The CIVIC (French for Innovative Cooperation towards Civic Interdisciplinarity) project is part of the horizontal priority of the Erasmus+ programme of development of basic and cross-disciplinary competences among students that aims at developping civic competences and European values. Its goal was to lessen lacks in the European educational systems concerning the acquisition of civic competences by offering a united approach with common references.The education to civic rights is the responsibility of the whole educational team, thus the project offered to integrate in different curriculae (communication, science, IT), civic education notions thanks to cross-disciplinary common activities as well as created inovative educational projects.CIVIC spanned over 2 years and gathered 8 senior high schools and about 380 students from 15 to 18 years of age : 280 students in Tours, 20 students in Felgueiras, Portugal, 20 in Ascoli Piceno, Italy, 20 in Modena, Italy, 10 in Romans sur Isère, France, 10 in Suceava, Romania, 10 in Jelenia Gora and in Warsaw, Poland. 2 or 3 ambassador-students per school and per mobility have produced intellectual cross-disciplinary works based on key competences in the French language.The first activity consisted in a workshop on the rules accepted by all to be part of a community. The target group studied their school rules and functioning. Then, the ambassadors wrote a set of Transnational Cooperation Rules and Regulations afterwards applied to the following mobilities and integrated in the partner's high schools rules. Finally the ambassadors directed a video advertisement illustrating the rules for being part of a community and submitted it to the Italian Ministry of Education. The second activity was devoted to the European identity by studying a local patrimony and its management. During each mobility, at least one patrimonial visit was organized. The third one favoured the knowledge of European civic values through the analysis of legal texts, the creation of a photographs exhibition on the failure to respect and a debate around the respect of these values in the world. The fourth one focused on the knowledge of the democratic functioning of the European institutions with the writing of a bill defending a civic value and the signature of a petition to support this bill, the visit of the European Parliament and of the European institutions district in Strasbourg. The fifth one was about adopting an eco-friendly behaviour by the creation of a common ecological footprint and of a code of 10 eco-friendly habits. The sixth one was devoted to the priciples of justice thanks to a questionnaire about discriminations, the comparison of national under-age justices and the writing of a leaflet about the European justice. The seventh one aimed at provoking a reflection on the principles of solidarity by promoting surveys with local charities and by highlighting the experience of volunteer students. The students from the target group acquired civic knowledge and competences, a wider autonomy in leading surveys with participants of the civil society and in the documentary researches that they learned to summarize thanks to IT tools. They boosted their creativity by producing diverse intellectual works and expanded their knowledge of the European culture through the patrimonial visits. Finally, they developped their reasoning and critical mind thanks to debates, for instance.The aim was to promote the involvement of the students in one or several areas of the society (political, voluntary, legal, cultural, environmental) so that they would become active members of their community, experts in the pursuit of the activities of the project and originators for new civic actions and for the respect of the European values and Human fundamental rights . On the long term, the civic competences developped by the students should increase their ability to find an employment and their capacity to evolve professionally. The intellectual work of the project, the book CIVIC, presents inovative work methods and contents , offering a new key competence (civic education), for the three different fields : language and communication, sciences and IT. The content of this book could be adapted to teaching methods such as EMILE (both language and scientific content) for bilingual or supplementary French classes.

There is a growing concern among policy makers that the transformation of the media landscape by social media has contributed to increased political polarization, undermined the legitimacy of traditional media and amplified existing prejudice among parts of Western societies. In his 2017 policy paper ‘Social networks and populism in the EU: comparative study’, Paul-Jasper Dittrich acknowledges this point and goes on to conclude that, ‘there remains the danger that institutionalized forms of democratic debate, decision-making processes and supervision of governments may be seriously undermined should the success of populists in using social networks as political communication platforms stabilize’ (p. 18).Almost a century ago, the philosopher and educational reformer John Dewey already described how the isolation of viewpoints within a society could jeopardise democracy. He stated that: ’everything which bars freedom and fullness of communication sets up barriers that divide human beings into sets and cliques, into antagonistic sects and factions, and thereby undermines the democratic way of life’ (John Dewey, The Later Works 1925-1953, vol. 14, 1998, p. 227).This project, with the title 'A Debate And Philosophy Typology' (ADAPT) aims at strengthening a new generation’s critical skills, mental openness, argumentative capacity and democratic values with debate and philosophy education. In ‘Philosophy: A School of Freedom’ (2007), UNESCO endorses teaching philosophy to promote the development of critical reasoning and the exercise of freedom, placing emphasis on ‘putting concepts and ideas into perspective’ through reflection and developing ‘each person’s skills to question, compare [and] conceptualise’, which are requisite for ‘an open, inclusive and pluralistic, knowledge-oriented society’ (p. ix). As such, philosophy and debate form a remedy against polarization.In the days of the Athenian polis (5th century BC), public speaking, debate and philosophy were the cornerstones of democratic life. Philosophy had the form of a dialogue between people with contrasting points of view, while philosophers taught the art of persuasion to citizens attending the ‘Ekklèsia’, the principal assembly of the democracy of ancient Athens. In contemporary secondary schools however, debate clubs and philosophy classes have become separate worlds that, regrettably, seldom interfere. This results in knowledge and skill waste and lowers the potential impact debating skills and philosophical thinking could have on strengthening democracy and fighting populism.Therefore, the objectives of the ADAPT project are fourfold:1) To adapt the key ideas, principles and thought experiments of philosophy to the needs of debate coaches2) To adapt the training methods in competitive debate to the needs of philosophy teachers3) To develop a joint methodology for debate coaches and philosophy teachers that results in innovative educational materials and teaching methods4) To implement the Debate & Philosophy methodology in philosophy classrooms and research its effectivityWith four schools (Wolfert Bilingual School, Rotterdam, The Netherlands; Gimnazija Ledina, ljubljana, Slovenia; Privatna klasicna gimnazija, Zagreb, Croatia; ITE Enrico Tosi, Busto Arsizio, Italy), two universities (Tilburg University, The Netherlands; Erasmus School of Philosophy, The Netherlands), and three associations (Za in Proti, Slovenia; Hrvatsko Debatno Drustvo, Croatia; The Noisy Classroom Ltd, UK), we are planning to develop the following Intellectual Outputs:1) A teacher's manual with the title: 'Debate & Philosophy - A joint methodology for debate coaches and philosophy teachers'2) A collection of classroom worksheets (available for download in PDF format, A3 size), that showcase the Debate & Philosophy methodology at a glance3) A set of 3D-printed icons that depict the various argumentative elements that occur in debates. The 3D models can be downloaded and 3D-printed in order to experience the Debate & Philosophy methodology in a visual and tactile way4) A dedicated website at the URL http://debateandphilosophy.com, which offers an overview of the ADAPT project and the option to download both the classroom worksheets and the 3D-models5) Two peer-reviewed papers that research the effectivity of the Debate & Philosophy methodology6) A Debate & Philosophy YouTube channel, containing a collection of interviews with top-ranked philosophy teachers and debate coachesBy linking the development of the Debate & Philosophy teacher's manual with digital innovation and didactic research, we are aiming for an end product that is both appealing to teachers and scientifically sound. The wide range of expertise within the ADAPT consortium guarantees that the Debate & Philosophy teacher's manual, along with its digital supplements, will be both practical and of high quality, and will benefit a new generation of European citizens.

Our project will blend fashion and recycling, showing how waste can be re-purposed, which will provide a vehicle for students to use their imagination and creativity and inspire them to reduce waste. This will include recycling cans/plastic/old fabric into useable materials to create accessories and upcycle clothes.We aim to develop students' creativity, helping them to be more productive, active and resilient to the natural anxiety and uncertainty caused by the pandemic. Studies show that creativity helps people manage their negative emotions in a productive way and reduces depression and isolation. It has also been proven that creativity improves skills such as critical thinking, collaboration and communication, which are underlying skills for entrepreneurship. We have five partners from the UK, Italy, Turkey and Portugal: four schools and a creative partner from the fashion industry. We will directly involve at least 100 students. They are aged 16-18 and include general and vocational students from a range of backgrounds including refugees, asylum seekers and those who need educational support, contributing to a more inclusive school climate. We will organise one transnational project meeting and four LTTAs. The TNM will be a kick off meeting, allowing us to get to know each other face to face, exchange ideas in a free and friendly environment and build strong working relationships which will ensure the success of the project. In LTTAs, students will take part in hands on training session and workshops. They will collaborate with peers from different backgrounds and cultures. This cultural interaction between students will promote creative unity in diversity, with each group learning from each other. This will help to reduce bias towards different nations, which is particularly important with the current political divergence between Europe and two of the partner countries.Results will include a training programme of at least six tutorial videos, an eTwinning project, a webinar, a project website, logo and 4 posters, an evaluation report, two e-magazines, Erasmus corners and creativity clubs. Training will be provided by experts in fashion/local crafts from partner countries. Students will learn about clothing, handicrafts etc form different cultures and blend them with their own. Training sessions will be recorded and freely shared via the project dissemination tools, to reach a wider audience, beyond the end of the project. An eTwinning project will be carried out as a sub project. Students who only take part in local activities can take an active role through international student groups and live events in eTwinning. We will hold a webinar in eTwinning at the end of the project to share our results and inspire other schools. We will set up Creativity Clubs to enable continued use of project resources after the project with new students. Students who take part in the project will gain sustainable skills which they will use throughout their lives and careers. As dissemination tools, we will create a Facebook page, YouTube channel, Instagram account and website. All project news, results and activities will be shared via these. Press and media, external organisations and other schools will be invited to join meetings and exhibitions. The website will have a four language options: English, Turkish, Italian and Portuguese, so more people will benefit from the project results. We will create two e-magazines, one for each year. They will cover project news, student products, local activities and LTTAs. Students will create an Erasmus corner at their schools, a project logo, and 4 project posters, one for in each LTTA. An evaluation report will be written at the end of the project with the contribution of all partners.Our methodology will be activity based and solution oriented as students will develop their skills and learn to look at situations from different angles, open up the possibilities, shape their lives better, and become more healthy, motivated and productive.

"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."

The Erasmus+ project entitled 'Solutions: from dropout to excellence' will focus on mainly two objectives: dropout prevention and guiding students towards excellence. When referring to dropouts the entire school community will be involved in the research of the particular causes in every participant school. By studying official figures and previous interventions or studies in every country we will clarify the state of the issue and assess the influential circumstances for early school dropout. Causes may be related to family environment, emotional development, economic situation or academic possibilities. Conclusions will be compared in the transnational meetings to agree with the basic features to be included in the common protocol which will be the result of the first part of the project. Such Dropout Prevention Protocol will include solutions for dropouts and the creation of a Volunteering Project with mentor students which will accompany and guide new students whenever a problem arises by contacting the acknowledged person (council, teachers, parents, psychologist, etc.).The second part of the project will guide students towards academic and personal excellence. They will learn better ways to succeed in their studies by developing personal skills (e.g. learning styles and multiple intelligences) and important competences (self-sufficiency, problem-solving, entrepreneurial abilities, social and organizational skills, improvement in ICT, language competences and cooperative work) which will raise their awareness of their strengths and weaknesses to succeed in their studies and future jobs. As students have to face huge problems to get accreditation for their educational or professional background when visiting other European countries, we will launch a campaign to promote all European tools we can benefit from (Europass, Eures or Language Passport) and work on all important aspects to gain access to the labour market with their professional achievements presented in a proper way to be recognized all around Europe (portfolios, cover letters, video curriculums). All this will lead our students from dropouts to excellence through Europe and by means of all tools we teachers can offer them for their personal and professional success.Agents of all kinds will, direct or indirectly, play an important role in the project. It intends to have an impact on around 8000 people including: Erasmus+ team (teachers, students, parents and other members of the school community), former Erasmus and Comenius students, business people and local authorities.Activities are practical and varied to produce different results to ensure dissemination and sustainability of the project in all Europe. They are also motivating, available and doable by all partners. They allow us employ different pedagogical scopes (conferences, seminars, workshops, emotional education, cooperative learning and the use of new technologies) as well as exchange experiences and good practices either personally (during the meetings) or virtually (streaming, video-conferences or social networks). Methodologically we consider some key aspects essential to create a realistic and innovative project which emphasizes enjoyment and engagement: cooperative learning and PBL, spaced learning, different learning styles, communicative effectiveness, use of ICT and new technologies and transnational cooperation.Results are closely linked to the activities to have the widest impact possible on the target groups. The most remarkable are: - E-Twinning project; Erasmus+ and Open Education Resources platforms, social networks, Erasmus+ Corners;- Project promo video, logo; start-up leaflets, travelling touristic exhibitions, international video chats; - Webquests, presentations, graffiti, RAP song, comic strips, online informative videos; Storify stories; parents’ evenings;- Reports, articles and pictures;- Seminars and workshops for all agents, parents' evenings; - European accreditations and qualifications campaign; dropout prevention protocol, volunteering project and final guide (printable and digital): ‘Solutions: from Dropouts to Excellence’.We consider the project to be extremely profitable as it will help students to see the link between their studies and their future jobs in all the European Union. It will involve the whole school community and benefit present, former, future students and teachers but also parents, local institutions and business people will also be involved in the last part of the project by conveying their necessities to our students. Transnationality will widen students’ vision of the European Union possibilities, motivating them to improve academic results and communicative skills offering them real experience in cooperation and collaboration. Through direct experience and contact with other ways of living, learning and travelling, students will acquire new ideas and find new solutions to old problems.