Cultural heritage should be taught and shared with students and, awareness of the importance of its preservation should be raised. In this sense, the task of schools is to teach, value and preserve the unique cultural and natural heritage through curricular and extracurricular activities. We believe that implementing this project will contribute to our students' learning about cultural heritage and being aware of the importance of protecting and sustainability of it. The project aims at motivating children to learn more about tangible and intangible cultural heritage The project deals with the idea of how important cultural tourism for a country's economy is.Another goal is to help institutions develop better prevention and intervention plans to deal with social inclusion. This project will also help participators to understand and value being an EU citizen. Itwill also enhance the participators' feeling of democracy. In order to achieve these goals we have set the following goals:1) To promote conscious in cultural diversity and cultural heritage2) To improve their knowledge and skills.3) To cooperate internationally4) To create synergy by encouraging the relationship among students coming from differentcultures.5) To make a contribution to cultural integration against any kind of discrimination6). To raise the consciousness of tangible and intangible cultural heritage7)To promote more active participation in society8)To promote greater understanding and responsibility for social, linguistic and cultural diversityTo reach these objectives we plan to do these activities *Debate: Students will form groups and they discuss about protection of cultural heritage and how cultural tourism effects economy.*Role-play activity: Students will search about historical heroes and they will act out anecdotes from their lives.*Drama: Dramas will be formed, proverbs and idioms will be acted out.*National traditions, folklore, and cuisine: Students will present their local rituals, cuisine, and music, traditional clothing.*Environmental and sports activities: Students will perform sports activities, trekking, and environmental protection activities.*ICTs and e-learning: Schools will open Internet forums, weblogs, social blogs, social networks*Cultural tourism: Workshops about cultural and historical heritage will be held in countries during the mobilities.*Social awareness and cultural volunteer service: Students will sell the traditional souvenir items of each participant country and donate the money to the chosen charity organizations.Developing European cultural values for 500 direct participants-students and 500 indirect participants-teachers, parents through cooperation between schools in 5 countries (Turkey, Hungary, Croatia, Spain and Czech Republic ) over a 24-month period. Our participants are aged between 15 and 18 some of whom have disadvantages socioeconomically and come from different cultures. Each country will inform the others about the cultural conflicts like holocausts and refugee problems their countries experienced in their past. The projects' results will be disseminated locally, nationally and internationally to all students involved, teachers, parents, rest of teaching staff and management. Some short terms results include: giving our target groups of teens the chance to say out loud what worries them, encouraging their critical and creative thinking, expanding their knowledge of English, refining their oral production and presentation. Throughout the project's lifetime, all participants will do their best to turn our international collaboration into an enjoyable experience, where everyone will feel important. The result of this work will be a significant expansion of teaching facilities supporting teachers in the teaching process. Each partner school will share their best experiences. Implementation of this project will contribute to raising the quality of school education by increasing teachers' knowledge and skills through learning best practices in education across Europe. Our project is student-centred​ and most of the activities will be carried out by pupils themselves. Impact on children as learners will be multidimensional – experiences will be positive and enjoyable within an educational environment for children who might not otherwise ever meet and communicate with children and adults from other countries. Also by this international project, we hope that the students will enhance their basic and transversal skills. They will add to their potential learning power in the labor market. In the future, their qualifications should help them to find a better job. All staff involved will benefit from sharing practices with colleagues on different methods of teaching and learning.

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.

THE MAIN AIM of our international partnership, is to provide effective, sustainable and successful transitions of young people in Europe, to awaken awareness of own satisfaction in life and to find motivation for preventing early school leave in order to get a meaningful life. The students will carry out research on life quality in the partner countries: Turkey, Croatia, Czech Republic, Italy, Portugal and Denmark. By comparing the different regions in the EU, they will discover the different life values. Participants are all schools with different profiles, but all students are about the same age, 15-18. About 60 teachers will be involved in the project at some point. Around 1000 students will participate - some directly and some indirectly e.g. by answering surveys.. 216 students and teachers will participate at the Learning/training/teaching activities of which there will be 6. At transnational meetings there are 2 teachers represented from each country.It is important for the project that the schools are placed in different areas and are addressed to a large variety of different social layers.The working language of the project is English, which will enable the students to widen their language abilities and gain fluency in using a foreign language in real situations.The most important thing in this international project, is to motivate and enable students to find positive values in getting a Good Life. The project has 4 important aspects: European citizenship (within culture and traditions as well as education and job possibilities), Inclusion (refugees/migrants/disabled/social vulnerable), Health (what is a healthy lifestyle and why is it important) and Friendships across borders (spare time, sports, social medias).Our final products will be:1) An OER website, where teachers all over Europe can find interviews, articles, photos, and lesson plans freely to be used in classes.The website will be sustainable for at least 3 years after the end of the project. The idea is to inspire teachers in Europe to deal with the topics of A Good Life, in order to prevent early school leave.The website will contain:- Lessonplans (created both at each individual school and at international meetings)- Articles (written by the students on the topics and overall on A BETTER LIFE)- Interviews (with teachers, students and stakeholders)- Surveys and questionnaires (on the topics)- vlogs (short films made by mobile devices)- Art work (created by students to show another kind of expression to what A BETTER LIFE means to them)- Filmmaking - Stories (by students who might have gone through tough times, and now have got a better life)- And other things that will be developed along the way2) Three digital magazines - one each year - with the relevant topics. THe magazines will be created in international groups during the last International meeting of each year. Students will work together, write articles, make interviews, take photos which they prepare for the entire year. Each magazine will therefore be concentrated around the 2 topics that are in focus each year. OBJECTIVES:An improved understanding with students on different minority groups in societyGreater understanding and responsiveness of students to social, ethnic, linguistic and cultural diversity in and outside of EuropeA greater sense of European identityMore positive attitude of students towards the European project and the EU valuesIncreased competences in the English languageLifelong learningImprovement of internationalization strategies and management; inside the schools and through international meetingsReinforcement of cooperation with partners from other countries and other education sectorsLinguistic, social and cultural diversity and their integration; meeting people from other countries, appreciation of diversity and differences through Europe and development of -European dimension in teaching and learningUse of ICT throughout the project in numerous ways, i.e. apps, editing tools, websites, communicationSynergies between schools and other organisations from other fields and sectorsIMPACT on participants:Find themselves as a part of a European citizenshipBecome more open minded to other culturesReceive a greater knowledge about our neighboursDevelop communication skills in English as a second languageDevelop learning skills such as decision making, teamwork and ICTIncrease motivation in educationDiscover new methodological approachesFoster an interest in international workFoster new friendships in an international scopeLearn about educational- and social systems

We got worried about physical health of our youngters four years ago and decided to implement Erasmus project to improve the situation. During the project time of three years we completed predefined tasks and six times we had LTTA in each countries to continue our cooperation within tasks. Every time at least two teachers and six students travelled from each school. So - 40 all together per LTTA.Theme of the first project year was movement.Autumn 2016We started our work with skype conferences in order to assure all necessary preparations will and had been made. Same time we started measuring our youngster with polar activity meters which motivated them to move more and to pay attention to healthy habits. Unfortunately we lost many of the meters as European post offices lost them while we sent them to other countries. Fortunately really many of our students were able to use them before that.Same time during Autumn 2016 our coworker in University of East Finland implemented inquiry about healthy habits in each partner schools. Handling of this research is still between as University work is often bit slow. Dissemination of our work is partly made with help of university as soon their work will be ready.Spring 2017First LTTA was supposed to be held in Bitonto, Italy, 8.-14.1. 2017. However - one day before the scheduled travel day Activity was cancelled because heavy snow storm in South Italy. Only Finnish team travelled but stopped in Rome due Force Major situation (They would have lost all ticket moneys anyway. Some other teams lost also their moneys but decided not to travel at all.).So – first big LTTA was in Zawiercie, Poland, 14.-20.5.2017. Before that we researched physical activity statistics, how to motivate youngters to move more, sport surroundings and physical education in each country. Moreover partners studied for example about strength endurance, Maximum strength, Speed, Mobility etc. During the LTTA2 in Zawiercie we had a city walk, get to know school, project coordinating meetings, different kind of sports, Sightseeing Crakow and Katowice, rock climbing etc.After every LTTAs we wrote newspaper articles about our project and current LTTA. Moreover we arranged school conferences for whole schools to tell others about the project.Theme of the second project year was nutrition.Autumn 2017 (5.-11.11.)During LTTA3 in Madrid, Spain we had project coordinating meetings, lectures about health, sports, town walks, coocing with real chef etc. Before the LTTA we found out about traditional foods in Finland.During LTTA we also started to do our healthy recipes book.Spring 2018 (8.-14.4.)During LTT4 in Olomouc, Czech Republic we had project meetings and work shops to continue our work and finish the Healthy Cook book. Moreover we had city tours, cooking healthy dishes, lecture about healthy lifestyle, rafting, sport etc. Before the LTTA we found out about healthy and typical meals in Finland.Autumn 2018Finally we were able to implement also LTTA1 all together 11.-17.2018 in Bitonto, Italy.Before journey we found out about popular sports, PE, fan action and sport men and women in each country.During the LTTA we presented our work same way as also during previous LTTA’s, had nature walk, project meetings, had city visits, orienteering etc.Spring 2019During LTTA5 in Suonenjoki, Finland (12.-20.1.) we started our work with new health curriculum work which was finished during last LTTA in Germany. We also worked with PE idea bank where we worked with different kind of mobile apps.Before the LTTA we found out about ideas for PE idea bank, ideas for new healthy curriculum, campaigns about reducing consumption of alcohol etc, in each country and youth system in each partner country.During LTTA6 (7.-13.4.) in Lemgo, Germany we deepened our understanding in school physical education and healthy eating during school days. We also collected all our work done so far and showed it to each others. Before the trip we prepared everything. We also concentrated to future aspects of healthy diets, decreasing consumption of alcohol and other drugs, family life, etc.We had also coordinator meetings, city visits, sport etc.Schedules of LTTA’s more in detailes are in files attached.

European gastronomy, just like the cultural heritage it belongs to, is a complex topic that permeates many fields. It has its geologic and historical roots in specific territories, helps define a nation, contributes to the economic development of a region and appears in artistic creations. Hence, catering schools are very lucky to be able to link their core subject to so many other school subjects in an inter-disciplinary and transdisciplinary approach.Our project includes six catering schools with similar structures, pupils, curricula and objectives. All schools, if not all teachers, have some experience in Erasmus+ and international projects and this project is part of each school’s European Development Plan and their internationalisation strategies.We all share the same commitments: preparing our students for the labour market, broadening their horizons, adding a European dimension to their personal and professional lives. We want to help them improve their professional, analytical, language, IT, cultural, social and soft skills because this will help them enter the job market and become enlightened citizens. Since all our schools are vocational, work-based learning will be the main learning approach but we will also study gastronomy in its links to other subjects: History, Geography, Economy, Arts, Languages. Pupils will get a better insight in their country’s gastronomic culture and will learn, from their peers, about other gastronomies. They will use English to communicate with their European counterparts and will gain self-confidence and autonomy.The project will include the whole Hospitality Departments in each school, even if not all pupils will be able to take part in a physical mobility. About 150 to 200 pupils aged 15 to 19 will play an active part in the tasks we will set them over the course of the 2-year long project and about 70 of them have educational difficulties, face social or economic obstacles or cultural differences. Overcoming skills mismatches is one of our priorities and we hope that by working on basic skills and soft skills, we will help the pupils who have fewer opportunities improve their ability to interact in society and their employability. The project will propose a great variety of activities and use many digital tools, including eTwinning and a Twinspace, to maximise the number of participants. Pupils from other departments will also play a part when their school plays host.All along the project, pupils will have to carry out common tasks that follow the course of a menu. They will produce recipes, presentations, analyses that will be included in a cookbook to be edited at the end of the project. All productions will also be available on the Twinspace and on the Erasmus+ Project Results Platform. We will also organise mobilities in each school and the programmes will always include a special time having the pupils work together in the restaurant or the kitchen. Participants will visit local food and wine producers (to emphasise the links with the economy of the territory), to restaurants or hotels (with professional objectives) or to museums or places of interest to see the connections between gastronomy and other school subjects like Arts or History.All partner schools cooperated and communicated efficiently in the application process and we have shared responsibilities according to the strengths and desires of each school. We will organise regular video-conferences and will exchange by email or with the WhatsApp group we have created. We have planned a joint staff training event at the beginning of the project as a team-building exercise as we all share a professional development experience.We hope that the project will have a positive impact on the pupils’ and the teachers’ well-being and professional skills. We want to increase their motivation and believe that such a project could have a positive impact on the school climates.We will create a cookbook and each school will have paper copies that may be used in the future to create European menus or in English lessons. We have also created a Twinspace and all the materials posted on it will still be available to all partners after the end of the project. Some schools may decide to continue working together and the experience gained in this project will help them in their future endeavours. Other schools may benefit from the experience of their partners in other types of Erasmus+ programmes (KA102, KA202) and decide to implement new projects.Our dissemination activities will ensure that as many pupils as possible can benefit from the project. We will organise conferences open to all pupils, parents, teachers and representatives of the local communities. We will use different media to reach a local, regional or even national audience and to highlight the instrumental part Erasmus+ plays in the personal and professional fulfilment of pupils and teachers and in the internationalisation strategies of the schools.