The project 'CLEAN' has dealt with one of the central topics of our time: environmental issues. Although it's a well-known topic for the teachers, future generations will constantly need to develop their own environmental awareness. Through the framework of an international project, the students and teachers involved discovered how the environment is (next to the Sars-cov-2 / Covid 19 pandemic) the biggest global challenge of our time, and how solutions both can and must be found jointly with other countries. Furthermore, they became aware of the fact that whilst sustainable living is a global effort, efforts must also be made locally. Environmental education, concrete sustainable action, and environmental awareness were therefore the primary concerns of the project. The project group was composed of different types of schools from six countries (the Netherlands, the United Kingdom, Italy, Spain, Turkey, and Germany). Some of the schools work in integration, which reflected in the composition of the group involved in the project, with some having a vocational focus while others were more academically orientated. The age group targeted were students between 14-15 years old; the project group was put together with students of these ages. The student body was socially mixed, and the project also involved students from both urban and rural schools. Of course social inclusion was incorporated in composing the project group. The six schools had very different levels of experience with international projects. Some schools were already experienced in both Comenius and Erasmus projects, whereas others were getting their first experience through this project. Viewed as an overall group, the different experiences of the different schools complemented each other well. In the course of the two-year (because of the pandemic three-year) project, the pupils participated in numerous age-appropriate activities. Central to the project was the formation of an 'Eco Green Team' in each school and working on differing themes such as recycling, upcycling, and the use of natural resources. Further important parts of the project were making nature in need of conservation accessible, and creative work around the project theme. To achieve this, photo albums and videos were created, objects were made using recyclable materials, a song was composed and much more. In this way, the pupils learned how to properly use ICT and social media in real-life situations. Furthermore, the international nature of the project made it possible for students to enhance their language skills. At the same time they acquired respect and responsibility for cultural heritage in the different countries, experienced differences in culture, acquired respect for different habits and mannerism and learned to accept all differences. Above all, the project aimed to institute numerous changes to the participating schools through working together. The 'Eco Green Teams' During the project the student’s workgroups met among others with city or town councils. They had the opportunity to share thoughts about e.g. creating a more sustainable environment and dealing with waste with people whose profession it was to seek for solutions in this matter. Next to that the ECO teams worked in the schools to realize and start changing things. In one school they became a structural participant in the taskforce group that was working on a more environmental friendly school building. For instance, because of this participation normal light sources will be replaced by LED sources. Because of the participation in this project being aware of dealing with waste was aroused and became an integral part of the schools' lives. These results proof that each school individually is working on taking their environmental education further.

All together for inclusion our project wanted to foster young people´s competences and skills through a linguistic, methodical and educational path that aimed at enhancing knowledge of students about their possibilities in planning their professional career, about the different ways to step into the world of work and to be able to evaluate their chances on the European job market.The need to discover for teachers new approaches and procedures lead the exchange of best practises and methods each partner uses to prepare students to the world of work.The project contributed the achievement of language, character, computer skills.The project aimed to increase the self- awarness of students, to aquire and improve linguistic English skills, self- confidence, skills in self- organizing and life skills they need for their later career.The concrete main objectives oft he project were*provide professional guidance and counseling for students, enhance career and educational support services;*show teachers and other staff different methods of teaching; give them a chance to adopt new approaches, techniques and good practice;The partnership was made of six partners from 5 countries: Turkey, Spain, Romania, England and Germany. All had different experiences in preparing their students for their later professional way in life. Each had experience with inclusion problems, too. The way partners organize the preparation of students is as different as the ways students start a successful career. Germany is on a special position, because it is the only partner, where the students are trained for the jobs in a theoretical and practical way.Depending on it the methods and practises at school are different from the others, too. Some of them had previous experiences in participating on European projects and on eTwinning projects. Each school had a specific task: The German school- the coordinator- monitoring the information flow, draw up the final roduct, gadgets; the Turkish school from Corum introduction poster; the Turkish school from Ankara the homepage;the Romanian school the survey; the Spanish school facebookpage;the English school booklet about participating countries and partners.The undertaken activities have been made with the purpose of developing skills and knowledge of students, teachers and community about the different ways students follow in each country and to adapt them in their curricular. Some had been done the same in each partner- country ( Career Day, Career Booklet, seminars with employers, students, stuff and community) Some have been done in a different way at each partner, because of the different ways of preparing fort he world of work.( Germany: introducing the main employer of the region, the way students can get an apprenticeship there, the basics, needs and conditions you have to fulfil, introducing the procedure students have to pass before they gat an apprenticeship// Spain: Career Fair// England: introducing the different colleges students can attend and the change in education now) The students’ involvement in activities have been active and in presence and have been based on co-operative learning, peer-to-peer collaboration, use of I.C.T. tools.The partnership has realized the web- site and facebook- site, videos and presentations for/ after each mobility, Erasmus- corners at each school, initial survey, project logo, recource book, handouts, articals on local newspapers, leaflets, seminar, gadgets (banners, keychains, caps, rucksacks…)The results and impacts were in three different levels: schools, teachers, students.At a school level: strengthen partnerships and develop them focussing on supporting opportunities for students to engage in active learning in a practical European context.increase in students’ involvement in the European citizenship, whereby, in contributing their views, time and talents, bring positive change in the school and the community.better reputation and acknowledgement on a local, national and European level.At a teachers level: new pedagogical approachesmotivating students to participate actively in school, out-of-school or extracurricular activities. At a students level: experience an improvement of their life skills and competences needed as future active and critical citizens by linking current learning to future real life situations, especially in their choice of careerstrengthen their self-awareness, self-confidence, responsibility, knowledge, capabilities.