"The project ""Learning from science to a young people with fewer opportunities: towards inclusive education"" referred to as TIE Project, the purpose was to put YWFO at the heart of the project through the exchange of good practices between teaching colleagues from the different partner institutions with the implementation of project pedagogies involving different subjects in the different and with the aim of enabling many young people to meet, exchange, on different themes. In order to put this project in place, a thematic week prepared by the CRF in Rome was set up from the beginning of the project. This mobility dedicated to the different teachers and staff of the partner institutions brought together more than 35 teachers and administrative staff who were able to benefit from the training provided by the CRF and the different partners on the topic “How to manage the inclusion and mobilization of youth with fewer opportunities in their school learning.” Then the learner mobility was put in place. This first mobility (called C3) which took place in Greece in Thessaloniki had the theme «chemistry in health». It was an opportunity for 35 learners, including ¾ of YWFO (11 with disorders), to exchange on the topic in question. It was an opportunity for many young people to realize the value of knowing how to speak a living language other than the native language in order to be able to exchange. The next mobility, C4, took place in France and had the theme «chemistry in wine and cheese». It was also an opportunity for 35 learners, including ¾ of YWFO (11 with disorders) to exchange and carry out practical sessions in European pairs on acido-basic titration on milk, looking for the presence of antibiotics on the same matrix and counting the flora. The last staff training in Palermo in November 2019, was an opportunity to explain the different reverse classroom techniques that can be implemented, and the tools used in this pedagogical practice for more than 30 teachers and administrative staff from the partner institutions of the project. The mobility of learners that took place in Sofia in February 2020, named in the C5 project, brought together more than 35 learners, including ¾ of YWFO (10 with disorders). The theme of this mobility was chemistry in water, which enabled the participants to exchange views on this subject and to carry out practical work sessions on the calcium hardness of different waters brought by the various partner institutions.The C6 mobility, which had the health and safety theme in the laboratory, was scheduled to take place in Rome in April 2020, however the COVID-19 pandemic and the various plant and border closures prevented its realization. Thus, in December 2020, and through the ZOOM platform, virtual mobility could be implemented. The students who had been able to meet and prepare explanatory videos on the theme shared them via a YouTube channel dedicated solely to the «Tie Project Channel» project. French learners had decided, long before the COVID crisis, to produce a humorous English video on the theme. The students of Rome were given exceptional permission to meet and make the video while respecting the barrier gestures.The young Bulgarians put together a powerpoint from the photos they had taken during their practical sessions. This was more complicated for young Sicilians and young Greeks who had not been able to return to their schools since April 2020. But all of them were present on ZOOM, (more than 60 people ) to meet and exchange on the topic, but especially on what COVID had changed in their lives.The C7 and C8 mobilities could not be realized because of the mandatory confinement for the different partner institutions and the management of the distance courses for many young learners who already have difficulties in the classical school follow-up and a fortiori this made teaching complicated in the distant."

Educational scientists have been trying to develop new techniques, methods and material since the very beginning of teaching and training as formally and informally for students. The methods and techniques have started to change as student oriented that is compatible with students' needs in the last 10 years from teacher oriented. While the time has been changing along with the technology, even the fun methods and techniques away from ICT has started to fade away both amongst the students and teachers. We as 6 partner countries (Turkey, Italy, Greece, Portugal, Lithuanian, Bulgaria) active in the field of vocational education decided to develop the social media tools that we already use and get better results by cooperation and sharing our knowledges and skills with this project. We all are vocational secondary school that have students aged between 14-19. The reason why we all are vocational school is that our students’ motivation level towards the lessons as Maths, Literature and Foreign Language is lower than the other type of schools' students when compared. That's why we decided to reorganise these lessons by cooperating amongst us and developing new ways to spice up our lessons and raise our students’ motivation, knowledge and skills level. Another reason why we want to run this project is to raise the knowledges and skills of our teachers that has to be compatible with new generation. As we all know to stay away from social media and its tools is not much possible if you are living in a modern environment and these tools have already been started to integrate into all our lives including almost every field of life from private life to work, economy and politics. The new generation also love to pass their time in these platforms and that's why we decided to use these tools to raise the motivation and knowledge level of our students with the tools that they already love to use every moment of their lives.In this project we organised 2 students ltt activity and 2 staff ltt activity and home activities to address our needs. The first ltt will take place in Turkey for 5 days with the participation of 20 teachers working on preparing a social media e-guide regarding how to integrate popular social media tools into our lessons to improve the Maths, Literature and foreign language skills and knowledge of our students. 2nd ltt will take place in Italy for 5 days with the participation of 15 students from all participant schools. Students will attend the Maths, Literature and Foreign language classes together enhanced with social media tools and study collaboratively then create an e-list describing the classes with or without social media tools. 3rd ltt will take place in Portugal for 5 days with the participation of 15 Maths, Literature and Foreign Language teachers to let them improve their professional skills and knowledges. They will work collaboratively for 5 days to learn the ways to develop themselves as professionals and raise their professional profiles. 4th ltt activity will take place in Lithuanian for 5 days with the participation of 15 students from all partners. Students will work collaboratively and discuss the pros and cons of social media and create a ''safe use of social media e-guide'' for their peers.With this project we aim to get these results:1) Increase our students motivation level so that to address their underachievement in Maths, Literature and Foreign Language lessons. 2) Improve the profile of our teachers by letting them to have chance to work on new educational tools. 3) Enhance the educational service that our schools provide for their students. 4) Change the bad image of social media and show people that these tools can be turned into a very practical and fun educational tool if we learn how to use and integrate them in classes.

"The partnership has consisted of a general secondary school situated in a working-class neighbourhood of Tarragona (Spain) with a high rate of immigrant students, a much bigger secondary school of Barcelos (Portugal) and a Vocational Secondary Education High School specialized in technical studies such as Computer Science, Food technology or Health and Welfare. Despite their different profiles, our schools shared the same concern about teenagers’ demotivation leading to school drop-out. Moreover, the financial crisis, which affected our countries in a specially hard way, made many teenagers’ believe that further studies were not worthwhile since work-prospects were lacking. In addition, their demotivation towards school, caused by their lack of self-confidence, was the cause of their unhealthy lifestyle. Many of our teenagers preferred staying at home playing videogames than hanging around with their friends, going for a walk, doing sport or staying active. However, this sedentariness was not providing them with any relaxation or feeling of fulfilment either. To make things worse, they did not care about their nutritional habits and the consumption of junk food, energetic soft drinks, etc. We thought that defeating young people’s demotivation could only happen by enhancing their self-esteem and autonomy. Therefore, the project aimed at providing them with a wide range of tools and skills which might be useful life-long, either for their personal, academic or working life. First, it was by showing them how healthy habits can contribute to a better mind-set, relaxation and to improve the way they relate to others, be fitter, get better academic results. But before that, they needed to find out what a healthy lifestyle actually implied, namely a wholesome diet, physical activity but also a mature control of the emotions and a clever choice of leisure activities which helped to stay mentally and/or physically active. Understanding this helped them to know which changes needed to be made to attain certain aims. Activities dealing with food habits ranged from general to specific and aimed at providing them with knowledge about human nutrition, learning to read and interpret food labels, getting to know food locally produced and learning to cook traditional recipes based on those native ingredients. Moreover, they learnt about the advantages of local production/consumption and the meaning of “Protected Designation of Origin” marks. This way, students have learnt the value of local produces and the work of producers in their home territories and also got to know those from the partner cities.Throughout the project’s lifespan students have also approached an enormous range of sports The aim was to make them realize that physical activity can be fun and that everybody can find a way of exercising which suits its needs and tastes(e.g. tae-kwon-do, capoeira, Zumba, surfing, kayaking, Pilates, stretching). During exchanges, partners have invited each other to try those sports popular in their communities. At home, each school has organised the so-called Get Fit sessions, that is, different activities to foster active leisure after school among students, their families and other locals .There have also been activities intended to offer them an alternative way of spending their free-time which did not implied using new technologies. Thanks to ""Fit in the Street"" activities, they have learnt that it is possible to disconnect from every-day stress and have fun while contributing to mental or physical fitness with activities like parkour, hiking, street dance, etc. But they have discovered that sometimes going back to the roots and revisiting tradition can be exciting as well. Learning to dance the partners’ folk dances, to play traditional games from each country, etc. has been an opportunity to join culture and active leisure. Besides this, students have also become acquainted with quieter cultural activities and learnt to practice mindfulness though art or cooking. All in all, after two years of international cooperation, participants have not just strengthened their bonds to the community they live in through the organization of open events, the common work with local stakeholders or the promotion of local produces abroad. They have also got to know different cultures, shared experiences with fellow students, used English as the common language and also developed curiosity for the languages spoken in the partner countries. These achievements have made them aware of their actual capabilities and thus, increased their self-esteem remarkably. Now they feel proud of themselves and confident enough as to help other students and undertake further personal and academic projects. Teachers have exchanged their know-how and improved their teaching practices. Partner schools have opened to Europe, developed their internationalization strategies while stablished as quality educational institutions within their own cities."

"“We volunteer” is a project based on developing active citizenship by involving the community and encouraging students to be a change in the European community, making awareness of the benefits of cooperation and skills in working with others and common challenges and the positive impact all volunteering actions and encouring schools and young people to volunteer in their communities.This project intends to develop volunteering competences among European students as well as creating a common sense of European Citizenship based on understanding and being tolerant towards the difference between cultures, people and religions.Besides,We Volunteer!"" will serve to raise awareness about the value and importance of volunteering and promote students’ volunteering activities throughout 2015-2017 among the partner schools. Our partnership consists of Turkey, Portugal, Romania, Italy, Greece, Poland and Spain. All the partner schools were chosen among our previous Comenius project.The particating organizations aims at reinforcing cooperation between communities and schools.We aim at making the community aware of the problem and to actively take part in the solution. In the different stage of the Project we will have the participation of stakeholders, especially voluntary organizations and local authorities of each school.They will play an important role in international meeting,research,thematic visits,trainings and organizing community events to raise awareness on volunteering.The education policy of the project will address to increase entrepreneurship and leadership skills ; to develop transversal skills such as multilangualism,digital skills and innonative students-centred pedegogical approaches; to contribute the attainment of young people particularly, those at the risk of early school leaving and with low basic skills by increasing school motivation, understanding the importance of personal responsibility, focusing on meaningful learning.All activities were designed to achieve the objectives of the project having in mind the need to develop entrepreneurship and leadership skills (making research,video recording,organizing voluntary days,voluntary projects for e-volunteer bank, local campaign) ICT skills (facebook,youtube,twinspace,e-volunteer bank,Stop motion film, Podcast, Audio story book for visually impaired children,Tv shot about Project,Photoshop workshop ( preparing bookmarks/postcards),Posters on volunteering “endangered animals)citizenship (Preparing Animal shelter for birds and other animals,-Celebrating “World Earth Day” by cleaning the forest,Planting trees “Erasmus plus trees “Mini Olympic 2015 “Run for Olimpic values”Charity days,Inter cultural day-charity sales, Volutary days) linguistic (all tasks will be performed in English) and European cultural dimension and European İdentity(transnational meeting,cultural performance of the schools,culture,traditions..)Monitoring and evaluation are indispensible tools of project managements to assess the queality of the activities selected and of the results expected. In order to ensure the quality of the project, partners are expected to know about how to manage a project.In this project, all of the coordinators are experienced on project managements and want to work together again thanks to managing well, collobrating efficiently and group harmony.Project coordinator (Turkey)coordinated a lot of e-twinning project,two school partnership projects ,2 youth project and joined EU project managements trainings both in Netherland (organized by Quarter mediation) and Turkey ( by Turkish NA).Portugese and Romanian partners have degrees in Managements of Educational Training and Administration and coordinated a wide range of projects such as youth,Grundtving,Comenius,Erasmus+. Other partners have also a long experience in particiating life long learning European projects.Motivation and qualification of the partners will quarantee the quality of the project.Activities,distribution of the tasks , dates of the meetings were defined clearly and all together during the extra workshop in Poland so that the results will be achieved on time and to the budget.Monitoring and evaluation will be used in the continuous process of assesing the progress made towards stated objectives, so that the gaps between the original project planband the actual achievements can be identified and corrected.Because our project is based on open cooperation between all partners, we will work on dissemination work package under Poland and Italy coordination.The Italian and Polish partner will be responsible with making of a dissemination portfolio and monitoring of the realized dissemination activities.Visibility and sustainability of the project will be assured by all the dissemination activities such as project newspapers,facebookpage,e volunteer bank,project presentations in local,regional,national, or European events even ıf three years of the project end up."

The subject of the project is the inadequacy of career planning for disadvantaged upper secondary school students between the ages of 15-18. Career planning level questionnaire that we carried out at our school, feedback from graduates, indecisiveness in the selection of school department, have led us to identify low career optimism in our students. Occupational interests during adolescence become apparent during secondary school. So we, for socio-economically oriented low-profile students, aimed at providing an effective guidance for a successful career path, innovative teaching conditions in accordance with the contemporary, European education models.Our participants are from Turkey, Italy, Greece, Bulgaria, and Poland 15-18 aged 80 students, and 10 teachers.Our project aims primarily for the students to acquire basic knowledge and equipment for preparing themselves for professional life on similar conditions to their peers in EU countries. We care very much about the career planning in the upper secondary school and we support their involvement in those who love their work within the framework of their interest, curiosity and talents. We aim at our students who are aware of their creative,innovative talents and skills to broaden their professional orientation through intercultural dialogue.We hope to increase their motivation of learning second and even third foreign languages that the global world needs, so that all the career gateways of information societies can be opened.We aim our students who are confronted with their unrealistic hidden expectations with the help of right professional preferences to participate consciously in the domestic and EU labor market. By increasing information and communication technologies, media literacy levels of our students, we aim our students to realize the positive contribution of the internet to career development except the use of it for games and conversation. We expect that the students who see the contribution of the career planning process to the personal development within the school will be more likely to have more school achievement and less negative deviations and early school leaving.At the same time, our project aims our teachers' reconstruction of their career guidance knowledge and acquire new skills. In addition, parents who are influential in career planning are targeted to raise awareness in this regard. Our project activities provide a systematic career planning package training program for positive reflection of the target group and stakeholders.Our activities include questionnaires, interviews, conferences,workshops, panels and seminars, film-slide shows for project purposes. In addition, process of career planning and presentation of professions boards, posters, field surveys, learning by doing activities, peer learning workshops and participation in lectures in universities, occupational observation activities will be included. In coordination with our partners, interviews with public and private sector officials, intensive interactive meetings with social media and local media channels, photograph exhibitions, career days activities where academics and business people who have been successful in their careers meet with students will be organized.We will also use discussion, brainstorming, and observation techniques using measurement tools such as questionnaire for statistical results, including virtual collaborations based on active and interactive learning.All the activities we will undertake with our partners will provide positive contributions to the academic, social and psychological equipment that will primarily remove the uncertainties in our students' career planning. These contributions in the short term will bring out their interests, expectations and career values, so they will bring discipline to work towards goals for a more successful future.Our students who step into the direction of global citizen identity development will feel the need to add overseas experiences in their careers through intercultural interactions thanks to our project.We are expecting that in the long run it will help employability and reduce young unemployment rates within the EU 2020 targets. We and our partners, who have developed an effective career management understanding, are anticipating that we will accelerate our corporate strategic development by bringing the EU opportunities to low-profile youth with low socio-economic levels so that will provide equal opportunity in education.