"The context of the project was a very clear need to work on the exploration and in-depth understanding of approaches used in non-formal education, mainly based on experimental learning in an international and intercultural context. The project assumed the enrichment of the possibilities of facilitating, creating, implementing, reflecting and evaluating educational activities as part of increasing the awareness of youth workers, educators, youth, on the aspect of ""sensitivity"" and the importance of adapting and developing educational programs that are effective and safe for participants, mainly based on activities and tools of non-verbal communication (theater, improvisation, drama) and their transformation and adaptation of the form of communication for target groups using IT tools. In the project, which consisted of 3 organizations from Poland, Bulgaria and Slovakia, 3 mobilities and 3 international meetings were carried out.Impact:-Possibility of intercultural facilitation and increased awareness and skills in the field of: giving and receiving feedback, debriefing, using the Kolb and Joplin cycles in the design, implementation, reflection and evaluation of educational activities (91% of participants)-Creating workshops and educational activities using theatrical, pantomimic, clown methods, puppet theater, improvisation, drama and their effective application in the work of a youth worker (87%)-Increase in knowledge and competences within the scope of the possibility of using, operating and creating on-line educational activities using tools based on open licenses (85%)-Increase in the level of digital competences (84%)-Exchange of inclusion-based methods through elements of formal education and its non-formal equivalent (82%)-Expand and develop educators' competences, especially in the field of effective teaching of people and target groups of young people with low skills and / or skills qualifications, including through the effective use of ICT and non-verbal communication. (81%)-Increasing awareness of the opportunities offered by European programs among target groups (73%), with particular emphasis on Erasmus +, Europe for Citizens, Erasmus for Young Entrepreneurs, ceepus, esn, etc.Activities (3 LTT, 3 TM)C1, the first of the activities took place in Poland. Together with partners and participants, we decided to ""divide"" the activity into two phases. In the first one, we focused on developing skills and competences in the field of drama techniques, the possibility of adapting work ""from the body"" to both individual and group values. C2, the second activity took place in Slovakia. The mobility was designed and implemented as an opportunity to adapt the educational offer in the field of theater techniques and their ""re-framings"" to the structures of knowledge transfer. During the mobility, we worked on the use of space, stage, acting, mimic behavior and the game of mime improvisations. C3, which has been implemented in Bulgaria (Vidin). The mobility included 3 days based on theatrical, improvisational and clown techniques, which were a very important element of ""complementing"" the process of increasing knowledge and competences in the field of adapting the educational offer, in terms of the overall specificity of techniques in the field of non-verbal communication based on various theatrical activities. In addition, the second ""part"" of the mobility was dedicated to adapting IT tools within the scope of final tutorial presentations, the possibility of implementing on-line theatrical activity, adapting the ""me as an educator"" presentation, clarifying tools and theories in the project publication and the possibility of disseminating results and work in local conditions through e-learning.Project participants - educators, youth workers, teachers, most of whom came from communities at risk of social exclusion. 21 participants took part in each of the mobility, 2 representatives in each of the TMs from each partner.The groups were the same as those specified in the grant application.The results:https://docs.google.com/document/d/1h8LfNfdWvihMiVkhp78PL8xXutbdhKMr4EP8MgvhuDc/edit?usp=sharinghttps://drive.google.com/drive/folders/1AdDt6HD2aEhk3LZfdf9CoFbHH7kqCoM9?usp=sharinghttps://drive.google.com/drive/folders/1NX8yrjtoKw1l-Ns8F55YLl0-6YCdmOzu?usp=sharinghttps://drive.google.com/drive/folders/11fS-baxyA3s_XQVdIc9c3TckNQ9nTc9d?usp=sharingwww.reeducateme.plhttps://www.facebook.com/Re-Educate-Me-118804636529144https://www.youtube.com/watch?v=nzyHHG9JnsM&list=PLkU63YXTaYqaU9ubbxZUUhw6TPFMWxR0dhttps://www.youtube.com/watch?v=gBcERKc4ARk&list=PLkU63YXTaYqYJr0ze-E2ikY66_IewOfQ1https://www.reeducateme.pl/m%C3%B3j-projekthttps://www.salto-youth.net/tools/toolbox/tool/reeducateme.2936/"

In accordance with the framework for ET 2020 and Paris Declaration 2015 scools should recognize the need to develop their students’ critical thinking skills and digital literacy required to handle information and createnew resources so that they become informed citizens able to fully participate in all aspects of society after graduation and equaly recognize, analyse and reject any form of discrimination. Consequently, schools need to adjust their instruction to the students’ interests and to the constant digital changes. In their endeavour to keep up with the rapid technological changes mirrored in the nowadays society, schools are concerned about the amount of unselected information students are exposed to, but mainly overwhelmed by the impact media and digital media have upon students. As a follow-up to Europe’s Digital Agenda and of ET2020, the project‘s scope is to ensure media and digital literacy through critical thinking to high school students, aged 14-19, in 4 European schools from Romania, Bulgaria, Portugal and Malta, for a period of 2 years, based a cross curricular approach.The objectives of the project are:1)To offer teachers cross-curricular opportunities to exchange views, share methods and create useful teaching materials, incorporating ICT and allow them to become creators of a critical thinking framework to be applied into daily teaching, by designing 1 teaching guide2) To train 4 core teams of students to understand how digital and social media influence our lives, by identifying and sharing similarities & differences in the practices of different countries, using inquiry based learning and critical thinking for 2 years3) To develop cross-curricular civic and intercultural competences enhancing the learning responsibility of the students’ use of critical thinking regarding media information encountered, enabling them to discriminate between fake news and the authentic ones, between discriminatory messages, in order to reject manipulation, combining at least 3 school subjects4) To develop digital skills in creating media related content by using digital art for both students and teachers under the form of 1 e-magazine and 1 set of flashcards during the 24 months of project implementation.The methodology of the project uses blended activities for teachers and students in relation with real life issues: internet exploratory ones, a mixture of creative and real world activities, surveys and workshops, eTwinning couses and teaching resource creation.Without being exhaustive in reaching the objectives, 2 training activities for teachers and 2 learning activities for students are envisaged, stongly interconnected and dependant on each other, with the aim of linking media-critical thinking-digital media with the view of non-diacriminatory citizenship and educated acces to information.The expected results are, briefly: 1 survey in the 4 schools; 1 e-magazine for students( digital literacy and art); 1 teaching guide including concrete critical thinking materials applied to media and digital literacy;1 set of flashcards to be used into teaching, 1 webpage for the project; 4 workshops locally organised, etc.; intercultural skills, critical thinking skills, digital skills, collaboration and teamwork developed.All things considered, by developing students’ digital skills in a creative way, learning becomes meaningful and might be easily related to their future, helping perceiving the benefits of education towards goal-directedness and self-confidence.

"We believe that education is key for tackling the major socio-economic changes and problems Europe is facing. And in the same time, during last years the schools are searching for new methods to raise students' motivation for learning and to tackle school drop out. The Non-formal education and its methods can help schools to develop new aproaches and tools. Cultural heritage is a broad topic that can combine join afford and inspire teachers and youth workers to organize comon activities with students. Our shared cultural heritage is at the heart of the European way of life. It surrounds us in our towns and cities, natural landscapes and archaeological sites. Our project combines the methods from non-formal education, ICT, school subjects and cultural heritage in a new way. Our suggestion is, sometimes to change the place of the classroom and teaching all subject (including STEM) through cultural heritage, archaeological landmarks and real artefacts. To put emphasis on the team work, collaboration and non-formal methods. We think that Formal education needs new aproaches.The project topic is: ""Non Formal in Formal Education-Teaching Subjects Through Culture and ICT""Our objectives are:1) To develop innovative, ICT based, methodology for enhancing the intercultural competences and skills of both teachers and students;2) To emphasize the connection between cultural heritage, all school subjects and non formal education ;3) To stimulate collaboration between the participating countries through exchange of good practices;4) To strengthen the profile of the teacher's profession and thus increase motivation for lifelong learning;5) To encourage schools - youth organizations partnership.The project team consists of SIYB, Netherlands -coordinator (NGO in field of youths) and three schools in 3 EU countries: Bulgaria, Portugal and Turkey. But as larger target group the project includes organizations that operate in diverse socio-economic, cultural and educational contexts - experts from the Regional Museum of History in Vidin, the Istanbul Archaeological Museum, the 3D Art museum in Madeira , Portugal and Natural History Museum (Natuurhistorisch Museum) in Maastricht. SIYB will cooperate with United Word College International school in Maastricht and involves teachers and students from there also.The target group is made up of about 30 teachers and 50 youths/students. In addition, the project will reach about 100 teachers and youths from schools not involved in the project, stake-holders and the broader public. Other NGO in youth field also could have interest to schools-youth organisations partnership and to learn from our project.The structure of the project is based on five groups of interrelated activities. Special emphasis will be placed on non formal methods, interactive participation and use of ICT :1) Establishmen and developing of the partnership- online activities and two onsite Transnational Meetings; 2) Developmental activities: teachers and youth workers develop a methodology how to teach school subject through culture and ICT. Methods from non-formal education will be implemented in the lesson plans. Two Learning Teaching Training Activities, in Turkey and Bulgaria, are included;3) Implementation activities: testing of the ready lesson plans and non-formal methods at schools, . 4) Evaluation-questionairs, polls etc.;5) Activities for dissemination and sustainability The following outputs will be created during the project:- toolkit ""Museums and Archeological Landmarks as Classroom"" - printed and interactive online version. The tool kit will contain non-formal method descriptions, proforma lesson plans for teachers all subjects(including STEM), ICT, digital and online resources like (presentations, games, video tutorials, and apps);- interactive online map(ScribbleMap) to present more visual and interactive project partners and activities;- eTwinning project/TwinSpace containing project materials;- Facebook Page ""Non Formal in Formal Education-Teaching Subjects Trough Culture and ICT""- web page with all project products - YouTube channel with video tutorials.We consider the dissemination and the application of the project's results an important part of work. The scope of our project objectives is local, regional, national and European. Our project is aiming to enrich the teaching at school (Formal education) with methods from Non-formal education and to give ideas to the teachers how they could use museums as classrooms to teach STEAM subjects. We would like to spread the innovative teaching and learning practices proposed in our project beyond the partner schools through eTwinning platform- the largest school community in Europe.In the begining of the project the coordinator and the project team will draw up a Sustainability Plan with clearly defined actions and responsibilities. After the end of the EU funding, all partners will continue to be in contact."

"This project is Strategic Partnerships supporting exchange of good practices, School Exchange Partnerships. Four schools are partners in the project. 24 months duration of the project with extention because of COVID-19 All partner schools have students from different groups and are facing problem to integrate some of them. For better results we think that we have to change the method 'integration' with 'inclusion'. To know more about EU countries and know more about European cultural heritage is one of the ways we can follow at school. We have to use also methods from non-formal education. We want to raise students motivation to learn new things. We decided to show our students that our cultures and traditions are not so different. We started from the street game, that every child is playing with his friends. In our project we made researches to find the common in our games from the childhood, to find similarities in our traditions and holidays. Our inspiration for this came from one of our eTwinning projects. Our students have had the opportunity to attend students exchanges, to learn on-site about other cultures and to collaborate with the other students. This project have been carried out transnationaly because the issues are transnational. We, all partner schools, have seen that most of our students have similar questions, like: ""What is to be European or how to be European even you are not from Europe"". One of our partners is from small island far from Europe. That's why, we come together for this project. Students seen themselves as a part of a land without borders, that allows the achieving of cross-educational purposes: democratic citizenship, peace and legality. Durin the project, the students created books, games and movies. They developed their key competences. Now they work better in team, have better ICT and English skills. The main goal of the project was to improve 'classical' education of our students to 'inclusive' education by exploring European values and culture, and enhanced ICT and digital skills. The project objectives: 1. Enhance students understanding of European values - freedom, tolerance and non-discrimination, through collaboration and students exchanges. 2. To help for integration and social inclusion of all students and especially the students from minorities, migrant families and students meeting some obstacles. 3. Share and develop ideas and tools how to use the European cultural heritage to change 'classical' education to 'inclusive' education. 4. Enhance students' and teachers' ICT and digital skills . In the beginning of the project the partners started an eTwinning project. All outputs can be found in our public TwinSpace pages. ICT have been an important tool in our project. Our students created 4 main outputs: 1. A book ""Children Playing Outside""- descriptions of 15 street games(3 per country), with illustrations, movies(in online version) and comparison with similar games from the other countries 2. A collection Digital educational resources ""On the Trail of the European Cultural Heritage"" - a page in our public TwinSpace containing online games 3. Coloring book ""On the Trail of the European Cultural Heritage"". The drawings represent traditional holidays and artefacts of the project counties 4. A movie ""We are not so different"" Our main priority is the Social inclusion. All our objectives are linked with this priority. When students know more about the European values and cultures they will understand that they have a voice in getting decisions, they have to learn to live and collaborate with the others, and if we want to build a strong society we have to integrate also students from different groups. We can say that the social inclusion will ensure equal opportunities for all. Supporting schools to tackle early school leaving (ESL) and disadvantage is our 2nd priority. Social exclusion and poverty among some groups of young people in Europe have increased last years. The good education will help students to have successful realization in the future. The enhanced ICT skills will help students to build motivation and interest to be at school. All students like to play computer games. In our project the students will learn how to create online games. Social and educational value of European cultural heritage is our 3rd priority. The students have to have a feeling of belonging to a community and that we have common roots in many aspects of our cultures and traditions.Linked to our 2nd and 3rd objectives. We organized 2 students exchanges and 2 short term training events for teachers, project participants. We had online meetings and webinars, dissemination events, face-to-face activities. Our students visited the European parliament in Strasbourg and all 4 schools presented Bulgarian New year tradition 'survakane' at the main Strasbourg square. Our etwinning project will ensure the project sustainability."

"Education have the key role for the future success of todays pupils. The Europe 2020 Strategy calls for efforts to reduce number of school drop outs. According to Eurostat (2011), pupils with disabilities in the European Union were nearly three times as likely to leave education early. In Education 2030 Framework, Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”. The Inclusive education is already part of educational policy in EU. The idea of its philosophy is to orient the education to the individual needs of the student, and not vice versa - the student to adjust to school. Inclusive education allows students of all backgrounds, general and with special needs, to learn and grow side by side, in the same classroom, to the benefit of all. But are we, today's General Education Teachers, prepared to face Inclusion in the classroom? Last months, with the outbreak of Coronavirus being declared a pandemic by the World Health Organisation, people worldwide are facing a major challenge. The schools in EU are closed. The education sector is responding to quarantine with a sudden shift to online learning. But are we, both teachers and students, ready for that shift? Just as students are new to distance learning, most teachers are also novices in being distance coaches. The project aims the increasing of quality and the efficiency of teaching and learning by giving equal opportunities to all type of students, in mixed classes, implementing Inclusive education, eLearning and ICT.Participants: students 13-18 year old and teachers different subjects from 5 secondary schools in Bulgaria, Estonia, Portugal, Italy and Serbia. One of the project's added value is reaching pupils from special needs/disadvantaged groups in our schools and in other schools in our countries. The project objectives are:1)To give teachers the opportunities to collaborate and share methods to create guidelines and materials for Inclusive Education Framework, to apply it into daily teaching;2) To give teachers opportunity to collaborate to create guidelines and materials for eLearning at school;3) To train 5 teams of students to understand how e-platform and e-tools can differentiate learning process. To can identify and share similarities & differences in the practices of our countries in Inclusive education;4) To develop digital skills for both students and teachers, to create digital related content by using ICT. The project results are Quantitative: baseline survey in the 5 schools; publicTwinSpace; comic strip""We learn best when we learn together"" (students share real stories); teachers guide ""How to Transform General Education Materials into Inclusive Education Materials?""; toolkit ""e-Pedagogy for Distance Learning and for the Classroom""; A set of 5 video tutorials ""Three steps to build a truly inclusive classroom""; 5 local workshops; 4 online trainings; online discussion ""Three steps to build a truly inclusive classroom"" Qualitative: developed digital skills; better understanding the benefits of Inclusive education for students with and without disability/special needs; improved schools policies for inclusive education or unexpected vacation issue; developed teaching skills for Inclusive Classroom and Distance Learning. The methodology to be used in carrying out the project is in relation with real life issues and Intercultural education and includes blended activities for teachers and students like: researches; surveys and workshops; Forum theater; online and onsite trainings; eTwinning collaboration; teaching material creation; e-pedagogy; eAssessment tools creating; interactive methods and such from non-formal education, pear learning etc. We are planning 1 short-term joint staff training event for teachers and 3 short-term exchange of group of pupils for students. All LTTAs are designed as blended mobility, combined online mobility on TwinSpace (online traing or discussion) and Face2Face mobility at one of the partner schools.Tsar Simeon Veliki school created evaluation plan to evaluate the quality of project's activities and expected results. For monitoring and evaluation we will use Quantitative and Qualitative indicators. The project will have long-term benefits at any level: students, teachers, institution and other stakeholders. Some of the benefits are: Teachers will familiarise with new teaching methods for Inclusive classroom. Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity. They will know how to implement distance learning for period of time and what are the benefits of using eLearning tools to suport teaching and learning in the classroom.The goal and the objectives of our project are crucial for all schools nowadays. That is why we think that many schools could benefit from ourresearches and project outputs."