ANNIE (Aquaponics, New Novelty In Education) is essentially the combination of Aquaculture and Hydroponics. Both aquaculture and hydroponics have some negative aspects. Re-circulating aquaculture needs to have excess nutrients removed from the system, normally this means that a percentage of the water is removed, generally daily. Hydroponics requires expensive nutrients to feed the plants, and also requires periodic flushing of the systems which can lead to waste disposal issues. This nutrient rich water in both systems needs to be disposed of and replaced with clean fresh water. When both systems are combined, these negative aspects are turned into positives, as the nutrient rich water from the aquaculture system is recirculated into the hydroponics system to grow produce. This water is then filtered (clean) into the aquaculture system.Many different species of fish can be grown in an aquaponics system, and the species selection will depend on a number of factors, including climate; freshwater or saline loving fish and plants; the density of fish per cubic metre and fish stratification preferences (the preferred water depth of different species). Aquaponics systems can be used in ‘local for local’ food production situations, is biological and organic and aquaponics need no extra toxic additions like antibiotics, manure or artificial fertilizers, and don't need weeding.Aquaponics has a significant reduction of water usage, compared with traditional growing methods. Plants grow faster and the whole year round; healthier food is produced because of a reduction in chemical applications; water usage is reduced and is cleaner (with only 10% of recycled water lost by vaporization, reducing the water footprint); reduction of transport, reducing the CO2 footprint. Aquaponics will be one of the solutions to the food shortages the world is facing.‘To satisfy a peak global population of 9.7 billion people in 2050, agricultural economists project that total agricultural demand will increase by 60 percent to 100 percent compared with 2005 levels’(Zeigler, M.M (2017) http://www.globalharvestinitiative.org/2017/03/sustainably-doubling-agricultural-productivity-the-right-global-goal-for-2050/)Objectives: This project is a starting point to change regional food production strategies all over Europe. As well as the potential applications for urban areas, this project is also applicable for rural areas. Education played an important role in this project, because this teaches the workers of the future and makes them aware of emerging food problems.The main goal of this project is to expand a network between educational institutions, food producers and local governments. Schools can integrate this topic into current curricula and on any EQF level. ANNIE increased this network where education providers, farmers (business) and governments worked together to raise awareness of water scarcity, water purity and food productivity issues.Number and profile of participating organisations: 13 organisations, Agri Vet- schools EQF level 1-4; Vet schools A.D.; Applied Science Universities, Secondary Schools with LLL-aspects; Business & Development Consultants and Entrepreneurs.Description of undertaken main activities: National: founding of aquaponics platforms in which knowledge and skills are shared, founding aquaponics training centres to provide information and share knowledge and skills; raising awareness by organising workshops for pupils, students and staff within the institutions and outside with partner schools; training activities in the project by the experienced company LandingAquaculture, an international company in aquaculture. There were 4 Steering group meetings and 3 partner meetings and an ANNIElympics, the final meeting was an event in which all participants participated in frivolous items related to fish and plants, healthy and safe food and innovations.The final result included the creation of a database of shared documents to be used to assist start-up aquaponics projects; leaflets in all languages with basic information about aquaponics; 4 training centres (ES,NL, RO and PT) to provide workshops and short training events on aquaponics; 2 working models for educational events; exposures on school days and at national and international meetings like European Parliament, European Committee of the regions (CIFEA MdS) and meetings about sustainability; World Food Day 15th of October 2017 NL; 2 instruction films available for everybody (on YouTube); 4 master classes organised by students.5 Students will graduate on aquaponics through ANNIE. Thousands of people know about aquaponics because of the ANNIE project. Longer-term benefits: new partnerships, a continuation of the partnerships in a new project with the partners, the pioneers become experts in aquaponics in education, pioneers became trainers.

"Five European partners decide to meet to work together on the subject of borders: ""No frontier: a dream or a nightmare ?"" Each of the partners knows one or two others thanks to former collaborations on different European programme lines: Job shadowing, eTwinning projects, Defrit. Faced with the rise of individualism and nationalism, it seems important to us to remind or introduce the younger generations to the context in which we live in Europe. The notion of citizenship is experienced in very different ways by everyone. These differences come from external forces that influence the thinking and behaviour of each individual. Being a European citizen implies an even greater capacity for openness and tolerance. But we must also accept to try to understand the other. This is the objective of our project, which focuses on the notion of borders in all their forms: cultural, religious, political, linguistic, geographical, economic, social and technological. Each partner will endeavour to make young people want to observe, analyse and understand the different situations proposed: transnational team activities, visits, productions (text, images, videos). And what could be more motivating for young people than to get involved in activities, themselves, imagined by the young people? The coaches define the main lines and accompany the young people in the preparation, implementation and follow-up of each activity. 20 young people from each country, aged 15 to 17, partly in general high school, partly in vocational high school, will have the opportunity, in groups of 5, to participate in a stage of this project. These 20 young people will also have the chance to discover their daily lives by welcoming a ""correspondent"" during this two-year course. Among the activities planned: - Activities in ""transnational"" groups: project logo, project logbook, photo album, multilingual dictionary, work on regional languages, activities on stereotypes, creation of dissemination tools (written press, internet) These activities will be carried out through mobility and eTwinning activities (before, during and after mobility). - Visits: historical sites, symbolic sites of the notion of ""border"", visualization of the notion of ""invisible"" border (social differences, notion of neighbourhood) From the idea of this project, through the drafting of the Erasmus+ form, to the final assessment, the activities are co-imagined, co- discussed, co-written and co-implemented. This project is a group work from beginning to end. The differences in the perception of the notion of border have allowed us to define a theme for each activity/mobility. This makes the project more readable and easier to understand, imagine and organize. The expected results can be divided into two categories: - tangible results: documents, productions, created and stored for dissemination. - ""Intangible"" results on participants: * Behaviour: tolerance, awareness, living together, trust, openness. * Skills: technology, project management, foreign languages, creativity. This collaboration makes it possible to explore similarities and differences from north to south in Europe, thus creating a stronger sense of unity. It allows students to get to know Europe better, its customs, lifestyles, rights and gives them the confidence to question themselves in a new situation, thus promoting the European dimension. The activities improve their communication, receptivity and intercultural skills and facilitate the recognition and validation of knowledge, skills and competences acquired through formal and informal learning. Even transnational initiatives can encourage active citizenship. Visits to partner schools are an opportunity for teachers to meet other education systems and enrich each other's educational experience while learning from the best practices of other schools, setting an example for others. The results will encourage other teachers to participate in projects like this one. It will also serve to raise awareness among local communities of the project's themes, the European dimension, cultures and languages. These experiences should also help students to recognize others without prejudice in their subsequent learning. For the institutions that collaborate on our project, this will be a great opportunity to carry out transversal activities in different fields in order to benefit from their specific expertise. This type of cooperation will enable them to promote the development of education and their integration into local and regional development actions."

"Starting from the idea that one of the key competencies of the 21st century is the mathematical competence, the 5 European schools considered necessary to brush up the teaching methods and opened doors to educational innovation by taking Math outside the classroom. The fundamental idea to start up the present project was that about 73% of students from all the partner schools find Math boring and impossible to learn. In all partner schools were identified the needs to increase interest, curiosity and knowledge in mathematics, improve the mathematical skills of low achievers and create new materials in teaching math. Through ""MATHS GAMES"" project we raised students’ awareness and interest in learning Mathematics at our schools. Specific Objectives: -supported directly 68 students and 32 teachers to develop innovative cross-curricular materials during 4 international exchanges; -developed mathematical competence for the future to 80% boys and girls from 5 EU countries; -stimulated curiosity and creativity among students from 5 EU schools by connecting mathematics to real life; -increased interpersonal and intercultural communication competence among 80% participating students from 5 European schools; -improved mathematics assessment and learning using inquiry-based learning. ""Math Games"" project was addressed to students coming from 5 European countries and the direct target were students from lower secondary schools, in particular students who are 11- 14 years old. There happened 4 short term exchange of pupils (Italy,Romania, Lithuania and Bulgaria) and 1Transnationa Meeting in Turkey in the project. The total number of participants who attended the mobilities is of 68 students and 32 teachers . The project promoted an innovative approach that led to increase students’ interest and motivation in learning Math. The activities were designed to encourage learning by doing, by discovering, thinking skills, creativity, imagination, as well as, English and ICT skills. The implementation of the project was structured to achieve the project’s aims using the inquiry-based learning method. By tackling students’ curiosity in correlating math with the real world, they discovered by themselves the profound influence that math had on our daily lives. Four different topics were approached during the 4 exchanges of groups of pupils: MATH & ART, MATH IS FUN, MATH IN MOTION, and MATH IN SHAPES. Students’ mathematical skills, curiosity and creativity were developed using a cross-curricular approach. Students were encouraged to see the connection between Math and other school subjects like Art, Music, History, PE and ICT. Using games, team building activities, fundraising activities, surveys, Erasmus+ day events significantly contributed to enable students to learn through an international context. All the project’s products were created by students during the mobilities. During the hosting meetings the partners attended lessons, observed and exchanged good practices and got more familiarized with European educational systems. The school curricula expanded in accordance with the feedback and methods exchanged during the meetings. The following tangible results were achieved during the project: logo of the project, presentations, a brochure containing poems about Math, a common song, a calendar of the project, photos/ drawings, surveys about “Math in daily life - How Healthy Is Your Lifestyle?”, a travel manual, videos (“Using History to Teach Math”), Geometric toys, bookmarks, leaflets, questionnaires, a booklet of the project and the final DVD of the project. The intangible results were: increasing mathematics competence, improving mathematics assessment, stimulating creativity in teaching and learning math and developing motivation for using cross-curricular materials and inquiry-based learning in the educational process. The project presented a validated model of innovative and creative interventions for the development and improvement of teaching and learning Mathematics. This Erasmus+ project offered a wide range of opportunities for self-development for teachers to be updated with the last methods of teaching used in the European Union."

"The ""How we teach and learn English"" project has been a response to the needs of the partner schools from Portugal, Spain, Romania, Slovakia and Poland in the field of language education. All the schools are the same vocational type and the students in many cases come from similar backgrounds. The same have also been the problems with motivating students to studying foreign languages. We also thought of students with economic obstacles. This project intended to get them involved in learning at European level. The main objectives of the project were: improving the quality and attractiveness of language education, integration of foreign languages and other subjects with help of modern, digital technology and creating attitude of openness to international cooperation. Approximately 100 students and teachers from five partner schools have been involved directly. The tangible results of the project activities are educational resources for use in lessons of different subjects. The innovative aspect of the project is the use of CLIL method in general education and vocational classes. Teachers involved in the project developed scenarios of such lessons. Development of teaching skills has been our objective as well. Among others, the status of teachers depends on their qualifications, attractive and effective lessons they carry out and ability to communicate with students and teachers from other countries. Activities like blended mobilities and short training programs helped to accomplish the project results. Virtual cooperation in conjunction with real meetings made it possible to achieve the highest quality. The use of modern digital technology and foreign languages improved competences in this area, both among the project participants and other target groups. The European dimension of the project made the achieved results available among a very large number of recipients, and various ways of dissemination of results of the project ensure their durability. All the results are open and allow for the continuation and development of the project activities by the next generation of students."

Our aim is to motivate our students, make their studies more attractive and increase their chances to adapt to the work environment. It is important to show that vocational schools can lead to success. The teachers play an essential part in this project, this is why we are asking for 16 teachers mobilities in education and training. We have deliberately chosen to do shadowing internships (11 mobilities) and training Content Language Integrated learning (5 mobilities).The observation courses allowed: - update and enrich teachers' practices through the discovery of methodologies and teaching strategies in high school at our counterparts. - to discover other educational systems so other modes of operation, other reference systems. - develop interculturality, discover other cultures and consider projects in partnership with host institutions.- to mobilize teachers to international openness. - improve the skills of participants in foreign languages ​​and set up DNL courses that give meaning to the learning of modern languages ​​for students and thus broaden their perspectives, increase their level of ambition. - to understand the interconnections between vocational education and the labor market among our European partners. These observation courses took place in vocational training institutions that have the same areas as our institution in Romania, Norway and Spain. The impacts of these mobilities are: - pedagogical: an enrichment of their work and their activities for the pupils by the implementation of new pedagogical methods. - linguistic: improving foreign language skills and thus offering our young people the opportunity to benefit from courses in non-linguistic subjects. - a better understanding of the links between professional and professional education among our counterparts and thus set up courses for our students in Europe. The impacts on our young people are: - a valorization of the professional education and the image that they can have of their sector.- to allow our students to leave for their training period in a professional environment in Europe-development of the feeling of citizenship and European identity among our young people.