YouthopiaGO! is a logical sequal of our two former European projects. The first Comenius-project focused on Europe's troubled past, balancing between democracy and dictatorship. Students explained they were frightened by Europe’s problems, therefore in the second Erasmus+ project Youthtopia2020 they worked out a blueprint for the ideal Youthtopian city and presented it at the EP in Strasbourg. However, we should not stick to describing problems and politics only, but solve the problems and work on problems Europe is facing. It is time for action: YouthopiaGO! One of the main objectives is to deliver critical European students, able to deliver real life solutions for problems in the field of the refugee crisis, education, (healthy) ageing and sustainability and economy, not only on the European scale, but also locally in the places where they live. Also, we want to improve the level of teaching by introducing new didactical tools like scrumming and using a Talent Meter. The students also benefit; scrumming will help them to function better in a team and to succesfully finish projects. Further the Talent Meter will help to form stronger teams, based on talents. YouthopiaGO! consists of a trustworthy network of six schools already working together for years. All headmasters from participating schools have signed a Project Agreement Paper, showing their support to the new project. For good management, we have worked out a Working Agreement Doc and a Teachers Manual so that every school knows their tasks. Per school, we will select at least 4 ambassadors (14-17 years) to come to the Project Week. By bringing a new teacher to all PWs, we shall ensure that the project affects as many pupils as possible, since we expect them to promote and to integrate the project into their own lessons.In each phase, the common preparation of the different topics will be done by two appointed schools. On the first day of the PW there will be an International fair, where the different countries can present themselves. At the start of the meeting we will use keynote speakers and experts from companies or authorities to trigger the students interest for the topic they have to work on. Besides that, we will organise field trips and cultural visits. Based on their talents, students are divided in LABgroups to work on products they have to present at the end of the week at the closing event, in front of parents and other stakeholders of the project. The aim is to let the students work as independently as possible; at key moments of the project teachers give clear instructions, but most of the time teachers have a coaching role. For the local public, the students will perform a Dissemination Activity in the local city centre.In the first meeting in Bulgaria, students will briefly present their own school. After that, students shall reflect on nowadays issues regarding education. As Turkey plays an essential role in the European Refugee Crisis, it is therefore host of the second meeting about Social Inclusion. In this week, participants will get a better understanding of the circumstances and difficulties of this humanitarian crisis. Phase 3, will be held in France where we will address the topics (healthy) ageing and sustainability. Students will critically review their lifestyle habits, by examining their personal family life. In Spain (4th phase), within one week students will solve in groups an economical problem and develop a Start-Up using the business model canvas, available online. It will provide them with tools for the future European labour market. In the final meeting in NL we will focus entirely on Active Citizenship and combine the products to one clear Toolbox with practical solutions that we will offer and present to EMP's in Brussels.By focussing on real life cases, we will turn our students into active, responsible European citizens, capable of solving problems on a European scale, but also in their local community. Teachers and students will learn how to scrum in class and can form more efficient teams by using a talent meter. Within all schools, two appointed Youthopia- ambassadors will spread news of the project.By using scrumming, students will be more efficient in future groupwork, when working on big but also small projects. Also, the talent meter will give them a clear profile of their talents. In combination with the knowledge of the business model canvas, students are better prepared for the European labour market. Further, the more experienced teachers will teach the other teachers how to use these new didactical tools in their own lessons and how this could be a new way of teaching to future students. At the end of our project we shall share all the developed materials and a list of good practices on our website and eTwinning. The finale of the project will be the burial of a Timecapsule in which we bury the results of this project and that will be opened in 2040. (See annexes for more info)

•Context/background of the project;The project is a logical sequence of our former Erasmus+ project ‘’From different Pasts to a Common Future’’. After focussing on our different pasts we found out that our students had many questions about the European future. What will become of us? Will we still have a job? What will education be like? Will our European future be sustainable for our children? We decided to deal with these important questions in a new project; Youthtopia2020, in which we would come up with a European blueprint for future Europe, constructed bij our students!•Objectives;The main objective was for our students to develop basic and transversal skills.To let them see that the acquired knowledge makes sense. We wanted to acquire this goal by dealing with topics that really matter within Europe. Therefore, the main goal was to let the students (with the help of teachers) find solutions for the problems of future Europe. By using new and innovative matters we wanted to fill the gap between theory and the world they live in. Because students all have different capacities, we find it important to differentiate between the students and offer them different products to work on This implied another objective; the involved teachers should be able to work with all these new teaching methods, so during the project we had to train teachers on the job. Furthermore, we wanted to stimulate our students to become more active European citizens, being able to express themselves on a European scale and about topics that really count in future Europe. The communication with peers from other European countries is important in order to become more fluent in using the English language. After two years more than 2500 people will have been involved in this program. We also wanted to develop a consistent partnership with the participating schools. Therefore, each school also had to bring an extra teacher from the lower classes, in order to spread the European project in the different schools. The idea is to keep working together, also after Youthopia2020. • See 2.1 and 2.2 for the participating organisations;•Description of undertaken main activities;In the four meetings we undertook the following activities; -Information Markets in the hosting schools (instead of the presentations of the Culture Box at the first meeting)-Informal teachers meetings with other teachers (that did not participate in the project)-Students made the following products; video tutorials, a real maquette, but also a digital version of the ideal European city, a Wiki page, a glog, and Youtube-clips about the meetings. -The constitution of Youthtopia 2020, presented at the European Parliament in Strasbourg (See the Manifesto in the Annexes)-At the end of each meeting, students carried out a dissemination- activity in the local town, such as a flash mob or a dance, handing out leaflets of the project and talking to local inhabitants-On the job-training for students and teachers (how to work on the digital city, how to prepare a good blog, etc.)-Expert talks at every meeting -A cultural activity (such as visiting a museum, a city walk, etc)-A cultural party in or outside school (parents of host families bring home-made food and participating teachers and students eat and party together)-At the end of each meeting an evaluation was carried out between participating students and teachers. Purpose; project-evaluations, find points of improvement.-All products were shared via eTwinning, Facebook, the school websites and information letters within the schools. Also, after each meeting, students prepared a youthopia-corner wthin the school, showing photo’s and outcomes of the Youthopia2020-meetings•Results and impact attained; All 4th classes of the Montessori students in The Netherlands (approximately 230 in total) could choose to take part in the special Youthtopia2020- lessons. Also, during the meetings in Bulgaria, France, Spain and The Netherlands, an Information Market was set up in the different schools, where also other students and teachers from the hosting schools could talk to the participating students of Youthtopia2020 and share information about the project. In all hosting countries, local press wrote or transmitted about the project Youthtopia2020. •If relevant, longer-term benefits. The participating teachers have aquired new digital didactical tools in the field, such as working with educational games, the use of blogs and vlogs, digital newspaters, etcetera. Also, the students acquired these digital tools. In The Netherlands, Minecraft is now also used in the history lessons, where students learn how to construct a Greek or Roman city (and digitally walk through them). Furthermore, we also continued working together after the meetings. For example, the history teacher from The Netherlands worked together with the Turkish collegues in a special lesson serie about cultural differences.

"Main idea of the project is to create innovative pedagogical and teaching methods which will be based on digital technologies. The aim of our idea is to learn and encourage educators/teachers and students to collaborate and use technology in a creative and effective way. In present education systems in most of the EU countries, it is becoming very challenging for teachers to motivate students to learn the material presented in the classroom. Surveys made in the project partners secondary schools, in the phase of project idea development, just prove the well-known fact that students easily ""get bored"" by the academic content presented in formal education process. Traditional teaching methods are focused on providing facts; however, having access to and consuming a lot of information isn’t learning. Being informed isn’t the same as being educated. Virtual Reality (VR) can motivate students towards academic achievement. By using of VR technology, teachers can attract the attention of students to developed VR education material and make studying process exciting and more effective. VR is on the doorstep of education, and without a doubt, it’ll change the world as we know it. New school classrooms will be technologically advanced places of learning, with VR technology, that will allow significantly increasing of students’ engagement and learning. The present limits can be notified in the lack of necessary IT equipment, as well as lack of teachers skills in ability of the underlying technology to customise the material on such way that it can be easier to implement VR material as a part of the class curriculum. Main project objectives are to improve quality and attractiveness of education process in regions of Municipalities of Ludbreg, Croatia, Kocani, N. Macedonia, Limassol, Cyprus and Pazardzhik, Bulgaria by development and implementation of innovative VR based learning methodology; to increase secondary schools teachers’ and students' competences and skills in using of online available VR educational contents in everyday classes; to establish strategic partnership among different socio-economic types of organisations for increasing of quality level of education with implementing of the best practices and development of innovative education methods.The specific objectives of the planned activities will be: to develop own innovative ICT - based educational module with utilisation of VR technology; to improve students achievements in school subjects with help of VR educational technology; to improve students teamwork skills through the transnational competitive event in the frame of long-term teaching assignment; to establish transnational teacher's network by using of eTwinning networking modules and to create of a strategic Action plan for transnational cooperation in the field of education.Partnership include different types of organizations: Local government of Ludbreg (CRO), four secondary schools (Ludbreg, Pazardzik, Kocani and Limassol), two NGOs LAG Kocani (MK), and CSEG(BG) and SMEs (CRO and CYPRUS).Local public bodies and NGOs will prepare a document for development of strategic transnational partnership among local public bodies, schools and NGOs from four municipalities (Ludbreg, Kochani, Pazardzik and Limassol) for development of educational process by using of innovative ICT based methods and best practices. Teachers from schools will be trained for for using of and completing of the tasks for newly developed VR education module; also a number of students (436) in testing the education methods and to actually follow the course in full shape and content.Trainers (SME) will have responsibility to deal with preparation of education module and materials (Guidelines); NGOs will take over dissemination of project results, organisation and realisation of events and realisation of trainings.The main activities foreseen in the frame of the project are: management and coordination of the project; transnational meetings; theoretical and practical short term training events, long-term teaching assignments and short term exchange of groups of pupils; development of the intellectual outputs (Strategic document, Guidelines and education module); development and maintenance of project web-site; organisation of media publications and press releases for the project activities and results; preparation of presentations for final dissemination events.With realisation of project activities and dissemination of project results in front of local and national authorities that are dealing with education, project partners are expecting that impact of this project will be very positive and will lead to significant further efforts for increasing of implementation of ICT - based educational approaches in education process, as well as increasing of attention of authorities on possibility for “moving of” education activities beyond the classroom borders."