"EU 2020 Entrepreneurship Action Plan emphasizes the new strategies related to entrepreneurship. Many countries including Turkey have been implementing entrepreneurship education as one of the national lifelong learning chapters of their youth and growth strategies. The EU stresses the importance of developing the entrepreneurial spirit in Europe by reinforcing the revant mentality and entrepreneurial skills to support entrepreneurship as a key element of competition. The EU 2020 Strategy puts the inclusion of creativity, innovation and entrepreneurship into education among the most important goals, based on the importance of entrepreneurship spirit and the promotion of that perspective. In its 2006 Recommendations on key skills in lifelong learning, the European Parliament and Council consider entrepreneurship as one of the eight key skills. The European Institute of Innovation and Technology gives great importance to entrepreneurship and aims to educate young generation entrepreneurs. Therefore, entrepreneurship education, which is supported by innovative and creative experimental learning methods, should be given to students in early ages. Because, many of the features that entrepreneurial individuals should be gained during the training process. Our project includes innovative and creative business plan development, entrepreneurial themed stories and theater activities, and game-based innovative educational activities as well as the theoretical training activities such as entrepreneurship culture, ecosystem and motivation, effective communication in entrepreneurship, financial literacy. The project includes training content and workshops to help participants understand the basic concepts of entrepreneurship in a practical way. Our project aims to spread entrepreneurial culture in Europe and in our country, to create a strong ecosystem, and to develop entrepreneurship with innovative and different applications. Thanks to our project, we aim to see the entrepreneurial practices of our partner schools in Europe closely and cooperate in cross-border cooperation with different and innovative applications. In the context of cooperative learning, blended learning and transparent classroom, we aim to inspire the best practices in developing entrepreneurship skills, motivation and learning at schools. We plan to develop educational materials using creative methods and tools to implement effective entrepreneurship education in schools.3 students and 1 teacher will participate in each project mobility. One of the students will be selected from disadvantaged participants. Participant teachers, including the project contact person, will consist of teachers who have previously taken part in EU projects, have been trained in entrepreneurship and have advanced language skills. Through the project, participants are expected to develop new and creative ideas, skills and strategies on entrepreneurship, develop risk-taking skills besides decision making, planning, financial literacy, effective communication and soft skills. First activity which will be held in Turkey is called ""Entrepreneurship First Step"". It includes the developing of the culture of entrepreneurship and motivational training in Europe and in our country with creative ideas. ""I am an Entrepreneur on the Stage"" activity will be held in Italy. It includes effective communication in theoretical and practical entrepreneurship; ‘If You Can Dream, You Can Do it ‘activity in Croatia includes practical training activities aimed at writing entrepreneurial ideas and dreams. In Portugal, ‘Managing Your Money Directs Your Life ‘activity includes theoretical and practical training activities on financial literacy. I’m Ripening My Ideas ‘activity, which will take place in Estonia, is oriented towards practice and includes developing a creative business plan and model in the entrepreneurship lab. In the preparation of the educational contents and modules of the project, the chambers of commerce and industry and the entrepreneurship associations and clubs of the universities will be cooperated. In training activities; Presentation, brain storming, creative drama, game based learning, simulation, creative writing techniques and methods will be used. With the project, participants are expected to recognize business models in the changing and continuously updated new economy, including the digital world, and to gain competency in starting and managing a new business. Young people's entrepreneurial talent and culture, which is one of the skills of the 21st century, gained at a young age; It is expected that business life will have high self-control, innovative thinking, entrepreneurial, creative, solution-oriented, brief competence in entrepreneurship and turn creative ideas into action. It is also expected that entrepreneurship training will increase in Europe and in our country and an entrepreneurial social perspective will be formed through the project."

The knowledge and skills acquired through the education process lieon the basis of the development of modern society. Thus, the rapidprogression of today’s world needs gaining the same scope of knowledgeand skills in a shorter time and adding brand new ones. This could only happenby applying new approaches and methods in the education system torespond to those needs.Basic knowledge and skills of various complexity are becomingcrucially important for the inclusion of the citizens as active members of thesociety. Reports state deficits in literacy, especially of knowledge and skills inthe sphere of maths and natural sciences, which result in serious problems inhuman’s development and maturity, such as social issues, social ignorance,unemployment, social exclusion, segregation, etc.That is why education is so important for the individual and for society in general. The educational process takes place basically at schooland the school is the institution responsible for students to gain that newknowledge and skills through the period of their growth. Education needs anew vision and new teachings methods in order to prevent educationalreasons for dropping out of school, such as school environment andorganization of the learning process.This project proposal is addressed to enhance students knowledge and skills in mathematics. Some students love math. Other students fear math. MATH4everyone is the place for both.Based on the analysis made before the start of this project, in the framework of this project, a new interactive teaching method will be developed. Using active and collaborative learning and ICT methodology for learning will lead to enlarge students skills to solve practical problems.Students will be an active part of the educational process using this new methodology.Students gained knowledge and skills in maths can be applied for success in today’s world, such as critical thinking, problem-solving, communication, and collaboration. A project of this kind is an excellent opportunity for making arguments between minds, criticizing different opinions on some topic, all of it with one goal: achieving excellent skills of maths of students to be used in everyday life.The people involved in this project (around 25) are experienced in the field of teaching mathematics and ICT skills and they will make great efforts for the success of this project. All of them will be included in completing different assignments and tasks from the project. This project will be carried out by three high schools, one university and one association as project partners.During the project: a selection of staff involved will be made; quality assurance; budget control and financial reports; dissemination reports; and reports to the National Agency and European Commission. We have 5 intellectual outputs of the project: 1. MATH4everyone online platform.2. MATH4everyone toolbox and resources.3. Developing of a teachers guidance materials4. Open Online lessons5. A promotional video-Story board,We have 2 multiplier events in 1 in our country and 1 in Macedonia in order to get excellent promotion on the achievements of the project; 1 short-term joint training event for teachers in Novi Sad, Serbia 1 short-term of groups of students in Turkey, and 4 transnational project meetings (2 in our country, 1 in Macedonia and 1 in Turkey).After completion of the project, each partner will have specific tasks in the direction of sustainability of the project. Also planning additional activities on further developing the new teaching method and prepare a new project will be made.Except for the main results of the project that are already mentioned as intellectual outputs, other results are:• Students to gain a positive attitude towards mathematics. The motivation for learning mathematics is expected to be increased, and this will gain better achievements of the students not only in mathematics but also in other STEM areas.• Teachers to gain better competence. They will look at the teaching process from the point of view of the students and have a better understanding of it. This is the way they are going to upgrade their teaching skills.• All of the participants will gain better linguistic and communication skills.• Through the work on this project, meeting different people and collaborate with them, they will appreciate the differences and become more open and tolerant of the changes that have to occur in the process of education.We can say that considering the long-term benefits we have a new innovative approach to teaching and learning mathematics; possible implementation of it in the curricular; gained new partnerships and projects to further, enhance the results of this project.

"As part of the actions promoted by the Erasmus + Programme for the exchange between schools, it is intended to propose the application for the project ""Virtually_Virtuosi"", which will take place presumably from September 2020 to August 2022, 24 months.The partnership consists of 3 Italian and 3 European schools (Portugal, Sweden, Turkey), which intend to promote innovative good practices according to the following horizontal priorities of the Programme- Consolidate the profile of the teaching profession by supporting teachers in the development of innovative teaching and assessment methods, in particular, to promote competence-based teaching and learning, primarily digital, intercultural and citizenship-based learning.- Strengthen the development of key competences (in line with the 2018 Council Recommendation for lifelong learning) by promoting inter-curricular collaboration, creativity and innovative learning approaches and environments, helping teachers in the delivery of competence based teaching and in the development of assessment and validation of key competences.The project will be articulated in several direct mobility actions - transnational meetings and in-presence training events - and indirect mobility actions using platforms, mainly eTwinning and in the case of socials.Teachers and pupils from all schools of the partnership will be involved, according to the shared selection criteria that will participate in- Direct mobility: transnational meetings - LTTA, 3 days- Virtual Mobility: eTwinning classes, seminars, conference callThe numbers and characteristics of the participants are defined by the project team according to the following criteria- Transnational meetings: teachers from each of the partner schools, chosen according to their availability, motivation and role in the project (e.g. digital animators, eTwinning teachers, specific instrumental functions on European design), school leaders. Students will be involved in three LTTAs (Italy, Portugal, Turkey)The focus of the project is based on the innovation of learning environments, with particular reference to the type of resources and didactical strategies suitable for learners in an intergenerational perspective. It is internationally known that the revolution that has taken place in recent years regarding new ways of learning concerns above all the places of learning: from technological classrooms, Classroom 3.0 for example, to BYOD - Bring Your Own Device classrooms, to upturned classrooms, up to pilot experiences that have seen the integrated use of methods and approaches, through the pedagogical support of Media Literacy.The ""V_V"" project aims to provide all the beneficiaries with the opportunity to compare good practices in place in their schools and propose new ones, to be tested during the two years of the project, in order to make them exportable, even beyond the planned 24 months. Digital Animators will be involved in Italian schools and in European schools local experts in the use of ICT to coordinate the launch and consolidation of pilot experiences, which will then be shared, exported and collected in a permanent digital archive of effective practices.The training of teachers will also be fundamental, both for those who will participate in direct mobility and for those who will be virtually connected with partner schools. The training will be on the field - job shadowing activities - and blended, using chat rooms, platforms and all the resources that the partners will make available to each other, in order to consolidate distance learning experiences, to be used not only in extraordinary contexts like the current one.The students' mobility will be both virtual and direct, focusing on laboratory activities both in presence and at a distance, using eTwinning, already known in the partner schools, as well as a communication tool during the drafting of the ""V_V"" project.An eTwinning team will be created that will have relevant roles and tasks in promoting virtual teaching/learning activities, as examples of good practices.During the 24 months of life of the ""V_V"" project the partners will - They will create the project site, opening a virtual space inside it that will archive materials and proposals, accessible and exportable, a fundamental resource for a constant and updated dissemination.- New eTwinning classes will be activated, also with the contribution of local experts, eTwinning Ambassadors- They will participate in training/informative events- They will use socials and any other interactive means to communicate in real time, monitoring the state of the art of the project, with Conference Call, virtual work groups, digital archives,- They will share the organization of the meetings in presence, monitoring risks, supporting each other."

Since 2000 the EU has been reporting on the growing problem of school conflict and violence. At that time, efforts to tackle this were new and innovative. However, now it is crucial because despite attempts to stem the flow, conflict, sometimes violent conflict, is becoming more commonplace in schools. It is recognised that schools need to develop multi-sectoral strategies for dealing with the problem, which include consideration of children’s rights and open discussion. This project aims to meet these needs whilst putting young people at the heart of plans and negotiations.Peace Education is a key element of delivering peaceful schools and the Sustainable Development Goals more broadly (with particular relevance to SDG 4.7 and SDG 16). Across Europe and the wider world, there are concerns about a divided society (https://www.bbc.co.uk/news/world-europe-43760959) and increases in populism (https://www.statista.com/topics/3291/right-wing-populism-in-the-european-union/) which threaten liberal values. The quality of public debate and discussion is often polarised (https://www.ispionline.it/it/pubblicazione/polarization-online-public-debate-23150). In school contexts, violence remains at stubbonly high levels (e.g. https://www.sciencedirect.com/science/article/abs/pii/S0927537112000966In; https://en.unesco.org/news/release-new-report-school-violence-and-bullying-europe); considering these factors, high quality and contextualised Peace Education initiatives that young people, teachers and the wider school community can identify with can build empathy, cooperation and mutual respect across school communities and beyond. Moreover, such schemes also develop life and employability skills (http://www.qcea.org/wp-content/uploads/2019/01/Peace-Education-report.pdf).Through teaching and training events, multiplier events and the creation of 4 intellectual outputs, this project will improve and embed whole-school peace education schemes in the partner regions (https://www.peacefulschools.org.uk/research-evidence-base), enhancing them through international exchange (at the pupil, school and partner levels); embedding relevant and contextual peace histories; linking peace to other global issues and improving existing schemes and others by establishing the elements that create a successful scheme through a robust collection of evidence and review of impact. This ultimately will contribute to more globally responsible citizens, peaceful schools and societies. The resources created through this project will create a lasting legacy so future teachers and schools can embed the approaches, and the evidence gathered can be used to continue to make the case for peace education as a valuable part of learning, and towards creating a more peaceful and sustainable world.The IOs include:- Policy and research paper- Toolkit- Teacher Training and Handbook- EvaluationExpected impacts are school leaders who are able to embed effective peace education in their schools. Teachers who are confident and skilled to deliver and measure pupil-led peace schemes. Learners who have empathy, respect and develop cooperation and critical thinking skills; they are empowered to create more peaceful schools and communities. And schools and communities that are more peaceful and cooperative.