"Improving the employability for the European labor market was one of the main objectives that the four schools from Poland, Italy, Spain and Germany wanted to achieve for their pupils through the project ""Working in Europe - Europolitan Ways into the Future"". In the project, 15-18 year-olds alternately worked in intercultural or national teams, acquired knowledge of European-standard application guidelines, created their own portfolio and attended an English language application workshop during the first project meeting in Germany. At a second project meeting in Poland they learned how to create a successful application video. This knowledge was helpful in applying for the internships offered in the Erasmus + project.But before the internship could start, the project participants learned about the possibilities of school leavers, as well as the labor law conditions in the comparison of the countries. By comparing the different labor market situations, especially the existing youth unemployment, pupils were sensitized to the current situation in other European countries. ""Current problems for young people"" was also the big topic of the project meeting in Spain. The future developments in the European labor market, changing demands on the employee and thechanching role of work was the last topic of our Erasmus + project and also of our last project meeting in Rome.During the two-year project, project ambassadors from all countries met four times, once in every country, got to know theoretical aspects and worked together on their required skills. In between transnational training / learning activities, the students from each country focused on individual topics and prepared them for other students within the school (train-the-trainer approach) and for other countries. The highlight was certainly the internship abroad.The aim of our project was to make it easier for students to move from school to work by making initial contacts with companies and improving the skills that the European labor market expects from them, such as media literacy or intercultural and linguistic competence. They should also become aware of the opportunities and risks that the labour markets in the various countries face.The booklets ""European Ways into the Future"", brochures, videos, posters, teaching materials, PowerPiontPresentations, etc. that the students have created, not only summarize the most important results, but also serve to train the next generation and disseminate the results. We will share our results not only with students and colleagues in our schools, but also with our co-operation schools and interested companies."

The social inclusion of migrants in our European school systems and our on freedom founded democratic societies is one of the core challenges of our time. Migration caused by the most different sources will not decrease but will keep us busy for decades. In order to integrate these people into our societies it is essential that we supply them with skills and competences which enable them to participate in the economic and social environment of our societies.Besides the supply of competences which enable the migrant to take part in the economic structure of the European societies (it is essential to explain the values which are the foundation of our societies. Values like freedom of speech, freedom of assembly, freedom of press, pluralism, freedom of religion, equal rights of man and woman etc are values which are not self evident for many. These values must be learnt and experienced. School is an ideal location for experiencing democratic principles.The objective of the project is, besides the description of the existing practices in the different European nations, to identify methods of good practice and develop and install methods created on the basis of above mentioned experiences.Teachers should be able to collect their experiences, methods and procedures to develop a manual of good practice. This manual would be a source of assistance and should be used to disseminate competences of teaching personell. Moreover we should formulate requests to approach politics, may it be on munipical, country level or on European level to help improve the existing conditions.The objective of this project is besides the description of existing practices in the participating countries to identify good pracice and develop and implement further methods and common practice.The teachers involved are supposed to share experiences and develop a manual to communicate their competences and and act as multipliers for the staff involved. Moreover we should be able to formulate demands and recommendations for the improvement of existing practices to address political stakeholders may it be on local, regional, national or European levelprofile of participants; description of activities; methodology to be used in carrying out the project; a short description of theresults and impact envisaged and finally the potential longer term benefits. The summary will be publicly available in case yourproject3. Number and profile of participantsThe participating schools have approximately 3500 students, which we can regard as direct and indirect benefitors. In addition there are app. 400 teachers who are in contact with the project and its objectives. They profit either from direct involvement as well as through constant information through monthly staff conferences and special meetings and the communication with participating colleagues. 24 students and at least 5 are teachers and/or social workers will profit directly from the activities ofthe projects. Parents of the paticipating students will also be involved in the project. 24 students with minimum one parent make up a number of 144 involved parents. It is ddifficult to estimate the spread out of information within the families and their friends. (If we consider one sibling per family, grandma and granddad and 2 friends we can add 720 more people who get to know the objectives and the content of the project..There are also external cooperation partners like sports and culture clubs as well as and politicians invoved.All participating schools will take care of disseminate the activities and mobilities in the local, regional and national media, if possible. The social networks of the participating schools will accompany all activities and mobilities. Last but not least we count on the effects of moth to mouth communication.The following activities are planned:- 6 transnational project meetings (coordinators, teachers, students)- virtual mobilities- presentations, workshops etc.- production of the manual of good practice- disserminationThe applied methodology is participant and competence orientated, as we collect the experiences of the participating partner schools in educating migrants, determine, adjust and identify good practice. The documentation of these practices is the basis of the project`s activities. We ensure the application this approach with the following methods:- e-learning ICT- working in groups- workshops for teachers and students- presentations of experts (politicians, NGO`s, scientists, concerned persons like work migrants and refugees)- presentations, - classroom visitsWe expect the following lasting results:1. We learn good practice from the experiences of participating schools and identify good practice and improve good practice.2. We document good practice in form of a manual.3. Implementation of the manual4. Living and experiencing democratic and European values.

Key characteristics of 21st century citizens Awareness of the wider world and a sense of own role both as a citizen with rights and responsibilitie and as a member of the global human community Appreciation of the diversity of cultures and of their languages, arts, religions, and philosophies as components the common heritage of humanity Commitment to sustainable development and sense of environmental responsibility Commitment to social justice and sense of social responsibility Willingness to challenge injustice, discrimination, inequality and exclusion at the local/national and global level in order to make the world a more just place A set of competences such as critical thinking, system thinking, collaboration, communication, problem solving, enquiry skills, empathy…Global citizenship is a 21st-century approach to living in which principles of global responsibility and accountability are applied to everyday local actions and complex global problems are addressed on an individual basis. Global citizenry requires awareness and action consistent with a broad understanding of humanity, the planet, and the impact of our decisions on both. Students in the 21st century need global citizenship education in order to be empowered with the knowledge, skills, and values that can assist them in taking actions to address the interconnected social, political, cultural and global realities of the 21st century. It demands that teachers be culturally competent to address the diversity issues and promotes inclusive educational practices. Second globalization has increased interconnectedness among countries, notably in the areas of economic security, culture, technology, health, and peace. This context requires teachers to be pedagogically competent to help students intellectually and morally examine the complex and controversial global issues, act as responsible global citizens for sustainable development of local and international communities, and promote holistic thinking and cross-cultural understanding. Research to date indicated that although teachers recognize the importance of global citizenship as a theme in the school curriculum and interest among them in integrating global citizenship into their practice is high, many teachers lack the confidence and pedagogic skills to educate for global citizenship. During the learning Teaching training we trained, discussed and experienced the compentences. (Number of teachers involved 100, students 1500) The purpose of this project was to gain a better understanding of teacher's lived experiences in learning to educate for global citizenship. It addressed the following three questions: What are the teacher candidates’ feedback on GCE curriculum and pedagogy? What were their achievements and challenges from the teaching practice? What does global citizenship education mean for the teacher candidates? At the end of the project all the partners involved have an answer to these questions. Schools with a mature whole school approach to sustainability had woven global citizenship and sustainable development education into the fabric and life of the school and had developed a co-ordinated and sustained action plan focusing on key areas including: •Leadership - an open, supportive and participative leadership style is essential for creating a common vision, creating a sense of ownership and engagement, and co-ordinating strategies across the school. •Policy and planning - all school policies, such as travel plans, procurement and health promotion, reflected the principles of sustainability. •Relationships and ethos - everyone feels valued and is given an opportunity to participate and flourish. A strong focus was given to pupil voice. •Buildings and grounds - grounds are developed to support active and outdoor learning approaches and included wildlife gardens, outdoor classrooms etc. Sustained action was taken to minimise ecological and carbon footprints. •Curriculum - global citizenship together with sustainable development education was a theme across all learning. •Learning approaches ¬- the school has strategies for developing effective pedagogies and approaches to learning including outdoor learning, active and co-operative learning. •Personal achievement ¬- learners have access to a wide and stimulating range of experiences that develop their skills, talents and confidence. These were recognised and accredited. •Community - children and young people are given opportunities to explore, engage, connect with and contribute to their local community.

This Project is based on problems that have recently arisen with the arrival of immigrants to different European countries , among them the members of the association with whom we want to set up this Project. Three countries of this new association were involved in a former association in which we worked on the peaceful resolution of conflicts through the analysis of the world wars and conflicts that have specifically taken place in our countries , and how it is possible to avoid or resolve them in a peaceful way.Project objectives1.The knowledge of European history through the study of the different invasions undergone or led by the members of this association2.Analysis of the problems and the conflicts which have been generated by cultural, economic or racial diversity.3.To learn about physical heritage and the legacy inherited from these movements of the European populations.4.To know the cultural diversity of Europe and the possibilities among its populations5.To value the physical and cultural heritage built through more than 20 centuries of co-existent history 6.To promote the skills of visual arts among students by building models of the most significant monuments inherited after the invasions7.To increase creativity among students based on the study, performance and recreation of tales and legends connected with European invasions through theatre.8.To know and appreciate the linguistic richness inherited from cultural diversity; words and expressions that come from invading countries.9.To know and learn other European languages and appreciate their similarities and differences. The languages involved in this study are English, French and Spanish, which are taught as second languages in the countries involved in this association.10.To promote harmony and solidarity among the countries, appreciating how the movements of population were and continue to be a wealth of richness and cultureThe main idea is to involve 20 students from each country.These students can be chosen out of different clases if the educational system allows this option , or just members of the same class if it is compulsory in the system of the country.There will be 6 exchanges, with 6 different topics.1.The history of the invasions in each country:.- The groups will have to study the different invasions undergone in their area, country and the invasions their countries headed and the countries they invaded.All this information should be presented in presentation to be shared with their classmates in the other countries..- During the Exchange, the different groups will have to present their investigations and results and most importantly to produce a document with the connections between their invasions and their partners ´invasions.2.The languages and the invasions: Vocabulary and expressions left by invaders and the invasions..- The elaboration of a a dictionary with vocabulary and expressions left by invaders in our current language..- Study of dialects or different current languages that come from invaders. It could be a descriptive presentation of the resulting languages. Strenghts,opportunities and problems of the diversity of languages or dialects in a country.3.Tales and legends about invasions: tale telling..- Investigation of tales and legends in each of the countries involved.The group will choose one of them .Then with the methodology of using key words and sentences ,and images connected with the story , retell it again.c.In multinational groups,students will have to choose one of the tales shared which will be performed in the way the group chooses: Shadow theatre, live performance,musical show etc…In this case, a student of the country whose tale has been appointed the winner will act as the scene manager.4.Monumental heritage from invasions.-Investigation and description of 5 representative monuments.-Elaboration of a model with the description of one of the historical buildings chosen..-During the Exchanges, together with the presentations,There will be a display of the 5 models, if transportion allows it ,and the transportable panels. 5.Cultural heritagea.Investigation about traditions, economy,music,dance and any other cultural legacy derived from the invasions. b.Preparation of a performance for the Exchange periodc.The host country will prepare a performance, song or dance to be played/interpreted by everyone6.Melting pot: Diversity, Immigration and Tolerance.Connection with our days.The new “invasions”. The coming of immigrants to our countries.Investigation into racial diversity, religious and country of origin data.b.Immigration: c. The task during the Exchange will consist in presenting the information elaborated by each group and organize a Panel of experts among the students that synthesize all the conclusions of the project :Those Weaknessess, strengths and opportunities which are offered by our globalized world (SWOT Matrix).

***MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT***Multidisciplinary Flipped Learning with ICT (FLwICT) was an innovative and student centered project developed by a partnership of eight schools from European countries (Turkey, Lithuania, Spain, Latvia, Italy, France, Poland, Portugal). The aim of the project was to increase the quality of teaching and learning in our schools via; improving the quality of service of better learning outcomes, flourishing the student’s self-paced learning, fostering students’ own learning independently from time and place. In this project, we wanted to apply Flipped Learning using ICT tools to improve the effectiveness of Flipped Learning to support our students’ learning more effectively. Beside this by the mediation of combining Flipped Learning with ICT we wanted to manage; improving student and teacher digital literacy and creating a uniform digital learning environment within schools. The project’s objectives were;• to take development of our schools’ teaching and learning a step further,• to modernize education by using innovative Flipped Learning approach for better teaching and learning,• to enhance academic success,• to share good practice by using ICT,• to improve students ability to analyze and communicate,• to improve students knowledge about European institutions and culture,• to improve school staff competences in language and ICT as well as teaching methodology,• to find methods to implement multidisciplinary work,• to improve students’ social learning via cooperation with peers, Participant Schools: This project was carried out with the participation of eight partner countries. Girne Secondary School in Turkey coordinated the project and have been in charge of implementing all activities agreed by the partners.Turkey, Lithuania, Latvia and Portugal schools worked on producing videos for English Lessons (Intellectual Output1).Portugal vocational school have been responsible for setting up the website and preparing ICT training for participant teachers.Portugal vocational school provided the entire ICT support to partner countries.Poland, Spain, Italy and France schools worked on Intellectual Output2 (portfolio for teachers). And, other tasks were distributed equally between partner schools according to the background and experience.Activities: In this project, our socio-economically disadvantaged students have been in the centre of the project activities, and all the activities taken place with their active participations. The project activities were divided into four equal parts of a semester each and all sections had a different theme: *Improving Digital Skills, *Improving Intercultural Awareness,*Improving Creativity and Entrepreneurship, *Improving English Language Skills.Methodology: In order to realize Flipped Learning with ICT, teachers took a course about ICT tools in Portugal. Students carried out activities in both national and international groups. Teachers just guided students in this process. Before each activity, teachers prepared nearly 5 minute video related with the subject by using a screencasting computer program and then uploaded it to project’s web site and sent it to students. After watching the video, students worked on the subject by making cooperation with their peers. Later, they did activities about the subject with national group in the class time. To deepen the cooperation-experience we realized the mobilities where the international project groups met and learned new skills and reviewed their results.Results and impacts: The expected results for this project were by working together and sharing good practice to meet the needs in future society. We aimed to demonstrate based on improved student results (compared to students not involved in the project) the effectiveness of Flipped Learning implemented on ICT platforms.Impacts on pupils;• Improving their social abilities,• Improving their linguistic abilities and ICT skills,• Raised self-awareness as a European citizen,• Gaining experience researching a subject, making presentations and disseminating it,• Taking responsibility for once own learning.• Improving critical thinking and problem solving competences,Impacts on staff;• Teachers have gained an experience related to Flipped Learning,• The teachers have improved their knowledge of teaching; they have enlarged their vision concerning the new and modern techniques of teaching and methodological knowledge by collaborating with their colleagues from other countries and organizations. Impact on participating institutions; the project leaded to international friendships and networks amongst participants and participating schools.