This project dealt with the problems recognized by all the partner schools involved,which were treated in the international surroundings,through the exchange of good practice and experience. Those problems were related to the poor levelsome pupils were exposed to the various forms of discrimination, peer pressure or bullying,prejudice of the ambience,which made them to stop participating actively in the school and social life,even to achieve poor results in school. The purpose of this project was to provide the conditions for quality education for all pupils. The theme of the project presented in all project activities which we wanted the all participants to become encouraging tolerance,suppression of discrimination, prejudice and bullying, as well as the civic rights, including migrant crisis. The aim of the project was to upgrade the development of the awareness of the tolerance,respecting diversity,importance of suppressing the discrimination and prejudice.The metodology improvement was conducted through the experience and good practice exchange between the international partners, and also through firm bonding of the educational and pedagogical component,as well as through focusing on pupils and encouraging them on solving problems,argumentative dialogue within school,local communitiy, even in multicultural surroundings.The target groups were : project activities,aged 10-18,whose learning results were average or below,72 teachers participated in project activities and conducted the designed teaching methods,all the pupils and teachers of partner, schools who were informed ;early school leaving encouraged to more tolerance, suppression of discrimination and prejudice,at the same time were aware of the importance of education in this process.The mobility activities were organized.The participants were the pupils, teachers accompanying pupils as well as the teachers who participated in the educational process of the hosting school.This direct cooperation between the pupils from the different countries represented very encouraging educational and pedagogical method and environment in which the literacy level was raised far above the basic reading and writing skills due to the boosting of communication skills,the use of foreign language, recognising the differences.This cooperation also enabled participants to perceive the problems of discrimination or bullying in other countries,and the ways of dealing with them.Teachers developed and improved their skills and their working methods.We summarized the content of our project in this way ;Changing country of world people because of the reasons such as war, disaster , political , social , economic and education especially children who need to go to school. (At the age of school). Our aim was to reduce bad effect to minimum.We aimed to increase common values such as (tolerance , human and children rights , democracy , ethnic and universal values) among world people at back plan.1. Our aim was to make their integration easier to host country’s culture , country they immigrated to live2. To solve adaptation problem so that they can go on their education3. To decrease the number of students who leave school.With the help of questionaries, we understood the values that were beginning point between countries and people and we defined common fields. We worked together at education and added universal values to education and also social life. For that reason giving suggestions to shareholders and people, presentation activities and creating distinguishably were base of our project.It was mentioned about people who were unjustly treated- their pole and life stories.1. To define problems between host country’s people and source country.2. Individual integration problems.3. Point of view host country’s people.4. Increasing ways of dialogues among people.We thought these works were useful in a long term work.1. Due increased between settled and migratory and they began to adapt each other with understanding.2. Common worth/ common values which everybody accepted between people were defined.3. Appearing ethnic values in universal values increased.4. For people who migrated to host country it was source in order to form education modal at adaptation and support to country’s culture and economy.5. Preparing ground for education of settled and migratory about adaptation, language and common values.At the end of this project, the disagreement among people and countries decreased and a healthy, habitable, permanence dialogue began.

"The topic of our project is to reduce the amount of wastes in the environment and our schools and to investigate the causes of throwing so much garbage .And to raise awareness of the need to reduce the amount of wastes that we throw away and to provide to recycle or reuse the wastes. For this purpose, we started to prepare a project because we had wondered what other countries were doing in these issues. Some schools from Portugal, Poland, Italy, Macedonia and Sweden joined us to share their ideas for this project. The common feature of these schools was that they were either eco-schools or they had worked in the national or international areas before. Especially the Swedish school ""Backegårdsskolane"" had ""environmental school certificate"" in Gotheburg . In this project, we worked with students from 10-15 years old.At the beginning of the project, all partner countries formed their school's trash map and prepared surveys on the formation and collection of these garbage. The goal was to find answers to the questions about what kinds of trashes were accumulated in schools and how they were accumulated .And also to collect these garbage, separate and to provide to recycle them. For this reason, eco teams of students were established in the schools. As a result of the evaluation of the questionnaire, the team students regularly checked the classrooms and gave them some marks for the criterias that we determined before. As a result, the cleanest classes were selected and these students were rewarded. Thus , the amount of waste in the classroom was reduced and the clean environment awareness of the students was increased. The collected garbages were used for different purposes in different courses during two years, different designs were made. the products were exhibited to all the students of the school and to other schools. At the same time, different groups of teachers and students often visited the city's recycling centers and made some presentations about the recycling.Students interviewed with people of different ages and social groups and tried to understand people's level of consciousness on recycling. These interviews were evaluated and as a result, each country wrote a script to make a short-length film. Best screenplay was chosen at the meeting in Turkey and was filmed by every country for Swedish meeting. Also each school wrote short stories about recycling and the best story was awarded in Sweden. During two years, experts made informative presentations on recycling at schools.At the end of two years we noticed that the waste in the trash cans we put in to separate the garbage into different parts of the schools was seriously reduced and they were separated. In the interviews we made at the end of the project, the students and the parents said they separated all their garbages and reused some of them. In this way, we raised the environmental awareness of our students ,parents and teachers. Thus they realized the importance of separating the garbages."

<< Background >>A number of studies and EU reports have highlighted the need for Science, Technology, Engineering, and Mathematics (STEM) professionals in near future for sustainable growth and development. However, despite the need for STEM jobs, the reports and studies also indicated that the young learners do not want to pursue a career in STEM fields. Similarly, in the mentioned reports and research, we are facing global issues which are connected to the lack of STEM specialists. The global issues such as pollution and climate change that we have to face are complex problems, and the solution of these problems needs interdisciplinary knowledge and skills.Developing and increasing an understanding and taking action against the environmental problems and climate change are more needed than reading them from the textbooks. The students know that we should save our planet and that climate change is a vital problem for our world, but almost all of them do nothing to reduce their carbon footprint. Thus, the main aim of this project is to develop STEM-related skills and competencies for our children through STEM activities-inspired environments. In line with the aim of the project, our partnership is focused on developing students' skills and academic success in STEM disciplines while enabling them to create STEM solutions for environmental issues and to fight against climate change. As emphasised in the programme guide and the European Green Deal Communication, our schools have a key role for a successful transition to become climate-neutral by 2050. The project is also focused on developing our students' skills and awareness of environmental sustainability through designed STEM activities. Thanks to this project not only our students, but also the whole school community including parents will be aware of how individual consumption, habits, and lifestyle affects the environment and climate change. European Commission aims to strengthen “basic skills” and “key competencies” in EU member states for sustainable development and educational growth. In line with this strategy, regardless of the background and abilities of the children, we aim to improve our children’s “basic skills” as literacy, numeracy, science, and technology and “key competencies” such as knowledge, skills, and attitudes that will help learners to find personal fulfillment and, later in life, find work and take part in society. The project is not only aimed to develop key competencies, but also 21st-century skills, such as critical thinking, cooperation, communication, creativity, adaptability, and media literacy, which are vital for individuals.The problems such as climate change, pollution, poverty, epidemic diseases that have arisen in the 21st century are becoming increasingly complex. Therefore, these complex problems can be solved by individuals with 21st-century skills and interdisciplinary thinking. As a result, with this project, we aim for our students to have the competence to solve these complex problems.<< Objectives >>In recent years, STEM education as an educational approach has come dramatically to the forefront in many countries, as in the EU. Apart from meeting the increasing need for engineers and scientists for economical growth, the STEM education approach offers important opportunities for educators and learners. One of the opportunities is to develop STEM activities by using environmental issues and climate change in real-world settings. STEM education can help students to develop their key competencies, systems-oriented thinking skills as well as empathy towards environmental problems in these learning environments. Students can collect data through observations in a natural environment and analyse it to identify problems and research the solutions for the problems through engineering design. Moreover, they can develop solutions and test them, and share the solutions with their peers as well. According to the needs analysis we conducted in our schools, our science and mathematics teachers think that our students' level of success in this field is insufficient. Supporting this, our students’ results of local and national exams of science and mathematics are lower compared to other subjects. In addition, they do not enjoy learning from a textbook inside the school walls, so we should carry out the learning activities outside of the school walls. For this reason, we believe that STEAM education can be a solution to make science and mathematics lessons more meaningful, enjoyable for our students and improve students' achievement in this field. Also, developing environment-inspired STEM activities can support green initiatives and a sustainable future in general, positively. In this context, the main aim of this project is to develop STEM-related skills and competencies for our children through STEM activities-inspired environment. In line with the main of the project, specific objectives of the project are following: Students;-improving attitudes and interest STEM disciplines and STEM career -raising awareness and pursue taking action against environmental problems and climate change (“take the future in your hands”)-developing key competencies and transversal skills through STEM application (megatrends of the world today)-improving and expanding their understanding of STEM.- increasing STEM literacy, supporting lifelong interest and participation in STEM -improving communication skills while working in an international team (development of sustainable cross-border cooperation.)Teachers- educational leaders:-developing professional skills to practice new learning approaches in order to facilitate an innovative learning approach in their lessons (future skills)-exploring formative students' assessment methods for STEM education outcomes-developing communication skills in a foreign language while exchanging good practices-improving organisational skills by implementing seminars, dissemination and LTTA’sParents-İncreasing awareness of environmental issues and climate change-Reducing carbon footprints at least -Contributing recycling at their home and work<< Implementation >>-The STEM Education activities which are designed in an environmental context: We will apply STEM activities not only in our classroom but also we will apply the activities in an out-of-school context. Environmental issues and climate change will be used as a common theme for our activities. Thus, while students are learning, they will develop knowledge and awareness about environmental issues and climate change. The students who participated in developed activities will work in a team and develop solutions for environmental problems. They will work as scientists and engineers to understand the problem and develop solutions for the problem in a real-life context. Environmental issues such as climate change, biodiversity loss, pollution, and resource waste, as well as climate change, can not only be solved by interactions of a part of our society. Therefore we will involve parents and NGOs in part of the activities of the project. Participating in these activities will develop our students' key competencies as well as 21st-century skills.The joint activities that we will apply in each partner schools: -Reduce your carbon footprint: Students will calculate their carbon footprints with their parents. They will calculate and reduce to carbon footprint every month. Also, each school set up a STEM-based project for reducing energy, water and stationery consumption and recycle. We will compare the amount of consumption before and during the project. - Save the planet with STEM solutions: The activities focused on developing solutions for environmental pollution such as water, soil, light pollution, and fighting against climate change. Students will develop STEM-based solutions for environmental and fighting climate change. - Design by Nature(Biomimicry): The students will develop STEAM-based models-prototype, solutions, eco-friendly products which are inspired by nature to save nature. - Robotics Course: The students will work in an international team in order to develop technological solutions ( such as smart irrigation systems, smart energy systems, etc.)-Take action for nature: Students will develop action plans against pollution and fighting climate change in their region. Leaflets will be prepared to raise awareness in the school/local community.-STEM career days: Professionals from the STEM field will be invited and/or the students will visit the STEM workers at their job. -STEM fair: Students will exhibit the STEM project every six months at their school. The neighborhood schools, community leaders, and parents will be invited.We will organise 2 TPM and 5 LTTAs to reach our aims. The first TPM will be organised in order to make clear each step of the activities and the second will be organised for the evaluation of the project and to disseminate and remain sustainable. The LTTAs will be organised to improve our students' understanding and develop their STEM-related skills as well as to develop 21st-century competencies.<< Results >>The project will not only increase the awareness and competencies of our students, teachers, education leaders and partner institutions in the field of STEM but also increase their awareness of environmental problems and climate change. Not only our target group but also parents, teachers and organizations in the neighboring schools will indirectly benefit from the results of the project. In order to increase the impact of the project and influence wider audiences, dissemination activities have been planned at every stage from the beginning of the project and beyond the project. All activities in the project are aimed at developing the key competencies of the participants in line with the European values and goals, as well as ensuring that the participants become democratic European citizens embracing European values. Also, the project will enable us to carry STEM disciplines out of the school walls to in an environmental context. While participants learning science in a different context, they will have the chance to experience hands-on activities. We are expecting ;We are expecting our students will be interested in science and also they will be able to read scientific news to think critically on scientific issues. To make them ready for the 21st-century and its complex problems we are expecting our students to develop their key competencies as well as 21st-century skills by attending the activities in this project. The project activities also designed and support the team working in collaboration. The mentioned complex problems need cooperation to be solved. All activities that we are going to apply allow to students working in a real-life context. Thus, the students will develop their competencies such as digital, creativity, self-confidence skills. Moreover, we are also expecting them to develop their awareness against climate change and reduce their carbon footprints and become STEM-literate democratic citizens of the EU.

In recent times the impact of 'fake news' on public understanding of the world has dramatically increased. Also such problems as hate speech and verbal violence has become common in media and Internet. Realising 'Cogito ergo sum. Stereotypes, fake news and verbal violence as threats in education. Learning conscious citizenship in Europe ' project we want to make partner schools from Austria, Bulgaria, Macedonia, Poland, Portugal and Turkey places, where students will gain vital international experience and learn to critically analyze information they get. The project is focused on training critical reception of information, which is a transnational and cross-cultural skill. It allows to develop social responsibility skills, conscious reception of information, searching for the source of data and counteracts manipulation, prescience, populism and demagogy. The project also allows teachers and students to contact their colleagues from remote countries, get to know better their culture, history and contemporary problems. We want to establish cooperation of partner schools in order to systematically develop skills and pro-active attitude in a non-standard form (study trips, courses at foreign institutions, eTwinning, art events such as happening or photo contest). It can positively influence the teams of teachers not only by leveling English skills, but also learning about their strengths, mutual inspiration about taking on challenges (such as projects) and supporting themselves to overcome barriers.The main objective of the project is convincing the participants of necessity for conscious critical acquiring knowledge and using it for good social development. Understanding the mechanisms of manipulation and ability of overcoming injurious stereotypes appear to be the conditions of conscious participation in democratic society. The same applies to the ability of expressing cultural awarness and respect for representatives of other ethnic, social and cultural groups in multicultural society. The goal is to rise the students’ awareness as citizens and co-creators of the European community. Another reason for realising the project is to enable students and teachers to develop their language competencies improving the level of their English skills. Teachers will also be motivated to share their good practices in particular through cooperation on educational platforms and using them with e-tools in their work. There will be 150 students and more than 20 teachers involved directly in the mobilities, but majority of students and teachers from partner schools will take part in particular actions. Among participants of the project there are teachers of literature, English, arts philosophy, IT teachers, pedagogical specialists. Students of participant schools are 15-19 years old. Schools they attend to are general education or vocational schools that prepare students to making autonomous decisions in their future university or professional carreer. Students come from diverse environments, but they struggle with similar problems, which are very often social barriers and political disorders, which accompanied by their inability to distinguish information from opinions based on generalizations makes students vulnerable to manipulation and hate speech. Project activities include Skype,TwinSpace Event meetings,Padlet,OneNote, Blogger, eTwinning, working with media, workshops with specialists, outdoor games etc.Long-term results are to increase the sense of responsibility for action and learning among students and teachers. Students will be more likely to involve as their work will turn into visible results (eg foreign trips, creating common solutions with partners, establishing contacts, leveling xenophobic, aggressive attitudes, ability to contact over divisions, abandoning hate speech). Thanks to such activities, partner schools will raise their status in the local environment, become more recognizable and will be sources of good practice for others. Teachers will inspire their students, will support them in the implementation of tasks, will change teaching methods (CLIL, inclusion of digital tools according to the SAMR model, task management according to Agile methodology), more willingly put in team activities, what will be a source of support and help. Knowledge of English opens up new opportunities for teachers not only to contact partner institutions, but also to gain inspiration, eg. through participation in an educational Twitter or Skype chats, reading blogs ran by teachers from abroad, watching educational vlogs. This favors self-education in the scope of methods and forms of training. Final products of projects, such as blog/TwinSpace/events, material and scripts database, a set of good practices, vlog and debate recordings will be used for further educational activities and projects (teacher's open source).

Our main objective in this project is to be make any wanted changes in the attitude of our pupils towards to desire about learning to STEAM skills independently.To success the main objective of the project , we also have other objectives below:* To provide tools, methodologies and approaches to facilitate the acquisition of needed skills with collaborative learning and teaching environments in STEAM.* To increase interest of students and educators about the priorities to gain the competences that they need around STEAM education.* To increase students’ interest all available new trends in future technology such as about robotic , artificial intelligence and space technologies.* To develop collaborative partnership between schools and the wider community in formal, nonformal and informal learning at the aim of strengthening the profile(s) of the teaching profession EU countries. EU countries have identified the priority areas that all pupils should gain the competences they need, including literacy and numeracy. This will be done through modernizing curricula, learning materials and pupil assessment.This is not just a problem in Romania to teach lessons, the partners from other countries have the same problem. But they need to change their methodology, to integrate collaborative learning and teaching environments in to STEAM issues to take active and lifelong learners. The art may have a key role to let run thus awaken the interests for STEAM fan creativity of the students. Education is therefore called to respond to the urgent need of highly skilled engineers and technologists and labor supply must match demand as recognized in the Flagship initiative “An Agenda for new skills and jobs” in the EUROPE 2020 strategy of the EC. So We will determine STEAM activities connected around the themes with all project partner.We work in each workshops with 20 students between 12-17 ages and 3 teachers , that means workshop inside and outside the school, observing planets in astronomy events, workshops with robotic , visiting the Science Centers, Museums and tech-park and observing endangered creatures in nature and its life cycle . Using the Digital Platform Europeana (www.europeana.eu), where more than 58 million Cultural Heritage elements are collected, events will be planned and created with relevant digital content to create awareness of the cultural heritage of each partner country and the other European Union countries. The participants will be examined by the participant students and teachers and thus all the participants will be informed about the Europeana platform. We will create workshops about traditional arts and cultures.Within each of the six schools participating in this Erasmus+ project we aim to work with different classes in each year, allowing us to involve a minimum of 360 children and minimum of 36 teachers directly. Approximately this would bring another 2000 children 1000 teachers.The outcomes of this project is to create sample posters, videos, e-portfolios ,e magazine, e book with good practice examples, activity plans which created all educational scenarios with learning designer tool about STEM activities around the themes. We will apply first query with a questionnaire about satisfaction of the participants whether we actually achieve these goals. Then we can compare these with the previous result of survey. We will use the collected data with any surveys or first query with a questionnaire to find our weaknesses in our Project and to make necessary changes at the aim of looking for reassurances ,our theories and presumptions to do needed corrections.We aim new techniques and methods to use different subjects in a creative way, so that students have a lot of fun and be active, they learn the 21st century skills, such as collaboration, communication, critical thinking, creativity, problem solving skills. The participant teachers learn how to compose while solving any problem by using collaborative learning and teaching methods,approaches. In that ways the teachers learn new techniques, methods and approaches from their colleagues while working on STEAM.They will strengthen their profiles of the teaching profession.The desired impact of the project at the local, regional and national area is to find new methods and motivation ways to teach the STEAM subjects.The dissemination plan will set out clearly each partner’s specific tasks in line with their particular interests and expertise. We will share our experiences and results with our local communities, organizations and people who are interested in the tasks. At the end of 3 years, the students will be assessed statistically how the science mathematics achievements of the participants in the project have changed. As a result of this evaluation we are planning to write a research article that we will share with the academic centers and policy makers about the effects of the project.