"CONTEXT AND OBJECTIVESMany European issues are constantly appearing on the title page of newspapers and are part of current affairs. Faced with all these challenges, it goes without saying that young people have many questions. Our project wanted to provide at least some information and answers to our students.We wanted to address some of the key issues of the European project that affect all citizens. It was not only a matter of giving only elected representatives and institutions a forum, but also ordinary citizens (and also our students, in particular, by taking part in numerous debates) in the most open manner possible. So we wanted to:- further anchor Europe and a civic approach based on exchanging information and debates in our projects and practical activities- opening up the school even more to the outside world through partnership with non-school organizations and out-of-school activities- promote the use of French as a language of communication, implementing IT and free educational resources (OER).- (re-)motivate students, especially those with academic difficulties, by proposing stimulating and different activitiesNUMBER AND PROFILE OF PARTICIPANTSApproximately 40 students per school, of which 16-17 participated in mobility. The total number of students was about 230 for the 6 schools. We strove to involve students with heterogeneous and complementary profiles. We paid special attention to the 45 students with fewer opportunities (7-8 per school). Between 11 and 12 teachers per school, about 70 in total participate in the project.In addition to these 300 or so participants, there were between 200 and 400 pupils and teachers ""indirect beneficiaries"" participating in certain activities.Other school actors were needed to carry out our projects (managers, accountants) and external partners (European information centers, elected officials).DESCRIPTION OF ACTIVITIESAll activities involved students (except those related to coordination / management) and were normally documented by films. All results were in French or bilingual. The list below is not exhaustive:- training activities involving joint meetings: C1 Bulgaria: video / film workshop; C2 Spain: debates on EU representations and objectives; C3 Luxembourg: quizzes and visits by EU institutions and discussion with MEPs; C4 Italy: preparation workshop for a Europe Day; C5 France: Simulation of a session of the European Parliament; C6 Belgium: simulation of a televised debate and visit of the EU parliament in Brussels- local activities between the joint meetings which serve to prepare or implement common training activities: debates; Workshop on the EU; Interviews with political representatives; Surveys in streets, families, retirement homes and schools and formatting of results; Films documenting activities; European Day- dissemination: Erasmus + space in each school, articles for school websites and the press, website documenting our project, Etwinning, Youtube films, project logo, European Day in each school on 9 May 2019- internal evaluation with an evaluation grid with components for all participants- external partnerships: elected representatives, European information centersMETHODOLOGYThe local coordinators, assisted by a team, coordinated the project at their school level and the Luxembourg coordinator coordinated at the school and transnational level. Two meetings were planned at the beginning and end of the project and six training activities were organized by the schools (one per school). An evaluation grid was used to evaluate the progress of the project and to respond to potential problems throughout the two years. Students were at the heart of the project and actively involved. All participants were ""multipliers"" in order to be able to transmit the skills acquired.IMPACTS AND RESULTSThe main impact expected was civic: Our students could develop their critical thinking in order to become ""savvy"" citizens. They could realize their knowledge and their commitment by organizing well-argued debates and a European Day in May 2019. Our schools and teachers could open up more to the outside world: invitations from elected representatives, partnerships (partner schools, centers of information).LONG-TERM BENEFITSThe activities and results are sufficiently multifaceted (debates, simulations of parliamentary sessions ...) to benefit many other pupils and teachers. Partnerships between European schools and information centers as well as political representatives can easily be sustained by similar projects. Partnerships between schools can be continued through projects, activities and occasional mobilities. Europe Day can be easily sustained once it has been set up for the first time."

In order to pursue its internationalization policy, the MFR de Mauléon is coordinating a cooperation project between 2 institutions: a Belgian horticultural school . Being all related to the world of the landscape from near or far, the objective will be to create a landscaping that promotes Europe. We will find on this development elements of each country but while having a coherent and harmonized result. In addition to this activity, we will set up correspondances between the students of the 2 schools. Learners will also work on the study of their natural environment in order to transmit the results to their correspondents. This will be formalized and enhanced by the installation of exhibition panels in all schools. The objectives pursued are diverse and transversal in relation to training standards. Learning outcomes will be in different fields such as mathematics, foreign languages, socio-cultural education, history, geography, computer science. In addition, we expect a change of mood (especially towards stereotypes they may have). On several scales, the impact of this project will be important: for young people, school teams and schools. There are 2 mobility periods: exchange between french student and belgian students. These exchanges are aimed at discovering the heritage and culture of the countries visited but also the creation of the development.

"• Context and objectives: The act of eating is much more widespread than the satisfaction of a biological need: it is at the crossroads of the emotional, the cultural and the social. ""Plates and Sneakers"" is a European project designed to create tools to carry out educational work with adolescents on nutrition, physical activity, culture and citizenship. In and with the activities carried out we want: - Develop respect for oneself and autonomy. - Promote respect for others and solidarity - Raise awareness about respecting and protecting the environment - To know its history, its culture in a relation of intergenerational. - Become an informed and responsible European citizen - Promote sports activity as a balancing factor - Highlight French language and culture. • Number and profile of participants: About 50 pupils per school, about half of whom will participate in mobility, for the four schools, 200 pupils impacted by the project. We will involve students with a heterogeneous and complementary profile with special attention given to twenty young people with fewer opportunities (4 to 5 per school). About a dozen teachers per school will participate in the project. In addition to these 215 participants, there are between 200 and 400 other indirect beneficiaries who can participate in certain activities. Other partners related to the project (management, accounting agents) or external will be mobilized. • Description of activities With the exception of coordination and financial management, all activities involve and mobilize students. The results will be expressed in French (a brief summary may be in English). The activities selected are essentially: - Debates and conferences - Courses and contributions of knowledge - Quiz achievements - Company visits - Culinary workshops with taste and flavors - A theater activity - Achievements of European tables - Exhibition visits These elements will be complemented by evaluation sessions as well as by activities intended to promote the dissemination of the project: ERASMUS + area, website, Europe day. •Methodology The French coordinator MFR coordinates at the level of his school, and at the transnational level and the local coordinators coordinate at the level of their school. Working tools, meetings, evaluation grids make it possible to measure the progress of the project with students and teachers involved and mobilized. • Impacts and expected results The main expected impact is educational and cultural. Our students by becoming informed consumers benefit from a European cultural openness. Our schools, our teachers and our partners can open up more to other European cultures with all the activities proposed with the project. • Long-term benefits The activities carried out, the elements of dissemination put in place can benefit all the educational communities peripheral to the project. European culture is strengthened and partnerships between schools, between teachers can continue on other subjects. The ERASMUS + space, the Europe Day can also help to accentuate the long-term benefits."

The project came to life through the coming together of the partners networks. Their common and main interests lie with fighting against presumptions and differences.The English partner (Calthorpe Academy-Birmingham) is a special needs academy for children and adolescents. The French partner (MFR Saint-Sauveur Lendelin) shapes youths with less opportunities to work as people aids. The inclusion in the project of a school specialized in forming high level sportsmen and women in Poland (ZSOS N°1 Cracovie) represented an important diversity as regards to the participants and was meant to bring another vision on the inclusion of special needs people.The aim was ambitious because there existed a huge difference in between the youths involved in the activities. The Polish participants were very orientated and powered by competition, French youths were in tune with social questions and quite, or very far from, sports challenges, and English participants were special needs youths. The challenge was huge!The project had many objectives but the main one was to work on inclusion of special needs youngsters. The project also aimed at comparing and analyzing different ways of working and interacting with special needs populations, the end product being a toolbox allowing all professionals working in Europe to adapt their activities to special needs youths.The number of direct participants in the project was 212 students and professionals over 24 months (1st September 2015 until the first of September 2017) this, not counting the considerable amount of people who were undirectly involved or touched by the project.The activities were organized around three themes : sport, well-being and arts and culture.The youths and professionals participated in 6 mobilities over the course of two years, 3 “ambassador mobilities” and 3 “main event” mobilities. The ambassador mobility (C1) consisted in evolving in the host country with a small group of students in order to prepare the main event mobility (C2). The main event mobility brought together a much bigger group of participants. The activities, based on the different themes, relied on the participation of all of the students. During each exchange, activities were conceived so that each student may take part with equal chances of success. The main objective was to develop for the entire group notions such as tolerance, helping others, respect, sharing, open-mindedness, all of this in the spirit of adversity and competition (as relative as this notion was during this project). For certain students, a step back and empathy were needed so as to interact with some of the participants.This project had an exceptional dynamic throughout its two years and helped develop new skills for the students and professionals. It allowed the schools to work with new partners and form new bonds in their regions. The extensions of this project will be consequent and activities between new partners are already being set up.Work collaboration between the partners was key and the exchanges were very frequent and in a truly collective spirit.The three partner schools are already engaged in depositing new projects, including new schools. The dissemination of this work and the projects benefits is well and truly efficient. Some undirect beneficiaries of the project are also engaging in thought on the benefits and impacts of an Erasmus + project in their activities and for the students they work with.An important communication was made during each event by the papers, internet, social media, information meetings, general assemblies…It must however be noted that the project had some difficulties such as the maintaining of the website by an exterior partner and the terrorist attacks which made more complex or completly cancelled some youths participations in the project due to the parents angst.The impacts of such a project are huge for each of the three partner schools. It has especially allowed to develop a culture of tolerance and accepting of other and their differences, which was our main objective. The inclusion of special needs youths or youths with less opportunities was at the heart of the project and all of the objectives were reached.All of the partners wish to thank the ERASMUS + progam for its financial and technical support, without which this brilliant project would never have existed.

Healthy and rich biological diversity plays an important role in human life. It provides ecosystem services that are essential for living. However, despite the considerable importance of our biodiversity, it is heavily endangered by human activities and continues to disappear.Our project brings together three VET high schools of agriculture in France, Italy and North Macedonia, experiencing three different geographical locations and cultural contexts.As our students have close contact with nature and will work in the agricultural sector, our project will help them to raise awareness about the challenges of biodiversity and become aware of their own responsibilities regarding to biodiversity.As our students often face the economic, educational and/or social difficulties, this project will offer them the possibility to see the situation of biodiversity in different parts of Europe, acquire knowledge, develop critical thinking, creativity and social skills. They will also develop professional use of ICT, interest in science and foreign language and cross-cultural communication.That is why we believe that with this European school exchange partnership will contribute to the exchange of new experiences, ideas, possible solutions that our students will apply in the future, in order to contribute to the preservation of biodiversity.Besides, as the project will be carried out at a European level, the students will have a great opportunity to discover the similarities and differences between the countries.112 pupils aged between 16 to 18 directly take part in this two-year project, as well as more than 17 trainers. Parents will also be involved in the project.Each school will work with 2 groups of students.During the 1st school year, pupils and teachers will work on biodiversity.In each school, pupil will examine the local biodiversity condition, main issues and solutions. They will exchange on the eTwinning platform. They will share photos, presentations and videos on their e-Twinning space. After virtual exchange, the mobilities will permit to discover biodiversity in partner countries. Common lectures, citizen acts and study visits will be organized during each mobility. With peers, the pupils will continue to work on the topic.During the 2nd school year, pupils and teachers will work on biodiversity, with a focus on bees : they will become aware of each human being’s contribution to the fragile balance of the ecosystem, the importance of bees for biodiversity and their role in rural development. Work in class, virtual mobilities and physical mobilities will also be organised for each group.