Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect the human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Because, the computational thinking skills that enable individuals to meet the needs of the century they live, to sustain their lives, to be productive can be gained to a great extent through education.When the education programs of the partner countries are examined in the context of the project, the rationale for the emergence of the project is:- The fact that computational thinking is not fused as a field-specific or interdisciplinary subject in education programs,- The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology,- Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills,- Failure to combine critical thinking skills with powerful digital tools in course curricula,- The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm,- The fact the professional competencies of educators cannot be enriched with 21st century skills.Objectives:- Associating cognitive thinking skills with other aspects of the curriculum and /or real life,- Using collaborative working strategies in classroom learning,- Solving daily problems through human-computer cooperation by using various thinking forms that are specific to the field of computer science and not,- Integrating tools to be used in concept teaching with the learning process,- Developing students' computational thinking concept and process skills such as abstraction, algorithmic thinking and problem solving through various learning activities,- Entrepreneurship and Self-Management, Social and Intercultural Interaction, Creativity and Reliability,- Being able to sustain the lives of individuals with computational thinking skills in a more qualified way,- Being able to solve the problems more easily, to look at the events in the environment or the society from different perspectives,-Using information to solve the problem faced, providing information flow from various sources,-Enriching the learning process by providing interdisciplinary transition in education,-Being able to handle computational thinking with an interdisciplinary approach.It will be contributed to the renewal of the learning and teaching process by including computational thinking in educational programs. With this contribution, the competencies of educators and students will be equipped with 21st century skills depending on the enrichment and renewal of the course contents.The project period is 24 months and it will be carried out under the coordination of the Regional Department of Education - Burgas, in cooperation with the Directorate of Secondary Education of Heraklion, Yalova Provincial Directorate of National Education, Vaslui County School Inspectorate, Conselleria De Cultura Educacion e Universidade ( xuntda de Galicia) and Information Strategies Association. In the project; there are intellectual outputs of Discovering Algorithms, Finding Patterns and Developing Algorithms, and learning, teaching, training activities of Computational Thinking and Its Terminologies, Dimensions of Computational Thinking, Implementing Computational Thinking.

Bearing in mind the European 2020 Strategy, in the educational field, our aim is to:-Reduce the early school drop out rate to below 10%.-Increase the rate of 30-34 year old completing tertiary level education by at least 40%.-Increase the number of young people who continue their studies after the compulsory secondary education which is crucial for the proper development of individuals and communities within the Europen Union.In order to reach this goal, we have two main objectives:-Decreasing the number of pupils who drop out the C.S.E. (compulsory secondary education) before getting a certificate.-Scheduling a realistic second chance educational offer allowing them to return to the formal education, vocational training or toharmonize their personal and professional life.Adult educational providers are considered as second chance centers, as a mean of achieving the aforementioned aims.The main project objective is to develop working strategies for the schools to finally get said achievements.Our partnership is constituted of different schools at different stages belonging to different European countries in order to have alarger vision of the problem, thus to identify the main reasons of school failure and early school leaving.Having analyzed those reasons, we will elaborate and implement tools to solve those problems eventually, which are:- Early diagnosis of school failure.- Decalogue of succesful teaching-learning methods.- New learning and communication platforms such as e-Twinning.- Communication channels between teachers and students with the help of I.C.T.The project's activities will be about:- Presentation of the range of school environments.- Descriptive diagnosis of the early school drop out causes in each country.- Elaboration of questionnaires to help us find the causes of dropping out.- Job shadowing in each country.- Sharing and comparing those causes among the partners in order to find common aspects.- Compilation of lesson plans of different subjects to be gathered in a e-book format.- Creating and maintaining a website containing all the information and products developed within this project.- Sociocultural immersion.The activities will be developed by the staff, but students and the whole educational community will directly benefit from the resultsacquired. Special attention will be given to students with a school failure profile and at risk of social exclusion.The chosen methodology to carry out this Project is based on collaborative work among the staff of the different partners. Thiscollaborative work includes the sharing of tasks, taking decisions fairly and democratically. All the educational community will beinvolved in the Project directly or indirectly.The project will have an important impact on educators who are actively involved in the project: the exchange of experiences, newwork methods, contrasting strategies, etc.. It will also serve to improve the quality of adult education and to gain better cooperationbetween adult education institutions of the European Union.Those trainers who do not take an active part in the project will be influenced through meetings and seminars in which the teachersare involved.This diffusion among members of each institution will make the impact of this project have an effect on the quality of the collectiveeducation of adult students as well as the skills of teachers in motivating their students and mastering some latest newinnovative teaching methods which have been proved to be successful.Sharing this experience with other schools in the partner countries will bring added value for its organizers.The disclosure of each local and regional community, by means of specific documents developed within the framework of thisproject, conferences and meetings with other educational entities and the dissemination through the media (written press andproject website) will ensure the results to be spread to an even wider social network, contributing to present a common educationalvision within the diversity of a united Europe.The learning partnership hopes that the results and experience of the project can effectively contribute to improving access foradults to all levels of education and culture as it is the key to decreasing the risk of exclusion, ensuring and increasing participation inemployment opportunities and access to all resources, goods and services.As a result, the number of students who fail in certain subjects will decrease and the ones who drop out from school will alsodecrease considerably. With the charts, tables and graphs that we are going to elaborate, we will prove that educating people ismore profitable than ignoring early school drop outs.

<< Background >>The EOS (Empathic and Open School) project is a continuation of the ERASMUS + KA201 project “Preventing illiteracy through innovative tools and collaboration with families” carried out between 2017 and 2021, for which the GIP Forinval and the DSDEN de l'Oise have been awarded with the “good practice” label. The pedagogical practices implemented to prevent illiteracy have led us to think, in the tradition of the European Union, on the question of a good school atmosphere, essential to prevent and fight against school dropout. This European topic (Europe 2020 Strategy) has, however, been undermined by the COVID 19 pandemic and the successive lockdown leading to increase the student dropout situation, particularly among the most vulnerable. In addition, physical distancing, decreased social interactions have resulted in important stress and anxiety among students and their families,[1] and some have lost their motivation. Research shows that dropout students are characterized by a school experience where sense of learning has been lost, and the feeling of belonging to their school is low or absent, and in many ways a sense of self-esteem that is eroded by the school system. Many actions to maintain students have been initiated for many years but reports indicate that prevention would be more effective and less expensive. So, how do we keep students from dropping out? How do we create a serene atmosphere, get students to cooperate? How to act on absenteeism, the gradual disengagement that leads to dropout? What actions can be taken to make them feel respected and their families feel secure in a caring environment? How to intervene with partners, the community and the associative sector to remedy the difficulties of the student in his path so that he becomes an informed and autonomous citizen? The EOS teams of the 6 European countries consider that the solutions to be provided ought to be human, that is to say of the relationship and not only of the material. Indeed, to feel good in one’s school, that is to say, to make it a place of resonance with others, to feel part of a community of establishment, of class, strengthens the self-esteem. Living class time as an opportunity to exercise one’s sense of personal effectiveness, to develop good relations with one’s peers and teachers...all these aspects, in our opinion, revolve around a human disposition that is empathy, cognitive and emotional. In the framework of the EOS project, it will therefore be a question, with our partners, of creating the conditions for an education in empathy that prioritizes cooperation rather than competition. To do this, it is planned to deploy a program of education to empathy and collaboration with 22 schools in 6 countries, to accompany coeducation in connection with families and the community. Ultimately, it is a paradigm change that we want: to have the “sense of one another” as the foundation of a shared educational ethic, an essential social cement to make society collectively. Why EOS as an acronym? Beyond the easily identifiable name, eos means, in Greek, «the dawn». We want to be part of an already established framework for education and prevention of dropout to feed the pedagogical action and make the School a place of development for everyone.<< Objectives >>The goals of the EOS project are: • To examine existing actions and innovations within and outside the school in the field of school dropout, particularly after the lockdowns • To develop new strategies for networking (schools, local authorities, families, associations) to create a school community • To pool the expertise of partners to produce innovative solutions in their complementarity and joint use • To support the work of teachers and education staff through the creation of hybrid training course that will enable support the evolution in professional practices, towards a better management of potentially dropout students • To promote citizenship of youth and give meaning to school action • To work in partnership with parents to prevent dropouts The EOS project therefore aims to propose new ideas and perspectives but also concrete tools to achieve this. Indeed, through pedagogical practices, through peer-to-peer mentoring – with empathy in particular – through educational monitoring, through networking of professionals, through coeducation, it will be, after the very difficult period that societies are going through, to rebuild a positive common understanding of the role of the school and its necessity in the development of each of its actors.• At the student level, the main goal is to give them the pleasure of learning, the desire to come and belong to the school through engaging educational activities that focus on empathy education and peer cooperation. • At the parent/family level, the primary goal is to establish a strong bond, mutual respect, and a lasting mutual trust relationship – with empathy – strong enough to establish true co-education.• At the teacher level, the main objective is to act on the professionalism by offering them training and tools that will allow them to diversify their practices to respond – through empathy – to the needs of students • At the level of educational staff (management, school life, supervision, inspection), the main objective is to facilitate the deployment and articulation of networks that will allow to observe, prevent and/or resolve absenteeism and dropout issues through joint and concerted actions • At the community and association level, the main goal is to foster collaborations with the educational community and create more opportunities for action in the area of active citizenship and dropout. Finally, the EOS European partnership aims to make the partners' education systems better known, to understand better their specificities and their stakes, in order to build a shared vision of the school on a European scale.<< Implementation >>The EOS project is built in the complementarity of actions, at interconnected levels that are the classroom, the school, the city. The approach will be the same for all and will be contained in a work schedule released on the EOS working group on Etwinning: development of the course to be provided during the teaching and learning mobility to facilitate the transferability of intellectual output and then dissemination to the widest possible target audience. So that each partner can experiment, adapt and spread the intellectual productions (his own but also his counterparts), pilot classes in laboratory schools in the 6 countries were chosen on the needs of the territories most marked by the dropout phenomenon. These schools will be EOS project’s protagonists since they will engage their teachers, educators and school leaders and will be part of the EOS working teams with participants, they will make it possible working directly with students. The Belgian and French partners will propose teacher training activities to act within the classroom, they will develop pedagogies based on empathy, cooperation and metacognition. These tools will be formalised by the working teams and then proposed to the partners during the teaching and learning mobility in hybrid training modules: face-to-face and remote. Turkey will have to design a digital toolkit to help teachers establish true co-education. It is not always easy to integrate families into the school project and it is necessary to help teachers concretely to involve parents in the schooling of their children. This digital toolkit will bring together, under one unique format, scientific contributions to understand the stakes of this collaboration but also concrete actions to associate parents and all the documents necessary for the creation of a twitclass. The Spanish partner has acquired expertise in preventing absenteeism. Spain has been marked by high dropout rates in recent years. Therefore, in support of their PISE protocol, institutions work in partnership with parents and the community to point early absenteeism. Their job will be to deploy this output to partners in order to facilitate educational monitoring procedures and act before dropping out. With regard to this output, principals, network coordinators and educational advisors will be involved to adapt and share this protocol on the widest possible scale.To work with the families, make them join the project of school, the Italian associative partner, meanwhile, has developed an expertise in collaboration with schools of inclusive values, common interest and citizenship. The goal of its output will be the creation of a network of actors to propose constructive alternatives to dropouts or temporarily exclusions from the education system. Common needs have been identified by the 6 partners and the course proposed by Italy will concretize citizen paths in and out of school in order to engage young people towards a new horizon. Finally, the Bulgarian partner will build an evaluation of the various actions carried out in order to accurately measure their effects. In this capacity he will have a special mission, to help formalize and coordinate the tools measuring the impacts of each output. An EOS label will be created with a statement of work that will allow institutions to more easily appropriate and share EOS project outputs.<< Results >>The expected outcomes at each of the different levels are: At the class level: • Build empathy education and regular use of cooperative student-to-student pedagogies to create a classroom atmosphere that is conducive to learning to motivate students at school. • Increased student enjoyment of learning, greater apprehension and consideration of emotions, and development of skills for positive communication between peers and adults. •Deployment and mastery of cooperative pedagogical practices to encourage education professionals think about relational ethics and the role of each in the construction of a positive school atmosphere. At the school level: • Commitment to reflective work for a peaceful school atmosphere that helps the learning process and for a sense of belonging to school. • Creation of an educational monitoring procedure to mobilize all education actors around the monitoring of early dropouts indicators. • Suggestions for constructive alternatives to temporary and permanent exclusions of pupils in countries where this is effective. At the territory level: • Better knowledge of the issues of the school-family relationship, the concrete construction of the school community through sharing times and events within the school • Actions to make the school more efficient in its mission of training for active citizenship and fraternity, involving all relevant actors. Ultimately, it is a question of offering all students the possibility of finding their place in society and building collective work. Expected results for each target audience: For target students, in the pilot classes and schools: - Increased motivation to engage in learning and a sense of belonging to the school community -Better education in social skills, greater mastery of emotional management and development of civic and moral values such as empathy, solidarity and fraternity-a reduction in acts of moral or physical violence, whether committed or sufferedFor teaching staff, in the pilot classes and schools: - A permanent evolution of teaching practices, group management and communication with pupils - Greater attention to the teaching of social skills, citizen values and inclusion of all - Development of teamwork and networking strategies For supervisory and administrative staff in pilot schools: - More effective articulation of school teams and other actors in the educational community - Increased attention to the school atmosphere and early signs of dropout or symbolic breakdown of some pupils with the institution For parents, in the pilot classes and schools: - Full recognition of their primary role as educators, their skills, by involving them in the project carried out- Greater knowledge and confidence in the work of educational teams and the institution For other stakeholders, within the pilot regions (local authorities, training institutes, partner associations, etc.): - The development of systemic networking strategies to set up schemes in disadvantaged areas that mobilize actors and also involve parents - A focus on the factors contributing to the construction of a school positive atmosphere that helps learning and the well-being of all.