"Iniated in March 2014, the project started with a transnational meeting in Romania in October and a first trip to France in November 2014 for the first commemoration of the end of the war. Unfortunately, the budgets arrived very late in the institutions, (end of October) which changed the initial schedule of the project.The first trip was to Italy and then in France.During the first trip, some minor problems appeared concerning the accommodation of the delegations in host families but also on the exceeding of the daily budget (hotel costs, meals, transportations ...). The principal of the college, coordinator moved urgently to Sicily to organize a framing meeting. The rules for hosting mobility have been redefined and have allowed all the others events to run smoothly. We realized that the form was incomplete because the 2 days of transport had not been budgeted and therefore not that they had not been included nor financed in the global envelope.A digital workspace has been set up on the wikispace platform to promote exchanges, but its ergonomics are not easy enough to allow it to play its full role. Skype and the phone were often used for exchanges between the partners and the coordinator. Only two partners discovered the European projects (Germany and England) for the others and it was a big advantage, the experience gained to favor the project. The biggest problem for the project was the sidelining of the Turkish partner, teacher of English. Indeed, after the attempted coup, we did not hear from this teacher and the partner was not present during the last 2 tripe. She resumed contact in May 2017 to finalize the project. This absence of Turkey also had the effect of canceling the last planned event in Samsun, as many partner countries refused to go to Turkey with the political risks and uncertainties that prevailed in the Turkish partner school. In a working meeting we decided to make the last mobility in a voluntary country, Poland.The project has been labeled by the ""centenary mission"", the logo has been affixed to all official documents.For each partner the work was organized in 3 parts:• Collective work over 3 years:- An exhibition on « the school, the city and the region before during and after the war ». This work resulted in work in each partner school and a digital book.- A “large timeline” composed of 8 different panels made by each school.• Mandatory work for each trip according to the theme chosen by the host country (Art, cooking, propaganda, technological advances, celebrities, uniforms in war)• A work of each partner according to the programs, ideas of the context of the countries.All the trips were successful, on the organization and all the exchanges. The choice of accommodating students and even teachers in host families has resulted in savings on accommodation and meals. This has also improved cultural and linguistic exchanges between the students of the project.During the event in France, the week was very rich in partnerships especially with the city of Antibes which put at our disposal many teachers, artists and workshops of the city. The town archives but also the associations of war resistance and veterans participated in the meetings and workshops. The commemoration of November 11th 2015 was a great success with the presence of the 8 foreign delegations to the parade as well as the participation of the choir in front of the authorities. This week was the starting point for the excellent relations with the City Council.Over the 3 years of many activities, outings were carried out within the framework of the Erasmus project, without it being planned initially. With the help of the department, a short film was designed by the students and the Art teacher. This film was screened at Anthéa Hall, lent for the occasion by the town hall. Many guests, including the Academy Inspector were able to admire this 7-minute animated film, filmed mounted at Fersen College. The quality of the film was even rewarded with a prize at the Hyères Short Film Festival and selected at an international festival.Finally, this project was an opportunity to communicate to the outside, to put set up tools improving communication. The material resources obtained as part of the project and its implementation have facilitated the reception of ten people during the various events and project valorisation (outdoor displays, events, inauguration of the “large timeline”, labeling, award, European day, clothing and promotional items ...)"

The objective of our project was to increase the level of the success at English and Math competences of the students aged 15-19, integrated innovative teaching methods with ICT. Cooperation for Innovation and the Exchange of Good Practices-Strategic Partnerships for Schools. There were totally five participiants: Turkey, Italy, Belgium, Lithuania and Romania. As for the good applications of our participiants were as below:Turkey; Pearlsroom Italy; Clil Belgium ;Byod Lithuania; Geogebra Romania. JigsawWe shared the responsibilities according the capabilities of the schools:COMMUNICATION AND COORDINATION RESPONSIBLELithuania, which has a foreign language department in their school, is the main responsible for the communication and coordinationBUDGET RESPONSIBLEBelgium is the main responsible for the budget and prepare a budget plan to share with other partners at the first TPM. Budget team is responsible for all the financial works and prepare a budget plan. At the end of each 2 months, the team prepare a budget report and announce to the schools and send their own project coordinators.. Responsible for meeting the needs before the international movements. Takes all the precautions about travellingQUALITY RESPONSIBLERomania, submits reports after each international movements. Does the monitoring and evaluating of the each event . Responsible for all reports that will be submitted to National Agency and monitors probable risks. Also responsible for informing National Agency about possible problems and solving them. DISSEMINATION RESPONSIBLEItaly, which has an art department in their school, prepares a dissemination plan to share with other partners ,does the preparations of booklets, DVDs which introduce the country culture before the meetings. Responsible for the whole advertising and announcements in the context of our project. Creates account of PEARLS on Facebook, Twitter and YouTube. Plans, reports and gives the reports to their own coordinators. Italy prepares comics for PEARLS web portal every month. ICT RESPONSIBLETurkey, responsible for the whole computer communication works. If required, organizes webinars, buys domain and hosting of portal for the web portal, organized logo competition for our Project. Turkey trains web 2.0 tools in LTT's. After the project is over, Turkey continues to carry on the technical work of the web portal.WE WERE EXPECTING THE RESULTS BELOW:-Improvement In The Learning Motivation Of Students.-Improvement In The Teaching Methods Of The Teachers Integration Of New Methods To The Curriculum: -At least %30 increase in English and Math according to the pre exam.-At the end of 12 months ,80% success in the 240-word test-Increasing awareness of media literacy through Pearlsroom.com web site-Enhancement in the students' speaking skills,-Improvement at the students cooparative studying -Improvement of the students' self esteem and socialization-Enhancing the students' willingless to be a part of the solution about the problems of the others.-Broadening espect of Europan citizenship of the participants-Overcoming of possible racial and xenophobic feelings by fighting against stereotypes-Improvement the students' vocational competence on WEB programming and designing interface and logo-Mobile application for sustainability.We had 7 transnational meeting totally:-1st TPM-TURKEY-2nd TPM-BELGIUM-1st LTT for Students-LITHUANIA-1st LTT for Teachers-LITHUANIA-2nd LTT for Teachers-ROMANIA-2nd LTT for Students-ITALY-3rd LTT for Teachers-ITALYThe outputs of our Project-A logo was selected among the students designs and used in our web portal and all in our dissemination facilities-A web portal that we prepared by using selected collaborative teaching methods-At least 1000 video-lesson database that the students prepared-Posters that the students designed to advertise the portal-The reports that written after each meeting and at the end of the project-240 words were chosen by 5 countries and pronounced, then the visuals renewed. So the new version of DENIS which is suitable to us was prepared. -For the dissemination of the project, the news in the local press, brochures and posters were prepared. -Social media accounts were created and made sharings-Peer Education Rooms designed suitable for the purpose-Certificates that each participant had at the end of each meeting-All schools prepared Erasmus corners.-Scrabble tournaments -Satisfaction survey for the teachers and students

In accordance with the framework for ET 2020 and Paris Declaration 2015 scools should recognize the need to develop their students’ critical thinking skills and digital literacy required to handle information and createnew resources so that they become informed citizens able to fully participate in all aspects of society after graduation and equaly recognize, analyse and reject any form of discrimination. Consequently, schools need to adjust their instruction to the students’ interests and to the constant digital changes. In their endeavour to keep up with the rapid technological changes mirrored in the nowadays society, schools are concerned about the amount of unselected information students are exposed to, but mainly overwhelmed by the impact media and digital media have upon students. As a follow-up to Europe’s Digital Agenda and of ET2020, the project‘s scope is to ensure media and digital literacy through critical thinking to high school students, aged 14-19, in 4 European schools from Romania, Bulgaria, Portugal and Malta, for a period of 2 years, based a cross curricular approach.The objectives of the project are:1)To offer teachers cross-curricular opportunities to exchange views, share methods and create useful teaching materials, incorporating ICT and allow them to become creators of a critical thinking framework to be applied into daily teaching, by designing 1 teaching guide2) To train 4 core teams of students to understand how digital and social media influence our lives, by identifying and sharing similarities & differences in the practices of different countries, using inquiry based learning and critical thinking for 2 years3) To develop cross-curricular civic and intercultural competences enhancing the learning responsibility of the students’ use of critical thinking regarding media information encountered, enabling them to discriminate between fake news and the authentic ones, between discriminatory messages, in order to reject manipulation, combining at least 3 school subjects4) To develop digital skills in creating media related content by using digital art for both students and teachers under the form of 1 e-magazine and 1 set of flashcards during the 24 months of project implementation.The methodology of the project uses blended activities for teachers and students in relation with real life issues: internet exploratory ones, a mixture of creative and real world activities, surveys and workshops, eTwinning couses and teaching resource creation.Without being exhaustive in reaching the objectives, 2 training activities for teachers and 2 learning activities for students are envisaged, stongly interconnected and dependant on each other, with the aim of linking media-critical thinking-digital media with the view of non-diacriminatory citizenship and educated acces to information.The expected results are, briefly: 1 survey in the 4 schools; 1 e-magazine for students( digital literacy and art); 1 teaching guide including concrete critical thinking materials applied to media and digital literacy;1 set of flashcards to be used into teaching, 1 webpage for the project; 4 workshops locally organised, etc.; intercultural skills, critical thinking skills, digital skills, collaboration and teamwork developed.All things considered, by developing students’ digital skills in a creative way, learning becomes meaningful and might be easily related to their future, helping perceiving the benefits of education towards goal-directedness and self-confidence.

"The project "" Budd.E.R.S. "" is thought to center the issues of lifelong learning and entrepreneurial education while representing a strategic tool to fight early living and education failure: the proposal is based on the assumption that schools should train students to move around the world and the various difficulties of life, first of all research and job creation . Being able to reinvent , recycle, re-orient all along the student's life is a key skill that a school cannot refrain from transmitting . Budd.E.R.S. proposes to organize an integrated training system that can offer to the students the opportunity to enter the lifelong learning system, to get directly in touch with the job market, enabling them to realize their potential and skills and better understand their interests and limitations, developing skills learning from practical experience and learning to communicate and work in an international team . In addition, it aims to build an orientation on job search based on analysis capabilities and motivations, to overcome the traditional methods of teaching and guiding young people in the acquisition of autonomy and capacity , starting from concrete facts , restructuring the educational teaching techniques .The project lasts 24 months and involves 8 European countries ( Italy , Germany, Denmark , Poland, Romania , Bulgaria , Turkey, France ) for a total of 240 students aged between 13 and 19 years and 23 teachers in 4 main activities :- Analysis of propensities and attitudes towards entrepreneurship ;- Analysis of the socio-economic context , research of business opportunities and definition of the business idea ;- Lifelong Guidance- Drawing up business plans, business creation "" in the lab,"" business game .In order to achieve its objectives , Budd.E.R.S. provides 5 coordination meetings between teachers and one short-term mobility of students that will be held in Milan in September 2015 during EXPO : the promoters have felt it was important to seize the invaluable learning opportunity provided by the International Exposure organizing a week of activities in the heart of the international business community that an event of this scope inevitably creates around him. Three output products will be created: a storyboard handbook , a study on methodologies and statistical analysis of the data collected , a portfolio of skills acquired by students during the activities that will also serve as certification together with the Europass documents .The project will have an impact on students, teachers and stakeholders. Students directly involved in the project will develop new social skills and communication, accountability, resourcefulness, flexibility, stress management, problem solving, team work , flexibility, awareness of their strengths and limitations , programming skills and management, hospitality and tolerance towards different cultures in a true perspective of creating the ""European citizen "" . The project will have a fundamental impact on the creation of a new generation of entrepreneurs which implies that , in a not too distant future , a greater capacity for the entire Europe to get out of the crisis will be built, by creating jobs and stimulating innovation and competitiveness. Teachers will become familiar with innovative teaching methodologies , integrated at the European level , based on a massive use of web-based technologies and techniques of non-formal learning ( learning by doing , and cooperative learning ) . Stakeholders and policy-makers will be sensitized to the understanding of the importance of the use of the non-formal learning methods , innovative learning pathways , a student-oriented approach , in order to open scenarios of support from the local authorities' to other initiatives aimed at testing , developping or replicating project about entrepreneurial education of the students.Budd.E.R.S. aims to produce long-lasting results on the cultural approach that both students as teachers adopt in their relationship with the job market and teaching techniques . Participation in the activities planned will take effect , hopefully , throughout the life of the students on their ability to get involved, to reinvent , to be flexible to the needs of the labor market and better prepared to face the challenges of life as well as respect for diversity and integration of the other, and in the awareness of the importance of being active European citizens ."

"The project ""Unite our hearts without borders"" is coming to an end.In a review and a final assessment, it is clear that this project, as partnership between schools was successful as a strategy to provide a coordinated response to the issue of migration as set out in the original objectives.The sharing of good practice and teaching methods to improve transnational cooperation between schools have been a regular feature of each convention and has proved to be very fruitful, for teachers professional development, over the course of the three school years (2016/2019).The seven institutions (after the withdrawal of the partner from Turkey in January 2017), of different types (colleges, high schools, vocational high schools) were able to work together, share their ideas and experiences, to help, welcome and educate migrant pupils, as well as looking at specific issues, such as: poor school attendance and difficulties with mastering the host countries language.All activities planned during the development of the project have been fully completed, whilst additional activities and workshops have been added and carried out by each institution, depending upon the opportunities that were offered by each host country. However the realisation of the original common objectives of the projects was respected by all the partners, notably:- Screening of a film on the theme of migration, and debate on the subject with the students,- Design of the ""Conversation Guide"" in common, during student mobility in Italy and Poland (Guide in seven languages),- Presentation of different educational systems (Power Point),- Presentation of the different festivals and customs of each country,- Production of a collection of cooking recipes from the immigrant population in each country,- Design of a postcard to illustrate his country on the Common Monument, symbol of the project.It is agreed by all participating nations that the project fully met the expectations of the original aims and objectives. All activities were completed, on time. The partnership has been so fruitful that a new commemorate artwork was proposed, (a fresco of personalities of immigrant heritage who have succeeded in contributing to the life and culture of their new home). It completes the entire project and brings a new artistic celebration of the benefits of integration and cooperation of nations.The project has had a positive impact on many levels:- The students recognized and appreciated the value of their own contribution and participation in each of the various activities on the theme of migration. Some specifically benefitted from the mobility in Italy and Poland, were they became aware of the richness of the exchanges and the importance of open-mindedness towards Europe; they came back proud of having lived the experience and achieved success in facing the challenge of mastering a new and unknown language- All of the participating teachers and educational professionals have also directly benefited from this rich experience, not only from a pedagogical perspective but also from a personal point of enrichment and experience. Thanks to the constant collaborative work and the links established between the partners throughout the project. The experience of some colleagues who have participated in other projects of this type have fully supported and advised the coordinators who were new to the processes and procedures.- The schools that were represented at each mobility visit by both teachers, as well as pupils, found that the experience of the project introduced a new “European dimension” to their own establishment, one that was positive contribution to the life and atmosphere within each of the participating schools.The project has now finished within the planned time frame, but it will continue to exist, through the strong connections and friendships that have developed during the course of each been mobility visit.As a permanent reminder and celebration of the achievement of the participating staff and students, the Common Monument, which will be inaugurated and exhibited in each school.Finally, the project and its educational, cultural and human aspects made it possible for colleagues to discover the enriching side of Erasmus projects and ideas for future collaborations are already being discussed and planned by the current delegates."