"The project has counted with the participation of schools in Germany, Greece, Italy and Spain. Each of the schools had some particular characteristics that have served to enrich the other schools.Carlo Schmid Oberschüle, has the ""Berliner Klima Schüle"" award that certifies schools that have a responsible management with the environment, also has international programs of cooperation for development.Protypo Gymnasio Zosimaia School is a center for high-skill students.Istituto Professional ""Federico II"" is a reference professional training school in the region and leads diverse collaboration projects with the University of Enna.IES Clara Campoamort has received the Honorable Mention of the innovation awards given by the GSD Foundation in collaboration with the Ministry of Education.The objective of the project has been to share the know-how of each school to work on the objectives of the Agenda 2030, which have served to achieve our great objective, which is to educate citizens who are aware of their needs and who are active entrepeneurs of the society in which they live.The project has involved a large number of students since many of the activities have been carried out in the classroom, with the whole of the group participating. However, in all the schools there has been a group of students who have been asked for extra work throughout the project. This group, which has participated in the mobilities, has been of 76 students in total. The age of the these students has been between 14 and 18 years. These students body has been selected for their motivation and involvement in the project.The Agenda 2030 includes global goals, adaptable to different environments and situations. Our intention has been to adopt multiple work strategies that allow us to approach more adequately the work of these objectives and the development of the competences of the participating students, that is why we have used different approaches and different methodologies to carry out the activities.In the work carried out within the class, all the students have participated and we have elaborated a didactic guide of the activity, relating it to the current curriculum and looking for a multidisciplinary approach. The evaluation has been done using rubrics.In order to involve the schools as a whole, some specific dates have been dedicated (such as women's day) to work in a monothematic way one of the goals. Likewise, seminars have been held with the participation of experts who have involved students from different classes.The mobilities of the project, have served to work, all toghether, 2 goals that were related with the surroundings of the host school.Finally, there has been an activity that has allowed a direct collaboration between the students of the participating schools. This activity consisted in the realization of an eco-audit in the schools, followed by the decision of measures and their implementation. In all the phases of the eco-audit, the students have interacted in international groups with various communication tools.The collaboration between the different schools has also been diverse. In the work within the subjects, the teachers of each center have carried out the activity according to their programming and curriculum, but there has been a communication with the teaching staff of the subject of the other schools, in such a way, the teachers have learned of the experience and, when it was considered, it has been adapted to the characterisitics of the school and the curriculum.The realization of days dedicated to an objective has allowed a previous communication between the schools to organize this day and by this way the teachers have shared ideas to work together. In this sense, we have also worked together in the activities proposed within the ""Global Goal Lessons"" (educational resources provided by the UN to work with the goals of the Agenda 2030).Finally, the eco-audit has made possible to experience the realization of an international project of real collaboration among students.Working in this way has allowed schools in general and students in particular, to actively work on the Agenda 2030, putting into operation the necessary skills and giving a practical framework to their training. On the other hand, the participating teachers have learned new methodologies to work properly on the competences.This learning will become part of the usual practice of the participating schools. Likewise, the eco-audit carried out will allow the participating schools to improve their ecological habits."

"Our daily bread is a man-made product and shaped by its specific regional context. It is used as a symbol in numerous traditions and religious rites. Bread is therefore something that connects us with and distinguishes us from other Europeans since it identifies us as people of a specific culture and geography. The topic of this project ""Our Daily Bread"" enabled students from 4 countries to work on different aspects of bread, such as its connection to agriculture, bread making professions, the science behind its making, its marketing and its various traditions.The project improved participating students' language skills and their intercultural competence as well as allowing them to participate in an open and tolerant European society. The encounter with young people from various cultural backgrounds was key in shaping this participation. The selected partners exemplified the heterogeneity of the European member states. This provided students with a different kind of learning experience than what they usually experience in a classroom. The project gave them insight into various jobs in order to improve their mobility in an increasingly international job market. It also helped them to gain valuable skills in digital communication since the project required a regular exchange of ideas, results and materials through digital channels in English, a language which wasn't any participants' first language.Overall, more than100 students took part in mobilities or were involved in their preparation and dissemination. A team of more than 20 teachers worked on the project in the various schools. Beyond that, a number of students, parents, teachers and external partners had the opportunity to work on aspects of the project in and outside of school. This included businesses, farmers, religious and cultural leaders and a local university. During an in person transnational project meeting at the beginning of the project, teachers were able to lay a good foundation for the work ahead. This was followed by a series of work phases in each school which were structured by the mobilities. Between them, each school prepared their thematic focus, planned for and evaluated the mobilities, kept in touch with their partner schools and produced results. Despite the different emphasis, all mobilities shared this key elements: - visits of non-school partners - intercultural learning - implementation of new methods of learning The participants' work on the project was shaped by the use of digital media so that these could be shared with a wider audience. The work on specific examples illuminated the various thematic aspects of the topic as the students met with bakers, chefs, food technicians, religious leaders or marketing experts. As a result of these experiences the students produced learning materials such as videos, articles and presentations. Despite occasional difficulties due to the lingua franca English, which participants spoke with varying degrees of competence, everyone was able to communicate respectfully and overcome differences to achieve a fruitful working relationship. On the project website (www.our-daily-bread.eu), we have published a selection of materials and results in English. Especially worth mentioning is the bread dictionary in all four participants' languages plus English. The final mobitlity and transnational teachers' meeting in Germany had to be cancelled due to the COVID19 pandemic, which also resulted in the cancellation of the bread festival of cultures, the intended culmination of all project work. This is also the reason why an in person preparation of the final report with all partners was not possible and why they instead had to coordinate efforts digitally, something made even more difficult by lockdowns and school closures. However, all participants tried to achieve most of the remaining aims in a digital format. At last, a final meeting of students and teachers from all partner schools took place in form of a video conference where recipes and presentations were shared. The project had a lasting effect on its participants, who had a chance to gain or renew a spirit of commitment to the European idea. It also got many students passionate for such a mundane topic as bread baking, with many of them still practising and sharing the skills they have aquired. For a large number of our students this was the first chance to work freely and creatively within a diverse group of people on a long term project without having to worry about their academic performance. Many of them, students and teachers alike, were able to form lasting friendships with their European partners. The opportunity to meet so many representatives from various professions has also helped students in make more informed career choices. The interest for European work and the Erasmus+ scheme has grown amongst our whole communities and the schools were able to strengthen their public profile."

Nearly 6 million young people are unemployed throughout the European Union – in some countries the number has risen to over 50%. At the same time, there are over 2 million vacancies, but employers cannot find suitable candidates, mainly because of a lack of qualifications. The European job market needs an increasing number of highly-skilled professionals and the chances for young people to find a job depend not only on the quality of their school education but also on a variety of competences such as the ability to work on their own initiative, the willingness to perform on a high quality level, self-confidence and the readiness for lifelong learning. However, the young people’s world of today is often shaped by a materialistic way of life and the uncritical consumption of new media which leads to a rather passive attitude. In the project ‘Power up! Get active for your future’ we aim to encourage and enable these youngsters to employ their self-initiative and commitment as well as to recognize their personal skills and competences in order to build their professional future. To reach this aim, we will, on the one hand, have to motivate the pupils to lead an active life with greater awareness and, on the other hand, offer them a variety of impulses to translate their personal skills into their professional future. Our project team consists of five schools. The “Collège Louis Pergaud“ in France is a model for the integration of a positive food-culture into modern schools. The “IES Clara Campoamor” in Spain is especially strong in teaching subjects such as mathematics, technology and science. The “Colegiul National Ionita Asan” in Romania is engaged in increasing the quality of school education. Innovative teaching methods are a crucial component of the curriculum at the “Experimental Zosimaia Junior High School” in Greece. The “Realschule Uetze” in Germany promotes cooperative forms of teaching and learning in order to increase pupils’ activity and is highly engaged in the preparation of its pupils for their further education and professional training. The results of the project activities will be summarized and published in a multimedia e-book that will consist of two main parts: ‘Power up!’ and ‘Get active for your future’. The main aim of the first part, ‘Power Up!’, is to rise pupils’ awareness for a more responsible and active lifestyle. Their habits concerning food, physical activity and the use of media will be surveyed and evaluated. Furthermore, there will be a video about the value of nutrients and a powerpoint-presentation about eating disorders and the connection between physical exercise and the psyche. The pupils will create a brochure about a well-balanced diet and a fitness-recipe-book for youngsters. During a workshop, they will perform in their own cooking-show which will be published as a video. Well-balanced healthy meals such as a healthy breakfast will also be prepared. As examples for possible physical exercise, pupils will do a dance project, go climbing, try different grassroot sports and other playful activities. They will also make a video clip about the benefits and dangers of digital media and present different games as an alternative to uncritical media consumption. The part ‘Get active for your future’ will deal with different ideas how pupils can build and shape their future careers. The pupils will take part in a discussion with the MEP Bernd Lange, present the various possibilities how schools prepare their pupils for their careers, do research on selected companies of their regions and present company profiles in a podcast complemented by a picture gallery. In addition to this, pupils will write a CV and a letter of application according to European standards. They will practice job-interviews in English with support by a coach and document them on video clips. As we are planning to visit different companies as a part of our teaching and learning activities, the pupils will be offered an insight into the various possibilities of the European job market. Finally, the pupils will work out their optimal ‘work-life-balance’ and experience different methods of dealing with stress. One concrete example will include the use of music. By this project, the youngsters will realize that they can influence their future career prospects directly by developing a responsible and active lifestyle. The various impulses to prepare them for the challenges of the European job market will expand their spectrum of career opportunities and encourage creativity in shaping their individual futures. The cooperation with pupils from other nations will lead to a better understanding of different cultures and their mutual appreciation. The communication in English will increase the linguistic competence of the participating pupils. Furthermore, the thematic work will increase reading and writing skills and the purposeful use of New Media will lead to a greater professionalization.

Today’s school graduates must be able to adapt to ongoing change in many aspects of their lives. For most young people career-life planning will not be a matter of making one major decision and living with it for a lifetime. The educators should accept this situation. Their key question “What do you want to be in your future life?” should be replaced by the other one “What skills and competences do you need to be competitive in the labour market in the definite area of your interests?” If students leave school being unaware of their skills and unaware of their competences that our century looks for, they will be unprepared for the challenges of society and workforce. This challenging present situation at 6 project partner schools united them in working on the idea of the project – how can we organize the education process at school effectively and help young people to improve their skills and competences for their further working pathway. The project is the challenge both for teachers and students. During the project preparation stage all schools have done the SWOT analysis. It turned out that all schools need to find the best way how to develop the adults of tomorrow. The schools need to broadens their borders and integrate all possibilities of their local communes in their education process. Bringing the real world in the classroom or taking pupils out of the classroom will motivate them to develop their skills and competences. It will not only broaden the borders of the school but also broaden the horizon both for teachers and students to realize the offered possibilities outside the school premises for development of their skills and competences. By sharing experience, the project partners could find new ideas and ways how to do that. Each school has a definite input in career-education but as all borders of the EU countries are opened for young people it is worth to compare the skills and competences needed for them in the EU context. The overall aim of the project is to highlight possibilities of development students’ skills and possibilities outside school premises and disseminate the best practices. That will be the way how to raise both pupils and teachers’ competences and find the effective way of collaboration. The project is pupils centred and we would like to address pupils with different interests and challenges. During the project activities both teachers and students are encouraged to turn academic knowledge into the practical ones. The local communes could be of great help. All these activities are highly practical and based upon participants’ practical experience of coping with real life situations or problems. The project will run for two years and are split into 6 modules. We feel that dividing the main aim of the project into 6 topics gives the project a clear and well-defined frame which will help us structure our activities well and allow for the pupils with different interests get the most of the project. While doing job shadowing and volunteer work, summarizing experience of the representatives of the inherited industries, interviewing entrepreneurs and students with experience of studying abroad, examining the requested skills and competences of the 21st job market – the project participants will see the vast area of possibilities of improving their skills and competences outside the school premises. As a result of implementation of this project the students will have an individual portfolio which will serve as a starting point in the development of their employability competence. Besides, the teachers will find out of using these possibilities in their everyday work. As the final product will be the summary of possibilities of the development of students’ skills and competences outside the school premises for their further working life it will be of great help for the teachers at all project partners schools. The project could be the spring board how career advisors could elaborate system of co-operating with the subject teachers in students’ career education.All in all, the title of the project “Do, develop, donate” reflects the idea of the project in the best way – while you are at school you should do everything by using all possibilities to develop your skills and competences to donate to the development of the society in your further working pathway.

"The idea of the “70 Y.E.H” project was born under the acceptance of how few things students know about European History, about the process of European unification and the reasons that led to it. We strongly believe that in times of crisis such as we are experiencing in recent years, it is crucial to cultivate the “shared memory”, to enhance the faith of young people to common European values and to promote discussion on issues regarding our common future as European citizens. This project was designed to contribute to the improvement of all participants’ knowledge of European History and to provide them the opportunity to develop critical thinking on issues concerning E.U. Motivated by the above considerations, eight upper secondary schools of different types (general education, vocational, theological and private) were joined in order to accomplish the following aims:1. Learn more about the historic events that took place in Europe after the end of World War II2. Find out how these events effected on the artistic evolution in painting, literature, cinema and music3. Connect the historic events with the scientific and technological development of the European countries by that time4. Find out the reasons that made the creation of the E.U necessary5. Cultivate skills in searching and using information critically6. Introduce new methods and teaching tools with a European dimension within school education by exchanging teaching practices7. Expand digital competences of both students and school education staff8. Stimulate the curiosity of students9. Contribute to the increase and deepening of knowledge, aiming to achieve better performances10. Foster the spirit of cooperation between people from different cultures and contribute to the removal of existing geographic, national and ideological borders in the school environment11. Cause reflection and debate on issues about E.U and our common future in it12. Promote the development of a common European consciousness and identity and contribute to students' development into active European citizens.The “70 Y.E.H” project lasted 2 years and Greece was the coordinating country. A great number of participants (students, teachers, administrative and educational staff from all partner schools, parents, members of the Education Offices and Municipal Councils, as well as members of the academic and the local community) was involved in it, through a variety of activities. The project included activities at both local and transnational level, designed to achieve the realization of its objectives and the delivery of the final products. These activities aimed to strengthen cooperation among partner schools by exchanging of practices and to promote the development and the implementation of innovative teaching methods.Local activities included: information research, workshops, debates in classroom, interactive classes, webinars on the web2.0 tools, lectures, on line conferences, presentations, informative seminars, study visits to museums /art centers /scientific laboratories, meetings among members of the local teams, competitions, song festivals, exhibitions and dissemination activities.The transnational activities (a total of six) combined short-term exchange of groups of students and short-term joint staff training events and included: attending courses, participating in presentations/ debates/interactive lessons/ exhibitions/ festivals, carrying out researches and studies and visiting monuments of historical interest, art galleries, museums etc.There were also, two transnational meetings (at the beginning of each project year) among History, English and ICT teachers of the schools’ local teams for coordinating and management purposes.Almost all the final products of the project are available in both digital and printed form. Among them there are: a collection of work and evaluation sheets, a historical guide, a vocabulary booklet, a film file, a board game, an application for mobile phones, two albums, timelines and the official project’s blog.The ""70 Y.E.H"" project had a great impact on students by offering them a different education prospective, discovering new ways of learning and achieving greater cognitive development by cultivating most of the ""21st century skills"" like critical thinking, research skills, team work, ICT competences etc. At the same time it equiped teachers with new tools for interdisciplinary teaching for courses like History, Art and Science and helped them to introduce a European dimension in the classroom. An overall ambition of our partnership was to contribute to the improvement of knowledge and dissemination of the culture and history of the European people."