"In the project ""Big problems go mini"", about 20 students (SuS) each from Silverberg-Gymnasium in Bedburg, from IES Joaquin Rodrigo in Madrid and from St. St. Kyril and Metodiy School in Velingrad, Bulgaria, are dealing with problems and challenges of our time. In order to provide a holistic approach to the SuS and to activate and motivate them, the young people, aged about 14-18 years, develop several short plays. The choice of 5-15 minute performances in limited space, e.g. classrooms, allows for a more intimate setting with an audience limited to a relatively small number of spectators.The background to the idea for this project was the discussions following the visit to the Microtheatre at our last meeting in Madrid. The SuS developed the idea of using a similar approach in a new project as a method to illuminate a common topical issue from different national perspectives and to suggest common solution strategies from a European perspective.The aim of the project is to identify one's own concern in dealing with global problems and to develop individual competence to act in one's personal environment.For this purpose, the implementation of the so-called ""mini theatre"" in the classroom (MTK) is planned. The SuS should create short plays of 10-15 minutes in international small groups about socio-cultural/economic/political problems, which will be performed at the meetings. The plays contain short episodes of everyday life, which are known to all spectators and whose backgrounds are otherwise all too easily overlooked or dismissed as unchangeable. The SuS can write short scenes in which they are ""accidentally"" confronted with one of the topics and thus talk about the problem from their national perspective. Example: Young people meet at a bus stop, see a beggar or homeless person, talk about economic problems, poverty/wealth or common/different developments in their own countries. Other possible topics include violence at school, violence in families, war and flight, income levels, inequality, gender equality, racism, discrimination, fanaticism, different educational opportunities, democratic values, participation in politics, position and reputation of the individual in society, media consumption and criticism. These topics affect everyone and are therefore of interest to a broad audience.The given thematic framework for each of the 4 phases and meetings is the basis for a regular project work. Thus the young people deal with cultural differences and points of friction in the first part, socio-economic problems in the second part, political issues in the third and aspects of sustainability in the last phase. The common element of the activities is the elaboration and performance of the plays with subsequent feedback from the audience. Discussions about the content of the plays are directly connected. For each thematic focus, a methodological focus is also chosen in the preparation (Phase 1: research and narrative interviews, Phase 2: data collection and analysis, Phase 3: interviews and expert discussions, Phase 4: media presentation including feedback). The results will be available for presentations in selected specialist teaching sequences (possibly supported by project participants as ""experts"") as well as in the form of working documentations accompanying the performances of the plays. Since work results have to be continuously adapted and exchanged, it is necessary to use interactive forms of cooperation and communication (such as padlet, homepage etc.). A review of the achievement of objectives is given on several levels. As feedback after the plays by using a digital platform (Edkimo), by discussions and observations during the work phases and the mobilities, by the presentations of the research and work results.The SuS benefit from this project on various levels. Their intercultural, linguistic, emotional and media skills are promoted. They develop an awareness of their own role in the social and political environment and recognise opportunities to influence situations positively, even on a small scale. The Mini-Theater contributes to all these developments in a concrete form. The young people overcome inhibitions in private and public situations through the change of perspective within the theatre work and the associated personality development. In this way, they gain self-confidence and can share their experiences with others based on sound background knowledge, and express their opinions in a well-founded way."

On the BACKGROUND of the current topic ENERGY students aged 13-18 from three schools with different preconditions worked for two years on the project “EEE (Energy-Efficiency-Empowerment) – acquirement of KEY SKILLS for a reflective assessment of complex contexts”. The SILVERBERG-GYMNASIUM (Bedburg, Germany), the IES JOAQUIN RODRIGO (Madrid, Spain) and the ST.ST. KIRIL & METODIY” school (Velingrad, Bulgaria) enriched each other through their regional conditions (Bedburg: open brown coal field; Velingrad: mineral springs; Madrid: wind and solar energy) and their different need of OPTIMIZING students’ SKILLS. Students at Silverberg-Gymnasium increasingly show mental stress. Due to the high youth unemployment in Spain, the students in Madrid suffer from enormous fears of the future which put their school careers at risk and lead to school dropout. The students at St. St. Kiril & Metodiy miss practical connections to possible future professions in their school system. Thus, we started by identifying already available skills (social, media, practical skills&professional expertise) of the participants using self-assessment forms. In order to mutually benefit from each other, we worked with students who have deficits, as well as students who already have got profound skills. Teachers of different fields of expertise (e.g. foreign languages, social studies, natural sciences) and non-school related partners (e.g. the energy supplier RWE in the area of Bedburg, the ECO-Camp in Velingrad or the non-profit company ECOO in Madrid) also contributed to our project. Besides our MAIN GOAL to IMPROVE SKILLS to guarantee a successful school career, we aimed at raising the AWARENESS of being an ACTIVE EUROPEAN CITIZEN.In order to realize these goals, we organized different activities. In extracurricular activities (Bedburg &Velingrad) and during regular lessons respectively (Madrid) about 30 students of each school could assess, train & apply their skills in increasingly complex contexts. The following ACTIVITIES served our goals: development and update of questionnaires & feedback forms; measuring and documenting the energy consumption at schools; creating models of energy resources of the different countries; workshops on energy production & usage; field trips (e.g. RWE open coal pit, ECO Camp, EDO house); planning & implementing of DAYS OF ACTION (e.g. a project week with experiments in Germany); short FILMS (e.g. videos to introduce partner schools, instructional films about experiments, tutorial about applying for a job); investigating, testing&evaluating alternative energy resources; preparation, implementation&documentation of the four international MEETINGS. During the first interim period the schools created introductory films and transferred their results from the analysis of energy resources to a country-specific model. In the second period the energy consumption of the schools was calculated & visualised by charts. In Bedburg students explored where energy is produced and how it is used (block heat&power plant, electric cars, wind park). The product of the third phase was a country-specific film about energy-reduced schools. In the last period our focus was on applying for jobs in international contexts. The Bulgarian school composed an overview of all skills gained during the project, whereas the Spanish & German school had a close look at the actual procedure of applications, e.g. in Bedburg students created a tutorial giving advice on how to behave in job interviews.The project’s methods and topics helped students to strengthen their INDIVIDUAL PERSONALITY by gaining/improving skills like: responsibility for their own learning and actions, finding alternatives to traditional learning at school and drawing consequences for their own learning process, increasing the frustration tolerance & the ability to respond positively to criticism, accepting challenges, transferring new skills to everyday and learning situations, strengthening their self-confidence, identifying with their own school and projects, intercultural exchange (esp. in host families).RESULTS and PRODUCTS will stay available for all people interested in them (project and school homepages, PEP). TRANSFERABILITY/SUSTAINABILITY: manual for creating an (energy) model, explanatory videos with worksheets, questionnaires and feedback forms, model (family) profiles, glossary on energy in four languages, travel journal, integrating aspects into curricula (e.g. Natural Sciences/Technics; experiments for Physics lessons and for a “research day”), contacts to non-school related partners & personal contacts to exchange students, contacts between teachers, project homepage with materials created. The students participating in our project EEE enhanced their expert knowledge and social skills as ACTIVE EUROPEAN CITIZENS so that they have become stronger personalities with better professional perspectives which they will be able to BENEFIT from in their FUTURE.

"The project ""WE! -World of Emotions"" was able to offer a balance to the predominantly cognitive education system. In the project, the young people dealt with the demands of social interaction holistically and creatively in the form of a theater play. The approximately 60-90 students, aged 14 - 18 years, from a Spanish, a Bulgarian & a German school got here the opportunity to express themselves & their feelings creatively. The project was supervised by about 15 teachers.In all participating countries, the students faced similar challenges. With this in mind, the nations had additionally identified special needs ahead of time. The German school provided a platform for creative expression that could simultaneously integrate shy outsiders into the school community. The Bulgarian school also aimed to increase students' academic performance, increase attendance & decrease dropout. The Spanish school wanted to teach students to live together without prejudice & create projects from which they could draw knowledge/experience. The Spanish were particularly keen on innovation in teaching processes & trying out new methods, here also to promote self-confidence. All three schools were looking forward to a broadening of their horizons on a cultural, social, medial & theater-specific professional level - all hopes & wishes regarding the project could be achieved to the previously mentioned extent, even if under unforeseen circumstances (cf. Corona pandemic).The holistic approach in the form of a theater play dedicated to the themes of equality & community spirit offered the students many opportunities to expand their social & intercultural skills. They were thus encouraged to think critically and reflect on their own ways of acting. Especially through the different fields of action (acting, theater technique, creative writing, etc.), students who had deficits in the cognitive area & experienced failure were also addressed. Here they were offered new ways of developing individual talents & motivating feedback, which will increase self-confidence & motivation & in the best case will have a positive impact on other school areas in the future.All four project phases were to deal with a thematic focus (e.g. storyline, stage design) each. Unfortunately, the planned last meeting in Germany could not take place due to the ongoing Corona pandemic. Nevertheless, it was possible to work on thematic tasks related to the project within the other phases. The respective short-term exchange was considered to be the highlight of these work phases, as the previous work results were compared and further developed in direct exchange in internationally mixed groups. In the last phase, the students switched to digital communication channels, which nevertheless proved to be profitable and unifying. Between the meetings, the students exchanged their work progress digitally. During the project phases, topic-related workshops were held. Existing talents of the students could thus be further developed. The resulting sense of achievement boosted the participants' self-confidence. The final result should have been an internationally cast theater play, which shows the technical, creative & personal skills of the students. Due to the worldwide Corona pandemic, however, the planned final product could not be realized to the extent envisioned. Improvisation was done at all ends & efforts were made to make the best of the situation. We were granted a project extension, which we were able to use profitably, since the project ""WE! - World of Emotions"" was a great change of pace for the students, even under the circumstances, to temporarily escape the dreary everyday life - often in lockdown. The digital realization of the piece could be initiated & will provide a connecting point for the new project. Participants' experiences during the project were collected through questionnaires. The results were used to optimize further work in subsequent phases. In parallel, the students recorded the results in short thematic tutorials (e.g. ""How to build a suspense?"", ""How to overcome my fear of speaking in front of a large audience?""), which were published on public digital platforms (Youtube). Dissemination of the results beyond the school also took place through the school homepages as well as the Erasmus+ homepage, which were regularly updated with the progress made. In this way, various information channels were created that offered interested parties the opportunity to participate in the project work."

"<< Objectives >>The main goals in the proyect ""BREAK 4 ALL. BREAK 2 U. JOIN US. Break time , Inclusion time , Let's join us "" 1. To work together in an european international association of different high schools2. To share our experience on inclusive learning , based on break time with inclusion and no discrimination3. To exhange our experiences on using new methodologies to motivate students to learn a foreign language for communication4. To show the experience of participantes in international movilities<< Implementation >>The main activities in these proyect are based on three different types: organization, development and getting conclusions.In order to do these the means of communication will be based on online tools like Google resources and then visit to the different high schools in order to share the experiences .Finally the activities will involve working together in the different aspect of the proyect: planning, sharing information ,creative process and then spread the final results. Students and teachers<< Results >>The final result in the proyect are based on :To use Inclusive Breaks as a part of the school projectsTo create: a common etwinning projec, a web diary, talking about the experiences in the proyecand digital books in order other high school can use our Inclusive Breaks. The association will allow us :develop in our high schools the international dimensions, knowing, sharing , working with another culture learn to communicate, working together in an international Erasmus context."

This was a social responsibility project that takes “REFUGEES and IMMIGRATION” in its centre with the approach that everybody deserves a life as stated in UNIVERSAL DECLARATION OF HUMAN RIGHTS. For more than ten years of research in Europe and beyond, Human Rights Watch (HRW) has documented serious violations of children’s rights arising from immigration detention of children. Children are arbitrarily detained, held in cells with unrelated adults and subjected to brutal treatment by police, guards and other authorities. They are often held in poor conditions that fall far short of international standards governing appropriate settings for children deprived of their liberty. Children in immigration detention include unaccompanied migrant children, children in families (including young infants), asylum-seeking and refugee children, and children whose parents are refugees or people seeking asylum.The project came out of the most serious social problems in recent years as stated above. It is a very serious issue for all of us. We cooperated with the institutions from the countries being more and more affected by the problem. Turkey and Bulgaria are the countries where the problem is dramatically increasing. The Italian school has refugees among their students and they have experience in dealing with the problem of integrating these people and children into the European culture. PT and RO are the other countries which are familiar with the issue as the members of the European Union. The project did not solve the problems but it increased social awareness in terms of understanding those people, helping them in their difficult situation. Children are the main case to be dealt with. As they are the most innocent actors of the issue, it is our responsibility to do our best to take care of them.Our starting point of this project was humanism. We had to show our respect to those people because we live in the same world. This must be seen as our common responsibility. As educational institutions we could not solve this very serious problem, but we provided social acceptance and manage to give people in need stronger motivation/hope for a happy life. Furthermore, this project was very useful for our students while developing their social skills, social sensitivity and autonomous personalities.The project examined the following issues: -forced immigrants-the causes and consequences of forced migration-the impact of immigration detention on children-insufficient sensitivity towards immigrantsIt promoted and developt:-increasing social responsibility campaigns for migrants-social consciousness, social awareness , social sensitivity, tolerance, empathy for the immigrants and refugees-destroying stereotypes-entrepreneurship and volunteering skills of our students. The project activities were applied at five schools, the schools in the neighbourhood, NGOs in a local area, local community. Students, teenagers, parents, people in local community were the main actors.There were five stages of the project: - Searching immigration and refugees issue -Why do immigrants and refugees move to Europe searching for a happy life?-Getting familiar with refugees and immigrants (taking videos and preparing documentaries of them)-Organising social volunteering activities for them including as many people as possible-Disseminating project activities effectively in local, national and international areas to create spreading waves in Europe and across the world NUMBER AND PROFILE OF THE PARTICIPANTSTeenagers: 500 active+ 500 indirect : 1000Teachers: 50 direct + 50 indirect : 100Members of NGOs: 50 direct + 70 indirect: 120Administrative staff: 20 direct + 20 indirect: 40Parents: 300 direct + 300 indirect: 600Local community : 300 Total number of beneficiaries : Direct:920 Indirect: 1340 : 2260RESULTS 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 to future projects and policy processes such as leading students to overcome lack of social skills, 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 non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students.