<< Background >>We applied to this project in order to increase the quality of education and the level of inclusion of hearing-impaired children by implementing innovative strategies and working methods aiming to acquire new skills, which will allow them to enter the socio-professional field.The major objective of the project was to develop the theoretical and practical skills of hearing-impaired students in the field of Polygraphic Techniques to obtain a specialization for socio-professional insertion on the national and international labor marketThe specific objectives of the project were:-Training and development of specialized technical skills for 20 students, from the 9th and 12th grades, in the field of polygraphic techniques for socio-professional insertion-Improving transversal skills for respecting and developing professional values and ethics, openness to lifelong learning, for the formation of a personality capable of adapting to the demands of the labor market-Training and development of specialized technical skills for 4 teaching staff in the field of polygraphic techniques to make the educational process more efficient in activities with students from special IPT<< Objectives >>By implementing the project, we aimed•development of skills in the IT fields, of polygraphic techniques for teachers to ensure the framework of the pedagogical act the complementarity of the educated formal, non-formal and informal •diversification of teaching-learning-evaluation methods at the professional, professional-dual level, according to EU models.•the development of communication skills in a foreign language, both of students and teachers to develop European partnerships•raising awareness and sensitization of public opinion regarding the employment rights of people with disabilities.•ensuring equal opportunities for the 20 students and obtaining a good professional qualification, at the level of EU standards; acquiring working methods with modern technical means; enriching the vocabulary specific to the printer's qualification•development of the professional skills and competences of the 20 students, in order to employ at least 80% of the graduating students on the labor market•increasing the interest of students from other institutions to enroll in our school and to obtain a qualification that is recognized at the European level•promoting the school at the local, national and international level<< Implementation >>Within the project, 2 streams of training activities took place for 20 students-mobility of VET learners and job-shadowing activities for 4 teachersI.Mobility of VET learners•May 17-28, 2021-10 students completed practical training internships in Grafica De Esposende and Oficina d'Imagem printers in Barcelos, PortugalThe host organization was Associação Terras Lusas Movimentos Europeus-ATLME•July 18-29, 2022-10 students completed practical training internships in the Ektyposiako, Orfanidis Giorgos and International copy center printers in Thessaloniki, GreeceThe host organization was IPODOMI LIFELONG LEARNING CENTERII.Teaching/training assignments abroad•May 17-28, 2021-2 teachers participated in job-shadowing activities at the Agrupamento De Escolas De Barcelos school, at round tables, debates and workshops at the Grafica De Esposende and Oficina d'Imagem printers, in Barcelos, Portugal•June 18-29, 2022-2 teachers participated in job-shadowing activities, round tables, debates and workshops in Thessaloniki, GreeceEach mobility flow lasted 12 days and 2 days for travelThe students carried out daily activities during 6 hours, between 9-12 and 1-4 pm, and the teachers for 8 hours/day<< Results >>The results of the project are:• 4 teachers with IT skills and polygraphic techniques, able to work with modern teaching-learning-evaluation means, methods and strategies; who have developed their linguistic and cultural competences• 20 students with skills and abilities to work with modern equipment in the field of Printing Techniques, who have enriched their vocabulary specific to the printer's qualification, prepared for a good socio-professional insertion• 20 students with developed communication skills in English; with a wide cultural horizon• promoting the image of the school in society and increasing the number of students at the professional level• 4 demonstration activities, 2 activities after each mobility flow• The best practices guide regarding professional and dual technical education• 2 brochures about IPT from each host country• 4 products specific to polygraphic techniques made by students during their internships• 2 testimonials resulting from mobilities• 1 roll-up• Leaflets, posters• Project logo• 4 workshops (with parents, teachers from the school, Bucharest and the country)• 1 social media page on Facebook, https://www.facebook.com/profile.php?id=100067052407167

Innovative Teaching Against Bullying involves six secondary schools that educate and instruct pupils of diverse ethnic, religious and cultural origins. Most of these learners come from disadvantaged families with low opportunities for learning, traveling or self-educating. They usually have very poor general knowledge, very low skills in foreign languages and ICT, and above all, have no motivation for learning in general and easily give up when they face difficulties in their learning. They have problems to find their place in the world, they don’t exactly know how to go through a maturing process and they very often have no idea for their future, have problems with defining their values, understanding themselves. They feel lost and adults around them do not always set up a good example for them. Different local official statistics show that the majority of these learners are often victims of violence and are mistreated in their own families. Sometimes their mothers are also beaten by their husbands. As a result, these learners lost their self-esteem and have become bullies themselves and mistreat their schoolmates in various ways, including cyberbullying, left alone the conflicts and quarrels with teachers. The repetition of such violent behavior affects the atmosphere at school and makes the other learners feel insecure. Therefore, it appears judicious for us to shape these misbehaving learners’ positive attitudes by engaging them in a challenging ICT-based European partnership. Their active participation in this collaborative challenge will, on the one hand, enable them to acquire new skills in ICT and become creative. On the other hand, they will regain their self-esteem and self-confidence and become more respectful towards their schoolmates and teachers. Besides, the project will offer them an opportunity to meet other European learners of their age, to develop their oral communication competencies in foreign languages, to acquire intercultural skills, and thus, to build their European citizenship.To implement our partnership and hit our objectives we have shared tasks amongst us according to each other’s experience and expertise. A five-day ICT workshop will be organized for teachers in December 2020. Participants will learn how to use a variety of ICT tools, and how to share all created materials on a dynamic project website. Three Transnational Project Meetings will also take place. They will offer teachers the possibility to practice foreign languages, to get familiar with other European know-how by observing classes in the hosting countries, and to exchange good practice by giving ICT-based lessons themselves to local pupils. Regarding the learners, we will first make preliminary assessments and rate pupils’ ability level on a number of skills. Based on the results we will purposefully create small groups that blend abilities and backgrounds and incorporate team-building activities carefully adapted to their abilities and possibilities. Besides, we will have them complete tasks that involve using ICT and oral communication skills that they will likely need in their future professional life. Finally, they will participate in two ten-day citizenship language camps which will be held in two different partner countries. These camps will put these learners in authentic communication situations and give them good opportunities to cooperate with other European learners of their age and high up their self-confidence, make new friends, foster tolerance and enlarge their cultural horizons.To ensure the efficiency of our strategy, various evaluation tools will be developed and used. Communication between partners through video conferencing will occur every month to ensure the best follow up of the partnership activities, and a WhatsApp group will be used for day-to-day exchanges. To disseminate our results as widely as possible we will create a dynamic website, a Facebook page, a YouTube channel and a Twitter account. To sustain our partnership and its results we have agreed to continue our cooperation beyond the two years of the project through the Twinspace Portal. As a result, this partnership will not only help to fight against bullying and make the schools’ environment more positive and safer for learning for the other pupils, but will grant bullies a chance to change their image and behavior, and to high up their self-esteem. Moreover, it will allow them to acquire new skills which will undoubtedly raise their future social inclusion opportunities as well. The partnership will also allow constructive exchanges of good practice between European teachers, and promote the incorporation of innovative digital teaching method and project-based pedagogy in the teachers' daily pedagogical practice, which will make their classes more engaging and more challenging for these main target groups as well as for the other learners in the partner schools.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

"The project EUROPE’S FRIENDS aimed at attaining the strategic goals common to the 5 partner schools from Romania, Greece, Poland, Portugal and Turkey, namely: -An educational system compatible with the EU norms by a reconsideration of the approach to the teaching act from the part of the teaching staff -Reducing school dropout rates -Ensuring equal opportunities to education for students The horizontal priorities underlying this project, according to the Erasmus program, were: -Improvement of students’ basic and transversal competences -Development of students’ social, civic, cultural skills -Formal and non-formal education as a basis for long-life learning -Combating discrimination and segregation -Social inclusion The project’s major objective was represented by the development of students’ competence through a combination of formal and non-formal education. Specific objectives proposed were attained: 70 students developed their English language, sign language and IT communication skills 70 students developed their social, civic, intercultural skills necessary for an openness to life-long learning, in order to build up a personality capable to adapt itself to the requirements of the labor market 55 teachers developed their IT and English language skills needed in their teaching activity 55 teachers combined formal and non-formal education in their teaching activity 55 teachers learned/developed sign language The target group was made up of: -28 hearing-impaired students from schools in Romania and Poland, middle school, aged 12 to 16 -42 students without special educational needs from schools in Portugal, Turkey and Greece, middle school, aged 12 to 16 -55 teachers from the 5 partner schools During the project there took place: -two transnational meetings in Portugal–January, 2018 and Romania–June, 2019 -an IT course for teachers, held in Turkey, March 2018 – where they learned interactive teaching-learning-evaluation methods, got acquainted with IT software necessary in the teaching activity -""Traditional Handicrafts and the Art of Photography Camp“-Poland, in the mountainous region of Bieszczady, in May 2018 -” UNESCO Patrimony Camp"" -Greece, Athens, May 2019 In each camp have participated 7 students, accompanied by 2 teachers from each school Following their engagement in this project: Students: -participated in weekly English language activities where they learned about the history, geography, culture of EU countries, which have enhanced their competitive spirit and motivation for the acquiring the English language; students with the best results in the evaluations of these activities went to the camps -developed their English language communication skills following participation in English language activities conducted in each school throughout the project and the two camps organized in Poland and Greece - developed their IT skills -acquired knowledge about the history, geography, culture and traditions of EU countries -got acquainted with the UNESCO sights and objectives specific to partner countries -developed their social, civic, intercultural skills necessary for an openness to life-long learning, resulting in an increase of self-esteem Teachers: -developed their IT and English language skills necessary in their teaching activity, following participation in the IT course (12 teachers from each country) and the camp activities (50 teachers-10 from each country, including host country) -combined formal and non-formal education in their teaching activity -learned/developed sign language In the course of the project the following products have been achieved: -the project’s site -10 interactive lessons on the history, geography, culture and traditions of European countries -5 guidebooks about the history, geography, culture and traditions of European countries, written in the native language of the partner schools, in English and translated into sign language -2photo albums -1photo exhibition -2 films presenting the camps in which the students have participated and the activities conducted together with their teachers Access to the project’s site is free of charge, limitless After the project: -The prestige of each school has increased, at local, national and international level -The European dimension of each school engaged in the project has been heightened -Each teacher has become a trainer, capable to transfer European models of good practice to the field of formal, non-formal and informal education, thus contributing to a more dynamic teaching practice in the 5 partner schools. The project was concluded with the International Conference EUROPE’S FRIENDS taking place in Romania, in June 2019, attended by 200 persons. The results of the project will be disseminated, exploited and valorized through workshops organized in all partner schools in the next years"

As foreseen, our project has been realized on Arduino Programming for 14 days starting from 20 January 2019 in Romania and 14 April 2019 in Germany. As our participants consisted of individuals with special needs, a total of 5 companions, 4 students, 4 parents and 1 teacher were found in each flow. Since 4 of our participants were able to provide mobility with wheelchairs and 4 with supports, this was done within the framework of logistic arrangements. A total of 8 participants consisted of 3 female and 5 male students. The participants fully monitored the internship activities and the program during working hours, but some days were given early breaks due to their special circumstances. Cultural visits were made on weekends and some evenings, thus providing the necessary environment for cultural interaction, an important part of Erasmus + projects. The fact that the students worked on such a project, especially with the family members accompanying them, also helped to double the impact of the project.Prepared with the aim of improving the capabilities of the program on smart home systems, the geographic function of our project has been previously audited and its applicability has been confirmed. Turkey's biggest city with a population of 2 in Ankara, social living standards are also moving to smart home systems is high. However, this tendency is far from the level predicted by the market due to the problem of olm not having longevity inde before the public. Despite our innovative efforts in the field of informatics, this project has been realized in order to meet the demands of the sector in terms of raising qualified personnel. The most important problem here is the infrastructure problem. Since the geleneksel traditional anlayış understanding prevails in the subjects of our curriculum, our targets are far from the goals set by the European Union. However, the solid infrastructure of the trainings on smart home systems maintenance in Europe and the implementation of workshops in which the theoretical knowledge is immediately transferred to practice means that the skilled labor force of the sector in Europe needs to be trained in a short time. In our country, since there is no sustainability in strategic moves, these systems cannot see the expected interest and give up their users soon. With this project, our participants were able to participate in a 2-week internship in Germany and Romania, which has an advanced smart home systems market in Europe. As a total of 8 Serebnal Palsy students with disabilities were involved in our project, in addition to family members, it was ensured to appoint a companion teacher with high sense of responsibility. Thanks to this internship, our participants have received training in the fields of air conditioning control, entertainment systems, lighting, accessories, window-curtain systems and security, which are the application areas of smart home systems, and gained practical experience in Arduino Programming where they can see the details. These professional gains will improve the quality of education through curriculum updating. The fact that more disabled people have been reached through the dissemination activities and that hope has been conveyed to them is one of the important big outputs of our project.Ankara Serçev Barrier-Free Vocational and Technical Anatolian High School, 2017-2018; It is the first non-disabled vocational high school in our country that has come to life with the collaboration of SERÇEV and MONE. Our expectations and results from our first project for the promotion and quality improvement of our school are very high. Thanks to this project, our school, which is new in vocational education for the disabled:- Serebnal Palsili, 8 disabled students, Arduino Program with Smart Home Systems Installation and Maintenance internship in Europe,- In the first year of our school, with the first project was able to prove to everyone that disabled people can be in their professional life,- Through the Çankaya District National Education and SERÇEV, more and more disabled people were informed about the project and they were prevented from becoming pessimistic about the future.- For those who want to employ disabled individuals in Ankara, our institution will soon become a prominent position in the institution providing the personnel,- With the success of the project, the visibility of disabled people in our country has started to increase and the construction of new Vocational High Schools without Barriers has been initiated,- Our school, with the courage of success after the project, has come to a position to produce projects that will touch the lives of people with disabilities more.