"Our project ""Take a chance"" lasted 2 years, 4 semesters, in which we dealt with 4 areas: student motivation, reading comprehension, active methods in teaching science and social competence, which supported our schools in preventing early school leaving.As part of the project, 2 trainings for teachers, 3 meetings of pupils and 4 meetings of coordinators were carried out.The assumed goals were:For teachers- strengthening their professional profile through participation in training: ""Professional teachers' burnout and motivation of students"", ""Modern teaching methods, using IT tools"",- expanding competences in the field of European project management, in preparing documentation, time and human resources management,- deepening the level of knowledge during the exchange of experience- increase motivation to learn foreign languages and self-improvement,- getting intercultural experience,- deepening communication skills.For pupils- increase of motivation to learn- improvement of teaching results- improving their skills in 4 key areas- increase of faith in their own abilities as well as commitment to performed tasks.- breaking the language barrier and appreciating the importance of knowing foreign languages- deepening of intercultural competences: openness, tolerance and acceptance- skills to work in international groupsFor schools- deepening knowledge in the field of European project management, financial planning and management,- enriching the didactic base with new solutions- raising the prestige of schools in the local communityThe project involved schools from Poland, Greece and Portugal, from areas struggling with socio-economic problemsOur schools play an important role in social and cultural life in our regions. We shared common goals: prevention of early school leaving, willingness to continue learning, openness to other cultures. Schools participating in the project have many years of experience in running European projects.During the project, the following activities were carried out:workshops for teachers in Greece were organized - ""Teachers' burnout and student motivation to learn"" and in Portugal - ""Active methods in science teaching"".Thanks to these trainings, teachers gained knowledge about coping with occupational burnout, ways of motivating students to learn and using active methods during classes. Based on the acquired knowledge, they prepared training for teachers in individual schools and workshops for students.Teachers enriched their workshop with new active methods (experiments). This knowledge helped them motivate students to learn, develop their social skills, learn their logical and critical thinking.Three of the students' meetings took place in Portugal, Poland and Greece, during which the students had the opportunity to learn informally, because learning is not only a school. This allowed students to develop language skills, break the language barrier, become more open to different cultures and tolerance, their self-esteem was increased During these meetings, students took part in workshops during which they worked in international groups implementing tasks resulting from the subject of the project.There were 4 meetings of the coordinators during which the most important principles of cooperation, ways of implementing project tasks, financial management as well as evaluation and dissemination of the project were discussed.The project prepared a number of information materials that enabled dissemination and promotion of the project results.For this purpose, the Twinspace platform is used, the blog project websites of participating school and leading authorities, as well as traditional methods of promotion in the form of posters, leaflets, information at meetings, meetings, articles in the press, interviews.Each of the partners was involved in the dissemination of the project in their country - dissemination conferences took place, which met with great interest of the local community and teachers from the neighboring schools were invited, and the information materials were prepared in the appropriate language of the partner country.The project implementation also influenced the promotion of schools in the region. The developed materials that are the results of the project have been published on publicly available platforms, and links to them are posted on the websites of our schools so that they can be downloaded and used by other educational institutionsThanks to the very high activity of teachers who engaged in the implementation of this project, we can say that they noticed the benefits of this kind of experience.Each of the schools can see only positive sides from the implementation of this project, we will certainly cooperate with each other in the future. Teachers taking part in this project gained motivation to acquire knowledge and have already written new projects."

"In ""Schools on the Move"" project our prior aim is to provide awareness of much healthier lifesytles in in terms of nutritional management, balanced diet,gastronomy, and sport activities for our schools and environment. Our motto is developing, applying good practices for healthy life at schools by experiencing. As young people are becoming more obese or overweight because of malnutrition and sedentary life styles all over the world and Europe this project is very essential for our students to understand the importance of healthy life style by balanced diet, and sports activities. Overweight and obesity are defined as abnormal /excessive fat accumulation that presents a risk to health. They are major risk factors for a number of chronic diseases, like diabetes, cardiovascular diseases and cancer. Acording to the surveys at least 2.8 million people each year die ( apart from considering the 2019 EU year of Rare Diseases) as a result of obesity.In Turkey the situation is also getting serious. 13,7% men and 20,9 % women in Turkey are obese. In total rate is 17%. According to the Health Ministry’s National Nutrition and Health Survey 1 out of every 5 people in Turkey are obese. We did the same survey with participant countries , we took their ranking of obesity according to the WHO and their national surveys. The results are worrying for all the participant countries taking place in the project.This project involving (TR, GR, PT, RO, ) aims to improve and promote students’ awareness towards healthier lifestyle by taking into account of eating habits and sports activities. As fast food is eaten widely all across Europe and other countries especially by the teanagers and leading sedentary and lazy lives and getting more unfit, more obese, and with an increasing tendency to become ill. In this project our prior aim is to promote healthier lifestyle by understanding nourisment information and healthy dishes for young people in every partner school. In this way each school will will gain information and experience of healthy life style from the experiences during the project and afterwards.School canteens will also adjust their foods and menus according to the project results. Students will analyse the nutrition facts about the food that they are eating, build up healthier alternatives based on their shared national favorites. While the project is ongoing they will photograph, describe and present in e book of national dishes and sport. The studentswill discover international fitness-circle based on the favorite sports/fitness exercises of the participating countries and students. The newly created exercises and their presentation in photos and descriptions created by their age group (book) and on the web shall get students interested in starting exercising."

"The facilities and opportunities the technology has provided have become an indispensable part of daily life. We are living in a period of time in that a life without technology can’t even be imagined. Technology is a driving force in today’s evolving professions and education in every field and has caused serious changes in very different areas of life, mainly in commerce, communication, transportation and banking. It is unthinkable to assume that education system was not affected, and remained insensitive to these changes and transformations taking part in different levels of society. We can meet the need of an individual for knowledge, increase the efficiency in teaching and learning activities and present teaching and learning alternatives according to individual differences. Thus, learning can be facilitated, enriched and improved by using technology. From this perspective, all four vocational high schools came together as having the same concerns in finance and accounting field.We all aimed modernizing the already taken route in our education. The coordinator school was Bayrakli Vocational and Technical Anatolian High School from İzmir,Turkey. The stakeholders were Profesionalna gimnaziya po ikonomika ""Aleko Konstantinov"" from Bulgaria ,Istituto di Istruzione Cesare Beccaria from Italy and 4EPAL KAVALAS from Greece. We utilized the learning management system MOODLE in our schools (www.ka2compass.com) as an e-learning system composed of many layers to complement the face-to-face education and developed a mobile application called “E-Count Your English” to improve the vocational English level of the students.Our mobile application consists of 1000 vocabulary items including common phrases in Accounting English. It can be uploaded free in any android device. The project covered two transnational meetings and four learning teaching training mobilities,two for the students and two for the teachers.Teachers had training about the MOODLE system and Web 2.0 tools to use it the lessons whereas the students had training about creating the Wikispaces and had part in testing the mobile application “E-Count your English”. The project also had a multiplier event in Turkey to publicize the output,moodle.A seminar was held in İzmir about how to facilitate the teaching and learning activities in Vocational Schools using learning management system Moodle and mobile application(s). The methodology consisted of management, control,innovation, monitoring, evaluation, certification, dissemination activities. During the project the students competence of foreign language,technology usage, positive attitude towards the European projects and European values increased."

This project includes five secondary schools from GR,IT,FR,DE,PL. It had involved pupils aged between 14-20.The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach the goal of inclusion we have proposed new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.During the two years of the project we have worked on the 4 issues that the project group defined and discussed as the goal to overcome the limit school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs) After analysis wascarried out in five schools by taking observation of the teachers’ view, taking consultant teachers’ ideas into account, applying a basic survey which evaluated those four obstacles.The strategies and methods we applied which we agreed upon embody plenty of ideas which has been a real alternative to solve these four problems.Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes has been discussed by all the partners and has been transferred to one another. During the period of 2 years the 5 strategies have been applied and evaluated. We hope that the positive results we have reached during the two years of project will encourage the partners to continue to use these strategies and methods at their schools.We worked on the definite innovative strategies to provide the knowledge and skills that students will need to succeed in a new global world rather than the traditional model still practised at most schools. We studied the following five strategies:GR -Cooperative LearningIT-Peer TutoringFr - Student-Led PerformancesDE-Project Based LearningPL - Physical Fitness Programs -Beyond SportsAchieved results :-promoting the inclusion of excluded students, those lacking basic skills, with risk of dropping out and/or with fewer opportunities by helping to promote their integration into the mainstream education and society.- applying new strategies for overcoming social exclusion, lack of basic skills and school drop out- adopting new methods aimed at the social and emotional development of children as students with special educational needs .- giving teachers different methods of education and sharing good practices- finally creating a practical guideNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: The project has put excluded students at the centre of our attention, so 250 in tota had actively taken part in the project activities. Approximately 1200 students/teenagers have been indirectly involved.Teachers/Adults: teams of 5 teachers in each partner organisation have been involved so 25 altogether take an active part in the project. There was an English teacher and a Maths teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults were indirectly involved.Administrative staff: The head teacher/chairman and a deputy head have taken part in the project, approximately 36 administrative staff were indirectly affected.Families: The number of the family members were 300 and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for an international evening.Local community: Local community including local press, municipality, directorate of national education and PTA have helped to disseminate the project to a wider community.RESULTS AND IMPACTSThroughout our project the five partners aimed at creating both short-term and long-term tangible and intangible results and achieving the biggest possible impact on future projects and policy processes such as:- leading students to overcome lack of self-esteem,-setting up the project website in order to provide continuous access to the general information of the project activities, progress and results,- writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results,- arranging communication, and cognitive skills of students at risk,-cultivating effective partnerships between trainers,educators, and community organizations.The project has been managed in a very good way before the pandemic but after that a lot of things changed. First of all it was impossible to held the last meeting in Poland. We asked for a 12 month extension for the project hoping that the pandemic wouldl overcome but al least we had to hold the last meeting in a virtual way.. The French team didn't take part in this meeting as the P.E. teacher was left alone and the students were half at school and half at home, so it was impossible for him to find participants. Furthermore we had to face some communication problems with German team as they have undertaken lots of changes over the last two years, all the teachers and the headmaster have changed leaving the new contact person ( who is now working in another school) without instructions and the outcomes both of the meetings and school activities..

This project included five secondary schools from GR,IT,BG,DE,TR with the pupils aged between 12-18. The project focused on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we practiced in new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. Our application referred to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent the school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic survey which evaluates those four obstacles. We came to the following conclusions: in DE, it seems they had no problem with 1 and 3 but they needed to increase the level of basic skills and help some students who had problems with number 4. Other schools had problems mainly with number 4 obstacle. In Greek and Italian schools, “lack of social inclusion and basic skills ” of the students were seen as the most important problems which prevent students from adapting an academic success. In Turkish and Bulgarian schools “lack of basic skills, lack of parental support, lack of socio-economic needs” stands for the first reason for failure. Besides, each school had different good practices in their school curriculum . They observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes discussed by all the partners and transferred to one another. At the end of 2 year time, 5 strategies had been applied and evaluated. According to the observation and results of success the partners continuing to use those strategies and methods at their schools. OBJECTIVES -to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out -to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practices NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project took excluded students in the centre, so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers directly affected. Teachers/Adults: there was teams of 5 teachers at each partner organization so 30 in total took an active part in the project. There was a teacher of English, Math’s Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults indirectly affected. Administrative staff: The head teacher/chairman and a deputy head took part in the project, approximately 36 administrative staff will be indirectly affected. Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA helped to disseminated the project to a wider community. RESULTS AND IMPACTSThrough our project the five partners created both short-term and long-term tangible and intangible results and achieved the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.