"A) Mobilities Students 1. Diversity and Identity The mobility project for 25 students attending a professional training to become qualified educators was continued this year as well, in accordance with the project plan and with the established proceedings. The success of the project has also been confirmed by the positive feedback we received from our partners in 2018 (attachment 2). As a result of the staff mobility, we were able to gain placements in Romania for the first time in 2016; hence we sent 2 students in 2017 - this year we were able to send 4 students. The successive expansion of the project is realised in accordance with our internationalisation strategy. In addition, we were able to do the same with regard to Icelandic placements as a result of a visit of the project coordinator; we were able to generate new placements in the preschool/nursery school sector and in the primary school sector. Further acticities and results see attachment 3. 2. Handkäs meets Köttbullar As a result of a visit of possible placements by teachers in 2016 and 2017, we were able to gain Swedish partners and placements for the training in the field of Hospitality, Catering and Tourism. This allowed 2 students in spring 2018 and 2 further students in spring 2019 to do a 2-week internship. The cooperation with the Rinmangymnasiet in Eskilstuna has been very successful, for both students and staff in various fields of vocational training, and will be continued in future. With regard to our project quality standards an application procedure, LOI, Learning Agreements, contracts, Europasses, reports are obligatory for all our participants. Further information about this project is provided in attachment 4. 3. Incoming students The Käthe Kollwitz School was again support Swedish and Finnish students as part of our cooperation with our Swedish and Finnish partners (fields: social, health, tourism). Furthermore we supported the incoming teachers as well with regard to organasition of the stays. (cf.: https://www.kks-marburg.de/index.php/schulprofil/internationales/auslandspraktika-2/incomingstud). B) Staff mobility After various changes on the personal level, the ongoing implementation of a new curriculum at the Fachschule für Sozialwesen and the introduction of centralised exams at the Fachoberschule there was no advanced training abroad for staff mobility in the project cycle of 2017. In 2018 we re-connected to the ideas and goals of the international strategy of the school as follows:- In autumn 2018 the head of the school visited Reykjavik/Iceland, to tie on to the first contacts established, to do further studies and to support the school program with regard to intercultural work and connected aims (cf. attachment 5). - 4 colleagues of the Fachschule für Sozialwesen took part in a study trip to Vincenza, Venice and Verona with the topic ""Early-years Education in Italy"" (cf attachment 6). This training was organized in cooperation with Eurocultura in Italy.- 1 teacher took part in a training course for education and sustainability in Piraeus/Greece (https://www.kks-marburg.de/index.php/schullebenkks/globales-lernen-aktiv/1331-erasmus-seminar-in-griechenland-zum-thema-nachhaltige-entwicklung).- Two teachers from the Hospitality, Catering and Tourism department visited Eskilstuna/Sweden in spring 2019 (cf. attachment 4). C) Current information with regard to the internationalisation strategy: see last interim Charta report 2018 and attachment 7."

Today, we see how the education system is changing rapidly all over the world, and how important it is for smart classes and the use of technology there. Turkey Fatih start seeing these changes and future projects and EBA thinking how to get a place in the world konjektör. In classrooms, we gathered education digitally by distributing smart boards, fast internet and taplets instead of books to our students. The importance of project design, the presence of smart classes in education and active, researching and studying active students want to train. We know very well that with good education, you will have a good future. Our project is to keep up with the conditions of the age and developed society in this rapid change both in students and teachers. However, it has started to train teachers who use technology well, teach in smart classrooms and lead and guide students. Our project has started to be active in all schools in Konya. All schools have worked hard in this education system, seeing that working with the project, having an eTwinning project, living together with foreign partners and foreign cultures, and increasing their motivation by receiving National Quality and European Quality Award at the end of the project.Today the world is discussing the X-Y-Z generation. The ones born between 1965-1980 are X, the ones born between 180-2000 are Y and the ones born between 2000-2020 are Z generation. 70% of the educators are X generation and 17% Z internet generation. Their training is difficult and complex. So we decided to do this project because we need teacher development and teacher update. Regarding the benefits of eTwinning projects National Support Service made by Turkey in 2013 and 770 teachers participated in research that revealed the following results; 86.3% of teachers stated that eTwinning projects increased their ability to use technology, 89.5% encouraged to use different learning methods in the courses, 91.5% of them help development of foreign languages, 85.5% increase computer skills, 94% said they increased their cooperation skills, 90.3% increase business motivation, 90.9% of the users in the field, 95% of new and creative projects. In the same study, teachers were also asked about their impact on eTwinning students; Again, the vast majority of the teachers said that eTwinning projects; (77.2%), Increased cooperation among the participating students (91%), Socializing the students (85.7%), Developing foreign languages ​​(92.6%),ncreased critical thinking skills (77.2%), They stated that they increased their ability to use technology (87.4%). Teachers participating in the project have achieved the following goals and objectives; 1-The teacher will renew, update and learn new methods. 2-The teachers transferred this learning to our country with innovative learning and new learning methods and started to apply it both in their courses and schools. 3-They have learned how to work with foreign culture and different partners. 4-They have learned to work with the project and solve their problems with the project. 5-They have learned how foreign partners use technology in their classrooms and have seen the implementation of this in place. 6- All activities were shared both on the web page and in various social media tools and helped to reach more audiences. Our project was realized in partnership with schools in 10 different countries with the participation of 93 teachers from 31 districts. In addition, 30 successful teachers attended a structured course in Germany, Poland and Hungary.Our teachers at the end of the project. They started to apply their gains both in lesson plans and in their classrooms. Teachers who are better motivated and who love their profession have been revealed. The number of teachers who use technology well and work to raise active students has increased. New approaches and new methods will be added in education and the modern system has begun to be replaced with the old system. As the project continued, all participants created more successful exchanges and new partnerships with the PDCA cycle (plan, implement, control, take action). Project outputs: Web site, all participants one eTwinning project, brochures, project newsletters, books, canvas, news, seminars and workshops were held. Project Dissemination activities: eTwinning project page, web page, social media tools, e-mail group, newsletter, tarpaulin, brochure, project corner in every school, each school had an eTwinning project. Thanks to our project, all schools in Konya have learned about the project and the eTwinning project. The quality of education has been improved by introducing modern, advanced, web2 and technology teachers and schools that use the FATİH and EBA projects best in their classrooms.

This project was an action research where the participating preschools used pedagogical documentation as a tool of assessment and educational development evolving literacy and democracy. This project addressed several key competences outlined by the European Commission as well as supporting national curricula in the participating countries. The background of the project was a project addressing the very same issues taking place in the preschool Holt in Iceland, in 2012-2013. The project was hence complementary in regard to this former project, also addressing the same issues but on an international level. To have had the possibility to discuss these topics with other preschools in Europe, added to the understanding of democracy and literacy, as well as having an impact on working methods and what competencies to address when working with democracy and literacy.The objectives of the project were:• To develop working methods evolving literacy concerning emergent literacy, mathematics, science, digital technology and culture and environmental awareness, as well as the meaning making of society. • To develop working methods evolving democracy, building bridges between formal and non formal learning contexts to maximize the interest, creativity and participation of the children in a motivational and student-centered cross curricular environment.• To be able to use pedagogical documentation as a tool of assessment.To reach the objectives the two years of the project time were divided into four different work periods, each period lasting for about four months. The focus of the four periods were:1. How can teachers initiate and support democracy and literacy?2. Children‘s participation in their learning process.3. How to involve parents, enhancing the democratic impact as well as in supporting children's learning processes considering literacy. 4. Looking into daily routines and school environment as to how we can improve democracy and literacy skills through practical solutions, technique or schemes of behavior considering the daily life and social sphere at school. Including organizing the classroom, furniture, teaching aids, worksheets etc..The total number of participating preschools were 4 in as many countries. The preschools being Leikskólinn Holt in Iceland, Przedszkole nr 48 z Oddziałami Integracyjnymi w Zabrzu in Poland, the pre- and elementary school C.R.A. Alto Cidacos in Spain and Vrtec Trzic in Slovenia. There were four transnational project meetings for planning and assessing the project, and for preparing a publication. Learning, teaching, training activities took place four times during these two years, one taking place in each participating preschool. These activities always included a day of job shadowing the daily work in the preschool and the opportunity to discuss issues concerning democracy and literacy, as well as learning courses and/or lectures and visits to other schools of interest in the vicinity. In between activities the project progressed in the different preschools using a website for mutual presentations and discussions. The project also included working with eTwinning, addressing certain topics involving literacy and democracy based upon the experiences during the learning, teaching, training events.As a result of our four areas of focus: a) Teachers have had the opportunity to develop their professional identity, professionalism and competence. They have learned and tried out different methods and possibilities and consequently they have become more aware and capable of using the opportunities to work with literacy in its widest sense promoting the interest and spontaneous activities of children. b) The children have experienced new methods of teaching styles, more and different learning materials, they have been encouraged to become more self autonomous and to have an impact on their everyday activities. c) Teachers directed their attention towards parents finding more and new ways to include them in the school, resulting in more aware parents and also an increase of parental collaboration and participation in the schools. d) Daily routines and environment has been reviewed to promote democracy and literacy. The result of the project being institutionalization of teaching methods and developing teachers‘ attitudes concerning democracy and literacy, as well as using pedagogical documentations for assessments.

"The preschool Holt in Reykjanesbær, Iceland recently completed an Erasmus+ project ""Through Democracy to Literacy"". In the project, teachers asked themselves how to evolve learning methods concerning literacy from a democratic perspective. As a consequence, it was decided to make some extensive changes in the organization and environment of the preschool starting in august, 2018. As a result of the former project, teachers wished to create a space for children to explore and work with their 100 languages including digital competences, focusing on the work by the preschools of Reggio Emilia. The aim of this KA1 project would therefore be to enhance the professional skills of teachers by attending courses in Reggio Emilia organized by Reggio Children in Italy, ""International Study Group"" and participating in jobshadowing. The head of the preschool, the assistant head teacher, the heads of the departments in the school also including the special need teacher and art teacher, a total of 9 teachers, would attend the course in Italy divided into two groups during the fall, 2018 and spring, 2019. In Reggio Emilia, there is also a center called: ""Loris Malaguzzi International Center"", where the participants would have the opportunity to experience digital technology in a creative setting. Furthermore 11 persons of the school staff would participate in a jobshadowing taking place in two different preschools, one in the UK and the other in Sweden, during autumn 2018 and spring 2019. Those attending the jobshadowing have experienced or expressed an interest in working with digital tools with young children and are willing to participate in eTwinning projects following the visits. Both of these school work inspired by the preschools in Reggio Emilia and have evolved digital learning in their settings. The objectives of the project are: - To extend teachers’ professionalism in working inspired by the preschools in Reggio Emilia - Developing a specialized department within the preschool promoting democratic, diverse and creative ways of learning. - Creating an environment to emphasize working with “100 languages”, focusing on evolving digital literacy considering the activities, interests and creativity of the children as a guiding principle. The project is an action research focusing on the continuing process of supporting the professional learning community that was formed within the preschool during the former Erasmus+ KA2 project. Based on pedagogical documentations, we will continue to evaluate and develop the work of our preschool also using SWOT in this process. We will discuss the strengths, weaknesses, opportunities and threats considering organizational and environmental changes as well as changes in attitudes and skills of teachers, as we evolve our working methods inspired by the preschools in Reggio Emilia including digital competences. It is expected that this project will have a great impact on the work in the preschool. The target group, the teachers will have the opportunity to develop their understanding and use of the methodology and ideology of the preschools in Reggio Emilia. Thus they will become more capable finding creative solutions how to use the environment of our preschool to further enhance “the 100 languages”, including literacy as well as creative digital skills, emphasaizing democratic values in the process. We believe this project will have a strong professional impact on the participants, not only as teachers but also as individuals as they have the opportunity to step outside their comfort zone and take on new challenges. We intend a group of professional and motivated teachers to work at the preschool, teachers who through learning opportunities and discussions have been able to reach and share the same values ."