<< Background >>Schools are important arenas for interventions among children, as health promoting initiatives in childhood is expected to have substantial influence on health and well-being in adulthood. During health crisis, like COVID-19 pandemic, promotion of public health and issues regarding self-protection are crucial, not only for the adults, but also for the children. Especially for children 6-12 years old, it is very important to teach them in a way that they will better and easier understand issues related to health and self-protection.One of the main policies in all EU countries is the promotion of health education to children. Health education builds student's knowledge, skills, and positive attitudes about health. Health education teaches about physical, mental, emotional, and social health. It motivates students to improve and maintain their health, prevent disease, and reduce risky behaviors. For this reason, teachers in primary schools must find innovative methods to support and make children understand issues regarding health, self-protection, and public health. Covid-19 proved the lack of adequate health education of children in several countries as well as the inadequacy of the lack of digital tools in learning to be used for distance learning.Digital Game-Based Learning (DGBL) is an innovative method in supporting children to the learning process not only in classes, but also by distance. DGBL is one of the best ways to teach students in primary schools, as it creates a new perspective in learning culture, which go hand in hand with the interests of the pupils. Digital Educational Games (DEG) are an innovation in primary education, that can enhance children learning and acquiring skills. The integration of DEG in the school environment of primary education, could effectively contribute to reforming the educational system. Primary education teachers can play a crucial role in supporting children’s DGBL. By developing activities to deploy digital tools and methods to deliver quality and inclusive education through online/virtual means, teachers will be able to provide qualitive and inclusive training to children in such serious issues as prevention in health issues.i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. The target groups of the project are: teachers & head teachers in primary schools, teachers responsible for health & safety in primary schools, children 6-12 years old & their parents, primary schools’ teachers’ networks & organisations, experts/professionals in DGBL, experts/professionals in children education, training institution, parenting networks & organisations, organisations promoting health education, organisations for children education, public & private educational & health authorities & stakeholders.The project will be implemented by 8 partners organisations from 5 EU countries, which respond to the exigency of creating a unitary approach & common operating procedures in promoting & raising awareness for health education in primary schools through DGBL:1.University of Patras (Greece)2.C.M. SKOULIDI & SIA E.E. “p-consulting” (Greece)3.C.F.C.D.C. CENTRE FOR COMPETENCE DEVELOPMENT CYPRUS (Cyprus)4.DIMOTIKO SCHOLEIO AGIAS NAPAS - ANTONI TSOKKOU (Cyprus)5.OIC Poland Foundation (Poland)6.Free Trade Unions Federation in Education FSLI (Romania)7.Centro San Viator (Spain)8.ERROTU TALDEA, S.L.P. (Spain)Regarding the needs in partners’ countries, i-Learn4Health is an innovative project which will upgrade the quality (as well as content) of the offered services in primary schools. Furthermore, schoolteachers & rest of staff will be equipped with the knowledge & competencies, to educate children in public health<< Objectives >>i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. Main objectives of the project are to:enable the teachers (and children) to develop a scientific point of view of health with reference to traditional and modern concept of health.enable teachers to provide high quality health instruction and utilization of curricula that reflect the characteristics of effective health education.promote Digital Game-Based Learning (DGBL) in primary schools.<< Implementation >>its lifetime:Project Management & Financial Plan. This activity will be carried out from University of Patras (lead partner) and will include the timetable of all activities, outcomes, time limits, milestones, etc. It will also describe the reporting requirements & the communication rules & tools. Transparent rules of management & direct contacts between all project partners will be the foundation of effective project implementation.Educational actions implementation material. It will be carried out by University of Patras and all partners will be involved to prepare the educational material for each health promotion section proposed for each student age. Project Dissemination Plan. It will be carried out by p-consulting & will include the following aspects: target groups, dissemination objectives for each target group, schedule of the dissemination activities, project logo-slogan-key messages, number of the individuals & organisations reached, partners' tasks & responsibilities, promotion & dissemination tools, reporting information etc.Exploitation of the Results Plan. This activity will be carried out by p-consulting & will be focused on integrating the project results into national practice & provision in their respective countries as part of the overall strategy.Project logo – Promotional Material. It will be carried out by p-consulting. The project will have its own identity via a project logo, which will be graphically & verbally uniquely identified, so as to be effective for any visual & search engine web research. Promotional material will also be developed (leaflets, project cards etc) & will be used in dissemination activities.Project Website - Social Media (creation, updating & maintenance). A project website & social media accounts will be created & updated in regular bases by project partners. The activity assures that target groups will know & use the project results, during & after project life span. The activity is necessary for the sustainability of the project results. Project website will be in English & in all partners’ languages.Dissemination activities. They will be carried on by all partners so as to disseminate & exploit the results through traditional channels, to identify outside bodies that need to be aware of, or involved in project, to determine how partners can use existing networks for dissemination, to ensure the continuing visibility, accessibility & use of the results after the end of the project, to explore opportunities which could lead to the project results being transferred to & exploited in other countries.Risk Management Plan. It will be carried out by COMCY. The purpose is to identify risks within the project, categorize & prioritize each risk, determine the likelihood of the risks occurring, identify the impact on the project if risk does occur, identify preventative actions, develop list contingent actions to reduce the impact, schedule these actions within an acceptable timeframe & monitor the status of each risk.Quality Management Plan. It will be carried out by Errotu & aims to assure the quality of implementation of the project tasks & results & the continuous improvement. It will also help to establish a support mechanism for the project management in order to ensure smooth cooperation between partners & a successful implementation of the project.Sustainability Plan. It will be carried out by FSLI & it will be a guide for project partners for the sustainability of the project after its end. The purpose is to develop a comprehensive approach for the sustainability of project results through a SP that will serve as a tool & a road map for helping project partners to coordinate efforts, track progress & focus energies on the highest priorities. The SP will set goals & strategies for the sustainability of the project results after its end & will identify opportunities for change and progressNewsletters. 5 newsletters will be produced by Centro San Viator, so as to inform<< Results >>The project will produce the following results, which are addressed to teachers, head teachers, teachers responsible for health & safety in primary schools etc:PR1:Electronic Diagnostic Tool for diagnosis of the factors that influence students’ effectiveness of knowledge acquisition in DGBLA multidimensional electronic tool will be designed for diagnosis of the factors that influence the effectiveness of knowledge acquisition in DGBL for children in primary schools (6-12 years old), with emphasis given to health promotion and health education. Factors such as enjoyment, happiness, and intention to use are important attitudes in learning educational games and increasing learning performance. It will be a Digital Tool (in English, Greek, Polish, Romanian and Spanish) easily available via Internet without any physical barriers. The Tool will be accessible online via computer, laptop or smartphone.PR2:Digital Educational Games for health promotion and health education in primary schools. Digital Educational Games will be developed focusing on health promotion and health education of children 6-12 years old. The games will have different thematic according to the age of the children. Analytically: 6-7 y.o: Healthy dietary habits7-8 y.o: Be Active-Train yourself8-9 y.o: Accidents and Protection9-10 y.o: Stereotypes and stigma in community10-11 y.o: Internet addiction11-12 y.o: Sexual health promotion and interpersonal relationships-The gender differenceThey DEG will be designed respecting all the protocols for WCAG2.0 with graphic elements properly designed for the avoidance of too many texts (thus easier to be used from a wider target group of users), including animations where needed. They will be web based but hosted on a platform with PWA technology (thus downloadable to a mobile device) and fully responsive, playable from all kind of devices. The technology to be used is H5P (Richer HTML5 Content in Existing Publishing Platform like Wordpress or HTML) to be homogenized with the rest of the website of the project and also with a button to download (respecting the transferability of the games).The DEG will be developed in English, Greek, Polish, Romanian and Spanish.PR3:Online Training Program in Health Promotion and Health Education through DGBLAn Online Training Program will be developed for teachers/head teachers in primary schools, targeted on health promotion and health education through DGBL to children 6-12 years old. The aim is to upgrade their skills on health education and on how to use the method of DBGL so as to teach children on public health issues and self-protection.Learners will be trained on:The Online Training Program will contain information regarding:•what is public health;•The characteristic of each thematic section in each class•how do we train children (6-12 years old), according to their age, on health issues and public health;•why it is important children (6-12 years old) to learn and understand about health issues and public health;•why and how to use Digital Game-Based Learning (DGBL) method in the learning procedure;The training program will be available in the form of e-learning in English, Greek, Polish, Romanian and Spanish, and it will be free of charge, easily accessible and available for the public.

The promotion of inclusive education and lifelong learning for students and learners with disabilities and special needs is one of the priority areas set up by the European Disability Strategy 2010-2020. Moreover, in the Bruges Communiqué the EC suggests to increase the possibilities for disadvantaged learners in VET by offering alternative pathways, innovative VET training formats, more Work-Based Learning (WBL) in the main forms present at EU level. Further, The European Agency for the Development of Special Needs Education has published a study on the competences of an inclusive teaching in 2015, where 4 main competences are requested: valuing learner diversity; supporting all learners; working with others and continuing professional development. These are competences required and which are by far not reflected in the VET training programmes. Students with special needs and disabilities need, therefore, to have a personal plan of study which includes WBL experience and tailored on them and the enterprises, on the other hand, need to be trained to support the envisaged target group. VET4ALL represented a reply to the above mentioned problems as it aimed at reaching the following objectives: - Train teachers and staff working with the target group to make WBL or internship experience more fruitful and aimed to future job insertion even in an European context;- Develop flexible pathways which connect the VET formal school curriculum to WBL for students with disabilities/special needs;- Foster the implementation of ECVET principles and tools and develop an innovative approach to Mobility in order to facilitate the access for students with disabilities/special needs;- Support enterprise trainers/mentors and staff during the WBL/internship experience of students with disabilities/special needs. Main VET4ALL project outputs are: O1-VET4ALL Didactical Guidelines for training VET staff working with students with disabilities/special needs.It is a compact presentation of how didactical process should be organised and implemented when dealing with students with disabilities/special needs; how to support them during the WBL/internship experience even at EU level in Mobility programmes. O2-VET4ALL Training Curriculum for Training VET staff working with students with disabilities/special needs.It includes a theoretical part and the supply of concrete competences to the target group when dealing with students with disabilities/special needs. O3-VET4ALL in-company Mentors Vademecum.It is a very practical tool to be distributed to Trainers/Mentors in order to support students with disabilities/special needs during their WBL experience. Supported Employment is the focus of the Vademecum. O4-VET4ALL Mobility Vademecum for accompanying persons of students with disabilities/special needs.This output aims at supporting the accompanying persons, usually teachers not expert in disabilities, and even the EU Enterprises during the mobility and how to implement and develop LOs acquired in a EU context and how to evaluate the students. These 4 Intellectual Outputs were developed in connection with local Multiplier Events carried out in each partner Country, in order to reach the widest range of target groups and stakeholders possible. In addition to these 4 core Intellectual Outputs VET4ALL developed a number of further outputs necessary to achieve the set objectives: website and Dissemination materials; Dissemination Strategy; Quality Management Handbook; Learning/Training Teaching Activities. VET4ALL achieved an extended impact on:- Direct participants in the project: VET4ALL provided concrete competences for the targets on how to deal with students with disabilities/special needs during WBL experiences; how to evaluate students during their in-company training; how to foster company motivation to deal with WBL paths for the envisaged target group. - Partner Organisations: with the project they received an innovative approach for planning and managing flexible WBL experiences both at national and EU level for the envisaged target with disabilities/special needs;- Other stakeholders: they are labour market authorities, political decision makers and policy makers on regional, national and EU level; target group associations/cooperatives for disabled persons and/or with special needs; the labour market organisations; chambers of commerce and social partners.

<< Background >>Adult education institutions are without a doubt the key environment where adult learners acquire all necessary skills and competences to navigate through their lives. For this matter, adult education institutions carry heavy responsibility in determining the future of adults. Digital technologies have revolutionized our society and schools’ systems at all levels are no less affected. Recent studies indicate that the use of technology is to great extent restricted to non-schools, leisure time activities, while engagement with technology for educational purposes in schools lags behind (OECD, 2015).The current global crisis shed a light on the weaknesses of some societal challenges, such as unpreparedness of education system on this reversal in the process of teaching. For educators, the COVID-19 pandemic is a quintessential adaptive and transformative challenge, one for which is no per-configured playbook that can guide appropriate responses. High quality educators are fundamental to the success of digital transformation in schools. Teachers, trainers, mentors, lifelong learning teachers need training and they need to become empowered using digital tools, so they eventually want to use them in the most efficient way.Our project addresses positive use of digital tools in adult educational institutions to ensure more inclusive and interactive learning. Implementing VR classrooms in school curriculum is without a doubt a creative and innovative solution to face unprecedented risks that pandemic evoked.Creating VR classrooms will enhance skills development and competences that reinforce creativity. Digital tools, such as virtual reality classrooms should complement traditional learning in schools. We would blend the idea of digital and analog learning to achieve better educational outcomes. But the latter can be only achieved if we teach adults on how to learn to use digital technologies responsibility. Hand in hand, digitization, and new innovative approaches of teaching pushes both adult participants and adult educators in a way to improve their skills, with a common goal: to create a re-engaging and effective education process.<< Objectives >>CT:VR project addresses positive use of digital tools in adult educational institutions to ensure more inclusive and interactive learning. Creating VR classrooms will enhance skills development and competences that reinforce creativity. Digital tools should complement traditional learning. We would blend the idea of digital and analog learning to achieve better educational outcomes.Throughout the project we aim to address digital equity, which means that all learners must have the same access to learning resources. Some new digital solutions and tools can be a barrier for someone, therefore through our project we will use publicly accessible tools (free of charge) to avoid exclusion of lower socio-economic background adults. Digital contents that will be the product of the project are much less expensive in comparison with traditional approaches and can be shared among learners and teachers in a click.In summary, project objectives are:-new ability of adult educators to implement VR/AR as part of curricula to be used in distant education-improved knowledge of innovative pedagogical tools and new technologies in adult education-improved teaching skills for raising attractivenes and usability of learning over distanceInvolved participants:-3 transnational meetings - 10 staff involved-at least 20 Zoom meetings - 10 staff involved-C1 training – 4 participants/education partner (16 total, each will train 3 in national context)-4 national workshops for adult educators (4 partners x 4 adult educators x 3 teachers =48 adult educators)-48 adult educators piloting CT:VR Curricula with 10 participants each (48 x 10 = 480 adult learners)-4 national multipliers - 100 participants-20 new networks between partners and local community-200 registered users on web platform-300 downloads of digital materialsImpact-created Curricula will remain within the work culture of partner organizations and become a new way to implement strategic actions for building innovative Curricula in other adult courses-training methodologies will be available on the platform and can be used, replicated or adapted to new forms in unpredictable ways, reaching high number of people-improved practices adapted to target group-improvement of teachers skills in order to raise skills of adults through innovative teaching methods-web platform will become a space where the organizations will be able to share best practices, tools, methodologies and challenges<< Implementation >>General activities:A1.Project Management – San ViatorA2. Communication (Dissemination) and Exploitation of the Results Plan - p-consultingA3. Dissemination among its network and within the partnership - all partnersA4. Risk Management Plan - Ljudska univerza PtujA5. Project logo - Brochure - Roll Up - GRETAA6. Project Website - Social Media (creation, updating and maintenance) – p-consultingA7. Quality Management Plan - Ljudska univerza PtujA8. Sustainability Plan – GRETAA9. Newsletters – Ljudska univerza Murska SobotaIntellectual outputs:O1: Research of VR tools and methodologies for teachers in adult educationO1/A1: Mapping of practices, methodologies and tools related to VR/AR in education, with specific attention to usage in adult educationa) Data collection: desk research, literature meta-analysis: literature and recent studies will be reviewed in databases and journals to find those studies which are relevant to adult education organizations; the main language of search will be English.b) National reports: based on desk research, prepared by each partner.c) Analysis: all materials found will be reviewed and clustered and then ranked according to their practicability to the project;d) Review and correction: all texts will be reviewed and proof-read; their usefulness for the work phases ahead will be assessed;e) Editing and online version: the Overall Report will be edited professionally by a marketing department of one partner organisation and published online.O2: CT:VR Curricula- O2/A1. Definition of the CT:VR Curricula (6 modules delivered)- O2/A2. Production of artistic, educational and didactical material- O2/A3. Design and creation of digital materials and interactive resources- O2/A4. Validation of the CT:VR Curricula through the implementation of a short staff training activity- O2/A5. Piloting at national level: workshops for further adult educators- O2/A6. Final version of Curricula delivered (PDF)O3: CT:VR Guidelines with tutorial videos- O3/A1. Mapping of practices, methodologies and tools related to VR/AR technology- O3/A2. Template for collection process: the activity leader will provide a template for data collection so that comparability is guaranteed; also good practice criteria for implementation is defined (max. 5-7 criteria);- O3/A3. Data preparation: desk research: All partners conduct the research after templates and prepare video tutorials (each partner 1 module, 12-15 video tutorials in general);- O3/A4. Analysis: all results found will be reviewed and clustered and then ranked according to the defined criteria; some of them will be taken into the guidelines;- O3/A5. Review and correction: all texts and videos will be reviewed;- O3/A6. Editing, layout and online version: CT:VR Guidelines will be edited professionally by a marketing department of one partner and will have interactive components for the online version (video tutorials).- O3/A7. Translation: CT:VR Guidelines and video tutorials will be translated into all partner languages.- O3/A8. Dissemination: CT:VR Guidelines will be one of the most practical outputs of the project, giving concrete ideas for implementation. Social media, newsletters and other external and internal networks will be used as main dissemination channels.<< Results >>Main results-1 CT:VR Needs analysis for theoretical background and evidence based publication on usability and advantages of VR/AR-1 CT:VR Curricula will list the procedures and methodologies needed for VR/AR implementation on organizational, teacher and participant level-1 CT:VR Guidelines with video tutorials to equip organizations with interactive material for practical implementation-1 CT:VR Web Platform with open source access to outputs (emphasis on VR/AR tools)-C1 training – 4 participants/education partner (20 total, each will train 3 in national context)-5 workshops for adult educators (5 partners x 4 educators x 3 teachers = 60 educators)-60 adult educators piloting CT:VR Curricula with 10 participants each (60 x 10 = 600 adult learners)-5 national multipliers – 100-130 participants-20 new networks between partners and local community-200 registered users on web platform-300 downloads of digital materialsQuantitative results:-number of participants in multiplier events (app. 200)-created networks between partners and the local community (app. 25 networks)-number of adult educators involved (app. 50)-number of adult educators trained in C1 (16)-number of users of CT:VR web platform (app. 500)-number of downloads of digital materials - Curricula and other tools (app. 400)-number of available VR open source tools (app. 10)-number of CT:VR Curricula for adult educators (1)-number of CT:VR case studies (app. 25)Qualitative indicators:-skills gained in training of adult educators in application of VR methods and tools at partner organizations-raised digital skills of teachers on VR levels (key competences)-impact of multipliers on the local community-quality and longevity of networks between organizations and local partners-number and quality of follow-up arrangements between local partners and participating organizations-usefulness of developed tools and methods and innovative curricula for its influence in practice-transferability of intellectual outputs to other contexts and countries-exploitation of VR in adult educationSustainability-curricula will be used by partners and their networks when the project is finished-partners will make effort to validate VR/AR as creative part of adult education curricula-VR/AR tools will be used by partners for implementation of innovative and creative learning methods-collection of good practices will be disseminated and used by the partners after the end of the project-all information will remain published in partners websites-project web platform will be maintained for 5 years after the end of project

Professionalization by exchanging good practices ContextTeachers and students are able to deal with automotive on a Y-junction. (see attachment 3).In this project we will work together and experience how the different partners contribute to the following theme:How to prepare on the future and how to stay hands-on todayAll participants will get new ideas and insights how to adjust education and make it futureproof, regarding topics, skills, competences, didactics, coaching students and teaching materials. The project will spark the sense of urgency that development of education is needed to be prepared for the future. It will help to start the consultation and cooperation with the professional field about the garage, the mechanic of the future and the changes in the branch. Up till now this is hard to discuss, also by fear of the impact of new technology on business management and revenue model; fear because of the unknown and uncertainty about the right to exist, especially for smaller, independant universal garages.The main aim of the project is sharing experience and knowledge :- what vision do the partners have on educational development against the background of the exponential growth of technology- how do schools and the professional field in different European countries cooperate to prepare for the future. By sharing good practices we can:- professionalize- work on sustainable technical education- deepen the stuctural cooperation (grounded by a partnership that exists for 10 years) in order to inspire and help each other in working on qualitative, futureproof education in the longer term with other stakeholders, in this case mainly garages. Objectives of the project are tools for- More awareness and involvement by all the teachers and stakeholders- Input and adaption of the curriculum- Qualifying teachers to enhance better teaching- Share good practices- Develop future proof educationNumber and profile participants:The project will be done by 9 partners.This is a mix of 4 partners out of an already existing partnership plus 1 new VET school (Germany), plus university of applied science (HAN), plus 2 garage (Netherlands ), plus foundation for cooperation school-business automotive (NexTechnician) Activities:In every country there will be a transnational meeting with all the partners involved in this project. Every partner will show their good practices to the partners. Part of the programme will be also visititing companies and garages. In the attachment included there is a schedule about the subject matters.Which actions do you have to take?workshops excursions to Volvo and NexTechnicianroundtable discussionssharing all the new information, experiences and reflections on the innovation hubresults:By sharing good practices we can:- professionalize- work on sustainable technical education; cooperation between schools and other stakeholders- deepen the stuctural cooperation (grounded by a partnership that exists for 10 years) in order to inspire and help each other in working on qualitative, future-proof education in the longer term. Maybe after this project we can develop a KA2 with inteletual ouputs.- to enhance the experience from the already existing partnership with the added expertise from the new partners i.e. university of applied science (HAN) and technical school Steinfurt and garages- all the results will be presented on the website of the involved partners and at the Innotecs and EFVET conference. ImpactWhat fundamental change do we want to contribute to? Partly because of our project/application we will contribute to a better future proof and sustainable education in the automotive. We will contribute to the preconditions for this, namely better cooperation and connection between business and education in the automotive.What is our contribution to that change? In cooperation between schools and the businessfield we contribute:- to a sense of urgency to adapt education to new technologies in automotive- more sensibility and an open mind for teachers and employees in the automotive branche sustainability in different aspects: flexibility and an open attitude to the uncertain future in the automotive industry- to a better cooperation between schools and garages and industry, and better fine-tuning between VET schools and higher education. Graafschap Collega asked for exceptional costs: it is for the kick of meeting. They will invite a famous key-note speaker for the automotive industry

"“We volunteer” is a project based on developing active citizenship by involving the community and encouraging students to be a change in the European community, making awareness of the benefits of cooperation and skills in working with others and common challenges and the positive impact all volunteering actions and encouring schools and young people to volunteer in their communities.This project intends to develop volunteering competences among European students as well as creating a common sense of European Citizenship based on understanding and being tolerant towards the difference between cultures, people and religions.Besides,We Volunteer!"" will serve to raise awareness about the value and importance of volunteering and promote students’ volunteering activities throughout 2015-2017 among the partner schools. Our partnership consists of Turkey, Portugal, Romania, Italy, Greece, Poland and Spain. All the partner schools were chosen among our previous Comenius project.The particating organizations aims at reinforcing cooperation between communities and schools.We aim at making the community aware of the problem and to actively take part in the solution. In the different stage of the Project we will have the participation of stakeholders, especially voluntary organizations and local authorities of each school.They will play an important role in international meeting,research,thematic visits,trainings and organizing community events to raise awareness on volunteering.The education policy of the project will address to increase entrepreneurship and leadership skills ; to develop transversal skills such as multilangualism,digital skills and innonative students-centred pedegogical approaches; to contribute the attainment of young people particularly, those at the risk of early school leaving and with low basic skills by increasing school motivation, understanding the importance of personal responsibility, focusing on meaningful learning.All activities were designed to achieve the objectives of the project having in mind the need to develop entrepreneurship and leadership skills (making research,video recording,organizing voluntary days,voluntary projects for e-volunteer bank, local campaign) ICT skills (facebook,youtube,twinspace,e-volunteer bank,Stop motion film, Podcast, Audio story book for visually impaired children,Tv shot about Project,Photoshop workshop ( preparing bookmarks/postcards),Posters on volunteering “endangered animals)citizenship (Preparing Animal shelter for birds and other animals,-Celebrating “World Earth Day” by cleaning the forest,Planting trees “Erasmus plus trees “Mini Olympic 2015 “Run for Olimpic values”Charity days,Inter cultural day-charity sales, Volutary days) linguistic (all tasks will be performed in English) and European cultural dimension and European İdentity(transnational meeting,cultural performance of the schools,culture,traditions..)Monitoring and evaluation are indispensible tools of project managements to assess the queality of the activities selected and of the results expected. In order to ensure the quality of the project, partners are expected to know about how to manage a project.In this project, all of the coordinators are experienced on project managements and want to work together again thanks to managing well, collobrating efficiently and group harmony.Project coordinator (Turkey)coordinated a lot of e-twinning project,two school partnership projects ,2 youth project and joined EU project managements trainings both in Netherland (organized by Quarter mediation) and Turkey ( by Turkish NA).Portugese and Romanian partners have degrees in Managements of Educational Training and Administration and coordinated a wide range of projects such as youth,Grundtving,Comenius,Erasmus+. Other partners have also a long experience in particiating life long learning European projects.Motivation and qualification of the partners will quarantee the quality of the project.Activities,distribution of the tasks , dates of the meetings were defined clearly and all together during the extra workshop in Poland so that the results will be achieved on time and to the budget.Monitoring and evaluation will be used in the continuous process of assesing the progress made towards stated objectives, so that the gaps between the original project planband the actual achievements can be identified and corrected.Because our project is based on open cooperation between all partners, we will work on dissemination work package under Poland and Italy coordination.The Italian and Polish partner will be responsible with making of a dissemination portfolio and monitoring of the realized dissemination activities.Visibility and sustainability of the project will be assured by all the dissemination activities such as project newspapers,facebookpage,e volunteer bank,project presentations in local,regional,national, or European events even ıf three years of the project end up."