"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 ."

Project background:It has now become a commonplace to talk about the transition and shift from rote-learning to developing 21st century skills in education worldwide. Three years ago, however, when this project started digitalisation of schools was a lot less ingrained in the minds of educational professionals. Even if it was felt in the day-to-day practices that generation Y and Z cannot be handled in the old ways, teachers needed a lot of assistance to open up classroom doors and embrace the necessary methodological and technological changes. It was in the autumn of 2015 in Alcala de Henares, near Madrid that we the birth of ExpertICTize was seen. The future participants took part in an Erasmus+ KA1 Staff Mobility training called “Let’s make our school more international: European Project Planning, Design, Management and Funding under Erasmus+”. The participants learned about important steps in creating a project proposal and managing a successful project but it was also an opportunity for networking with other European institutions. This was where a group of 7 teachers (from 5 schools) started to think along the lines of digital education. The basic project idea was to get acquainted with classroom mobile applications in order to make the learning process more intriguing for students. Also, to become familiar with different models for transforming schools and create increasingly engaging digital learning spaces within the current framework of each educational institution. Aims of the project:At the beginning of the common work digitalisation in education was not as strong a concept as it is now. Apart from Almende College, Isala (the Netherlands) the partners lacked experience and reliable infrastructure to launch digital projects. Also, there was a somewhat shy and reluctant attitude among the staff members of each school. The main aim of the project was to pave the way for digital schools by becoming familiar with a lot of classroom applications and gain expertize in the use of ICT. Project partner institutions:During the writing of the project proposal one German school decided to opt out and a French partner school was invited as a result of an advertisement placed on E-Twinning’s Partner Search platform. This how the final partnership of a Hungarian, Greek, Turkish, Dutch and French school was created with the coordinating role going to the Hungarian institution. There was one very important common feature: the sending institutions were from the field of secondary education and four of the five schools were academic grammar schools preparing students for successful university admittance. Thanks to the similar school profiles intentions, goals and challenges were easy to fine tune from the project proposal phase until the end of the project period.Project activities:Participants of the project meetings took part in training events together during the transnational project meetings and disseminated the knowledge and know-how amongs their own staff once back to the sending institutions. Sharing good practices was an important part of the collaboration. In between the meetings schools created videos in which they demonstrated how to use classroom mobile apps and how to adapt them in different educational contexts. The videos were uploaded to the project website (http://erasmusexpertictiz.wixsite.com/website). Results and impacts:Placing the schools on the scale of EC DigCompEdu Progression Model the starting point was A1 (Awareness) or A2 (Exploration) for the partners, except the Dutch school who were already at B1 (Integration) or B2 (Expertize) level. An important result of the partnership is that in the end all schools safely reached this B1-B2 level and are ready to move on to become leaders and innovators in digital education (C1-C2 level).Long-term impact of the project:ExpertICTize is definitely not a project that closed down on 31 August, 2018. This project of learning and growing together equipped the partner schools with experience about school policies, infrastructure and devices and also the human resources necessary for 21st century education. It has successfully broke through the reluctance of educators and planted the necessary curiosity and willingness to welcome technology in education. Partners schools are now revising previous school policies concerning the use of wifi and smart devices and are in the process of creating the infrastructure necessary to host digital education not only in the scope of a two-year project but in the whole educational concept.

<< Background >>Societies that include healthy people are also those that can look to the future with confidence in success, development, prosperity. Individual and public steps need to be taken in order to ensure health and well-being. The importance of health as an individual emerges when the individual develops in terms of healthy living behaviors and health knowledge. In social and public terms, it is very important to develop health attitudes and behaviors of individuals. When this development is achieved, progress and success can be achieved for a sustainable healthy life and sustainable environment.Adequate and balanced nutrition, which is the basic requirement of health, Starting in the womb for sustainability, growth and development, productivity, health and well-being is vital in all stages of life. Food selection of individuals is closely related to many factors such as age, gender, traditions, cultural and environmental factors, education level, nutritional information equipment, economic status. The diversity of the nutrients as well as the amount to be consumed is of great importance in order to ensure that all nutrients are received in the body adequately and balanced and to maintain a healthy diet.During the COVID pandemic process, different needs have arisen in areas such as lifestyles, working methods, education and training methods, using technology, nutrition and needs. These issues need to be handled within the scope of a sustainable healthy life.Sustainable healthy life and sustainable environment should be considered in conjunction with each other. The two cannot be considered separate from each other. As educational institutions that provide vocational education, we attach great importance to these issues. We want to work for a sustainable healthy life and sustainable environment. For this reason, schools providing vocational education from 4 different European countries will cooperate.While dealing with these studies, our needs are as follows;-Developing educational methods, new approaches and materials for a sustainable healthy life- To ensure that healthy generations are raised- To provide equal educational opportunities to students from disadvantaged groups (social, cultural, economic, learning difficulties, etc.) in vocational education and to ensure that they benefit from these opportunities.-Collaboration of vocational education institutions with innovative ways- To apply innovative approaches in vocational education applied by different European schools together, to transfer good examples.-To make vocational education more attractive- To work on students who cannot attend school for various reasons, who have to drop out of school, and to prevent early school leaving- To raise awareness about EU citizenship-The development of vocational education of schools through international studies-To develop new approaches for learning by doing model, which is an important education method in vocational education.- To ensure that teachers and students make progress in the digitalization period using ICT tools.-To provide the development of foreign language skills<< Objectives >>The health and well-being of European citizens are determined by aspects of their everyday life, including economic circumstances, social dynamics and the quality of their natural and living environments. These different dimensions are not isolated but interact in a complex nexus to deliver a living experience specific to each individual.Agreed in 2017, the Ostrava Declaration summarises the priorities in these areas in the WHO European region, resolving to protect and promote health and well-being and prevent premature deaths, diseases and inequalities related to environmental pollution and degradation (WHO Europe, 2017a).In the EU, the ambitious new agenda of the European Commission, the European Green Deal, recognises that good health is closely connected to the state of our environment and aims to protect the health and well-being of citizens from environment-related risks and impactsThe 2030 agenda for sustainable development, adopted by all United Nations (UN) Member States in 2015, sets out goals and targets for action over the next decade. The 17 Sustainable Development Goals (SDGs) address multiple aspects of human development, including improved health, poverty alleviation, education etc.Being able to be a physically and mentally healthy individual is in the right interaction with the nutritional status. Achieving this requires the individual to gain sufficient and balanced eating habits starting from the family. Bodily and With the presence of mentally healthy and talented individuals, a country can reach the desired level of civilization economically and socially. Not only food access and / or purchasing power, but also nutritional information should be considered as an important factor in choosing the right and healthy food. Inadequate or incorrect nutritional information also affects food selection, indirectly causing great damage in the structure, economic power and health expenditures of societies and can cause irreversible situations.The motivation for this project is to share and implement best practices on how to build on the foundation of similarities between different nationalities to attain a higher sense of European and international citizenship amongst the students, while respecting differences in cultural and personal identity.Based on all these, 4 schools from different parts of Europe (France, Turkey, Portugal, Romania) have prepared a project for a sustainable healthy life, which is one of the EU objectives. In this context, we planned to share good examples and collaborate in order to support healthy nutrition and healthy life goals. Within the framework of this plan;- Healty Eating (Healhty foods, healthy cooking etc ...)- Healthy Diet methods -Organic Foods -Sport for HealthWe will work on the subjects. The students whom our partners teach are between the ages of 14 and 18 and they provide vocational high school education. 2 TPM , 4 physical mobilities , 4 online mobilities are planned. 7 students and 2 accompanying teachers will participate in these activities.After all activities we will have concrete objectives for each topic;4 E-magazines4 Videos4 Learning Units4 Workshops/Lecture/Conference The Project E-BookA partner school is responsible for a topic for each mobility. Duringthe training activity, the host school will make studies and plans on the subject. In addition, representatives of the participating school will share their experiences on the subject during the activities. Priority will be given to students who are socially, economically and culturally disadvantaged during the selection of students who will participate in the studies. Thus, we will create equal opportunities and contribute to the development of the EU citizenship concept. It will be given priority to choose informal methods for training activities to be carried out during physical mobility, thus enabling participants to participate in training activities in a comfortable environment.<< Implementation >>Participants will participate in local and international activities.Local activities;Each partner school will set up a project management team for project activities. One of the responsibilities of the project management team is to make studies that will enable the participants to participate in the activities. These activities will increase student motivation and strengthen the bond with the school.-Meetings will be held with students-Meetings will be held with parents of students-Organizing workshops on the project topics with students- Activities to be carried out with the stakeholders will be made possible for students to participate- Out-of-school education activities will be carried out using non-formal education methods.-Experience sharing activity will be held to share the experiences of students who have worked on the subject before, teachers and students who have experience abroad.-Project logo contest, project brochures, e-magazines, short movies and electronic books will be organized in which students will participate.The project management team will determine the students who will participate in studies abroad. An informative meeting will be held with the students and their parents before the trip. Information about the culture, lifestyle, etc. of the destination country will be exchanged.International activities;Face-to-face communication will happen during transnational project meetings. While during exchanges there will be working sessions for teachers to discuss about the progress of the project and to evaluate, transnational project meetings will be more complex. We will manage 2 Transnational project meetings (TPM) for our project. First one will be before starting project. Global coordinator (French) will organize this meeting in France. Second Transnational project meeting will be organised end of the project activities. Portuguese coordinator will organize this meeting in Portugal. International online mobilities will be held before each international mobility. The etwinning portal will be used for these meetings. Teachers and students who will go to that country will participate in this event. Thus, before going abroad, both an international experience on the subject of the project will be shared and students will first have the opportunity to meet in a virtual environment. This activity will increase their communication skills and make students feel safe.During the project period ,we will have 4 physical mobilities for each topic .Guest teachers and students will participate together in all activities planned by the host during physical activity. Each partner school will fulfill its assigned duties and responsibilities. It will be based on learning by doing studies and living. It will be ensured to work as such an international team. Students will be given the opportunity to integrate easily. During the studies, teachers will guide the students.4 schools from different parts of Europe (France, Turkey, Portugal, Romania) will organize actitivities about project topics. In this context, we planned to share good examples and collaborate in order to support healthy nutrition and healthy life goals. Within the framework of this plan;- Healthy Eating (Healthy foods, healthy cooking etc ...)- Healthy Diet methods -Organic Foods -Sport for HealthFor the topics project will have sessions with activities;-Ice breaking activities, Workshops , seminars, cooperation with stakeholders, preparing recipes for healthy food, visiting places for organic food, the Mediterranean and the Atlantic Diets, Cultivation Organic Food, Organic agriculture, recipes for healthy food, Healthy Cooking techniques, sport activities, non-formal teaching techniques, creating learning units<< Results >>Current European societal structures, infrastructure, social norms and values, and the financial system are said to be driving unsustainable development. As an individual it has been difficult to disrupt these dominating norms and models. Although there are promising and encouraging examples like consumer-producer cooperation to support local farmers or multi generational living, our collective challenge and opportunity still lies in our ability to change the default and enable sustainable lifestyles at scale. (EU Sustainable Lifestyles Roadmap and Action Plan 2050)Project was prepared to address the goals set by the participating schools by the EU commission by 2020. The Osnabruck Declaration is supported by VET providers’ associations at the European level (VET4EU2) and representatives of VET students (OBESSU, European Apprentices Network). The Declaration sets out new policy actions for the period of 2021-2025 to complement the Council Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience: • promoting resilience and excellence through quality, inclusive and flexible VET • fostering the sustainability of VET • develop a European Education and Training Area and international VETDuring the project period ,we will have 4 online mobilities for each topic before each physical mobility. With this activities we will have results about;- our participants (teachers and students) will use digital tools. They will improve their digital skills.-Participants will know each other. They will have intercultural exchange.-International experience make students more motivate-Students and teachers improve their awareness about EU citizenship-will ensure the development of foreign language skills-working with international teams and motivate teamwork-Learning and development of different working methods-Having information about sustainable healthy life-Having information about sustainable environmentDuring the project period ,we will have 4 physical mobilities for each topic . With this activities we will focus on; Healthy Eating :During this student exchange week, the host school's experience on healthy eating, healthy cooking methods, recycling of food waste, sustainable healthy living and sustainable environment will be shared with other participants. Healthy Diet methods :During this student exchange week, dietary practices will be implemented by the host for a sustainable healthy life for our participants. Seminars or conferences will be organized by out-of-school stakeholders.Organic Foods : During this student exchange week, practices will be made by the host for the production of organic food for a sustainable healthy life and organic products for a sustainable environment for our participants.-Sport for Health: During this student exchange week, practical activities related to sports and exercise for a sustainable healthy life will be held by the host for our participants.With all these physical activities have results;-Fights for a sustainable healthy life-Supports sustainable environment- Motivates vocational training and makes it attractive -Learning and development of different working methods -Transfer good examples-Developing innovative methods -Provides opportunities for innovative developments -Cultural exchange - Contributes to the development of language competencies - Contributes to the coexistence of differences and respect for each other. - Creates awareness for EU citizenship -Motivates teamwork -Encourages informatics tools -It increases the capacity of the institution -Helps prevent early school leaving-Awareness about EU citizenshipAfter all activities we will have outcomes for each mobility;4 E-magazines4 Videos4 Learning Units4 Workshops/Lecture/Conference The Project E-Book

"""Feed4Saving"" was a strategic partnership developed by eights schools from Europe and implemented in the period 2016-2018, with the financial support of the European Commission, through the programme Erasmus+, Key Action 2. The project emerged from the need to offer schools a range of concrete tools to help them prevent or intervene in cases of early school leaving, which is a real problem of the education system nowadays, identified as such even by the European Union in the ET 2020. Thus, the objectives of the partnership referred to the causes of the early school leaving phenomenon and the project aimed to:- improve students' school performance by equipping them with practical skills in the fields of languages (communication), science, art and cooking- enhance students’ engagement and motivation to attend school by implementing effective self-awareness and evaluation tools- reduce the degree of absenteeism with at least 5% among the students of the partner schools- improve teachers' skills when dealing with students at risk of early school drop-out, by equipping them with innovative methodology meant to boost students' motivation and involvement. The target group of the project was formed of a number of about 400 secondary school students, aged 13-19, belonging to the eight European schools, from countries affected by the phenomenon of school drop-out – Romania, Italy (2 schools), Portugal, Spain, France, Turkey and Greece. Six partner schools (Romania, Italy, France, Greece, Turkey) were vocational, training students in the field of tourism, agriculture and/or food services, while the Spanish school was vocational in the field of Computer sciences and the Portuguese school offered academic training. Despite this, all of them were dealing with the problem of early school leaving, implementing different strategies or even concrete programmes funded by the local community (eg. Spain). The project activities were designed in such a way so as to involve students in their own learning process while, at the same time, motivating them to attend school. The project started with a survey, it continued with the implementation of workshops that boosted students’ motivation and also with practical activities within four laboratories on Language (English), Maths, Art and Cooking. In fact, all the activities were organized around the simple activity of cooking and the laboratories offered information and working methods that supported this main activity. The methods used in the project were the non-formal ones (workshops, peer-to-peer, ""The human library"", ""World cafe"" etc.) and the laboratories where, by using the theoretical knowledge, students were able to build practical skills. There were two results developed by the partnership - a collection of resources, entitled suggestively ""Boost your class!', meant to help increase students' motivation and a pedagogical kit ""Teaching through Laboratories"" offering ready-made lesson plans, materials and good practice examples in four modules - Language lab, Maths Lab, Artistic Lab and Cooking lab.By getting involved in this project, the students understood how important schooling is, they improved greatly their motivation for attending classes (the number of absences decreased by 10,51%, thus doubling the proposed goal), due to the fact that new methods were employed by teachers and also due to students' direct involvement in their own learning process. Besides these, the valuable exchange of good practices and the development of new teaching methods and materials allowed teachers to make their lessons more attractive, contributing in this way to students' success in their school life. The long-term benefits refer to integrating the results in the curriculum of the participating schools and also to their distribution to other interested schools and stakeholders (among whom NGOs, local enterprises - restaurants, catering units, school inspectorates). The partner schools aim to develop new activities and projects in the future based on the results generated by this partnership, which can take our ideas further, to a new level."

"""BOOST YOUR GREEN"", a 36-month project supported by France, is fully in line with the desire to adapt to the current challenges of sustainable development by developing basic and transversal knowledge through innovative methods for students.As sustainable development was a topic of common interest to students, teachers and school staff, the goal was to increase the citizenship spirit of all, including low-level students.Some countries are more or less advanced in the implementation and teaching of sustainable development. The project has allowed us to compare existing practices and learn from each other, reflect on how we teach and share new ideas to improve the transfer of knowledge and practices within schools.The participating schools are:- Vocational high school Jules Le Cesne du Havre, en France, porteur du projet. -Vocational high school Kartal Şehit Salih Alışkan Mesleki ve Teknik Anadolu Lisesi de Istanbul en Turquie-Vocational high school Escola Profissional Amar Terra Verde de Villa Verde au Portugal-Vocational high school Secondary Municipal School Taki Daskalo de Bitola en République de Macédoine du Nord-Vocational high school Colegiul Technic « Transilvania » de Baia Mare en Roumanie-Vocational high school Profesionalna Gimnaziya po Ikonomicheska Informatika ‘Dzhon Atanasov » de Targovishte en BulgarieSix themes of work were chosen and developed throughout the project to treat sustainable development as a whole and make it understood its importance: - food, - waste, - solidarity, - energy, - water - biodiversity.The project began with an inventory of what is done in each school, it continued with the establishment of workshops to stimulate their motivation and also with practical activities (company visits).The methods used in the project were non-formal (workshops, peer-to-peer, '....) The result developed by our partnership - a collection of resources ""Boost your green!"", Intended to increase the motivation of students, combining a teaching kit ""Teaching sustainable development"" offering lesson plans and ideas for good practice (actions to be implemented at school to promote sustainable development).By becoming involved in this project, students and staff have understood the importance of participating in actions for sustainable development. In addition, the valuable exchange of good practices and the creation of new teaching methods and materials have enabled teachers to make sustainable development more attractive, thus contributing to students' success in their lives and showing them what the teamwork and transversal, while guiding them towards eco-citizenship.The different institutions will also be able to put in place sometimes simple measures for sustainable development and involve other partners such as communities.In order to achieve its goals, BoosYourGreen held 4 coordinator meetings between teachers and 3 short-term mobility for students.After these three years of project, for the students as for the teachers, the exchanges were rich: they discovered other cultures, other schools, other ways of learning and other cities. They were proud to report to other delegations on the actions implemented in their school and cope with the language barrier."