"""SUSTAINABILITY FOR DEMOCRACY, DEMOCRACY FOR SUSTAINABILITY” (SDDS) came into existence because of four public secondary schools' joint desire to work together on a European project on the theme of democracy, environment and sustainability. MAIN OBJECTIVES Concerning students: - reinforcing links between school education and active citizenship, economic, social, cultural and European considerations; - increasing students’ self-confidence and to acquire better English language and digital skills; - promoting inclusion of students with economical and learning difficulties. Concerning teachers: - enhancing professional development by integrating collaborative and innovative pedagogies into the project activities; - establishing networking relationships that will lead to future collaboration as a result of this project. Concerning schools: - to open our schools to internationalization and to increase the European dimension of the education we provide. Throughout the 2-year project, in each of our four schools, there will be a team of about 21 students, aged between 14 and 18 and from very different socio-economic and geographical backgrounds, working on the project, alongside other fellow students interested in our theme. All the proposed activities have been selected as a result of consultation with colleagues interested in sharing their methods with others and learning from the approach of other European teachers and will involve people living and working close to our respective schools. The project´s objectives will be achieved by means of a four-phase structure, preceded by preparatory work and culminating in a short-term transnational learning activity (TLA) hosted in each partner country. We’ll start with Greece – the cradle of Democracy and during the project all partners will explore Democracy, with sustainability being always the guideline and establish relations with the Environment, Economy, Arts, Science and Technology. The outline of this structure is as follows: - Phase 1: “Democracy and Environment in Institutions” with the TLA hosted in Greece (01/2019) - Phase 2: ""Democracy, Environment and Economy"" with the TLA hosted in Finland (05/2019) - Phase 3: “Democracy, Environment and Art(s)” with the TLA hosted in Portugal (10/2019) - Phase 4: “Democracy, Environment, Science and Technology” with the TLA hosted in Estonia (04/2020). Students, in turn researchers, interviewers, writers, artists, webmasters, will thus, thanks to the collaboration with students from partner schools, construct their own learning processes, their relationships, their sense of responsibility, making them truly European citizens. All activities and work produced, uploaded on the eTwinning platform, the Project Blog and the EU Dissemination Platform will enable European teachers and schools to find inspiration for their daily work and for future cross-border cooperation."

Kuusalu Secondary School aims with this Learning Mobility project to contribute teachers' and staff's professional development by providing them educational and professional international in-Service trainings and study visits. Mobility project helps school achieve an international dimension and contributing to the creation of a network of contacts for future cooperation projects. We consider it important for teachers and school staff to share best practices and to participate in lifelong learning program. Each new competence and knowledge gained from in-Service trainings works for the benefit of the school.Kuusalu Secondary has had some small-scale collaborative projects before in previous years. This project is based on the project from last school year. As a next step we would like develop a carefully planned and long-term international cooperation plan with schools and partner institutions in Europe. This area covers both international mobilities, study visits, cooperation projects, hosting volunteers (EVS) and teacher assistants.There is scheduled 10 Staff mobilities in the academic year 2016/2017, ten in-Service training courses and one study visit. The participants are teachers and members of management.Topics for Mobilities include pupils with special needs (talented in maths), outdoor education, English learning and teaching, study visit to a Nordic country.Mobilities topics are carefully selected according to the needs of the school and school staff training needs.2016/2017 Learning Mobility Project is part of a longer-term Mobility Plan which are created based on mapping of school and staff' training needs.The school has set up a team for international cooperation, which under the leadership of planning and development manager monitors the progress of the whole project.Mobility project helps to create an international dimension at school and it's staff and teachers are ready to establish international cooperations projects. International co-operation projects will provide added value to school, increase teachers 'and students' motivation to learn. This is also good for parent-school cooperation as projects include often student's parents (f.ex hosting, project work etc). Implementing innovative learning methods helps school to reduce risk for early school leaving. Working together with their peers in Europe will increase the tolerance and understanding of multicultural Europe and world.

"Kuusalu High School identifies itself as a learning school, who are conscious of the need to develop the competencies of teachers and staff in order to respond to changes in the educational landscape across Europe and to provide a quality education. Kuusalu High School follows the three core values ""Love, respect, development - A3"" and the school's motto ""Good education from Kuusalu school!"" while planning learning and development activities in the organization. We would like be an open school and to involve several target groups inside the local community. Our aim is to create a safe and modern learning environment in the school which takes into account the student's individualities. Kuusalu High School aimed to enrich the learning and teaching process quality as a provider of quality education and to contribute the development of a good and secure environment. This Mobility Project's third important focus was on the Social Skills teaching-learning program.While choosing activities to cover with the Mobility Project we searched for a balance and equality on different subjects and school levels. This project involved also first-time participants: faculty of Estonian language and history and Faculty of Science. Planned activities were divided into three areas: A1 - Job shadowing. 4 teachers participating A2 - Participating in-Service training courses. 6 teachers participating from 4 faculties. Unfortunately, one course, which was designed to strengthen the subject area of ​​crafts and technology, was left out because of the Covid situation. Involved target countries in this project were Finland, Spain, Cyprus, Malta and Italy. So 10 people participated in the study mobility project instead of the planned 11.Participants acquired new skills and knowledge in an international context during the project. The school received valuable additional competencies while planning strategies for school development. More and more staff members and teachers are motivated to follow principles of lifelong learning and to focus of teacher professional development. In the collaboration with colleagues will they enrich teaching techniques, update the curricula and initiate new forms of cooperation to meet the objectives and competencies described in school's curricula. We wish to highlight that mobilities initiate teachers' motivation and autonomy to start up short-term class and group project activities carried out on eTwinning or Skype.We continue developing services provided by Educational Support Center, including Social Skills' learning program. Individual mobility project benefits several target groups: teachers, staff, organization, students, parents, neighborhood schools and other educational organizations in the local community, local community authorities. In the long term, we see the important role of international cooperation in developing the quality of the school as an learning and open organization."

"<< Background >>Projekti ""Võimetekohane õppimine ja koolirõõm. Õpetaja roll koolirõõmu suurendamisel"" fookuses oli toetada kooli 2014-2020 arengukava, mille kohaselt olid põhilisteks parendusvaldkondadeks õpikeskkonna kaasajastamine, õppetöö diferentseerimine, kasvatustöö arendamine, personaliarendus ning siseriiklik kui rahvusvaheline hariduskoostöö. Projektis kirjeldatud õpirännete eesmärk oli õpetajate pädevuse tõstmine ja õpitud uute metoodikate rakendamine igapäevases koolielus; õpirännetel osalenud õpetajad on aktiivsemad välja pakkuma oma ettepanekuid koolielu parendamiseks tuues näiteid väliskoolitustel õpitust. Motiveeritud ja vaimselt tasakaalukas õpetaja oskab märgata nii haridusliku erivajadusega kui ka andekat last ning toetada teda parimal võimalikul viisil.Kuusalu kooli juhtkond otsib viise, kuidas kaasajastada õppetööd ja teha see õpilastele kaasahaaravamaks. Erasmus+ koolitused ja õpiränded on ideede kogumiseks suurepärane viis, kuna partnerite leidmine on lihtne ja koolituste valik väga lai.<< Objectives >>Käesoleva õpirändega soovisime pöörata tähelepanu sotsiaalsete oskuste õpetamisele ja väärtushoiakute kujundamisele, kaasaegsete õppimis- ja õpetamismeetodite omandamisele. Samuti koguda ideid paindliku õppe- ja kasvatustöö arendamisele ja töötajate pädevuste tõstmisele.<< Implementation >>Viisime läbi 5 täiendkoolitust ja ühe töövarjutamise. Täiendkoolitustel osalesid Kiusamisvaba Kooli meeskonna liikmed kes ühtlasi on Kuusalu koolis abiõpetajad (2), algklasside õpetajad (2) ja kehalise kasvatuse õpetaja (1) .Horvaatias käis töövarjuks üks algklasside õpetaja.<< Results >>Projekti tulemusena said 5 õpetajat uusi teadmisi täiendkoolitustel nii erinevate praktiliste õppemeetodite rakendamisest kui ka kiusuennetuse, emotsionaalse intelligentsuse ja konfliktiga toimetuleku kohta. Töövarjuks käinud õpetaja hindas väga kõrgelt võimalust näha välisriigi kooli põhjal, kuidas mujal on õppetöö korraldatud. Lisaks uutele teadmistele pidasid kõik õpirändajad oluliseks õppimist välisriigis inglise keeles ning boonusena sihtkoha riigi kultuuriga tutvumist. Kõik õpirändajad jagasid enda kogemusi ja uusi teadmisi kolleegidega ning seeläbi suurenes projektist kasusaajate ring veelgi. Kuusalu keskkool näeb positiivset mõju koolile tervikuna, sest õpirände tulemusena tegutsevad koolis professionaalsed ja motiveeritud õpetajad ning töötajad, kes soovivad panustada kooli arengusse."

"The project ""JOIN US, SupPORT Me! - Join Opportunities of Inclusion through SPORT and Music!"" was presented by the Egidi IC and born from the need to develop an inclusive education model, as described by the guidelines set by the European Commission and, above all, by the European Agency for Special Educational Needs and Inclusive Education. The focus of the activities was centered on two disciplines, which are well suited to the adoption of inclusive methodologies: Music and Sport. The general objectives were:- improve the inclusive profiles of partner organizations, gain experience in international cooperation and strengthen their capacity to produce high quality innovative results- achieve strategic cooperation between operators in the formal and non-formal / informal education sector in order to develop experimental tools for social innovation and inclusion- implement new forms of learning for SEN students, also thanks to virtual mobility, OER and better use of ICT- develop new tools and methods for professional development of teachers and Heads, for better initial education and continuing trainingThe specific objectives were:- implement an inclusive learning approach focused on the learner, where personalization starts from the needs and interests of all the students, with music and sport as focus- directly train 30 teachers and 5 Heads from the partner schools- codify two new profiles of inclusive teaching for music and PE teachers, useful for both initial and in-service training (big- OER), which can be obtained through attendance at two training courses (small-OER), both IOs of the project- launch a permanent mixed operational task force composed by school / experts / stakeholders that organize the internal functional structure and lay the foundations for a constant structured dialogue with parents and institutionsThe project proved to be a substantial success and the achievement of the objectives was guaranteed by a very broad and heterogeneous partnership, composed of 5 schools (Italy, coordinator, Slovakia, Estonia, Romania and Turkey, the latter leaving the project at the end of the first year due to force majeure causes) and 5 scientific partners from the world of private social (Italy, Lithuania, Belgium, Sweden and UK). For the duration of the 36 months, schools have involved pupils - also SEN pupils - aged between 11 and 13 years, teachers and Heads, while non-school partners have participated with their own trainers and researchers. The following activities have been implemented:1. Research, elaboration and codification of the 4 Intellectual Outputs approved by the National Agency:1.1. An e-learning training course for the learning of inclusive methodologies through music, designed to transmit skills and abilities to all teachers (working with students aged 11-13) who wish to enrich their lessons with music elements aimed at the inclusion of disabled students. It is be made available as a ""small-OER"";1.2. An e-learning training course for the learning of inclusive methodologies through sport and movement. It is be made available as a ""small-OER"";1.3 Profile of the Teacher Included - Music, made available in the form of ""Big-OER"".1.4. Profile of the Inclusive Teacher - Physical Education, made available in the form of ""Big-OER"".These intellectual products have been the subject of two multiplier events, held respectively in Italy (26/05/2017) and in Brussels (26/09/2017) at the European Parliament, with the participation of the Czech European Commissioner Věra Jourová and Petra Goran, Member of the Directorate General for Education and Culture of the EC and editor of the report ""Structural Indicators for Inclusive Systems in and around Schools"".2. 8 mobility activities, of which:- 2 joint training events for teachers in the UK and Sweden, leading to the development and exchange of good practices on inclusive methodologies through music and sport- 5 blended mobility for learners (with virtual and physical parts), which have had the main purposes of allowing students with special needs to participate and teachers to experiment the methodologies learned- 1 short term exchange for pupils that took place in Brussels, at the European Institutions with the involvement of the highest representatives.An important impact has been achieved at local, national and European level; the project has brought and will bring long-term benefits as it aims to build a structured dialogue with stakeholders and policy-makers and focused on the learning processes of the school staff."