"The ""Innovative Education with the Harmony of Art, Science and Technology"" project was carried out in cooperation with the education authorities, Faculty of Fine Arts, Art Foundation, Regional Development Agencies and Art organizations operating at the regional level in the field of development and exchange of arts-supported good practices in the education process between Bulgaria, Poland and Turkey. . The main purpose of our project is to support the integration and continuity of our vocational high school students with low academic skills through extracurricular activities supported by science, technology and art. With the project, it is aimed to enable vocational high school students to become individuals who make a difference by adding not only their professional skills but also their creativity and aesthetic skills in the labor market they join when they graduate, and to develop the skills they need to produce creative works with high added value to the economy.In this direction, through the scientific, technological and art-oriented activities carried out in our students, the awareness that schools are places where not only academic but also social cultural and artistic activities are carried out, they love school more and their school attendance rates have increased by increasing their commitment to school. The development of tolerance and tolerance towards cultures was also ensured. The general results of our project are as follows; - Innovative Science Technology and Art Practices Guide was prepared. In this study, creative art studies in science and technology included in the curriculum were included. - A ""Good Practices Booklet"" was prepared using good examples to prevent students from dropping out of school. ""My Job and My City Short Film Competition"", short films were prepared for high school students from each partner country to promote their future professions and promote their own cities. - To have information about the structure, content and forms of education in the education systems of the partner countries, and cooperation between the institutions participating in the project has been developed.Monitoring and evaluation - summarizing research and results for initial, interim and ongoing studies, planning measures for future implementation and methodological analyzes of implemented activities were made during the project and a scientific publication was prepared. Learning Teaching Activities (LTTA) were carried out. Innovative Learning Material Development Activities -1 : It was carried out in Poland, Short-term joint staff training activities were held. Innovative Learning Material Development Activities -2 Short-term joint staff training activities were held in Turkey Art Supported Science Learning Event Short-term exchange of student groups was held in Bulgaria Art Supported Technology Learning Activities: This event was supported by Artistic activities in accordance with the subject of the Project as the content realized as Distance Online platform due to the Covid 19 pandemic.Totaly 145 students and 18 teachers participated in this workshop.At the closing meeting of the project, a conference on ""Art and Problem Solving Skills"" was held. Main activities carried out locally within the scope of the project: -Renewable Energy Workshops -Recycling Workshops and Students Exhibition - Establishing a Joint School Museum - Educational Environments Meet with Humor: Cartoon Exhibition - Science and Art Functional Art Workshop -Geography Activity in Our LivesAs a result of the project implementation, significant changes were observed in the opinions of the Turkish student group on leaving school, and their levels of commitment to school increased. In addition to this basic result, it was confirmed that the project was effective on students in terms of increasing their academic skills and reducing their prejudice against school. It was also observed that the students improved in the fields of art and design, their bias against science classes declined, and their attitude toward education at school changed positively. Therefore, it is concluded that the project implemented within the scope of extracurricular activities has the potential to produce a positive effect on the adjustment and success of the students in school."

The PROSPECT proposal intends to develop and test and education model addressed to all school level, starting from kindergarten to secondary junior school, focused on service learning, as crucial moment for passing from knowledge (know) to skill (know how to be) and competence (know how to do). This process will guarantee the training of a citizens able to act with critical thing and to face the new challenge of the global society.At the present moment, service learning is used in secondary schools and in adult training centers through specific activities developed according to model of Dewey and Freire. Freire (1970) believed education was a process of empowerment. Rather than view education as a 'banking' process which views students as empty accounts waiting to be filled, Freire viewed the teacher-learner relationship as a reciprocal relationship. Teachers teach but are also learners; learners learn but also teach. Ideally, service-learning is a process of empowerment for students, faculty and community members alike as together they are co-learners and co-teachers in creating better communities. Like Freire, Dewey rejected the notion that education was an accumulation of knowledge and instead argued that education was more about developing student judgment, a skill necessary for participatory democracy.So service learning is a teaching methodology which combines theoretical study, happening inside the school with the commitment in favor of local community. For defining a methodology service learning, this link shouldn’t be casual or occasional, but it is necessary that the study is effectively finalized to give a contribution to the solution of a real problem of the local community.This contribution has a theoretical side – the deepening of the problem – and a practical side, including concrete activities of social service. Another key aspect of this method is related to the fact that the social service activities are not added to the normal curricular work, but they are integrated in it. In other words, service learning is not a way to make extracurricular alternative activities in addition to those in the morning, but a different way of teaching and learning at school. Finally, a fundamental element of service learning is the students protagonism, they actively participate in defining the project from the initial phase of problem identification through to its conclusion, which consists of an activity in favor of the community. Therefore, it is possible to define service learning as the set of activities that allow students to gain knowledge and skills to actively engage in and try to solve a real problem in the community.The implementation of a new educational model which include service learning in kindergarten and in primary and secondary junior schools study programmes, will create learning experience based on a holistic approach, aimed at developing curricular and interdisciplinary competences together with global citizenship ones. The proposed educational model will support and promote the development of global citizenship skills in students, by strengthening and putting into practice the UNESCO recommendations (2015) and the Agenda 2030 for Sustainable Development.The project activities will be developed with reference to all levels of compulsory education and will see as main result the development of a proposal for the creation of a global education model that include debate and service learning in school programmes through experimental learning units, which allow the accreditation and evaluation in educational content.The following main activities will be realized in order to achieve the project objectives:- Collection and analysis of interesting practices in at least six European member states about the strengthening of global citizenship skills in curricular activities, for the monitoring of their impact on pupils’ competences.- participatory design, testing and impact evaluation of a global educational model that incorporates global citizenship skills, service learning and debate in the curricula for formal education;- Design and implementation of peer learning experiences for teachers and trainers to share and acquire the skills for the implementation and validation of the model in their classroom settings.The project action will be carried out at European level in 6 countries in different national contexts, characterised by different educational policies and needs so to design a global educational model incorporating service learning methodologies and activities in school curricula. The proposal of educational model will be asked also to support and improve in students the development of global citizenship competences, transversal to the different subjects. This purposes require to be developed in a European framework and provide a more systematic cooperation across a range of actors and policies at EU and Member State level.

"As phrased prior to the project, Early School Leaving (ESL) is an obstacle to economic growth and employment for EU Countries. It obstructs productivity and competitiveness, and fuels poverty and social exclusion. In 2019, the share of early leavers from education and training in the EU stood at 10.2%. In other words, one in ten individuals aged 18-24 years with at most a lower secondary level of educational attainment (ISCED 0 - 2) was not engaged in any further education and training in the four weeks preceding the survey. The Europe 2020 target was to reduce the rates of early school leaving in the EU to below 10% by 2020. In 2019, this share was already below 10% in a majority of regions with some of the lowest shares concentrated in Eastern Europe and in capital regions.Among the EU regions, the lowest share of early leavers from education and training (1.7%) was recorded in the coastal/island region of Jadranska Hrvatska (Croatia). There were three other regions where no more than 1 in 50 young people were early leavers: the capital regions of Czechia and Lithuania — Prague and Sostinės regionas (both 1.9%) — and the Greek region of Kentriki Makedonia (2.0%). Young people who leave education and training prematurely are bound to lack skills and qualifications, and to face serious, persistent problems on the labour market. It aims to inspire and generate the development of a comprehensive approach to ESL. As defined in the booklet edited by the European Commission and entitled 'A whole school approach to tackling early school leaving', Early school leaving ESL is a pressing concern for the individual, for society and the economy. The skills and competences gained in upper secondary education are seen as the minimum credentials for successful labour market entry and as the foundation for further learning and training opportunities. These skills and competencies help prepare young people for life, developing the potential in every person so that they become fulfilled and active citizens. Yet 11.1% of 18 to 24 year-olds have left education and training without completing an upper secondary programme according to Eurostat 2014 data. The project proposal was based on the Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions “Tackling early school leaving: A key contribution to the Europe 2020 Agenda”. The project aims to develop and disseminate an innovative pedagogic method, based on the centrality of pupils and of their emotional needs and requests, aiming to prevent and/or to face the early school leaving phenomenon. The aim is to develop a unique pattern flexible enough to be adapted to the specific contexts and conditions of the different regions and individual situations. The Like Project involved 9 partners coming from 6 EU countries. Partners are research centers, no profit organizations, authorities and associations with long-standing relevant experience and strongly involved with problems connected to the education system governance and development. The project expected that the pupils learn to fill their existential, communicative, relational and training needs; develop the motivation to study; the project managed to fulfil these requirements. This was possible through a process of meaningful learning and training, in order to identify, concepts and meanings, to understand the importance of collaboration to be able to perform their cognitive and socio-emotional growth. Prior to the project we believed that operators and teachers had to improve their ability to ""read"" the starting positions of students in terms of identifying cultural levels, modes of communication and relational learning styles of each. The project aimed to set up and transfer the methodologies and effective tools to bring out recommendations useful to identify and combat the phenomenon of school drop-out and obtain target required by the target communities in the partnership countries, giving a contribution to the redefinition of school curricula with regard to life skills.During the project in the collaboration of the partners, a Pedagogical Toolkit was created after the conceptualization of the model had been finalized. The procedures described in the Toolkit were implemented in the schools of the partner countries. Following the implementation, the impact of the procedures on the life skills of students was measured with the developed survey tool phrased in IO2. The results were analyzed jointly together with the partners."