<< Objectives >>· Getting to know oneself as a European and global citizen· Realisation of democratic-constructive possibilities for action in transnational contexts· Expanding knowledge of current global crises· Expanding verbal & visual communication skills· Practising transferable problem-solving procedures· Experiencing self-efficacy in creative processes· Practising how to deal with contemporary culture· Experiencing creativity as a survival resource<< Implementation >>In the classroom in each country...· Familiarisation with the concept of documenta15 with learners and teachers· Familiarisation with the themes addressed by d15· Discussion of various contemporary artistic positions on social and socio-political issues· Addressing the creative process and its transferability to all areas of lifeIn transnational discourse...· Long-term practical artistic work· Curation & realisation of the final exhibition<< Results >>Expanding the knowledge of learners and teachers...- on current positions in contemporary art- on acute social and socio-political issues and those relating to environmental/climate protection- on the profitable use and general validity of creative processes- regarding their soft skills (emotional, linguistic-communicative, organisational)- to develop exhibits and an exhibition concept with a transnational claim- Reflection and documentation in the form of a catalogue

Youth unemployment figures in the EU member states have risen dramatically in recent years. In Spain and Greece, one in two of the 15-24-year-olds is jobless. In France, Poland and Hungary, the rates are between 20-25%. In contrast, Norway and Germany have rather low rates of around 7%.Due to these alarming and strongly varying numbers, youth unemployment is not only a problem of individual nations, but of the entire EU. Therefore, we want to further prepare students for the demands of the job market and to initiate occupational orientation across national boundaries as early as possible. This project employs a new approach concerning career opportunities of European youths, shifting from a mostly national to a European orientation. Students who want to stay in their home country also benefit from dealing with this topic as on the national labour markets, more and more European standards are introduced. Cross-cutting competences and soft skills play a big role in the vocational world. However, especially the soft skills differ from country to country. This is why we want to examine and compare the soft skills that are important in the individual countries in order to create a European soft skill catalogue.Finally, we plan to create a network between the participating schools to enable our students to do work experiences in a foreign European country. Thus, they get to know different occupational perspectives and can further develop their personalities. Students are encouraged to consider working abroad or gaining first work experiences there.There are seven secondary schools participating in the project: Geschwister-Scholl-Gymnasium (Germany), Szent László Gimnázium (Hungary), Lycée Salvador Allende (France), I.E.S. JulioCaro Baroja (Spain), Zespół Szkół Technicznych i Ogólnokształcących (Poland), 2nd General Lyceum of Pylea (Greece) and Olsvikåsen videregående skole (Norway). The schools from Germany and France have been project partners for more than 20 years. Spain, Poland and Hungary joined them more than 10 years ago. Greece and Norway got involved 2 years ago.The above mentioned numbers of youth unemployment provide for interesting research opportunities concerning economic reasons as well as differences in the educational and vocational systems in the first year of the project. Students will experience these systems practically when visiting different institutions, enterprises and vocational schools. They deal with the requirements for and the course of the vocational training for selected professions to get an overview of the vocational world.In the second project year, the focus is on fighting youth unemployment. Therefore, it is important to work out personal and social consequences of unemployment and carry out research on measures the different communities, countries and the EU take to prevent and fight unemployment. For that, we will visit institutions that deal with unemployment prevention and enterprises that train young people. In doing so, the students tackle and acquire important soft skills that enable them to successfully enter the job market.To plan the project in detail, the teachers hold one transnational project meeting per year. Throughout the project, the students conduct interviews with peers about their hopes and fears concerning future job prospects.Research on the various topics of the project is carried out in group work, both national and multinational. The latter is executed by electronic means (eTwinning platform, email etc.) and direct personal contact. All work results are constantly shared on eTwinning and presented during the learning/ teaching/ training activities and in classes. These presentations are carried out by various creative means (Prezi, gallery walk, drama performance etc.) Questionnaires and interviews are used for research, help to deepen and revise the knowledge of the presented content and serve as a means of evaluation. The results of each project year are compiled in a brochure. To guarantee sustainability, the brochure is distributed on eTwinning, the school homepages and in a printed version in schools and the communities of the participating schools. Furthermore, the project results are presented and exhibited in the partner schools, town halls, libraries and other public institutions. During the whole project, the local press is involved and reports regularly.Our aspirated benefits are an intensive discussion about the topic and the students’ vocational future prospects. The students should realise the importance of soft skills and should be flexible concerning their career path. We plan to use the network of our schools to enable students to do a placement in the community of one of the partner schools. Should many students be interested in this opportunity, we plan to create a foundation to cover the travel costs. We want to contribute to the costs. We want to contribute to the aim of reducing youth unemployment.

The aim of the project 'MaTo' has been to help motivate teachers to a teaching methodology and students in a new approach toward the mathematics and its learningIt included multidisciplinary competences of literacy (the working language is'English) and calculating capacity by facilitating the exchange of knowledge and good practices between 6 European countries: Italy (leading partners); Hungary; Poland; Germany; the United Kingdom and France.The pursued and shared idea was to plan, prepare and conduct a series of recreational mathematics competitions by using ICT in each of the participating countries and to make teachers skillful at' the use of the software and the autonomous management of a race, both to collaborate in the production of problems on topics shared, both to help making use of mathematics fun and interesting.In races during the meetings of project, teams were transnational, each composed of six students of different nationalities, while during the training on-line the teams were formed by students of the same school.Teamwork allowed the opportunities to solve problems with mutual aid of companions, and the type of race by updating the results in real time allowed to come back to study an alternate process of resolution when verifying errors, encouraging students to try and possibly try again, especially those who find the mathematics difficult and boring.Since mathematics is often considered an insurmountable obstacle, our goal was to build a climate of confidence and to demonstrate that errors are an essential part of the learning process.Maths contests are not currently widely used in schools because they are sometimes regarded as a waste of time or a diversion from the formal syllabus, but they contribute significantly to build a cross-curriculum favoring the critical thinking in students and encouraging the use of mathematical skills in other fields.The project has consolidated and extended the acquiring of basic skills as well as offered an opportunity for comparison for teachers and deepening for students.Thanks to the cooperation grown between the teachers participating in the project, the ability to share and compare the basic knowledge of mathematics was developed , as well as similarities and differences between content, share and compare techniques of problem-solving, experiences, methods and comments and other aspects that have helped to achieve positive results.

"Europe is facing increasing challenges in democratic and environmental issues. Since decisions in these areas are only meaningful or comprehensible if they are supported by the majority of EU citizens, it seems important to the participating partner schools in Spain, Austria, France, Hungary and Germany to make a contribution to the promotion of European awareness by considering and implementing ecological questions in the school environment.We think it makes sense that our students practice and internalise democratic behaviour and at the same time implement democratic decisions. This is to be understood as participation. Participation and the awareness of self-efficacy strengthen the motivation to participate in decision-making processes.This is how we want to achieve project results in all partner schools in the sense of a three-step approach. All three steps take place nationally, i.e. between the project meetings, and at European level, i.e. during the meetings.Planned phases (steps) are: 1. democracy and participation; 2. decision-making process in Europe; 3. implementation of ecologically sustainable projects.We will practice democratic decision-making procedures, taking into account ecological aspects. In the next step we will deal with decision-making procedures in the European context (procedures of European legislation or EU regulations and directives) and finally we will turn to the implementation of concrete ecological projects in the partner schools.The aim of the project is therefore not only to increase the European political awareness of our students, but also to implement concrete ecologically sustainable projects in the European context. In analogy to European procedures, these projects are on the one hand binding for all partners, but on the other hand their implementation can also be realised in part school-specific.Conclusion: We are trying to bring transparency into European decision-making processes with the focus on ""sustainability"", so that in the future, at least among our students, there will be greater tolerance for these procedures and thus acceptance of our Europe."

"EU-Pe-Nu 2020European Pedadogic and Nutrition 2020From the point of view of the project partners, we have worked for children or developed a new teaching method for our students (preferably self-directed learning, moderated by teachers). In the end, the focus of the project was on the children as the ""end recipients"" of our project and their eating habits. Therefore, our pedagogical activities concerned ...a) our female students (work under scientific, pedagogical and domestic aspects)andb) Children. We wanted to show them how easy it is to lead a healthy life. In this way, the children develop their own positive awareness of healthy eating.Report FormIn principle, the project dealt with the pedagogical implementation of the topic of nutrition in the elementary pedagogical field. We achieved that different types of schools (grammar schools, vocational schools) dealt with the topic of nutrition from different directions and ""fertilized"" each other through joint learning and mutual teaching. Different perspectives on the topic of ""nutrition"" were thus applied: from the ""specialist scientist"" (grammar school student), through educators and home economics, to the child as the final recipient of the project, who is taught the contents by educators, linked by the home economics part.All participating schools have long been concerned with the challenge of the unhealthy nutrition of our students. Healthy nutrition seems to be a rather international problem that becomes ""virulent"" already in childhood.The concrete need for the project still lies in the fact that on the one hand healthy nutrition is propagated everywhere, but apparently not implemented on a broad scale (diabetes, overweight, cardiovascular diseases), which leads to the problem of a relative minority living consciously healthy and large parts of society not living healthy.This leads to individual (e.g. illnesses) and societal burdens (e.g. costs of health insurance providers).In this project, therefore, the synthesis of several aspects should be achieved: Research and educational implementation, domestic aspects.The two high schools of the project Szent Laslo Gymnazium (HUN), Lycée général et technologique Auguste Béhal (F) worked on the above-mentioned problems in their specialized lessons (biology, chemistry), but did not have the necessary multipliers for the pre-school sector. BBS Donnersbergkreis (D) and BAFeP 7(A) trained kindergarten teachers/elementary pedagogues who were supposed to sensitize children to healthy nutrition in early childhood education, but lacked qualified actors in the natural sciences, but had the methodological expertise. The BBS Donnersbergkreis as well as the BAFeP 7 Vienna cooperated with local day-care centers, e.g. the day-care center Ritten as the second German project partner.The Zespol Szkol No. 1 in. Legionow Polskich (POL) had in this project the appropriate specialized domestic science lessons and thus the focus in the domestic science implementation. Contrary to the planning the Zespol Szkol Nr 1 as well as the BBS Donnersbergkreis and the Bafep7 also carried out. Altogether a methodical-didactical task division according to the competence of the partners was present.According to the planning the team created a reader with the following contents: essential experiments of all partners during the project meetings and during the intermediate phases, methodical handouts for the implementation of the experiments in the kindergarten (description of the experiments, games, recipes, videos, documentation for the implementation in the elementary level). All results can be viewed on ERASMUS+ PROJECT RESULTS. Thus also a long-term use of our project might be made possible. In addition, copies of the reader are distributed to institutions in the elementary field for this purpose.In principle it can be stated that we implemented almost all plans. This applies to the distribution of tasks, experimentation, household practice as well as to the implementation in the elementary education sector. However, there is the following restriction at the end of the project: Corona prevented the last project meeting in Eisenberg in spring 2020. The planned experiments were exchanged online. The corresponding implementation in kindergarten did not take place, also due to national Corona regulations. As soon as possible, BBS Donnersbergkreis would like to make up for this in cooperation with the Ritten daycare center.Conclusion: All partners are satisfied with their work and will continue to cooperate in new projects."