioral energy-saving choices; *encouraging all participants to be more sensitive, to protect the ecological balance and to contribute to attaining a better environment through adopting water efficiency.LONG TERM EFFECTSStudents will: *think critically; *gain deeper understanding;*evaluate;*prioritize;*apply knowledge to find solutions.Regular maintenance and checks will be part of each school routine to ensure continued water savings by future water-use programmers."

"STARTING POINTFacing the COVID-19 crisis showed that the tools and approaches currently available for technical vocational education and training are suitable to a very limited extent. The common tools from the context of eLearning somehow cover the requirements of general schools with theoretical learning units in a subject-specific didactic approach, but not for conveying a mixture of theoretical and practical knowledge in an action-oriented, task-drivem system - as it is common in technical vocational schools. In addition, it turned out, that there are often good tools for smaller tasks, and therefore only for islands or islets on the global map of a solution. In order to enable appropriate basic homeschooling, the learners needed at least six tools, the teachers about 10 tools - each with its own login and differing operating philosophy.OUR PROJECT ""WebTVET"" offers a solution architecture on how new digital technologies can be integrated into all phases of training without giving up the good practice of the current teaching and learning system. This solution architecture is intended to ensure, that web-based teaching is enabled in technical, vocational schools and especially in a larger context.A CHALLENGE of this project is the school sector, which is the technical, vocational schools. According to current research, the greatest complexity can be found here. The requirements of general education schools, but also those of higher education, are lower. This is due to the fact, that a vocational, technical school needs to teach a mixture of theoretical and practical knowledge. Both need to be applied in a combined interplay to solve realworld, professional tasks. In general very different combinations (such as activities, manufacturing processes or manufacturing parameters) are possible to achieve a solution. At the end, one task can be fulfilled with an almost infinite number of solution approaches. Evaluating a learner solution in this context and enabling the combination of theoretical and practical competences is the specific challenge in this field of technical VET. Conversely, our solution architecture would cover an almost maximum complexity and would therefore be applicable for all training providers, possibly with reductions.APPROACHTo achieve this challenging goal, we first want to subdivide the overall task of school work into manageable portions. These sub-areas are then examined in detail for their web capability, in particular with practical experience that already exists or that is collected in pilot projects during the project period. In total we will create an experience-based map, which enables teachers and decision-makers to plan and realize their navigation onto a web-based school.TEAMIn order to have this solution architecture as practical as possible, the main actors of the project are four vocational schools, which themselves have extensive experience, but especially have the opportunity, to try out different approaches in real environments. Our partner arrangement is supplemented by the IT partner INL AG, whose focus is on school IT and thus will underpin our solution architecture with sound technical knowledge and awareness of current developments.TARGET GROUPLearners in technical professions should primarily benefit from the solution architecture. The solution modules modernize training and further education and create alternation and motivation. Regarding the learners, we will also take into account disadvantaged people, who rely on the complementary use of teaching content outside of school due to learning difficulties or language problems.Of course, teachers and trainers from vocational education and training will also benefit from the results, since their work is being increasingly digitized as part of an overall strategy. This overall view is also intended to support authorities and regulatory bodies in their planning of IT and VET framework with well-founded, practical recommendations."