How can we go a step further with the implementation of CLIL (Content Language Integrated Learning) in our Primary or comprehensive schools, place more emphasis on its cultural component (CLIL has 4 Cs: Content, Communication, Cognition and Culture) and allow our students and teachers to further develop their key competences in authentic environments? These are the common questions 5 schools from the Netherlands (leading country), Spain, Slovenia, Italy and Latvia want to address during this project. “Dressed to CLIL” is a play of words which means, that in our particular case, we are up for using CLIL.Throughout this international experience, we will have a joint staff training event at the very outset of the project where participants will share their areas of expertise: use of the international curriculum and CLIL to teach different curriculum subjects e.g. Maths, Science, etc. (Netherlands), use of hard CLIL (teaching a subject using an additional language, it’s a content-based approach) when teaching Science and integration of ICT in all classes (Spain), use of ICT to approach mixed-ability classes and use of soft CLIL (teaching foreign languages using topics from different subjects) within their English lessons (Slovenia), use of CLIL to teach Technology & Science (Italy) and use of hard CLIL to teach Science & Social Studies as well as soft CLIL to reinforce the vocab they use in Science within their English classes (Latvia). On top of that, there will be trainers who will help teachers approach CLIL from wider angles and increase their awareness when it comes to designing CLIL didactic units. What is more, this project will include pupil mobilities (one to each of the participating countries) during which pupils will be part of the working and design process of the didactic units, as there will be workshops especially aimed at that goal. Furthermore, during these mobilities, we will implement some of the materials we have created for those CLIL didactic units with students from the 5 cultures so we will witness how certain cultural topics work with pupils from different countries.Apart from the activities which require funding, there will be many other activities which will be carried out via online on eTwinning where children will be at the heart of the learning process. These activities include getting to know each other through vokis (interactive avatars), Christmas cards exchange, and so on. Therefore, the 3 main goals of this project can be summarised as follows:- To create 2 CLIL didactic units which revolve around the development of key competences and which emphasise the cultural aspect of CLIL. - To allow teachers' and students' development of key competences with an emphasis on foreign languages in authentic environments through an actual European CLIL school network we will set up in order to allow our children and teachers to work together at an international level.- To upgrade an existing CLIL course including different European angles through which CLIL is approached in different countries around Europe. This CLIL course will take place in Slovenia and will be advertised as a KA1 opportunity.Thus, we are expecting the following results:- boost of teachers' quality of teaching practice to use CLIL which can be seen in their lesson plans.- enhancement of all participants' linguistic skills in the English language which can be seen through regular tests (pupils) or in the classes and in professional communication with fellow international colleagues (teachers).- Students' use of key competences for cooperative activities with their European peers.- 2 CLIL didactic units.- An upgraded one-week CLIL course with different European perspectives.As for the profile of the participants, we have students and teachers who have already experienced Erasmus+ projects (most of the schools) but others like the Spanish school which are new in this world but which have lots of experience on eTwinning and whose project co-ordinator, has led 4 Erasmus+ projects in his previous school. It is worth noting that the Slovenian leader has worked for the Educational Authorities from that country since she was part of the team who designed the existing Slovenian CLIL curriculum. As for the leading school, they have plenty of experience leading KA1 projects but this will be their first time ever coordinating an Erasmus+ KA229 project. The Italian and the Latvian schools also have significant experience CLILing and in Erasmus+ and fantastic teams which will help this project become a big international success.Prior to bringing this summary to an end, it is worth highlighting that the long-term benefits of this project will be an excellent opportunity for the teachers for their professional development. As for the pupils, it will be a unique experience for them to have first-hand experience in international exchanges which will stand the test of time in their memories.

Biological diversity conservation measures are vitally important for urban areas. Scientific research proves that stable ecosystems with successful biocenosis substantially increase the ability of any urban environment to withstand the pollution and human impact of urban environment. At the same time, researchers claim that in general people are less interested in conservation methods that protect wildlife, such as plants, fungi, insects, birds, and small mammals. Therefore, modern urban communities are in need of new innovative ideas on how to attract and sustain biological diversity with a positive impact on the city environment. The project cities, Riga, Bucharest, Burgas, and Mersin, possess a vast variety of biotopes, such as city parks, sea coastline, river banks, and other green zones where biological diversity can be researched and successfully sustained with the help of functional recommendations and for the benefit of all the inhabitants of the city. Designed for two years, and targeting 14–18-year-old young people from Latvia, Romania, Bulgaria, and Turkey, Green City Life aims at developing a set of such recommendations to be used by city authorities and city dwellers. Confronted with the COVID-19 restrictions and other negative effects of the pandemic, the partners could not meet in 2020 in Riga as planned. The time of the project was extended by one year and the final meeting was held online hosted by Riga. In cooperation with the natural sciences and environmental institutions, students studied and researched the biotic, abiotic, and anthropogenic ecological factors, which affect biological diversity in the urban area. The students and teachers made photos of the ecologically beneficial and degrading city territories and objects and presented them at the exhibition at every partner school and later in Burgas. The purpose for that was selecting the territories and object in the city which can be improved. Later 3D models were created to respond to the needs of the urban environment and create the bases for the Set of Recommendations. The Green City Life 3Models feature successful biocenosis, or a community of organisms living together, and can be used for city planning and development in every partner city and over Europe. The innovation reveals itself in analysing and summarizing everyone's experience and next practices and creating a model and a set of recommendations which do not exist in each partner city. Apart from the opportunity to enhance their research, problem solving and analysis skills, the participants will be able to work in teams in a cross-cultural, multilingual environment, by creating a meaningful, sustainable product, which may be used in all the partner states, the young people from different countries of Europe and Turkey will feel empowered and inspired to become socially and environmentally responsible citizens.

CONTEXTThe guidEU project responds to the Europe 2020 priorities in the area of education and training, youth and early school leaving in the context of globalization, free cross-border movement of workers and labour market integration. Project's main aim is to prevent dropping out of school and disengagement from the labour market through provision of personalised, high-quality career guidance system and tools supporting pupils with career explorations and overcoming shortages of highly trained councellors.The project sets up to build strong links between schools, training institutions, employers and parents across countries to best link curricula to international employment opportunities, reduce mismatches in skills and career choices. The project consortium is a complex partnership engaging public schools coming from 5 European countries - RO,TR,PL,IT,LV.OBJECTIVES1) reduce early school dropout through professionalized career guidance2) overcome shortages of counsellors at schools3) enrich scare offer of free-of-charge and barrier free tools (including the ICT-based ones), for the recognition of students' career predispositions and interest to be used on their own4) enrich scarce offer of career-oriented materials and free-of-charge tools for guidance counsellors, devoid of technological barriers to the computer use5) improve career guidance services through engaging tools, methods, linking school curricula to international job opportunities6) foster youth provision, equity on the labour market7)To explore new forms of teaching, learning and assessment of students achievementsPARTICIPANTSThe target groups of the project who will benefit from the project products and take part in the projects’ activities are as follows:1) Direct target groups (primary target group): - secondary and upper-secondary school students, educational establishments students- teachers involved in the aspects of educational and vocational counselling- secondary and/or upper-secondary school teachers- secondary and/or upper-secondary school experts – school psychologist, educators 2) Indirect target groups (secondary target group)- educational institutions which offer services related to educational and vocational guidance- guidance and counselling centers- jobcenters3) Other relevant stakholders-decision makers-local aouthorities- recruiters, HR managers- parents- Euroguidance network- KeyCoNet networkACTIVITIES The target group of the project will take part in Learning/Teaching/Trainig Activities:1.Short-term joint staff training event (C1) in LV (2 councelor/teacher from each school)2.Short-term exchanges of group of pupils (C2) in TR(7 students,2 teachers)3.Short-term exchanges of group of pupils (C3) in RO (7 students,2 teachers)4.Short-term exchanges of group of pupils (C4) in PL (7 students,2 teachers)5.Short-term joint staff training event (C5) in IT (2 councelor/teacher from each school)Local Activities,-Semınars-Meeting with decision makers-Local Trainings-Dissemination-conferances-Panels-WorkshopsMETHODOLOGY Project management,Design and implementation of methodologies to be applied - Inquiry-based learning-Data collecting,observing, reporting; Financial management, Risk management and control; Evaluation.RESULTThe complex career guidance system will be a stable support to the academic rigour,appropriately resourced, building strong connections with institutions involved in career guidance and counselling, as well as collaborative school networks.Indirectly,the project will harness the potential of future human resources.Professionalized career guidance is to help young people to develop their full personality and career potential,employability skills underpinning success in further employment.Face-to-face advice and guidance and updated version of the career guidebook.IMPACTInvolvement in a school strategic partnership with schools will highlight the global and long-term importance of guidance services.The project envisions building on the personal and social development of learners,contributing on a long-term basis to the 'establishment’ of ethical,rightful and respectful citizens.Reduce unemployment rate of active population by building up new curricula,critical thinkers)LONGER TERM BENEFITSThe project will promote cooperation between schools and nations, an exchange of ideas and pedagogical approaches leading to the creation of a trans-national network and increasing the schools’ European dimension and prestige. The institutions involved will manage to create an inclusive environment which will help all learners achieve their full potential.Include the skills acquired such as critical thinking and ICT skills will make them more employable in related areas in the future.Innovative teaching resources created during the project will be available online after the project.It will also promote the idea of European citizenship and the extended local community.

The aim of the PIE project was to research, explore, discuss and address the core issues that impact young people accessing the European labour market with a view to creating a wide range of resources, lessons and activities to enhance school curricula which will endure beyond the duration of the project. This includes the areas of skills development, careers education, work experience, entrepreneurship as well as the key competences of ICT, mathematics and literacy. The concept for the project was born out of the realisation that our school systems are quite insular and fail to prepare our young people for education and employment beyond their national boundaries.The key objectives realised by the project were:• Opportunities for participating students to develop a range of skills required by today's European labour market• Young people engaged in the production of sustainable educational resources which enhance school curricula and which are beneficial and attractive to their peers• Students have experienced the recruitment and selection process• Students have developed and practised basic and transversal skills including entrepreneurial skills.• Students have identified alternative European pathways for both education and employment• Students have identified alternative ways for personal development and self improvement within a wider European context, e.g. through work experience, gap years, volunteering, social entrepreneurship• The creation of an effective European collaborative partnership which gave all participating schools equal input into the development, delivery, monitoring and evaluation of the project while respecting different cultures and systems• Students have fostered the European values of tolerance, respect for intercultural diversity and solidarity• Students have had opportunities to cooperate innovatively and to exchange good practice• Students have had opportunities to experience a variety of learning contexts to benefit their personal development and future employment opportunitiesOver the duration of the project the following key results were realised:-Over 400 students were selected to participate directly in the project activities-the management of each school have agreed to adopt the project in a variety of curricular ways-students within each institution experienced teaching and learning activities generated by the projectNote: the number of students benefiting from the project will be further extended to all students when the materials have been infused into the curriculum for each institution-materials will be disseminated to other schools thus extending the impact of the project.The project methodology involved active collaboration between the partners and included a series of structured SMART (Specific, Measurable, Achievable, Realistic, and Timely) activities. A contract of work, incorporating a schedule of activities was instrumental in ensuring that project activities and achievement indicators were realistic and appropriate for delivering the project objectives. The activities were distributed over the three years of the project and there was a different focus for each year:YEAR 1 – LABOUR MARKET - local education systems, employability education, pathways to further education and employment, structure of the labour market, qualifications/skills required to get a job, attitudes to and knowledge of working abroadYEAR 2 – WORK PLACEMENTS/EXPERIENCE – CV preparation, recruitment and selection procedures and simulation, cultural awareness of working abroad, development opportunities, skills surveys.YEAR 3 – ENTREPRENEURSHIP - small business start-up, sources of support for small businesses, social entrepreneurship/volunteering, entrepreneurs and their skills, business planning and presentationLocal, national and European impacts include:-enhanced curricula in participating schools in keeping with objectives of the Pathways in Europe project-increased variety of resources and methodologies available to schools-improved levels of interest among the student populations of the participating institutions-increased student retention rates especially among those who are most at risk of leaving school early-increased levels of basic and transversal skills among 16-19 year olds and among those participating directly in project activities-improved uptake and interest in European qualifications particularly the Youthpass-enhanced appreciation and understanding of the concept of Europe and their European identity-increased number of students with broadened horizons including appreciation of the value of pathways in Europe-local education systems that are better aligned to the needs of the labour market, and closer links to business and the communityPotential longer term benefits include:-increased quality of education in Europe combining higher levels of excellence and attractiveness with increased opportunities for all, including the disadvantaged

"Our project ""Digital vs Traditional"" was born as a result of cooperation between institutions from different countries all around Europe for many years. We have created lifelong friendships and professional teams for future. There are partners from Turkey, France, Poland, Romania with different socio-economic, geographical, pedagogical and cultural backgrounds. The idea of our project is directly related to the needs and interests of all the partners. Our experiences led us carry on improving, progressing and keeping up with changing expectations and demands of all the stakeholders of education such as students, parents, teachers and the community. On the other hand, we are aware of our capabilities and experiences that we gained for years. Thus, we have identified the title as ""Digital vs Traditional"". The name of our project ""Digital vs Traditional"" represents the challenge for all the participants. By ""vs"" (versus), we do not mean to fight or struggle, but to experience and challenge of the both sides of Digital and Traditional learning, teaching and training facilities. There will be no winners at the end of the project. However, we as partners will have learnt, increased and shared a great amount of information and experiences. We will have learnt from each other.The methodology is clearly defined before the project started. According to this, there will be a calendar and deadlines for all the partners to follow and complete each planned activity which will have been completed before the related mobility and the results will be shared during the international meetings. The roles and responsibilities of each partner were identified. The coordinator is responsible for the overall communication and management as well as all the contact persons of each partner institutions. Each partner will be responsible for preparation, implementation, dissemination and evaluation of each thematic work. Our project consist of numerous teaching learning activities related to different key competences of all the partners' education backgrounds, such as: -Creative activities, such as digital and traditional arts, music and sports. -Pedagogical activities such as using digital and traditional teaching learning techniques and tools.-Innovative activities such as contests for developing new teaching learning materials (digital and printed authentic products).-Highly effectively use of open educational resources by all the participants during the whole project. -Promoting language learning, especially less spoken languages of the partner countries. -Learning and practicing common values and civic rules such as social inclusion, digital and media literacy, critical thinking, life-long learning, cultural diversity and historical heritage. -Creating and raising environmental awareness by organized campaigns, presentations, seminars and exhibitions by direct participation. -Increasing opportunities for personal and professional development in digital life and new teaching learning methods. As partners we are highly motivated and believe that we can increase the quality of education in our institutions, support teaching learning activities, promote ICT, OER (Open Education Resources) and digital literacy. We aim to create equal atmosphere for all the participants from different backgrounds. Our project promotes Active Citizenship and Entrepreneurship through the activities which are designed to fight discrimination and segregation. Refugee and migrant students will take part in the project activities to develop self confidence, language and integration skills. We planned the whole project activities to create challenging, equal, awareness rising and innovative atmosphere in the classrooms, school buildings and all the related venues where the activities will be realized. The results of all the activities and the overall products will regularly be shared on eTwinning to increase the impact and accomplish the virtual side of the project. eTwinning and the School Education Gateway will be the main platforms during preparation, implementation and follow-up activities. In addition, all the outcomes will be shared via the blogs of the participants and social media tools. There will be Erasmus corners and we will set an Erasmus museum in each partner school to present the physical products such as brochures, posters, photographs and the presents given by the partners during the mobilities to be seen for years. Sustainability is one of the key points of our project. In order to disseminate and expand the impact of the project, we will share the outcomes, experiences and final products with all the educational and local community by seminars, press, social media, eTwinning and face-to-face interactions to provide long term efficiency. All the digital and final products will easily be reached and visible. Digital and printed logos of EU programs such as the official Erasmus+ will be printed on any kind of products."