"Le projet franco -grec ""My ways away"", en langue française et anglaise se déroulera sur deux années consécutives. Il mettra en relation, les élèves des établissements du lycée professionnel Charles Mongrand (Port de Bouc, France) et du lycée Epaggelmatiko Lykeio Evosmou de Thessalonique (Grèce) Issus de différentes filières, ils travailleront de manière transversale, en incluant l'enseignement professionnel et général. Les principaux objectifs de ce projet sont d’une part, découvrir la richesse d'une culture commune européenne par l'étude de trois figures féminines mythologiques (Iphigénie, la sacrifiée, Pénélope la fidèle et Atalante l'aventurière), toutes trois en lien avec la mer ; d'autre part recueillir des témoignages d'exilés grecs (en France) ou de familles grecques, dont les membres sont partis en France (en Grèce) et ce pour tenter de comprendre l'évolution sociétale d'une ville comme Port de Bouc. Les moyens mis en oeuvre pour concrétiser ce projet, seront :- La réalisation d'une fiction, à partir des trois héroïnes mythologiques citées plus haut, qui mettra à contribution l'ensemble des spécialités des établissements engagés-L'organisation de la probable venue du célèbre réalisateur franco-grec Costa Gavras, dans une de nos salles partenaires- Des interventions, des visites par le truchement de notre lycée partenaire grec, à l'institut français autour d'un film qui incarnerait ""l'image de la France"" (après un travail approfondi de la part des deux établissements engagés dans le projet)Les élèves auront renoué avec l’Histoire de leur propre famille et par la découverte d’autres habitudes, coutumes, nous espérons qu’ils seront en capacité de devenir des citoyens européens et d'élargir leurs horizons culturels qui leur permettront d'appréhender le monde qui les entoure et d'acquérir ainsi une plus grande mobilitéThe Franco-Greek project ""My ways away"", in French and English, will take place over two consecutive years. It will put in contact, the students of the establishments of the Charles Mongrand professional high school (Port of Bouc, France) and the Epaggelmatiko Lykeio Evosmou high school of Thessaloniki (Greece) From different fields, they will work in a transversal way, including professional education and general.The main objectives of this project are on the one hand, to discover the richness of a common European culture by the study of three mythological female figures (Iphigenia, the sacrificed, Penelope the faithful and Atalanta the adventurer), all three in connection with the sea; on the other hand collect testimonies from Greek exiles (in France) or from Greek families, whose members left for France (in Greece) and this in an attempt to understand the societal evolution of a city like Port de Bouc.The means used to make this project a reality will be:- The production of a fiction, from the three mythological heroines mentioned above, which will draw on all the specialties of the establishments involved-The organization of the likely arrival of the famous Franco-Greek director Costa Gavras, in one of our partner rooms- Interventions, visits through our Greek partner high school, and at the French Institute around a film that would embody ""the image of France"" (after extensive work on the part of the two establishments involved in the project)The students will have reconnected with the history of their own family and by discovering other habits, customs, we hope that they will be able to become European citizens and broaden their cultural horizons which will allow them to understand the world around them and thereby gain greater mobility"

Completed project “Cyril and Methodius – 1000 years of what connects and divides us” aimed at extending the knowledge by innovative educational methods and by student experience. Members of the project group come from four countries tied with Cyril and Methodius and their activities (Czech Republic, Greece, Bulgaria, Croatia), sharing mutual historical, cultural and religious values of Europe, particulary it’s central part and the Balkans. Saints Cyril and Methodius are the example of historical persons playing an irreplaceable role in the spread of Christian faith from the Greek Thessaloniki and other cultural values important both for religious and nonreligious citizens. As a main factor tying up Europe as soon as 9th century AD, influence of religion can not be overlooked even today. Importance of both missionaries lies even in the invention of common script as a cultural value, shared up to this day by great share of eastern European countries. Thus, the main goal of this project was to show the students of project member countries with the mission and persons of Cyril and Methodius, present the students with cultural landmarks, traditions, history and last but not least, today’s educational systems of project member countries. All these goals lead to increasing cognitive and social abilities of students, improving interpersonal relationships and developing the feeling of common European identity. The coordinator of this project was Czech high school Gymnázium, Olomouc, Čajkovského 9. Other member schools were: Gimnazija Antuna Gustava Matosa in Samoboru, Croatia, 144 Secondary School Narodni Buditeli in Sofia, Bulgaria, 2o Epaggelmatiko Lykeio Evosmou in Thessaloniki, Greece. Both Czech and Croatian schools are general education grammar schools. Bulgarian school is an elite school of fine arts (dance, music, singing, etc.) and the Greek school is an institute of technical education (ICT). Project consisted of activities: - international project meeting M1 - M3 – three meetings, beginning in Olomouc, then in the halftime of the project in Sofia and final in Thessaloniki aimed at better and transparent organization, division of tasks, control of their completing and mutual evaluation. Detailed description can be found in chapter 5.1. - Continuous activities A1-A9: A1 – national Powerpoint presentations of Cyril and Methodius’ influence in particular countries; A2 – watching a documentary film Cyril and Methodius; A3 – guided tour in temple of St. Gorazd in Olomouc + discussion with the priest; A4 – geocaching around sacral landmarks in Olomouc; A5 – Powerpoint presentation on cultural life in my town and country A6 – poster concluding the life and importance of Cyril and Methodius; A7 – visiting an important religious landmark – Archdiocesan museum in Olomouc; A8 – workshop – cultural differences and common features of partner countries; A9 – final resume of the project. - student exchange - mobilities C1 - C4 C1 Thessaloniki (Greece), C2 Olomouc (Czech republic), C3 Samobor (Croatia) C4 Sofia (Bulgaria). Mobilities were the core format of meetings aiming at activities, influence and legacy of Cyril and Methodius in particular partner countries. Detailed description can be found in chapter 5.4. The project had a good influence on both participating individuals and schools in these areas: - beginning the international cooperation, which is planned to be further developed in other projects and student meetings; - developing linguistic and social skills of students; - understanding the structure, principles and rules of EU and Schengen area (travelling across various types of national borders); - students understood the culture and way of life in particular partner countries; - both students and teachers were equipped with the experience of more or less similar schooling systems; - developing presentation skills (posters, presentations, self-presentation); - developing and maintaining new friendships; As a conclusion, we would like to state the opinion of our students, commenting the name of our project: “Cyril and Methodius – 1000 years of what connects and divides us” – “There is nothing dividing us, except geographic distance. Different language is not a problem anymore, we all speak English.” Besides school website and Facebook page, the project was presented to wide public during the school open day, Erasmus Days in Olomouc and in regional media.

Over the last years, Europe has seen a substantial number of migrants fleeing from war in countries like Syria, to find safer ground in Europe. This has widely affected many European countries and really challenged our societies. Unfortunately, we have also seen an increase of xenophobia, which is a worrying fact. We belong to the European Union, “that offers citizens a space of liberty, security and justice without internal borders”. The preamble to the Treaty establishing a European Constitution recalls, among other things, the cultural, religious and humanist legacy in Europe and appeals to the self-determination of the European peoples to overcome their former divisions and build up a common future, still feeling proud of their own national identity and history. The aims of this project were to compare migratory movements of humans (migration, refugees, working mobility…) and birds (natural movements), to assess the value of borders in the contemporary world. We wanted to approach the topic of immigration from an ecological, humanist and social point of view, emphasising the fact that all of us (not only human beings, but also animals) share a world which has no natural borders. Borders are a human invention. With this project teachers and headteachers have found tools for organising the learning environment for students with different backgrounds. They learnt about how to integrate (approach and methodology) students with different cultures in class. Observation of methodology used in other European schools, for example the study of Cooperative Learning. We have raised awareness of the fact that migration is both necessary and natural for humans, in the same way as it is for migrating birds. Through this insight, we have increased the understanding of all humans’ equal value, regardless of their origin or background and thereby diminish xenophobia. We have raised awareness by working with a wide variety of subjects (English, Geography, Art, Biology, History, Ethics, Music, Digital tools …) with a global perspective, and made students reflect on the world they are living in. Having in mind that our students are digital natives we had use of modern tools such as web 2.0 tools, augmented reality and different types of devices (smartphones, tablets). In addition, we have travelled across Europe as the cranes, in their migratory movement from the cold lands of the North of Europe to warmer locations in the South, to help students in the partner schools to study the natural and human environment of the different countries which are visited by the cranes in their migration. The Eramus+ project went on for three years and it was integrated into the syllabus of our schools, which involved a great number of teachers and students into the project. As this project has been carried out by schools located in distant parts of Europe (North, South, East and West of Europe), we have enriched each other and shared different points of view about this topic. In this project we have taken on a comprehensive view on education. This means that the students developed their tolerance and empathy as well as their ability to cooperate internationally both in real life situations as online. They have gained a wider understanding of what it is like to be a migrant and to be forced to leave your country. This project was also innovative because we have included activities from different subjects (Literature, Social Sciences, Biology, Arts, Languages…), and we consider that this interdisciplinary nature is especially valuable. We also conceived this project as an opportunity to experience transnational cooperative work but also a possibility to learn about everyday life in the partner countries. Even though our project was interrupted by Covid 19, we are convinced that we have gained experience and the school environment has improved for all students, especially our newly arrived migrants irrespective of their academic background.

This project has centered on two important issues: youth unemployment and sustainable use of natural resources as a source of wealth and career oppportunities in local areas. These are two really important problems in 21st century, especially in the participating countries; in fact, Greece, Spain and Italy show the highest rates of unemployment in Europe, whereas in Poland the problem is linked to extremely hard working conditions. On the other hand, these four countries have a wide range of natural resources, which are being used or could be used to contribute to economic growth; however, we are convinced that we should reflect on how to use them in a sustainable way. Raising awareness among young people and teaching them how to do so in a collaborative way will surely contribute to face the challenges mentioned before.The project aims are:a) To promote entrepreneurship and foster cooperation in the field of education (practical entrepreneurial experiences in education, training and youth work) b) To raise awareness about European natural wealth and the possibilities of a green & sustainable economy within and beyond the European regions c) To improve the communicative competence of our students as a means to foster mobilities and access to better employment opportunities, given the present situation in the participating countries and areasd) To promote digital competence e)To develop intercultural competence and key skills through innovation and a multidisciplinary approach f) To promote autonomous learning and a to cultivate an entrepreneurial mindset, providing students with the skills and stretagies necessary to develop their own company Given these aims, the four schools involved (I Liceum Ogolnoksztalcace, IISS Cipolla-Pantaleo-Gentile , 2º Epaggelmatiko Lykrio Evosmous and IES P. Jiménez Montoya) have joined their efforts to work transnationally and share their knowledge, expertise and resources in the following areas:How to prepare students to design their own businesses. How to make them aware of the opportunities offered by natural environment in terms of ecomomic wealth and employment. How to promote entrepreneurship among young people. How to improve foreign language competence as well as digital skills. Each of them has contributed with their experience:IES Pedro Jiménez Montoya, a Spanish high school located in Baza (Granada), offers general Secondary and Vocational Education andTtraining to over 800 pupils and it is situated close to a Natural Park.2º Epaggelmatiko Lykeio Evosmou , is a Greek VET school located in Evosmos ( Tessaloniki), willing to improve the employment opportunities of their students developing entrepreneurial skillsIISS Cipolla-Pantaleo-Gentile is an Italian Secondary School located in Castelvetrano ( Sicily), a rich area in terms of natural resources and archaeological remains, but with a high dependence on imports and work abroad.I Liceum Ogolnoksztalcace, a Polish High School located in Grudzjadz, a developing area with a great human and economic potential on the Vistula river. The project has been divided into four main blocks:Where do I live? Getting to know the area where we live in order to learn about the opportunities which this area, its resources and culture bring to us and also to become aware of the business needs existing in this place. Besides, getting to know those natural resources to be able to protect them, to understand them and meet their necessitiesWhat are the rules and regulations? To learn about how to start a business meeting law regulations in each of the participating countries, focusing on the field of natural resources and areas. And linked to this, we find the question about the steps to be given to start a business. In this case, the use of the business model CANVAS helps to analyze the features of successful companies (their key resources, key activities, customer segments, revenues, cost, channels, value proposition, etc.)Finally, it is important to notice that the main outcome of this project was not really to create more job opportunities in the areas involved, or to change the use of natural resources and make it more sustainable. The result has not been to start a company either, although students have learnt how to do it and they have succeeded in designing their own companies. The actual outcome has been the path we have walked together to raise awareness about those two serious issues and how to face them.The impact of the project can be seen at a school level ( changes and improvements in organization and methodological practices) and also at a local and regional level (dissemination of the project to other schools). The benefits of the project itself cannot be measured at present, but we are convinced that it will contribute to more active European citizens, able to take sustainable decisions, work collaboratively and find innovative solutions to world problems.

"CONTEXT/BACKGROUND OF THE PROJECTThe effects and consequences of the COVID-19 pandemic highlighted in the last six months require immediate action, especially for the most disadvantaged people. The lockdown made compulsory by the government's indications has very different effects depending on the income, which poses huge problems in terms on how to ensure access, equity and inclusion in the learning environment. The OECD the 19th of October 2020 in its ""What is the impact of the COVID-19 pandemic on immigrants and their children?"" states that ""The school closures and distance learning measures put in place to slow the spread of COVID‑19 put children of immigrants at a disadvantage, in several ways. Their parents tend to have fewer resources than native-born parents to help them in their homework, and 40% of native-born children of immigrants do not speak the host-country language at home. Such children are also less likely than students with native-born parents to have access to a computer and an internet connection at home or to a quiet place for study.""The Eu ""Digital Education Action Plan, 2021-2027"", report says that from one side it is important ""to increase the digital impact of the Erasmus programme"" while on the other that ""One of the key results of the consultation process was that while there is some indication of the wider impact of COVID-19 on education and training, it is still too early to conclude on its long-term consequences. Gathering more experience and conducting research into the lasting effects over a longer time period is therefore necessary.""In light of what has been said, then, the project intends:1. contribute to the gathering more experience of what is happening on the ground, by carrying out a research, on the effects of the pandemic on the learning and teaching process as expressed in the European Commission document to, in particular, youth with migrant background, by also paying special attention to the use of digital tools;2. increase the skills of teachers, trainers, youth workers, associations dealing with youth with migrant background on how to deal with the effects that the pandemic has on learning and teaching to young people of migrant origin.As far as the target group is concerned, while the indirect beneficiaries are young people of foreign origin, the direct ones will be represented by members of the organizations participating in the project, i.e. teachers, trainers, researchers, youth workers and associations of migrants and their children.NUMBER-PROFILE OF PARTICIPATING ORGANISATIONSThe partnership consists of 5 organisations. It consists of school (2nd Vocational High School of Katerini, Greece), one foundation (Fundacion Red Incola, Spain) and an association/research centre (ECEPAA - Belgium), one youth organization (JOINT) and one migrant and youth with migrant background association (AMECE). Each of the organizations chosen contributes to forming a strategic consortium both because, it makes its own contribution in terms of expertise and because the different needs expressed.DESCRIPTION OF UNDERTAKEN MAIN ACTIVITIESThere will be 1 main activities beyond the traditional project management activity that will be the development of the DO-IT digital publication.METHODOLOGY USEDThe main methodology a part the traditional project cycle management activity, is the one dealing with social science action research methodology.RESULTS AND IMPACT ATTAINEDa 150/180 pages of a digital publication on how to better manage the effects of the Corona virus pandemic on the learning and teaching to young people of foreign origin, by also taking in consideration the use of digital tool.LONGER-TERM BENEFITS1. promoting the social inclusion of people coming from a migrant and low socio-economic background;2. contributing to increasing the skills of teachers and trainers in dealing with learning and teaching to young people of foreign origin, by also taking in consideration the use of digital tool;3. contributing to reducing early school leaving of youth with migrant background."