"The EU 2020 Strategy, which supports the development of knowledge-based economy, innovation and new technologies and defines smart growth, also forms the basis of socio-economic development. This strategy places great emphasis on improving the quality of education and training systems, lifelong learning, and spreading innovation and creativity. Therefore, reading, mathematics and one of the main objectives that it tries to reach until 2020, as well as the goal of ""To increase the level of basic skills such as literacy and numeracy, to make mathematics, science and technology attractive and to strengthen language skills should be increased."" to reduce the failure in science to below 15%.While the importance of basic literacy and qualifications, called 21st century skills, is increasing in the changing world, on the other hand, developing economic difficulties and technological developments challenge education and training systems. Therefore, the project ""The Future of Education and Skills 2030"" initiated by the OECD is aimed at helping countries find the answers to two broad questions:1- What knowledge, skills, attitudes and values ​​will today's students need to develop and shape their worlds?2- How can teaching systems effectively develop these knowledge, skills, attitudes and values?However, findings on a world scale are not very pleasant in terms of countries' education and training systems. When these findings are taken into consideration; According to TIMSS 2015, the 8th grade scores of 20 countries from 39 countries are below the world average. In addition, according to the 2018 PISA results of 79 world countries trying to determine the student's performance in science and attitude towards science, the proportion of 15-year-old students who could not reach a basic proficiency level in science in the EU was 16.6% in 2015; It increased to 20.6% in 2018.This project, whose focus is on the relationship between core competencies and scientific literacy, is the 21st century core competencies that we call critical thinking, problem solving, creativity, communication and collaboration that determine how individuals approach complex challenges; It is based on the fact that it affects the skills applied to daily events such as reading, arithmetic-mathematics and scientific literacy. Therefore, in order to increase the level of acquisition of 21st century basic skills, the aim of this project is to increase the quality of education by contributing to the integration of technology into the learning and teaching process; To improve scientific literacy within the consortium by contributing to the development of basic competencies by integrating educational robotics technology into scientific learning and teaching process.The target groups of the project are;1. Students aged 10-172. Science teachers3. Science teacher candidatesOur goals throughout the project:1- Developing an innovative science learning-teaching strategy compatible with the educational context of the partner countries related to the scientific learning teaching process in which educational robotics is integrated for the target groups by developing 3 idea outputs.2- Increasing the knowledge and skills of 42 staff from partner organizations on different teaching models, measurement and evaluation and robotic methods / techniques in interdisciplinary science teaching3- By organizing 5 large-scale multiplier activities and other dissemination activities; Improving the knowledge skills of at least 200 Science teachers, 50 teacher candidates and 100 experts on the use of intellectual outputs developed under this partnership.4- Developing basic competence and scientific literacy of 10-17 age group students through educational robotics5- To develop long-term innovative cooperation between partnersShareholding structure 4 public school providing education for 10-17 ages from Turkey, Italy, Portugal and Romania; a software companie from Germany; one central education authority (MONE ÖRGM) and consists of one public university from Turkey. The project will include 3 transnational project meetings, 2 short-term staff training and 5 dissemination activities. As an innovative trend among the project results, we have 3 important intellectual outputs such as e-Workbook open education resource, methodological guide for implementation and comprehensive assessment and evaluation toolset.Teachers; It will experience more professional development in connection with adaptation, diversification and innovation of teaching practices. Will be able to develop a combination of teaching practices to achieve desired learning outcomes in science teaching programs. In addition to developing the skills of teachers to use new technologies to teach the cross-curricular skills they need, better science learning in Europe, better scientific results and higher competencies in ICT skills; is one of the effects of the project."

"<< Objectives >>The overall aim is to increase interest in the STEM approach to encourage more female students to make effective career choices in the STEM field, and to contribute to reducing skill gaps in STEM from an early age, resulting in better scientific learning outcomes.Objectives:*2 To ensure the transfer of experiences between LTTA and 24 education professionals;*Developing 1 handbook;*Developing the key skills of 15 female students with 1 LTT activity.<< Implementation >>We have 4 activities. These;* ""STEM Applications in Different Interdisciplinary Learning Models"" LTT activity for 12 teachers / education professionals,* ""Effective Use of Digital Technologies in STEM Applications"" LTT activity for 12 teachers / education professionals,* A ""Handbook"" development activity of STEM Applications in Various Learning Models,* ""Key Competencies and Skills for STEM"" LTT activity for 15 female students<< Results >>With this project, female students will both improve their STEM skills and gain awareness for their career choices from an early age. Key to excellence in STEM and transversal skills will develop, which will increase their success in scientific learning as well as their success in jobs requiring digital skills. The knowledge and skill capacity of education professionals will increase in modern interdisciplinary learning models that increase the interest and participation in the STEM approach."

The project title is 'Tales of Three Cultures' , it is a two-year project in which three schools from Greece, Romania and Turkey participate. The three schools are currently cooperating on an eTwinning project entitled The Speaking Club, which provided the inspiration for this project. The participants responded to the need to maximize the benefits that arose from the eTwinning project, to delve into aspects of cultural heritage and to develop Key Competences (Communicating in a foreign language , Digital competence , Social and civic competences , Cultural awareness and expression ) (http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=LEGISSUM:c11090&from=EL) . The aim is to collaboratively write an activity book through which aspects of the culture of each country will be presented. The project involves short-term exchanges of students in order to know the culture of each country through the teaching of collaborative web tools as well as through informal and non-formal education (visits to museums, playing games, participating in dancing and music events). Four students and two accompanying teachers will participate in the exchanges from each school. In addition, throughout the project various events will take place locally in which a larger number of students will participate. The methodology that will pertain to the project is interdisciplinary, learner-centered and holistic. Emphasis will be given to group-work to the delopment of skills related to oral and written production of language and to presentation skills. The expected results will be tangible and intangible. The tangible results include the activity book about the teaching of cultural heritage and the non-tangible the adoption of good practices, the development of skills, the acquisition of experience in transnational cooperation, the cultivation of respect to cultural diversity. The participants in the project will act as multipliers and they will implement a dissemination plan to the wider society, contributing to the sustainability of the project and its long-term impact.

"In recent years, Europe has witnessed a proliferation of bottom-up initiatives that describe themselves as engines of urban regeneration. Experiences of self-organization, forms of social enterprise, professionalism still not yet “codified” and varied skills that present themselves at stake as territorial development agents. These actions are triggered above all in territories characterized by cultural, social, class, behavior differences, or characterized by complex social issues, such as poverty and exclusion or, again, characterized by a strong industrialization that has affected the identity of a place. It is here that, when the State fails, citizens, who have the skills to activate virtuous processes of regeneration of physical and social spaces, come into play. Today cities are experiencing a strong urban development which is not only technological innovation and “smart” transformation but social innovation, cultural, creative, participatory practices, which works precisely “from below”, by citizens and above all by new generations.These are the reasons that pushed “Alberto Galizia”High School to activate a European partnership for “Future Re-Generation”. In fact, the involved Schools, “Hadiye Kuradacı Bilim ve Sanat Merkezi” in Turkey, “Konstantin Velichkov” Secondary School in Bulgaria and “Escola Secundaria de Emidio Navarro” in Portugal, operate in districts affected by a strong industrialization, by a marked multiculturalism, social difficulties and problems to which they try to respond with educational activities for young generations.“Future Re-Generation-bottom-up practices of young for urban, social and artistic redevelopment of European territories” therefore has the aim of “regenerating” the territory through comparisons and activities on the theme ofthe redevelopment of spaces or places by the future generation, that one of young students precisely. Regeneration will be dealt with sub-themes, such as regeneration from an urban, artistic, social and economic point of view.The project thus seeks to meet the dual need to regenerate abandoned or disused spaces, and, at the same time, to offer young people spaces in which to express sociability, creativity, cultural production and also the creation of job opportunities. Old disused factories, schools which are no longer being used, abandoned neighborhood markets, former barracks can be redesigned in order to offer young people the opportunity to reclaim the spaces but also the historical heritage and memory that the buildings bring with them.The planned activities will be carried out through highly participatory methodologies, such as research, discussions, cooperative learning, benchmarking, peer to peer, case studies and simulations. Students will be able to carry out visits in the spaces identified, prepare CAD projects, discuss ideas.At the end of the project, the participants will produce a documentary which will include the space reuse projects with the graphic returns, the artistic and socio-recreational activities to be proposed and the proposal of economic sustainability.The project will involve a total of 112 students, in particular for each partner school, 28 students in an age range between 16 and 18 years, including 10 students with economic, social and cultural difficulties, who will be able to take part in 4 mobilities lasting 5 days plus 2 travel days, accompanied by 2 teachers for each school. Each physical mobility will be preceded by a virtual mobility on eTwinning and by brainstorming and web meetings to organize the activities.The impacts that “Future Re-Generation” will have will be registered mainly on the long term:1)to activate and strengthen the Europeanization process of partner schools through cooperation strategies;2)to improve knowledge of the foreign language;3)to enhance European key competences of the participants, with respect to inclusion, sociability and urban regeneration;4)to increase skills in ITC and in the use of IT tools;5)to strengthen students’ learning of civil values and participation in the school community.All participants will also be able to develop soft skills, such as respect for others, interpersonal skills in multicultural and multiethnic contexts, flexibility, autonomy, teamwork.Such projects can be replicated to offer young people personal, cultural and professional skills’ growth. The development of cities and the continuous cultural and technological change will lead increasingly to imagine the city as a set of places and not spaces, as socio-cultural entities in which people meet, share times, activities, experiences, which need to be redesigned and, from this point of view, intervention from below by active citizens and, above all, by new ""Re-Generations”becomes essential."

-Since maths and science are lessons requiring abstract and concrete thinking, they seem to be lessons difficult to be understood and managed by our students. Therefore, our students don't like maths and science lessons and find them difficult to manage. At the same time it is difficult to get a positive feedback from students by teachers both in our country and in other countries. In this project we aimed to carry google classroom, desmos, geogebra, Web2.0 and other applications into transnational level to share experiences with partners from other European countries, see different approaches applied in these countries by using technological developments, learn their curricula, create social and cultural interaction and get benefit from it by determining our needs. One of the starting points of the EU 2020 strategic plan is education, and the EU Commission proposes: The share of early school leavers should be under 10% and at least 40% of the younger generation should have a tertiary degree, 75% of the population aged 20-64 should be employed. -Our objective is to improve the maths and science performance of the students particularly those at risk of dropping out. Our students have difficulty in understanding science and maths and see them as lessons hard to manage. At the same time the teachers are having difficulty in teaching and making students understand the subjects clearly. Our project's aim is to make teaching and learning both effective and more efficient by using technological tools such as internet, computer, interactive boards, mobile phones, etc. Using ICT will help students learn the subject better, develop themselves and rise up their success level. -125 students/70 teachers will actively take part. We will choose the participants among the students whose maths/science grades are low and english level is at least B1 level. Since the students will present maths subjects in the groups, their language level need to be at least B1 level. The students will be 15-18 years. Since technological devices will be used in this project, students who will take part will be the ones who can use ICT well. We will give privilege to the students who have obstacles of geography, economic, education, and haven't been to abroad before etc. We will apply a survey and choose project students according to the survey results. Teachers will be chosen among science, maths, and english teachers. The project team involves the teachers who want to apply innovative approaches in learning and teaching process. We will hold a meeting for all of the teachers, students, staff and parents and give information about our project.-There will be 6 LTT activities in the project. C1 will be Joint staff meeting in Turkey. There will be training on geogebra, google-class, and Trello. C2 will be in Macedonia and Macedonian partners will teach a maths subject by using google-class approach, and also there will be training on e-Twinning for teachers and students. C3 will be in Italy and they will apply regression study, mathematical Modelling and Bungee Jumping. C4 will be in Poland and they will organize maths competition, Lecture on Square Function. C5 Turkey will perform Poster study. C6 Spanish partners will perform Google G, phet Colorado Simulations, 3D software,Visualization of short videos and comments.-Different applications such as geogebra, google-class, web2.tools, Mathematics Modelling, Bungee-Jumping, Chemistry Scientists poster workshop, Google G, phet Colorado Simulations, 3D software, Visualization of short videos and comments will be used in maths and science lessons during the activities. Padlet page will be created and students will write their comments here. During the Maths Olympiad students will answer the questions in the booklet.The questions will be selected from the subject they learnt during the activities. In Bungee jumping, Mathematics Modelling students will study together.-We will improve maths and science performance of the students particularly those at risk of dropping out. Teaching and learning process will be both effective and more efficient. Innovative, modern techniques will be used in teaching-learning process. Using ICT will help students learn the subject better, develop themselves and rise up their success level. We will learn more innovative methods, cooperate with European partners and share experiences with each other. -The success of the students, schools will rise up in the exams done in the town, city and country. People's active citizenship identity will be developed and they will gain awareness of culture, linguistic skills, motivation, feel belongingness. This project will help the development of cultural awareness, cultural interactions, respect for diversity of European citizenship consciousness, values ​​and tradition. It will also encourage more intensive cooperation between our schools.