"The main objective of our project is to create a strategic partnership for the exchange of good practices between different educational centers in Europe that work with intellectually disabled young people (between 16 and 21 years old), and exchange the different methodologies used in several countries, through Transnational meetings in each of the countries, and a training day on the inclusion of disabled students in the Educational System, to achieve an adequate insertion in the working world of 21st century companies, in the future to be able to implement in the different European environments, that which may be practical for the main goal, which is to achieve a greater number of labor insertions.This labor insertion, causes an integral development of these young people, increasing their self-esteem, and their personal autonomy, to become full European citizens.PROJECT PARTNERS.1.- ROMANIA Satu Mare. VET High school. (Liceul Tehnologic ""Elisa Zamfirescu"")The “Elisa Zamfirescu” Technological Secondary School carries out the task of training specialists in the field of Texti industry (including students with disabilities ), Aesthetic and Hygiene disabilities of the Human and Mechanical Automobile Body capable of using valuable scientific knowledge, technical and cultural-humanistic, to integrate into technology and Romanian society and the contemporary world, with real possibilities of competing in the labor market and that will guarantee them a complete education with long-term advantages. We respect and value people, The diversity of opinions and the environment, our motto is: ""Respect for you. Respect for others. Responsibility for your actions."" 2.- CROATIA Zagreb. (Srednja skola Zentar za odgoj i obrazovanje) We are a vocational school in Zagreb, Croatia. The age of our students is 15 to 21 years and at this time we have 155 students with mild intellectual disabilities who can finish education to become assistants in several fields: Locksmith, body repairman, plumber, central heating and air conditioning, wall painter, bag maker, bookbinder. tailor. kitchen and pastry, carpenter, florist and gardener.One of the special characteristics of our school is our SERVICE FOR MONITORING SOCIALIZATION AND ASSISTANCE FOR THE EMPLOYMENT OF TRAINED STUDENTS. The objective of this service is to allow inclusion in the work environment. The activities of this service are: contacts with students after they finished formal education at our school, contacts with employers, awareness raising for employers, workshops for students who finish classes (allowing them to write CVs, applications, job interviews , how to find job ads ...).3.- ITALY Mantua. (Lombardy Region). Formazione Mantova - FOR.MA è l’Azienda Speciale that the Province of Mantova was founded in 2007 to improve Vocational Training. For.Ma coordinates two public vocational training centers (vocational training center in Mantova and vocational training center in Castiglione delle Stiviere active since 1975).The organization coordinates the Bigattera Center, on street n.3 dei Toscani in Mantua since 1986. This section deals with children with disabilities and disabilities, proposing projects in social agriculture for training and orientation / job placement."

Art education is a process that will help children with disabilities to reflect their inner worlds outside, socialize with group work, and improve their motor skills. It is recommended by experts to prepare a detailed art education program that includes individual activities prepared according to the level of development of mentally handicapped students and supports their individual differences, to include an expert art educator in the field for the art therapy method in institutions and to create an art workshop prepared by considering the disability situations of children.The main purpose of education and training; It is try to train every citizen at the highest level their tendency and ability allow within equal education opportunities. Cooperation at European level within the scope of EU 2020 targets is the exchange of information and experience on the issues common to the education and training systems of European countries. Within the scope of this project, 4 special education schools that use art and therapy methods in the field of special education, and an inclusive education school that works intensively with 1 special education students came together. Each school in the project has a professional ability on a field in the use of art therapy methods in special education. Turkey partner, wood and ceramics, musical partner in Croatia, Romania partner, theater / drama, partner eco-art Poland is implementing special education and professional partner Portugal pictures and crafts therapies. At the end of this project, schools will enable their institutional capacities to be improved by reducing the problem behaviors of students with disabilities, enriching their learning processes and creating art workshops by using art therapy methods in special education with short-term activities and non-activity activities. Last of the project, it will be ensured that the partner institutions use the methods of therapy in their professional fields by 75% and 50% in areas where they are not professional.The project will be implemented between 01.10.2020-30.09.2022.Within the scope of the project, 5-day short-term learning activities will be organized, with 4 teachers from 5 partner countries. Before the activities are carried out, the staff of the partner institutions will share their current work through etwinning, and will ensure that the activities are carried out in a virtual environment by discussing online on the therapy method to be performed in the activity. In line with the content planned during the activity, workshops, technical visits and seminars organized by the field experts will ensure that art therapy methods are gained by all partners. Within the scope of the project, SENs and teachers in partner institutions will meet using virtual platform and they will have joint activities. At the end of the activities, booklets containing activity gains will be prepared. In addition, instructional plans will be prepared by the teachers who participate in the activity in order to integrate the studies into the curriculum and include them in the teaching process and ensure the sustainability of the project, and the booklets containing these plans will be prepared by the participants. Thus, professional competencies of teachers in institutions will be improved. After the project activities, the project will be made widespread with the reports and booklets to be submitted to the provincial, district education directorates and local administrators. The works to be carried out within the scope of the project will be shared on the corporate and project web pages, social media accounts and youtube pages,the stakeholders of the partner institutions will also be able to benefit from the project outputs. They will enable the project participants to develop their students' behavior problems and learning skills by using art therapy methods in special education with the activities they will organize for teachers in their own institutions and other institutions in the local. With the seminars that the participants will organize for their parents, a home education environment will be provided and parents will participate in the education process. With the art workshops to be created in the partner institutions, the capacity and internationalization of the institutions will be improved. With the support of experienced partners, all partners will be provided to use new projects and use the etwinning platform effectively and to be internationalized by receiving a school quality label.With this project, diversification of the education to be given to students with mental disabilities through art therapy methods will increase the quality and efficiency of education and training, which will be included in the EU 2020 targets, and encourage equality, social cohesion and active citizenship; The objectives of improving the language and culture skills of the participants, partner institution teachers and students will be achieved.

Nowadays, we live in a technologically advanced world and it is becoming more and more digital. So far, teenagers have been provided with the necessary tools and knowledge that are needed in the current general profile of the graduate. However, the use of digital instruments has to be improved and enhanced to meet the needs and expectations of today’s students. The dramatic development of technology can be also observed at schools which are being equipped with the necessary devices -computers, smartboards etc., but still teachers are quite unwilling to take advantage of these appliances due to their lack of proficiency in this field. Teachers have to turn to additional, modern tools in order to attract students’ attention and make them more interested in things they should learn.The parnership includes 5 schools RO, DE, HR, ES and TR. It is designed for a target group of students from 15-18 and English, ICT, social sciences teachers.AIM:to Improve digital skills and language abilities by means of movie-making, intention on paying attention to social issues as well as to both differences and similarities and putting emphasis on fundamental values.OBJECTIVESThe project will enable students:- to enhance practical skills related to film-making- to develop imagination and critical thinking competences- to develop communication and interpersonal skills- to make students approach social issues in an active way- to recognise different cultural marks and analyse similarities and differencesACTIVITIESThe project’s main topic is devided into 5 sub-topics spread to the five partner countries. As a result, there are 4 students exchanges:C1- DIGITAL CENTURY AND EDUCATION: Attendants will have some information about producing short filmC2- SHORT FILMS WITH IMPACT: The participating students will talk about the films’ matters and the main idea. They will take part in workshops about the stages of film-making and they will write storylines.C3- SHOOTING SHORT FILMS: Students will work in multinational groups on given topics to write storylines and create a short film.C4- EDITING SHORT FILMS: Students will learn to use film editing applications, make and correct new films in groups.C5- EUROPE UNITES US: Students will make films about the European characteristics of each country and put them together under the title “Europe Unites Us.”NUMBER AND PROFILE OF PARTICIPANTS- Direct participants 100 students (aged 15-18 from general secondary education), some coming from challenged social and financial backgrounds and 40 teachers (English, ICT, Social Sciences/Humanities) attend the LTTAs;- Indirect participants: 1400 students and 280 teachers from the partner schools.METHODOLOGYThe project is designed to cover 5 main areas:A1. The project management – contains monitoring and assessment, risk managing, financial managing, cooperation and communication policy that will be applied during the course of the project.A2. Implementation of activitiesPrior to each LTTA, groups of students will work on the theme of the exchange, under the observation and management of implementation team members. Out of these students, 6 students (5 from Croatia)will be selected to take part in the LTTA and it is a kind of reward for their active involvement. After the LTTAs, participants will organise workshops in which they will share the skills they developed in terms of filmmaking during the event with their peers.A3. Elaboration of a collection of materials related to film-making applicationsThe process of elaboration starts in the second year of project. Each country contributes to it sharing materials presented during the LTTA hosted. The output will have a methodology for running a film club.A4. DisseminationDissemination will be a constant practice. It will start in Sep 2020 and will finish after the project final date. The project website and e-twinning space are created at the beginning and updated once a month or at least after every major event of the project.A5. Follow-up and sustainability Each school will start a film club in the year after the project is over.RESULTS AND IMPACTStudents will develop critical and analytical thinking abilities, level of English, ICT and film-making competences. They will be more aware of social issues, parallels and dissimilarities between their countries. They will develop their team work, negotiation and organizational skills. They will taught values such as tolerance, respect and acceptance of people from different countries and having different culture. Teachers will have an opportunity to exchange teaching methods and good practices as well as their opinions and they will improve their command of English and digital skills, organizational skills and teaching methods and tools. Institutions will strengthen their cooperation with other European schools and get wider experience in running Erasmus+ projects. They will benefit from better relations among students in Europe.

"The project ""My work is my future"" aims to improve pre-vocational and vocational education of learners with mental disabilities in order to facilitate transition from education to the world of work. Students with special educational needs are in danger of segregation and their chances to succeed at the labor market are very limited. As the study Vocational Education and Training – Policy and Practice in the field of Special Needs Education, issued by European Agency for Development in Special Needs Education in 2012 claims: ""individuals with special educational needs are, in relation to the labour market, usually categorised as marginalised or at risk of social exclusion."" Therefore it is important, that pre-vocational and vocational education is of a high standard and tailored to learners’ individual needs, with particular attention being paid to the integration of specific groups including people with disabilities. In a team of 5 European countries and Turkey, examples of best practices, methods, approaches and study programs with specific focus on pre-vocational and vocational skills will be shared in order to provide higher quality of education, enhance the competencies of students with special educational needs and facilitate their transition to work. The participating schools provide education for nearly 900 students and employ over 300 professionals who will directly benefit from the project results, with a perspective to address other professionals, students and their families via project website. The partnership of the project will create, with support of digital technologies, a bank of resources and tools - open educational resource (OER) website to support education of pre-vocational and vocational skills of children, students and adults with mental disabilities, based on the fact that preparation for future employment starts from early age by supporting self-care skills, through building a positive attitude toward work during following years of education at primary and secondary school, continuing through vocational training and finishing at successful work placement.Projekt ""Moja práca je moja budúcnosť"" je zameraný na zlepšenie pred-profesijnej a profesijnej prípravy učiacich sa s mentálnym postihnutím s cieľom uľahčiť prechod zo školského vzdelávania do sveta práce. Žiaci a študenti so špeciálnymi potrebami čelia hrozbe segregácie a ich šance uspieť na trhu práce sú obmedzené. Ako uvádza štúdia Odborné vzdelávanie - Politika a prax v špeciálnom školstve, vydaná Európskou agentúrou pre rozvoj v špeciálnom školstve v roku 2012: ""osoby so špeciálnymi vzdelávacími potrebami sú, vo vzťahu k trhu práce, zvyčajne označované ako marginalizované alebo v riziku sociálnej exklúzie."" Preto je veľmi dôležité, aby bola odborná príprava a vzdelávanie na veľmi vysokej úrovni a upravená podľa individuálnych potrieb jednotlivca, s osobitným ohľadom na integráciu špecifických skupín vrátane ľudí s postihnutím. Projektový tím škôl z Európskej únie a Turecka sa podelí o príklady dobrej praxe, metódy, prístupy a štúdijné programy s konkrétnymzameraním na pred-profesijné a profesijné zručnosti, s cieľom zabezpečiť vyššiu kvalitu vzdelávania, rozšíriť kompetencie žiakov a študentov so špeciálnymi vzdelávacimi potrebami a uľahčiť ich prechod k zamestnaniu.Zapojené patrnerské školy poskytujú vzdelávanie viac než 900 žiakom a študentom a zamestnávajú cez 300 odborníkov, ktorí budú priamo ťažiť z projektových výsledkov, s perspektívou oslovenia ďalších odborníkov, študentov, rodinných príslušníkov prostredníctvom projektovej webovej stránky.Projektoví partneri spoločne vytvoria s pomocou digitálnych technológií, banku edukačných pomôcok a nástrojov, ktorá bude publikovaná na webovej stránke projektu ako otvorené edukačné zdroje (OEZ), na podporu učenia pred-profesijných a profesijných zručností detí, študentov a dospelých s mentálnym postihnutím, vychádzajúc z poznatku, že príprava pre budúce povolanie začína už od skorého detstva prostredníctvom nácviku sebaobslužných činností, pokračujúc cez budovanie pozitívneho postoja k práci počas základného a stredného vzdelávania, cez odborné vzdelávanie a prípravu až po úspešné umiestnenie do zamestnania."

"One of the greatest challenges we face in the 21st century is to provide food for about ten billion people by 2050 and at the same time reducing environmental impact like green-house gas emissions, biodiversity loss etc.Future climate change will make an impact on food production and people's access to food.According to FAO's definition""Sustinable diets are those diets with low environmental impacts which contribute to food and nutrition security and to healthy life for present and future generations.Sustainable diets are protective and respectful of biodiversity and ecosystems, culturally acceptable,accessible,economically fair and affordable;nutritionally adequate,safe and healthy;while optimizing natural and human resources.Changing dietary patterns cause consuming much more proteins than we need.About 1 billion people in the world do not have access to enough food to lead a healthy active life.That's about one in nine people on earth.It is expected that by 2050 the population of the world will reach to ten billion.To meet the demands of growing population food production needs to be increased over 60 percent in 30 years.It is predicted that more than 60% of the population will start living in big cities.Dietary patterns of the urbanized population that has an increasing income rate are changing.Wealthy,urbanized population prefer to eat high-calorie food and food of animal origin.This situation causes a big issue to be solved;How is it going to effect demand for food, increase in greenhouse gas and carbon emission?According to the report of WRI which was released in 2016 ""for people who consume high amounts of meat and dairy, shifting to diets with a greater share of plant-based foods could significantly reduce the pressure on the environment""8% of greenhouse gas emmisson,which is the major cause of climate change and global warming ,is result of food waste.Between 33-50% of all food produced globally is never eaten.When food waste goes to landfill it decomposes without access to oxygen and creates methane, which is 23 times more deadly than carbondioxide.We don't want to be the problem we want to be a part of the solution.In our project we want to focus on reducing 8% of greenhouse has emission to be a part of solution for climate change.We all have a mission to raise more productive, sensitive to environment generations which give up being a part of consumer society through changing habits and consuming less.For that purpose 6 schools from different countries and socio-economic backgrounds and different age groups decided to collaborate in this project to be a solution to the major probems of our age.As a result of the surveys conducted in our schools almost 60% of our students don’t have know about the concepts of Carbon footprint, global warming, sustainable nutiriton, food literacy and climate change.Individuals who change their habits, rewrite the rules of the society, be sensitive is the only thing we need to save the future.The objectives of our project are: - To raise productive, healthy, sensitive to environment generations that give up being a part of consumer society through changing habits and consuming less-To reduce food waste and promote sustainable diets to reduce greenhouse gas emmision which is the major cause of climate change and global warming-To raise awareness in our societies about the dangers of global warming and climate change and find solutions for these two major challenges of our age.In order to lead to achievement of the project objectives we are planned the following activities:- ""Zero Shopping Day"" activities in March-"" Eco Gardens"" in partner schools- Visits to ecologial farms,villages -""Healthy food at School"" workshops to local schools -local activities to celebrate ""World Environment Day""-excursions to the mountains-tutorial videos about food processing and preservation methods -Workshops to local schools about food processing and preservation methods-tutorial videos of compost fertilizer-workshops about ""Food Literacy""-tutorial videos about leftover recipes-Healthy food and Leftover recipes book-workshops about ""Preventing food waste""-local activities to celebrate "" World Food Day""- workshops about ""Carbon Footprint""- local activities to celebrate ""World Environment Day""-local activities to celebrate "" World Food Day""ppts about ""Power of plants""-workshops about ""Power of plants""-short films about Climate change and Sustainable Nutrition-roleplays about climate change and sustainable nutrition-workshops about ""Climate change and Sustainable Nutrition"