In 2006 the EU recognised Digital Competence (DC) as one of the 8 key competences along with literacy and basic skills in science and maths. DC should not be confused with ICT skills rather the ability to apply ICT in a creative and/or critical way. This could be at home, in education, in social interaction, education and the world of work. There are 3 participating countries. Led by a local authority in each country, primary and secondary schools have been given the opportunity to participate. This project aims to upskill young people to prepare them for the world of work but also aims to offer targeted professional development opportunities for teachers and prepare them fully for the classroom and their own professional advancement. Coupled with this we aim to upskill parents and members of the wider community by actively involving them in the planned activities. We aim to meet the individual needs of participating countries whilst ensuring EU priorities are met.The European Commission Digital Competence in Practice document highlights that digital competence requires understanding in a number of fields. Digital Competence Frameworks around Europe have adopted these areas and through this project we will discover practical ways of implementation. The DC fields of focus are: Information management -Collaboration -Communication and sharing -Creation of content & knowledge -Ethics & Responsibility -Evaluation & Problem solving -Technical operations Each participating country has identified its own needs. Our digital frameworks offer guidance as to how one might develop a focused digital approach to education, this project will allow education authorities and schools the opportunity to unpick the theory and put it into practice, trialling methodology with young people at the fore.

Art Nouveau-Art Renouveau: at the turn of the 19th and 20th Centuries a common artistic movement spread across Europe from the Atlantic Ocean to the Black Sea. Drawing on the philosophical and historical contexts of the Art Nouveau movement, participants learned about our shared European heritage and its local, national and international accents. Through developing an understanding of the beauty and function of design, students applied their knowledge to the creative process and made their own works of art. An emphasis on using recycled materials and the natural form reinforced the theory of sustainability in this project. The objectives of this project were to make young people aware of their joint European heritage and to foster a greater awareness of European citizenship. Emphasis was placed on the development of digital skills, linguistic competence, entrepreneurship and the creative process. The development of soft skills was important with young people learning how to live and work together in a multilingual and multinational environment. Six schools from six countries took part in this project: Bulgaria, France, Germany, Romania, Slovenia and the UK (Scotland). The group includes a wide variety of educational establishments: public and private schools; schools with a religious affiliation and with none; schools for children from 3-18 and those with a narrower age range; day schools and some with boarding facilities; schools with pupils from a wide range of socio-economic backgrounds; schools with pupils with support needs; city schools and semi-rural schools. Art Nouveau was an important movement in these six countries and during the project, participants worked together and discovered common threads and local interpretations of the style. In particular, they learned of the interconnectivity of design and philosophy across Europe in the years leading up to the outbreak of WW1.The main activities fell into two groups: activities undertaken during the school year and those completed during TLAs. Each year, pupils studied elements of the Art Nouveau movement in their own area. They studied Art Nouveau through printed and web-based materials and visited areas of interest. When possible, pupils visited art exhibitions, e.g. Klimt in Paris, Mucha in Glasgow, The Nature of Art Nouveau in Ljubljana. These visits and discussions with experts formed an important part of the preparation for the Town Trails. In their schools, participants undertook a number of creative workshops and produced works for sale at charity events and Christmas fairs. This gave pupils an insight into entrepreneurship and encouraged them to contribute to charities.Each TLA had a specific theme related to Art Nouveau-Art Renouveau. These are described fully in the relevant section of this report. In Scotland, the natural world was to the fore. In Germany, participants learned about Jugendstil architecture in the industrial context and in Ljubljana, the use of new materials and design in the reconstruction of the city after the 1905 earthquake were examined. In Bulgaria and Romania pupils learned that Art Nouveau arrived later. For most participants, a highlight of the project was the chance to work with experienced film producers in France. Students learned about film-making and featured in a short documentary about the French Erasmus mobility. The results of this project are qualitative and quantitative. At the end of each TLA, students presented their work in a final exhibition and during the last TLA, a digital exhibition showed the results of three years’ work. Town Trails are available through local tourist offices and on the web for use by young visitors to the project countries. The homepage provides a comprehensive picture of the work undertaken during TLAs and projects the student voice. The questionnaire confirms the positive impact of the project on pupils’ understanding of Art Nouveau. During the project, participants improved their competences in literacy, numeracy and digital skills. Improvements in soft skills were noted with pupils gaining confidence in their use of other languages, in interpersonal skills and in self-confidence. As one participant said ‘If I can dance in front of strangers at the Eiffel Tower, I can do anything!’ The improvement in soft skills is to the longer-term benefit of participants. Some students revised their future study plans based on their Erasmus experience by choosing to study a creative subject at university, by applying to study at a university abroad or by applying for courses which include an Erasmus year abroad. Pupils set up their own WhatsApp group and are in regular contact with each other. A ‘post-Erasmus’ group meeting organised for Sept 2017 in Paris is testament to the strength of the friendships forged during this project. We believe that the young people who have benefited from this project have an enhanced understanding of their roles as young Europeans today.

For centuries, the Earth was thought to be at the centre of the universe. Today’s science now believes that everywhere is the centre of the universe and that it is, in fact, constantly expanding. The universe is, therefore, larger than it was when we started this project three years ago. Whatever your beliefs may be, astronomy is at the centre of everything. It poses the biggest of questions which have fascinated humans throughout history. Where do we come from? Who are we? How can astronomy help us to answer these questions? How can we persuade young people to look to the stars for inspiration? How can we use astronomy to foster a love of maths and science and deepen understanding? These are the questions we asked at the start of this project. Astronomy is a science discipline which changes rapidly, just look at everything we discovered between 2017 and 2020 which is recorded on the project’s Facebook page. Recording events as they happened has brought home to young people that scientific knowledge evolves and develops quickly and has helped them to prepare for life in a rapidly changing world. Through our multidisciplinary approach, we demystified some 'hard' science to make it accessible to a much wider audience.The main objectives of our project were to harness our pupils’ curiosity about the ‘big’ astronomy and physics questions and to use this to improve the delivery of science courses in our schools whilst developing a range of materials and expertise that we could share with colleagues across Europe and beyond. We helped young people understand the relationship between astronomy and other sciences and gave them skills required to develop their knowledge in their future studies. Through working with young people from other countries, linguistic competence, communication skills, cultural understanding and respect for their own culture and that of others were fostered amongst the participants. They gained an enhanced awareness of our shared European history and a sense of themselves as European citizens as well as developing an awareness of the interpretation of astronomical matters in other cultures by working with a partner school in India. Students and staff from nine schools from nine countries (Bulgaria, France, Germany, Macedonia, Portugal, Romania, Slovenia and the United Kingdom – and India as guest partners) took part in this project. A total of approximately 8000 young people were exposed to the Erasmus experience through activities held in their schools, either as working directly with the project or in cascade events. Within each school, a core team of Erasmus pupils ambassadors and teachers led the work. Activities included pupils from the age range of 3-18, multi-age and multi-stage activities encouraged them to mix with each other.The holistic approach to the project meant that activities suited to all ages, stages and learning needs were offered. High level activities in astronomy and astrophysics were aimed at advanced students and these provided challenge for those intending to pursue their interest in astrophysics at university. Introductory activities for the youngest included the use of telescopes and star gazing. A group of severely autistic children were involved in the project through art therapy. Music, Art, Maths, Literature, Geography, History and Language departments included learning and teaching activities on the theme of astronomy in their programmes. Collaborative work and classroom learning took place. A mixed methodology approach was used. Wherever practicable, hand-on experiential learning was favoured. Working in international groups was encouraged as was the role of older students as workshop leaders and as mentors to younger pupils. The tangible results of the project include a project website, a Facebook page, a project TwinSpace on eTwinning and three smaller eTwinning projects based on astronomy and an online dictionary. We have produced a bank of learning and teaching resources and lesson plans and a range of spin-off outcomes from galaxy scarves to board games, embroidery to animated films. The impact of the project on pupils has been clear. Several have now decided to study astrophysics at university and some have decided to study abroad in one of the project’s partner countries. Language and communication skills have improved and pupils have greater confidence in new and challenging situations. Friendships have been cemented. Project activities have featured as examples of good practice in Erasmus+ publications, in the press, on radio and on television. The longer term impact of the project will only become apparent in due course as our astrophysicists and their Eurostronomia friends develop their skills further at university and in the workplace. One participant has attended NASA space school. Will her dream of being the first astronaut on Mars be realised? Erasmus+ encouraged participants to pursue their dreams and reach for the stars.

Using the opportunity offered by the Erasmus+ Programme, the strategic partnership Robotics ON provided the highschool students with the opportunity to increase their skills in STEM, to be science and technology leaders by getting engaged in exciting mentor-based programs that build science, engineering and technology skills. The „Robotics ON” project goal was to increase the number of experienced young programmers in the partner communities and the number of students enrolled in further ICT education in the context of the internationalised labour market. In this respect, 2 theoretical schools from Romania and Lithuania, 2 VET schools from Hungary and Italy and 2 Romanian NGO from private companies, addressed a major challenge and undertook the responsibility to provide their students with digital and entrepreneurial skills they need to succeed in life after graduation. In this regard, until the end of the project, the 84 students from the target group: - have developed digital and entrepreneurial competences relevant for personal development and for further education and/or career;-have increased autonomy regarding personal and professional development, being peer-counsellors, members of a non-formal educational group- Robotics Club, competitors in ICT/ programming/ robotics field; -have developed capacity to adapt, promote innovation and exploit the potential of technologies and digital content, within Robotic Clubs, by creating at least one robot/ school, to solve a problem identified by themselves.The target group of the project comprises students interested in using ICTs and designing and creating robots, which will boost their personal development and enhance their employability. These students benefited from specific training in communication, teamwork related project management, critical thinking, creative problem solving, robotics coding and driving. In this regard, the learning activities were conducted by very competitive trainers from the IT private companies, considering them to be more connected to the business environment and the challenges and needs of the IT market.The most motivated and competitive among ICT passionate students took part of the Robotics Club in their school. In each school, after each STEGP, students worked together as peer-counselors and creators of digital resources/robots, autonomously using their achievements, identifying institutional needs which can become solutions to their own projects. Within Robotics Club workshops, students developed strategies, identified and distributed roles and responsibilities, developed and promoted ideas and projects for their school/ communities and, finally, they created more than one robot/ school. During the project implementation, the following types of activities have been carried out: project management activities (3 transnational meetings; planning, monitoring, evaluating, promoting, disseminating, reporting activities), activities related to the intellectual outputs (elaborating, testing, implementing and improving), 4 STEGPs (learning activities) and 2 multiplier events.Two intellectual outputs were developed within the partnership: O1- curriculum Robotics ON, and O2 - e-learning web application. The O1 modules/ O2 sections are: -Communication, Coordination, Teamwork related to System Project Management; -Critical thinking, creative problem solving; -Computer programming; -Robotics coding and driving. The curriculum modules are available on www.roboticson.eu, in English, Romanian, Lithuanian, Hungarian and Italian.At the end of this experience, 84 students were certified with the Europass Mobility after attending the learning activities. They became more creative and responsible in using ICT in both school and non-school contexts and also more responsible regarding career decisions, global citizens connected to their communities. The project results, experience and outputs were disseminated inside the partner organizations, in the local community (to teachers and students from other schools in town/region, representatives from school inspectorates, universities, local authorities, private medium) and also in the wider lifelong learning community, to people in charge of European programmes and other schools or institutions involved in the educational field. The impact of implementing the project envisages the participant students, teachers, the local community and the partner organizations. All the project interventions, through their synergic effects, prepared the students for ICT competitions, to ensure the student's succeed in life after graduation and as an effect to improve schools’ capacity to respond to the changes, strengthening institutional capacity through the exchange of best practices and experience with the partners.

Since 2000 the EU has been reporting on the growing problem of school conflict and violence. At that time, efforts to tackle this were new and innovative. However, now it is crucial because despite attempts to stem the flow, conflict, sometimes violent conflict, is becoming more commonplace in schools. It is recognised that schools need to develop multi-sectoral strategies for dealing with the problem, which include consideration of children’s rights and open discussion. This project aims to meet these needs whilst putting young people at the heart of plans and negotiations.Peace Education is a key element of delivering peaceful schools and the Sustainable Development Goals more broadly (with particular relevance to SDG 4.7 and SDG 16). Across Europe and the wider world, there are concerns about a divided society (https://www.bbc.co.uk/news/world-europe-43760959) and increases in populism (https://www.statista.com/topics/3291/right-wing-populism-in-the-european-union/) which threaten liberal values. The quality of public debate and discussion is often polarised (https://www.ispionline.it/it/pubblicazione/polarization-online-public-debate-23150). In school contexts, violence remains at stubbonly high levels (e.g. https://www.sciencedirect.com/science/article/abs/pii/S0927537112000966In; https://en.unesco.org/news/release-new-report-school-violence-and-bullying-europe); considering these factors, high quality and contextualised Peace Education initiatives that young people, teachers and the wider school community can identify with can build empathy, cooperation and mutual respect across school communities and beyond. Moreover, such schemes also develop life and employability skills (http://www.qcea.org/wp-content/uploads/2019/01/Peace-Education-report.pdf).Through teaching and training events, multiplier events and the creation of 4 intellectual outputs, this project will improve and embed whole-school peace education schemes in the partner regions (https://www.peacefulschools.org.uk/research-evidence-base), enhancing them through international exchange (at the pupil, school and partner levels); embedding relevant and contextual peace histories; linking peace to other global issues and improving existing schemes and others by establishing the elements that create a successful scheme through a robust collection of evidence and review of impact. This ultimately will contribute to more globally responsible citizens, peaceful schools and societies. The resources created through this project will create a lasting legacy so future teachers and schools can embed the approaches, and the evidence gathered can be used to continue to make the case for peace education as a valuable part of learning, and towards creating a more peaceful and sustainable world.The IOs include:- Policy and research paper- Toolkit- Teacher Training and Handbook- EvaluationExpected impacts are school leaders who are able to embed effective peace education in their schools. Teachers who are confident and skilled to deliver and measure pupil-led peace schemes. Learners who have empathy, respect and develop cooperation and critical thinking skills; they are empowered to create more peaceful schools and communities. And schools and communities that are more peaceful and cooperative.