"The 'ECLIPSE' was a project an innovative project which placed the students in the center of the teaching process. As educators from 6 culturally and socio-economically different European and Asian countries, we acknowledged that knowledge was power and in order to close the knowledge gaps, we equiped our students with the skills and various cultural experiences which in turn enhanced their learning experiences and ensured success in later life. The main objective of project was to contribute to strengthening the involvement of participation of schools at the international level. Its three components include: (1) Support to the facilitation role among the schools sharing best experiences in order to enhance the opportunities for cooperation and mobility with Partner Countries, notably in the fields of education and youth development.(2) Enhancing the Educational Systems and help development of our schools. The Project aimed at removing artificial boundaries between the various cultures, fostering new ideas and stimulating new forms of cooperation. (3) Implement and create innovative new approaches to encourage and promote innovation as well as contribute to enhance capacity building in our schools. The Project was presented a challenge to develop social capital among young people and their ability to participate actively in society, in line with the provisions of the Lisbon Treaty to ""encourage the participation of young people in democratic life in Europe"". The project adopted a creative approach to the learning theories and the innovation occurs primarily in the delivery of the project’s activities: 1. Forming Erasmus Creative Clubs (ECC) in each partner school, Focus Groups and Debating Society workshops was the first innovative idea because on the one hand it promoted students’ intercultural dialogue, and on the other hand it allowed them to develop their skills, become independent thinkers and leaders of learning and develop into culturally literate and global productive citizens. 2. Producing a language guide another innovative aspect of The PROJECT in the way that it placed students at the center of the teaching process. 3. Using mobile technologies in lessons to support learning was innovative because it allowed students to embrace new technologies to support their learning, both in and out of the classroom. 4. A Cultural Literacy Survey was instrumental to the project as it simply focused on developing students’ basic literacy skills as well as develop a core knowledge sequence combined with cross-curricular rich content. 5. Creating a cultural e-book to explore public art, painting exhibitions, history icons, photography of culture and mathematical/scientific cultural exhibitions was another innovative approach which was developed throughout the project life time and beyond to equip students with a rich cultural core knowledge. 6. Creating a Project website, forum and Blog certainly helped to develop students' skills in this field which are essential in a multicultural setting.The above mentioned activities was enriched by student mobilities exchanges and teacher job-shadowing visits to facilitate intercultural dialogue and share good practice.The project had multitude of outcomes and a positive impact on stakeholders in partner schools. Students :-Had a greater empathy and respect for other cultures and nationalities and to develop a positive attitude towards working with them.-Students became more competent,independent and group learners as they research communicate and present to each other and with each other.-students recognised the growing threats to the unity of the community and will work at solutions to these problems.-the manner in which we pursued this Project and the mobilities created great opportunities for students to work and met with each other,promoting community cohesion/European citizenship.Teachers :-gained an appreciation for the way that other schools tackle different issues with job-shadowing in a European school and improved their methodical skills of teaching foreign languages,art,history.-learned and improved their skills of Intercultural Learning Education and foreign language skills .-developed a good foundation for organising Erasmus student Individual Mobility and set relationship with European schools for future projects.-widened their knowledge on cultural differences in communication styles,etc.The participating organisatıons,target groups and other relevant stakeholders:-developed a greater understanding for students,teachers and parents of the creative opportunities available in Europe.-gained a greater empathy and respect for other cultures and nationalities and to develop a positive attitude towards working with them."

Bullying is a conscious, desirous, intentional and unfriendly behaviour to harm others. The project aimed to understand and to stop bullying in the schools through awareness, empathy and education. The aim was to stop bullying before it starts so most of our effortsdirected to support positive peer relationship and to provide for students empathy. The main target groups of the project were teachers, bullies and students, especially students with SEN. Parents and relevant stakeholders such as school principals and counselors in the same region were the final beneficiars.It is a fact that nobody is ever born a bully that bullying is a learnt behaviour which could be changed. The project focused on physical bullying (such as hitting, tripping, pushing and shoving), virtual bullying (such as insults, teasing, abusive language, nicknaming), cyber bullying (bullying on-line or via phone) and social exclusion (being purposefully ignored or excluded from groups). Each of them has long-lasting negative consequences that have a huge impact on students' self-esteem, social lifes and mental health such as anxiety and depression.There is no single solution to bullying which will fit all schools. So the project had a diverse range of practices, strategies and advices through the primary school curricula. First of all, empathy is an efficient tool to teach social skills, to practice them through role-play and games, and to teach children how to deal with various social situations through drama lessons. National childhood game tournament was another device to build up a meaningful bond between the school and bullies who had loss of interest in academic achievement. Also games had therapeutic benefits that gave children an opportunity to express troubling aspects of their lifes. During the project period schools exchanged the games to learn other cultures and to maximize the group work. The project implemented in five units: Identification of students at risks, improving communication methods, improving teaching methods, preventing bullying and ESL and cooperation.Questionnaires and interviews are essential and effective tools to discover who is usually the victim and why, and also to see the changes of variences in percentage values. Counselor prepared and applied the school questionnares for all students in the school and class teachers prepare dand applied questionnaires which were a few short-answered questions in order to find the isolated students and to observe the changes in peer relationships.On the other hand abusive relationships can lead to chronic school adaptation issues such as early school leaving. Reducing the avarage share of early school leavers less than 10% by 2020 is one of education headline targets of the Europe 2020 strategy. (http://ec.europa.eu/europe2020/index_en.htm) Early school leaving now at 11,1% in Europe. (http://ec.europa.eu/education/library/publications/monitor14_en.pdf) The project aimed to cope with this problem successfully through presented flexible educational pathways which help students understand their own strenghts, talents and different success options.Moreover another strong argument of the project was about the guidance in the schools which was provided through interactive methods such as monitoring, coaching, one-to-one guidence. Every particular reported bullying events was discussed by school counselors.Throuhout the project there were three TPMs and four LTTs which were dedicated to specific subjects (improving positive peer relationships, physical bullying, virtual bullying, social exclusion, cyber bullying and early school leaving) and a round table meeting with relevant skateholders in each country. The objectives of TPM and LTT were to try out new tools and methods and to exchange the experiences and to report the key cross-cutting questions which were systematically considered by each subject matter team.Inclusive education was another important issue for the project given that most of the victims of bullying are the students with SEN. The project offersed the peer advocacy to prevent bullying events in the school. There were selected students to advise bullies to stop directly, but if the speaking was too hard or not safe, they adviced them to walk away to talk to an adult.During the project preiod, leader partner used the co-active strategy by sharing authorship and tasks in flexible ways according to their skills, interests, ICT competences and being certified on relevant issues.Each school made questionnaries one month before the financial and progress report to enable the project evaluation team to discuss and analyze the survey results and current percentages. By the end of the project we got 5%-10% decrease in the first average share of bullying. All project workshops, Ms, Cs, seminars and results could be easily followed through project web-site which provides an open access.To sum up the project was implemented succesfully by all parnerships.