"Context/background:According to recent studies, obesity kills a lot more than malnutrition. In the European Union, the number of people who are overweight continues to increase: between 2008 and 2014, only 3 out of 28 member countries had a decreasing rate of obesity. Like many people students in schools are turning their back to traditional nutritional benchmarks, often preferring dense and caloric food, guided by a form of globalization of (bad)nutrition, ""fast food"" is more in vogue than traditional ""slow-food"". This is especially the case when students come from families part of lower socioprofessional categories! It is clear that not every European school is showing a lot of interest to this problem. Indeed, very few countries offer a cafeteria with equilibrated and healthy meals and attractive prices, cheaper than a very low nutritional quality food you can buy in a ""food-truck"" or a ""fast-food "" restaurant. Objectives of the project:The “Responsibly Eating actively values European education – REvEE” project is a partnership between five European secondary schools willing to share good practices in the fields of science, IT and culture in order to improve the nutritional situation of our students in our schools and provide other educational institutions through Europe some tips and materials they can use to improve theirs. We mean to work together to put the human, especially the student, back to the center of the learning process, considering that an individual can learn only if he is placed in good physical and psychological conditions.Some key competencies, both hard and soft skills will be developed, and the main objectives to achieve are:• opening minds, overcoming prejudices and receiving inputs to highlight European identity.• increasing awareness of poor dietary practices and their impact on health and depletion of the planet's ressources• Defining and share good practices, suggest and implement solutions in each school• Developing soft, interpersonal and organizational skills such as problem solving and critical thinking, and enhance the ability to work in a team, talk in front of an audience and defend ideas• Developing foreign language, ICT as well as scientific and cultural skills.• Promoting health education using modern tools, especially ICTs• Upgrading teaches pedagogical skills by exchanging and sharing teaching methods, good practices and ideas that will enrich their professional expertise Number and profile of participants:Groups of 24 students (15-19 years) and 6 teachers in each of the five partner organisations, in total 150 people, will be the direct participants with active involvement. Both teachers and students, in their mid or late teens, come from secondary education bodies. The teaching staff will consist of people with expertise in the field of science, technology, English, IT and all subjects relevant to the project.Description of activities: Different activities will be carried out:• The project starts with a survey about nutrition in partner schools• Practical laboratory activities, scientific and technological, including the use of modern devices (Arduino Boards and App programming) and teaching methods: determining the composition of food, creating a device which warns the user when eating too fast, programming apps helping to eat responsibly.• Case studies about the impact of food on health and about traditional European food.• Meeting with professionals (doctors, nutritionists, enterprise’s visits) in order to give some real perspective to the project and discover the labor market linked to healthy food.• Group works to share experiences and create posters videos, give tips to school to improve their situation.Methodology:The project will be articulated around five Learning Teaching Training mobilities, one in each partner’s country, where activities related to the topic will be performed. Under teacher’s guidance, before each mobility students will receive a cultural input about the country they will visit and each team will work in order to analyze the results of the previous meeting, prepare the next one and disseminate the project within their school community and stakeholders. Results, impact and potential long-term benefits:Some outputs will be created: a survey about the schools, a tool measuring the impact of nutrition at school, Apps helping to have a healthy diet and a collection of activities, good practice examples, videos, posters and reports on experiments and workshops. These resources will be available for local and European schools and institutions trough institutional and partner school's websites.We expect the participants to improve their skills and improve their awareness of the need to have good practices concerning nutrition. We also expect some changes in schools as we will make some recommendations about nutrition and provide modern activities useful for health education, improving student’s school experience."

Roland Garros High School is located in Reunion Island which is unique in that it is part of both the Indian Ocean and the European Union. However, geographical distance and insularity are strong obstacles to the students ambition and to international openness. Our project is part of sustaining and developing our first experiences of European openness for the teachers and the students.Our school must continue to make it clear that international openness is not only a project or a temporary goal, but a regular source of enrichment from organisational, professional and educational points of views, as well as a constitutive element of our school's policy. We want to develop and promote innovative practices in language learning building on the skills acquired during staff mobilities. The teachers selected and trained according to their subject will be the driving forces of this innovation. This team will have to develop co-working, colaborative strategies and teaching in a foreign language, but also teaching in non linguistic subjects with the help of innovative activities in the three schooling routes (general, technological, and vocational). To do so, our staff must get an efficient training, thanks to mobilities in language schools (one in in Spain and two in Ireland), in training centers for teachers (two in Italy and three in Finland) but also two job shadowing in Germany. The teachers will have to observe and analyse european professional practises concerning innovative projects and how the other countries deal with school dropout. Some of the teachers will sit for a language certification that would enable them to teach their discipline in a foreign language. Our internationalization strategies must be enriched from exchanges with European partners. Through mobility, we want to improve our ability to carry out projects to consolidate our openness and outreach to the world.

The Global Warming project is an international school exchange program:Going abroad is not the main objective of the project nevertheless it has to be considered a reward, a motivation for our pupils and not as a due keeping in mind that the financial awarding of the project is external of the Lycée. This project uses the topic of Global Warming to make pupils work together on a same issue, the pupils from the both Technological Lycées from different countries but belonging to the UE.These pupils aged 17 have particular profiles: their experience from Collège may be a failure and we've noticed a loss of motivation and some shortcomings that need filling up during the 3 years of the Lycée cycle in order to pass the Baccalauréat.An adapted pedagogy is therefore the best means to find a new motivation and enhance ambition. Motivation triggers interest, it yields more personal commitment which leads to success. Success generates more wish consequently more commitment.The project is in 3 phases:Phase 1Each Lycée calculates the Global Warming footprintWork group ( 3 to 4 pupils)The pupils are in contact with foreign pupils using new technologies such as emails, social networks or/and Skype to express their point of view.Each group is in charge of the writing of its study.At the end of phase 1, the Danish come over to France to present the results of their analysis.Phase 2In each Lycée, each group studies a solution ( as innovative as possible) to reduce the environmental impact of their school.Each groups writes a study report.Phase 3Each group tries to apply its innovative solution and evaluates its impact across the school.The Danish-French groups present to each other the solution found.This project, by means of a different pedagogical approach wishes to lead the pupils to reach a concrete goal.Without realizing it, the pupils will find their own remediation, reformulation throughout their studies which will help them erase the gaps and lack of knowledge. They will have to use physics, mathematics as well as linguistic tools.They will need a good knowledge of TIC to deepen their understanding and to communicate in English. They will therefore develop their linguistic capacities ( writing, speaking, understanding and interacting).This project will hopefully help them succeed and encourage them to pursue studies abroad.We contribute to building Europe and European citizenship.

In regards to education, the European Union promotes mobility, multiculturalism, and equal education for all. In line with these objectives, the Center has planned significant changes for the purpose of strengthening cooperations between European academic institutions. The ¨European Dimension of Education¨ agenda includes efforts to enhance the quality of education about Europe, to improve language teaching and training, and to promote the mobility of teachers and students. Within schools, the ¨European Dimension¨ must be understood not as an educational curriculum requirement, but as a foundation upon which all students may learn to appreciate the social life and cultural heritage of our communities. Similarly, modern advancements in technology has led to many changes in teaching methods and fostered a deeper understanding of personal relationships and social interactions in Europe and the world. In European society, language teaching has become a necessity as it facilitates communication among all members of the greater European community. Therefore, these two areas - the importance of intercultural communication and the reality of rapidly developing technology, necessitate the development of both digital and communicative competence on the part of European students. It is with the aforementioned needs in mind that these five European centers propose collaboration with a shared method and objective - that of enhancing public awareness of the European identity of our students. To do this, we have created a common, digital workspace named, like our project, Trilinguablog. This workspace operates in three languages and showcases the plans of European study. This gateway has addressed needs of each individual student situation as well as the shared needs of our common Europe. The novel aspect of the project is mainly its promotion of the European intercultural coexistence outside the classroom, in a real context, between centers, in order to educate students in a multicultural society. Teachers used and will still be useful the work created by other centers in their classes (either in a foreign language or from another discipline) and thus we are all closer, creating an innovative teaching method that combines direct work between different centers. It was necessary, therefore, to combine these centers. Cities are cultural references - Bordeaux and Vienna, and the more rural, such as Marmolejo ( in Spain ), Saint -Joseph (Reunion in France ) and Michalovce ( Slovakia ). All share a common reality and we are all Europe. The project has produced results that have being based on innovative new methods of work, in terms of learning opportunities, exchange of teaching practices, complementary projects undertaken , technical development , access to information and recognition of the learned results. The methodology employed is meant to awaken in students a spontaneous and sincere taste for the study of foreign languages as their primary means of accessing different cultures and societies. The development of work which brings students into the history and democratic functioning of the European Union as well as education regarding life in other European centers was the ideal way to make the students think about the customs, history and culture of other counties in order to identify and respect them, thus enforcing how contact with other cultures contributes to the development of personality. We want our students to understand that European linguistic and sociocultural diversity is the better common heritage of our society.

This is a mobilityproject for employees, students and apprentices, the project is co-ordinated by the Education and Training department in Sogn og Fjordane County, Norway.The project is a consequense of a the focused work within international activities since 2007. The project concerns practical training placements of staff, students and apprentices within the Hotel and Restaurant Trades, Technical and Industrial Production, Building trades and Health Trades. The partners that will act as sending organisations training offices and upper secondary schools. The Norwegian partners that have international experience are sharing their contacts and experiences with the less experienced partners, thus sharing and building institutional competence. The receiving partners are situated in London, England; Murcia, Spain; La Rochelle, France; Copenhagen and Skagen, Denmark; Riga, Latvia and Prague, Czech Republic. The placements shall support the curricular and training needs within each trade area. The project shall support the need for for international working experience in the curriculum and training plans. The project is mutual; we will host students/apprentices from our partners. Main objectives-Provide an opportunity to gain cultural and working experiences in an international environment-Increase the interest for the trades concerned and make it more attractive as an educational option and thereby increase the recruitment to the lines of study and training involved-Provide an opportunity to communicate professionally in another language-Enable participants to achieve increased self-development through new cultural and professional challenges-Prepare the participants for their exams and craft certificate test and their future working life through gaining a more varied and relevant work experience-Give employees a chance to further develop their competencies within the trades concerned and in international activities-Contribute to an increase in the education completion rates within the county-Increase the international competence and understanding on institutional level for all parties involved-Increase knowlegde and competence regarding the education and training systems & qualifications in other European countries