SCOPEDifferences are essential to humanity. They represent a condition of birth and they shouldn’t trigger conflict or even hatred. Most recent events of European social stage prove that we continue to be victims of fixed mentalities and according to these we estimate and appraise humans that belong to contrasting cultural groups according to ready-made appreciation which are not relevant in depicting reality. The fact that we all are different and unique individuals should be a reason to celebrate,not to instigate conflicts. No matter which the skin color is, religious practices & beliefs,family line or ideas,we feel that all individuals have a right to be respected.As soon as people learn this,we will be ready to live harmoniously in respect and common acceptance.The topic is the more valuable nowadays, the more increasing the immigrants number is. Greece,Turkey,Romania, 3 of the partners are struggling to understand this situation and handle it by developing various programs and initiatives etc. Poland and Portugal,as EU members are also familiar with this issue.We decided to prioritize this topic for our schools/project because the sooner students learn about and understand the problem of stereotyping and discrimination,the greater chances will the world have to change, for individuals to coexist in harmony with each other.OBJECTIVESWe want to reach the following objectives:-to address hate behavior and speech inside school walls-to boost social awareness, tolerance and empathy for Roma people, immigrants and refugees-to combat stereotypes and to raise awareness concerning the dangers they cause-to enhance the know-how linked to addressing the problem of discrimination and stereotyping-to foster students’ active involvement in the social life related to the topic of discrimination and stereotyping-to fortify schools and NGO’s connections-NGO’s that are tackling identical issuesPARTICIPANTSThe partnership addresses a focus group of 370 students of various specializations, girls and boys,aged between 15-18.We see this age as a critical one, when the risk that they may develop lasting negative attitudes about other people, grounded on prejudices and stereotypical thinking, is very high.The project targets teachers, counsellors and psychologists from our schools who will develop the project’s outcomes.We planned 5 LTTA meetingsTopic 1(C1)-Religious non-discrimination: ordinary stereotypes connected to religious beliefs and different religions; effects of these stereotypes. Topic 2(C2)-Discrimination and stereotypical thinking: ordinary ethnical stereotypes-nationality related; direct/indirect/multiple discrimination; discrimination forms and effects-transphobia, xenophobia, homophobia.Topic 3(C3)-Racial and gender equality: ordinary racial and gender stereotypes and the effects they trigger; how to combat them?Topic 4(C4)-Religious non-discrimination: ordinary stereotypes connected to religious beliefs and different religions; effects of these stereotypes; case analyze of situations when religious discrimination and stereotypes had catastrophic consequences.Topic 5(C5)-Discrimination and stereotypical thinking in school: how to address and find solution to this issue?METHODOLOGYThe project is going to cover 5 main fields:F1.PROJECT MANAGEMENT1.Creation and implementation of practical methodologies: participants’ selection, Cooperation & communication, reporting2.Financial management3.Risk management4.Evaluation papers and monitoring reports for activities and outcomesF2.SELECTING & PREPARING THE PARTICIPANTSF3.ORGANIZATION OF MAINSTREAM ACTIVITIES(C1,C2,C3,C4,C5)F4.CREATION OF TANGIBLE OUTCOMESF5.CARRYING OUT DISSEMINATION1.Creation of project’s web-site and doing regular updates2.Setting up the eTwinning account3.Creation of materials-flyers,banners,brochures,posters etc4.Organizing dissemination events/meetings5.Creation of sustainability planAt students’ level we promote the following results:Raised awareness on EU democratic values; increased determination to actively involve in campaigns against discrimination at local levels; Increased intercultural awareness,dialogue and communication;raise level of tolerance,social awareness,empathy for Roma ethnicity,immigrants,refugees;advanced knowledge related to concepts of discrimination and stereotyping and domains in which these might manifest,the risks and dangers they trigger;improved critical thinking and English skills and data manipulation.Tangible results:Informative material created to be exchanged; creative ‘European diversity’ topic related prose and poems written by students; video recordings of role plays; posters on topic ‘NO HATE in schools’, ‘United as one under the EU sky’; students’ photos for ‘I am not you but we can be together’ competition concerning cultural differences; collection of different interactive games&activities with purpose to raise awareness on dangers of discrimination & stereotypes

Nowadays nobody can deny that our planet is going through an environment and climate change. We, as educational institutions (Bulgaria, Romania, Poland, Greece and Spain), are extremely concerned about our responsibility towards this situation and aim at raising our students’ awareness about it. Hence, we truly believe that our project will highly contribute to this purpose. The main objective of our project is to make our students conscious of the need to take care about our environment and its sustainability. This will be done through a common thread: a natural park research. This main task along with others will contribute to achieve these objectives: foster key competences for lifelong learning; raise awareness about environment and current climate emergency; improve linguistic and ICT skills; increase knowledge of environment and legal terminology; raise awareness of our natural heritage; highlight democratic participation; develop ability to take initiative, problem solving, collaborative work; boost European citizenship feeling; increase knowledge of European legislation on natural environments protection; foster critical thinking; showcase recycling and reusing.Our selected priorities are: Environmental and climate goals; Common values, civic engagement and participation; Social and educational value of European cultural heritage. Our objectives are directly linked to them as the main one is make our students conscious of the need to take care about our environment. We also mean to create common values by developing the feeling of European citizenship. Finally we aim at sharing our European heritage by getting to know our natural parks.Our project is mainly addressed to pupils (from 15 to 17) because its objectives mostly focus on them. Five students and two teachers from each country will participate in each mobility. However, the project is designed to involve a wider number of participants. As there will be activities before, during and after mobilities, a great number of participants will be able to participate, and most activities will be integrated in normal lessons. Besides, through eTwinning, the project will be accessible for all participants. The managerial staff will also be involved, supporting project management aspects, mainly. Concierges or administrative staff will also get involved in some stages of the project. Another important group of participants is the families. They will be informed and get involved from the very beginning, as they need to know all projects’ aspects deeply so that they are confident to let their children participate. Finally, we will count on other local participants: authorities, experts, media…There will be a leading activity for each mobility, along with minor tasks. For C1 a research about a natural park will be done. During each mobility we will hike in the natural park chosen by each country. For C2 we will investigate on the European legislation on natural parks and check whether it is applied in each country. To improve knowledge of environment and legal terminology, a multilingual glossary on this topic will be made. The next step will be to agree on a list of commandments for sensible behaviour regarding our natural surroundings and environment sustainability (C3). We will also focus on the importance of recycling and reusing our rubbish by making a piece of art of recycled material. For C4, we will have a meeting with the staff in charge of managing the natural park so as to find out what is done for its promotion and maintenance. For C5 we will record a short film to raise awareness about the need of sensitive behaviour towards our environment and the sustainability of our planet, and design a contest to check how much we have learnt.For project implementation active learning methods will be applied: collaborative work, task and challenge based learning, peer learning, critical thinking and problem solving tasks…All activities will end up in tangible and intangible results. There will be digital documents with the research of each natural park and photo album of the visits. We will record videos of the meetings. A digital multilingual glossary will be produced. We will keep record of each activity, which will be shared mainly in eTwinning. Regarding intangible results, our students will be more aware about our planet, more motivated to speak English…Considering the aims and planned activities of this project, a considerable beneficial impact is expected on all participants. At the end of the project the experiences and insight gained will continue to be used by all target groups. The institutions will use them in further projects. The schools will continue to use the products and benefit from them as part of our school routine. The project results will be active on dissemination platforms and developed with further experience. Pupils will broaden their mind as European citizens and grow as human beings with critical and conscious thinking.

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.