In this age of social media, students often post images of themselves online and comment on the posts made by others. There is often no real thinking behind this and the anonymity of the internet makes for a safe place for writing offensive and discriminatory comments without any comeback or notions of what effects these comments have on the intended target. The ideas of image and identity fit in with this issue; how are we seen by others in this day and age, and how can an understanding of (older) artwork help us contextualise this? What behavioural norms should we adhere to when we are online? However, it is not only online that we see increasingly harsh and extreme opinions being freely given. In real life we also see the rise of far-right, extremist political parties and there is a general consensus that ideas and points of view are becoming more outspoken and polarised throughout the world.In this exchange programme, roughly sixty 12 to 16-year-old, secondary-school students from the Netherlands and the UK work together with their exchange partners on a number of different activities addressing the issues of fundamental human rights. What are they? Why are they important? And, how do they conflict with each other? The students record an interview with each other relaying their thoughts and feelings about a visit to Anne Frank’s House, which are posted online, viewed by and commented upon by their peers. The students work on flyers which give information about and support a particular human right. These flyers are exhibited at school and at local libraries which are open to the wider public.The students also attend lessons at school about portraits and parallels are drawn between these and selfies in contemporary society. These lessons prepare them for a workshop at the Fitzwilliam museum in Cambridge in which students learn what the image says about the identity of the person portrayed. Modern day versions of the portraits are recreated at school and pupils are guided so that they can describe what these images say about them. A similar exercise takes place on the return visit in the Netherlands at the Kröller Müller museum, but with more focus on the impressionist portraits of Vincent van Gogh. The students are able to describe the main attributes of the paintings on view and write a motivation as to which painting is their favourite and why. They also need to take a selfie in the style of Vincent van Gogh. The pictures taken will be exhibited along with their motivations at school and they will also be posted on an internal social media page.Any comments that the students make in response to products, video and pictures which are posted on an internal social media page, need to follow the guidelines on online behaviour that they themselves have formulated after participating in a workshop about safety online.In this project, the students learn the importance of fundamental human rights, can state what their online images say about them as a person, and become competent in the use of a number of digital competencies. In terms of the curriculum, the image and identity lesson, and the selfie lesson developed in this programme will form an integral part of the art curriculum for forthcoming first-year classes at all participating school as we feel that this is such important topic for contemporary teenagers. Extending the online behaviour workshop to all first-year classes as a supplement to their tutor group lessons (NL) and social studies lessons (UK) is something that we will be looking at and is a distinct possibility.Participation in the exchange programme plays an important role in the international identity and profile of each of the schools, although at different levels. For Anna van Rijn, this programme is an essential part of their bilingual education programme and adds to the international character of the school. For Bottisham, gaining the International School Award is an aim for the school and an Erasmus project would help us to achieve this aim. Having the award would help accredit the school’s international work and would enrich student learning by embedding learning opportunities within the curriculum. For Bottisham, participation in an Erasmus Project would enhance their opportunities to continue to network with partner schools enabling the college to provide enriching opportunities to extend students learning through an exchange programme. Witchford would like to supplement their modern foreign language trips and exchanges by offering a cultural exchange to an increasing number of pupils.

The main objective of the project was to decrease the school dropout rate in the partner countries with a holistic approach by developing education program for students, online inventory tools for teachers and students and increasing the teachers’ competences related to preventing school dropout and making contribution to the related measure around Europe. Early school leaving or Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as hidden school dropout. On Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. To prevent school dropout Council recommends: Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils. Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. In addition, extra-curricular activities after and outside school, and artistic, cultural and sport activities can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning. Second target group were teachers who can be more successful by increasing their competences on school dropout and awareness on it through professional solutions than individual solutions, and they need practical tools to detect the students who are at the risk of hidden or apparent dropout, and they need to know how they can handle the situation of the dropout and what are the innovative methods to prevent it. Third target group were the students who are at the risk of school dropout, who need better quality of learning process and conditions. The factors that influence their drop out should be defined and eliminated and their relation with the school should be improved. Through this project we aimed to develop competence framework on school dropout for teachers, to develop test for defining teachers’ competences related to the school dropout and to transfer the test to online platform, to develop course materials and to develop trainings for teachers, to develop inventories about school dropout tendency among students and to transfer the inventories for school dropout tendency to online platform and to develop education programs for students at the risk of dropout. Eight partners were involved in the project from the Netherlands, Turkey, Slovenia and Turkey, 2 partners per partner country. Except Turkey, all partners are from EU member countries. As above mentioned school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aimed to develop international tools, materials and programs which can be used in any EU countries. This necessitates project to be carried out transnationally.By taking into account all these statistics, project team was really motivated to contribute for overcoming school drop-out problem but the established partneship lasted only ten months. During this ten months we had the opportunity to organize two transnational project meetings. The first one was in Almere, Netherlands and the second one was in Konya, Turkey. During these meetings necessary plannings were made for certain period of time and partners discussed the project activites and required contributions which they would give. As project partners we organized 5 skype skype meetings the minutes of these meetings are attached to the report as separate documents. Moreover, during this period of time we were able to finalize IO1 and finished almost half of the IO2 those documents are attached to the report as attachments.Because of the fact that Coordinating organization had to leave the project, unfortunately we weren't able to complete initially planned project tasks.