"According to the Common political priorities: - Europe 2020 targets: Employment; - Objectives of the Europe 2020 Strategy: Making lifelong learning and mobility a reality; Improving the quality and efficienty of education and training; Promoting equity, social cohesion and active citizenship; Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. - According also to the Priorities for the School sector: Improve the attainment of basic skills; Improve the professionalism of teaching; The topic of this project will be : Employment after School in Europe In these years the whole Europe, our countries and our home cities have been involved in a job crisis never known before and especially young peoples have great difficulty in finding a job.This project promotes key competences in an international work oriented framework.In the project are involved a French school from Rillieux la Pape, a Greek school from Katerini, a Turkish school from Nazilli, a Romanian school from Baia Mare and an Italian school from Formia.All participants will be able to recognize similarities and differences in the several schooling systems, professions and everyday life and will be given the tools to work in all European countries.In our project students will be able to recognize the competences required in other countries for the same profession. This kind of experience can help students to remove the barriers and open the boundaries through an effective knowledge about other countries’ professional work.The first action was to open an eTwinning project called ""Monopoly"", and a google site where all partner countries are involved.In preparation of the project, in each school involved in the project there will be done in September a 20 hour English course for students involved in the project and in October a 20 hour training course will take place focused on how to create a company.Besides, in September, teachers and students will create on line their Europass Curriculum Vitae and their language Passport. In the project we will have 2 transnational meetings and six meetings with students (in which learning, teaching or training activities will be carried out).Both transnational meetings will be in Formia (in Sept. 2014 and in Sept. 2015). Each school will be represented in every meeting by two teachers. They will have to do a detailed activities’ plan during the first meeting and to revise the project and prepare the self-assessment questionnaire during the second.The most important action to carry out will be a competition among grouped students. Our idea is to show the partners the job possibilities in the different countries in order to give students the necessary competences which could allow them to find a work there or to create a brand new company. Students will be grouped and, according to their hobbies or their ideas, they will make a competition in which they have to create a new company, (or enterprise, or cooperative), specifying the focus, the name, the type of organization, the social status, the budged needed and so on.. The best idea will be rewarded. The topic of the competition will be different in each meeting, and each host partner school will decide it.To give to students these competences, one meeting in each country will be needed. Six students and two teachers will take part to each one.In each meeting there will be two seminars: a first one in which a host country's job consultant will explain to the foreign students and teachers his country's job problems and opportunities and a second one in which a host country's job consultant will explain to the foreign students and teachers the employment rules in his country. Also during the project a multi-language lexicon will be worked out : in each meeting common words will be translated from the English language into the host partner's language and all foreign students will learn them. So during the meetings students will have the opportunity to work in multinational groups, speak English, learn some key words and expressions of other languages.As dissemination of results at the end of each meeting, each host country will have a final ceremony in which already performed activities and results will be shown to all the host school students, to their families, and to the invited local authorities, local TV and newspapers.The most important project activities and results will be shown in the web site of the project, and in the web sites of the schools involved in the project too. There will be an affective evaluation of the project activities and its results, through the application of pre and post questionnaires.After the first year, participant students and teachers will also be given a questionnaire of self-assessment. So it will be possible to see the weak parts and make some changes in the plan for the following activities."

The project „Encounter, understand and appreciate” is designed for teachers and students aged 15-17 from 6 partner schools form Poland, Bulgaria, Romania, Italy, Greece and Estonia. The aim of the project is to raise the level of key competences and skills, especially the ability to speak mother tongue and German language, which are permanent elements of our cultural heritage and thanks to those to we want to awake an interest among young people from Europe and their local communities, in issues of national and ethnic minorities and promoting tolerance, openness and empathy towards representatives of other cultures. In this project, the students will discover cultural heritage of national and ethnic minorities not only in form of tangible materials such as buildings, monuments, clothing, artefacts, historical and archaeological sites in the area; but also intangible ones those very well known and those already forgotten or entirely unknown such as customs, expressions, knowledge, abilities and oral traditions and through the proces of digitalization (videos, records, images) together with the acquisition of journalistic skills to revive them and save from oblivion. The active involvement of the young people in interactive workshops, simulation games, preparation of city presentations and exhibitions, creation of photobooks and interactive guides, project will make local communities aware that national and ethnic minorities living in our neighborhood in various historical periods have significantly contributed to shaping the cultural heritage of our regions. All activities have been planned so that the direct and indirect participants of the project, during each local and international activity, acquire and deepen basic and key skills, in particular the ability to communicate in a foreign language, use of TIC, the ability to consciously use the media and acquire knowledge about regional heritage. Participants will gradually learn the secrets of journalism. They will learn what the journalist's work is all about, how information is built, what distinguishes the gossip from the news, what journalistic ethics is and how to critically receive the media message. They explore the ability to ask difficult questions and conduct interviews, take part in photo workshops and improve their ability to write articles. At the final stage of the project, they will create an inter-school editorial and set up an online newspaper in which they will publish their articles, photos and interviews, also after the end of the project. Discovering the significance of European cultural heritage will contribute not only to raising awareness of common history and values, and to strengthening the sense of belonging to the European community and social integration, but also helps to develop the initiative and entrepreneurship of young people, which will lead to the development of skills necessary for later professional activity. The application of a holistic approach to learning languages based on diversity, learning and applying innovative teaching methods by teachers and including teaching digital skills in curricula will be the key to counteract the poor performance of writing skills in both a foreign language and native language. The project will have a positive long-lasting effect on all participating schools; the teachers and students will benefit from the project by improvement of ICT skills, flexibility of the pedagogical framework and internalisation of the schools.

The program 'Immigration, Stereotypes and Racism' came to the center of attention of the political timeliness in Greece, Europe and the whole world just a few months after the submission of our application.The shift of attitude towards these issues and the preparation of our societies for the reception of immigrants, gained major significance, fighting against racist behavior and abrogating stereotypes which are found in xenophobia and intolerance.Students 15 - 18 years old and teachers from six European countries cooperated in this journey, whose main aim was 'human'. Greece, Portugal, Spain, Latvia,Turkey and Italy share many common features regarding immigration, as all of them have experienced immigration of their native population towards other countries and have constituted and still constitute countries of reception of immigrants and refugees.Besides the obvious human dimension of the issue, the fundamental keystones, around which all activities evolved, were the reinforcement of the disadvantaged students (therefore immigration was the background of our thought), the reinforcement of digital skills and forging an active citizen.Led by the triptych knowledge, sensitization and action-effect, we materialized our goals, which aimed both at countable and non-countable results. Through empathy our students sympathized with the tragedy of other people, who are forced to expatriate in any period. Students clarified different notions and realized the necessity for respect towards human rights as well as for undertaking initiatives, in order for them to contribute to resolving issues which concern their microcosm as well as the whole society. Within the context of formal and informal learning, contemporary and non-contemporary education, through collaborative learning, students evolved their creative and critical capabilities and simultaneously reinforced their linguistic abilities.Our aim was first and foremost, the groups of students of the Erasmus team of all schools, along with the teachers of pedagogical teams. In a systemic way, the whole school communities of students and teachers, along with the wider local communities, parents and local authorities became receptors of our results. Finally, informing and updating various authorities and services who were linked to our topic, was a constant and uninterrupted process, along with the local authorities of every rank, the supervising authorities of education and the Mass Media of Information (local and national) .Our common activities were organized either in person during our mobilities or through virtual meetings. Students were initially acquainted and interacted before every mobility through etwinning platform. In particular, they enriched our website with material from each one of the program's stages, aiming at the interaction of the participants, the diffusion of our results and the long-term impact and they created and promoted our logo through electronic voting. They interviewed immigrant students and employees, they photographed, painted and organized a photography and painting exhibition, they participated in various experiential games and wrote a script, they directed and took part in theatrical games, they produced videos and organized a multicultural festival, they studied and presented extracts from a theatrical play, they studied and presented the history and legislative framework of immigration in each country, they created comic books and completed various questionnaires of need detection and assessment.Furthermore, our national teams individually carried out various activities for the preparation and organization of various mobilities, and within the framework of the diffusion of our results to various destinations. An artistic competition, speeches, interactive events, and the program's reaching out to the wider society, all took place many times and in numerous ways.All these activities aimed even further, through art and culture, for us to be able to create the necessity to each one of our receptors, to guard the rights of every human, and of course the rights of immigrants/refugees, who are entitled to a peaceful place of residence, under dignified circumstances. Besides, it is good to remember that anyone of us could have been in their place. Our further aim was, being knowledgeable of the legislative framework and using conventional and digital means for distant intervention, to illustrate ways in which political circumstances can be democratically formed in conjunction. Finally, our goal was to bring to the surface the fact that European civilization is a living, dynamic creation of the civilizations which constitute Europe. Therefore, Europe has the ability to humanely welcome new populations, who migrate due to necessity and to ensure a peaceful environment for everyone, Europeans, 'native people' and newcomers, where the human and civilization are the fundamental priorities, as a timeless answer to the riddle of Sphinx.

Our municipality is receiving a large number of immigrants and refugees. Many of these newly arrived foreigners, due to their age, start up their social activity in our upper secondary school. The local government implements a series of measures for their everyday life in school and in the community. School stuff is also offered participation at conferences, courses, meetings related to refugees and immigrants situation. Through this project we struggle to focus on the ordinary students, either native, already integrated immigrants or second generation ones. What we are focusing to achieve through this project will lead to a better encounter between these ones and the newly arrived. Having in view the environmental, economic, political, humanitarian crises and wars, ongoing in the world, we need to focus on the maintenance and further development of our democratic societies. The situation is furthermore compounded by a crisis of vision and values. We need to educate our students to the democratic values, promoting equity, social cohesion and active citizenship. The teachers involved in the project have been selected according to their linguistic competences, cultural background, coordination skills and curricula. We all have to be aware of our European citizenship and to be sensitive to the above issues.The fundamental idea of the project is for students and teachers to experimentally and interdisciplinary approach the identity of the immigrant and refugee and to realize that we allpotentially are refugees or immigrants. The objective is to welcome cultural diversity and to remove discrimination and segregation within the school and the wider social environment.There are six teachers, one headmaster and six groups of students involved in the mobilities. We intend to use different methodologies for carrying out the planned activities, like making documentary podcast, having exhibitions, creating games, writing note-books, having oral presentations on the thematic topics.Students will get a valuable management experience in the project and will require transverse competence such as planning, problem solving, creativity, critical thinking and innovation. They will also use and improve their knowledge of foreign languages as well as information and communication technologies. When it comes to long-terms benefits we can mention that the mobility results will be integrated in the curriculum so that all students in school will approach them, the concrete material will be published on the website to everybody's access. The school representatives, both adults and youngsters will continue the cooperation with other schools, local organisation but also national and international ones.

"It will be a 2 years KA2 - Cooperation for innovation and the exchange of good practices KA229 - School Exchange Partnerships Project named ""Our Past our Future"". Six schools are involved in the project:the DR.KEMAL NACI EKSI ANADOLU LISESI, Istanbul, Turkey;the IES Sierra Luna, Los Barrios, Spain;the 3o Geniko Lykeio Katerinis, Katerini, Greece;the Liceul Tehnologic "" Dr. Florian Ulmeanu"", ULMENI, Romania;Rezekne State Gymnasium No1, Rezekne, Latvia;the I.I.S. Fermi Filangieri from Formia, Italy, as COORDINATORThere will be 6 LTT meetings, with 4 students and 2 teachers of each country involved in each meeting and the students will be hosted in families.Our Strategic Partnership addresses to the horizontal priority of European rules: Social and educational value of European cultural heritage, his contribution to job creation, economic growth and social cohesion, and also promoting a comprehensive approach to language teaching and learning, and promoting entrepreneurship education and social entrepreneurship activities among young people.Besides, our Strategic Partnership addresses to Italian priorities for the school education sector 2019: school dropout and disadvantaged conditions, allowing the success of all students, including those coming from a migration background, to consolidate the collaboration between all actors involved in the school sector, as well as families and other external stakeholders. Also, to promote a comprehensive approach to teaching and learning, based on increasing linguistic diversity in schools, such as encourage learning and early awareness of languages. Finally. to integrate the use of new technologies to support language learning and supporting the integration of the linguistic dimension between programs.Recently, the whole Europe has been involved in a job crisis never known before and especially young people have great difficulty in finding a job.The Young were hardest hit by the crisis. If we take a look at young people NEET (aged 15-24), we can see very different rates among European Countries It ranges approximately 15 -17% in Spain, to 18-20% in Italy, to 17-20% in Greece, 17-20% in Romania, 10-12% in Latvia, about 20% in Turkey.Young people are more likely to be overqualified, in non-standard and precarious forms of employment and as a result have lower social protection.Risk of poverty, risk of social exclusion and risk of unemployment are great problems for them, and we aim to focus them to develop skills, ideas and new possibilities to find a job.In Europe the cultural sector represents 4.2% of GDP and it is the third sector with more employers, about seven million people, the 3.3% of the working population. Furthermore, the sector continued to increase even during the economic crisis. In fact, the number of jobs in the sector grow by 0.7% a year between 2008 and 2012, when the economy lost 0.7% % of jobs overall (ERNST & YOUNG, 2014).The archaeological sites, the contemporary architecture, the medieval castles, and in general the traditions and the arts constitute the cultural heritage of Europe and are the beating heart of the identity and of the collective memory of European citizens.The rich and varied cultural heritage of Europe is an attractive center for tourists visiting the area. This is why local heritage has become an important economic factor.We plan to use eTwinning to put in contact students before each mobility, and also for implementation/follow-up, uploading the project into Twinspace for dissemination use. The starting point of the project will be the study of each country students' most relevant historical and/or natural monuments of their territory. 2 International groups working (by PPT) on the topic will be created.Before and after each meeting will be applied tests to the students who probably will be involved in the mobilities.The students will have to fill online their Europass Curriculum Vitae.DURING the meetings some language lessons will be hold by the guest sts; the 2 international groups will improve their Power Point; at the end of each meeting they will present their works and there will be a debate between the 2 groups.As concrete results will have:a poster of each meeting;a brochure of each meeting;the PPT of the students;their europass CV;creative activities from each meeting.Also, a web site in which will be uploaded all the activities of the meetings, and from which everyone will be allowed to download all. Participation in this type of partnership is an opportunity for schools to change in a European dimension, to stimulate innovation and improvement processes and to promote the values of inclusion and tolerance."