"Through a series of activities often outside the normal school curriculum, allow a series of children in difficulty to reintegrate into the school environment, to better live their school life, to be better considered by their entire human environment.To do this, the partners had to:1- to recognize this group of children in difficulty, but especially in social difficulty2- offer them a series of activities in which they have chosen the one (s) for which they have affinities or even talent.3- work with small groups to promote socialization4- to highlight these children whose solution of their problems consist mainly in giving them or giving them confidence, showing them to their companions and their parents with their particular talents.During the two project years, the partners realized fourteen three-week activities in which the children were able to demonstrate their abilities that we ourselves did not know.Recognition in the group is an essential element in social life. Our goal was to allow some children to enter this recognition.The monitoring of the program, the seriousness of the partners involved in the process, the willingness to carry out these objectives have favored the positive results that we have been able to record.The two short-term student meetings were all intense moments during which the children spoke without restraint, made progress in understanding the linguistic interest, exchanged addresses, e-mail addresses.During these meetings, they worked in heterogeneous groups, still favoring contacts. The linguistic difficulty was circumvented by gestural explanations, the help of the accompanying teachers in particular.An important moment during these meetings was the presentation of each participant in front of others in a language that is not his own, during which time it is necessary to make a considerable effort against stress, fear. But what a relief during the applause of the other participants.Two booklets have been prepared. They take back all the reports written by the persons in charge of the activities carried out with photographs supplementing the vision that each one can have of the work accomplished.The website allowed all actors, but also the outside world to follow the progress of the project. It allowed parents to see what our project was.Among the positive points obtained, we can mention the students that we have been able to avoid the distance from others, those that we have highlighted in certain disciplines. Many students living a normal social life have come closer to the students targeted by our project.And then, when parents call us to report a positive change in behavior of their child, we can shout, as did Archimedes ""Eureka"".At the end of this part of the project, we can have two thoughts:- to be successful in a project, we need to have a close-knit team, a thought and methodically prepared, preparation in which each participant is 100% involved, in which the coordinator must be a model, a guide, a rock to which we aattach in the event of difficulty, the centralizing factor is the mutual trust of all the elements of the group.- then the end of our European project must not mean the end of life of our initiative. Our goals must continue to live in our school environment; the results obtained during these two years must continue in the future to allow a better school life for all students. Each partner of the project must therefore continue to know the students entrusted to him, to put the talents of all in evidence, to harmonize the schooling of all students.All the elements relating to our activities, our meetings can be found on our website at the following address:http://erasmus-colour-the-future.e-monsite.comOn this site are also the feedbacks and testimonials collected from each partner. The feedback is summarized by twenty questions to which the educational team surrounding the local coordinator had to respond.The testemony appeals to the coordinator, a colleague, a parent and two students as project actors."

ContextEducation of today no longer calls for memorizing. It calls for the creation of a context in which students can make sense of the learning material while also enjoying the experience that they do not feel any burden in the learning activities. However, we are constantly struggling with the issue of lack of motivation and school interest and these stop our students from gaining better results while we unsuccessfully try to motivate them to learn. In keeping with recent theories, gamification was proven to be a solution to these issues. Games are engaging and thus they increase motivation. Gamification uses game elements and applies them in other settings. MethodologyWe decided to use gamification theory to develop a teaching system while applying gamification on school subjects such as: Maths, Science and English. We shall involve a class of each school that will be the direct beneficiary of all project activities both online (eTwinning) and offline. These classes will be pilot classes and we will measure the efficiency of the program on these classes to be able to expand to others in the future. We envisioned 5 LTTAs in the project. LTTA1 gives the opportunity to meet, share analyses and produce common frameworks for the implementation of the gamification project in classes. Every LTTA will grant teachers the opportunity to share good practices based on the level of improvement to student performance and success and also to demonstrate sample activities.Objectives1. Improvement of student school satisfaction by at least 10%.2. Reduction in student numbers that perform badly on home assignments by at least 15%3. Improvement of skill and competency acquisition in key subjects: Science, Maths and English, observable through constant evaluation processes (during each LTTA) and through final examinations. 4. An improvement in teaching skills by including the principles of gamification regularly.5. Facilitation of cooperation between partner teachers to create a common guide for the inclusion of gamification in class. Number and profile of participantsEvery mobility group is formed of 5 people per country per LTTA. One of them will be the contact/coordinator and the other 3, primary school teachers that work on project activities, lesson designs and apply them to students. Every one of the 3 will be given a subject matter (Maths, Science, English) to focus on during each translational activity. The project includes a total number of 100 mobilities. Description of activitiesLTTA1 - discussions, analyses and idea comparison about gamification and the means to implement it in the pilot classes previously set at each school. Presentation of ideas and the best ones will be used to redesign the system of achievement. LTTA2 - main focus on Science gamification and how to include it taking into account experiences and ideas of all partners. LTTA3 – main focus on English gamification LTTA4 – main focus on Maths gamification LTTA5 – main focus on online/digital games to be used with students Results1. a teacher’s guide to implementing gamification in key subjects, to include the following subchapters 2. materials for dissemination - photos, articles, sample activities 3. a project page on eTwinning to host all results4. website for the project, pages on social media5. materials for project visibility 6. evaluation instruments for both the beginning and the end 7. impact report8. sustainability plan9. teacher and student questionnaires10. attendance and Europass mobility certificates11. student prizes and badgesImpact on target groups: - on students: increase in motivation and better results due to the new method of teaching that uses gamification. Learning becomes more fun, the environment safer and more secure and the students will aquire more knowledge while having fun. - on teachers: cohesion and collaboration between teachers will increase while the growth in student motivation will motivate the teachers to prepare even more interesting lessons using the new methods.- on parents: better communication between school and parents (they will appreciate their children’s school progress and their will to participate in class).

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly."" (source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner countries of the project this concerns totally 13.8 million adults. According to experts the share of functional illiterates among adult Roma there is 40 to 60 per cent. Comparibly high is the share among the 25 to 40 year old Roma. Thus, often functional illiteracy is the reason for the hindered access of Roma to education and employment. It also hinders the maintenance or increasing of their employability.Alphabetisation measures are mainly offered for the majority population and partially for migrants, but not particularly for Roma. This is necessary to consider their special needs in the improvement of their reading and writing skills. Existing offers lack co-ordination and interdisciplinary co-operation in the planning and implementation. Binding respectively uniform quality standards are completely missing. Therefore, - the elaboration of a Curriculum for raising the literacy grade of adult Roma - the modification of Quality Standards for according alphabetisation courses- the development of a Handbook for leaders of alphabetisation courses and- the designing and implementation of Co-ordination Concepts for alphabetisation measures are in the centre of our project. In an according training, adult education experts will be enabled to use them for the first time already within the test phase of the project. ""RomABC goes Western Balkan"" will be realised by partners from Serbia, North Macedonia, Germany and Hungary and aims particularly at the reduction of the number of functional illiterates among adult Roma, the improvement of their employability and the increasing of their participation in adult education measures. With that, the project contributes in the long run concretely to the increasing of the employment rate and the reduction of the number of Roma concerned by poverty and social exclusion."

"This project was established with school partnerships ofTurkey, Italy, Lithuania, Poland, Macedoniaand Greece. According to the report on exposure to bulimia prepared by the World HealthOrganization, these countries are at the top of their list. First Ranked is Lithuania and third is Turkey.Other countries also appear to be at the top of the bully in various age groups (Currie et al., 2008,WHO). The most obvious causes of peer violence and violence are school problems and failures,absenteeism and school leaving, escape from home or school, witnessing violence at home, violenceat home, fragmented families, low socioeconomic status of parents, parental indifference, low selfesteemand insecurity . In addition, it has been proven by studies that lead to the traditional bully inthe Siber bullying (Erdur-Barker-Kavşut 2007; Li).Schools with common problems have established partnerships to solve problems related to violence,to share effective practices with others on the spot, and to solve the problem of violence together.The fact that the staff at the partner schools were not sufficient and effective in solving this problemwas effective in the preparation of this project. The inability of the staff to efficiently implementstrategies to cope with the problems is also the reason for the preparation of the project. In addition,the staff has given life to the project with the willingness and willingness to increase the knowledgeand experience to solve this problem. With this project, the professional qualities of the teachers inthese schools will be increased, the problem of peer bullying and violence will be solved and theproblem of early schooling will be removed. The goal of eliminating early school dropouts is to serveboth the purpose of the Erasmus + program and to prioritize the EU 2020 strategy.The main objectives and concrete results of the project are as follows:Developng peer bullying and violence prevention methods in Europe and Turkey.Teachers can easily find the most appropriate ways to communicate both victims and bully students,Increasing the number of effective teachers in the solution field by transferring our experiences withour partners,To learn the solutions applied in different countries and to discover the skills and key skills of ourpartners who are experiencing the same problem,To strengthen the teaching skills of school administrators and teachers to prevent violence,To ensure that the students who have suffered the violence are recruited to adopt common values,To ensure gender inequalities and disadvantaged groups end up with their problems byimplementing integrated approachesTo ensure be to reach to schoolls who are in need of our ""Happy School"" practice, which includesboth course content and school physical arrangements,Having an idea about the ""Read More"" practice that our Italian partner uses in tackling Peer violenceand violence,To monitor the ""olweus"" system that our Lithuanian partners have received from Norway, and stillimplementing.Our partner, who is specialized in CyberBullying, one of the biggest problems of our age, is to benefitfrom the practices of Poland, Through the ""Lifelong Learning"" project, it is aimed to monitor the practices of Greece, which findssolution by directing the students who are suffering peer bullying and violence to social and sportsactivities,Being able to avoid the handicaps that might occur by passing the strong sides of all these goodexamples through the filter with the works that will last 2 years,By collecting the data we will obtain from all our partners in a common pool, writing a program thatwill be given together in the international validity,Making our program more accessible with Google Play and Appstore apps,To create a booklet for school administrators and teachers,To ensure the social integration of the target group with planned activities.Our new program, which will be internationally validated with 6 partners at the end of this project, willbe implemented in these 6 countries and will guide all European countries."

"We already wrote in English: The project addresses the problem of a lack of job-related qualifications for post-secondary school leavers, whether they choose vocational training or are seeking academic training first. The problem is described throughout Europe with the term 'skills gap'. Inadequate knowledge of the structure of the labour market and its opportunities and opportunities on the one hand, but also the inadequate development of preparatory occupational-practical skills through the students become a problem for the young people themselves (making a correct career choice or career planning), but also for employers ( 39% of European companies have difficulties in finding suitable employees). The overall aim of the project is to improve career-oriented measures in general secondary education schools. Where the career orientation scheme is more or less a result of a random practice, these schemes need to be given a systematic design, laid down in a curriculum which could also serve as a model for other institutions. The partnership will consist of two school administration boards (Denmark, Norway), four schools (Danmark Germany Macedonia, Poland), and a non-governmental organization (Poland). Bergen Kommune (Norway) has created the scheme “Skills days in working life”, which has become well known in Norway. They have created a partnership agreement with about 70 businesses who arrange “Skills days” for about 3000 pupils each year. The pupils get information directly from professionals, demonstration of professional performance, and most of all the possibility to try out tasks and make their own experiences when using tools and equipment. The partners would like to learn more about the efficiency of this career guidance scheme as an example of good practice. Aalborg local educational authority have created their own career guidance scheme, but however, they constantly feel the need to keep updated to the best ways of doing it. In this project they expect some inspiration from the Norwegian way where students regularly face vocational options. This holds also true for Fichtenberg-School, where a team of specialized teachers prepares a three-week-internship for 10th graders, in cooperation with the students and local businesses. But, so far, no sustainable network between the school and local businesses has been created, and a curriculum which would serve as a model for future generations of students is missing. The schools in Bitola and in Zabierzow face a likewise situation. The school in Bitola would additionally contribute their special experiences with social inclusion of minorities in their career guidance scheme. The non-governmental organization for education and creative development in Zabierzow is interested in learning from all partners' experiences and in contributing their specific expertise on career guidance schemes in their municipality. Their close work relationship with the local elementary school, where career guidance is carried out in year 8, is the basis for integratiing this school into the project. The activities would start within the first three months with creating contacts to local/regional businesses, taking first steps in preparing ""skills days"", alongside with preparations for business centered curriculums. The first project meeting in Bergen, in autumn 2018, brings all partners together to study Bergen's scheme ""Skills days in working life"". Evaluating their experiences in Bergen, partners prepare their own round of ""skills days"" in their own institutions. While doing this they start preparing their visit to Aalborg, where they are going to study the scheme of Aalborg local educational authority, in spring 2019. In this phase students are getting involved, planning their own ""skills days"" at their local institution, and a selected number of students are preparing their visit to Aalborg. Evaluating their new experiences the partners are then going to put their organized ""skills days"" into practice. Students and teachers develop educational techniques for assessing and evaluating their local ""skills days"". In autumn 2019 the mid-term LTTA in Berlin will introduce staff from partner institutions to career guidance/-counselling schemes in Berlin. Selected students will join the LTTA to gain special expertise. Partners will evaluate their ""skills days"" for the mid-term report. In spring 2020 the LTTA in Bitola is to bring about new insights in the ways of integrating minorities into the labour market by providing special measures of career guidance. In June 2020 the final project meeting will be dedicated to the overall evaluation of the project (final project report ) and to dissemination measures like an e-brochure of the worked out curriculum, available to the local/regional public, and avalilable to the wider European public. The curriculum will be designed to be transferable to other eductional institutions to gurantee a long-term benefit."